SDG Accord Report | 2023

Annual SDG Accord Report 2023
Progress towards the Global Goals
in the University and College sector
Led by the Global Alliance - a united group of
university and college sustainability networks

Facilitated by

Supported by

Contents

SDG Accord Report | 2023

03

Foreword04

About the SDG Accord

07

Summary

08

Methodology

09

Findings

16

Signatory Case Studies

19

Conclusions

20

List of Institutional Signatories

23

Supporting organisations and endorsing partners

24

References2

SDG Accord Report | 2023

Foreword
Each year, it’s heartening to see the outcomes of the 2023 SDG Accord Progress
Report, showing the performance of SDG Accord Signatories around the world. We
all know, the tertiary education sector needs to be preparing future generations withthe resilience and creativity to generate the creative solutions needed for the climate
crisis. This requires a shift away from certifying students’ presence at institutions, tobuilding the skillsets and mindsets needed for the critical changes we need to shift
away from a fossil fuel present to a cleaner, greener society.
The Sustainable Development Goals (SDGs) were designed as an urgent call to action
and transform our planet into a safer, more equitable place in which all people have
health, justice, and prosperity. Today, we are home to the largest generation ofyoung people in history, 90% of whom live in developing countries. The SDG Accord,a united global network of universities and colleges are increasingly responding tochange by committing to increasing their institutional resilience and sustainability
actions that the next generation urgently require.
In this UN Decade of Action, the UN Sustainable Development Goals need to shift
away from new commitments and yet more pledges, to an era of results. This year's
SDG Accord Progress Report captures data and case studies that indicate this is inprocess, from signatories worldwide, building a definitive picture of how institutions
are aligning their work to the UN SDGs.
This report highlights an overall increase in action by education in supporting systemwide change, with SDGs 3 (Good Health and Wellbeing), 4 (Quality Education), 13(Climate Action) and 17 (Partnerships for the Goals) the most widely impactful among
those reporting. We are also pleased to see that so many of the developments
anticipated for 2022 were delivered, which is an excellent indicator of the SDG
Accord’s reach and the sector’s capability to create a positive difference.
Sam Barratt - Chief, Youth, Education & Advocacy
UN Environment Programme, Nairobi, Kenya

3

SDG Accord Report | 2023

About the SDG Accord
The SDG Accord is a high-profile international initiative for tertiary education
institutions, delivered by the EAUC - the Alliance for Sustainability Leadership in
Education. This initiative is endorsed by the United Nations, as well as many otherglobal partners, and was launched in 2017.

The initiative enables the sector to demonstrate its collective, global commitment toplaying a part in meeting the UN Sustainable Development Goals (SDGs), byachieving and sharing best practice. With the platform, higher and further education
institutions can be part of this movement, inspiring, celebrating and advancing theircritical role in delivering the SDGs.
Signatories report their outcomes annually as a means to contribute to the collective
data that is published in the SDG Accord Progress Reports; these are disseminatedwidely and used by the UN, governments, public and private sector bodies, and also
impacts wider society. Whilst the sustainability journey of each institution will reflect
its unique context, connecting their metrics and stories through the SDG Accord
offers the opportunity for scaling of impact.

4

About the SDG Accord

SDG Accord Report | 2023

The four types of signatory are:
Institution
Individual
Supporting organisation
Student organisation

All signatories are encouraged to follow the principles outlined, but only
institutions are required to:
Align all major efforts with the SDG targets and indicators, including in education,
research, leadership, operational and engagement activities.
Aim to involve members from all key stakeholder groups in this endeavour,
including students, academics, professional staff, local communities and otherexternal stakeholders.
Collaborate across cities, regions, countries and continents with other signatory
institutions as part of a collective international response;
Using unique ways to inform, share learning and account to both local and global
communities the progress toward the SDGs.
Annually report to the UN High-level Political Forum on 'how does my institution
contribute to the Goals and what more can we do?'Signatories of the SDG Accord commit to embedding the SDGs into their education,
research, leadership, operations, administration, and engagement activities. The SDG
Accord is a public declaration of those institutions' commitments to sharing andreporting on their progress towards the SDGs. This gives a rich insight into theactions taken across higher and further education and how these outcomes impact
communities and wider society around the world.
Change is made possible when we reach beyond borders and backgrounds, andtertiary education is uniquely placed to be a leader in mobilising this.

