Since December 2014, the test has been managed by an independent NGO governance structure in France, officially registered as a non-profit association under French law (“Association loi 1901”, Prefecture of Marseille, SIREN number 812 161 859).
To be rapidly operational, a temporary Board of Directors was appointed to ensure the launching and deployment of version 1 (V1) of the test. Since last year, the Board has focused primarily on buidling the new V2 platform. To ensure continuity in the deployment of this new version, the first official election of the Sulitest Board has been postponed.
We are committed to the idea that this project should function as a tool for the “common good”. It is essentiel that the Sulitest ensures the broadest and most transparent governance possible to ensure relevance, independance and credibility. Ideally the governance structure will be made up of individuals representing the three key Sulitest community members (SAB, RNEC's and Partners).
Independance & Autonomy
Yes, several UN bodies have supported the Sulitest from the start.
Yes, Kedge Business School played a major role in its creation.
Yes, academics and researchers have been deeply involved in the design, content and deployment.
Yes, key partners (academic & corporate) have financally supported the test.
BUT, the Sulitest remains a fully independent and autonomous organization and community.
Built to serve the common good and owned by its international community, Sulitest is piloted by an independent non-profit organization.
The Internationally Responsible Leadership Initiative is a worldwide partnership of companies and business schools/learning organizations working together in a laboratory of change to develop a next generation of internationally responsible leaders. The GRLI engages in thought leadership, advocacy and projects to achieve measurable impact. Founded in 2004 by the European Foundation for Management Development and the UN International Compact, today it comprises 70 partner (member) organisations who are committed to transforming leadership development. It is a member organization, a foundation, an advanced laboratory and a movement.
The Global Universities Partnership on Environment and Sustainability. The flagship program of UNEP's Environmental Education and Training Unit is GUPES, the Global Universities Partnership on Environment and Sustainability (GUPES). Launched in June 2012 in the lead up to Rio+20 and the joint UN Higher Education Sustainability Initiative (HESI), the goal of GUPES is to increase the mainstreaming of environment and sustainability practices and curricula into universities by supporting innovative approaches to education. This is in accordance with the UN Decade of Education for Sustainable Development, and carried out in partnership with UNESCO, UNU and several partners. At present, over 400 universities are affiliated with the GUPES network worldwide, which continue to grows rapidly.
The mission of the UN-supported Principles for Responsible Management Education (PRME) initiative is to inspire and champion responsible management education, research and thought leadership Internationally. The PRME are inspired by internationally accepted values such as the principles of the United Nations International Compact. They seek to establish a process of continuous improvement among institutions of management education in order to develop a new generation of business leaders capable of managing the complex challenges faced by business and society in the 21st century.
In the current academic environment, corporate responsibility and sustainability have entered but not yet become embedded in the mainstream of business-related education. The PRME are therefore a timely International call for business schools and universities worldwide to gradually adapt their curricula, research, teaching methodologies and institutional strategies to the new business challenges and opportunities. Taking the Six Principles as a guiding framework, any institution which is willing to integrate corporate responsibility and sustainability in a gradual but systemic manner is welcome to join the initiative.
Working towards an inclusive, prosperous and sustainable world, the UN Department of Economic and Social Affairs collaborates with governments and stakeholders around the world to meet their economic, social and environmental goals.
DESA is the UN Secretariat entity responsible for the development pillar of the United Nations.
UNDP is the United Nations' International development agency, working on the ground in 177 countries to provide knowledge, experience and resources to craft country-owned solutions to International and national development challenges. UNDP partners with people at all levels of society to help build nations that can withstand crisis, and drive and sustain the kind of growth that improves the quality of life for everyone. UNDP helps countries build and share solutions to the challenges of: poverty reduction, democratic governance, crisis prevention and recovery, and environment and energy for sustainable development. UNDP's network also links and coordinates International and national efforts to reach the Millennium Development Goals and to support the post-2015 development agenda and the creation of the Sustainable Development Goals (SDGs). UNDP produces regular Human Development Reports, addressing major development issues at both International and national levels also maintains the widely cited Human Development Index, which provides comparative data on absolute and relative progress in quality of life among countries.
