CCHS program provides job shadow opportunities – Nevada Appeal

Program Overview and Alignment with Sustainable Development Goals

Report on the Churchill County School District Work-Based Learning Initiative

The Churchill County School District has implemented a work-based learning program designed to connect students with local businesses for job shadowing experiences. This initiative directly supports several United Nations Sustainable Development Goals (SDGs) by providing students with practical skills and career insights, thereby fostering a sustainable economic future for the community.

• SDG 4: Quality Education: The program enhances traditional classroom learning by offering inclusive and equitable vocational training, ensuring students acquire skills relevant for employment and entrepreneurship.
• SDG 8: Decent Work and Economic Growth: By preparing youth for the workforce, the initiative promotes sustained, inclusive economic growth and productive employment.
• SDG 17: Partnerships for the Goals: The program exemplifies a crucial public-private partnership, uniting the educational sector with local businesses to achieve common development objectives.

Initiative Objectives and SDG Impact

Advancing SDG 4: Quality Education through Vocational Skills

The core objective of the job shadowing program is to bridge the gap between academic education and real-world industry demands. This aligns with SDG Target 4.4, which aims to increase the number of youths and adults with relevant skills for employment. Program outcomes include:

• Providing students with direct exposure to daily business operations and career expectations.
• Allowing students to explore potential career paths and make informed decisions about their future.
• Building student confidence and expanding their professional networks.
• Delivering valuable industry-specific knowledge that cannot be replicated in a classroom setting.

Case Study: Fostering Skills for SDG 8 (Decent Work and Economic Growth)

A recent partnership between Churchill County High School and Dandelion Express florist illustrates the program’s success. Student Isabel Nestled participated in a job shadow experience, acquiring a diverse skill set essential for future employment and contributing to local economic vitality.

1. Technical Skills: Learned practical aspects of floral design, including preparation for holidays and wedding arrangements.
2. Business Acumen: Gained insight into the operational and commercial components of running a small business.
3. Career Readiness: Developed a foundational understanding of a specific trade, preparing for entry into the workforce.

A Call for Strategic Partnerships (SDG 17)

Strengthening Community through Collaboration

The continued success and expansion of the work-based learning program depend on strengthening partnerships between the school district and the local business community, a key tenet of SDG 17. Local businesses of all sizes are invited to participate to help build a skilled future workforce and a resilient local economy. This collaboration is a direct investment in the community’s sustainable development.

For information on participation, contact the program coordinator, Sue Segura.

Analysis of Sustainable Development Goals in the Article

1. Relevant Sustainable Development Goals (SDGs)

1. SDG 4: Quality Education
   The article directly addresses this goal by focusing on a “work-based learning program” that enhances the quality and relevance of education for high school students. It moves beyond traditional classroom learning to provide practical, real-world experience, which is a key component of a comprehensive and quality education. The program aims to equip students with skills that are directly applicable to the job market.
2. SDG 8: Decent Work and Economic Growth
   The program is fundamentally linked to preparing youth for future employment. By providing “real-world insight into daily operations, career expectations and industry-specific skills,” the initiative helps students make informed career choices and increases their employability. This contributes to a more skilled future workforce and supports sustainable economic growth by smoothing the transition from education to decent work.
3. SDG 17: Partnerships for the Goals
   This goal is highlighted through the collaborative nature of the program. The article explicitly describes a partnership between a public entity, the “Churchill County School District,” and private local businesses, such as “Dandelion Express.” The program’s success and expansion depend on strengthening these public-private partnerships to achieve shared educational and economic objectives.

2. Specific SDG Targets

• 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.
  The article’s focus on connecting students with professionals to learn “industry-specific skills,” “floral design,” and the “business side of running a shop” is a direct effort to increase vocational skills among youth, aligning perfectly with this target.
• Target 8.6: By 2020, substantially reduce the proportion of youth not in employment, education or training (NEET).
  Although the target year has passed, the principle remains critical. The job shadowing program is a proactive measure to prevent students from becoming NEET. By allowing them to “explore careers,” “build confidence,” and “expand professional networks,” it prepares them for a successful transition into either further education or employment after high school.
• Target 17.17: Encourage and promote effective public, public-private and civil society partnerships, building on the experience and resourcing strategies of partnerships.
  The article is a clear example of this target in action. The school district’s program coordinator actively “seeks local businesses interested in providing job shadowing experiences,” demonstrating the formation and promotion of a public-private partnership for educational and community benefit.

3. SDG Indicators

• Implied Indicator for Target 4.4: The number of students participating in work-based learning or vocational training programs.
  The article implies this indicator by mentioning the program is “expanding” and highlighting a specific student, Isabel Nestled, as a participant. The call for more businesses suggests a goal of increasing student enrollment in such skill-building experiences.
• Implied Indicator for Target 8.6: The post-graduation status of program participants (i.e., whether they are in employment, education, or training).
  While not stated, the logical measure of the program’s success in preventing students from becoming NEET would be to track their outcomes after high school. The program’s stated purpose of helping students discover if a “particular path is the right fit” points toward this long-term measurement.
• Implied Indicator for Target 17.17: The number of local businesses participating in the school’s work-based learning program.
  The article directly points to this indicator when it states that the program coordinator “seeks local businesses interested in providing job shadowing experiences” and that “businesses of all sizes are invited to participate.” The growth in the number of business partners would be a direct measure of the partnership’s success.

Summary Table of SDGs, Targets, and Indicators

Source: nevadaappeal.com