5About the SDG Accord

SDG Accord Report | 2023

A Global Commitment“Leave no one behind. That defining principle of the2030 Agenda for Sustainable Development is a sharedpromise by every country to work together to secure
the rights and well-being of everyone on a healthy,
thriving planet (...) A fundamental shift is needed – incommitment, solidarity, financing and action - to put
the world on a better path. And it is needed now.”
United Nations Economic and Social Council (p.2/43, 2023)

Signatories of the SDG Accord*

331 Institutions
62 Students' Unions
222 Support Organisations
1895 Individuals*Number of signatories by category, as of March 26th 2023

7

SDG Accord Report | 2023

Report Summary
The 2023 report provides an overview of the current progress made by Signatories of
the SDG Accord, using data from 145 Signatories worldwide which is a significant
increase since 2022, which had data from 102 Signatories (SDG Accord, 2022).
Institutional signatories were required to answer 18 questions and respond toopportunities to share case studies of their actions. The questions asked forquantitative and qualitative data, and provided opportunities for Signatories toaddress any and all of the SDGs. This year has seen in increase in the geographic
spread of reporting institutions, which is reflected in the case studies at the end of
the report, as well as the data showing changes to priority areas and strategic
approaches to the SDGs in the last 12 months. All case studies are available here.
The multiple and interlinked global crises we are facing – recovery since the
COVID-19 pandemic, the climate crisis and the impacts of the conflict in
Ukraine and elsewhere – is putting the very viability of achieving the
Sustainable Development Goals by 2030 at great risk (United Nations, 2022).
In response to this statement, this year's SDG Accord Progress Report aims torepresent that the SDG Accord believes in whole-institution, holistic approaches toembedding the SDGs across further and higher education, and that sharing bestpractice globally can deliver valuable learning opportunities, conversation andimproved awareness of the intersectional links between challenges and solutions.

6

Methodology and dissemination

SDG Accord Report | 2023

Methodology and dissemination
The SDG Accord reporting aims to demonstrate the progress made towards
delivering the SDGs in tertiary education and to identify particular gaps and barriers
experienced. Each year, the new data is used to learn where progress is doing welland where it is lacking, which enables the SDG Accord to guide the next steps of
Signatories. An SDG Accord Progress Report has been published annually since 2018.
Methodology
This year's data was retrieved using an online survey, ﻿between 28th March and 19th
May 2023. We asked the 331 Institutional Signatories of the SDG Accord, as of 28th
March 2023, to report on their work with the SDGs, of which 145 submitted data
(44%). This is figure is an increase of 42% in reporting institutions since 2022 andincludes 48 newly reporting institutions, which is an increase of 14% since 2022.
Institutional signatories were required to submit answers to 18 questions andrespond to opportunities to share case studies of their actions. The questions asked
Signatories for quantitative and qualitative data, and provide opportunities for themto address any and all of the SDGs.
As reporting is mandatory for all Signatories, those that do not report data for two
consecutive years are removed as a Signatory from the SDG Accord, unless a valid
reason is provided. This ensures a fair system for all. For those who do report, it is arequirement that they receive the appropriate sign-off from senior executive
representatives when doing so. To achieve representative insights, all Signatories
were encouraged to collaborate across their institution to capture relevant, holistic
information.
Dissemination
The report will be be first presented at the UN High-Level Political Forum, in July
2023, then disseminated widely, using various formats that are current andaccessible. Alongside the full report is a summary, copies of the graphs, infographics
with key insights, and further multi-media resources that showcase case studies
from the Signatories.

8Results - Reporting Institutions

SDG Accord Report | 2023

Reporting Institutions
This year's reporting includes data from institutions in 30 countries, across 5 UN Regions(Figures 1), rising from 28 countries and 4 UN Regions in 2022. The transparency of
Signatories has decreased by 0.2% since 2022, with 25% not reporting publicly on SDGS,
compared to 24.8% previously (Figure 2).
145 institutions submitted reporting, over 5 UN Regions:North America
19.1%

Africa0.7%

Figure 1: Geographic
spread of reporting
Institutional Signatories
grouped by UN Region

