Report on Adult Education Program’s Contribution to Sustainable Development Goals

Executive Summary

On September 25, 2025, a graduation ceremony was held for seventeen recipients of the New York State High School Equivalency (HSE) diploma in Medina. The event highlights the success of the Orleans/Niagara BOCES Adult Literacy Zone program, which directly contributes to several United Nations Sustainable Development Goals (SDGs), primarily SDG 4 (Quality Education), SDG 8 (Decent Work and Economic Growth), and SDG 10 (Reduced Inequalities).

Program Alignment with SDG 4: Quality Education

The Adult Literacy Zone program embodies the principles of SDG 4 by providing inclusive, equitable, and free lifelong learning opportunities. The program is designed to ensure all learners acquire the knowledge and skills needed for employment and personal development.

• Target Audience: The program is open to any individual aged 17 or older who has not completed a high school diploma, promoting inclusive education.
• Curriculum: Instruction focuses on core academic subjects required for the HSE exam, including reading, writing, social studies, science, and mathematics.
• Instructional Quality: Classes are led by certified teachers dedicated to helping students overcome educational challenges.
• Accessibility: The program is offered at no cost to the student, removing financial barriers to education.

Contribution to SDG 8 and SDG 10: Economic Growth and Reduced Inequalities

By enabling adults to earn their HSE diploma, the program directly supports SDG 8 (Decent Work and Economic Growth) and SDG 10 (Reduced Inequalities). A high school equivalency diploma is a critical credential for securing stable employment, pursuing higher education, and achieving economic self-sufficiency, thereby reducing income and opportunity inequality.

1. Enhanced Employability: The diploma qualifies graduates for a broader range of job opportunities, fostering productive employment.
2. Pathway to Further Education: Graduates are better positioned to enroll in vocational training or higher education, contributing to a skilled workforce.
3. Social and Economic Inclusion: The program empowers individuals who may have faced barriers to traditional education, promoting equality and reducing disparities within the community.

The following individuals successfully completed the program, demonstrating its tangible impact:

• Allissa Adams
• Madison Banker
• Heaven Williams
• Kadence Sager
• Daniel Hoffman
• Tim Amrhein
• Cheyeanne Jenks
• Andrew Schmidli
• Victoria Wilson
• Dustin Peace
• Sharon Thiel-Corey
• Lee Skernick
• Sawyer Rotella
• Mariah Gull
• Marcus Fisher
• Michael Harris
• Erika Sprague
• Abigail Worsley
• Kira Lee Vanich

Partnerships for the Goals (SDG 17)

The program’s success is a result of effective community partnerships, reflecting the spirit of SDG 17. The collaboration between educational bodies and community organizations is essential for program delivery and accessibility.

• Orleans/Niagara BOCES: Provides the educational framework, certified instructors, and case management.
• St. John’s Episcopal Church: Hosts morning classes in Medina.
• Albion Hoag Library: Hosts afternoon classes in Albion.

Program Logistics and Outreach

To ensure continued progress toward educational goals, the program maintains multiple accessible locations and clear channels for enrollment.

• Medina Location: St. John’s Episcopal Church, 8:30 a.m. to 11:30 a.m.
• Albion Location: Albion Hoag Library, 12:30 p.m. to 3:30 p.m.
• Lockport Location: Offers evening classes.

For enrollment information, prospective students can contact Case Manager Julie Johnson at jjohnson@onboces.org.

Analysis of SDGs, Targets, and Indicators

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

   The article primarily addresses issues related to education and opportunity, connecting directly to several Sustainable Development Goals. The main focus is on providing accessible education to adults, which has follow-on effects on employment and equality.

