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United Nations Department of Economic and Social Affairs Sustainable Development

The University of Waikato

#SDGAction38602
Description
Description
The University of Waikato has an essential role to play in the promotion and pursuit of sustainability, through education, teaching and research, and the implementation of sustainable initiatives on campus. We strive to model a working example of sustainability in action.The University of Waikato also values supporting and collaborating with communities, business and leaders in their work towards sustainability.The University has already committed to a number of environmental sustainability initiatives, including a travel plan, an environmental policy, and a 5-star green rated student centre. In addition, we are committed to a number of environmental objectives and projects during 2012-2105.We conduct regular audits on our carbon emissions, waste production, travel, and energy use.The University of Waikato, in demonstrating its commitment to sustainability will undertake to: Develop a Sustainability Plan from 2012Complete a Waste Minimisation and Management Strategy by the end 2012Develop an Environmental Purchasing Policy for suppliers to adhere to, 2013Publish a Green Events Guide & Eco Booklet for Campus by 2014Investigate sustainability forming a key part of curriculum across all disciplines, 2014Develop an Energy Plan, 2014Consider sustainability principles in planning, research and operationsEngage the community in awareness and education of sustainability concepts
Implementation of the Project/Activity

We will also consider the following for potential:Collaboration with local and regional councils on organic waste minimisation for our region, 2013Hosting a Leadership/Maori Sustainability conference in 2014 to coincide with the University's 50th anniversary celebrationsCreating an Eco Hub on campus, open to the public, showcasing eco efficiencies and research in sustainability, 2015The University of Waikato Vice-Chancellor's office strongly supports these initiatives which will be driven by the University's Environmental & Sustainability Coordinator, and Environmental Policy Committee.

Partners
The University of Waikato

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

Sustainability Plan
Waste Minimisation and Management Strategy
Green Events Guide & Eco Booklet for Campus
Energy Plan
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 Waikato
SDGs
4
Geographical coverage
Waikato, New Zealand
More information
Countries
New Zealand
New Zealand
Contact Information

Neil Quigley , Vice Chancellor

info@waikato.ac.nz;duanna@waikato.ac.nz