College Affordability and the Sustainable Development Goals
Introduction
College is too expensive. Institutions are closing. Enrollments are down. These issues surrounding college affordability have become major concerns in recent years. The Biden administration’s plan for loan forgiveness and increased state investments in public institutions have attempted to address these challenges, but the long-term benefits of a college education may not outweigh the immediate costs and time commitment. Additionally, the 2024 FAFSA delay has further complicated the equation of college enrollment and affordability. This article explores the impact of college costs on students and proposes a potential solution through industry-education partnerships.
The Burden of College Costs
For many students, the costs of college can feel out-of-reach, even with federal need-based loans. Reassurances of future financial benefits do not help students struggling to pay bills in the present. This financial burden disproportionately affects students from low-income backgrounds, who may be shut out of college and vocational education opportunities. This not only hinders their personal success but also limits the potential for a diverse and skilled workforce in industries such as automotive technology.
Industry-Education Partnerships as a Solution
One potential solution to offset the financial burden of college is through enhanced industry-education partnerships that pay students to go to college. The Ford Automotive Student Service Education Training (ASSET) Program is an example of a successful collaboration between industry and education. This program, offered at 40 community colleges, provides a “earn as you learn” structure, where students are paid to go to college and receive a paid internship at a Ford dealership. This financial support not only motivates students but also provides them with valuable hands-on experience in their field of study.
The Success of Industry-Education Partnerships
Students enrolled in the ASSET program have highlighted the positive impact of this financial arrangement on their ability to persist in school. By removing financial barriers, students can focus on their studies and gain practical skills without the pressure of needing to work to make ends meet. The local dealership that sponsors these students also benefits from a trained and loyal workforce, while the Ford Motor Company builds brand loyalty among its technicians. This partnership creates a win-win situation for all parties involved.
Expanding Industry-Education Partnerships
Given the success of industry-education partnerships like the ASSET program, it is important to explore and communicate best practices for other educators to implement similar models. Imagine a local bank paying for an accounting major to receive certification or a chemistry student certified by a pharmaceutical company. These partnerships have the potential to offset college costs and make higher education more affordable for students. By bringing industry and the academy together, we can address the affordability crisis facing college-bound Americans and rebuild public trust in higher education.
SDGs, Targets, and Indicators
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 10: Reduced Inequalities
2. What specific targets under those SDGs can be identified based on the article’s content?
- SDG 4.3: By 2030, ensure equal access for all women and men to affordable and quality technical, vocational, and tertiary education, including university.
- SDG 8.6: By 2020, substantially reduce the proportion of youth not in employment, education, or training.
- SDG 10.2: By 2030, empower and promote the social, economic, and political inclusion of all, irrespective of age, sex, disability, race, ethnicity, origin, religion, or economic or other status.
3. Are there any indicators mentioned or implied in the article that can be used to measure progress towards the identified targets?
- Indicator for SDG 4.3: Proportion of youth and adults with information and communications technology (ICT) skills, by type of skill.
- Indicator for SDG 8.6: Proportion of youth (aged 15-24 years) not in education, employment, or training.
- Indicator for SDG 10.2: Proportion of people living below 50 percent of median income, by age group, sex, and persons with disabilities.
Table: SDGs, Targets, and Indicators
SDGs | Targets | Indicators |
---|---|---|
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. | Proportion of youth and adults with information and communications technology (ICT) skills, by type of skill. |
SDG 8: Decent Work and Economic Growth | 8.6: By 2020, substantially reduce the proportion of youth not in employment, education, or training. | Proportion of youth (aged 15-24 years) not in education, employment, or training. |
SDG 10: Reduced Inequalities | 10.2: By 2030, empower and promote the social, economic, and political inclusion of all, irrespective of age, sex, disability, race, ethnicity, origin, religion, or economic or other status. | Proportion of people living below 50 percent of median income, by age group, sex, and persons with disabilities. |
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Fuente: forbes.com
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