Free Learning Opportunities Available and Volunteers Needed for the South Suburban College Literacy Tutoring Program
Free Learning Opportunities Available and Volunteers Needed for the South Suburban College Literacy Tutoring ... The Southland Journal
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Free Learning Opportunities Available and Volunteers Needed for the South Suburban College Literacy Tutoring Program
(South Holland, IL) — South Suburban College (SSC) is seeking participants for the Adult Volunteer Literacy (AVL) Tutoring Program. The program is structured to train volunteers to become one-on-one tutors for adults in need of basic literacy skills. Instruction in basic literacy includes the development of phonetic reading skills, whole language experience, combined with effective communication skills. Residents are welcome to volunteer as tutors and encourage others to take advantage of this free professional development opportunity.
Tutoring Locations
- Acorn Public Library, Oak Forest
- Glenwood-Lynwood Library
- Harvey Public Library
- Phoenix Public Library
- Calumet City Public Library
- Grande Prairie Library, Hazel Crest
- Homewood Public Library
- South Holland Public Library
- South Suburban College Main Campus Library, South Holland
- South Suburban College Oak Forest Center Library, Oak Forest
- Lansing Public Library
- Dolton Public Library
- Riverdale Public Library
- Blue Island Public Library
- Dixmoor Public Library
- Tinley Park Public Library
- Markham Public Library
- Midlothian Public Library
- Thornton Public Library
Once certified, SSC’s volunteer literacy tutors visit adult learners at locations in or near their neighborhoods. Tutoring is flexibly scheduled based on the availability of tutors, learners, and tutoring sites.
Illiteracy can be debilitating in many ways for adults who never received the proper instruction. Adults who are unable to read experience difficulty completing many daily activities that others may take for granted, along with a disadvantage in today’s competitive job market.
SSC’s Office of Adult Education administers the Adult Volunteer Literacy Tutoring Program in addition to High School Equivalency (HSE), English as a Second Language (ESL), and Adult Basic Education (ABE). These opportunities are made possible by a grant awarded by the Illinois State Library (ISL), a division of the Office of the Secretary of State, using state funds designated for literacy.
Training Details
The June training will take place at the South Suburban College Oak Forest Campus in Oak Forest, IL on Tuesdays and Thursdays from June 4 through June 20, 2024 from 2:00 p.m. to 4:00 p.m. This 12-hour program culminates with literacy training certification. Tutors will continue to receive free professional development services throughout this program. Successful tutors are also eligible for letters of support or recommendation for jobs, scholarships, educational opportunities, and more.
SDGs, Targets, and Indicators
1. Which SDGs are addressed or connected to the issues highlighted in the article?
- SDG 4: Quality Education
- SDG 8: Decent Work and Economic Growth
- SDG 10: Reduced Inequalities
The article discusses the Adult Volunteer Literacy (AVL) Tutoring Program, which aims to provide basic literacy skills to adults in need. By addressing illiteracy and providing education opportunities, the program contributes to SDG 4, which focuses on ensuring inclusive and equitable quality education for all. Additionally, by improving literacy skills, the program can help individuals access better job opportunities, contributing to SDG 8’s goal of promoting sustained, inclusive, and sustainable economic growth, full and productive employment, and decent work for all. Lastly, the program’s focus on providing literacy skills to adults in need can help reduce inequalities (SDG 10) by empowering individuals who may have been disadvantaged due to their lack of literacy skills.
2. What specific targets under those SDGs can be identified based on the article’s content?
- Target 4.6: By 2030, ensure that all youth and a substantial proportion of adults, both men and women, achieve literacy and numeracy.
- Target 8.5: By 2030, achieve full and productive employment and decent work for all women and men, including for young people and persons with disabilities, and equal pay for work of equal value.
- Target 10.3: Ensure equal opportunity and reduce inequalities of outcome, including by eliminating discriminatory laws, policies, and practices and promoting appropriate legislation, policies, and action in this regard.
Based on the article’s content, the specific targets that can be identified are Target 4.6, which focuses on achieving literacy for adults, and Target 8.5, which aims to achieve full and productive employment for all individuals. Additionally, Target 10.3, which aims to reduce inequalities of outcome, is relevant as the program seeks to provide literacy skills to adults who may have been disadvantaged due to their lack of education.
3. Are there any indicators mentioned or implied in the article that can be used to measure progress towards the identified targets?
- Indicator 4.6.1: Percentage of population in a given age group achieving at least a fixed level of proficiency in functional (a) literacy and (b) numeracy skills, by sex.
- Indicator 8.5.1: Average hourly earnings of female and male employees, by occupation, age group, and persons with disabilities.
- Indicator 10.3.1: Proportion of the population reporting having personally felt discriminated against or harassed in the previous 12 months on the basis of a ground of discrimination prohibited under international human rights law.
The article does not explicitly mention any indicators. However, to measure progress towards Target 4.6, Indicator 4.6.1 can be used to assess the percentage of the population achieving a fixed level of proficiency in literacy and numeracy skills. For Target 8.5, Indicator 8.5.1 can be used to measure the average hourly earnings of female and male employees, providing insights into equal pay for work of equal value. Lastly, for Target 10.3, Indicator 10.3.1 can be used to assess the proportion of the population reporting discrimination or harassment based on prohibited grounds.
4. Table: SDGs, Targets, and Indicators
| SDGs | Targets | Indicators |
|---|---|---|
| SDG 4: Quality Education | Target 4.6: By 2030, ensure that all youth and a substantial proportion of adults, both men and women, achieve literacy and numeracy. | Indicator 4.6.1: Percentage of population in a given age group achieving at least a fixed level of proficiency in functional (a) literacy and (b) numeracy skills, by sex. |
| SDG 8: Decent Work and Economic Growth | Target 8.5: By 2030, achieve full and productive employment and decent work for all women and men, including for young people and persons with disabilities, and equal pay for work of equal value. | Indicator 8.5.1: Average hourly earnings of female and male employees, by occupation, age group, and persons with disabilities. |
| SDG 10: Reduced Inequalities | Target 10.3: Ensure equal opportunity and reduce inequalities of outcome, including by eliminating discriminatory laws, policies, and practices and promoting appropriate legislation, policies, and action in this regard. | Indicator 10.3.1: Proportion of the population reporting having personally felt discriminated against or harassed in the previous 12 months on the basis of a ground of discrimination prohibited under international human rights law. |
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Fuente: thesouthlandjournal.com
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