| Overall Rating | Reporter |
|---|---|
| Overall Score | |
| Liaison | Tatiana Molina Velásquez |
| Submission Date | March 4, 2022 |
Universidad CES
PA-2: Sustainability Planning
| Status | Score | Responsible Party |
|---|---|---|
|
Reporter |
Tatiana
Molina Jefe sostenibilidad Sostenibilidad |
"---"
indicates that no data was submitted for this field
Part 1. Measurable sustainability objectives
Academics
Yes
A list or sample of the measurable sustainability objectives related to academics and the plan(s) in which they are published:
102-7 Size of the organization (employees)
102-8 Information on employees and other workers
201-1 Economic value generated and distributed
203-1 Significant indirect economic impacts
205-1 Operations evaluated for risks related to corruption.
205-2 Communication and training on anti-corruption policies and procedures.
205-3 Confirmed incidents of corruption and actions taken.
302-1 Energy consumption within the organization
302-4 Reduction of energy consumption
303-1 Water withdrawal by source
305-1 Direct GHG emissions
305-2 Indirect GHG emissions when generating energy (scope 2)
305-5 Reduction of GHG emissions
306-2 Total weight of waste by type and disposal method
307-1 Non-compliance with environmental legislation and regulations
401-1 New employee hires and staff turnover
404-2 Programs to improve employee skills and transition assistance programs
404-3 Percentage of employees receiving regular performance and professional development reviews
405-1 Diversity in governing bodies and employees
405-2 Ratio of basic salary and remuneration of women compared to men
419-1 Non-compliance with laws and social and economic regulations
Admn_001 Total amount invested in physical and technological infrastructure
Bnst_001 List of benefits for employees
Bnst_002 Number of beneficiaries per scholarship
Bnst_003 Amount sponsored by scholarship
Bnst_004 Wellness Programs
Bnst_005 Amount financed to scholarship holders by type of support (Food/Transportation)
Bnst_006 Diversity and inclusion of students
Bnst_007 Communication channels with stakeholders and frequency of use
Cmnc_001 Communication with students
Dcnc_001 Student desertion by faculty
Dcnc_002 Teachers for each faculty according to the last level of training reached
Dcnc_009 Number of accredited programs
Dcnc_003 Number of undergraduate and graduate students per faculty
Dcnc_004 Number of students per teacher
Dcnc_005 Total number of graduates by level of training
Dcnc_006 Field evaluation results in practice
Dcnc_007 Subject evaluation results
Dcnc_008 Saber PRO test results by program
Dcnc_010 New academic programs by type
Dcnc_011 Number of titles delivered by level of training
Dcnc_012 Current inter-institutional agreements
Egrs_001 Percentage of graduates linked to employment by faculty
Egrs_002 Average time it takes for a graduate to become employed by faculty
Extn_002 Number of extension activities (continuous plus consultancies, consultancies and projects) by faculty
Extn_006 Areas of the country outside the Valle de Aburrá where there is influence
Fncr_006 Financial growth and positioning indicators
Intr_001 Current international alliances
Intr_002 International mobility
Intr_003 International academic missions
Intro_004 Cultural mobility
Invs_001 Research groups
Invs_002 Scientific production and indexing in academic databases
Invs_003 Participation of students and graduates in entrepreneurship processes
Sost_002 Participation of students and graduates in the highest governing bodies in the institution
Sost_003 Participation of CES community members in volunteer events by type of event and participant (teacher, administrative staff, students)
Sost_004 Specialized service centers
Sost_005 Social investment and beneficiaries
https://www.ces.edu.co/wp-content/uploads/2020/09/Modelo-sostenibilidad-Universidad-CES-2020_v2.pdf
https://www.ces.edu.co/wp-content/uploads/2020/04/PlanDesarrollo_2020_2025.pdf
https://www.ces.edu.co/es/sostenibilidad/reportes/
102-8 Information on employees and other workers
201-1 Economic value generated and distributed
203-1 Significant indirect economic impacts
205-1 Operations evaluated for risks related to corruption.
205-2 Communication and training on anti-corruption policies and procedures.
205-3 Confirmed incidents of corruption and actions taken.
