Sustainable Development Goals (SDGs) in Adult Education
Introduction
The Kansas City Adult Education program offers free instruction in various areas to promote the achievement of the Sustainable Development Goals (SDGs). This report highlights the program’s offerings and emphasizes the importance of SDGs in adult education.
Program Offerings
- Preparation for the High School Equivalency Test (HiSET)
- College entrance preparation
- Basic Skills Remediation
- English Language Proficiency and Acquisition (ESL)
- Workforce Readiness and Soft Skills Training
- Digital Literacy/Computer use
- Career Exploration
- Civics instruction to assist in acquisition of citizenship/naturalization
Class Schedule
- Morning Classes: 9 am – 12 pm on Mondays & Wednesdays
- Evening Classes: 6 pm – 9 pm on Tuesdays & Thursdays
Enrollment Process
Prior to attending classes, students are required to participate in an orientation and assessment session. During this session, students will be pre-assessed using a DESE approved instrument to determine their entry levels in each subject area, such as reading, writing, listening, speaking, math, and language arts. Individual student plans will be developed based on the results of these pre-tests.
Attendance and Commitment
Attendance is crucial to student success and the achievement of their goals. Students are expected to commit to attending classes for a minimum of three months.
Instructors
All instructors in the program are DESE certified and maintain certification in Adult Education, ensuring high-quality instruction and support for students.
Conclusion
The Kansas City Adult Education program provides a range of free instruction to support individuals in achieving their educational goals. By aligning with the Sustainable Development Goals (SDGs), the program contributes to the global effort of promoting inclusive and equitable education for all.
SDGs, Targets, and Indicators
| SDGs | Targets | Indicators |
|---|---|---|
| SDG 4: Quality Education | Target 4.1: Ensure that all girls and boys complete free, equitable, and quality primary and secondary education | Indicator 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 |
| SDG 4: Quality Education | Target 4.4: Increase the number of youth and adults who have relevant skills, including technical and vocational skills, for employment, decent jobs, and entrepreneurship | Indicator 4.4.1: Proportion of youth and adults with information and communications technology (ICT) skills, by type of skill |
| SDG 8: Decent Work and Economic Growth | Target 8.6: By 2020, substantially reduce the proportion of youth not in employment, education or training | Indicator 8.6.1: Proportion of youth (aged 15-24 years) not in education, employment, or training |
| SDG 16: Peace, Justice, and Strong Institutions | Target 16.9: By 2030, provide legal identity for all, including birth registration | Indicator 16.9.1: Proportion of children under 5 years of age whose births have been registered with a civil authority, by age |
1. Which SDGs are addressed or connected to the issues highlighted in the article?
- SDG 4: Quality Education
- SDG 8: Decent Work and Economic Growth
- SDG 16: Peace, Justice, and Strong Institutions
2. What specific targets under those SDGs can be identified based on the article’s content?
- Target 4.1: Ensure that all girls and boys complete free, equitable, and quality primary and secondary education
- Target 4.4: 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: By 2020, substantially reduce the proportion of youth not in employment, education or training
- Target 16.9: By 2030, provide legal identity for all, including birth registration
3. Are there any indicators mentioned or implied in the article that can be used to measure progress towards the identified targets?
- Indicator 4.1.1: Proportion of children and young people achieving at least a minimum proficiency level in reading and mathematics
- Indicator 4.4.1: Proportion of youth and adults with information and communications technology (ICT) skills
- Indicator 8.6.1: Proportion of youth not in education, employment, or training
- Indicator 16.9.1: Proportion of children under 5 years of age whose births have been registered with a civil authority
4. SDGs, Targets, and Indicators
| SDGs | Targets | Indicators |
|---|---|---|
| SDG 4: Quality Education | Target 4.1: Ensure that all girls and boys complete free, equitable, and quality primary and secondary education | Indicator 4.1.1: Proportion of children and young people achieving at least a minimum proficiency level in reading and mathematics |
| SDG 4: Quality Education | Target 4.4: Increase the number of youth and adults who have relevant skills, including technical and vocational skills, for employment, decent jobs, and entrepreneurship | Indicator 4.4.1: Proportion of youth and adults with information and communications technology (ICT) skills |
| SDG 8: Decent Work and Economic Growth | Target 8.6: By 2020, substantially reduce the proportion of youth not in employment, education or training | Indicator 8.6.1: Proportion of youth not in education, employment, or training |
| SDG 16: Peace, Justice, and Strong Institutions | Target 16.9: By 2030, provide legal identity for all, including birth registration | Indicator 16.9.1: Proportion of children under 5 years of age whose births have been registered with a civil authority |
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Fuente: kcpublicschools.org
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