University Mohammed VI Polytechnic
AC-6: Sustainability Literacy Assessment
| Status | Score | Responsible Party |
|---|---|---|
|
4.00 / 4.00 |
Fadwa
BALADI Sustainable Developpement Manager Sustainable Developpement |
"---"
indicates that no data was submitted for this field
Does the institution conduct an assessment of the sustainability literacy of its students?:
Yes
Which of the following best describes the literacy assessment? The assessment is administered to::
The entire (or predominate) student body, directly or by representative sample
Which of the following best describes the structure of the assessment? The assessment is administered as a::
Pre- and post-assessment to the same cohort or to representative samples in both a pre- and post-test
A copy of the questions included in the sustainability literacy assessment(s):
A list or sample of the questions included in the sustainability literacy assessment or the website URL where the assessment tool may be found:
Q1 Which of these statements are the most accurate?
• Sustainable Development is when you satisfy the needs of the present without compromising the capacity of future generations,
• Sustainable Development is when you guarantee the balance between economic growth, care for the environment and social well-being.
• All of the above
• None of the Above
• I don’t know
Q2 How many pillars does the sustainable development have?
• 5
• 17
• 3
• I don’t know
Q3 What are the pillars of sustainable development?
• Governance
• Economy
• Culture
• Environment
• Peace
• Society
• I don’t know
Q4 Which one of the following dimensions is not included in the most widely used concept of sustainability?
• Society
• Democracy
• Environment
• Economy
• I don’t know
Q12 Which of the following statements about greenhouse gasses is true?
• Greenhouse gases allow solar radiation to escape from the Earth’s atmosphere.
• After water vapor, carbon dioxide is the most abundant greenhouse gas.
• Greenhouse gases help cool the Earth.
• Carbon dioxide is the most potent greenhouse gas.
• I don’t know
Q13 Which of these elements represent threats to biodiversity?
• Pollution.
• Global warming.
• Habitat loss and degradation.
• Overexploitation of species.
• Invasive species (any non-native species that significantly modifies or disrupts the ecosystems it colonizes).
• All of the above
• None of the above
• Sustainable Development is when you satisfy the needs of the present without compromising the capacity of future generations,
• Sustainable Development is when you guarantee the balance between economic growth, care for the environment and social well-being.
• All of the above
• None of the Above
• I don’t know
Q2 How many pillars does the sustainable development have?
• 5
• 17
• 3
• I don’t know
Q3 What are the pillars of sustainable development?
• Governance
• Economy
• Culture
• Environment
• Peace
• Society
• I don’t know
Q4 Which one of the following dimensions is not included in the most widely used concept of sustainability?
• Society
• Democracy
• Environment
• Economy
• I don’t know
Q12 Which of the following statements about greenhouse gasses is true?
• Greenhouse gases allow solar radiation to escape from the Earth’s atmosphere.
• After water vapor, carbon dioxide is the most abundant greenhouse gas.
• Greenhouse gases help cool the Earth.
• Carbon dioxide is the most potent greenhouse gas.
• I don’t know
Q13 Which of these elements represent threats to biodiversity?
• Pollution.
• Global warming.
• Habitat loss and degradation.
• Overexploitation of species.
• Invasive species (any non-native species that significantly modifies or disrupts the ecosystems it colonizes).
• All of the above
• None of the above
A brief description of how the literacy assessment was developed and/or when it was adopted:
The sustainability literacy&culture survey was developed by the sustainable development department first in 2020, and since then, it was shared on annual basis in the beginning and the end of the academic year. This survey is destined to all UM6P community to assess their knowledge about sustainable development and SDGs. It allowed the department to assess the progress of the sustainability literacy on campus especially after organizing numerous training and mentoring sessions to both students and staff.
It was developed based on the analysis of different surveys conducted by other universities and edited according to the community SD efforts.
The last question in the survey was about an open, non-anonymous participation to a follow-up survey to organize pre- and post-assessment to the same cohort of survey participants.
Moreover, there is an ongoing project called “MOOC DD”. This online course, open to everyone, will have a pre- and post-test to assess the knowledge of its attendees. It will allow us to conduct this survey periodically.
It was developed based on the analysis of different surveys conducted by other universities and edited according to the community SD efforts.
The last question in the survey was about an open, non-anonymous participation to a follow-up survey to organize pre- and post-assessment to the same cohort of survey participants.
Moreover, there is an ongoing project called “MOOC DD”. This online course, open to everyone, will have a pre- and post-test to assess the knowledge of its attendees. It will allow us to conduct this survey periodically.
A brief description of how a representative sample was reached (if applicable) and how the assessment(s) were administered :
The Sustainability Literacy assessment survey is usually shared in our official emailing DD-com to all UM6P community. In addition to that, it is shared on social media and added on the official sustainable development website to ensure a maximum reach.
The assessment is administered, and the representative sample is achieved as follow:
- After the sustainability orientation program, the survey is shared with the new recruitees after their training about sustainable development and Agenda 2030;
- After the annual training of the SD ambassadors, the survey is shared in their initiation wrap-up to assess their knowledge prior to their journey in the program and after its completion for assessment;
- The survey is communicated at the beginning and the end of each academic year with an open question to join a representative survey follow-up cohort;
- The SD ambassadors are in charge of sharing the survey with their peers in their respective schools;
- In the project “UM6P SD Exhibition”, there is an artistic conception of the survey with a QR code available to everyone in the community to answer the survey;
- The Sustainable Development Department has opted for sustainable incentives to increase the response rate such as goodies, stickers, etc... for the community members who attend mentoring sessions.
The assessment is administered, and the representative sample is achieved as follow:
- After the sustainability orientation program, the survey is shared with the new recruitees after their training about sustainable development and Agenda 2030;
- After the annual training of the SD ambassadors, the survey is shared in their initiation wrap-up to assess their knowledge prior to their journey in the program and after its completion for assessment;
- The survey is communicated at the beginning and the end of each academic year with an open question to join a representative survey follow-up cohort;
- The SD ambassadors are in charge of sharing the survey with their peers in their respective schools;
- In the project “UM6P SD Exhibition”, there is an artistic conception of the survey with a QR code available to everyone in the community to answer the survey;
- The Sustainable Development Department has opted for sustainable incentives to increase the response rate such as goodies, stickers, etc... for the community members who attend mentoring sessions.
A brief summary of results from the literacy assessment(s):
Overall, the literacy assessment shows that around 55% of the UM6P community has a strong knowledge about SDGs and their targets and indicators. In addition to that, 93% of the community are aware of their role as citizens in creating projects, building partnerships, using their positions in society and holding their government and private sector accountable. The surveys show a progress in terms of sustainability knowledge acquisition.
Optional Fields
---
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.