Public Forum to Address Sustainable Development Goals in Early Childhood Education

Introduction: Aligning Pre-Kindergarten Education with Global Development Targets

Pre-kindergarten (Pre-K) early childhood education is a critical component for achieving Sustainable Development Goal 4 (SDG 4), which aims to ensure inclusive and equitable quality education for all. Specifically, it addresses Target 4.2, focused on providing access to quality early childhood development and pre-primary education. By offering a strong educational foundation, Pre-K programs also contribute to the long-term goals of eradicating poverty (SDG 1) and reducing inequalities (SDG 10), ensuring that children from all socio-economic backgrounds have an equal opportunity for success.

Key Challenges to Achieving SDG 4.2 in South Carolina

In South Carolina, significant barriers hinder the universal implementation of quality Pre-K, directly impacting the state’s progress toward meeting its educational development goals. A public forum has been organized to address these systemic issues, which include:

• Inequitable Access: Pre-K is not universally available, creating disparities that contradict the principles of SDG 10 (Reduced Inequalities).
• Curriculum and Pedagogy: Questions persist regarding standardized, high-quality curriculum development.
• Teacher Training: The need for robust training and professional development for educators is a primary concern for ensuring quality.
• Measurement of Success: A lack of effective metrics to evaluate program outcomes complicates efforts to improve and scale initiatives.
• Funding Mechanisms: Sustainable and equitable funding models are required to support statewide Pre-K expansion.

A Multi-Stakeholder Dialogue for Collaborative Action (SDG 17)

In alignment with SDG 17 (Partnerships for the Goals), the Post and Courier Education Lab has convened a public forum to foster collaboration among experts, policymakers, and the community. This event, moderated by reporters Anna Mitchell and Ian Grenier, exemplifies a partnership-based approach to solving complex educational challenges. The initiative is sponsored by the Spartanburg Academic Movement and the Mary Black Foundation, highlighting a commitment from both academic and philanthropic sectors to advance early childhood education.

Profile of Expert Panelists

The forum will feature a panel of distinguished experts from diverse sectors, each offering a unique perspective on achieving quality early childhood education.

1. Jack Shonkoff: A leading academic from Harvard University and Director of the Center on the Developing Child, providing a scientific basis for child health and development policies that underpin SDG 4.
2. LaVonda Paul: An experienced practitioner and owner of Small Impressions Child Development Center, offering ground-level insights into the implementation of educational programs.
3. Rita Allison: Chairwoman of the South Carolina Board of Education and a former state lawmaker, representing the governmental and policy-making perspective essential for systemic reform.
4. Georgia Mjartan: President and CEO of Central Carolina Community Foundation, with extensive experience in scaling statewide Pre-K programs and fostering non-profit partnerships crucial for sustainable implementation.

Forum Logistics and Future Commitments

The public is invited to participate in this critical discussion to help shape a more equitable and sustainable educational future for South Carolina.

• Date and Time: September 9, from 6:00 p.m. to 8:00 p.m.
• Location: The Rosalind Sallenger Richardson Center For the Arts, Wofford College Campus, 130 Memorial Drive.
• Accessibility: The event is free and open to the public, promoting inclusive dialogue.
• Registration: Interested parties can register at tickets.postandcourier.com/e/pre-k-forum.

This forum is part of a series of events organized by the Post and Courier’s Education Lab, demonstrating a sustained commitment to addressing key issues related to SDG 4. A subsequent event focusing on charter schools is scheduled for September 23 in Columbia.

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

• SDG 4: Quality Education

  The article’s central theme is pre-kindergarten (Pre-K) early childhood education. It directly addresses the importance of providing young children with a “good start in school and in life,” which is the core mission of SDG 4. The discussion revolves around access, curriculum quality, and teacher training, all key components of this goal.

• SDG 10: Reduced Inequalities

  The article explicitly states that Pre-K aims to help children “no matter their socio-economic status.” This highlights the role of early education in leveling the playing field and reducing disparities that begin early in life. By addressing the fact that Pre-K is “not available to all,” the article touches upon the inequality of opportunity in education.

• SDG 17: Partnerships for the Goals

  The article describes a public forum organized to address the challenges of Pre-K. The panel of experts brings together individuals from diverse sectors: academia (Harvard), the private sector (a child development center owner), government (SC Board of Education), and civil society/foundations (Central Carolina Community Foundation). This multi-stakeholder collaboration to tackle a complex social issue is a direct reflection of SDG 17.

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

1. SDG 4: Quality Education

   • Target 4.2: “By 2030, ensure that all girls and boys have access to quality early childhood development, care and pre-primary education so that they are ready for primary education.”
     
     Explanation: The article is entirely focused on pre-primary education (Pre-K). It highlights the gap in access (“Pre-K in South Carolina is not available to all”) and the need for quality (“questions remain about curriculum, teacher training, measurements of success”). The mention of a program that “expanded Pre-K statewide to more than 60,000 young children annually” directly relates to increasing access as per this target.

2. SDG 10: Reduced Inequalities

   • Target 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.”
     
     Explanation: The article’s assertion that Pre-K should help children “no matter their socio-economic status” directly aligns with this target. Providing universal access to early childhood education is a key strategy to promote social and economic inclusion from the earliest stage of life, reducing disadvantages tied to a child’s economic background.

3. SDG 17: Partnerships for the Goals

   • Target 17.17: “Encourage and promote effective public, public-private and civil society partnerships, building on the experience and resourcing strategies of partnerships.”
     
     Explanation: The public forum described in the article is a clear example of this target in action. It involves collaboration between a media organization (Post and Courier), academic institutions (Harvard, Wofford College), foundations (Mary Black Foundation), non-profits (Spartanburg Academic Movement), government bodies (SC Board of Education), and private business (Small Impressions Child Development Center) to discuss and find solutions for education reform.

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

1. Indicator for SDG 4 (Target 4.2)

   • Indicator 4.2.2: “Participation rate in organized learning (one year before the official primary entry age), by sex.”
     
     Explanation: The article implies this indicator by discussing the scale of Pre-K programs. The mention that SC First Steps “expanded Pre-K statewide to more than 60,000 young children annually” provides a concrete number related to participation. Furthermore, the statement that Pre-K is “not available to all” suggests that the participation rate is below 100%, highlighting a measurable gap that needs to be closed.

2. Implied Indicator for SDG 10 (Target 10.2)

   • Implied Indicator: Availability and enrollment rates in Pre-K across different socio-economic groups.
     
     Explanation: While not a formal UN indicator, the article’s focus on ensuring access “no matter their socio-economic status” implies the need to measure this. To know if the goal is being met, one would need to track the number and percentage of children from low-income versus high-income families who are enrolled in quality Pre-K programs.

3. Implied Indicator for SDG 17 (Target 17.17)

   • Implied Indicator: The number and nature of multi-stakeholder partnerships focused on education.
     
     Explanation: The article itself documents the existence of such a partnership through the public forum. The event, with its diverse panel and sponsors, serves as a qualitative indicator that different sectors are collaborating to address educational challenges in South Carolina. Progress could be measured by tracking the formation and effectiveness of similar coalitions.

4. Table of SDGs, Targets, and Indicators

Source: postandcourier.com