Build equal opportunities with Project READ at Parkland College

Project READ at Parkland College

Parkland College is committed to making a difference in the lives of people in our communities by providing literacy learning and skills. Thad Nzomo, the Program Manager of Project READ at Parkland College, joins us today to share more about the program and the need for volunteer tutors.

Addressing Literacy Challenges in Champaign

Champaign is a welcoming community for immigrants and new arrivals from all over the world. However, these new arrivals often face literacy challenges that we, as a community, can assist with. There is a need for volunteer tutors who can teach adult learners English, writing, and math skills. Tutor training is provided at Parkland College, Champaign public library, and The Urbana free library.

Building Foundational Skills

Project READ aims to make a difference in the lives of people in our communities by helping them build foundational skills through literacy learning. Parkland College takes a learner-centered approach in teaching adult learners, ensuring that their educational goals are met and that they make significant progress in literacy.

Expanding Reach and Collaboration

Project READ has a presence in various locations including Champaign, Urbana, Savoy, Rantoul, Salvation Army, First Presbyterian Church, and Champaign corrections center. Additionally, tutor training sessions are conducted on platforms such as Zoom and Microsoft Teams. Parkland College’s long-standing reputation for collaborating with community organizations strengthens Project READ’s credibility and attracts learners.

Website and Social Media

For more information about Project READ and Parkland College, please visit their website: https://www.parkland.edu/. You can also connect with them on Facebook: https://www.facebook.com/pc.community.

Contact Information

If you are interested in becoming a volunteer tutor or have any inquiries, please contact Thad Nzomo, the Program Manager of Project READ, at:

Thad Nzomo – Program Manager
Parkland College
2400 West Bradley
Champaign, Illinois 61821

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SDGs, Targets, and Indicators

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

• SDG 4: Quality Education
• SDG 10: Reduced Inequalities
• SDG 16: Peace, Justice, and Strong Institutions

The article discusses the need for volunteer tutors to assist adult learners with literacy challenges, specifically in English, writing, and math skills. By addressing these challenges and providing educational opportunities, the article connects to SDG 4, which aims to ensure inclusive and equitable quality education and promote lifelong learning opportunities for all. Additionally, the article highlights the importance of supporting immigrants and new arrivals, which relates to SDG 10’s goal of reducing inequalities. Lastly, the mention of collaboration with community organizations and the presence in correctional centers suggests a focus on promoting peace, justice, and strong institutions, aligning with SDG 16.

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

• Target 4.6: By 2030, ensure that all youth and a substantial proportion of adults, both men and women, achieve literacy and numeracy.
• Target 10.3: Ensure equal opportunity and reduce inequalities of outcome, including by eliminating discriminatory laws, policies, and practices and promoting appropriate legislation, policies, and action in this regard.
• Target 16.7: Ensure responsive, inclusive, participatory, and representative decision-making at all levels.

Based on the article’s content, the specific targets that can be identified are Target 4.6, which focuses on achieving literacy and numeracy for both youth and adults, Target 10.3, which aims to reduce inequalities of outcome and promote equal opportunities, and Target 16.7, which emphasizes inclusive and participatory decision-making.

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

• Indicator 4.6.1: Proportion of the population in a given age group achieving at least a fixed level of proficiency in functional (a) literacy and (b) numeracy skills, by sex.
• Indicator 10.3.1: Proportion of the population reporting having personally felt discriminated against or harassed in the previous 12 months on the basis of a ground of discrimination prohibited under international human rights law.
• Indicator 16.7.1: Proportions of positions (by sex, age, persons with disabilities, and population groups) in public institutions (national and local legislatures, public service, and judiciary) compared to national distributions.

The article does not explicitly mention indicators, but based on the identified targets, the following indicators can be used to measure progress: Indicator 4.6.1 measures the proportion of the population achieving a fixed level of proficiency in literacy and numeracy skills. Indicator 10.3.1 assesses the proportion of the population reporting personal experiences of discrimination or harassment. Indicator 16.7.1 evaluates the proportions of positions in public institutions compared to national distributions, considering factors such as sex, age, disabilities, and population groups.

4. Table: SDGs, Targets, and Indicators

Behold! This splendid article springs forth from the wellspring of knowledge, shaped by a wondrous proprietary AI technology that delved into a vast ocean of data, illuminating the path towards the Sustainable Development Goals. Remember that all rights are reserved by SDG Investors LLC, empowering us to champion progress together.

Source: wcia.com

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