Governor Moore Joins U.S. Secretary of Education Miguel Cardona for Conversation on the Power of Education – Press Releases – News – Office of Governor Wes Moore
Governor Moore Joins U.S. Secretary of Education Miguel Cardona ... Governor Larry Hogan - Official Website for the Governor of Maryland
sdgtalks
ANNAPOLIS, MD — Governor Wes Moore and U.S. Secretary of Education Miguel Cardona Discuss the Power of Education
Governor Wes Moore and U.S. Secretary of Education Miguel Cardona participated in a conversation about the power of education at the 2023 National Association of College Admission Counseling conference in Baltimore. The conversation, moderated by National Association of College Admission Counseling Chief Executive Officer Angel B. Pérez, focused on leadership and the importance of education in unlocking potential.
The National Association of College Admission Counseling
The National Association of College Admission Counseling (NACAC), founded in 1937, is dedicated to empowering college admission counseling professionals through education, advocacy, and community. The 2023 conference, themed “The Power of Us,” provided a platform for 6,500 attendees to share best practices, research, and stories related to college admission counseling.
Education as a Top Priority
Education is a top priority for the Moore-Miller administration. In April, Governor Moore announced $100 million in state scholarships and grants for higher education. The Delegate Howard P. Rawlings Program of Educational Excellence Awards, administered by the Maryland Higher Education Commission, will support over 43,000 students attending Maryland postsecondary institutions during the 2023-2024 school year.
Funding for Adult Education
Last week, Governor Moore announced $17.4 million in funding for adult education. This funding, provided by the U.S. Department of Education and the Maryland Department of Labor, will support 23 adult education providers in expanding access to basic and secondary education, English language acquisition, civics education, integrated education and training, and family literacy. The funding will benefit 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.
For more information about the National Association of College Admission Counseling, visit www.nacacnet.org.
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 importance of education and providing opportunities for students to choose their educational paths. This aligns with SDG 4, which aims to ensure inclusive and equitable quality education and promote lifelong learning opportunities for all. Additionally, the mention of training students in industries of the future connects 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 emphasizes the need to provide world-class education and offer programs that train students in industries of the future. This aligns with SDG 4.3, which aims to ensure equal access to affordable and quality technical, vocational, and tertiary education. Additionally, the focus on giving students opportunities and choices can contribute to SDG 8.6, which aims to reduce the proportion of youth not in employment, education, or training.
3. Are there any indicators mentioned or implied in the article that can be used to measure progress towards the identified targets?
- Number of students enrolled in technical, vocational, and tertiary education programs
- Proportion of youth in employment, education, or training
The article mentions the funding provided for adult education and the support directed to adult education providers. The number of students enrolled in these programs can serve as an indicator to measure progress towards SDG 4.3. Additionally, the focus on reducing the proportion of youth not in employment, education, or training implies the need to track this indicator to measure progress towards SDG 8.6.
4. Table: SDGs, Targets, and Indicators
| SDGs | Targets | Indicators |
|---|---|---|
| SDG 4: Quality Education | 4.3: By 2030, ensure equal access for all women and men to affordable and quality technical, vocational, and tertiary education, including university. | Number of students enrolled in technical, vocational, and tertiary education programs |
| SDG 8: Decent Work and Economic Growth | 8.6: By 2020, substantially reduce the proportion of youth not in employment, education, or training. | Proportion of youth in employment, education, or training |
The table summarizes the identified SDGs, targets, and indicators based on the analysis of the article. It provides a clear overview of the relevant goals, their corresponding targets, and the specific indicators that can be used to measure progress towards those targets.
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
Join us, as fellow seekers of change, on a transformative journey at https://sdgtalks.ai/welcome, where you can become a member and actively contribute to shaping a brighter future.
