University Outreach and Their Contribution …
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Table 2 The activities contribution for the SDGs
Activities
SDGs related
Contribution
Promotion of
activities
Promotion of
socio-environmental education,
awareness of road traffic care,
avoiding road accidents;
promotion of events such as
“Meeting of Learning and Smart
Cities”
Participation in events
Sharing experiences and
promoting dialogue to support
technological development,
research and innovation
Guidance for city’s
certification
Promotion of lifelong learning
spaces, including environmental
questions. Encouraging the
qualification of teachers and the
improvement of school
environment. Ensure an inclusive
environment for all
Promotion of courses
Technical learning and training
opportunities for youth and adults
3.3 Contribution to the SDGs
The actions promoted were analyzed from the perspective of their contribution to
the UN SDGs, taking into account how each activity could relate to each SDG individually. The results showed how different activities, classified in the same category,
could contribute to the same SDGs. Table 2 shows the four categories of activities,
the SDGs related and an explanation for their contribution.
In general, the activities promoted by the project were related to seven different
SDGs: Good Health and Well-Being (SDG 3), Quality Education (SDG 4), Gender
Equality (SDG 5), Decent Work and Economic Growth (SDG 8), Industry, Innovation
and Infrastructure (SDG 9), Reduced Inequalities (SDG 10) and Sustainable Cities
and Communities (SDG 11).
The SDGs Quality Education (SDG 4) and Sustainable Cities and Communities
(SDG 11) stand out among all, since they are related to 25 and 16 activities, respectively. The goals Health and Well-Being (SDG 3) and Reduced Inequalities (SDG 10),
still stand out with 9 and 10 related activities, respectively. Finally, although with less
expressiveness, the goals of Gender Equality (SDG 5), Decent Work and Economic
Growth (SDG 8) and Industry, Innovation and Infrastructure (SDG 9), show their
relevance to the activities in which they were listed, 7, 4 and 5, respectively.
411
Table 2 The activities contribution for the SDGs
Activities
SDGs related
Contribution
Promotion of
activities
Promotion of
socio-environmental education,
awareness of road traffic care,
avoiding road accidents;
promotion of events such as
“Meeting of Learning and Smart
Cities”
Participation in events
Sharing experiences and
promoting dialogue to support
technological development,
research and innovation
Guidance for city’s
certification
Promotion of lifelong learning
spaces, including environmental
questions. Encouraging the
qualification of teachers and the
improvement of school
environment. Ensure an inclusive
environment for all
Promotion of courses
Technical learning and training
opportunities for youth and adults
3.3 Contribution to the SDGs
The actions promoted were analyzed from the perspective of their contribution to
the UN SDGs, taking into account how each activity could relate to each SDG individually. The results showed how different activities, classified in the same category,
could contribute to the same SDGs. Table 2 shows the four categories of activities,
the SDGs related and an explanation for their contribution.
In general, the activities promoted by the project were related to seven different
SDGs: Good Health and Well-Being (SDG 3), Quality Education (SDG 4), Gender
Equality (SDG 5), Decent Work and Economic Growth (SDG 8), Industry, Innovation
and Infrastructure (SDG 9), Reduced Inequalities (SDG 10) and Sustainable Cities
and Communities (SDG 11).
The SDGs Quality Education (SDG 4) and Sustainable Cities and Communities
(SDG 11) stand out among all, since they are related to 25 and 16 activities, respectively. The goals Health and Well-Being (SDG 3) and Reduced Inequalities (SDG 10),
still stand out with 9 and 10 related activities, respectively. Finally, although with less
expressiveness, the goals of Gender Equality (SDG 5), Decent Work and Economic
Growth (SDG 8) and Industry, Innovation and Infrastructure (SDG 9), show their
relevance to the activities in which they were listed, 7, 4 and 5, respectively.