Caldwell Library sees increase in teens enrolled in GED, adult education programs
Caldwell Library sees increase in teens enrolled in GED, adult education programs 25 News KXXV and KRHD
sdgtalks
The Harrie P. Woodson Memorial Library Sees Increase in Teens Enrolled in GED and Adult Education Programs
CALDWELL, Texas (KRHD) — The Harrie P. Woodson Memorial Library has experienced a significant increase in the number of teenagers signing up for its GED and Adult Basic Education programs. To keep these students motivated, the library is utilizing community mentors.
Key Points:
- Most students attending the classes are between the ages of 15 and 19 years old.
- Factors that contribute to drop out include race, gender, economic status, and non-English speaking backgrounds.
- The library is utilizing local mentors, such as recent program graduates, to motivate students to earn their GED.
BROADCAST TRANSCRIPT:
Hilario Jaimes recently dropped out of high school.
“I dropped out because of family issues,” he said.
However, he is determined to continue his education at the Harrie P. Woodson Library in Caldwell.
“My goal with this program is to finish my GED within a year or less,” Jaimes said.
Library manager Heidi Frazier states that their adult education programs are attracting more students in his age group.
“These are minors aged 15 to 19 years old who can no longer be served by the public school system,” she said.
Unfortunately, these students often fall through the cracks of the education system due to factors such as gender, race, and economic status.
About two out of every ten Texas students have dropped out every year since the pandemic.
Ashton Bostic, the adult education program coordinator, explains, “They go from hating the educational experience or having some of the worst experiences possible with education to being excited to come to class.”
So, how does the library keep these students motivated?
“We are having a lot of success with our peer mentorship group or peer mentorship program that is being run by volunteers,” Bostic said.
Additionally, recent graduates provide valuable support.
“Michelle, she really helps me a lot and it’s very helpful. If I didn’t have it, I don’t think I would get through this,” Jaimes said.
Bostic adds, “It’s great to have students who want to help or students who have come back and want to help because that means we can build a better and better program.”
Follow Brieanna on social media!
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 | Number of students enrolled in GED and Adult Basic Education 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 | Number of students between the ages of 15 and 19 enrolled in adult education programs |
| 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 | Number of program graduates serving as mentors |
| 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 | Factors contributing to dropouts, such as race, gender, economic status, and non-English speaking backgrounds |
1. Which SDGs are addressed or connected to the issues highlighted in the article?
SDG 4: Quality Education
The article discusses the increase in the number of teens signed up for GED and Adult Basic Education programs at the Harrie P. Woodson Memorial Library. This aligns with SDG 4, which aims to ensure inclusive and equitable quality education and promote lifelong learning opportunities for all.
SDG 10: Reduced Inequalities
The article mentions that factors such as race, gender, economic status, and non-English speaking backgrounds contribute to dropouts. This relates to SDG 10, which focuses on reducing inequalities and promoting social, economic, and political inclusion for all.
2. What specific targets under those SDGs can be identified based on the article’s content?
Target 4.1
The article highlights the goal of ensuring that all girls and boys complete free, equitable, and quality primary and secondary education. The library’s GED and Adult Basic Education programs aim to provide education opportunities for minors who can no longer be served by the public school system.
Target 4.3
The article mentions that the library’s adult education programs are seeing more students between the ages of 15 and 19. This aligns with the target of ensuring equal access for all women and men to affordable and quality technical, vocational, and tertiary education.
Target 4.4
The article discusses the utilization of recent program graduates as mentors to motivate students to earn their GED. This relates to the target of increasing the number of youth and adults who have relevant skills for employment and entrepreneurship.
3. Are there any indicators mentioned or implied in the article that can be used to measure progress towards the identified targets?
The article mentions the following indicators:
– Number of students enrolled in GED and Adult Basic Education programs: This indicator can measure progress towards Target 4.1, as it reflects the number of students accessing alternative education opportunities.
– Number of students between the ages of 15 and 19 enrolled in adult education programs: This indicator can measure progress towards Target 4.3, as it indicates the access to affordable and quality education for this age group.
– Number of program graduates serving as mentors: This indicator can measure progress towards Target 4.4, as it reflects the engagement of program graduates in supporting and motivating current students.
By tracking these indicators, it is possible to assess the effectiveness and reach of the library’s education programs.
4. 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 | Number of students enrolled in GED and Adult Basic Education 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 | Number of students between the ages of 15 and 19 enrolled in adult education programs |
| 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 | Number of program graduates serving as mentors |
| 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 | Factors contributing to dropouts, such as race, gender, economic status, and non-English speaking backgrounds |
Source: kxxv.com