As lead-agency of the UN Decade of Education for Sustainable Development, UNESCO supports policy-makers in integrating Education for Sustainable Development (ESD) into education plans and curricula; publishes material on ESD for decision-makers, teachers and students; monitors progress in the implementation of the UN Decade; communicates good ESD practice in all areas of education; brings together ESD practitioners from all world regions; and contributes to developing ESD further.
The United Nations Environment Programme conducts Environmental Education and Training that promotes attitudes and value systems that influence environmentally ethical behaviour by developing understanding, skills and values that enable people to participate as active and informed citizens in the development of an ecologically sustainable and socially just society. Environmental Education is fundamental to the achievement of the goal of Sustainable Development. Education and training are essential to UNEP fulfilling its mandate of inspiring, informing and enabling nations and peoples to achieve sustainable development. UNEP’s flagship initiative, in conjunction with the Higher Education Sustainability Initiative (HESI), is the International Universities Partnership on Environment and Sustainability (GUPES), which aims to promote the integration of environment and sustainability concerns into teaching, research, community engagement, the management of universities, greening of university infrastructure/facilities/operations, as well as to enhance student engagement and participation in sustainability activities both within and beyond universities.
The Alliance of Ibero American Networks of Universities for Sustainability and Environment (ARIUSA) is a network of networks created in Bogotá - Colombia, on 26 October 2007, during the IV International Congress on University and Environment. The mission of ARIUSA is to promote and support coordinated actions in the field of the higher environmental education, as well as academic and scientific cooperation between university networks on environment and sustainability. ARIUSA has 23 environmental university networks, at national and international level: 6 Founder Networks, 10 Member Networks and 7 Operating Networks. In total, there are grouped 291 universities in 15 countries: Colombia, Peru, Argentina, Uruguay, Mexico, Brazil, Guatemala, Cuba, Ecuador, Costa Rica, Dominican Republic, Bolivia, Chile, Venezuela and Spain.
CEEMAN is the international association for management development in dynamic societies, Established in 1993 it has grown into an international association of more than 210 members from 53 countries in Europe, North America, Latin America , Africa and Asia CEEMAN fosters the quality of management development and change processes by developing education, research, consulting, information, networking support, and other related services for management development institutions and corporations operating in dynamically changing environments. Its holistic approach to the phenomena of change and leadership development builds on the specific value platform that celebrates innovation, creativity,respect for cultural values, and promotes the principles of responsible management education.
The Higher Education Associations Sustainability Consortium is a network of higher education associations (HEAs) in the United States with a commitment to advancing sustainability in both their constituencies and in the system of higher education itself. HEASC helps higher education exert strong leadership in making education, research, and practice for a sustainable society a reality. Higher Education’s leadership is critical to help businesses become sustainable, to have strong thriving and secure communities, and to provide economic opportunities for the broadest number of people while preserving the life support system on which all current and future generations depend.
The Institute for Sustainable Development and International Relations is a non-profit policy research institute based in Paris. Its objective is to determine and share the keys for analyzing and understanding strategic issues linked to sustainable development from a global perspective. IDDRI helps stakeholders in deliberating on global governance of the major issues of common interest: action to attenuate climate change, to protect biodiversity, to enhance food security and to manage urbanisation. IDDRI also takes part in efforts to reframe development pathways.
A special effort has been made to develop a partnership network with emerging countries to better understand and share various perspectives on sustainable development issues and governance. For more effective action, IDDRI operates with a network of partners from the private sector, academia, civil society and the public sector, not only in France and Europe but also internationally.
As an independent institute, IDDRI mobilises resources and expertise to disseminate the most relevant scientific ideas and research ahead of negotiations and decision-making processes.
