A new Michigan agency will focus on education over the long term

Michigan Governor Establishes New State Agency to Improve Educational Outcomes

Governor Gretchen Whitmer has created a new state agency called the Michigan Department of Lifelong Education, Advancement, and Potential (MiLEAP) with the aim of enhancing educational outcomes for students from preschool through postsecondary programs. MiLEAP will focus on providing affordable child care, free pre-K enrollment, before- and after-school activities, career education, and pathways to affordable higher education in high-demand fields. The establishment of MiLEAP is aligned with the Sustainable Development Goals (SDGs), particularly SDG 4: Quality Education.

Key Functions and Structure of MiLEAP

MiLEAP consists of three offices: early childhood education, higher education, and education partnerships. The new agency will collaborate with the Michigan Department of Education and the elected State Board of Education. The offices and functions of six existing state offices have been transferred to MiLEAP, including the Office of Great Start, the Governor’s Educator Advisory Council, and the Michigan PreK-12 Literacy Commission. The department will be led by a state-appointed director.

Concerns and Skepticism

There are concerns about the operation and funding of MiLEAP, as well as its potential impact on the role of the Michigan Department of Education. Some members of the State Board of Education have expressed skepticism and are exploring the legality of Governor Whitmer’s decision. Critics worry that the creation of MiLEAP may add an unnecessary layer of bureaucracy.

Support and Potential Benefits

Despite concerns, there is optimism about the potential benefits of MiLEAP. Former State Superintendent Mike Flanagan believes that the establishment of the Office of Higher Education within the new agency will lead to increased funding for postsecondary initiatives. Advocates also see an opportunity to improve after-school programming in the state. The new department’s progress will be measured through clear metrics for lifelong learning, collaboration with cross-sector leaders, and the development of a shared action plan.

Alignment with Sustainable Development Goals

MiLEAP’s goals align with the SDGs by aiming to add capacity to early learning, ensuring every student earns a skill certificate or degree after high school, and prioritizing strategic state partnerships. Governor Whitmer has made access to early childhood education and increasing the number of people with postsecondary degrees or certificates top priorities. The new agency’s programming is built into the state budget and will use state and federal funding, including $50 million for before- and after-school programs.

Conclusion

The establishment of MiLEAP reflects Governor Whitmer’s commitment to improving educational outcomes for all Michigan students. While concerns and skepticism exist, there is optimism about the potential benefits and progress that can be achieved through this new agency. By aligning with the SDGs, MiLEAP contributes to the global effort to ensure quality education for all.

SDGs, Targets, and Indicators

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

SDG 4: Quality Education

The article discusses the establishment of the Michigan Department of Lifelong Education, Advancement, and Potential (MiLEAP) with a focus on improving educational outcomes from preschool through postsecondary programs. This aligns with SDG 4, which aims to ensure inclusive and equitable quality education and promote lifelong learning opportunities for all.

SDG 8: Decent Work and Economic Growth

The article mentions the goal of creating paths for no-cost and affordable higher education in fields that are in demand, which relates to SDG 8’s focus on promoting sustained, inclusive, and sustainable economic growth, full and productive employment, and decent work for all.

SDG 17: Partnerships for the Goals

The article mentions the need for strategic state partnerships and collaboration with cross-sector leaders at the local, regional, and state level. This aligns with SDG 17, which emphasizes the importance of partnerships and cooperation to achieve the sustainable development goals.

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

SDG 4: Quality Education

Target 4.2: By 2030, ensure that all girls and boys have access to quality early childhood development, care, and pre-primary education so that they are ready for primary education.

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

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.

Target 4.7: By 2030, ensure that all learners acquire the knowledge and skills needed to promote sustainable development, including education for sustainable development and sustainable lifestyles.

SDG 8: Decent Work and Economic Growth

Target 8.2: Achieve higher levels of economic productivity through diversification, technological upgrading, and innovation, including through a focus on high-value added and labor-intensive sectors.

Target 8.3: Promote development-oriented policies that support productive activities, decent job creation, entrepreneurship, creativity, and innovation, and encourage the formalization and growth of micro-, small-, and medium-sized enterprises, including through access to financial services.

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

The article does not mention any specific indicators that can be used to measure progress towards the identified targets. However, indicators such as enrollment rates in early childhood education programs, access to affordable higher education, employment rates of graduates in high-demand fields, and the number of individuals with relevant skills can be used to measure progress towards the targets.

4. SDGs, Targets, and Indicators

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Source: detroit.chalkbeat.org

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