27/05/2021 10:45 – 11:45

Interactive work on the SDGs - based on presented model (Breakout rooms session)
1. Starting point: SDG4 – Quality Education
When defining a Panel of Sustainable Development Indicators, it is essential to consider and define the ma-
jor targets. Considering that Agenda 2030’s 17 SDGs deploy a total of 169 targets, and that the university
can make a contribution to some SDGs, but not all of them, the next step was to define which SDGs the
University can contribute to, and the targets through which it can do so, since many of the targets are
unrelated to the University’s scope of activity. The most Universal Goal for University activities would be
Goal no. 4.
● Taking mapping exercise outcomes into account - when it comes to SDG4, which Targets can
your university focus on to contribute to the SDGs? (It’ exercise, not ending result). Please
mark them as Green in Google Doc.

Goal 4. Ensure inclusive and equitable quality education and promote

lifelong learning opportunities for all
Targets

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
4.2 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

4.3 By 2030, ensure equal access for all women and men to affordable and quality technical, vocational and
tertiary education, including university
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
4.5 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
4.6 By 2030, ensure that all youth and a substantial proportion of adults, both men and women, achieve
literacy and numeracy
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.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.b By 2020 (2030), 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.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

Global indicator framework for the Sustainable Development Goals and targets
Global indicator framework for the Sustainable Development Goals and targets
● Are indicators from the Global indicator framework for the SDGs indicators applicable for
your institution?
 Goal 4. Ensure inclusive and equitable quality education and promote
lifelong learning opportunities for all
Target Indicator (from Global Indicators framework)

4.1.1 Proportion of children and young people:

4.1 By 2030, ensure that all girls and boys complete
(a) in grades 2/3; (b) at the end of primary; and
free, equitable and quality primary and secondary
(c) at the end of lower secondary achieving at least a
education leading to relevant and effective learning
minimum proficiency level in (i) reading and
outcomes
(ii) mathematics, by sex
4.2 By 2030, ensure that all girls and boys have
4.2.1 Proportion of children under 5 years of age
access to quality early childhood development, care
who are developmentally on track in health, learning
and pre-primary education so that they are ready for
and psychosocial well-being, by sex
primary education
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 4.3.1 Participation rate of youth and adults in
men to affordable and quality technical, vocational formal and non-formal education and training in the
and tertiary education, including university previous 12 months, by sex
4.4 By 2030, substantially increase the number of
4.4.1 Proportion of youth and adults with
youth and adults who have relevant skills, including
information and communications technology (ICT)
technical and vocational skills, for employment,
skills, by type of skill
decent jobs and entrepreneurship
4.5 By 2030, eliminate gender disparities in 4.5.1 Parity indices (female/male, rural/urban,
education and ensure equal access to all levels of bottom/top wealth quintile and others such as
education and vocational training for the vulnerable, disability status, indigenous peoples and conflict-
including persons with disabilities, indigenous affected, as data become available) for all education
peoples and children in vulnerable situations indicators on this list that can be disaggregated
4.6 By 2030, ensure that all youth and a substantial 4.6.1 Percentage of population in a given age
proportion of adults, both men and women, achieve group achieving at least a fixed level of proficiency in
literacy and numeracy 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
4.7.1 Extent to which (i) global citizenship
development, including, among others, through
education and (ii) education for sustainable
education for sustainable development and
development, including gender equality and human
sustainable lifestyles, human rights, gender equality,
rights, are mainstreamed at all levels in: (a) national
promotion of a culture of peace and non-violence,
education policies, (b) curricula, (c) teacher
global citizenship and appreciation of cultural
education and (d) student assessment
diversity and of culture’s contribution to sustainable
development
4.a.1 Proportion of schools with access to:
(a) electricity; (b) the Internet for pedagogical
4.a Build and upgrade education facilities that are purposes; (c) computers for pedagogical purposes;
child, disability and gender sensitive and provide (d) adapted infrastructure and materials for students
safe, non-violent, inclusive and effective learning with disabilities; (e) basic drinking water; (f) single-
environments for all sex basic sanitation facilities; and (g) basic
handwashing facilities (as per the WASH indicator
definitions)
4.b By 2020, substantially expand globally the 4.b.1 Volume of official development assistance
number of scholarships available to developing flows for scholarships by sector and type of study
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.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 in: (a) pre-primary;
(b) primary; (c) lower secondary; and (d) upper
secondary education who have received at least the
minimum organized teacher training (e.g.
pedagogical training) pre-service or in-service
required for teaching at the relevant level in a given
country

● Example: UPV Panel of Indicators for SDG4 – Are these indicators applicable for your
institution? Can you have specific numbers and measure the results? What are the other
indicators would you consider?

