| Overall Rating | Silver |
|---|---|
| Overall Score | 45.62 |
| Liaison | Alvaro Pena |
| Submission Date | Oct. 10, 2024 |
Universidad Tecnológica del Uruguay
PA-2: Sustainability Planning
| Status | Score | Responsible Party |
|---|---|---|
|
2.00 / 4.00 |
Part 1. Measurable sustainability objectives
Academics
A list or sample of the measurable sustainability objectives related to academics and the plan(s) in which they are published:
Yes, the institution has a published strategic plan, the "Plan Estratégico 2021-2025," which includes measurable sustainability objectives in both curriculum and research.
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Curriculum: The plan includes the creation of the Department of Environmental Sustainability, responsible for offering a comprehensive educational program in sustainability. This encompasses undergraduate, graduate, and postgraduate programs focused on environmental sustainability, aligned with regional and national needs.
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Research: The strategy includes developing research linked to sustainability challenges through the creation of Strategic Research Groups (GIE). These groups focus on key areas such as environmental sustainability, food innovation, and technology, contributing to the country's sustainable development
Engagement
A list or sample of the measurable sustainability objectives related to engagement and the plan(s) in which they are published:
Operations
A list or sample of the measurable sustainability objectives related to operations and the plan(s) in which they are published:
Administration
A list or sample of the measurable sustainability objectives related to administration and the plan(s) in which they are published:
Yes, the institution has a published strategic plan, the "Plan Estratégico 2021-2025," that includes measurable sustainability objectives addressing diversity, equity, inclusion, sustainable investment/finance, and wellbeing. Here is a list of objectives related to these areas:
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Diversity, Equity, and Inclusion:
- Increase Access to Higher Education: Promote the democratization of access to higher education in all regions of the country, focusing on vulnerable populations.
- Recognition, Validation, and Accreditation of Knowledge (RVAS): Expand the recognition of non-formal education and work experience, thus broadening opportunities for students with diverse backgrounds to access university-level education.
- Infrastructure and Expansion: Invest in regional development, creating new campuses and research centers that support sustainable and inclusive growth in various regions of the country.
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Wellbeing:
- Student Wellbeing Services: Develop student welfare services, including scholarships, transportation support, to facilitate equitable access to education.
- Continuing Education: Offer lifelong learning programs and flexible educational models to support the personal and professional growth of students and community members.
Part 2. Sustainability in institution’s highest guiding document
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?:
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?:
The formal statement in support of sustainability:
Yes, the institution has a formal statement in support of sustainability. In the law that established UTEC, it is explicitly mentioned in Article 2:
(Objectives): The Technological University shall have the following objectives:
A) Contribute to the sustainable development of the country.
This statement highlights UTEC's commitment to sustainability as a core part of its mission from its inception.
The institution’s definition of sustainability:
According to UTEC's General Sustainability Policy, sustainability is defined as "development that meets the needs of the present without compromising the ability of future generations to meet their own needs." This definition aligns with the concept established by the World Commission on Environment and Development in its 1987 report "Our Common Future"
Is the institution an endorser or signatory of the following?:
| Yes or No | |
| The Earth Charter | No |
| The Higher Education Sustainability Initiative (HESI) | No |
| ISCN-GULF Sustainable Campus Charter | No |
| Pan-Canadian Protocol for Sustainability | No |
| SDG Accord | --- |
| Second Nature’s Carbon Commitment (formerly known as the ACUPCC), Resilience Commitment, and/or integrated Climate Commitment | No |
| The Talloires Declaration (TD) | No |
| UN Global Compact | No |
| Other multi-dimensional sustainability commitments (please specify below) | No |
A brief description of the institution’s formal sustainability commitments, including the specific initiatives selected above:
Website URL where information about the institution’s sustainability planning efforts is available:
Additional documentation to support the submission:
Data source(s) and notes about the submission:
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.