Department of Education’s New Agenda for Postsecondary Education and Alignment with Sustainable Development Goals

A new strategic direction for American higher education has been outlined by the newly confirmed Under Secretary of the Department of Education, Nicholas Kent. The agenda prioritizes accountability, student return on investment, and workforce alignment, reflecting a significant push towards achieving key United Nations Sustainable Development Goals (SDGs), particularly those related to education, economic growth, and inequality.

Core Priorities and Contribution to SDG 4 (Quality Education)

The Under Secretary’s vision centers on reforming postsecondary education to ensure it is valuable, accessible, and directly contributes to societal well-being, in line with the principles of SDG 4, which advocates for inclusive and equitable quality education and lifelong learning opportunities for all.

Enhancing Educational Value and Accountability

The primary objectives set forth by Under Secretary Kent aim to fundamentally improve the quality and outcomes of higher education. These include:

• Controlling escalating student debt to ensure affordability.
• Building public trust in postsecondary institutions.
• Ensuring students experience a positive return on their educational investment.

This focus on accountability and value directly supports SDG Target 4.3, which aims to ensure equal access for all women and men to affordable and quality technical, vocational, and tertiary education, including university.

Reforming the “Higher Education Industrial Complex”

Kent has called for the “higher education industrial complex” to be “shaken up by competition, accountability, and a future-focused mindset.” This approach seeks to ensure that taxpayer investment in education equips citizens with relevant skills, a core component of delivering the “quality education” mandated by SDG 4.

Economic Empowerment Through Education: A Focus on SDG 8 (Decent Work and Economic Growth)

A central theme of the new agenda is the direct link between education and employment, a cornerstone of SDG 8, which promotes sustained, inclusive, and sustainable economic growth, full and productive employment, and decent work for all.

Workforce Development and Career-Aligned Pathways

The administration’s strategy emphasizes that education must have a direct impact on a graduate’s ability to contribute to the workforce. Key policy points include:

1. Increasing access to alternative postsecondary pathways, including vocational schools.
2. Ensuring high school graduates enter college with a clear direction.
3. Focusing federal support on making students “skilled enough to succeed.”

These measures are designed to fulfill SDG Target 4.4, which seeks to substantially increase the number of youth and adults who have relevant skills, including technical and vocational skills, for employment, decent jobs, and entrepreneurship.

Managing Student Debt to Foster Economic Stability

The Under Secretary highlighted the systemic failure in managing the $1.7 trillion student loan portfolio, of which 25 percent is in default. By addressing unsustainable tuition increases enabled by federal loans, the department aims to alleviate the debt burden that hinders graduates’ economic participation, thereby contributing to the broader economic stability envisioned in SDG 8 and the poverty reduction goals of SDG 1.

Addressing Inequalities and Ensuring Institutional Integrity (SDG 10 & SDG 16)

While the agenda is praised by some for its focus on outcomes, it has also drawn scrutiny regarding its potential impact on equity and institutional oversight, bringing SDG 10 (Reduced Inequalities) and SDG 16 (Peace, Justice and Strong Institutions) to the forefront.

Stakeholder Perspectives on Equity and Consumer Protection

Reactions from higher education experts are mixed, highlighting a critical tension between market-based reforms and student protection.

• Critics express concern over Kent’s past affiliations with for-profit colleges, which they argue can be predatory towards vulnerable student populations, undermining the goals of SDG 10.
• Skeptics question whether the administration’s focus on accountability is rhetorical, pointing to a perceived lack of oversight in protecting students from fraud and poor outcomes.
• Proponents, however, are encouraged by the shift towards constructive policy discussions on value and career pathways, away from divisive cultural issues.

Building Trust and Institutional Accountability

The stated mission to “restore the greatness of American higher education” is intrinsically linked to SDG 16, which calls for effective, accountable, and transparent institutions. Critics argue that achieving this requires sufficient federal staffing to properly oversee the sector and protect both students and taxpayers. The debate underscores the need for strong institutional frameworks to ensure that reforms genuinely serve all students equitably and contribute to a just and prosperous society.

