Celebrating lifelong learning in River Falls with Community Education – Pierce County Journal

Report on River Falls Community Education Program and its Alignment with Sustainable Development Goals

Introduction: Program Overview

On the occasion of National Community Education Day, November 13, 2025, this report assesses the River Falls Community Education (RFCE) program, established in 2010. The program’s foundational vision—to foster learning, build community, share resources, and ensure school accessibility—directly aligns with key United Nations Sustainable Development Goals (SDGs), particularly those concerning education, community, and well-being.

Contribution to SDG 4: Quality Education

RFCE provides a robust framework for lifelong learning opportunities, a central tenet of SDG 4. The program’s success in promoting inclusive and equitable quality education is demonstrated by the following metrics:

• Course Offerings: Over 3,500 courses have been delivered since the program’s inception in 2011.
• Community Engagement: More than 11,000 community members have participated in various classes, activities, and events.
• Skills Development: Courses such as fused glass art provide adults with opportunities to acquire new technical and creative skills, directly supporting SDG Target 4.4 (skills for employment).
• Knowledge Sharing: The program’s model has been recognized as a leader in Wisconsin, with other districts seeking to replicate its success, thereby promoting best practices in community education.

Alignment with SDG 11: Sustainable Cities and Communities

The RFCE program is instrumental in making the community of River Falls more inclusive, safe, and resilient, in line with SDG 11.

1. Building Social Cohesion: By bringing diverse community members together for shared learning experiences, RFCE strengthens the social fabric and fosters a sense of belonging.
2. Promoting Inclusive Public Spaces: The program’s principle of opening schools to all residents transforms educational facilities into accessible community hubs, supporting SDG Target 11.7 (access to safe and inclusive public spaces).
3. Fostering Community Engagement: The active advisory council and widespread participation demonstrate a strong model of community-led development and local engagement.

Impact on SDG 3: Good Health and Well-being

The program contributes significantly to the promotion of mental health and well-being (SDG Target 3.4) for participants of all ages.

• Enhancing Mental Well-being: An account from a fused glass art class participant, Margaret Smith, highlights a “joyful, inspiring evening” filled with “laughter, music, and creative energy.” Such environments reduce social isolation and promote positive mental health.
• Encouraging Active Lifestyles: The variety of classes, activities, and trips offered encourages continuous personal growth and active participation in community life, which are vital components of overall well-being.

Conclusion

The River Falls Community Education program serves as an effective local model for implementing global sustainability goals. By providing accessible, lifelong learning opportunities (SDG 4), it strengthens community bonds (SDG 11) and enhances resident well-being (SDG 3). The continued success and expansion of RFCE underscore the critical role of community-based education in building a sustainable and connected future.

Analysis of Sustainable Development Goals in the Article

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

• SDG 4: Quality Education

  The article is centered on the River Falls Community Education (RFCE) program, which explicitly aims to “foster learning” and promote “lifelong learning.” It details the provision of classes, activities, and events for community members of all ages, directly aligning with the goal of ensuring inclusive and equitable quality education and promoting lifelong learning opportunities for all.

• SDG 3: Good Health and Well-being

  The article implicitly connects to this goal by describing the positive social and emotional environment of the classes. Phrases like “The room was filled with laughter, music, and creative energy” and “a joyful, inspiring evening” highlight the contribution of these community activities to the mental and social well-being of participants, which is a key component of SDG 3.

• SDG 11: Sustainable Cities and Communities

  The program’s vision is to “build community,” “share resources,” and “open our schools to all.” By “bringing people together to learn, grow, and create,” the RFCE fosters social cohesion and community connection, contributing to making the city of River Falls more inclusive and resilient, a core aspect of SDG 11.

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

1. Target 4.3: Ensure equal access for all women and men to affordable and quality technical, vocational and tertiary education, including university.

   The article highlights that the RFCE program is for all community members (“open our schools to all”) and offers a variety of classes for adults to “learn a new skill.” This directly supports the goal of providing accessible education and learning opportunities for adults beyond formal schooling.

2. Target 4.4: Substantially increase the number of youth and adults who have relevant skills, including technical and vocational skills, for employment, decent jobs and entrepreneurship.

   The fused glass art class is an example of a course where adult students learn a new, specific skill. The encouragement to “learn a new skill, try something different” points directly to the objective of increasing the number of adults with relevant skills, which can be for personal enrichment or vocational purposes.

3. Target 3.4: By 2030, reduce by one third premature mortality from non-communicable diseases through prevention and treatment and promote mental health and well-being.

   The article’s description of the class environment—”laughter,” “joyful,” “creative energy,” and “community connection”—demonstrates how the program promotes mental health and well-being by providing positive social engagement and creative outlets, which can reduce stress and isolation.

4. Target 11.7: By 2030, provide universal access to safe, inclusive and accessible, green and public spaces, in particular for women and children, older persons and persons with disabilities.

   While the program doesn’t create physical public spaces, it transforms schools into inclusive community hubs (“open our schools to all”). The program’s success in “bringing people together… at every age” shows it is creating accessible and inclusive social spaces that strengthen the community fabric.

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

• Indicator for Target 4.3 (Participation Rate): The article provides direct quantitative data that can serve as an indicator of participation. It states, “Since its inception, more than 3,500 RFCE courses have engaged over 11,000 community members.” This data directly measures the participation rate of adults in non-formal education and training.
• Indicator for Target 4.4 (Skill Acquisition): The article implies an indicator for skill acquisition through the example of the fused glass art class. The quote from a student, “It was my first time working with glass,” shows a direct instance of an adult learning a new skill through the program. The number of diverse courses offered (“a variety of classes, activities, events, and trips”) could also serve as a proxy indicator for the range of skills being taught.
• Indicator for Target 3.4 (Well-being): The article provides qualitative indicators of well-being. The student testimonial, “I enjoyed this class a lot,” and the author’s observation of a “joyful, inspiring evening” filled with “laughter” serve as anecdotal evidence of the program’s positive impact on the mental and social well-being of its participants.
• Indicator for Target 11.7 (Inclusivity): The program’s guiding vision to “open our schools to all” and its success in engaging people “at every age” are strong qualitative indicators of its role in providing an inclusive community space. The fact that other districts are replicating the program further indicates its success in creating an accessible and valued community resource.

4. Table of SDGs, Targets, and Indicators

Source: piercecountyjournal.news