Report on DODEA’s Universal Prekindergarten Expansion and its Contribution to Sustainable Development Goals

1.0 Introduction

The Department of Defense Education Activity (DODEA) has announced a significant expansion of its full-day universal prekindergarten (pre-K) program. This initiative directly supports the achievement of the United Nations Sustainable Development Goals (SDGs), particularly SDG 4 (Quality Education), by broadening access to crucial early childhood education for military-connected families. The expansion is a key component of DODEA’s multiyear strategy to establish universal pre-K access, thereby strengthening academic foundations and enhancing family readiness across its global communities.

2.0 Program Expansion Details

The current phase of the expansion introduces full-day pre-K services to new locations in Europe and the United States, marking a major milestone in the program’s implementation.

• New Locations for Upcoming School Year:
  • Ramstein Elementary School, Germany
  • Kleine Brogel Elementary School, Belgium
  • Multiple schools at Fort Campbell, Kentucky
• Future Expansion Sites: The next phase will target schools in the Ansbach and Wiesbaden communities in Germany.

3.0 Alignment with SDG 4: Quality Education

The DODEA pre-K initiative is a direct and impactful contribution to SDG Target 4.2, which aims to “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.”

1. Ensuring Universal Access: The program is available free of charge to all eligible children who turn four on or before September 1, removing economic barriers and promoting equitable access. During the most recent school year, pre-K was already available in 80 of 90 DODEA elementary schools.
2. Establishing a Foundation for Lifelong Learning: As stated by DODEA Director Beth Schiavino-Narvaez, these early learning opportunities are designed to set “the foundation for lifelong learning” and “strengthen academic outcomes.”
3. Investing in Quality Infrastructure: To support the program, DODEA is undertaking minor building upgrades, including the installation of child-friendly restrooms and age-appropriate playgrounds, ensuring a safe and effective learning environment consistent with quality education standards.

4.0 Contribution to Additional Sustainable Development Goals

Beyond its primary focus on education, the program supports a wider range of SDGs.

• SDG 10 (Reduced Inequalities): By striving for universal access across all its locations worldwide, DODEA is reducing educational inequalities among military-connected children, ensuring opportunities are not dictated by a family’s geographic assignment.
• SDG 11 (Sustainable Cities and Communities): The development of child-appropriate infrastructure contributes to creating safe, inclusive, and resilient learning environments within military communities.
• SDG 3 (Good Health and Well-being): The program enhances “family readiness,” which directly supports the social and emotional well-being of both children and their families within the military community.

5.0 Future Outlook and Projected Impact

The expansion is part of a comprehensive five-year implementation strategy that began in the 2023-2024 school year with MC Perry Primary School in Iwakuni, Japan. Upon completion, the initiative is projected to provide full-day pre-K services to approximately 5,000 students across 60 military communities globally. This sustained commitment demonstrates a clear alignment with the long-term objectives of the Sustainable Development Goals, positioning DODEA as a key contributor to quality education and family well-being on a global scale.

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

SDG 4: Quality Education

• The article’s central theme is the expansion of full-day prekindergarten by the Department of Defense Education Activity (DODEA). This directly supports the goal of ensuring inclusive and equitable quality education and promoting lifelong learning opportunities for all. The text states the program “sets the foundation for lifelong learning” and aims to “strengthen academic outcomes.”

SDG 10: Reduced Inequalities

• The initiative aims to provide “universal pre-K access to all eligible military-connected families.” By making the program universal and free within the DODEA system, it works to reduce potential inequalities in access to quality early childhood education among military families, regardless of their specific location or economic status.

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

Under 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.” The article is entirely focused on this target by describing the expansion of a “full-day prekindergarten” program designed to provide early learning opportunities that “strengthen academic outcomes.”
• Target 4.a: “Build and upgrade education facilities that are child, disability and gender sensitive and provide safe, non-violent, inclusive and effective learning environments for all.” The article explicitly mentions that expanding the pre-K services has involved “minor building upgrades, including child-friendly restrooms and age-appropriate playgrounds,” which directly contributes to this target.

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, ethnicity, origin, religion or economic or other status.” The article highlights DODEA’s “multiyear plan to bring pre-K to all eligible military-connected families,” which promotes educational inclusion for all children within this community, ensuring access is not a privilege but a standard service.

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

Indicators for Target 4.2 (Access to Pre-Primary Education)

• Participation Rate and Access: The article provides several quantifiable metrics that serve as indicators of progress. It notes that pre-K “was offered in 80 of 90 DODEA elementary schools” in the last school year. The ultimate goal is to provide access to “about 5,000 prekindergarten students across 60 military communities worldwide.”
• Program Implementation Timeline: Progress can be measured against the “five-year implementation strategy” that was launched in 2023-2024.

Indicators for Target 4.a (Education Facilities)

• Infrastructure Upgrades: The article implies a qualitative indicator by mentioning the specific types of upgrades being made to create suitable learning environments, such as the installation of “child-friendly restrooms and age-appropriate playgrounds.” The number of schools receiving these upgrades would be a quantitative measure.

Indicators for Target 10.2 (Inclusion)

• Universal Coverage: The primary indicator is the push for “universal pre-K access.” The expansion from a single pilot school (“MC Perry Primary School in Iwakuni, Japan”) to a system-wide program covering “60 military communities worldwide” is a clear measure of increasing inclusion.
• Geographic Expansion: The specific mention of new schools being added in Germany, Belgium, and the U.S. (“Ramstein Elementary School,” “Kleine Brogel Elementary,” and “schools at Fort Campbell, Ky.”) serves as an indicator of the program’s expanding reach.

4. Table of SDGs, Targets, and Indicators

Source: stripes.com