ADULT learners benefit from HEART/NSTA Trust’s High School Diploma Equivalency (HSDE) programme
Introduction
The HEART/NSTA Trust’s High School Diploma Equivalency (HSDE) programme provides adult learners who have not completed formal education with access to learning opportunities. This report highlights the significance of the Sustainable Development Goals (SDGs) in the implementation of the HSDE programme.
Human Capital Development
Dr Taneisha Ingleton, Managing Director of the HEART/NSTA Trust, emphasizes that the agency is committed to human capital development and inclusivity. The HSDE programme aims to provide educational opportunities for individuals who did not have the chance to attend high school or complete their primary education.
Phased Basis Learning
Dr Ingleton explains that the HSDE programme guides learners through a phased basis, focusing on reading and writing skills. The programme has witnessed numerous success stories, demonstrating its effectiveness in helping individuals achieve their educational goals.
Programme Structure
The High School Diploma Equivalency programme consists of three levels: Basic (Grades 1 to 6), Intermediate (Grades 7 to 9), and Proficiency (Grades 10-11). This structured approach ensures that learners develop literacy and numeracy skills, perform at Caribbean Examinations Council (CXC) level, enhance employability, and gain core competencies.
Support and Transition
The HSDE programme provides support to adult learners in their journey towards obtaining a high school diploma. Participants receive assistance in developing their literacy and numeracy skills, as well as guidance in accessing employment opportunities and transitioning to other HEART programmes.
Assessment and Duration
Before enrolling in the programme, participants must undergo the Test for Adult Basic Education (TABE), which serves as a diagnostic assessment. The duration of the training varies based on the learner’s level and progress, ranging from six months to three years.
Successful Completion
Upon completion of the HSDE programme, participants receive an HSDE certificate, validating their successful completion of the programme. This certificate serves as evidence of their educational achievement.
Building a Globally Competitive Workforce
Dr Ingleton emphasizes that the HEART/NSTA Trust’s mission is to serve every Jamaican and contribute to the development of a globally competitive workforce. The HSDE programme plays a crucial role in achieving this goal by equipping individuals with the necessary skills and qualifications.
SDGs, Targets, and Indicators
| SDGs | Targets | Indicators |
|---|---|---|
| SDG 4: Quality Education | 4.1 By 2030, ensure that all girls and boys complete free, equitable and quality primary and secondary education leading to relevant and effective learning outcomes | Not mentioned in the article |
| SDG 4: Quality Education | 4.3 By 2030, ensure equal access for all women and men to affordable and quality technical, vocational and tertiary education, including university | Not mentioned in the article |
| SDG 4: Quality Education | 4.4 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 | The High School Diploma Equivalency (HSDE) programme supports adult learners to develop literacy and numeracy skills and perform at Caribbean Examinations Council (CXC) level, strengthening their overall employability and core competencies. |
| SDG 8: Decent Work and Economic Growth | 8.6 By 2020, substantially reduce the proportion of youth not in employment, education or training | Not mentioned in the article |
1. Which SDGs are addressed or connected to the issues highlighted in the article?
The SDGs addressed or connected to the issues highlighted in the article are SDG 4: Quality Education and SDG 8: Decent Work and Economic Growth.
2. What specific targets under those SDGs can be identified based on the article’s content?
Based on the article’s content, the specific targets that can be identified are:
– Target 4.1: Ensure that all girls and boys complete free, equitable and quality primary and secondary education leading to relevant and effective learning outcomes.
– Target 4.3: Ensure equal access for all women and men to affordable and quality technical, vocational and tertiary education, including university.
– Target 4.4: Substantially increase the number of youth and adults who have relevant skills, including technical and vocational skills, for employment, decent jobs, and entrepreneurship.
– Target 8.6: Substantially reduce the proportion of youth not in employment, education or training.
3. Are there any indicators mentioned or implied in the article that can be used to measure progress towards the identified targets?
The article mentions an indicator that can be used to measure progress towards Target 4.4: The High School Diploma Equivalency (HSDE) programme supports adult learners to develop literacy and numeracy skills and perform at Caribbean Examinations Council (CXC) level, strengthening their overall employability and core competencies.
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Source: jamaicaobserver.com
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