It applies a cross-cutting approach to its work, which focuses on five themes—global governance, energy and climate change, biodiversity, urban fabric, agriculture—and one cross-disciplinary program—new prosperity.
The Mediteranean Education Initiative for Environment and Sustainability aims to support the educational community in its efforts to contribute to the implementation of Agenda 21, the Millennium Development Goals (MDGs), as well as the UN Decade of Education for Sustainable Development (2005-2014), through the successful application of innovative educational programs in all countries around the Mediterranean basin.
The Association of University Leaders for a Sustainable Future is the Secretariat for signatories of the Talloires Declaration (1990), which has been signed by over 400 college and university presidents and chancellors worldwide. ULSF provides resources and support for sustainability as a critical focus of teaching, research, operations and outreach in higher education through publications, research, and assessment.
The World Federation of Colleges and Polytechnics is an international network of colleges and associations of colleges. WFCP provides leadership in delivering workforce education for our International economy. Members share leading-edge education strategies and best practices to increase workforce employability in countries around the world. The Sustainability and Renewable Energies Affinity Group/Network focuses on sharing curricular and other educational resources and precedents
RAUSA - RNEC Argentina
Argentine universities network for sustainability an environment: The fundamental mission is to promote and support the academically and scientific cooperation in the environmental field between universities of the Argentine and thru their, preserving the autonomy of each university that integrates the alliance and increasing their capacities and the number of members.
ACTS - RNEC AUSTRALIA
Australasian Campuses Towards Sustainability is a non-profit member based organisation representing higher and further education institutions within Australia and New Zealand. ACTS aims to inspire, promote and support change towards best practice sustainability within the operations, curriculum and research of the tertiary education sector. ACTS seeks to build community and business partnerships at the local, national and international level, in order to bring together a network of people for positive engagement, capacity building and change.
CAS-Net - RNEC Japan
(Campus Sustainability Network in Japan）の紹介文. The goal of CAS-Net JAPAN is to accelerate campus sustainability in Japanese universities and contribute to create more environmentally sustainable society in Japan. In order to achieve this goal, 1/CAS-Net JAPAN promotes environmental activities of the “hard aspects” such as energy saving, CO2 reduction, traffic plan, waste management, etc. 2/ At the same time, CAS-Net JAPAN carries out the “soft aspects” such as environmental education, regional cooperation, food issue, effective administration, etc. 3/In line with above-mentioned efforts, CAS-Net JAPAN establishes cooperative relationship with the advanced network of foreign universities.
CGUN - RNEC China
Launched by Tongji University, “China Green University Network” is guided by the Ministry of Housing and Urban-Rural Development and the Ministry of Education. There are currently 30 university members. The main missions of CGUN are: (1) to reinforce inter-university cooperation and exchange in the field of green campus development; (2) to provide support for the national policy making to advance green campus development; (3) to promote collaborative research, innovation, and popularization of energy conservation and carbon reduction technology in campus facilities; (4) to train senior talents in the field of green campus and sustainability; (5) to provide practical demonstration bases for the green education, green research and the cultivation of green campus culture; (6) to lead the development of Green Universities in China.
CIRSES - RNEC FRANCE
CIRSES is the french national association, which gathers sustainability chief officers in higher education institutions. This cluster is mainly active on two missions:
supporting the people who are in charge in sustainability and Corporate Social Responsability in french higher education institutions.
Anchoring the sustainable development approches initiatives in higher education institutions.
The Conférence des Grandes Ecoles is a non-profit organization dedicated to support higher education institutions through joint activities, accreditation of educational programs and promotional activities in France and abroad. CGE members are mainly engineering, management and other specialized schools (215), plus companies (16) and non-profit organizations (46).
CPU - RNEC France
The Conference of University Presidents, as defined in the « Freedoms and responsibilities of the universities » Act of August 10, 2007, is an association with recognized public benefit (117 members). It represents the common interests of institutions of higher learning. French universities have set up a Sustainable Development Committee within the framework of the CPU, in order to identify shared needs, to find answers through partnerships with the socio-economic world, and to share initiatives and tools.
