Report on the National Education Association’s Policy Decision and its Alignment with Sustainable Development Goals

This report analyzes the decision by the National Education Association’s (NEA) executive committee to reject a resolution that would have terminated its partnership with the Anti-Defamation League (ADL). The decision is examined through the framework of the United Nations Sustainable Development Goals (SDGs), with a particular focus on SDG 4 (Quality Education), SDG 10 (Reduced Inequalities), and SDG 16 (Peace, Justice, and Strong Institutions).

Upholding SDG 4: Quality Education

The NEA executive committee’s action directly supports the principles of SDG 4, which aims to ensure inclusive and equitable quality education and promote lifelong learning opportunities for all. By preserving access to ADL resources, the NEA reinforces its commitment to providing educators with tools to foster tolerant and informed learning environments.

Key Outcomes for SDG 4

• Preservation of Educational Resources: The decision ensures continued access to ADL curricula and professional development focused on antisemitism and Holocaust education. This aligns with SDG Target 4.7, which calls for education that promotes human rights, a culture of peace and non-violence, and appreciation of cultural diversity.
• Commitment to Academic Freedom: The NEA justified its rejection by stating the proposal would not “further NEA’s commitment to academic freedom.” This principle is fundamental to achieving a quality education that encourages critical thinking and open inquiry into complex social issues.

Advancing SDG 10: Reduced Inequalities

The controversy surrounding the resolution highlights challenges related to SDG 10, which seeks to reduce inequality within and among countries. The debate centered on concerns that severing ties with the ADL would exacerbate the marginalization of Jewish educators and students.

Addressing Discrimination and Exclusion

The coalition of Jewish organizations opposing the resolution argued that the boycott would have had significant negative impacts, directly contravening the goals of SDG 10. These included:

1. Normalizing the “antisemitic isolation, othering, and marginalization of Jewish teachers, students and families.”
2. Undermining efforts to combat antisemitism, a form of discrimination that creates inequality in educational settings.
3. Creating an environment where a specific religious and ethnic group feels targeted and unsupported within the educational system.

The NEA’s final decision is a measure aimed at preventing such inequalities and ensuring that schools remain inclusive spaces for all, as mandated by SDG 10.

Fostering SDG 16: Peace, Justice, and Strong Institutions

The situation demonstrates the challenge for large institutions like the NEA to navigate contentious issues while promoting peace and justice, a core objective of SDG 16. The goal calls for effective, accountable, and inclusive institutions at all levels.

Institutional Integrity and Conflict Resolution

• Promoting Peaceful and Inclusive Societies: By rejecting a measure seen as divisive, the NEA leadership took a step to mitigate internal and external conflict, reaffirming its role in combating hate and promoting a culture of peace.
• Navigating Nuance: The NEA President’s clarification that the decision was not a full endorsement of the ADL’s work, but a specific rejection of the boycott, reflects an institutional attempt to manage complex stakeholder relationships while upholding a commitment to fighting antisemitism.

Demonstrating SDG 17: Partnerships for the Goals

The successful campaign to overturn the resolution serves as a case study for SDG 17. An unprecedented coalition of nearly 400 Jewish organizations, alongside elected officials, formed a multi-stakeholder partnership to advocate for a shared objective. This collaboration between civil society and public figures was instrumental in influencing the NEA’s policy decision, demonstrating the power of partnerships in achieving goals related to education, equality, and justice.

SDGs Addressed in the Article

Explanation

The article touches upon several Sustainable Development Goals (SDGs) by focusing on education, equality, social justice, and institutional partnerships. The core issues of providing educational materials on antisemitism, ensuring an inclusive campus climate, and the collaboration between different civil society organizations directly link to the global agenda for sustainable development.

• SDG 4: Quality Education: The central theme is education, specifically the provision of “educational materials on antisemitism and Holocaust education” and “ADL curricula and professional development programs.” The debate revolves around ensuring educators have the resources to foster an inclusive and safe learning environment.
• SDG 10: Reduced Inequalities: The article explicitly addresses the fight against discrimination and marginalization. It highlights concerns about the “marginalization of Jewish educators and students” and efforts to prevent “antisemitic isolation, othering, and marginalization,” which are central to reducing inequalities based on religion and origin.
• SDG 16: Peace, Justice and Strong Institutions: The discussion about “combating antisemitism,” addressing “broader hate and bias,” and navigating “campus tensions” relates to promoting peaceful and inclusive societies. The actions of the National Education Association (NEA) as an institution, in making a decision that affects social justice and discrimination, are a key aspect of this goal.
• SDG 17: Partnerships for the Goals: The entire conflict is framed around a partnership between the NEA and the Anti-Defamation League (ADL). The article also describes the “unprecedented coalition effort, with nearly 400 Jewish organizations” working together, which exemplifies the multi-stakeholder partnerships needed to achieve common goals.

Specific SDG Targets Identified

Explanation

Based on the issues discussed, several specific targets within the identified SDGs are relevant.

1. Target 4.7: “By 2030, ensure that all learners acquire the knowledge and skills needed to promote sustainable development, including, among others, through education for… human rights… promotion of a culture of peace and non-violence, global citizenship and appreciation of cultural diversity…” The article’s focus on providing “educational materials on antisemitism and Holocaust education” is a direct effort to equip learners and educators with the knowledge to promote human rights, peace, and cultural understanding.
2. Target 10.3: “Ensure equal opportunity and reduce inequalities of outcome, including by eliminating discriminatory… policies and practices…” The NEA’s rejection of the resolution to cut ties with the ADL is a decision against a policy that was argued to “normalize antisemitic isolation, othering, and marginalization,” thereby upholding the principle of equal opportunity and preventing a discriminatory practice.
3. Target 16.b: “Promote and enforce non-discriminatory laws and policies for sustainable development.” The NEA’s executive committee’s decision to reject the boycott proposal is an example of an institutional policy action aimed at promoting a non-discriminatory environment within educational settings and “combating antisemitism.”
4. Target 17.17: “Encourage and promote effective public, public-private and civil society partnerships…” The article is centered on the partnership between the NEA and the ADL, both civil society organizations. It also highlights the “coalition effort” of nearly 400 other organizations, demonstrating a multi-stakeholder civil society partnership in action to influence policy.

Indicators for Measuring Progress

Explanation

The article implies several indicators that can be used to track progress towards the identified targets, even if they are not official UN indicators.

1. Availability of educational resources: Progress towards Target 4.7 can be measured by the continued access to “ADL curricula and professional development programs.” The decision to preserve this access is a measurable outcome.
2. Reported incidents of discrimination: The article mentions that “Jewish students and faculty have reported increased incidents of antisemitism” and refers to the “ADL’s annual reporting on antisemitic incidents.” This data serves as a direct indicator for tracking progress (or lack thereof) on reducing inequality (Target 10.3) and promoting peace (SDG 16).
3. Existence of institutional partnerships: The status of the partnership between the NEA and the ADL is a clear indicator for Target 17.17. The rejection of the resolution to sever ties means the partnership is maintained, which is a measurable outcome.
4. Formation of coalitions: The creation of the “coalition effort, with nearly 400 Jewish organizations” is a specific, quantifiable indicator of multi-stakeholder engagement (Target 17.17). The number of participating organizations can be tracked as a measure of partnership strength.

Summary Table: SDGs, Targets, and Indicators

Source: diverseeducation.com