EPHS DECA project empowers women in business locally — and globally – Eden Prairie Local News

Report on The LeadHER Project: A Youth-Led Initiative for Sustainable Development

Introduction and Project Overview

The LeadHER Project, a non-profit initiative founded by Eden Prairie High School (EPHS) students Avni Maheshwari and Aishah Alam, is a community awareness campaign operating under the DECA student organization. The project’s primary mission is to empower women and minority communities in the business and finance sectors, directly addressing several United Nations Sustainable Development Goals (SDGs). The founders were motivated by firsthand observations of gender disparities in the workforce, particularly in India, which highlighted the need for equitable access to education and professional resources. The project aims to dismantle barriers to entry and promote inclusivity in the professional world through a series of targeted local and international activities.

Alignment with Sustainable Development Goals (SDGs)

The LeadHER Project’s framework and activities are fundamentally aligned with the 2030 Agenda for Sustainable Development. The initiative provides a practical model for achieving progress on multiple interconnected goals.

SDG 5: Gender Equality & SDG 10: Reduced Inequalities

The core of The LeadHER Project is the advancement of Gender Equality (SDG 5) and the reduction of inequalities within and among communities (SDG 10). The project specifically targets systemic disadvantages faced by women and minority groups in professional environments.

• It seeks to empower women economically by providing them with the necessary tools and confidence to enter and succeed in the business workforce.
• By focusing on minority youth, the project actively works to reduce social and economic disparities, ensuring that opportunities are accessible to all, regardless of gender or background.

SDG 8: Decent Work and Economic Growth

The project contributes directly to achieving full and productive employment and decent work for all (SDG 8). Its initiatives are designed to equip participants with tangible assets and skills for the job market.

• The “Dress for Success Professional Clothing Drive” addresses a practical barrier to employment by providing professional attire, which can be critical for job interviews and workplace integration.
• Financial literacy workshops empower participants with essential knowledge on saving, spending, and profit margins, fostering sustainable economic practices and entrepreneurship.

SDG 4: Quality Education

LeadHER promotes inclusive and equitable quality education and lifelong learning opportunities (SDG 4) by extending educational resources beyond the traditional classroom.

1. A planned college and networking event provides students, particularly from college readiness programs like AVID, with direct access to representatives from business schools, facilitating informed decisions about higher education and career paths.
2. International mentorship programs are designed to enhance tech literacy and business development skills for women in rural Indian communities, breaking down educational and language barriers.

SDG 17: Partnerships for the Goals

Recognizing the importance of collaboration, the project actively forges partnerships to strengthen its impact (SDG 17).

• Local Partnerships: Collaboration with the PROP Food Shelf and the Eden Prairie Community Center for the clothing drive, and with the St. Louis Park DECA chapter to share resources.
• International Partnerships: A planned collaboration with the Mann Deshi Foundation in India to provide mentorship and support for women’s economic development.

Project Implementation and Activities

The LeadHER Project has executed and planned a multi-faceted campaign to achieve its objectives. Initial research included surveying students in the Advancement Via Individual Determination (AVID) program to validate the need for and design of their events.

Local Initiatives

• Youth Entrepreneurship Event: An August event where children in an Eden Prairie neighborhood were guided through creating, marketing, and selling homemade goods, coupled with a financial literacy workshop.
• Dress for Success Professional Clothing Drive: A collection drive from November 14-26 for professional clothing to be donated to minority youth and women, removing a key barrier to entering the workforce. Donation sites include EPHS and the Eden Prairie Community Center.
• College and Networking Event: A December event at EPHS featuring representatives from business schools to provide guidance and networking opportunities for students.

International Outreach

• Mentorship Program: A planned virtual event in January connecting Minnesota-based business professionals with women from the Mann Deshi Foundation in India to discuss business opportunities and workplace skills.
• Global Resource Hub: Development of an international website that will host fundraising campaigns, volunteer opportunities, business development guides, and internship databases to support a global audience.

Future Outlook and Competitive Context

The LeadHER Project will be presented at the DECA State Career Development Conference in March. The project serves as a significant example of youth-led action to advance the Sustainable Development Goals. The founders’ ambition is to create a lasting, global impact by encouraging the next generation to enter fields of their interest without being limited by gender or social status, thereby promoting a more equitable and sustainable global economy.

Analysis of Sustainable Development Goals in the Article

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

The article on “The LeadHER Project” highlights several issues and initiatives that directly connect to multiple Sustainable Development Goals (SDGs). The primary focus on empowering women and minorities in the economic sphere links the project to goals centered on equality, education, economic growth, and partnerships.