   • SDG 4: Quality Education: This is the most prominent SDG. The article describes the “Adult Literacy Zone program,” which helps individuals aged 17 and older earn their High School Equivalency diploma. This directly supports the goal of ensuring inclusive and equitable quality education and promoting lifelong learning opportunities for all.
   • SDG 8: Decent Work and Economic Growth: By enabling students to earn a high school equivalency diploma, the program equips them with a fundamental qualification for employment. This enhances their prospects for securing decent work and contributes to economic growth.
   • SDG 10: Reduced Inequalities: The program is offered at “no cost to the student” and is open to “anyone 17 years or older who lack their high school diploma.” This removes financial barriers and provides a second chance to those who may have been left behind by the traditional education system, thereby reducing inequalities in educational outcomes and opportunities.

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

   Based on the program’s description and objectives, several specific SDG targets can be identified:

   • 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 program directly addresses this by providing students with a high school equivalency diploma, which is a foundational credential for most forms of employment and further training.
   • 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…” The article implies equal access by stating the program is for “anyone 17 years or older,” and the list of graduates includes both male and female names (e.g., “Victoria Wilson,” “Marcus Fisher”).
   • Target 4.6: “By 2030, ensure that all youth and a substantial proportion of adults, both men and women, achieve literacy and numeracy.” The article explicitly states that the program’s curriculum “focuses on preparing students in reading, writing, social studies, science and math,” which are the core components of literacy and numeracy.
   • Target 8.6: “By 2020, substantially reduce the proportion of youth not in employment, education or training (NEET).” The program targets individuals 17 and older who lack a diploma, a group that is at high risk of being in the NEET category. By providing them with education, it helps them transition into employment or further training.
   • Target 10.2: “By 2030, empower and promote the social, economic and political inclusion of all, irrespective of age, sex… or economic or other status.” The fact that the program is free (“no cost to the student”) makes it accessible to individuals regardless of their economic status, empowering them to improve their socio-economic standing through education.

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

   Yes, the article contains several explicit and implicit indicators that can be used to measure progress:

   • Number of graduates: The article explicitly states, “Seventeen proud GED graduates were honored.” This number serves as a direct quantitative indicator of the program’s success in helping adults achieve a high school equivalency diploma, relevant to Targets 4.4 and 4.6.
   • Program accessibility (cost): The statement “There is no cost to the student” is a key indicator of the program’s success in removing economic barriers. This measures progress towards ensuring equal opportunity as outlined in Target 10.2.
   • Participation rate: While a specific number is not given, the article’s call to action (“Please reach out to Case Manager Julie Johnson… for more information on attending the program”) implies that tracking the number of participants is a key metric for the program. This would be an indicator for Targets 4.4 and 8.6.
   • Gender distribution of graduates: The list of graduates includes names of both men and women (“Maria Gall, Sawyer Rotella, Andrew Schmidli, Sharon Thiel-Corey”). An analysis of the gender ratio of graduates would serve as an indicator for Target 4.5, measuring progress towards eliminating gender disparities in education.
   • Curriculum focus: The mention that the curriculum covers “reading, writing, social studies, science and math” serves as a qualitative indicator that the program is directly addressing the literacy and numeracy skills specified in Target 4.6.

4. Create a table with three columns titled ‘SDGs, Targets and Indicators” to present the findings from analyzing the article. In this table, list the Sustainable Development Goals (SDGs), their corresponding targets, and the specific indicators identified in the article.

   SDGs	Targets	Indicators
   SDG 4: Quality Education	Target 4.4: Increase the number of youth and adults with relevant skills for employment. Target 4.5: Ensure equal access to all levels of education. Target 4.6: Ensure all youth and a substantial proportion of adults achieve literacy and numeracy.	Number of graduates (Explicitly stated as 17). Gender distribution of graduates (Implied by the list of names). Curriculum content (Explicitly mentioned as reading, writing, science, math).
   SDG 8: Decent Work and Economic Growth	Target 8.6: Reduce the proportion of youth not in employment, education or training (NEET).	Number of individuals (17+) completing the educational program.
   SDG 10: Reduced Inequalities	Target 10.2: Empower and promote the social and economic inclusion of all.	Program cost to the student (Explicitly stated as “no cost”). Open eligibility (Stated as “open to anyone 17 years or older”).

Source: orleanshub.com