Report on Temple University’s Osher Lifelong Learning Institute and its Contribution to Sustainable Development Goals
Introduction
Temple University’s Osher Lifelong Learning Institute (OLLI) provides a robust framework for non-credit continuing education for individuals aged 50 and older. Celebrating its 50th anniversary, the program demonstrates a significant alignment with several United Nations Sustainable Development Goals (SDGs), particularly in promoting health, quality education, and sustainable communities. This report analyzes the institute’s structure, offerings, and impact through the lens of the SDGs.
Fostering Well-being and Quality Education (SDG 3 & SDG 4)
Promoting Good Health and Well-being (SDG 3)
The institute directly contributes to the mental and physical well-being of older adults, a key target of SDG 3. By providing purpose, structure, and social engagement, the program addresses critical aspects of healthy aging.
- The curriculum includes courses such as “Let’s Live as Long and Healthy As Possible,” which explicitly focus on the link between passion, purpose, and a healthy life.
- For many retirees, the program offers essential structure and a reason to leave the house, combating isolation and promoting mental health.
- The social environment and intellectual stimulation serve as a vital support system, described by one participant’s spouse as a “life preserver” for her husband, who is managing a neurological condition.
- Instructor Adam Brunner emphasizes that pursuing passion with purpose can exponentially increase the quality of life, regardless of one’s physical condition.
Ensuring Inclusive and Lifelong Quality Education (SDG 4)
OLLI at Temple exemplifies the principles of SDG 4 by providing accessible, equitable, and lifelong learning opportunities for an older demographic, a group often underserved in traditional educational settings.
- Accessibility: An annual fee of $290 allows students to take unlimited courses, with less expensive seasonal options available, removing significant financial barriers.
- Inclusivity: The primary requirement is being age 50 or older, creating a welcoming environment for senior learners.
- Educational Model: The focus is on learning for personal enrichment, with no exams or grades. This encourages participation from individuals with diverse educational backgrounds and motivations.
- Digital Literacy: The program provides “tech tutoring” from Temple students, directly addressing the digital divide and ensuring older adults can fully participate in an increasingly digital world.
Building Sustainable Communities and Reducing Inequalities (SDG 11 & SDG 10)
Creating Age-Friendly and Sustainable Communities (SDG 11)
The institute functions as a hub for social connection, fostering a strong sense of community among its members, which is fundamental to creating inclusive and sustainable cities.
- The program actively fosters socialization through both in-person and virtual classes, which became crucial during the pandemic.
- Members can establish and lead “shared interest groups,” facilitating peer-led community building around common hobbies and topics.
- By bringing seniors together, OLLI creates support networks that enhance the social fabric of the wider community.
Reducing Age-Based Inequalities (SDG 10)
By specifically catering to the needs and interests of older adults, OLLI works to reduce inequalities faced by this age group.
- The affordable, flat-fee structure ensures that economic status in retirement does not become a barrier to continued education and social participation.
- The program empowers older adults by providing a platform where their life experiences are valued and they can engage as active, inquisitive learners.
- Volunteer instructors, some teaching into their late 90s, challenge ageist stereotypes and demonstrate the valuable contributions seniors make to society.
Strategic Partnerships and Productive Engagement (SDG 17 & SDG 8)
Partnerships for the Goals (SDG 17)
The success and sustainability of the program are built on effective partnerships between philanthropic organizations and academic institutions.
- Temple’s OLLI is part of a nationwide network supported by the Bernard Osher Foundation, which has provided a $2 million endowment.
- This network includes other major universities such as Pennsylvania State University, the University of Delaware, and Rutgers University, creating a collaborative effort to advance lifelong learning across the country.
- The program also fosters intergenerational partnerships, with Temple undergraduate and graduate students providing technology support to OLLI members.
Promoting Decent Work and Productive Engagement (SDG 8)
While participants are typically retired, the institute provides a platform for productive engagement and what some instructors call an “encore career,” aligning with the principles of decent work and economic contribution beyond traditional employment.
- Instructors are volunteers who teach for free, motivated by a passion for sharing their knowledge in fields ranging from art history to law and information technology.
- This model allows highly accomplished professionals, such as former trial lawyers and public interest advocates, to continue contributing their expertise in a fulfilling and meaningful way.
- The program draws on the immense experience of its instructors, some of whom co-teach and bring in prominent speakers, enriching the curriculum and providing unique learning opportunities for students.
Which SDGs are addressed or connected to the issues highlighted in the article?
- SDG 3: Good Health and Well-being
- SDG 4: Quality Education
- SDG 10: Reduced Inequalities
- SDG 11: Sustainable Cities and Communities
- SDG 17: Partnerships for the Goals
What specific targets under those SDGs can be identified based on the article’s content?
SDG 3: Good Health and Well-being
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Target 3.4: By 2030, reduce by one-third premature mortality from non-communicable diseases through prevention and treatment and promote mental health and well-being.
Explanation: The article highlights the Osher Lifelong Learning Institute’s role in promoting a “happy, healthy life” for older adults. A specific class is titled “Let’s Live as Long and Healthy As Possible,” and the instructor discusses “research that showed the physical and mental benefits of pursuing passion-driven activities.” The program is described as a “life preserver” for a student with a neurological condition, directly linking the educational activities to mental health and well-being for an aging population.
SDG 4: Quality Education
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Target 4.3: By 2030, ensure equal access for all women and men to affordable and quality technical, vocational and tertiary education, including university.
