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United Nations Department of Economic and Social Affairs Sustainable Development

University of Santiago de Compostela

#SDGAction38541
Description
Description
Signature of the Declaration executing the adhesion of USC implies the following commitments:1. Commitment to current or future actionUSC undertakes to pursue the following actions in the indicated areas.- Sustainable development training: To create a training programme for environmental volunteers that will appear in their academic record.- Encouragement of research on sustainable development issues: To identify research avenues applicable to university sustainability and provide direct funding for individual projects of significance.- The sustainable campus: To pursue actions to reduce the environmental footprint through programmes to promote sustainable mobility, the reduction of natural resources consumption, improved waste management, and more sustainable lifestyles.- Support for the sustainability efforts of local communities: To foster relations with community sector associations and local authorities in the pursuit of joint actions for sustainability.- Sharing with international frameworks: USC is integrated in international networks supporting principles of sustainable development such as the Global Compact. USC remains committed to ensuring compliance with the ten principles promulgated by the United Nations in this Compact.2. Commitment to transparency through annual reporting on progressUSC reports annually to its various stakeholders through the following instruments.- The Memorandum of Social Responsibility- The Rector’s Report, which includes the activities of the Office of Sustainable Development3. Commitment to target datesUSC has approved sustainability plans through or in the form of:- The Sustainable Development Plan, that is updated every four years with specified objectives, actions, persons responsible for implementa¬tion, and evaluation indices.- The International Campus of Excellence Campus Vida, the foundational project of which specifies environmental-sustainability-related objectives for 2009-2014 with special emphasis on social involvement and relations with local communities.4. Commitment of key resources and by partnersUSC pursues sustainability through the following internal units and partnerships:- The Office of Sustainable Development, a section of the Vicerectorate for Social Responsibility and Quality.- The Participation and University Integration Service, a section of the Vicerectorate for Students, Culture and Continuing Education.- The Energy and Sustainability in USC Unit, a section of the Vicerectorate for Economic Affairs and Infrastructures.- The Sustainability Evaluation working group of the Environmental Quality, Sustainable Development and Risk Prevention Committee of the Spanish Conference of University Rectors (CRUE).
Implementation of the Project/Activity

USC reports annually to its various stakeholders through the following instruments.- The Memorandum of Social Responsibility- The Rector's Report, which includes the activities of the Office of Sustainable Development

Partners
University of Santiago de Compostela

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

The Memorandum of Social Responsibility
The Rector's 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 Santiago de Compostela
SDGs
4
Geographical coverage
Santiago de Compostela, Spain
More information
Countries
Spain
Spain
Contact Information

Juan Jose Casares Long, Rector

rector@usc.es