RichmondCC pilots new adult ed program ‘Next Steps’ – The Richmond Observer

Richmond Community College Launches Next Steps Program to Support Adults with Disabilities

Introduction

Richmond Community College (RichmondCC) is launching a new program called Next Steps, which aims to support adults with intellectual and developmental disabilities (IDD) in entering the workforce. This program focuses on providing contextualized academic instruction, workplace readiness skills, and opportunities for career training enrollment. The initiative aligns with the Sustainable Development Goals (SDGs) set by the United Nations to promote inclusive and equitable quality education, decent work and economic growth, and reduced inequalities.

Program Development

The College & Career Readiness staff at RichmondCC has collaborated with community partners to develop the Next Steps program. An information session about the program will be held on Monday, Nov. 13, at 5:30 p.m. on the Hamlet Campus. This session aims to raise awareness and engage the public in supporting the program’s mission.

Impact and Goals

Dr. Dale McInnis, president of RichmondCC, emphasizes the importance of providing education and training to all students, including those with disabilities. The Next Steps program is expected to change the lives of many individuals by equipping them with meaningful and employable skills. Research shows that 65 percent of students with intellectual disabilities who complete a higher education program secure paid employment within one year after graduation, highlighting the potential impact of this initiative.

Addressing Educational Disparities

RichmondCC’s College & Career Readiness department operates under the federally funded WIOA Title II Adult Education program. This department offers free adult basic education, high school equivalency, adult high school, and English as a Second Language classes. The Next Steps program expands on these offerings to address the educational disparities faced by adults with IDD in Richmond and Scotland counties, where approximately 19 percent of individuals over 25 lack a high school diploma.

Challenges and Support

Despite an increasing demand for College & Career Readiness programs, resources for adult education have decreased over the past decade. The Coalition on Adult Basic Education reports a decline in state and federal funds, resulting in limited access to services for the 44 million adults in the U.S. with low basic skills. RichmondCC relies on the support of its Foundation and generous donors to sustain programs like adult education. The Foundation has provided financial assistance for High School Equivalency testing fees, graduation gowns, membership fees for the National Adult Education Honor Society, and scholarships for adult education graduates.

Recognition and Graduation

RichmondCC acknowledges the achievements of its adult education students by organizing graduation ceremonies. This fall, the college will hold a second graduation ceremony for high school equivalency and adult high school students. Additionally, 10 students have been nominated by their instructors for membership in the National Adult Education Honor Society, recognizing their academic excellence and workplace readiness.

Supporting the Cause

To learn more about RichmondCC’s adult education programs or to become a donor supporting these initiatives, interested individuals can contact the college at 910-410-1700. By contributing to these programs, individuals can help promote inclusive education, economic growth, and reduced inequalities in their community.

SDGs, Targets, and Indicators in the Article

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

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

• SDG 4.3: By 2030, ensure equal access for all women and men to affordable and quality technical, vocational, and tertiary education, including university.
• SDG 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.
• SDG 10.2: By 2030, empower and promote the social, economic, and political inclusion of all, irrespective of age, sex, disability, race, ethnicity, origin, religion, or economic or other status.

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

Yes, there are indicators mentioned in the article that can be used to measure progress towards the identified targets:

• Percentage of students with intellectual disabilities who complete a higher education program and have a paid job one year after graduation (indicator for SDG 4.3).
• Number of adults older than 25 without a high school diploma in Richmond and Scotland counties (indicator for SDG 4.3).
• Percentage of adult learners who can access adult education services (indicator for SDG 4.3).
• Percentage of students nominated for the National Adult Education Honor Society (indicator for SDG 10.2).

Table: SDGs, Targets, and Indicators

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Source: richmondobserver.com

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