302-1 Energy consumption within the organization
302-4 Reduction of energy consumption
303-1 Water withdrawal by source
305-1 Direct GHG emissions
305-2 Indirect GHG emissions when generating energy (scope 2)
305-5 Reduction of GHG emissions
306-2 Total weight of waste by type and disposal method
307-1 Non-compliance with environmental legislation and regulations
401-1 New employee hires and staff turnover
404-2 Programs to improve employee skills and transition assistance programs
404-3 Percentage of employees receiving regular performance and professional development reviews
405-1 Diversity in governing bodies and employees
405-2 Ratio of basic salary and remuneration of women compared to men
419-1 Non-compliance with laws and social and economic regulations
Admn_001 Total amount invested in physical and technological infrastructure
Bnst_001 List of benefits for employees
Bnst_002 Number of beneficiaries per scholarship
Bnst_003 Amount sponsored by scholarship
Bnst_004 Wellness Programs
Bnst_005 Amount financed to scholarship holders by type of support (Food/Transportation)
Bnst_006 Diversity and inclusion of students
Bnst_007 Communication channels with stakeholders and frequency of use
Cmnc_001 Communication with students
Dcnc_001 Student desertion by faculty
Dcnc_002 Teachers for each faculty according to the last level of training reached
Dcnc_009 Number of accredited programs
Dcnc_003 Number of undergraduate and graduate students per faculty
Dcnc_004 Number of students per teacher
Dcnc_005 Total number of graduates by level of training
Dcnc_006 Field evaluation results in practice
Dcnc_007 Subject evaluation results
Dcnc_008 Saber PRO test results by program
Dcnc_010 New academic programs by type
Dcnc_011 Number of titles delivered by level of training
Dcnc_012 Current inter-institutional agreements
Egrs_001 Percentage of graduates linked to employment by faculty
Egrs_002 Average time it takes for a graduate to become employed by faculty
Extn_002 Number of extension activities (continuous plus consultancies, consultancies and projects) by faculty
Extn_006 Areas of the country outside the Valle de Aburrá where there is influence
Fncr_006 Financial growth and positioning indicators
Intr_001 Current international alliances
Intr_002 International mobility
Intr_003 International academic missions
Intro_004 Cultural mobility
Invs_001 Research groups
Invs_002 Scientific production and indexing in academic databases
Invs_003 Participation of students and graduates in entrepreneurship processes
Sost_002 Participation of students and graduates in the highest governing bodies in the institution
Sost_003 Participation of CES community members in volunteer events by type of event and participant (teacher, administrative staff, students)
Sost_004 Specialized service centers
Sost_005 Social investment and beneficiaries
https://www.ces.edu.co/wp-content/uploads/2020/09/Modelo-sostenibilidad-Universidad-CES-2020_v2.pdf
https://www.ces.edu.co/wp-content/uploads/2020/04/PlanDesarrollo_2020_2025.pdf
https://www.ces.edu.co/es/sostenibilidad/reportes/
Engagement
Yes
A list or sample of the measurable sustainability objectives related to engagement and the plan(s) in which they are published:
https://www.ces.edu.co/wp-content/uploads/2020/04/PlanDesarrollo_2020_2025.pdf
The strategic development plan contains strategies and goals, which materialize with action plans for compliance. From this framework of the strategic and action plan, sustainability is evident as transversal and there are 3 axes and 7 lines:
Commitment to people: Well-being and Happiness, Management and social inclusion
Commitment to the planet: green university
Commitment to Prosperity: Growth and Recognition, Education for Lifelong Learning and Learning, Governance, Ethics, Transparency and Reputation, Growth and Recognition
The strategic development plan contains strategies and goals, which materialize with action plans for compliance. From this framework of the strategic and action plan, sustainability is evident as transversal and there are 3 axes and 7 lines:
Commitment to people: Well-being and Happiness, Management and social inclusion
Commitment to the planet: green university
Commitment to Prosperity: Growth and Recognition, Education for Lifelong Learning and Learning, Governance, Ethics, Transparency and Reputation, Growth and Recognition
Operations
Yes
A list or sample of the measurable sustainability objectives related to operations and the plan(s) in which they are published:
https://www.ces.edu.co/es/sostenibilidad/uso-eficiente-y-gestion-de-recursos/
Energy consumption within the organization
Reduction of energy consumption
Water withdrawal by source
Direct GHG emissions
Indirect GHG emissions when generating energy (scope 2)
Reduction of GHG emissions
Total weight of waste by type and disposal method
Non-compliance with environmental legislation and regulations
Total amount invested in physical and technological infrastructure
Climate action plan: mitigation and adaptation
Our plan aims to establish the guidelines and strategies to reduce greenhouse gas (GHG) emissions generated by the functions of the university, in addition to determining measures to mitigate and adapt to the climate crisis.