Targets concerning UPV: 4.3, 4.4, 4.5, 4.7, 4a

UPV Panel of Indicators for SDG4

1. Students enrolled
1. Students in their first year at the University
2. Academic offer (undergraduate qualifications, master’s courses, doctorates and in-house
qualifications)
3. Number of end-of-year projects contributing to SDGs
4. Students graduating
5. Number of theses contributing to SDGs
6. Number of consolidated research groups contributing to SDGs
7. Assessment of the competences received by graduates
8. Student satisfaction with University
9. Number of lecturers involved in innovative project in connection with sustainability
10. Participation rate of students in formal education and training in the previous 12 months,
by sex
11. Participation rate of studentsin non-formal education and training in the previous 12
months, by sex
12. Proportion of students and staff with relevant skills, measured by types of skills
13. Scientific output produced by the university (contributing to SDGs)
14. Number of appropriate facilities adjusted for the needs of disabled people and/or
different sexes
15. Number of ICT centers and equipment in the university campuses
16. Basic sanitation of the infrastructure of university facilities (ratio of students and toilets)
17. Renewable sources of energy established within the university
18. Production of trained professionals of the university (pedagogical training, trained
personnel for teaching students with special needs)
19. Number of teaching staff with Master/PhD degree
20. Number of teacher trainings/trainees produced for university (also number of SDG
trainings)
21. Number of courses/modules/training contributing to SDGs/advocacy of SDGs

Methodological data sheets for the indicators (UPV):

Proposed list of indicators for my institution (SDG4):
 2. Goal 5. Achieve gender equality and empower all
women and girls
● Taking mapping exercise outcomes into account - when it comes to SDG5, which Targets can
your university focus on to contribute to the SDGs? (It’ exercise, not ending result). Please
mark them as Green in Google Doc.

Goal 5. Achieve gender equality and empower all women and girls

Targets

5.1 End all forms of discrimination against all women and girls everywhere+B72:B76
5.2 Eliminate all forms of violence against all women and girls in the public and private spheres, including
trafficking and sexual and other types of exploitation
5.3 Eliminate all harmful practices, such as child, early and forced marriage and female genital mutilation
5.4 Recognize and value unpaid care and domestic work through the provision of public services,
infrastructure and social protection policies and the promotion of shared responsibility within the household
and the family as nationally appropriate
5.5 Ensure women’s full and effective participation and equal opportunities for leadership at all levels of
decision-making in political, economic and public life
5.6 Ensure universal access to sexual and reproductive health and reproductive rights as agreed in accordance
with the Programme of Action of the International Conference on Population and Development and the
Beijing Platform for Action and the outcome documents of their review conferences
5.a Undertake reforms to give women equal rights to economic resources, as well as access to ownership and
control over land and other forms of property, financial services, inheritance and natural resources, in
accordance with national laws
5.b Enhance the use of enabling technology, in particular information and communications technology, to
promote the empowerment of women
5.c Adopt and strengthen sound policies and enforceable legislation for the promotion of gender equality and
the empowerment of all women and girls at all levels

● Are indicators from Global indicator framework for the SDGs indicators applicable for your
institution?

Goal 5. Achieve gender equality and empower all women and girls

Target Indicator (from Global Indicators framework)

5.1.1 Whether or not legal frameworks are in

5.1 End all forms of discrimination against all women
place to promote, enforce and monitor equality and
and girls everywhere+B72:B76
non-discrimination on the basis of sex
5.2 Eliminate all forms of violence against all women 5.2.1 Proportion of ever-partnered women and

and girls in the public and private spheres, including
trafficking and sexual and other types of exploitation
5.3 Eliminate all harmful practices, such as child,
early and forced marriage and female genital
mutilation
5.4 Recognize and value unpaid care and domestic
work through the provision of public services,
infrastructure and social protection policies and the
promotion of shared responsibility within the
household and the family as nationally appropriate
5.5 Ensure women’s full and effective participation
and equal opportunities for leadership at all levels of
decision-making in political, economic and public life
5.6 Ensure universal access to sexual and
reproductive health and reproductive rights as
agreed in accordance with the Programme of Action
of the International Conference on Population and
Development and the Beijing Platform for Action and
the outcome documents of their review conferences
5.a Undertake reforms to give women equal rights to
economic resources, as well as access to ownership
and control over land and other forms of property,
financial services, inheritance and natural resources,
in accordance with national laws
girls aged 15 years and older subjected to physical,
sexual or psychological violence by a current or
former intimate partner in the previous 12 months,
by form of violence and by age
5.2.2 Proportion of women and girls aged 15
years and older subjected to sexual violence by
persons other than an intimate partner in the
previous 12 months, by age and place of occurrence
5.3.1 Proportion of women aged 20-24 years who
were married or in a union before age 15 and before
age 18
5.3.2 Proportion of girls and women aged 15-49
years who have undergone female genital
mutilation/cutting, by age
5.4.1 Proportion of time spent on unpaid
domestic and care work, by sex, age and location
5.5.1 Proportion of seats held by women in
national parliaments and local governments
5.5.2 Proportion of women in managerial
positions
5.6.1 Proportion of women aged 15-49 years who
make their own informed decisions regarding sexual
relations, contraceptive use and reproductive health
care
5.6.2 Number of countries with laws and
regulations that guarantee women aged 15-49 years
access to sexual and reproductive health care,
information and education
5.a.1 (a) Proportion of total agricultural
population with ownership or secure rights over
agricultural land, by sex; and (b) share of women
among owners or rights-bearers of agricultural land,
by type of tenure

● Example: UPV Panel of Indicators for SDG5 – Are these indicators applicable for your
institution? Can you have specific numbers and measure the results? What are the other
indicators would you consider?

Targets concerning UPV: 5.1., 5.2, 5.4., 5.5., 5c

UPV Panel of Indicators for SDG5

Number of times the UPV/EHU gender violence protocol has been activated.
Percentage of women in charge of research groups.
Percentage of women in academic posts.
Percentage of female professors or full female lecturers with respect to the total.
Number of former postgraduates in feminist and gender studies.
Methodological data sheets for the indicators (UPV):
Proposed list of possible indicators: