University of Wisconsin-Whitewater College of Business & Economics
Description
During the 2012 to 2015 period we specifically commit to build upon the success of our water business program by taking the following actions: - Incorporating water as natural capital and freshwater water stewardship topics into our curriculum across all disciplines; -Offering water-centric educational opportunities in the form of symposia, conferences, courses, certificates and degrees to our faculty and students, industry, and the community; -Encouraging and supporting research by faculty and students on freshwater management topics such as water quality, quantity and accessibility; -Supporting our students' water-related internship, service learning, and co-curricular activities; -Bluing our campus by: i) reducing our water footprint through resource efficiencies in our buildings and facilities; ii) adopting effective programs for water conservation via waste minimization, recycling and reuse on our campus, and iii) encouraging more water-conscious lifestyles among our stakeholders; -Supporting water conservation and water quality improvement efforts in our local and regional communities, working with government authorities, civil society, and industry to foster more communities with smaller water footprints and cleaner watersheds; and -Engaging with and sharing results through international frameworks, such as the Principles for Responsible Management Education and Association to Advance Collegiate Schools of Business initiatives, in the form of regular reports.Achieving these goals requires action by numerous units on campus and close collaboration with local government and community organizations. Our key partners include the UW-Whitewater Sustainability Council, the UW-Whitewater Facilities Planning & Management office, the UW-Whitewater Office of Research & Sponsored Programs, the Milwaukee Water Council, and the Association to Advance Collegiate Schools of Business.
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
Resources mobilized
Partnership Progress
Feedback
Action Network
Share
Timeline
Entity
SDGs
Geographical coverage
More information
Countries
Contact Information
Robert M. Schramm, Assistant Dean