RichmondCC plans special event to highlight need for adult education – The Richmond Observer
RichmondCC plans special event to highlight need for adult education The Richmond Observer
sdgtalks
Sustainable Development Goals and National Adult Education and Family Literacy Week
Introduction
In partnership with the Coalition on Adult Basic Education, Richmond Community College is inviting the community to celebrate National Adult Education and Family Literacy Week, which is scheduled from September 16-20. This event aims to recognize the achievements of adult education and family literacy students, faculty, and staff, while also highlighting the impact of adult education on families and businesses.
Information Session and Registration Event
As part of the celebrations, RichmondCC will be hosting a free information session and registration event on Tuesday, September 17, at 10 a.m. at the Cole Auditorium. The event, titled “Adult Education for the Future: Understanding the Need, the Impact and YOU,” will provide an opportunity for attendees to learn about the different educational programs available, such as High School Equivalency and Adult High School diplomas, as well as the process for earning a GED or HiSET diploma. The event will also highlight the need for supporting adult education programs and offer part-time instructor positions for those interested in getting involved.
Sponsor a Graduate Initiative
In addition to the information session, RichmondCC is requesting donations to the “Sponsor a Graduate” initiative. This initiative aims to offset the cost of High School Equivalency exam fees for adult education students, ensuring that financial barriers do not hinder their educational pursuits.
The Need for Adult Education
Statistics show that over 30 million Americans over the age of 25, or one out of every 10 U.S. citizens, do not have a high school diploma. In Richmond and Scotland counties, this number is even higher, with approximately one out of every five individuals lacking a high school diploma. RichmondCC’s Adult Education department is committed to addressing this issue and has served over 700 individuals in the past year alone. It is worth noting that 80 percent of these students entered the program functioning below the high school level.
Addressing the Skills Gap
Dean of Adult Education Nicole Worley emphasizes the growing need for high school credentials and English as a Secondary Language for non-English speaking adults. Adult education and family literacy programs play a crucial role in improving basic literacy and math skills, enhancing oral and written English proficiency, obtaining high school equivalence degrees, and preparing individuals for postsecondary education or training. These programs are designed to break the cycles of low literacy, low education, and poverty, aligning with the Sustainable Development Goals (SDGs) of Quality Education (SDG 4) and No Poverty (SDG 1).
Job Opportunities and Education
Research from the Bureau of Labor Statistics reveals that individuals without a high school diploma or some college experience face limited job growth opportunities. Approximately 48 percent of job openings require middle-skill, while 32 percent require high-skill, indicating that nearly 80 percent of all job openings demand more than a high school education. By participating in RichmondCC’s Adult Education program, adults can explore various career pathways and develop the necessary skills to advance their careers through postsecondary education or training. Moreover, graduates of the High School Equivalency and Adult High School programs are eligible for the Finish for Your Future Scholarship, which covers up to $1,000 in tuition and fees for college curriculum or continuing education classes.
Join the Celebration
The event “Adult Education for the Future: Understanding the Need, the Impact and YOU” on September 17 is open to the public. Whether individuals need to complete their high school credential, improve their English language skills, or want to get involved in adult education, they are encouraged to attend. For more information, please call 910-410-1700.
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
The article discusses the importance of adult education and family literacy programs in improving basic literacy and math skills, obtaining high school equivalence degrees, and breaking the cycles of low literacy, low education, and poverty. These issues are directly related to SDG 4, which aims to ensure inclusive and equitable quality education and promote lifelong learning opportunities for all. Additionally, the article mentions the impact of adult education on job opportunities, indicating a connection to SDG 8, which focuses on promoting sustained, inclusive, and sustainable economic growth, full and productive employment, and decent work for all. Lastly, the article highlights the disparities in educational attainment, particularly the lack of high school diplomas, which aligns with SDG 10’s goal of reducing inequalities.
2. What specific targets under those SDGs can be identified based on the article’s content?
- SDG 4.6: By 2030, ensure that all youth and a substantial proportion of adults, both men and women, achieve literacy and numeracy.
- SDG 8.6: By 2020, substantially reduce the proportion of youth not in employment, education, or training.
- SDG 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’s content aligns with these specific targets under the relevant SDGs. It emphasizes the importance of adult education in improving literacy and math skills for both youth and adults, which relates to SDG 4.6. Additionally, the article mentions the impact of adult education on employment opportunities, which is connected to SDG 8.6. Lastly, the article highlights the disparities in educational attainment and the need to reduce inequalities, reflecting SDG 10.3.
3. Are there any indicators mentioned or implied in the article that can be used to measure progress towards the identified targets?
- Number of adults achieving literacy and numeracy skills
- Proportion of youth not in employment, education, or training
- Educational attainment levels and disparities
The article does not explicitly mention specific indicators to measure progress towards the identified targets. However, the indicators mentioned above can be used to measure progress in achieving SDG 4.6, SDG 8.6, and SDG 10.3. These indicators can be measured through data collection on adult literacy and numeracy rates, employment and education status of youth, and educational attainment levels and disparities among different population groups.
Table: SDGs, Targets, and Indicators
| SDGs | Targets | Indicators |
|---|---|---|
| SDG 4: Quality Education | 4.6: By 2030, ensure that all youth and a substantial proportion of adults, both men and women, achieve literacy and numeracy. | – Number of adults achieving literacy and numeracy skills |
| SDG 8: Decent Work and Economic Growth | 8.6: By 2020, substantially reduce the proportion of youth not in employment, education, or training. | – Proportion of youth not in employment, education, or training |
| SDG 10: Reduced Inequalities | 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. | – Educational attainment levels and disparities |
Source: richmondobserver.com
