American Indian College Fund’s Ded Unskanpi Adult Basic Education Program to Address Education Gap for Native Students
American Indian College Fund's Ded Unskanpi Adult Basic ... redlakenationnews.com
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American Indian College Fund’s Ded Unskanpi Program Supports Tribal Colleges and Universities
August 2, 2023, Denver, Colo.— The American Indian College Fund’s Ded Unskanpi (which translates from Dakota as “we start here”) Adult Basic Education Program will support five tribal college and university (TCU) partners through June 2024. Adult Basic Education (ABE) and literacy programs are essential to students’ success in an HSE program, college, career, and life, working to support students to develop literacy and problem-solving skills. The program will address the critical gap in the education pathway for Native students to help them earn their high school equivalency degrees, continue to college, find meaningful employment, and forge healthy lives.
Sustainable Development Goals (SDGs)
- Goal 4: Quality Education
- Goal 8: Decent Work and Economic Growth
- Goal 10: Reduced Inequalities
- Goal 16: Peace, Justice, and Strong Institutions
The program resulted from the College Fund’s high school equivalency program needs assessment. The College Fund will tailor support for each TCU partner in the program. Some TCUs set goals to increase language arts testing completion, participation in the ABE programming, training for staff, preparatory workshops, or to pilot counseling services. Examples of College Fund support to be provided under the program may include:
- ABE class and course development
- Support for staff professional development and training, student resources, and ABE events
- Staff salaries and educational programming
- Transportation, childcare, food access, and internet access for students
Tribal colleges and universities who were awarded grants in the program include:
- Oglala Lakota College (South Dakota)
- Saginaw Chippewa Tribal College (Michigan)
- Salish Kootenai College (Montana)
- Sinte Gleska University (South Dakota)
- Southwestern Indian Polytechnic Institute (New Mexico)
Cheryl Crazy Bull, American Indian College Fund President and CEO, said, “Since their beginning, Tribal higher education institutions have recognized that they can be a welcoming place for graduates of high school equivalency programs to continue their education. Those of us who for various reasons are unable to complete high school have a path to post-secondary education that meets them where they are in their educational journey. Investing in these programs lifts up individuals and their families by removing a barrier to college admissions.”
About the American Indian College Fund
The American Indian College Fund has been the nation’s largest charity supporting Native higher education for 33 years. The College Fund believes “Education is the answer” and provided $14.45 million in scholarships and other direct student support to American Indian students in 2021-22. Since its founding in 1989, the College Fund has provided more than $284 million in scholarships, programs, community, and tribal college support. The College Fund also supports a variety of academic and support programs at the nation’s 35 accredited tribal colleges and universities, which are located on or near Indian reservations, ensuring students have the tools to graduate and succeed in their careers. The College Fund consistently receives top ratings from independent charity evaluators and is one of the nation’s top 100 charities named to the Better Business Bureau’s Wise Giving Alliance. For more information about the American Indian College Fund, please visit http://www.collegefund.org.
SDGs, Targets, and Indicators
| SDGs | Targets | Indicators |
|---|---|---|
| SDG 4: Quality Education | 4.1 By 2030, ensure that all girls and boys complete free, equitable and quality primary and secondary education leading to relevant and effective learning outcomes | – Increase in high school equivalency degrees earned by Native students – Increase in college admissions of Native students from high school equivalency programs |
| SDG 4: Quality Education | 4.3 By 2030, ensure equal access for all women and men to affordable and quality technical, vocational and tertiary education, including university | – Increase in participation of Native students in adult basic education (ABE) programming – Increase in enrollment of Native students in tribal colleges and universities (TCUs) |
| SDG 4: Quality Education | 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 | – Increase in literacy and problem-solving skills among Native students – Increase in language arts testing completion among Native students |
| SDG 8: Decent Work and Economic Growth | 8.5 By 2030, achieve full and productive employment and decent work for all women and men, including for young people and persons with disabilities, and equal pay for work of equal value | – Increase in the number of Native students finding meaningful employment after completing high school equivalency degrees |
| SDG 10: Reduced Inequalities | 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 | – Increase in access to transportation, childcare, food, and internet for Native students in TCUs |
1. Which SDGs are addressed or connected to the issues highlighted in the article?
The SDGs addressed or connected to the issues highlighted in the article are SDG 4: Quality Education, SDG 8: Decent Work and Economic Growth, and SDG 10: Reduced Inequalities.
2. What specific targets under those SDGs can be identified based on the article’s content?
Based on the article’s content, the specific targets under those SDGs are:
- SDG 4: Quality Education
- Target 4.1: Increase in high school equivalency degrees earned by Native students
- Target 4.3: Increase in participation of Native students in adult basic education (ABE) programming
- Target 4.4: Increase in literacy and problem-solving skills among Native students
- SDG 8: Decent Work and Economic Growth
- Target 8.5: Increase in the number of Native students finding meaningful employment after completing high school equivalency degrees
- SDG 10: Reduced Inequalities
- Target 10.2: Increase in access to transportation, childcare, food, and internet for Native students in TCUs
3. Are there any indicators mentioned or implied in the article that can be used to measure progress towards the identified targets?
Yes, there are indicators mentioned or implied in the article that can be used to measure progress towards the identified targets. These indicators include:
- Increase in high school equivalency degrees earned by Native students
- Increase in college admissions of Native students from high school equivalency programs
- Increase in participation of Native students in adult basic education (ABE) programming
- Increase in enrollment of Native students in tribal colleges and universities (TCUs)
- Increase in literacy and problem-solving skills among Native students
- Increase in language arts testing completion among Native students
- Increase in the number of Native students finding meaningful employment after completing high school equivalency degrees
- Increase in access to transportation, childcare, food, and internet for Native students in TCUs
4. Table: SDGs, Targets, and Indicators
| SDGs | Targets | Indicators |
|---|---|---|
| SDG 4: Quality Education | 4.1 By 2030, ensure that all girls and boys complete free, equitable and quality primary and secondary education leading to relevant and effective learning outcomes | – Increase in high school equivalency degrees earned by Native students – Increase in college admissions of Native students from high school equivalency programs |
| SDG 4: Quality Education | 4.3 By 2030, ensure equal access for all women and men to affordable and quality technical, vocational and tertiary education, including university | – Increase in participation of Native students in adult basic education (ABE) programming – Increase in enrollment of Native students in tribal colleges and universities (TCUs) |
| SDG 4: Quality Education | 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 | – Increase in literacy and problem-solving skills among Native students – Increase in language arts testing completion among Native students |
| SDG 8: Decent Work and Economic Growth | 8.5 By 2030, achieve full and productive employment and decent work for all women and men, including for young people and persons with disabilities, and equal pay for work of equal value | – Increase in
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