Op-Ed | Access to citywide adult education programs is a true path to tackling affordability – amNewYork – amNewYork

Addressing Adult Literacy and Workforce Development in New York City: A Sustainable Development Goals Perspective

Introduction

New York City faces a critical challenge in adult literacy and workforce readiness, directly impacting the city’s economic affordability and social equity. This report highlights the urgent need to improve literacy and vocational skills among adult New Yorkers, aligning these efforts with the United Nations Sustainable Development Goals (SDGs), particularly SDG 4 (Quality Education), SDG 8 (Decent Work and Economic Growth), and SDG 10 (Reduced Inequalities).

Current Literacy and Numeracy Challenges

1. According to federal data, 24% of New York adults are at the lowest literacy levels, defined as:
   • Functionally illiterate (reading below a fifth-grade level)
   • Lacking a high school diploma
   • Unable to speak English
2. Geographical disparities include:
   • Brooklyn and Queens literacy rates approximately 10% higher than the state average
   • Bronx with 50% of adults lacking basic literacy skills
3. Numeracy deficits are equally severe:
   • Nearly 50% of Brooklyn residents cannot perform basic math
   • Two-thirds of Bronx residents lack basic arithmetic skills

Impact on Employment and Economic Stability

Millions of adult New Yorkers lack the foundational skills necessary to secure and maintain employment, contributing to economic instability and social inequality. This situation undermines SDG 8 by limiting access to decent work and economic growth opportunities.

Case Study: Vocational Training Challenges

BronxWorks’ partnership with a local community college to offer a free solar panel installation program revealed significant barriers:

• High dropout rates due to insufficient literacy and math skills
• Lack of resources to provide remedial education

This case underscores the need for integrated educational support to meet SDG 4 targets for inclusive and equitable quality education.

Recommendations for Systemic Change

Enhancing K-12 Education

• Renewed focus on trade and vocational education across all five boroughs
• Collaboration between educators, industry, and labor leaders to tailor curricula to labor market needs
• Identification and guidance of students suited for vocational pathways

Expanding Adult Education Programs

• Increase funding for adult basic education programs to hire skilled instructors and improve learning environments
• Expand free English as a Second Language (ESL) programs with flexible scheduling to accommodate working adults and caregivers
• Incorporate workplace etiquette training to enhance employability

Employer Engagement

• Encourage employers to reconsider rigid requirements for college degrees or high school diplomas when not essential for job performance
• Recognize and utilize the untapped talent pool to reduce inequalities (SDG 10)

Successful Initiatives Supporting Workforce Development

Collaborations such as those between BronxWorks, Champlain Hudson Power Express, Rockefeller Philanthropy Advisors, and the Association for Energy Affordability demonstrate effective models by:

• Providing targeted training in energy efficiency and weatherization
• Implementing thorough screening and assessment to match trainees with appropriate programs
• Facilitating pathways to sustainable employment aligned with SDG 8

Conclusion

New York City’s affordability crisis is exacerbated by educational and skills gaps among adults, contributing to economic insecurity and social disparities. Addressing these challenges through comprehensive education reforms and adult learning programs is essential to achieving the Sustainable Development Goals, particularly SDG 4, SDG 8, and SDG 10. By investing in education and workforce development, the city can empower its residents to secure dignified employment and improve their quality of life.

Reported by Ms. Tamaisar, Vice President of Workforce Development, BronxWorks.

1. Sustainable Development Goals (SDGs) Addressed or Connected

1. SDG 4: Quality Education
   • The article highlights the lack of basic literacy and numeracy skills among adults in New York City, emphasizing the need for improved education and adult learning programs.
2. SDG 8: Decent Work and Economic Growth
   • The discussion about the inability of many adults to secure well-paying jobs due to lack of skills connects to promoting sustained, inclusive economic growth and productive employment.
3. SDG 10: Reduced Inequalities
   • The article points out disparities in literacy rates across boroughs, especially in the Bronx, indicating social and economic inequalities.
4. SDG 1: No Poverty
   • By linking education and employment to affordability and living wages, the article indirectly addresses poverty reduction.

2. Specific Targets Under Those SDGs Identified

1. SDG 4: Quality Education
   • Target 4.6: Ensure that all youth and a substantial proportion of adults, both men and women, achieve literacy and numeracy.
   • Target 4.4: Increase the number of youth and adults who have relevant skills, including technical and vocational skills, for employment.
2. SDG 8: Decent Work and Economic Growth
   • Target 8.6: Reduce the proportion of youth not in employment, education or training.
   • Target 8.5: Achieve full and productive employment and decent work for all women and men.
3. SDG 10: Reduced Inequalities
   • Target 10.2: Empower and promote the social, economic and political inclusion of all, irrespective of age, sex, disability, race or economic status.
4. SDG 1: No Poverty
   • Target 1.2: Reduce at least by half the proportion of men, women and children living in poverty in all its dimensions.

3. Indicators Mentioned or Implied to Measure Progress

1. Literacy Rates
   • Percentage of adults with literacy below a fifth-grade level or functionally illiterate (explicitly mentioned as 24% citywide, 50% in the Bronx).
2. Numeracy Skills
   • Proportion of adults unable to perform basic arithmetic (nearly half in Brooklyn, two-thirds in the Bronx).
3. Educational Attainment
   • Percentage of adults lacking a high school diploma.
4. Enrollment and Completion Rates in Vocational and Adult Education Programs
   • Dropout rates from vocational training programs due to skill gaps (implied by the dropout in the solar panel installation program).
   • Availability and accessibility of adult education and ESL programs (implied as a measure of program reach and inclusivity).
5. Employment Outcomes
   • Number of adults placed in well-paying jobs after training programs.

4. Table of SDGs, Targets and Indicators

Source: amny.com