CES University's commitment is to reach net zero by 2030 with an intermediate goal of reducing emissions by 30% by 2025.
https://www.ces.edu.co/es/sostenibilidad/reportes/
Energy consumption within the organization
Reduction of energy consumption
Water withdrawal by source
Direct GHG emissions
Indirect GHG emissions when generating energy (scope 2)
Reduction of GHG emissions
Total weight of waste by type and disposal method
Non-compliance with environmental legislation and regulations
Total amount invested in physical and technological infrastructure
Climate action plan: mitigation and adaptation
Our plan aims to establish the guidelines and strategies to reduce greenhouse gas (GHG) emissions generated by the functions of the university, in addition to determining measures to mitigate and adapt to the climate crisis.
CES University's commitment is to reach net zero by 2030 with an intermediate goal of reducing emissions by 30% by 2025.
https://www.ces.edu.co/es/sostenibilidad/reportes/
Administration
Yes
A list or sample of the measurable sustainability objectives related to administration and the plan(s) in which they are published:
https://www.ces.edu.co/es/sostenibilidad/reportes/
New employee hires and staff turnover
Programs to upskill employees and transition assistance programs
Percentage of employees receiving regular performance and career development reviews
Diversity in governing bodies and employees
Ratio of basic salary and remuneration of women compared to men
List of benefits for employees
Number of beneficiaries per scholarship
Scholarship Sponsored Amount
Number of participants in student wellness and recreation programs
Amount financed to scholarship holders by type of support (Food/Transportation)
Diversity and inclusion
Communication with students
Number of program promotion activities carried out
Student desertion by faculty
Inclusion Index for Higher Education (INES): https://www.ces.edu.co/es/noticias/comunidad-ces-evaluo-su-indice-de-inclusion-en-la-educacion/
- Inclusion committee: https://www.ces.edu.co/es/comite-de-inclusion/lineas-de-intervencion/
- Wellbeing regulation: https://www.ces.edu.co/wp-content/uploads/2018/11/Acuerdo_0262_Reglamento_de_bienestar_institucional_y_desarrollo_humano.pdf
- Diversity, interculturality and inclusion: https://www.ces.edu.co/es/bienestar-institucional-y-desarrollo-humano/diversidad-interculturalidad-e-inclusion/
New employee hires and staff turnover
Programs to upskill employees and transition assistance programs
Percentage of employees receiving regular performance and career development reviews
Diversity in governing bodies and employees
Ratio of basic salary and remuneration of women compared to men
List of benefits for employees
Number of beneficiaries per scholarship
Scholarship Sponsored Amount
Number of participants in student wellness and recreation programs
Amount financed to scholarship holders by type of support (Food/Transportation)
Diversity and inclusion
Communication with students
Number of program promotion activities carried out
Student desertion by faculty
Inclusion Index for Higher Education (INES): https://www.ces.edu.co/es/noticias/comunidad-ces-evaluo-su-indice-de-inclusion-en-la-educacion/
- Inclusion committee: https://www.ces.edu.co/es/comite-de-inclusion/lineas-de-intervencion/
- Wellbeing regulation: https://www.ces.edu.co/wp-content/uploads/2018/11/Acuerdo_0262_Reglamento_de_bienestar_institucional_y_desarrollo_humano.pdf
- Diversity, interculturality and inclusion: https://www.ces.edu.co/es/bienestar-institucional-y-desarrollo-humano/diversidad-interculturalidad-e-inclusion/
Part 2. Sustainability in institution’s highest guiding document
Yes
The institution’s highest guiding document (upload):
Website URL where the institution’s highest guiding document is publicly available:
Which of the following best describes the inclusion of sustainability in the highest guiding document?:
Major theme
Optional Fields
Website URL where the institution's sustainability plan is publicly available:
Does the institution have a formal statement in support of sustainability endorsed by its governing body?:
Yes
The formal statement in support of sustainability:
Mission: CES University is a Higher Education Institution that, committed to excellence, advances actions in teaching, research, innovation, extension and sustainability, with the purpose of contributing to the development of society and the formation of free, autonomous, ethical human beings, scientific and competent in a globalized world.