Latin America and the Caribbean
0.7%

Europe55.3%

Asia and the Pacific
24.1%Countries represented: Australia; Bangladesh; Bosnia and Herzegovina; Canada; Cyprus; Czech Republic; Finland;
Germany; Hungary; India; Indonesia; Iraq; Ireland; Jordan; Kuwait; Macao; Malaysia; Mexico; Nepal; New Zealand;
Pakistan; Palestine; Philippines; Sri Lanka; Switzerland; The People's Republic of China (PRC including Taiwan); Thailand;
United Kingdom; Unites States of America; Vietnam

75% publicly reported their activities on SDGs:

Figure 2: How reporting
Institutional Signatories
have reported theiractivities on SDGs

No
25%

Yes – integrated in institutional report
18.8%

Yes – separate report
27.1%
Yes - integrated in sustainability report
29.2%

9

Results - Strategic Approach

SDG Accord Report | 2023

Strategic Approach
Previous years have focused on the integration of the SDGs at the institutional level.
As the format has since evolved to now investigate the extent and capability ofstrategic responses to the SDGs, we can better understand the involvement of theSDGs across all levels of operation. Since 2022, the disparity between 'Established'and 'Struggling'* has increased in Leadership and Governance (from 18.6% to 18.7%),
in Estates and Operations (from 12.9% to 16.8%), and in Learning, Teaching andResearch (from 12.7% to 13.9%). It has narrowed in Partnerships and Engagement(from 8.9% to 7.8%) (Figure 3).
STRUGGLINGEMERGINGESTABLISHED

Leadership and Governance

Estates and Operations

Learning, Teaching and ResearchPartnerships and Engagement

0

20

40

60

Figure 3: How reporting institutions described their overall strategic approach to the SDGs
across all levels of operation. Values are represented as percentages*STRUGGLING (institutions just beginning to address the SDGs); EMERGING (institutions with an establishedapproach to SDGs); ESTABLISHED (clear structures in place to embed the SDGs across the institution)

10

Results - Strategic Approach

SDG Accord Report | 2023

This disparity can be linked to various factors, internal and external to institutions,and the increase in newly reporting institutions may also play a part in this increased
disparity between 'Struggling' and 'Established' over the above operational areas.
Moreover, some who reported as 'Struggling' have done so to indicate strategies andprojects still being in their infancy stages.
As in 2021 and 2022, funding and staff capacity remain the two highest areas ofconcern to institutions. Further commonly reported barriers include quality and/or
quantity of government support, and limited training specific to SDG integration(Figure 4).

Most affected areas limiting institutional performance:

Governmental support
13.7%

Figure 4: Displays the areas
which are most significantly
limiting institutions fromachieving beyond 'Struggling'*

Other
2.1%
Staff capacity
23.2%

Training
12.6%
Senior management
8.4%

Budget21%

Research, learning, and teaching
10.5%
Student engagement
8.4%

Other areas described include:
Understanding how SDGs affect partnerships and what role they play in partnerships.
It is challenging to implement any sustainability initiatives that involved physical modifications to buildings and grounds.

Benefits of specific SDG-integration budgets:
45% of institutions reported
having an allocated budget
specifically for SDG activities,
external or internal. We asked
them to outline what this has
allowed for that could not haveoccurred otherwise:

School infrastructures.
Working on making contributions from teaching andresearch to the SDGs more visible.
Recruit staff dedicated to delivering programmes toembed SDGs / climate and sustainability into decision
making processes.

*Multi-answer response: Percentage of respondents who selected each answer option

11

Results - SDG Influence

SDG Accord Report | 2023

SDG Influence
In the last 12 months, the SDGs that institutions have most influenced are SDGs 4(59%), 3 (35%), and 13 (31%). This shows a different scope of impact in comparison to2022, with SDG 3 having moved from 4th to 2nd place, which shifts SDG 13 to third
and SDG 17 (Partnerships for the Goals) to 4th respectively (Figure 5).

Top 3 Most and Least Influenced SDGs since integration:

59%

35%

31%

Figure 5: The three most influenced SDGs at reporting institutions in the last 12 months *

32%

37%

55%

Figure 6: The three least influenced SDGs at reporting institutions in the last 12 months **Multi-answer response: Percentage of respondents who selected each answer option

12

Results - SDG Influence

SDG Accord Report | 2023

Signatories outlined the types of support that would be of particular use to advancetheir work on the SDGs. Internally, institutions reported greater support with
'Budgets' as the highest need, increasing to 70% (29% in 2022). The second-mostreported are was 'Senior management support', at 59% (24% in 2022). Third was'Training', at 53% (25% in 2022) (Figure 7).
Externally, the area reported as most useful to SDG integration was 'Government
support', at 67% (73% in 2022), followed by 'Budget' at 59% (52% in 2022), then
'Guidance' at 46% (50% in 2022) (Figure 8).

