Homies Youth Empowerment program pays young people in Lucas County to learn life skills – WTVG

Report on the Homies Youth Empowerment Program and its Contribution to Sustainable Development Goals

Program Overview and Alignment with SDG 1 (No Poverty) and SDG 10 (Reduced Inequalities)

The Homies Youth Empowerment Program, operational since 2014 in Lucas County, Ohio, is a grant-funded initiative designed to support local youth. The program directly addresses key Sustainable Development Goals by targeting its services to a specific demographic and providing financial incentives.

• Target Beneficiaries: The program is exclusively for economically disadvantaged individuals aged 14-24, directly contributing to SDG 10 (Reduced Inequalities) by providing opportunities to a marginalized group.
• Financial Support: Participants are paid to attend classes, a mechanism that supports SDG 1 (No Poverty) by offering a source of income and alleviating immediate financial pressures for attendees and their families.
• Impact: Since its inception, the program has provided support and education to approximately 350 students, fostering economic and social inclusion.

Educational Framework and Contribution to SDG 4 (Quality Education)

The program’s curriculum is structured to provide practical knowledge and skills not typically covered in traditional educational settings, aligning with the objectives of SDG 4 (Quality Education).

• Lifelong Learning: It functions as an after-school program that imparts valuable life skills, promoting lifelong learning opportunities for all.
• Vocational Training: The initiative provides hands-on skills training, ensuring inclusive and equitable access to vocational education.
• Free Certification: A key component is the provision of a food preparation certification course at no cost to the students, removing financial barriers to acquiring valuable qualifications.

Fostering Economic Opportunity through SDG 8 (Decent Work and Economic Growth)

A primary focus of the Homies Youth Empowerment Program is to prepare participants for the workforce, directly supporting the aims of SDG 8 (Decent Work and Economic Growth).

1. Employment Readiness: Students receive comprehensive training on how to secure and maintain employment.
2. Resume Building: The curriculum includes dedicated sessions on creating effective resumes to enhance job application success.
3. Tangible Skills: By providing professional certifications, the program equips youth with verifiable skills, promoting productive employment and decent work.

Enhancing Community and Institutional Integrity: A Focus on SDG 11 and SDG 16

The program extends beyond individual development to include civic engagement, contributing to the creation of stronger communities and institutions.

• Civic Engagement: Participants are educated on and encouraged to participate in local civic matters, fostering inclusive and sustainable communities as per SDG 11 (Sustainable Cities and Communities).
• Institutional Collaboration: A significant achievement of the program’s participants was the creation of a code of conduct in partnership with the Toledo Police Department. This initiative directly supports SDG 16 (Peace, Justice and Strong Institutions) by promoting effective, accountable, and inclusive institutions at the local level.

Program Structure and Recruitment

The program operates on a continuous basis to provide consistent support to the community’s youth.

• Year-Round Operation: The program is divided into three distinct sessions to ensure year-round availability.
• Session Durations: It includes a 16-week fall session, a 16-week winter session, and an 11-week summer session.
• Recruitment: The program is actively recruiting new participants for upcoming sessions to continue its mission of empowering the future leaders of the community.

Analysis of the Article in Relation to Sustainable Development Goals

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

• SDG 1: No Poverty – The program targets “economically disadvantaged” youth, providing them with paid training and skills to improve their economic prospects.
• SDG 4: Quality Education – The initiative is an educational program that provides vocational training (“food prep certification”), life skills (“resume building”), and civic education not taught elsewhere.
• SDG 8: Decent Work and Economic Growth – The program focuses on preparing youth for the job market by teaching “employment readiness” and providing tangible skills, aiming to reduce youth unemployment.
• SDG 10: Reduced Inequalities – By specifically targeting and empowering “economically disadvantaged” youth (ages 14-24), the program works to reduce social and economic inequalities by providing them with opportunities for advancement.
• SDG 16: Peace, Justice and Strong Institutions – The program promotes civic engagement and justice, as evidenced by the students’ involvement in creating a “code of conduct with our Toledo Police Department.”

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

1. SDG 1: No Poverty

   • Target 1.2: By 2030, reduce at least by half the proportion of men, women and children of all ages living in poverty. The program directly addresses this by focusing on “economically disadvantaged” youth, aiming to equip them with skills to escape poverty.

2. SDG 4: Quality Education

   • 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 article explicitly mentions the program provides “resume building,” “employment readiness,” and “food prep certification” to its students.
   • Target 4.7: By 2030, ensure that all learners acquire the knowledge and skills needed to promote sustainable development, including… promotion of a culture of peace and non-violence, global citizenship… The program addresses this by teaching about justice and “civic engagement,” leading to tangible community initiatives.

3. SDG 8: Decent Work and Economic Growth

   • Target 8.6: By 2020, substantially reduce the proportion of youth not in employment, education or training. The program is designed for 14-24-year-olds, a key demographic for this target, providing them with training and skills to enter the workforce.

4. SDG 10: Reduced Inequalities

   • Target 10.2: By 2030, empower and promote the social, economic and political inclusion of all, irrespective of… economic or other status. The program’s mission is to empower a specific group of “economically disadvantaged” youth, providing them with tools for social and economic inclusion.

5. SDG 16: Peace, Justice and Strong Institutions

   • Target 16.7: Ensure responsive, inclusive, participatory and representative decision-making at all levels. The article highlights that the youth in the program “created some really amazing initiatives like the code of conduct with our Toledo Police Department,” which is a direct example of participatory engagement with local institutions.

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

1. SDG 4: Quality Education

   • Indicator (related to Target 4.4): The number of youth acquiring specific certifications. The article states that students “gain hands-on skills, including food prep certification,” which is a measurable outcome.
   • Indicator (related to Target 4.4): The number of participants in the program. The article mentions that “Since 2014, Wagner said the initiative has taught around 350 students,” providing a quantitative measure of reach.

2. SDG 8: Decent Work and Economic Growth

   • Indicator (related to Target 8.6): The proportion of youth (aged 14-24) participating in an education or training program. The article defines its target group as “14-24-year-olds,” and its existence as a “year-round program” serves as an indicator of providing training opportunities to this demographic.

3. SDG 16: Peace, Justice and Strong Institutions

   • Indicator (related to Target 16.7): The development of community-led initiatives or policies. The article provides a concrete example that can be used as an indicator: the creation of the “code of conduct with our Toledo Police Department” by the program’s students.

SDGs, Targets, and Indicators Summary

Source: 13abc.com