CRUI - RNEC Italy
The CRUI is the association of the state and private universities. Established in 1963 as a private association of Rectors, the Conference of Italian University Rectors (CRUI) has over time acquired an acknowledged institutional and representative role, as well as a practical capacity to influence the development of the university system through its intense activity of study and experimentation.
REDIES - RNEC COSTA RICA
In 2009 EARTH University initiated the inter-institutional meeting: Prospects for Sustainability in Higher Education Organizations in Costa Rican. This gave rise to the birth of the Costa Rican Network of Sustainable Educational Institutions (REDIES). Started with nine founding organizations, there are now 18 member institutions, with EARTH as the organization’s coordinator. The main objective has been to achieve sustainability on college campuses. To do so, we have defined environmental indicators, achieved the adoption of environmental policies in these institutions, and gained the support and commitment of the universities leadership. REDIES has offered forums on environmental management issues, including: carbon neutrality, waste management, water and sustainable procurement, among others. Representatives of universities have also been trained through Performance Indicator Workshops. In 2012, REDIES joined the Latin American Alliance of Universities for Sustainability and Environment (ARIUSA) and has since been working with several networks including the Sustainability Indicators Network in Universities (RISU).
DANS - RNEC USA
Sponsored by the US Partnership on Education for Sustainable Development, the Disciplinary Associations Network for Sustainability is an informal network of professional associations working on:
• Professional development for associations’ members (e.g. faculty)
• Educating the public about sustainability
• Curricula, standards and tenure requirements to reflect sustainability
• Legislative briefings on what higher education can bring to sustainability related policies
• Cross disciplinary projects on education for sustainability
(Environmental Association for Universities and Colleges) is the sustainability champion for universities and colleges in the UK. Run by members, for its members, the EAUC seeks to drive sustainability to the heart of further and higher education. With a Membership of over 320 colleges and universities from across the UK, the EAUC is now the recognized hub of sustainability best practice in the sector. The EAUC provides strong alliance of Further and Higher Education Institutions, sector bodies and commercial organizations, working together both in the UK and internationally. With links to similar bodies in North America, Australasia, Spain and South Korea amongst others, the EAUC is working on a International scale to raise the profile of sustainability in the tertiary education sector.
RAUDO - RNEC DOMINICAN REPUBLIC
(Environmental Network of Dominicans Universities). It is an association of 16 universities in the Dominican Republic which aims articulate the potential of higher education institutions for the dissemination of topics related to environmental sustainability through education, research and extension. It was founded in February 2012.
Foundation for Future Generations - RNEC Belgium
With the Higher Education & Research Awards for Future Generations (HERA) programme, the Foundation for Future Generations encourages those - both students and researchers - who contribute to passing on a liveable world to our children. These Excellence Awards reward master's and doctoral theses that investigate innovative and sustainable solutions for major societal challenges. HERA has the ambition to inspire gradually the whole academic community. The Sustainability Literacy Test is a very powerful tool to reach this ambition, since it raises awareness amongst students on the challenges the future generations will be facing and amongst professors and academic institutions on the sustainability literacy of their students. What is more, besides the academic community, the Sulitest is also relevant for other stakeholders!
HKSCC - RNEC Hong Kong
Established as a consortium of the Heads of Universities Committee (“HUCOM”) in 2010, the Hong Kong Sustainable Campus Consortium is a forum for the sharing of information and best practices among higher education institutions in Hong Kong. With participation of academic and non-academic staff from the eight UGC-funded universities, the consortium also provides a platform for reporting on environmental performance and serves as the implementing body of the Hong Kong Declaration.
