RIC Answers the Call for Adult Education and Workforce Development, Part I

Sustainable Development Goals and Rhode Island College’s Efforts in Adult Education and Workforce Development

Introduction

In 2016, former R.I. Gov. Gina Raimondo proposed that at least 70 percent of the state’s working population should possess post-secondary education credentials by 2025. This proposal aligns with the Sustainable Development Goals (SDGs) set by the United Nations, particularly Goal 4: Quality Education and Goal 8: Decent Work and Economic Growth. Rhode Island College (RIC) recognizes the importance of these goals and has implemented various initiatives to support adult learners in achieving higher education and meeting the needs of the workforce.

Rhode Island College’s Focus on Adult Learners

Rhode Island College President Jack Warner acknowledges the challenge of a stagnant workforce growth in the state. To address this issue, RIC has strengthened its institutional focus on adult learners. The college believes that by catering to the needs of adult learners, it can contribute to achieving SDG 4 by providing quality education and SDG 8 by promoting economic growth.

Initiatives in Adult Education and Workforce Development

Rhode Island College has implemented several strategic initiatives to support adult education and workforce development:

• A steadily growing Bachelor of Professional Studies (B.P.S.) degree completion program
• A redesigned Office of Corporate Engagement and Professional Studies
• New weekend graduate courses in clinical social work and “HyFlex” courses for graduate nursing students
• Grant-funded projects through the college’s Institute for Education in Healthcare

These initiatives aim to provide adults with opportunities to further their education, gain new skills, and meet the demands of the workforce.

The B.P.S. Program for Busy Adults

RIC’s Bachelor of Professional Studies (B.P.S.) program is designed specifically for adults who have some college credit but did not complete their degree. This program aligns with SDG 4 by promoting lifelong learning and providing access to quality education for all. The B.P.S. program offers concentrations in social services, organizational leadership, strategic communication, and educational foundations. It allows participants to take two courses per eight-week session, accommodating the busy schedules of adult learners.

Applicants to the B.P.S. program must be 25 years and older, have five years of documented work or military experience, at least 24 college credits, and be working towards their first bachelor’s degree. The program recognizes the value of professional experience and allows some of it to count towards college credit.

Success Stories from B.P.S. Students

The B.P.S. program has already made a positive impact on the lives of its students. Ruth Soares, Nicole Haas-Rodriguez, and Kieshana Dawkins are among the women who formed the B.P.S. “alpha cohort” in spring 2022. They all have different career aspirations but share the common goal of completing their degrees and advancing in their chosen fields. Soares, a 54-year-old student, expresses her excitement about learning new things and believes that the B.P.S. program opens doors for everyone, regardless of age. Haas-Rodriguez sees the program as a way to gain more security and recognition in her current job. Dawkins, who previously faced limitations in her career due to the lack of a degree, now sees the B.P.S. program as an opportunity to support her family and make a difference in her community.

Building Bridges with Rhode Island Employers

Rhode Island College recognizes the importance of collaboration with employers to meet the needs of the workforce. In October 2022, President Warner appointed Jenifer Giroux as the college’s first-ever vice president of corporate engagement and professional studies. Giroux’s role is to develop strategies that expand adult education, continuing education, workforce development, online coursework, and graduate studies in partnership with academic offices. This initiative aligns with SDG 8 by promoting decent work and economic growth.

RIC has received positive responses from employers in Rhode Island who are interested in partnering with the college for training programs. The college’s Workforce Development Hub in Central Falls, which offers certificate classes and job training, has also gained approval to offer credit-bearing classes. This expansion allows for undergraduate, graduate, and dual enrollment courses to be offered, further supporting SDG 4 by providing access to higher education.

Promoting Online Learning and Instructional Design

Rhode Island College recognizes the importance of online learning and its potential to provide quality education to a wider audience. Miko Nino, the assistant vice president for adult and online education, works with faculty and administrators to promote a change in the perception of online learning. Nino emphasizes that online learning can be as effective as traditional learning when well-designed and aligned with career goals. This initiative supports SDG 4 by promoting inclusive and equitable quality education.

Conclusion

Rhode Island College’s efforts in adult education and workforce development align with the Sustainable Development Goals (SDGs), particularly Goal 4: Quality Education and Goal 8: Decent Work and Economic Growth. Through initiatives like the B.P.S. program, partnerships with employers, and a focus on online learning, RIC is working towards a more educated and skilled workforce, contributing to the overall sustainable development of Rhode Island.

SDGs, Targets, and Indicators Analysis

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

• SDG 4: Quality Education
• SDG 8: Decent Work and Economic Growth
• SDG 10: Reduced Inequalities

The article discusses the importance of post-secondary education and workforce development to improve employment opportunities and economic growth. It also highlights the need to address the decline in traditional college-age students and focus on adult learners. These issues align with SDG 4, which aims to ensure inclusive and equitable quality education and promote lifelong learning opportunities for all. Additionally, the article addresses SDG 8, which focuses on promoting sustained, inclusive, and sustainable economic growth, full and productive employment, and decent work for all. Lastly, the article touches on SDG 10, which aims to reduce inequalities within and among countries by ensuring equal access to education and employment opportunities for all individuals.

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

• Target 4.3: By 2030, ensure equal access for all women and men to affordable and quality technical, vocational, and tertiary education, including university.
• Target 8.5: By 2030, achieve full and productive employment and decent work for all women and men, including for young people and persons with disabilities, and equal pay for work of equal value.
• Target 10.3: Ensure equal opportunity and reduce inequalities of outcome, including by eliminating discriminatory laws, policies, and practices and promoting appropriate legislation, policies, and action in this regard.

The article emphasizes the importance of providing access to post-secondary education and workforce development opportunities for all individuals, regardless of age or background. This aligns with Target 4.3, which aims to ensure equal access to affordable and quality education at the tertiary level. The article also discusses the need to promote full and productive employment and decent work, which relates to Target 8.5. Lastly, the article highlights the importance of reducing inequalities and ensuring equal opportunities for all individuals, which corresponds to Target 10.3.

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

• Indicator 4.3.1: Participation rate of youth and adults in formal and non-formal education and training in the previous 12 months.
• Indicator 8.5.1: Average hourly earnings of female and male employees, by occupation, age group, and persons with disabilities.
• Indicator 10.3.1: Proportion of population reporting having personally felt discriminated against or harassed in the previous 12 months on the basis of a ground of discrimination prohibited under international human rights law.

The article mentions the participation of adult learners in the Bachelor of Professional Studies (B.P.S.) program and other workforce development initiatives. This can be measured using Indicator 4.3.1, which tracks the participation rate of youth and adults in formal and non-formal education and training. The article also discusses the career aspirations of the adult learners and their desire for better employment opportunities. This can be measured using Indicator 8.5.1, which looks at average hourly earnings by occupation, age group, and persons with disabilities. Additionally, the article touches on the experiences of individuals facing discrimination or inequality in their workplaces. This can be measured using Indicator 10.3.1, which assesses the proportion of the population reporting discrimination or harassment based on prohibited grounds.

Table: SDGs, Targets, and Indicators

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Source: ric.edu

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