Governor Moore Joins President Biden in Prince George’s County in Support of Key Investments to Grow the Economy, Announces $17.4 Million in Funding for Adult Education – Press Releases – News – Office of Governor Wes Moore

ANNAPOLIS, MD

Governor Wes Moore directs $17.4 million towards adult education providers to support Maryland’s economy

Governor Wes Moore of Maryland has announced that the state will allocate $17.4 million to adult education providers as part of key investments to stimulate Maryland’s economy. This announcement was made during President Joseph R. Biden’s visit to Prince George’s County Community College, in line with the Biden Administration’s vision for economic growth in the country.

“Together, we will grow an economy that works for everyone, from the bottom up and the middle out,” said Governor Moore. “President Biden has been very clear about his vision to empower and educate workers to grow the middle class. It’s a vision I stand by because it’s good for Maryland, good for our people, and good for our economy. Together, we are going to work in partnership to follow the president’s lead, build out our workforce, grow the economy, and win this decade.”

The president’s “Bidenomics” agenda for the economy is delivering positive outcomes for the American people. This vision is centered around three key pillars: making smart public investments in America, promoting competition to lower costs and support entrepreneurs and small businesses, and empowering and educating workers to grow the middle class.

Investing in Adult Education

Maryland will allocate $9.5 million in support from the U.S. Department of Education and $7.9 million from the Maryland Department of Labor to 23 adult education providers. These providers will expand access to basic and secondary education for adults, English language acquisition, civics education, integrated education and training, and family literacy. The funding will be distributed among all 16 Maryland community colleges, two local K-12 school systems, three community-based organizations, one public library system, and the state correctional education system.

“Local adult education makes a difference in the lives of families and communities across our state,” said Maryland Department of Labor Secretary Portia Wu. “We have over 20,000 adult learners in Maryland, and this funding will support their educational goals and development of new skills—which will contribute to our state’s workforce and bridge economic gaps in our local communities.”

All currently funded adult education providers will also be awarded program status for the next four years. The list of grant awardees is available at labor.maryland.gov.

More information about Maryland’s adult education provider network is also available through labor.maryland.gov.

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

The article discusses the allocation of funds towards adult education providers to support investments in Maryland’s economy. This aligns with SDG 4, which aims to ensure inclusive and equitable quality education and promote lifelong learning opportunities for all. It also relates to SDG 8, which focuses on promoting sustained, inclusive, and sustainable economic growth, full and productive employment, and decent work for all.

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

• SDG 4.3: By 2030, ensure equal access for all women and men to affordable and quality technical, vocational, and tertiary education, including university.
• SDG 8.6: By 2020, substantially reduce the proportion of youth not in employment, education, or training.

The article mentions that the funding will expand access to basic and secondary education for adults, English language acquisition, civics education, integrated education and training, and family literacy. These initiatives contribute to achieving equal access to affordable and quality education (SDG 4.3). Additionally, by investing in adult education and providing opportunities for skill development, the aim is to reduce the proportion of youth not in employment, education, or training (SDG 8.6).

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

Yes, there are indicators mentioned in the article that can be used to measure progress towards the identified targets. These include:

• Expansion of access to basic and secondary education for adults
• Increase in English language acquisition
• Improvement in civics education
• Enhancement of integrated education and training
• Growth in family literacy

These indicators reflect the specific areas of investment mentioned in the article and can be used to track progress towards achieving the targets under SDGs 4 and 8.

4. Table: SDGs, Targets, and Indicators

The table presents the identified SDGs, targets, and indicators based on the analysis of the article. It highlights the connection between the article’s content and the relevant sustainable development goals, specific targets, and indicators.

Behold! This splendid article springs forth from the wellspring of knowledge, shaped by a wondrous proprietary AI technology that delved into a vast ocean of data, illuminating the path towards the Sustainable Development Goals. Remember that all rights are reserved by SDG Investors LLC, empowering us to champion progress together.

Source: governor.maryland.gov

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