Report on Goodwill’s Helms Academy Graduation and its Contribution to Sustainable Development Goals

Program Overview and Contribution to SDG 4: Quality Education

Goodwill’s Helms Academy recently held a graduation ceremony for 90 students from Philadelphia and South Jersey, marking the program’s largest graduating class. The academy provides a critical pathway for adult learners to obtain their high school diplomas, directly supporting the United Nations Sustainable Development Goals, particularly SDG 4, which aims to ensure inclusive and equitable quality education and promote lifelong learning opportunities for all.

• Objective: The Helms Academy offers individuals who previously dropped out of high school a second chance to earn a diploma.
• Accessibility: The program provides free tuition, tutoring, and basic skills training, removing financial barriers to education. This aligns with SDG 4’s emphasis on accessible education.
• Flexible Learning: Students can attend classes virtually or at several physical locations, offering the flexibility needed by adult learners, many of whom have work or family commitments.
• Impact: By enabling students aged 16 to 60 to complete their secondary education, the program directly addresses SDG Target 4.6, which focuses on ensuring that a substantial proportion of adults achieve literacy and numeracy.

Addressing Socioeconomic Disparities: Impact on SDGs 1, 8, and 10

The Helms Academy program serves as a powerful tool for socioeconomic advancement, contributing to several interconnected SDGs. By equipping graduates with a high school diploma, the program tackles the root causes of poverty and inequality.

• SDG 1 (No Poverty) & SDG 8 (Decent Work and Economic Growth): National statistics indicate that high school dropouts are more likely to face unemployment and low-paying jobs. By providing graduates with a foundational educational credential, the program enhances their employability and potential for higher earnings, contributing to poverty reduction and promoting decent work.
• SDG 10 (Reduced Inequalities): The program specifically targets individuals who have been left behind by traditional education systems due to personal, financial, or social challenges. This work is crucial for reducing inequalities in educational attainment and subsequent life opportunities, in line with SDG Target 10.2.

Case Study Analysis: Graduate Profiles and SDG Attainment

The experiences of the graduates highlight the program’s transformative impact on an individual level, demonstrating the practical application of SDG principles.

Kevin Dean: Lifelong Learning and Economic Empowerment (SDG 4 & SDG 8)

• After leaving high school over 25 years ago, Kevin Dean, 44, successfully obtained his diploma.
• Despite running his own cleaning business since 2013, he recognized the need for a formal credential to achieve his full potential, embodying the principle of lifelong learning (SDG 4).
• His achievement is expected to enhance his professional standing and business opportunities, contributing to sustainable economic growth (SDG 8).

Vanesa Fragoso: Empowering Women Through Education (SDG 4 & SDG 5)

• Vanesa Fragoso, 24, dropped out of high school at 15 after becoming a mother. Her journey highlights the challenges women often face in balancing education with caregiving responsibilities.
• The program’s flexible structure enabled her to persevere through multiple setbacks and complete her education, demonstrating a commitment to inclusive education (SDG 4).
• By overcoming these barriers, she serves as a role model and has improved her future prospects, directly supporting SDG 5 (Gender Equality) by empowering women through education.

Justin Urbanchuk: Youth Re-engagement and Pathways to Skilled Work (SDG 4 & SDG 8)

• Justin Urbanchuk, 20, left high school due to anxiety compounded by the pandemic. His story is representative of youth struggling with mental health and educational disruption.
• The Helms program provided a supportive environment that allowed him to re-engage with his education and excel, directly addressing SDG Target 8.6 (reduce the proportion of youth not in employment, education or training).
• He now plans to pursue tertiary education in radiology technology, a skilled profession. This transition from dropout to a skilled career path exemplifies the program’s success in creating opportunities for decent work and aligning with SDG Target 4.4 (increase the number of adults with relevant skills for employment).