Top 3 support areas reported:

BudgetGuidance (i.e. case studies)
Training
Senior Management Support
Governmental Support
Other
0%

25%

50%

75%

Figure 7: The top 3 internal areas reported to be most beneficially to institutions' SDG integrationin the next 12 months*

BudgetGuidance (i.e. case studies)
Training
Senior Management Support
Governmental Support
Other
0%

25%

50%

75%

Figure 8: The top 3 external areas reported to be most beneficially to institutions' SDG
integration in the next 12 months*

For institutions to measure their impact, they are encouraged to access the Sustainability Leadership Scorecard; this tool
is delivered by AUDE and the EAUC, and gives users a holistic view of their influence.

*Multi-answer response: Percentage of respondents who selected each answer option

13

Results - Priorities for 2023

SDG Accord Report | 2023

Priorities for 2023
Institutions shared which three SDGs they aim to prioritise in the next 12 months, inline with specific operational areas. SDGs 4, 13 and 17 are the highest priority overall.

The top three priority areas for institutions:Figure 9: Leadership and Governance- SDG 4 saw an 11% increase since2022, SDG 13 a 4% decrease, and
SDG 17 a 6% decrease.

32%

14%

12%

Figure 10: Estates and Operations SDG 13 saw a 0.7% decrease since2022, SDG 7 an 12% increase, and
SDG 12 an 8% decrease.

35%

22%

11%

Figure 11: Learning, Teaching andResearch - SDG 4 saw a 11% increasesince 2022, SDG 3 a 5% increase, andSDG 9 a 0.6% decrease.

56%

11%

6%

Figure 12: Partnerships &Engagement - SDG 17 saw a 3%
increase since 2022, SDG 11 a 7%
decrease and SDG 9 a 1% increase.

33%

13%

11%

Figure 9: Leadership and Governance

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SDG Accord Report | 2023

Results - Priorities for 2023

Signatories outlined the benefits of aligning their departmental and institutional
activities with the SDGs. Results show that the SDG Accord is facilitating positive
impacts in a range of areas, more evenly distributed than in 2022.

Institutional benefits of SDG integration:
Opened a more relatable and clear dialogue onsustainability within the institution.

12%

Positively influenced the institution image, showing its
contribution to global and local wellbeing.

10%

Encouraged staff and students to initiate innovative projects to
support one or more of the SDGs.

9%

Opened a more relatable and clear dialogue on sustainability
with external stakeholders.

8%

Built new external partnerships based on
the SDGs.

7%

Caused a behaviour change such as removing single-use
plastics or reducing air travel.

7%

Produced more employable graduates that have a good understandingof sustainable development and can apply this to their career.

6%

Captured the demand for SDG-related education and gained positive
engagement from students for responding to this.

6%

Received praise from students for their commitment to
the SDGs.

5%

Encouraged more students to choose the institution on the basisof their commitment to sustainable development.

5%

Fostered a stronger sense of social justice in students - which has
seen an increase in staff and student volunteering activity.

4%

Enabled academics to access new funding streams todeliver on the SDGs.

4%

Other - This was selected by 0.5% of reporting institutions, for reasons including: More formalised engagementwith international organisations; research focus on SDGs has significantly improved quality of research output(measured by citations per paper); fosters a common language of sustainability which provides useful reference
point; increased awareness among colleagues that had already worked towards the SDGs without realising.

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SDG Accord Report | 2023

Signatory Case Studies
SENECA COLLEGE, CANADAGLOBAL LEARNING AND ENGAGEMENT
FOCUS ON SDGs 1 - 17

In 2023, Seneca's Global Learning and Engagement (GLE) continued to offer the programme via two
versions of the training, that could be embedded into existing courses at the college. These eachallowed faculty at Seneca to be more hands-on with project deliverables and gain support from
Seneca’s Office of Sustainability. Over 500 students, across four Faculties, participated in the virtual
training. Students completed an action planning workshop about how to develop their ideas foradvancing sustainability, by learning about problem orientation, consensus-building, levers ofchange, impact analysis, and more. Outcomes included students later using what they learned tocomplete their course deliverables and gain a badge from FES to denote their action onsustainability.