Relevant Sustainable Development Goals (SDGs)

SDG 4: Quality Education

• The article is centered on higher education policy in the United States. It discusses priorities such as ensuring students experience a “positive return on investment,” equipping them with “skills and knowledge needed to thrive,” and increasing “access to alternative postsecondary pathways.” These themes directly align with the goal of ensuring inclusive and equitable quality education.

SDG 8: Decent Work and Economic Growth

• The article repeatedly connects education to employment and economic contribution. It emphasizes that taxpayer investment is justified when colleges “equip American citizens with the skills and knowledge needed to thrive in this rapidly-evolving economy.” The focus on “workforce development” and ensuring “taxpayer money spent on their education should have a direct impact on their ability to contribute to the workforce” links directly to promoting sustained, inclusive economic growth and productive employment.

SDG 10: Reduced Inequalities

• The article touches upon issues of equity in higher education. The new under secretary is described as a “first-generation college student and Pell Grant recipient,” which highlights the importance of access for students from disadvantaged backgrounds. The goal is to ensure postsecondary programs “are genuinely helping young Americans,” implying an inclusive approach to reduce inequalities in educational outcomes.

SDG 16: Peace, Justice and Strong Institutions

• A major theme in the article is the need for accountability and reform within the higher education system and the Department of Education. Phrases like “building public trust,” “accountability,” “constructive regulation,” and criticism that the department is “failing to properly manage student loans” point to the need for effective, accountable, and transparent institutions. The call for colleges to “answer for their students’ outcomes” is a direct appeal for institutional accountability.

Specific SDG Targets

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’s focus on “controlling student debt,” making education affordable, and increasing “access to alternative postsecondary pathways” directly supports this target.
• 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. This is addressed through the emphasis on “career-aligned education pathways” and ensuring students are “skilled enough to succeed” and can “contribute to the workforce.”

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 article’s core objective of ensuring education provides a “positive return on investment” and leads to successful workforce integration aligns with this target’s goal of preventing youth unemployment and disengagement.

SDG 10: Reduced Inequalities

• Target 10.3: Ensure equal opportunity and reduce inequalities of outcome. The mention of the under secretary’s background as a “first-generation college student and Pell Grant recipient” and the stated goal of helping “young Americans” succeed through education implies a focus on ensuring students from all socioeconomic backgrounds have an equal opportunity for positive outcomes.

SDG 16: Peace, Justice and Strong Institutions

• Target 16.6: Develop effective, accountable and transparent institutions at all levels. The article is replete with calls for this, including demands for “accountability reforms,” “constructive regulation,” and better management of the student loan portfolio. The statement that “colleges should not be increasing their tuition each year… without having to answer for their students’ outcomes” is a clear call for institutional accountability.

Indicators for Measuring Progress

Indicators for Target 4.3 (Affordable and Quality Tertiary Education)

• Student Loan Portfolio Size: The article explicitly mentions the “$1.7 trillion student loan portfolio.” The growth or reduction of this portfolio can serve as an indicator of the affordability of higher education.
• Student Loan Default Rate: The article states that the student loan portfolio is “25 percent in default.” This percentage is a direct indicator of students’ ability to afford their education post-graduation and the financial viability of the system.

Indicators for Target 4.4 (Relevant Skills for Employment)

• Return on Investment (ROI): The article highlights ensuring students experience a “positive return on investment” as a key priority. This can be measured by comparing student debt levels to post-graduation earnings, serving as an indicator of the value and relevance of the skills acquired.
• Student Outcomes: The term “students’ outcomes” is used frequently. This can be measured through indicators like graduation rates, employment rates within a certain period after graduation, and salary levels, all of which reflect the acquisition of relevant skills.

Indicators for Target 16.6 (Effective and Accountable Institutions)

• Public Trust Levels: “Building public trust” is stated as a priority. This can be measured through public opinion surveys on the value and integrity of higher education institutions and the government bodies that oversee them.
• Incidents of Fraud and Oversight Actions: The article mentions the need for “protecting students from fraud and poor outcomes.” The number of investigations into institutional fraud and the enforcement actions taken against institutions with poor student outcomes can serve as an indicator of accountability.

Summary of Findings

Source: insidehighered.com