Report on the “Knowledge Network for Early Childhood Education Workforce” (KNEW) Initiative and its Alignment with Sustainable Development Goals

Introduction: Addressing Nebraska’s Child Care Crisis through the SDG Framework

A significant child care crisis in Nebraska presents a substantial barrier to achieving multiple Sustainable Development Goals (SDGs), including those related to poverty, education, gender equality, and economic growth. In response, a multi-stakeholder partnership has been formed to launch the Knowledge Network for Early Childhood Education Workforce (KNEW). This initiative, aligning with SDG 17 (Partnerships for the Goals), brings together Nebraska Extension, Communities for Kids, the University of Nebraska at Kearney (UNK), and the University of Nebraska–Lincoln (UNL). Funded by a $2 million grant from the U.S. Department of Education, the KNEW project is a strategic intervention designed to address the critical shortage of early childhood educators, particularly in underserved rural communities.

Socio-Economic Impacts and Relevance to SDGs

The shortage of accessible, affordable, and quality child care in Nebraska has wide-ranging consequences that directly undermine progress on several SDGs. The primary challenges include:

• Economic Instability and Poverty: A lack of dependable child care forces parents, a significant portion of whom are women, to leave the workforce. This directly impacts household income, hindering progress on SDG 1 (No Poverty), and disrupts the labor supply for local businesses, which impedes SDG 8 (Decent Work and Economic Growth).
• Educational Disparities: Insufficient access to quality early learning environments can hinder children’s development, creating long-term educational disadvantages. This challenge is a direct threat to achieving SDG 4 (Quality Education), specifically Target 4.2, which calls for universal access to quality early childhood development and pre-primary education.
• Rural and Gender Inequality: The crisis disproportionately affects rural areas and women. The severe educator shortage in these regions exacerbates regional disparities, working against SDG 10 (Reduced Inequalities). Furthermore, the burden of care often falls on women, limiting their economic opportunities and hampering efforts toward SDG 5 (Gender Equality).

Statistical data underscores the severity of the situation:

1. According to a 2023 report, 84 of Nebraska’s 93 counties have an inadequate number of licensed child care facilities to meet local demand.
2. Nine of these counties are classified as “child care deserts,” indicating a severe lack of access.
3. Research indicates that nearly one-third of parents with children under five have left their jobs due to an inability to secure affordable child care.
4. A statewide consensus exists, with 74% of Nebraskans acknowledging the lack of quality, affordable child care as a serious problem.

The KNEW Program: A Multi-faceted Strategy for Sustainable Development

The KNEW initiative is structured to create a sustainable child care ecosystem by focusing on the professional workforce, thereby addressing the root causes of the crisis. The program’s components are designed to advance specific SDGs:

• Workforce Development for Decent Work (SDG 8): The program’s primary objective is to recruit and retain early childhood educators. By providing professional support, skill-building opportunities, and creating local networks, KNEW aims to improve working conditions, address issues of low pay and high stress, and establish early childhood education as a viable profession, contributing to the goal of decent work for all.
• Enhanced Professional Learning for Quality Education (SDG 4): The UNL and Nebraska Extension portion of the project focuses on delivering personalized professional learning experiences. Educators receive 16 hours of paid training in areas such as emotional resilience, conflict resolution, and reflective practice. This investment in educator skills directly enhances the quality of early learning environments, ensuring children receive the compassionate, high-quality care necessary for their development.
• Community-Driven Solutions for Sustainable Communities (SDG 11 & SDG 10): KNEW employs a community-driven, collective impact model focused on 15 rural communities. By connecting teachers, businesses, and non-profits, the program builds local capacity and fosters sustainable, community-based solutions. This approach strengthens community infrastructure and reduces the inequality of service access between rural and urban areas.
• Strategic Partnerships for the Goals (SDG 17): The project is a model of effective partnership, leveraging the academic resources of two universities, the community outreach of Nebraska Extension, and the support of federal government funding, as championed by state representatives. This collaborative framework is essential for creating lasting, systemic change.

Conclusion: Fostering Resilient Communities and Achieving Long-Term Goals

The KNEW initiative represents a critical investment in Nebraska’s human and economic infrastructure. By addressing the child care crisis through a focus on workforce development and community support, the program creates a positive feedback loop that benefits children, families, and the state economy. This approach builds sustainable solutions that advance multiple SDGs simultaneously. By helping educators care for themselves and each other through community-supported professional learning, the program fosters compassionate care that is foundational to achieving SDG 4 (Quality Education), SDG 8 (Decent Work and Economic Growth), and SDG 11 (Sustainable Cities and Communities), ensuring a more prosperous and equitable future for Nebraska’s next generation.

