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United Nations Department of Economic and Social Affairs Sustainable Development

University of Eastern Finland

    Description
    Description
    Our sustainability project between 2012 and 2015:Towards Ethical SustainabilityThe University of Eastern Finland, UEF, is a multidisciplinary research university with 15,000 students in the eastern Finnish lake area. The university was established in 2010 as the result of the merger of two research universities dating back to 1966: the University of Joensuu and the University of Kuopio. The special areas of expertise of the UEF are research and teaching relating to forests and the environment, health and wellbeing, and new technologies and materials. In May 2012, the UEF was ranked 38th in the QS Top 50 Under 50 listing of the best young universities, established since 1962.As a partner university of the United Nations Environment Programme, UNEP, since 2003, the University of Eastern Finland is committed to implement the goals set by the United Nations. Among the annual activities conducted jointly by the University of Eastern Finland and UNEP, with the support of the Ministry for Foreign Affairs of Finland and the Ministry of the Environment of Finland, is the annual UEF UNEP Course on Multilateral Environmental Agreements.
    Implementation of the Project/Activity

    Studies on development policy have highlighted the necessity to once again assess the Rio consensus on sustainability as expressed in Agenda 21 and to also take into consideration the ethical challenges of sustainability to the academic society. The concept of sustainability should be re-evaluated from an intercultural perspective. This would be of importance for people and societies of different cultural backgrounds. The concept of sustainability, as expressed in writings and teachings, should be understood in a broad perspective. Ethical sustainability should be seen as a precondition for the implementation of the four attributes of sustainable development: ecological, economical, social and cultural. It is important to note that cultural sustainability is not the same as ethical sustainability although these two concepts correlate with each other.After the Rio Summit of 1992, Dr. Noel J. Brown, Director of UNEP, wrote: “Agenda 21 lays out the tasks. It is now up to the world community to move beyond the Rio consensus to the commitment necessary for implementation. And a commitment is a moral act, perhaps the missing element in the global equation.” (Ethics & Agenda 21,2).

    Partners
    University of Eastern Finland

    Goal 4

    Ensure inclusive and equitable quality education and promote lifelong learning opportunities for all

    Goal 4

    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

    By 2030, eliminate gender disparities in education and ensure equal access to all levels of education and vocational training for the vulnerable, including persons with disabilities, indigenous peoples and children in vulnerable situations
    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

    By 2020, substantially expand globally the number of scholarships available to developing countries, in particular least developed countries, small island developing States and African countries, for enrolment in higher education, including vocational training and information and communications technology, technical, engineering and scientific programmes, in developed countries and other developing countries
    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

    UNEP Course on Multilateral Environmental Agreements
    Staff / Technical expertise
    Expertise of students and staff concerning sustainable development
    No progress reports have been submitted. Please sign in and click here to submit one.
    False
    Action Network
    Higher Education Sustainability Initiative
    This initiative does not yet fulfil the SMART criteria.
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    Timeline
    01 January 2012 (start date)
    01 January 2015 (date of completion)
    Entity
    University of Eastern Finland
    SDGs
    Geographical coverage
    Joensuu, Finland
    More information
    Countries
    Finland
    Finland
    Contact Information

    Jaakko Puhakka, Rector