INAECU - RNEC Spain
(The Interuniversity “Institute for Higher Education and Science") is an integrated center in the Alliance 4U and initially formed by the Carlos III University and the Autonomous University of Madrid. The Institute operates in two priority areas: assessment of scientific and technological activities and the policies and management of higher education institutions)
Open School of Sustainable Development - RNEC Russia
As we provide non-formal education on sustainable development and also work with Russian universities, the first time we have learned about the Sulitest we thought that it must exist in Russian. Such international tool provides an opportunity for people around the world to have equal opportunities to have the same level of education and skills, as well as it helps to create a common understanding about sustainability among different nations which is crucial for the achievement of global goals. We hope that Russian version of the test will raise awareness on sustainability issues in Russian-speaking communities.
PRME Chapter Brazil - RNEC Brazil
part of the Chapter Latin America and Caribbean, is a voluntary group of educational institutions, corporate universities and support organizations located in Brazil that share the vision of forming responsible leaders prepared to act in the new paradigm of sustainability.
PRME Chapter UK and Ireland
The PRME national Chapter UK and Ireland seeks to reach to all the business schools in our region to provide support and encouragement to those who wish to use the Principles as a reflection of the values that guide their practice. We seek to raise the awareness of PRME to non-signatories, and to design a range of support activities for signatory schools in their quest to fully engage with all the dimensions of PRME
PRME Chapter MENA
Host by the American University in Cairo, the MENA PRME Chapter works to provide a platform for dialogue, learning, and action on responsible management and leadership education and research, to increase the visibility of PRME and its signatories in a region, to adapt the Six Principles of PRME into a local context and to develop and promote activities linked to the Principles.
Red Campus Sustenable - RNEC Chile
Red Campus Sustentable has its origins in the dialogue between various Chilean universities. Its mission is to promote and foster Higher Education Institutions initiatives which contribute to a more just, culturally rich, and environmentally friendly society. To meet this end, the network will provide resources and create spaces of collaboration, also contributing to the continuous incorporation of ethics and best practices of sustainability at the universities.
RCFA - RNEC Columbia
(Red Colombiana de Formación Ambiental) : The goals of the RCFA is to get an space to collaboration and cooperation between universities, governors institutions and research institutes to improve the sustainability development in Colombia and outside Colombia.
REFEDD - RNEC France
(French Student Network for Sustainable Development, in French Réseau Français des Etudiants pour le Développement Durable) is a volontary membership organisation which strives to make sustainable development and associates topics a common and share reality in higher education. We are a network of 105 student-led associations whose projects deal with sustainable development. Our mission is to connect them together and, more globally, to accompagny any student willing to implement a project dealing with sustainability whether inside or outside it campus.
APSCC - RNEC India
The Association for Promoting Sustainability in Campuses and Communities was founded to serve as an impetus organization for sustainable development among the educational institutions and local communities in India. The association provides resources, initiates and promotes sustainable solutions at grassroots level in collaboration with a network of sustainability professionals.
AASHE - RNEC USA
(the Association for the Advancement of Sustainability in Higher Education) is helping to create a brighter future of opportunity for all by advancing sustainability in higher education. By creating a diverse community engaged in sharing ideas and promising practices, AASHE provides administrators, faculty, staff and students, as well as the business that serve them, with: thought leadership and essential knowledge resources; outstanding opportunities for professional development; and a unique framework for demonstrating the value and competitive edge created by sustainability.
About thirty networks or groups of people are currently working to the creation of regional or national set of questions.
Local Modules currently available:
BRAZIL, DENMARK, FAROE ISLANDS (DENMARK), FINLAND, FRANCE, INDIA, JAPAN, NORWAY, PERU, SOUTH AFRICA, SWEDEN, UK, USA
Currently adapting their questions to the new format:
ARGENTINA, CANADA, CHINA, COSTA RICA, EGYPT, HONG KONG (CHINA), IRLAND, ITALY, KENYA, QUEBEC (CANADA), SPAIN, RUSSIA
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- Guarantee consistency, coherence and validation of the test
- Guarantee the independence, intent and spirit of the project
- Support the development of the Sulitest mission
- Capitalize and leverage the strength of their diverse networks and expertise
HESI founders and other UN organisations committed to education and sustainable development, HESI endorsers and other relevant international networks/associations.