Analysis of Sustainable Development Goals in the Article

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

• SDG 4: Quality Education

  The article’s primary focus is on the availability and quality of early childhood care and education. It discusses how a lack of access to these services can hinder children’s development and highlights the “Knowledge Network for Early Childhood Education Workforce” (KNEW) project, which aims to improve the quality of education by recruiting, retaining, and training educators.

• SDG 8: Decent Work and Economic Growth

  The article directly links the child care crisis to economic issues. It states that “parents lacking dependable child care often face difficulties in maintaining steady employment,” which “reverberates through local businesses and impacts the broader state economy.” It also addresses the poor working conditions of educators, such as “low pay, long hours and stress,” which is a decent work issue.

• SDG 10: Reduced Inequalities

  The article highlights a significant geographical inequality, noting that the shortage of child care is “most severe” in rural communities. It mentions that “84 of the state’s 93 counties do not have enough spots” and some are classified as “child care deserts.” The KNEW project specifically targets 15 rural communities to address this disparity in access to essential services.

• SDG 5: Gender Equality

  Although not explicitly stated, the issue of child care availability is intrinsically linked to gender equality. The article notes that “almost one-third of parents with children ages 5 and younger left the workforce because they were unable to find affordable child care.” Historically and globally, this burden falls disproportionately on women, impacting their economic empowerment and participation in the labor force.

• SDG 11: Sustainable Cities and Communities

  The lack of child care is presented as a community-wide problem that affects families and local businesses. The KNEW project’s solution is “community-driven,” aiming to build “sustainable solutions to Nebraska’s child care challenges” by creating local networks and supporting an essential service for community well-being and economic stability.

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

1. Target 4.2: Ensure access to quality early childhood development and care

   This is the most direct target. The entire article revolves around the challenge of providing quality early childhood care and education. The KNEW project’s goal to address the “decline in both the availability and quality of early childhood care and education” aligns perfectly with this target.

2. Target 4.c: Increase the supply of qualified teachers

   The KNEW project is a “workforce development program focused on recruiting and retaining early childhood educators.” By providing training in “emotional resilience, conflict resolution and reflective practice,” it directly works towards increasing the supply of qualified and well-supported educators.

3. Target 8.5: Achieve full and productive employment and decent work

   The article connects child care availability to parents’ ability to “maintain steady employment.” By addressing the child care shortage, the initiative helps parents remain in the workforce. Furthermore, by aiming to support educators facing “low pay, long hours and stress,” the project contributes to the “decent work” aspect of this target for the child care profession.

4. Target 5.4: Recognize and value unpaid care and domestic work through the provision of public services

   Affordable and accessible child care is a critical public service that enables parents, particularly women, to participate in the paid economy. The article’s focus on solving the child care crisis supports this target by working to provide the infrastructure necessary to value and support caregiving roles within the community.

5. Target 10.2: Empower and promote the social, economic and political inclusion of all

   By specifically targeting rural communities where the child care shortage is “most severe,” the KNEW project aims to reduce the economic and social disadvantages faced by families in these areas, promoting their inclusion and ensuring they have the same access to essential services as their urban counterparts.

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

• Mentioned Indicators:

  1. Proportion of counties with insufficient child care: The article states, “84 of the state’s 93 counties do not have enough spots in licensed child care facilities to meet demand.” A reduction in this number would indicate progress.
  2. Number of “child care deserts”: The report identified “Nine of those counties were classified as ‘child care deserts’.” Progress could be measured by the reduction or elimination of these deserts.
  3. Proportion of parents leaving the workforce: The article cites research showing “almost one-third of parents with children ages 5 and younger left the workforce because they were unable to find affordable child care.” A decrease in this percentage would be a key success indicator.

• Implied Indicators:

  1. Number of educators recruited and retained: The KNEW project’s success can be measured by its ability to increase the number of early childhood educators, especially in the 15 targeted rural communities.
  2. Number of educators trained: The article mentions the project offers “16 hours of paid training.” The number of participants completing this training is a direct indicator of the program’s reach and implementation.
  3. Workforce vacancy rates in the child care profession: The article mentions “growing vacancies in the child care profession.” A decrease in these vacancy rates would signify progress towards a more stable workforce.

4. Summary Table of SDGs, Targets, and Indicators

Source: news.unl.edu