RUIA COLLEGE, INDIAINSTITUTION-WIDE WASTE MANAGEMENT AC﻿TIONSFOCUS ON SDGs 11 & 12

Activities at Ruia College, Mumbia, have involved the whole institution and include: a 5-day workshop
for students about key sustainability concepts, such as home composting, kitchen gardening andknowledge sharing; a 4-day workshop on Aquaponics, drying flowers and Value Addition; a webinar
on avoiding single-use plastics, raising awareness about the Plastic Waste Amendment Rules 2021
and 2016; the 'Zero Waste October' campaign, which involved 277 students and Faculty registrations
that shared their experiences of home e-Waste recycling spaces, extending the lifetime of plastic
utensils, and using the college's 'Zero Waste Outside Kit'. Discover more here.

16Signatory Case Studies

SDG Accord Report | 2023

UNIVERSITY OF TASMANIA, AUSTRALIAGREEN BOND FRAMEWORK
FOCUS ON SDGs 11, ﻿12 & 13

The University of Tasmania is undertaking a significant redevelopment of all four of theircampuses, in an AUD$750+ million investment. Supporting this, the University issued a 10-year
and 20-year dual tranche AUD$350m green bond in 2022, the largest green bond deal for an
Australian university at the time. Strong investor support for their first green bond issue signals
significant confidence in the University and its sustainability agenda. This Green Bond Framework
was developed in-line with the International Capital Market Association’s Green Bond Principles
2021. The green bonds finance programs that deliver positive environmental outcomes through apartnership with like-minded investors; as of early 2023, across five projects it has avoided 13,527
tCO2-e, averaging reductions of 32% for new builds and over 60% for re-purposing existingbuildings versus reference buildings.

UNIVERSITY OF VAASA, FINLAND
FINANCE AND FINANCIAL ACCOUNTING RESEARCH GROUP (FRG)
FOCUS ON ﻿SDGs 5, 8, 9 & 11

The FRG has recently researched female leadership in financial institutions. The research has a wide
range of effects on society, especially in the financial industry. These effects are closely linked to SDG
5, which supports gender diversity and equality. The FRG considers how female executives anddirectors might affect bank business models and strategies, as well as systemic risks, bank level risks,and ethical behaviour and social responsibility. Outcomes of the FRG research can and have beenused to help shape foreign and national public policy, extending its impact to SDGs 8, 9 and 11.

17Signatory Case Studies

SDG Accord Report | 2023

UNIVERSITY OF EAST ANGLIA, UNITED KINGDOMDECOLONISING CREATIVE WRITING
FOCUS ON SDGs 4, 5, 10 & 17

This partnership project between the University of East Anglia and Instituto Superior Juan 23,
Argentina, sought to address the under-representation of local minoritised voices in the language
and intercultural education curriculum. The project had a strong focus on interdisciplinarity, withactivities in creative writing, history, literature, drama, citizenship, intercultural education andlanguage learning, crafting connections between geology, palaeontology, the arts and thehumanities. The project was awarded status of ‘municipal interest’ by the City Hall in Bahía Blanca,
ratified by their Mayor - more information about this work can be accessed here. This interinstitutional project aimed to promote the development of “global-ready” graduates withintercultural competences that enable them to address global challenges and issues of global
concern, such as those related to social injustice and inequalities.

NATIONAL INSTITUE FOR SCIENTIFIC RESEARCH, CANADAEDUCATION TO INCREASE SUSTAINABILITY LITERACY
FOCUS ON ﻿SDGs 1 - 17

INRS are at the beginning of their sustainability journey, as such are focused on educating its
community about the UN SDGs. INRS made an asynchronous online training course to provide
students, faculty, executives and staff alike with an overview of the SDGs and how, as a university,
they can contribute to their achievement, through research, teaching, partnerships and operations.
Within 1 month since its launch in February 2023, more than a quarter of all managers hadcompleted the training and 5% of the overall INRS community were enrolled to take it. The training is
flexible, with participants able to choose the sections best suit their role at INRS. Those whocomplete the training gain a digital badge attesting to their basic knowledge of SDGs, which they arewelcome to display on an email signature or in a portfolio. INRS management has committed tohaving 100% of its executives complete the training to maximize SDG integration into thegovernance of INRS.

