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United Nations Department of Economic and Social Affairs Sustainable Development

University of Gloucestershire

#SDGAction38557
Description
Description
Currently, sustainability runs through the core of all University activities and is visible: through university procurement processes; at sustainable catering outlets; in quality enhancement and assurance processes of the curriculum; at professional induction and development opportunities for staff, in ICT management; as well as, through Student Union activities. The new plans will extend engagement opportunities for staff, students and other stakeholders and measure improvements in performance, participation, partnerships as well as profile:Performance: Be a university which continuously improves its sustainability performance and meets its carbon commitments. During the life of this strategy the university will: establish and progressively develop strong performance scores in the new LiFE index, building on track records of scores in the former Universities That Count scheme; improve our carbon reduction institution-wide to meet our 40% goal as agreed with HEFCE; develop and monitor sustainability KPIs for professional departments.Profile: The University aims to be recognised as a sector leader in sustainability, and be known for our distinctive profile in education for sustainability and its connections with employability. During the life of this strategic plan the university will: maintain a high profile in national award schemes (Green Gowns) and ranking exercises eg People and Planet; provide advice for, and engage in, external sustainability activities (prioritising education and employability agendas); maintain positive coverage of sustainability in the regional and national media; Increase in citations as a good practice example by government, public and HE sector.Participation: We will continue to be an institution that actively engages staff, students and stakeholders in sustainability activities. During the life of this strategy the university will improve the range and quality of student engagement opportunities and learning experiences as well as improve staff engagement across departments allowing an increased ownership of the sustainability agenda.Partnerships: The University will build and support partnerships locally, nationally and internationally in the area of sustainability. During the life of the strategy the university will increase participation of local and regional stakeholders in university sustainability initiatives as well as extend new business development, enterprise and research partnerships in sustainability.The University of Gloucestershire is committed to transparency in all activities undertaken including those associated with sustainability. As well as submitting to external audits through ISO14001 and rankings systems such as the Green League, the University undertakes regular internal environmental audits and publishes reviews of its sustainability performance in its Annual Report.
Implementation of the Project/Activity

The University of Gloucestershire has demonstrated a strong commitment to sustainability over time and made a distinguished contribution to this area as reflected in University sustainability rankings, index assessments and awards. It has recently launched an ambitious plan to upscale the impact of its efforts in this area. This 5 year plan is embedded within the University?s Strategic Plan and continues to build on efforts to embed sustainability into the DNA of the University. The University of Gloucestershire is committed to transparency in all activities undertaken including those associated with sustainability. As well as submitting to external audits through ISO14001 and rankings systems such as the Green League, the University undertakes regular internal environmental audits and publishes reviews of its sustainability performance in its Annual Report.

Partners
University of Gloucestershire

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

University's Strategic Plan
Annual Report
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 Gloucestershire
SDGs
4
Geographical coverage
Cheltenham, United Kingdom (The)
Countries
N/A
Contact Information

Stephen Marston, Vice Chancellor

smarston@glos.ac.uk