Analysis of SDGs, Targets, and Indicators in the Article

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

The article primarily addresses issues related to education, employment, and social equity, which directly connect to several Sustainable Development Goals (SDGs). The main SDGs identified are:

• SDG 4: Quality Education: The entire article revolves around the Helms Academy, a program that provides a second chance for high school dropouts to obtain their diplomas. It focuses on inclusive and equitable quality education and promoting lifelong learning opportunities for all.
• SDG 8: Decent Work and Economic Growth: The article explicitly links education to employment outcomes. It states that high school dropouts are “more likely to be unemployed, have low-paying jobs,” and graduates hope the diploma will help them “advance one day,” thus connecting education to achieving productive employment and decent work.
• SDG 10: Reduced Inequalities: The program targets individuals who left school for various reasons, including financial problems and teen pregnancy. By offering free tuition and flexible learning options to a diverse age group (16 to 60), the Helms Academy works to reduce inequalities in access to educational opportunities.
• SDG 5: Gender Equality: The article highlights the stories of several women who dropped out of school due to becoming teen mothers or taking on caregiving responsibilities for siblings. The program empowers these women by providing a pathway to education and economic improvement, thereby addressing gender-specific barriers to education.

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

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

1. Under SDG 4 (Quality Education):
   • Target 4.3: “By 2030, ensure equal access for all women and men to affordable and quality technical, vocational and tertiary education, including university.” The article mentions the Helms Academy provides free tuition and that graduates can earn college credits or plan to enroll in college (Rowan College of South Jersey), directly aligning with this target.
   • Target 4.4: “By 2030, substantially increase the number of youth and adults who have relevant skills… for employment, decent jobs and entrepreneurship.” The program provides diplomas and skills training specifically to improve the employment prospects of its graduates. Kevin Dean’s story, as a business owner, also touches upon skills for entrepreneurship.
   • Target 4.6: “By 2030, ensure that all youth and a substantial proportion of adults, both men and women, achieve literacy and numeracy.” Obtaining a high school diploma is a fundamental measure of achieving literacy and numeracy. The program helps adults who previously did not complete their secondary education achieve this standard.
2. 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 (NEET).” The Helms Academy directly serves this population by enrolling former high school dropouts (ages 16-24 and older) and reintegrating them into the education system, with a clear path toward employment.
3. Under SDG 10 (Reduced Inequalities):
   • Target 10.2: “By 2030, empower and promote the social, economic and political inclusion of all, irrespective of age… or other status.” The program is inclusive of students from 16 to 60 years old who dropped out for various personal and economic reasons, empowering them through education to improve their economic status.
4. Under SDG 5 (Gender Equality):
   • Target 5.b: “Enhance the use of enabling technology… to promote the empowerment of women.” The article mentions that students can attend classes virtually. This flexibility is an enabling technology that is particularly crucial for students with caregiving responsibilities, such as Vanesa Fragoso, a young mother who took online classes.

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

The article provides several quantitative and qualitative indicators that can be used to measure progress:

• Indicator for Target 4.3 & 4.4: The number of graduates from the program (“90 students from South Jersey and Philadelphia”). This is a direct measure of the number of adults gaining access to and completing this educational program.
• Indicator for Target 4.6: The age range of graduates (“16 to 60”) serves as an indicator for the “proportion of adults” achieving literacy and numeracy through the program.
• Indicator for Target 8.6: The national statistic provided (“more than 2 million high school dropouts between the ages of 16 and 24” in 2022) serves as a baseline indicator for the size of the NEET population that such programs address.
• Indicator for Target 10.2: The provision of “free tuition” is a key policy indicator that demonstrates action to ensure equal opportunity and reduce economic barriers to education.
• Indicator for Target 5.b: The availability of virtual or online classes is an indicator of the use of enabling technology to provide flexible learning options, which helps empower women with domestic responsibilities.
• Implied Indicator for Target 4.3: The number of graduates who enroll in further education. The article mentions two graduates planning to attend Rowan College, implying that the “transition rate to tertiary education” is a relevant success metric.

4. Summary Table of SDGs, Targets, and Indicators

Source: detroitnews.com