See more case studies at https://www.sdgaccord.org/

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SDG Accord Report | 2023

Conclusions
The 2023 Progress Report on the SDG Accord is to share the developments overthe past 12 months, among institutional signatories of the SDG Accord. The
reported activities have revealed some interesting conclusions.
Among the Sustainable Development Goals (SDGs), it is evident that SDGs 4(Quality Education), 3 (Good Health and Well-being), and 17 (Partnerships for theGoals) are considered the highest priority by reporting institutions. Nevertheless,progress on embedding these prioritised SDGs is reportedly facing limitations,predominantly by budget constraints which to be a major challenge to most.
Despite recognising the importance of sustainability, many institutions struggle
with allocating sufficient resources to support their efforts.
In terms of impact, SDGs 4, 3, and 13 (Climate Action) have shown significant
influence over the past year. This indicates that efforts towards improving
education, healthcare, and addressing climate change have gained traction among
reporting institutions, shown across both the formal reporting process and in casestudies. Furthermore, it is worth noting that many institutions are still in the'Emerging' stage of integrating the SDGs, which suggests that while progress isbeing made, there is still room for growth and improvement in fully enablingsustainable development practices to be embedded throughout institutions.
Overall, this progress report highlights both achievements and challenges in
implementing the SDGs through the SDG Accord. Many new institutions havejoined the SDG Accord in the past 12 months, and signatories reported SDG
integration that this action positively influences the institution image and has
opened a more relatable and clear dialogue on sustainability within the institution.
However, budget constraints are significantly prevalent across all institutions,which limiting their ability to make a visible impact, for example few institutions
reported their actions have enabled academics to access new funding streams todeliver on the SDGs.

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SDG Accord Report | 2023

List of Institutional Signatories
Aalto University
Abdullah Gul University
Acadia University*
Adekunle Ajasin University, Akungba Akoko, Ondo State
Afe Babalola University
African Network for Sustainable Development Education (ANSDE)
Agrocampus Ouest
AgroParisTech, Paris Institute of technology for life, food and environmental sciences
Al Iqra Teachers Training College
Al-Ahliyya Amman University
Al-Mustaqbal University College
American International University-Bangladesh (AIUB)*
Applied Science Private University*
ASEAN Academy of Finance and Management (AAFM)
ASEAN University International
Assam University, Silchar*
Aston University
Audencia
Authentica
B.S.Abdur Rahman Crescent Institute of Science and Technology*
Bangor University*
Bard College
Bath Spa University*
Belfast Metropolitan College*
Bishop Auckland College
Borders College*
Bournemouth University*
Bradford College*
Bridgend College*
British Columbia Institute of Technology*
Brunel University London
Buckinghamshire New University*
Burgundy School of Business (BSB)
Burton and South Derbyshire College
Business School Lausanne
Canadore College of Applied Arts and Technology*
Canterbury Christ Church University*
Capital University College
Cardiff University*
Cégep Beauce-Appalaches
Cégep de St-Félicien
Cégep de Trois-Rivières
Cégep du Vieux Montréal*
Cégep Édouard-Montpetit*
Cégep Saint-Jean-sur-Richelieu*
Centennial College
Centre de Developpement de la Région de Tensift
Chiththa Advanced Psychological Studies Open Institute of Ceylon
CHRIST - Deemed to be University
CIFE Centre international de formation européenne
City of Glasgow College*
City, University of London*
Collège Ahuntsic*
College d'Alma*
Collège de Bois-de-Boulogne
Collège de Rosemont
Collège Montmorency*

