University of Education PH Schwaebisch Gmuend-PH SG
Description
The Education for sustainable development has a long tradition at the University of Education Schwäbisch Gmünd. Already in the nineties oft the last century, some colleagues have developed theoretical concepts for environmental education and tested practically at the university.Since 2000 the education for sustainable development is a central issue in many departments. In particular, the department of biology develops and evaluates pedagogical approaches for this purpose. An example is the project ?Worldrangers? by Professor Dr. Hans-Martin Haase.In 2011, the senate of the university founded a committee. This group is supposed to intensify and strengthen the profile of sustainability, which is laid down in the actual programme of the university.The followings aims are formulated for the period 2012 – 2015:Study• Lectures concerning sustainability are contained in many courses of studies.Engagement of students• Student groups and engagement of students related to sustainability are being supported by the university.Research• Research projects with respect to sustainability are being supported by the university.Training• There will be training for all members of the university by means of lectures, workshops, flyers, signs etc.Energy Management• Energy reduction is realised in the university in multiple ways.• The University obtains electricity from regenerative sources.• Open roof areas are used for installation of photovoltaic systems and solar collectors.Acquisition• The ecological certification of products is a most important criterion for acquisition.• Fair trade is also important.Mobility• The car pool of the university is reduced to a minimum.• Measures for reducing the individual traffic (student tickets, ride sharing, etc.) are supported by the university.• Covered parking areas for bicycles and e-bikes are available.Ecologisation of the environment• The university has an ecological valuable open air ground and field. This area will be used for planting domestic trees and bushes, for helping nesting, for replacing poor grasses into flower meadows and for supporting natural cycles by composting.Litter and recycling• The university has developed a logistical concept for litter and recycling which is arranged with the local waste disposal contractor.
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
Resources mobilized
Partnership Progress
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SDGs
Geographical coverage
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Contact Information
Astrid Beckmann, Rector Professor Dr.