Explanation: The article describes Temple University’s Osher Institute, which provides affordable tertiary-level education specifically for adults aged 50 and older. The cost is “minuscule compared with college tuition,” with an annual fee of “$290” for unlimited classes, ensuring financial accessibility. -
Target 4.5: 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…
Explanation: The program ensures educational access for older persons, a demographic that can face barriers to continued learning. It also demonstrates inclusivity for persons with disabilities, as highlighted by the story of J.J. Broderick, who has “primary progressive aphasia, a neurological condition that impairs the ability to speak, understand, read, and write,” and for whom the classes have been a “life preserver.” -
Target 4.7: By 2030, ensure that all learners acquire the knowledge and skills needed to promote sustainable development, including…appreciation of cultural diversity and of culture’s contribution to sustainable development.
Explanation: The institute offers a wide range of courses that contribute to cultural appreciation and active citizenship, such as art history classes and a course on “Hot Topics in Justice and Law.” These courses provide learners with knowledge that fosters a deeper understanding of culture and society.
SDG 10: Reduced Inequalities
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Target 10.2: By 2030, empower and promote the social, economic and political inclusion of all, irrespective of age…
Explanation: The program is explicitly designed for people “age 50 or older,” directly addressing the social inclusion of this age group. The article states that a key goal is “fostering socialization among seniors” and providing a “social outlet,” thereby combating potential isolation and promoting active participation in community life after retirement.
SDG 11: Sustainable Cities and Communities
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Target 11.7: By 2030, provide universal access to safe, inclusive and accessible, green and public spaces, in particular for…older persons…
Explanation: The Osher Institute provides an inclusive and accessible space—both physically on the Temple University campus and virtually via Zoom—for older persons to gather, learn, and socialize. The article notes that while student numbers fell during the pandemic, the program adapted with virtual and hybrid options to maintain this accessible community space.
SDG 17: Partnerships for the Goals
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Target 17.17: Encourage and promote effective public, public-private and civil society partnerships…
Explanation: The success of the Osher Institute is a direct result of a multi-stakeholder partnership. It involves a university (Temple University), a private foundation (the Bernard Osher Foundation, which provided a “$2 million endowment”), and civil society (the volunteer instructors who “teach do it for free” and the student members).
Are there any indicators mentioned or implied in the article that can be used to measure progress towards the identified targets?
SDG 3: Good Health and Well-being
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Indicator: Participant-reported improvements in well-being.
Explanation: While not a formal metric, the article provides qualitative evidence through testimonials. The statement that the program has been a “life preserver” for a student with a health condition implies a significant positive impact on well-being. The focus on living a “happy, healthy life” suggests that participant satisfaction and self-reported health benefits are key measures of success.
SDG 4: Quality Education
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Indicator: Participation rate of adults (50+) in non-formal education and training.
Explanation: The article provides specific numbers that can be used as indicators of participation: “more than 1,000 students participate over the course of a year” at Temple, with similar programs at Penn State having “nearly 2,000 students” and Rutgers having “More than 1,600 students.” -
Indicator: Cost of participation as a measure of affordability.
Explanation: The article explicitly states the “annual fee of $290” for unlimited classes, which serves as a direct indicator of the program’s affordability. -
Indicator: Number and variety of courses offered.
Explanation: The article mentions a wide range of courses (art history, law, information technology, etc.) and states that Rutgers offers “158 courses throughout the year,” indicating the breadth of educational opportunities provided.
SDG 10: Reduced Inequalities
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Indicator: Number of programs promoting social inclusion for older persons.
Explanation: The article describes the Osher Institute as part of a “nationwide network,” indicating the existence of multiple such programs. The number of participants (“more than 1,000 students” at Temple) is a direct measure of the scale of social inclusion being facilitated.
SDG 11: Sustainable Cities and Communities
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Indicator: Number of older persons utilizing community and educational spaces.
Explanation: The article provides a snapshot of usage: “About 20 students attended Brunner’s class in person that afternoon, with more than a dozen watching virtually,” which indicates how many older persons are accessing these inclusive spaces.
SDG 17: Partnerships for the Goals
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Indicator: Value of financial and in-kind contributions from partners.
Explanation: The article quantifies the financial contribution from a private partner, citing the “$2 million endowment” from the Bernard Osher Foundation. It also describes the significant in-kind contribution from civil society, noting that instructors “teach do it for free.”
SDGs, Targets, and Indicators Table
| SDGs | Targets | Indicators Identified in the Article |
|---|---|---|
| SDG 3: Good Health and Well-being | 3.4: Promote mental health and well-being. | Qualitative reports of improved well-being (e.g., the program being a “life preserver”). |
| SDG 4: Quality Education | 4.3: Ensure equal access to affordable and quality tertiary education. | Participation rate of adults 50+ (“more than 1,000 students”); Low annual fee (“$290”). |
| 4.5: Ensure equal access for the vulnerable, including persons with disabilities. | Enrollment of students with disabilities (e.g., a student with primary progressive aphasia). | |
| 4.7: Ensure learners acquire knowledge for cultural appreciation. | Provision of courses in art history and law. | |
| SDG 10: Reduced Inequalities | 10.2: Promote social inclusion of all, irrespective of age. | Number of participants in a program designed for social inclusion of seniors (“more than 1,000 students”). |
| SDG 11: Sustainable Cities and Communities | 11.7: Provide universal access to inclusive and accessible spaces for older persons. | Number of participants attending in-person and virtual classes. |
| SDG 17: Partnerships for the Goals | 17.17: Encourage effective public-private and civil society partnerships. | Financial contribution from foundation (“$2 million endowment”); In-kind contribution from volunteers (instructors “teach do it for free”). |
Source: inquirer.com
