Sorry, you need to enable JavaScript to visit this website.
United Nations Department of Economic and Social Affairs Sustainable Development

University of Gothenburg

#SDGAction38644
Description
Description
The University of Gothenburg believes the future is important. We want to ensure sustainable development; a future where the various stakeholders in society make long-term decisions that are good for society today, as well as for future generations. Our students are the decision makers of tomorrow, and our research provides a basis for political and business decisions. We therefore strive to be one of the leading universities in Europe for research and education in sustainable development. As a part of this commitment we are certified according to the international standard for environmental management ISO 14001 and EMAS.
Implementation of the Project/Activity

The action plan for environment and sustainable development indicates the overarching objectives for the University's work on sustainable development and how these are to be put into effect in the University's activities. The action plan is set by the Vice-chancellor and the responsibility for implementation and follow-up is delegated to each Dean of faculty. The university has one appointed environmental manager who is head over the environmental unit. The current action plan runs from 2011-2015.The objectives are:- The University will increase the amount of research in sustainable development.- The University will increase the integration of sustainable development into education.- The University will strengthen its interaction with the surrounding community in sustainable development.- The University will offer the surrounding community an average of two public activities in sustainable development per day.- The University will increase the number of activities and collaborative projects in sustainable development together with the students.- The University will ensure that everyone in a managerial position with responsibility for personnel has undergone training in environmental management.- The University will ensure that 10 per cent of the total number of employees take part annually in skills enhancement in sustainable development.- The University will reduce carbon dioxide emissions from travel and transport by 20 per cent by 2015 compared with 2008.- The University will reduce energy use by 10 per cent per square metre by 2015 in comparison with 2008.- In 2015 the University will only use electricity and heating from renewable energy sources.- The University will also increase the proportion of purchases and procurements (measured in economic value) for which social, ethical and environmental requirements are set.- The University will reduce the total quantity of waste by 10 per cent by 2015 in comparison with 2009.- The University will increase the proportion of waste from which materials are recovered or which is composed by 10 per cent by 2015 in comparison with 2009.- The University will reduce the number of incidences of chemical products included in the PRIO databases at the University by at least 15 per cent by 2015 in comparison with the result for 2009.- The University will minimise the number of incidents that lead to adverse consequences for the environment and work towards minimising the consequences of any incidents.A complete follow-up is done at the end of each year and results in a joint sustainability report which provides the basis for reporting according to EMAS, GRI and the International Sustainable Campus Network. The results are additionally fed back to the Swedish Government Offices.

Partners
University of Gothenburg

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

Reduce carbon dioxide emissions from travel and transport by 20 per cent
Reduce the total quantity of waste by 10 per cent
Reduce the number of incidences of chemical products included in the PRIO databases at the University by at least 15 per cent
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.
Share
FacebookTwitterLinkedIn
Timeline
01 January 2012 (start date)
01 January 2015 (date of completion)
Entity
University of Gothenburg
SDGs
4
Geographical coverage
Gothenburg, Sweden
More information
Countries
Sweden
Sweden
Contact Information

Pam Fredman, Vice-Chancellor

rektor@gu.se