Lead the development of the Sustainability Literacy Test in their local environment by:
- Developing local questions (by appointing a community manager to head a local committee)
- Translating International Questions (if needed).
- Engaging local higher education institutions in piloting the assessment.
Regional or national higher education organizations (for example, SD working group of a national association of universities or a university/academic network engaged in SD).
- Strengthen the organization through financial and institutional support. Allow Sulitest to invest in the deployment of new features, new tools, new projects until the the complete autonomy of the association.
- Be an ambassador of the test in their own professional networks and beyond; lobby to improve and measure Sustainability Literacy worldwide.
- Be true patrons (defending the mission of the association beyond individual or organizional interests)
Financial and institutional supporters of the Sulitest organization (companies, universities, professional networks, institutions, media…)
- Contribute to the quality and credibility of the literacy test
- Advise and counsel the Board of Director on literacy test issues, question and content
- Ensure the analysis of the results by annually evaluating and reporting on the Sulitest data and promoting academic research on the test.
Experts and Academics
Their collective expertise should correspond to the core subjects of CSR and sustainable development (climate change, environment, health, poverty, education…)
Jean-Christophe CARTERON, CSR Director - Kedge Business School
General Secretary and Treasurer
Aurélien DECAMPS, Professor - Kedge Business School
Members of the Board
Jaclyn ROSEBROOK-COLLIGNON, Head of Sustainablity & Affilate Professor - Grenoble Ecole de Management
Clara DOLY-TACCONI, Directrice du cabinet - Présidence - Université de Cergy-Pontoise
Katia MICHIELETTO, CSR Director - L’Occitane en Provence
Benoit MARTIMORT-ASSO, Head of International Affairs Unit - IRD
Pierre-Olivier BERNIERE, Head of Fragile customers Unit - La Banque Postale
Yves DAUMAS, Business Development Executive, Cognitive Solutions, E&U sector - IBM
Gérald MAJOU DE LA DEBUTERIE, Project leader in sustainable development - CGE.
Financing a project for the common good
When launching a project of this magnitude and ensuring its future, one of our key responsibilities is to make our non-profit organization financially sustainable.
The beginnings (2013-2015)
Beyond the volontary financial contributions of several institutions, The Sulitest received major support from Kedge Business school, notably from the Foundation for Sustainable Leadership and the company, Degetel. Kedge Business School also contributed resources for managing the General Secretary. Other partners, like the law firm Savin Martinet Associates and the communications agency, Sidièse volunteered time and skills and contribute to the construction and deployment of V1. Overall, more than 200,000 Euros were invested in this pilot phase.
Fundraising to launch the new platform (2015/2016)
After the success of the pilot version, the NGO has spent much of its energy consolidating the human and financial resources for our community. The preliminary funding campaign was a success and the Sulitest received financial and moral support from 11 higher education institutions (EAUC, Ecole des Ponts Paris Tech, EFMD, Institut Mines Telecom, Kedge Business School, Kingston University, PRME Chapter UK & Ireland, School of Business, Economics and Law at the University of Gothenburg, COMUE Université Paris Seine, Grenoble EM, Conférence des Grandes Ecoles) and 8 corporate or professional organizations (Edf, C3d, La Banque Postale, L'Occitane en Provence, LVMH, Onet, Orange, Pernod Ricard). These donations have allowed the association to contract with a new IT partner, Aleaur, who is ensuring the development of a new and improved Version 2. The UX Design agency, Welcome Max, also volunteered time and skills this year.
We are extremely grateful to these organizations who are helping us to build this tool for the common good of our global society.
Towards an autonomous and sustainable economic model...
Thanks to this new Sulitest platform, the association will be able to build its indepency by:
- Offer services and products to other academic, non-academic stake-holders and organizations (i.e. corporations, recruitment agencies, institutions, governments) and individuals.
- Receive public grants/funds
- Receive donation from corporation, institutions (foundations) and even individuals