College of Southern NevadaCollege of the North Atlantic
Confederation College*
Coventry University*
Cranfield University*
Craven College
Crescent International School
Daffodil Internationl University*
Dawson College
De La Salle Lipa
De La Salle University - Dasmarinas
De Montfort University*
Dispur College*
Dokuz Eylül University
Dundee and Angus College*
Durham College*
Durham University*
Ecole de Management de Normandie
EDC Paris Business School
Edinburgh College
ESB
Exeter College
Faculty of Economics, University of West Bohemia
Fareham College
Fiji National University
Fircroft College of Adult Education
Forth Valley College*
Foundation Fatima Zahra peace be upon her
Georgian College*
Glasgow Caledonian University*
Glasgow Kelvin College*
Global University of Science and Technology (GUST)
Gloucestershire College*
Goa Institute of Management*
GPBTC
Grande Oriente Maçônico Independente do Estado de São Paulo - GOISP
Grenoble Ecole de Management
Gurucharan College, Silchar (Assam)
HAES International
Hanken School of Economcis
Harper Adams University*
Hodmas University College
Hong Kong Institue of Education for Sustainable Development
Huachiew Chalermprakiet University*
Hull College*
Humber College Institute of Technology & Advanced Learning*
ICN Business School
Imam Abdulrahman Bin Faisal University
Imam Ja'afar Al-Sadiq University
Institut Mines-Telecom Business School
Institut national de la recherche scientifique (INRS)*
Institut Polytechnique de Grenoble
Institute for Environment and Development Sustainability -IEDS
Institute of Aeronautical Engineering
Institute of Mental Health (IMH)
Instituto Politécnico de Viana do Castelo
International European Campus - University College*Institutions that submitted information for the 2023 SDG Accord Progress Report19List of Institutional Signatories

International Institute of Chartered Humanitarians(IICH)International Islamic University IslamabadInternational University of Sarajevo (IUS)*
IPAG Business School
IPB University*
Istanbul Sabahattin Zaim University
ITS Education AsiaJKK Nataraja College of Arts and Science*JKK Nataraja College of Engineering and Technology*
JKKN College of Allied Health Sciences*
JKKN College of Engineering
JKKN College of Pharmacy*
JKKN Dental College and Hospitals*
Kalinga Institute of Industrial Technology
Kedge Business School
Keele University*
Kemmy Business School, University of Limerick, Ireland.
Khoja Akhmet Yassawi International Kazakh Turkish University
King Abdulaziz University
King’s College London*
Kingston University*
Kirklees College*
Kuwait University*
Kwantlen Polytechnic University
Kyoto University
Lambton College
Langara College
Leeds Arts University*
Leeds Beckett University*
Lethbridge College*
London South Bank University
Loughborough University*
Lovely Professional University
Loyalist College*
Luminate Education GroupLUT University
Mahapurush Sri Sri Manta Sankardev University, Nagaon
Manav Rachna Centre for Peace and Sustainability
Mazharul Haque Institutes of Medical Science
Mehran University of Engineering & Technology
Middlesex University*
Mohawk College*
Mutah University
Myerscough College
National Cheng Kung University*
National Institute of Technology, Fukushima College
National University of Sciences and Technology (NUST), Islamabad

SDG Accord Report | 2023

Nova Scotia Community College*
NUI Galway
Olds College
Omsk State Technical University
Oxford Brookes University*
Oxford College of Business (Pvt) Ltd*
Palestine Polytechnic University*
PETROC*
Polytech Montpellier
PPG Institute of Technology*
Pragjyotish College
Prince Sultan University
Professional Training Association
Queen's University Belfast
Quest International University Bhd
Ramnarain Ruia Autonomous College*
RCSI University of Medicine and Health Sciences
Red Cientifica Internacional del Campo Unificado de la Educación - REDCICUERed Deer Polytechnic*
Rift Valley Institute of Science and Technology
Riverside College Halton*
Ryan Institute, National University of Ireland Galway
Saskatchewan Polytechnic*
SBS Swiss Business School*
School of Arts, Kathmandu University*
Scottish Borders College
Scottish Universities Insight Institute
Selkirk College
Seneca Polytechnic*
SGH Warsaw School of Economics
Sheridan College*
Shipley College*
Soon Chun Hyang University
Soonchunhyang University
South Devon College*
South Lanarkshire College
Southern Africa Future Institute of Innovation and Technology (SAFIIT)
Southern Regional College*
Sparsholt College Group*
Spinnaker School of English
Sresakthimayeil Institute of Nursing and Research*
SRM Institute of Science and Technology
Statera Research and Practice Center for Sustainability and Regional Development
Sunway University*
SUNY College of Environmental Science and Forestry*
Swansea University

Ndejje University
New Brunswick College of Craft & Design*
Newcastle University*

Sykli Environmental College*
TAFE Queensland*
Tampere University of Applied Sciences*
TERI School of Advanced Studies

Niagara College*
North East Scotland College*
Northern College
Northumbria University*

The Applied Research Institute -Jerusalem (ARIJ)*The Chiththa Advanced Psychological Studies Open Institute of Sri Lanka*
The College of West Anglia
The Institute of Contemporary Music Performance (ICMP)

