Report: Program Eliminations at Northeast Community College Threaten Key Sustainable Development Goals

1.0 Executive Summary

• An assessment of Northeast Community College’s adult education offerings reveals that several programs are facing potential elimination.
• The programs under review are the Adult Basic Education (ABE), General Educational Development (GED), and English Language Learning (ELL) initiatives.
• This report evaluates the proposed eliminations in the context of the United Nations Sustainable Development Goals (SDGs), highlighting the significant adverse impact on community progress, equity, and lifelong learning.

2.0 Direct Conflict with SDG 4: Quality Education

The potential termination of these programs directly undermines the principles of SDG 4, which is to “ensure inclusive and equitable quality education and promote lifelong learning opportunities for all.” The success of students within these programs demonstrates their effectiveness in achieving this global objective on a local level.

2.1 Impact on Specific SDG 4 Targets

1. Target 4.3: Ensure equal access for all to affordable and quality technical, vocational, and tertiary education. The ABE and GED programs serve as critical gateways for adults to access further education and skills training.
2. Target 4.4: Substantially increase the number of adults with relevant skills for employment and decent jobs. All three programs are explicitly designed to equip participants with the foundational skills necessary for economic self-sufficiency.
3. Target 4.6: Ensure all youth and a substantial proportion of adults achieve literacy and numeracy. The ABE and ELL programs are primary instruments for advancing adult literacy and numeracy, making their potential loss a direct regression from this target.

3.0 Broader Implications for Interconnected SDGs

The elimination of these educational pathways will create negative ripple effects, impeding progress on other fundamental SDGs:

• SDG 1 (No Poverty) & SDG 8 (Decent Work and Economic Growth): By providing essential skills, these programs are a direct mechanism for poverty reduction and a catalyst for inclusive economic growth. Their removal restricts access to decent work for vulnerable populations.
• SDG 10 (Reduced Inequalities): ABE, GED, and ELL programs are vital resources for marginalized groups, including immigrants and low-income adults. Terminating them would exacerbate existing inequalities and create greater barriers to social and economic inclusion.
• SDG 5 (Gender Equality): Access to education is a key component of empowering women and girls. These programs often provide crucial opportunities for women to gain economic independence, and their elimination would disproportionately hinder progress toward gender equality.

4.0 Conclusion

The proposed elimination of the Adult Basic Education, General Educational Development, and English Language Learning programs at Northeast Community College represents a significant threat to the advancement of the Sustainable Development Goals. The documented success of program participants confirms their value in fostering quality education (SDG 4), promoting decent work (SDG 8), and reducing inequality (SDG 10). The termination of these services would be detrimental to the region’s commitment to sustainable and equitable development.

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 explicitly discusses “adult basic education (ABE), general educational development (GED) and English language learning (ELL) programs.” These programs are fundamental to providing inclusive and equitable quality education and promoting lifelong learning opportunities for all.

• SDG 8: Decent Work and Economic Growth

  By providing adults with basic education, GED qualifications, and language skills, these programs equip them with the necessary tools to obtain better employment, contributing to economic growth. The skills learned are crucial for securing decent work.

• SDG 10: Reduced Inequalities

  Adult education programs, particularly ABE, GED, and ELL, often serve marginalized or vulnerable populations who may have missed earlier educational opportunities. By providing these second chances, the programs help reduce inequalities in both educational outcomes and economic opportunities.

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

1. Under SDG 4: Quality 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.

     The community college programs mentioned (ABE, GED) are forms of post-secondary and vocational training aimed at adults, directly aligning with this target.

   • 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 “general educational development (GED)” programs are specifically designed to improve adult literacy and numeracy, which is the core objective of this target.

2. Under SDG 10: Reduced Inequalities
   • 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.

     The “English language learning (ELL)” programs are a clear example of promoting the social and economic inclusion of individuals based on their origin or language background. ABE and GED programs empower adults who may have been left behind by the traditional education system, promoting their inclusion.

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 explicit quantitative indicators. However, it implies indicators through its qualitative description of the programs’ outcomes.

• Implied Indicator for Target 4.6: The phrase “significant success of students” implies that a measurable outcome is being achieved. This points towards an indicator such as the proportion of the adult population achieving a fixed level of proficiency in functional literacy and numeracy skills after participating in the ABE and GED programs.
• Implied Indicator for Target 4.3: The existence of these programs at a community college implies a measure of the participation rate of adults in formal and non-formal education and training. The threat of their “elimination” suggests this participation rate is at risk of declining.

Summary Table of SDGs, Targets, and Indicators

Source: norfolkdailynews.com