Sustainability
THE Sustainability Impact Ratings
SDG 4 – Quality Education
4.2 Proportion of graduates with teaching qualification
Data reported
- Number of graduates
- Number of graduates who gained a qualification that entitled them to teach at primary school level
4.3 Lifelong learning measures
Provide free access to educational resources for those not studying at the university.
- Free courses leading to certificate or awardLunch Talk, Public Lecture
- Free access to campus facilities and equipmentMosque, Sport Center, UIII Mart, Food Court
- Free access to online resourcesRepository, UIII Journals, Digital Collection
Host educational events at university that are open to the general public.
Host events at university that are open to the general public: executive education programmes (short courses for people who are not attending the university, excluding courses like MBA) and/or vocational training.
- Ad hocBIPA
- On a programmed basisFaculty of Education continuing programmes; FSI × ICRC
Undertake educational outreach activities (e.g. tailored lectures or demonstrations) beyond campus – in local schools, in the community. This can include voluntary student-run schemes.
- Ad hocUIII Mengajar; SCRIPT FIS
- On a programmed basisFaculty of Education Community Service; BIPA; STREAM FoSS
A policy that ensures that access to these activities is accessible to all, regardless of ethnicity, religion, disability, immigration status or gender.
Click here →4.4 Proportion of first-generation students
Data reported
- Number of students starting a degree
- Number of first-generation students starting a degree
Sustainability
THE Sustainability Impact RatingsSDG 8 – Decent Work and Economic Growth
8.2 Employment practice
Pay all staff and faculty at least the living wage, defined as the local living wage (if government defines this) or the local financial poverty indicator for a family of four (expressed as an hourly wage).
Click here →Recognise unions (freedom of association and collective bargaining) for all, including women and international staff.
Click here →Have a policy on ending discrimination in the workplace (including discrimination based on religion, sexuality, gender, age, or refugee status).
Click here →Have a policy commitment against forced labour, modern slavery, human trafficking and child labour.
Click here →Have a policy on guaranteeing equivalent rights of workers when outsourcing activities to third parties.
Click here →Have a policy on pay scale equity including a commitment to measurement and elimination of gender pay gaps.
Click here →Measurement or tracking of pay scale gender equity.
Click here →Have a process for employees to appeal on employee rights and/or pay.
Click here →Recognise labour rights (freedom of association and collective bargaining) for all, including women and international staff.
Click here →8.3 Expenditure per employee
8.4 Proportion of students taking work placements
Data reported
- Number of students
- Number of students with work placements for more than a month
8.5 Proportion of employees on secure contracts
Sustainability
THE Sustainability Impact Ratings
SDG 10 – Reduced Inequalities
10.2 First-generation students
Data reported
- Number of students
- Number of students starting a degree
- Number of first-generation students starting a degree
10.3 International students from developing countries
Data reported
- Number of students
- Number of international students from developing countries
10.4 Proportion of students with disabilities
10.5 Proportion of employees with disabilities
10.6 Measures against discrimination
Have an admissions policy which is non-discriminatory or which details and explains the logic for any appropriate positive discrimination policies in admissions.
Click here →Measure and track applications and admissions of underrepresented (and potentially underrepresented) groups including ethnic minorities, low income students, non-traditional students, women, LGBT students, disabled students, and newly settled refugee students.
Click here →Take planned actions to recruit students, staff, and faculty from under-represented groups.
Click here →Have an anti-discrimination policy that covers the institution and its operations.
Click here →Have a diversity and equality committee, office or officer (or the equivalent) tasked by the administration or governing body to advise on and implement policies, programmes and trainings related to diversity, equity, inclusion and human rights on campus.
Click here →Provide mentoring, counselling, or peer support programmes to support students, staff, and faculty from underrepresented groups.
Click here →Provide accessible facilities for people with disabilities.
Click here →Provide access schemes for people with disabilities such as mentoring or other targeted support.
Have a reasonable accommodation policy or strategy for people with disabilities including adequate funding.
Click here →Have an anti-harassment policy that covers the institution and its operations.
Click here →
Sustainability
THE Sustainability Impact Ratings
SDG 17 – Partnerships for the Goals
17.2 Relationships to support the goals
Have direct involvement in, or input into, national government or regional non-government organisations, SDG policy development – including identifying problems and challenges, developing policies and strategies, modelling likely futures with and without interventions, monitoring and reporting on interventions, and enabling adaptive management.
Initiate and participate in cross-sectoral dialogue about the SDGs, e.g. conferences involving government or NGOs.
Participate in international collaboration on gathering or measuring data for the SDGs.
Through international collaboration and research, review comparative approaches and develop international best practice on tackling the SDGs.
Collaborate with NGOs to tackle the SDGs through: student volunteering programmes, research programmes, or development of educational resources.
17.3 Publication of SDG reports
Publish progress against each SDG, either individually or within an annual report.
Publish progress against SDG 1, either individually or within an annual report.
Publish progress against SDG 2, either individually or within an annual report.
Publish progress against SDG 3, either individually or within an annual report.
Publish progress against SDG 4, either individually or within an annual report.
Publish progress against SDG 5, either individually or within an annual report.
Publish progress against SDG 6, either individually or within an annual report.
Publish progress against SDG 7, either individually or within an annual report.
Publish progress against SDG 8, either individually or within an annual report.
Publish progress against SDG 9, either individually or within an annual report.
Publish progress against SDG 10, either individually or within an annual report.
Publish progress against SDG 11, either individually or within an annual report.
Publish progress against SDG 12, either individually or within an annual report.
Publish progress against SDG 13, either individually or within an annual report.
Publish progress against SDG 14, either individually or within an annual report.
Publish progress against SDG 15, either individually or within an annual report.
Publish progress against SDG 16, either individually or within an annual report.
Publish progress against SDG 17, either individually or within an annual report.
17.4 Education for the SDGs
Have a commitment to meaningful education around the SDGs across the university, relevant and applicable to all students.
Have dedicated courses (full degrees, or electives) that address sustainability and the SDGs.
Have dedicated outreach educational activities for the wider community, which could include alumni, local residents, displaced people.
Measure the sustainability literacy of students – how the university evaluates students’ ability to learn and retain key concepts of sustainability.