Notre Dame Catholic Sixth Form College
Nottingham Trent University*

The Rivers CofE Multi Academy Trust
The Royal Central School of Speech and Drama**Institutions that submitted information for the 2023 SDG Accord Progress Report20

List of Institutional Signatories

SDG Accord Report | 2023

The STC GroupThe University for Sustainability

University of Economy in Bydgoszcz
University of Edinburgh*

The University of East Anglia*
The University of Essex*
The University of Faisalabad*
The University of Hong Kong
The University of Manchester*
The Women University Multan
Thompson Rivers University
Thuongmai University
Toulouse INP-ENSAT
trakya university
Turan University, Almaty
Tzu Chi University*
UCLan Cyprus
UCSI University*

University of Essex
University of Exeter *University of Fraser Valley
University of Galway*
University of Glasgow*
University of Gloucestershire*
University of Kent*
University of Leeds*
University of Leicester*
University of Lincoln
University of Liverpool*
University of Maribor
University of Minnesota
University of Mohaghegh Ardabili

UHI (University of the Highlands and Islands)
UIN Sulthan Thaha Saifuddin Jambi

University of Northampton*
University of Northumbria

UIPM University International*
UIPM University International*

University of Otago*
University of Plymouth

Unicaf University*
Universal Association of Professional Colleges and Universities*

University of Saint Joseph*
University of Sheffield

Universal Institute of Professional Management
Universal Institute of Professional Management India

University of Sialkot
University of Sopron*

Universidad Biblica de las Americas
Universidad CES
Universidad CEU Cardenal Herrera
Universidad Cristiana Kairos
Universidad de Celaya
Universidad de Costa Rica
Universidad Francisco Gavidia
Universidad Politecnica Cristiana
Universidad Politecnica de las Americas
Universidad Santo Tomas
Universidad Tecnológica de El Salvador
Universidad Tecnológica de Pereira
Universidad UTE
universidade federal de são paulo
Universidade Federal do Espírito Santo
Università degli Studi di Napoli Federico II

University of Southampton*
University of St Andrews*
University of Stirling*
University of Strathclyde*
University of Surrey*
University of Tasmania*
University of Telafer*
University of the Philippines Open University
University of the West of England, Bristol*
University of the West of Scotland*
University of Vaasa*
University of Wales Trinity St David
University of Warwick*
University of West Attica
University of West Bohemia, Faculty of Economics*
University of Westminster

Universitas Islam Sultan Agung
Universität Innsbruck
Universitat Oberta de Catalunya (UOC)
Universitat Rovira i Virgili

University of Winchester
University of Worcester*
University of York*
University of Žilina

University College Cork
University College of Estate Management*
University for Development Studies
University of Aberdeen*

Unversidad de Celaya*
UST Angelicum College
Vancouver Island University*
Vanier College*

University of Applied Sciences Nordhausen
University of Bharain
University of Bradford
University of Bristol

Victor Nwankwo Leadership Academy
Vietnamese-German University*
Vrije Universiteit Amsterdam
West Lothian College*

University of Celaya*
University of Copenhagen
University of Duisburg-Essen*
University of East Anglia

West Yorkshire Consortium of Colleges
Youth Foundation of Bangladesh
Zurich University of the Arts*Institutions that submitted information for the 2023 SDG Accord Progress Report21

SDG Accord Report | 2023

SDG Accord Supporters and Endorsing Partners**A full list of partners can be found here.

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SDG Accord Report | 2023

References
SDG Accord (2022) . SDG Accord Report 2022: Progress towards the Global Goals in the University and College sector.
Sustainability Exchange. Available athttps://www.sustainabilityexchange.ac.uk/sdg_accord_report_2022_progress_towards_the_glo
United Nations (2022). The Sustainable Development Goals Report 2022. ISBN: 978-92-1-101448-8. Available athttps://unstats.un.org/sdgs/report/2022/The-Sustainable-Development-Goals-Report-2022.pdf
United Nations Economic and Social Council (2023). Progress towards the Sustainable Development
Goals: Towards a Rescue Plan for People and Planet. (Agenda Items 5(a) and 6 ). Available athttps://hlpf.un.org/sites/default/files/2023-04/SDG%20Progress%20Report%20Special%20Edition.pdf

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SDG Accord Report | 2023

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