Strategic University Planning: A Report on Aligning with Sustainable Development Goals

The transition from secondary to tertiary education is a critical period for students and a key opportunity to advance the United Nations Sustainable Development Goals (SDGs). Guidance from Purdue University Fort Wayne highlights best practices for prospective students that directly support these global objectives, particularly in the areas of education, economic growth, and equality. This report outlines these strategic recommendations for students planning their post-graduation paths.

Key Recommendations for Prospective University Students

Krissy Surface, Purdue Fort Wayne’s vice chancellor for enrollment management and the student experience, provides five best practices that align with sustainable development principles.

1. Securing Financial Aid for Equitable Access

   Filing the Free Application for Federal Student Aid (FAFSA) is a foundational step. This process is instrumental in achieving SDG 4 (Quality Education) by making higher education affordable and accessible. By providing pathways to grants, loans, and scholarships, the FAFSA directly supports SDG 10 (Reduced Inequalities), ensuring that students from all socioeconomic backgrounds have the opportunity to pursue a degree. This access to education is a powerful tool for long-term economic stability, contributing to SDG 1 (No Poverty).

2. Evaluating Campus Environments for Inclusive Education

   On-campus visits are essential for assessing whether an institution’s environment is conducive to learning and personal growth, a core tenet of SDG 4 (Quality Education). Prospective students should use these visits to evaluate the inclusivity of the campus culture, the quality of academic and support facilities, and the overall institutional commitment to student well-being. Selecting a supportive environment is crucial for academic success and personal development.

3. Embracing Flexible Educational Pathways

   Students are encouraged to begin their university studies even without a declared major. This approach aligns with the lifelong learning aspect of SDG 4, as modern universities are equipped with resources to guide students through academic and career discovery. This flexibility allows students to develop a broad skill set adaptable to the evolving demands of the global workforce, which supports the objectives of SDG 8 (Decent Work and Economic Growth).

4. Conducting Diligent Financial Assessment

   A thorough analysis of financial aid offers is critical for making sustainable educational choices. This practice reinforces both SDG 4 and SDG 10 by promoting financial literacy and ensuring that educational opportunities are genuinely equitable. Students must assess the net cost of attendance rather than focusing solely on scholarship figures to avoid unsustainable debt and make an informed decision that secures their access to quality education.

5. Integrating Work Experience with Academic Pursuits

   Balancing part-time employment with a full-time class schedule is a viable strategy that directly supports SDG 8 (Decent Work and Economic Growth). Over 80% of Purdue Fort Wayne students work part-time, gaining critical skills in prioritization and time management. This integration of work and study provides valuable professional experience, aligning with SDG Target 8.6, which aims to reduce the proportion of youth not in employment, education, or training.

Institutional Support for Ongoing Enrollment

Educational institutions like Purdue Fort Wayne remain prepared to assist students, including those who have not yet finalized their plans for the upcoming fall semester. Support services are available to address inquiries regarding enrollment, financial aid, housing, and class registration. This institutional commitment ensures that pathways to higher education remain open, reinforcing the principles of SDG 4 (Quality Education) and SDG 10 (Reduced Inequalities) by providing accessible support to all prospective students.

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

• SDG 4: Quality Education
• SDG 1: No Poverty
• SDG 8: Decent Work and Economic Growth
• SDG 10: Reduced Inequalities

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

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 supports this target by providing practical advice on making higher education accessible and affordable. It emphasizes filing the FAFSA (Free Application for Federal Student Aid) as a way to “finance your education, and, in a lot of cases, pay for nearly all the cost of a college degree.” It also advises students to “Study your financial aid offers” to understand the true cost and affordability, thereby promoting access to quality education based on financial viability.

SDG 1: No Poverty

• Target 1.a: Ensure significant mobilization of resources from a variety of sources…to implement programmes and policies to end poverty in all its dimensions.

  This target is relevant through the article’s focus on financial aid. The FAFSA and university scholarships are mechanisms for mobilizing financial resources to support students. By helping students access these funds, the article promotes a key strategy for poverty reduction, as education is a primary pathway to economic stability. The advice to “File the FAFSA” is a direct call to action for students to access these mobilized resources.

SDG 8: Decent Work and Economic Growth

• Target 8.6: By 2020, substantially reduce the proportion of youth not in employment, education or training (NEET).

  The article’s core purpose is to guide high school graduates and seniors towards post-secondary education, directly addressing the challenge of youth being outside the education or employment systems. It provides advice for those who “have yet to make a decision on their college plans,” aiming to capture students who might otherwise fall into the NEET category. Furthermore, it normalizes and encourages balancing work and study, stating, “More than 80% of our students work at least part time and make progress toward a degree,” which is a direct countermeasure to being NEET.

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.

  By focusing on financial aid and affordability, the article implicitly addresses the reduction of economic inequalities in accessing higher education. The guidance on FAFSA and comparing scholarship offers empowers students from various economic backgrounds to pursue university, promoting social and economic inclusion. The statement that universities are “well prepared to work with students who are still interested in starting their coursework” suggests an inclusive approach that doesn’t penalize students for late decisions, which may be linked to economic or social factors.

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

For Target 4.3 (Affordable and Quality Education)

• Indicator: Proportion of students receiving financial aid.

  This is implied by the strong recommendation to “File the FAFSA” and “Study your financial aid offers.” The article’s focus on these tools suggests that the number of students successfully using them is a key measure of achieving affordable education.

• Indicator: Net enrollment rate in tertiary education.

  The entire article is a call to action for students to enroll in university. The advice given to “recent high school graduates who have yet to make a decision” directly aims to increase enrollment numbers and ensure students transition to higher education.

For Target 8.6 (Reducing Youth NEET)

• Indicator: Proportion of youth (e.g., recent high school graduates) not in employment, education or training (NEET).

  The article’s purpose is to reduce this specific proportion by providing clear pathways into post-secondary education. The mention that “More than 80% of our students work at least part time” serves as a direct, quantifiable example of students who are actively engaged in either education, employment, or both, and thus are not in the NEET category.

For Target 1.a (Resource Mobilization)

• Indicator: Amount of financial aid and scholarships offered or disbursed.

  The article implies this indicator by advising students to compare financial offers, using concrete examples: “A university offering you a $1,000 scholarship…is much more affordable than one offering you a $15,000 scholarship.” This highlights that the monetary value of the aid is a critical metric for measuring the mobilization of resources for students.

Table of SDGs, Targets, and Indicators

Source: fwbusiness.com