Université de Lorraine
Description
To achieve this mission for the sustainable development the Université de Lorraine will reserve a part of its annual budget. The university also will use all of its central services, of its central councils, and all the services and technical offices of the diverse sites. Planning will be necessary because all the actions can't be achieved in the short term. However, the Université de Lorraine commits that the results of this approach will be substantial in 2015. The new “Université de Lorraine” resulting this year from the fusion of four universities commits to fulfil the obligations of the charters signed by the Heads of the french universities.From 2012, the “Université de Lorraine” must continue actions initiated since 2010 and extend its initiative for sustainable development on all its sites. A few actions can be listed, for example- improving the energy performance of all the buildings (after diagnosis)- optimizing the management of use of water- respecting the biodiversity on campus- developing the welcome of teachers, researchers and students (foreign students) on the campus, bringing to them a well-being, a good life- executing the actions for the establishment of a transport plan on one campus, and then initiating other diagnostics for transport plans on other sites- continuing to train and educate the staff and students to sustainable development- promoting all the initiatives in favour of sustainable developmentTo achieve this mission for the sustainable development the “Université de Lorraine” will reserve a part of its annual budget. The university also will use all of its central services, of its central councils, and all the services and technical offices of the diverse sites. Planning will be necessary because all the actions can't be achieved in the short term. However, the “Université de Lorraine” commits that the results of this approach will be substantial in 2015.
SDGS & Targets
Goal 4
Ensure inclusive and equitable quality education and promote lifelong learning opportunities for all
4.1
By 2030, ensure that all girls and boys complete free, equitable and quality primary and secondary education leading to relevant and effective learning outcomes
4.1.1
Proportion of children and young people (a) in grades 2/3; (b) at the end of primary; and (c) at the end of lower secondary achieving at least a minimum proficiency level in (i) reading and (ii) mathematics, by sex
4.1.2
Completion rate (primary education, lower secondary education, upper secondary education)
4.2
By 2030, ensure that all girls and boys have access to quality early childhood development, care and pre-primary education so that they are ready for primary education
4.2.1
Proportion of children aged 24–59 months who are developmentally on track in health, learning and psychosocial well-being, by sex
4.2.2
Participation rate in organized learning (one year before the official primary entry age), by sex
4.3
By 2030, ensure equal access for all women and men to affordable and quality technical, vocational and tertiary education, including university
4.3.1
Participation rate of youth and adults in formal and non-formal education and training in the previous 12 months, by sex
4.4
By 2030, substantially increase the number of youth and adults who have relevant skills, including technical and vocational skills, for employment, decent jobs and entrepreneurship
4.4.1
Proportion of youth and adults with information and communications technology (ICT) skills, by type of skill
4.5
4.5.1
Parity indices (female/male, rural/urban, bottom/top wealth quintile and others such as disability status, indigenous peoples and conflict-affected, as data become available) for all education indicators on this list that can be disaggregated
4.6
By 2030, ensure that all youth and a substantial proportion of adults, both men and women, achieve literacy and numeracy
4.6.1
Proportion of population in a given age group achieving at least a fixed level of proficiency in functional (a) literacy and (b) numeracy skills, by sex
4.7
By 2030, ensure that all learners acquire the knowledge and skills needed to promote sustainable development, including, among others, through education for sustainable development and sustainable lifestyles, human rights, gender equality, promotion of a culture of peace and non-violence, global citizenship and appreciation of cultural diversity and of culture’s contribution to sustainable development
4.7.1
Extent to which (i) global citizenship education and (ii) education for sustainable development are mainstreamed in (a) national education policies; (b) curricula; (c) teacher education and (d) student assessment
4.a
Build and upgrade education facilities that are child, disability and gender sensitive and provide safe, non-violent, inclusive and effective learning environments for all
4.a.1
Proportion of schools offering basic services, by type of service
4.b
4.b.1
Volume of official development assistance flows for scholarships by sector and type of study
4.c
By 2030, substantially increase the supply of qualified teachers, including through international cooperation for teacher training in developing countries, especially least developed countries and small island developing States
4.c.1
Proportion of teachers with the minimum required qualifications, by education level
SDG 14 targets covered
Deliverables & Timeline
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Contact Information
Pierre Mutzenhardt, President