Report on the Greater Hazleton Chamber of Commerce Women’s Empowerment Grant

Executive Summary

The Greater Hazleton Chamber of Commerce has operated a Women’s Empowerment Grant program for 18 years, providing critical financial assistance to women seeking to advance their education or vocational skills. This initiative directly supports several United Nations Sustainable Development Goals (SDGs), primarily focusing on Gender Equality (SDG 5), Quality Education (SDG 4), and Decent Work and Economic Growth (SDG 8). By enabling women to pursue higher education and secure improved employment, the program serves as a catalyst for personal and community development, with additional impacts on Good Health and Well-being (SDG 3) and Reduced Inequalities (SDG 10).

Alignment with Sustainable Development Goals (SDGs)

SDG 5: Gender Equality and Empowerment

The grant program is fundamentally designed to achieve gender equality by empowering women economically and professionally. It provides targeted support for women to overcome barriers to entering or advancing in the workforce.

• The program specifically aids working women, including single mothers, who wish to change careers or gain employment.
• By facilitating access to education, the grant enhances women’s capacity for full and effective participation in the economy, a key target of SDG 5.
• The success of past recipients, such as Jennifer Fisher and Jessica Spare, demonstrates the program’s effectiveness in fostering female leadership and career progression.

SDG 4: Quality Education

The grant directly facilitates access to inclusive and equitable quality education and promotes lifelong learning opportunities, in line with SDG 4.

• The financial assistance enables recipients to enroll in college or training programs they might otherwise be unable to afford.
• Case study: In 2021, a $2,000 grant allowed Jennifer Fisher to reduce her student loan burden while pursuing a master’s degree in social work at Marywood University.
• The program supports non-traditional students who have been out of the educational system, ensuring access to tertiary education for all.

SDG 8: Decent Work and Economic Growth

By investing in the skills and qualifications of the female workforce, the grant contributes to sustained, inclusive economic growth and decent work for all.

• Recipients are empowered to transition into higher-skilled, more stable professions. Jennifer Fisher advanced from a drug and alcohol counselor to an inpatient care manager at Lehigh Valley Hospital-Hazleton after obtaining her master’s degree.
• The program helps reduce the proportion of individuals not in employment, education, or training (NEET), directly addressing a target of SDG 8.
• The career trajectory of Jessica Spare, from a bank teller to a vice president of commercial lending post-graduation, further illustrates the long-term economic impact of such educational investments.

Contributions to Broader Development Goals

The program’s impact extends to other critical SDGs, creating a ripple effect within the community.

1. SDG 3: Good Health and Well-being: Jennifer Fisher’s personal journey includes recovery from addiction, and her grant-supported career is now in the healthcare sector, where she facilitates patient discharge planning. This demonstrates a direct link between the empowerment initiative and strengthening community health systems.
2. SDG 10: Reduced Inequalities: By targeting women within a specific geographic area (Hazleton Area School District) and providing them with opportunities for advancement, the grant works to reduce economic and social inequalities.

Program Application and Eligibility

Application Process

The program provides a clear pathway for eligible women to seek support for their educational and career goals. The application deadline for the current cycle is July 31.

• Eligibility: Applicants must be women residing within the Hazleton Area School District.
• Requirements: Submission of a completed application form, a cover letter, and an essay detailing their motivation for returning to school or improving workplace skills.
• Contact: Further information and application assistance are available from Leann Fallabel, Vice President of Marketing at the Hazleton Chamber of Commerce.

Analysis of SDGs, Targets, and Indicators

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

The article highlights issues and initiatives that are directly connected to several Sustainable Development Goals (SDGs). The analysis identifies the following relevant SDGs:

• SDG 4: Quality Education – The core of the article is about a grant that enables women to pursue higher education and training.
• SDG 5: Gender Equality – The grant is specifically a “women’s empowerment grant,” designed to support women in advancing their careers and education, thereby addressing gender-specific barriers.
• SDG 8: Decent Work and Economic Growth – The program aims to help women “change careers or become part of the workforce if they’re jobless,” which directly relates to promoting productive employment.
• SDG 3: Good Health and Well-being – The personal story of Jennifer Fisher, who is in recovery from addiction and now works in the healthcare sector, connects the article to this goal, particularly concerning substance abuse recovery and support.
• SDG 10: Reduced Inequalities – By providing financial support for education to a specific demographic (women in the Hazleton area), the grant program works to reduce economic and gender-based inequalities.

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

Based on the article’s content, several specific targets under the identified SDGs can be pinpointed:

1. 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 directly addresses this by describing a grant that helps women afford higher education. Jennifer Fisher used the grant to pursue a master’s degree at Marywood University, and the program is open to women wanting to “attend school or training.”
   • Target 4.4: By 2030, substantially increase the number of youth and adults who have relevant skills, including technical and vocational skills, for employment, decent jobs and entrepreneurship. The grant’s purpose is to help women “improve their workplace skills” to “change careers or become part of the workforce,” which aligns with acquiring relevant skills for employment.
2. SDG 5: Gender Equality
   • Target 5.5: Ensure women’s full and effective participation and equal opportunities for leadership at all levels of decision-making in political, economic and public life. The “women’s empowerment grant” is a mechanism to enhance women’s economic participation. The success stories of Jennifer Fisher obtaining a new professional role and Jessica Spare advancing to Vice President illustrate progress toward this target.
3. 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… and equal pay for work of equal value. The grant explicitly supports women who are “jobless” to “become part of the workforce” and helps others to “change careers,” contributing to full and productive employment.
4. SDG 3: Good Health and Well-being
   • Target 3.5: Strengthen the prevention and treatment of substance abuse, including narcotic drug abuse and harmful use of alcohol. Jennifer Fisher’s story of being “in recovery from addiction for nearly” 20 years and her previous work as a “drug and alcohol counselor” directly relates to the importance of treatment and long-term recovery from substance abuse.
5. 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 program specifically targets women, aiming to empower them and promote their economic inclusion by removing financial barriers to education.

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

The article mentions or implies several indicators that can be used to measure progress:

• Number of women receiving educational grants: The article states the “chamber has been awarding empowerment grants for 18 years” and in 2021 gave the entire grant to Fisher. This number serves as a direct indicator of support for women’s education (relevant to SDG 4 and 5).
• Amount of financial aid provided: The grant awarded to Jennifer Fisher was “$2,000.” This monetary value is a specific indicator of the level of financial support aimed at reducing the burden of educational costs (relevant to SDG 4 and 10).
• Educational attainment of recipients: Jennifer Fisher’s successful completion of her “master’s degree” after receiving the grant is a clear indicator of the program’s impact on educational outcomes (relevant to SDG 4).
• Improved employment status: The article provides concrete examples of career advancement. Jennifer Fisher secured a new job as an “inpatient care manager for Lehigh Valley Hospital-Hazleton,” and Jessica Spare advanced from a bank teller to “vice president of commercial lending.” These outcomes are indicators of achieving productive employment (relevant to SDG 8).
• Qualitative evidence of recovery and social contribution: Jennifer Fisher’s story of 20 years in recovery and her subsequent career helping others serves as a powerful qualitative indicator for the success of substance abuse recovery and social reintegration (relevant to SDG 3).
• Number of jobless women entering the workforce: The grant’s eligibility for women who are “jobless” implies that a key success indicator would be the number of such recipients who subsequently “become part of the workforce” (relevant to SDG 8).

4. Summary Table of SDGs, Targets, and Indicators

Source: standardspeaker.com