The SDG number 4 “Quality Education” is another essential SDG for SamSMU. Education is the main service we provide, therefore the attention towards its accomplishment is very high. The report below will include the actions we took in 2019 towards achieving the appropriate targets.
By 2030, ensure that all girls and boys complete free, equitable and quality primary and secondary education leading to relevant and effective learning outcomes.
The number of graduates in SamSMU has increased from 978 to 1020. 100% of our students are proficient in reading and mathematics.
4.1.1 Proportion of children and young people: (a) in grades 2/3; (b) at the end of primary; and (c) at the end of lower secondary achieving at least a minimum proficiency level in (i) reading and (ii) mathematics, by sex
By 2030, ensure that all girls and boys have access to quality early childhood development, care and pre-primary education so that they are ready for primary education
This target is not relevant for our educational organization because we teach the primary school graduates. However we organize a set of free events for children on the territories of our university.
4.2.1 Proportion of children under 5 years of age who are developmentally on track in health, learning and psychosocial well-being, by sex
4.2.2 Participation rate in organized learning (one year before the official primary entry age), by sex
By 2030, ensure equal access for all women and men to affordable and quality technical, vocational and tertiary education, including university
We support total gender equality in Samara State Medical University imposing no restriction on any type of education regardless of students’ gender. In fact out of 1299 students starting their degree in 2019 927 were women.
4.3.1 Participation rate of youth and adults in formal and non-formal education and training in the previous 12 months, by sex
By 2030, substantially increase the number of youth and adults who have relevant skills, including technical and vocational skills, for employment, decent jobs and entrepreneurship
SamSMU is constantly developing not only youth education, but also continuing education for already graduated professionals. 5 more ICT related courses have been started in 2019.
4.4.1 Proportion of youth and adults with information and communications technology (ICT) skills, by type of skill
By 2030, eliminate gender disparities in education and ensure equal access to all levels of education and vocational training for the vulnerable, including persons with disabilities, indigenous peoples and children in vulnerable situations.
The new policy on calculating and observing the progress on these indicators has been developed in SamSMU in order to eliminate all types of disparities.
4.5.1 Parity indices (female/male, rural/urban, bottom/top wealth quintile and others such as disability status, indigenous peoples and conflict-affected, as data become available) for all education indicators on this list that can be disaggregated
By 2030, ensure that all youth and a substantial proportion of adults, both men and women, achieve literacy and numeracy
100% of students and staff of SamSMU hold literacy and numeracy.
Percentage of population in a given age group achieving at least a fixed level of proficiency in functional (a) literacy and (b) numeracy skills, by sex
By 2030, ensure that all learners acquire the knowledge and skills needed to promote sustainable development, including, among others, through education for sustainable development and sustainable lifestyles, human rights, gender equality, promotion of a culture of peace and non-violence, global citizenship and appreciation of cultural diversity and of culture’s contribution to sustainable development.
The emphasis on the sustainable development topic was done in educational programs in 2019. Even though the relevant subtopics have always been addressed in the curriculum, the new approach has been developed. Moreover, the topic has been emphasized among students as well, o a number of out of curriculum events were organized by students themselves.
4.7.1 Extent to which (i) global citizenship education and (ii) education for sustainable development, including gender equality and human rights, are mainstreamed at all levels in: (a) national education policies, (b) curricula, (c) teacher education and (d) student assessment.
Build and upgrade education facilities that are child, disability and gender sensitive and provide safe, non-violent, inclusive and effective learning environments for all..
The massive renovation work has been done in SamSMU in 2019 with a lot of facilities to be transformed into a more safe and inclusive environment. Almost all of the Chairs have received at least 1 new computer each.
4.a.1 Proportion of schools with access to: (a) electricity; (b) the Internet for pedagogical purposes; (c) computers for pedagogical purposes; (d) adapted infrastructure and materials for students with disabilities; (e) basic drinking water; (f) single-sex basic sanitation facilities; and (g) basic handwashing facilities (as per the WASH indicator definitions)
By 2020, substantially expand globally the number of scholarships available to developing countries, in particular least developed countries, small island developing States and African countries, for enrolment in higher education, including vocational training and information and communications technology, technical, engineering and scientific programmes, in developed countries and other developing countries.
A new database of available scholarships has been created in 2019 for students and staff of SamSMU.
4.b.1 Volume of official development assistance flows for scholarships by sector and type of study
By 2030, substantially increase the supply of qualified teachers, including through international cooperation for teacher training in developing countries, especially least developed countries and small island developing States
The number of academic staff in SamSMU is 754 and they accomplish yearly programs of confirming and increasing their qualifications.
4.c.1 Proportion of teachers in: (a) pre-primary; (b) primary; (c) lower secondary; and (d) upper secondary education who have received at least the minimum organized teacher training (e.g. pedagogical training) pre-service or in-service required for teaching at the relevant level in a given country