1. SDG 4: Quality Education
   • The project provides educational opportunities outside the traditional classroom. The financial literacy workshop for children and the planned mentorship event to develop business ideas and workplace skills are forms of lifelong learning and skills development.
2. SDG 5: Gender Equality
   • This is the central theme of the article. The project was founded in response to the founders observing the unequal treatment of men and women in the workforce in India. The entire mission of “The LeadHER Project” is to “empower women and other minority communities in the business and finance workforce,” directly addressing the core principles of SDG 5.
3. SDG 8: Decent Work and Economic Growth
   • By equipping women and youth with skills, resources, and confidence, the project aims to promote productive employment. The “Dress for Success Professional Clothing Drive” is a clear example, as it removes a tangible barrier to entering the professional workforce, thereby fostering economic inclusion and growth.
4. SDG 10: Reduced Inequalities
   • The project explicitly targets not just women but also “other minority communities.” By providing resources and opportunities to these groups, it works to reduce inequalities based on gender and social status, promoting the economic inclusion of all.
5. SDG 17: Partnerships for the Goals
   • The article details multiple collaborations. The LeadHER Project itself is part of the DECA organization. It partners with the Mann Deshi Foundation in India for international mentorship, the St. Louis Park DECA chapter to share resources, and local entities like the PROP Food Shelf and the Eden Prairie Community Center for its clothing drive.

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

Based on the activities described in the article, several specific SDG targets can be identified:

1. Under SDG 4 (Quality Education):
   • 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 project’s financial literacy workshop, mentorship on business opportunities, and planned tech literacy training for women in India directly contribute to building these relevant skills.
2. Under SDG 5 (Gender Equality):
   • Target 5.5: “Ensure women’s full and effective participation and equal opportunities for leadership at all levels of decision-making in political, economic and public life.” The project’s mission to empower women in business and finance directly supports their participation and leadership in economic life.
   • Target 5.b: “Enhance the use of enabling technology, in particular information and communications technology, to promote the empowerment of women.” The planned Zoom call with the Mann Deshi Foundation to provide “tech literacy” is a direct application of technology to empower women.
3. Under SDG 8 (Decent Work and Economic Growth):
   • Target 8.6: “By 2030, substantially reduce the proportion of youth not in employment, education or training.” The project focuses on high school students and youth, providing them with college and career readiness events, networking opportunities, and resources to help them transition into employment or further education.
4. Under 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, colour, ethnicity, origin, religion or economic or other status.” The project’s focus on empowering “women and other minority communities” is a direct effort to promote their economic inclusion.
5. Under SDG 17 (Partnerships for the Goals):
   • Target 17.17: “Encourage and promote effective public, public-private and civil society partnerships…” The project exemplifies this target through its collaboration with another school’s DECA chapter (St. Louis Park), an international NGO (Mann Deshi Foundation), and local community organizations.

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

The article implies several quantitative and qualitative indicators that can be used to measure the project’s impact and progress towards the identified targets:

1. For SDG 4 (Quality Education):
   • Implied Indicator: The number of children who participated in the financial literacy workshop. The article mentions an event where children were taught “how to save, spend and keep their money.”
   • Implied Indicator: The number of students attending the college and networking event, which provides educational and career guidance.
2. For SDG 5 (Gender Equality):
   • Implied Indicator: The number of women and minority youth who receive professional clothing from the “Dress for Success” drive, which is described as a “stepping stone” for them to enter the workforce.
   • Implied Indicator: The number of women in rural India participating in the mentorship and tech literacy event via the partnership with the Mann Deshi Foundation.
3. For SDG 8 (Decent Work and Economic Growth):
   • Implied Indicator: The quantity of professional clothing items collected and donated, which directly translates to resources provided for job seekers.
4. For SDG 10 (Reduced Inequalities):
   • Implied Indicator: The number of people from minority communities reached through the project’s various initiatives, from local workshops to international mentorship.
5. For SDG 17 (Partnerships for the Goals):
   • Mentioned Indicator: The number of active partnerships formed by The LeadHER Project, such as with the Mann Deshi Foundation, St. Louis Park DECA, and local community centers.
6. General Awareness Indicator:
   • Mentioned Indicator: The article notes that for their DECA competition category, a key metric is “how many people are seeing the things you put out, impressions, just overall how many people you’re reaching and that impact.” This serves as a direct indicator for awareness-raising efforts.

4. Summary Table of SDGs, Targets, and Indicators

Source: eplocalnews.org