Adult basic education opens doors to opportunity, receives some funding – The Norfolk Daily News

Report on the Potential Discontinuation of Educational Programs and a Conflict with Sustainable Development Goals

1.0 Executive Summary

This report analyzes the proposed elimination of key educational programs at Northeast Community College. The programs under review—Adult Basic Education (ABE), General Educational Development (GED), and English Language Learning (ELL)—are integral to community development and align directly with the United Nations Sustainable Development Goals (SDGs). Their discontinuation would represent a significant setback for regional progress toward achieving these global targets, particularly those related to education, poverty, economic growth, and inequality.

2.0 Alignment with SDG 4: Quality Education

The core mission of the ABE, GED, and ELL programs is to provide inclusive and equitable quality education and promote lifelong learning opportunities, which is the central objective of SDG 4. The potential elimination of these services directly threatens the achievement of several key targets.

• Adult Basic Education (ABE): This program is fundamental to achieving Target 4.6, which aims to ensure that all youth and a substantial proportion of adults achieve literacy and numeracy.
• General Educational Development (GED): This program provides a crucial secondary-level credential, enabling access to tertiary education and vocational training, in line with Target 4.3 (equal access to technical, vocational and tertiary education).
• English Language Learning (ELL): This program is essential for ensuring that linguistic minorities have equal access to education and social integration, supporting Target 4.5 (eliminate disparities in education for the vulnerable).

3.0 Broader Implications for Interconnected SDGs

The termination of these foundational educational programs would have cascading negative effects on other interconnected Sustainable Development Goals. The success of students in these programs contributes to a more resilient and equitable society.

1. SDG 1: No Poverty. Education is a primary vehicle for escaping poverty. By removing these pathways to skills and qualifications, the community’s ability to achieve Target 1.2 (reduce at least by half the proportion of men, women and children of all ages living in poverty) is severely hampered.
2. SDG 8: Decent Work and Economic Growth. The programs equip adults with the foundational skills necessary for employment and entrepreneurship. Their elimination would undermine Target 8.6 (substantially reduce the proportion of youth not in employment, education or training).
3. SDG 10: Reduced Inequalities. These programs primarily serve vulnerable and marginalized populations. Discontinuing them would exacerbate social and economic disparities, directly contradicting the objective of Target 10.2 (empower and promote the social, economic and political inclusion of all).

Analysis of SDGs in the Article

1. Which SDGs are addressed or connected to the issues highlighted in the article?

• SDG 4: Quality Education

  This is the most direct SDG addressed. The article focuses on “adult basic education (ABE), general educational development (GED) and English language learning (ELL) programs,” which are fundamental components of ensuring inclusive and equitable quality education and promoting lifelong learning opportunities for all.

• SDG 8: Decent Work and Economic Growth

  The programs mentioned, such as ABE and GED, are critical pathways for adults to gain the necessary qualifications and skills for better employment opportunities. The “significant success of students” implies improved employability, which contributes to productive employment and decent work.

• SDG 10: Reduced Inequalities

  Adult education programs, particularly ABE, GED, and ELL, often serve marginalized or vulnerable populations, including low-income adults, immigrants, and those who did not complete formal secondary education. By providing these educational opportunities, such programs help reduce inequalities in access to education and subsequent economic inclusion.

2. What specific targets under those SDGs can be identified based on the article’s content?

1. Target 4.3: By 2030, ensure equal access for all women and men to affordable and quality technical, vocational and tertiary education, including university.

   The article discusses programs at a community college, which falls under tertiary and vocational education. The focus on ABE and GED programs directly relates to providing access to foundational education for adults, enabling them to pursue further training or higher education.

2. Target 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 GED and ABE programs are designed to provide adults with the essential skills required for the workforce. The mention of “significant success” suggests that students are acquiring these relevant skills, making them more competitive for employment.

3. Target 4.6: By 2030, ensure that all youth and a substantial proportion of adults, both men and women, achieve literacy and numeracy.

   The “adult basic education (ABE)” and “English language learning (ELL)” programs are explicitly aimed at improving adult literacy and numeracy, directly aligning with this target.

4. Target 8.6: By 2020, substantially reduce the proportion of youth not in employment, education or training.

   Although the target date has passed, the principle remains relevant for adults. These programs directly engage adults in education and training, equipping them with credentials like the GED to exit the status of being “not in employment, education or training” (NEET) and enter the workforce.

5. Target 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.

   By offering foundational education and language skills, these programs empower adults who may have been excluded from economic opportunities. The ELL program, in particular, is crucial for the social and economic inclusion of immigrant populations.

3. Are there any indicators mentioned or implied in the article that can be used to measure progress towards the identified targets?

• Enrollment and Success Rates

  The article’s reference to the “significant success of students” implies that metrics such as program enrollment numbers, completion rates, and pass rates for the GED exam are key indicators of the programs’ effectiveness.

• Availability of Adult Education Programs

  The most critical indicator implied in the article is the very existence and funding of these programs. The statement that they are “currently facing elimination” points to a negative trend in this indicator, which measures a community’s commitment to providing lifelong learning opportunities.

• Attainment of Foundational Skills

  The mention of ABE and ELL programs implies indicators related to the proportion of the adult population achieving a fixed level of proficiency in functional literacy, numeracy, and language skills.

4. Summary Table of SDGs, Targets, and Indicators

Source: norfolkdailynews.com