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United Nations Department of Economic and Social Affairs Sustainable Development

University of Lausanne

#SDGAction38547
Description
Description
Abstract of the UNIL Strategic Plan 2012-2016Sustainability chapter :objective : Making sustainability one of the UNIL’s key concernsThe financial crisis and climate change have given rise to a profound questioning of our choices for society and our economic models. Article 73 of the Swiss Federal Constitution stipulates: « The Confederation and the cantons work to establish a lasting balance between nature, particularly its capacity for renewal, and its use by human beings ». Yet we know that our country consumes around twice as many natural resources as the biosphere is capable of producing. At this rate, our lifestyle can never be shared by the population of the planet as a whole, for want of natural resources; it therefore generates social inequalities. That is why, if we are to attain the balance envisaged in the Constitution, it is necessary to reduce our consumption. The Rectorate wishes to tackle these immense problems head on by equipping UNIL with an ambitious sustainability policy, set resolutely apart from the faux policy of so-called greenwashing.The aim therefore is to propose examples of new lifestyles that respect local and global limits and balances. The sustainability strategy, which takes shape through a participatory process, is called the UNIL's Agenda 21.Measures :1. Encourage teaching and research on themes of sustainability2. Strengthen the culture of sustainability in the UNIL community3. Affirm UNIL as a centre of reflection on sustainability4. Manage UNIL's consumption of natural resources and energy in a rational way5. Make sustainability a part of UNIL's quality cultureKey human resources : vice-rector for sustainability, sustainability officer, sustainability commission
Implementation of the Project/Activity

By the term sustainability UNIL means the need for society to maintain a degree of prosperity, while at the same time drastically reducing its impact on the biosphere by showing greater consideration for the limits of natural riches and the need to share resources more fairly. While the natural sciences and technology will play a role in creating innovative solutions, it is clear that they alone will not be able to meet this challenge. Institutional, economic and social innovations will also be necessary. It is the responsibility of educational and research institutions to analyse in depth the mechanisms that lead to current imbalances and to contribute to the emergence of such innovations.

Partners
University of Lausanne

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

UNIL's Agenda 21
Staff / Technical expertise
Expertise of students and staff concerning sustainable development
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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 Lausanne
SDGs
4
Geographical coverage
Lausanne, Switzerland
More information
Countries
Switzerland
Switzerland
Contact Information

Dominique Arlettaz, Rector

agenda21@unil.ch