University of Lagos
Description
Through continued efforts already underway.- Creation of the Waste to Wealth Programme through the establishment of recycling and waste disposal scheme/ project.a. A committee would be set up to establish:i. The appropriate location for the plantii. Orientation of members of the University Community on the importance of proper Waste Management and Recycling.iii. The cost implicationThis committee would also be in charge of evaluating and monitoring the project and issuing biannual progress reports.b. The Pre-establishment of the project would include various orientation programmes such as seminars, workshops, public lectures to sensitize members of the University Community. (Time Frame: 12 months)c. Key resources and partners that would be involved in the project include:i. The Lagos State Waste Management Authority (LAWMA). This is the State owned agency in charge of the waste management in Lagos State, the host-State of the University.ii. The Director of Medical Services, UNILAG. This Unit currently has the responsibility of managing the University's Waste Disposal System.iii. Two Professors drawn from the Faculty of Science and Faculty of Engineering shall be the resource persons for the project.d. The target is to: i. Ensure a cleaner environment through proper waste management.ii. Proper enlightenment on advantages of Waste Recycling.- Institution of a special award for Research on Sustainable Development Issues during the Annual Research and Conference Fair.a. The University annually organizes a research and conference fair to encourage research within the University. A special Award including cash prize would be instituted and given to the best research project covering any sustainable Development issue.b. The best research project for this award would be judged through a transparent process. The winning project would be highlighted on the University Website, University Magazine and the University Radio Station.c. The research fair is an annual event; therefore the award would be issued annually. The target is to encourage the institution of relevant projects on annual basis.d. The key resources/partners to achieve targets are:1. The Central Research Committee of the University2. The Director, Academic Planning3. The Deputy Vice-Chancellor, Academic and Research.- Hosting of Public Lectures on Sustainable Development Issues. This would cover public lectures aimed at sensitizing members of the University host communities which include Akoka, Iwaya and Yaba.a. These lectures would be held twice in every semester,b. Residents of the local communities would be invited to take part in the lecture. A questionnaire would be issued at the end of these lectures to evaluate the understanding level of participants at the lecture.c. The goal is to draw the attention of members of the public to these issues; orientate them on the need to embrace positive environmental habits.d. Key resource persons/partners are:i. Lecturers drawn from various departments within the University.ii. The Lagos State Ministry of Environment.iii. The Federal Ministry of Environment.
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
Adetokunbo Sofoluwe, Vice Chancellor