Vision (2020 – 2030)
In the year 2030, CES University will be recognized for its commitment to people, to the preservation of the planet, and to the prosperity of the country. Excellence and sustainability will be the basis for quality higher education, characterized by:
- The well-being and happiness of the university community and their families.
Comprehensive, humanistic and humanized training.
- Educational, social, technological and infrastructure innovations.
- The consolidation of research, innovation and entrepreneurship processes.
- The formation of citizens with a global sense.
- The promotion of solidarity, inclusion and access to higher education.
- Commitment to the care, preservation and regeneration of the environment.
- Good governance practices, ethics and transparency in management.
- The growth and recognition in the social and academic environment will be the natural result of the relevance in the sustainable development of the substantive functions.
Vision (2020 – 2030)
In the year 2030, CES University will be recognized for its commitment to people, to the preservation of the planet, and to the prosperity of the country. Excellence and sustainability will be the basis for quality higher education, characterized by:
- The well-being and happiness of the university community and their families.
Comprehensive, humanistic and humanized training.
- Educational, social, technological and infrastructure innovations.
- The consolidation of research, innovation and entrepreneurship processes.
- The formation of citizens with a global sense.
- The promotion of solidarity, inclusion and access to higher education.
- Commitment to the care, preservation and regeneration of the environment.
- Good governance practices, ethics and transparency in management.
- The growth and recognition in the social and academic environment will be the natural result of the relevance in the sustainable development of the substantive functions.
The institution’s definition of sustainability:
At CES University we conceive sustainability as the evolution of social responsibility, and it is transversal to the substantive functions of the institution; teaching, extension, research and innovation, creating value for society through these and the relationship with our stakeholders.
By assuming sustainability as the essence of our mission and vision, we become responsible for our impact at a social, environmental and economic level; working for the balance between economic growth that allows viability, the benefit for society with inclusion and social equity, as well as responsible environmental development.
By assuming sustainability as the essence of our mission and vision, we become responsible for our impact at a social, environmental and economic level; working for the balance between economic growth that allows viability, the benefit for society with inclusion and social equity, as well as responsible environmental development.
Is the institution an endorser or signatory of the following?:
| Yes or No | |
| The Earth Charter | No |
| The Higher Education Sustainability Initiative (HESI) | Yes |
| ISCN-GULF Sustainable Campus Charter | No |
| Pan-Canadian Protocol for Sustainability | No |
| SDG Accord | No |
| Second Nature’s Carbon Commitment (formerly known as the ACUPCC), Resilience Commitment, and/or integrated Climate Commitment | No |
| The Talloires Declaration (TD) | Yes |
| UN Global Compact | Yes |
| Other multi-dimensional sustainability commitments (please specify below) | Yes |
A brief description of the institution’s formal sustainability commitments, including the specific initiatives selected above:
Principles for Responsible Management Education - UNPRME
The United Nations Academic Impact - UNAI
Association for the Advancement of Sustainability in Higher Education - AASHE
The University Global Coalition
Race to Zero
The United Nations Academic Impact - UNAI
Association for the Advancement of Sustainability in Higher Education - AASHE
The University Global Coalition
Race to Zero
Website URL where information about the institution’s sustainability planning efforts is available:
Additional documentation to support the submission:
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Data source(s) and notes about the submission:
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The information presented here is self-reported. While AASHE staff review portions of all STARS reports and institutions are welcome to seek additional forms of review, the data in STARS reports are not verified by AASHE. If you believe any of this information is erroneous or inconsistent with credit criteria, please review the process for inquiring about the information reported by an institution or simply email your inquiry to stars@aashe.org.