Report on the Development of New Childcare Facilities in Grand Traverse Region

Introduction

Northwest Education Services in Traverse City has initiated the construction of the Joseph C. Fisher Early Childhood and Family Center, aiming to address the critical shortage of childcare services in the Grand Traverse Region. This development aligns with several Sustainable Development Goals (SDGs), particularly SDG 4 (Quality Education), SDG 5 (Gender Equality), and SDG 8 (Decent Work and Economic Growth).

Context and Need for Childcare Expansion

• There is a significant shortage of childcare providers relative to the population, creating a high demand for childcare spots.
• Michigan State University’s Licensed Child Care Deserts Data indicates that in Grand Traverse County, more than three children compete for a single daycare spot.
• Families often join waitlists for childcare well before pregnancy, highlighting the urgency of accessible childcare services.
• Childcare scarcity affects employment opportunities, as families sometimes cannot accept jobs due to lack of childcare.

Project Details and Objectives

1. Facility Capacity: The new center will provide childcare for 8 children, including toddlers and newborns.
2. Community Support: The center will feature indoor and outdoor spaces designed to foster community among families and provide access to professional support.
3. Educational Opportunities: Students at Northwest Education Services will gain hands-on experience in early childhood development by working at the center.

Alignment with Sustainable Development Goals (SDGs)

• SDG 4 – Quality Education: The center offers practical learning opportunities for students interested in early childhood education, enhancing skills and career readiness.
• SDG 5 – Gender Equality: By improving access to childcare, the project supports working parents, particularly women, enabling greater participation in the workforce.
• SDG 8 – Decent Work and Economic Growth: Addressing childcare shortages helps families accept employment opportunities, contributing to economic stability and growth.
• SDG 11 – Sustainable Cities and Communities: The center promotes inclusive community spaces where families can connect and support each other.

Stakeholder Perspectives

• Lauren Dake, Family Liaison: Emphasized the difficulty families face in finding childcare and the impact on employment decisions.
• Robin Hornkohl, Collaborative Coordinator: Highlighted the gap in childcare services and the dedication of local providers, as well as the importance of quality hands-on learning for students.

Project Timeline

The Joseph C. Fisher Early Childhood and Family Center is scheduled to open in January 2026, marking a significant step toward improving childcare accessibility and supporting sustainable community development in the Grand Traverse Region.

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

1. SDG 4: Quality Education – The article discusses providing students with opportunities to learn about early childhood development and hands-on learning experiences in infant and toddler care.
2. SDG 3: Good Health and Well-being – By increasing access to childcare, the article indirectly supports the well-being of children and families.
3. SDG 5: Gender Equality – Access to childcare enables parents, especially women, to participate more fully in the workforce and education.
4. SDG 11: Sustainable Cities and Communities – The creation of community spaces for families to connect supports inclusive and sustainable community development.

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

1. SDG 4 – Target 4.2: Ensure that all girls and boys have access to quality early childhood development, care, and pre-primary education so that they are ready for primary education.
2. SDG 3 – Target 3.4: Promote mental health and well-being, which can be supported by providing safe and supportive childcare environments.
3. SDG 5 – Target 5.4: Recognize and value unpaid care and domestic work through the provision of public services, infrastructure, and social protection policies.
4. SDG 11 – Target 11.7: Provide universal access to safe, inclusive, and accessible green and public spaces, particularly for vulnerable groups.

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

1. Indicator for SDG 4.2: Proportion of children under 5 years of age who are developmentally on track in health, learning, and psychosocial well-being, as well as the availability of licensed childcare spots relative to demand (implied by the “three-plus kids trying to get into one spot” data).
2. Indicator for SDG 3.4: Access to quality childcare services that support mental health and well-being of children and families (implied by the creation of supportive childcare environments).
3. Indicator for SDG 5.4: Number of childcare facilities available to support working parents, particularly women (implied by the new childcare center increasing capacity by 8 children).
4. Indicator for SDG 11.7: Availability of community spaces for families to meet and connect (implied by the indoor and outdoor spaces for families at the center).

4. Table: SDGs, Targets and Indicators

Source: 9and10news.com

Report on Adult Literacy Challenges and Sustainable Development Goals in Richmond

Introduction

This report highlights the critical issue of adult literacy in Richmond, as presented by Mary Graham, CEO of READ RVA, a nonprofit organization dedicated to adult literacy. The discussion emphasizes the intersection of literacy challenges with the United Nations Sustainable Development Goals (SDGs), particularly SDG 4 (Quality Education), SDG 3 (Good Health and Well-being), and SDG 10 (Reduced Inequalities).

Context and Challenges of Adult Literacy in Richmond

1. Prevalence of Low Literacy: Approximately 100,000 adults in the greater Richmond area lack functional reading skills, impacting their daily lives and economic participation.
2. Misconceptions about Literacy: Literacy is often assumed to be a childhood-acquired skill, yet many adults face literacy challenges due to economic instability, underfunded education systems, incarceration, immigration, and trauma.
3. Invisible Struggles: Adults with low literacy frequently develop coping mechanisms to hide their difficulties, which include avoiding medical appointments, feigning tiredness to avoid homework help, and relying on others for tasks requiring reading.

Impact on Sustainable Development Goals

• SDG 4 – Quality Education: Adult literacy programs like READ RVA contribute directly to inclusive and equitable quality education by providing learning opportunities beyond traditional schooling.
• SDG 3 – Good Health and Well-being: Literacy affects health outcomes as adults with low literacy may avoid healthcare due to complex paperwork, leading to untreated illnesses.
• SDG 10 – Reduced Inequalities: Addressing adult literacy reduces social and economic inequalities by empowering marginalized populations to participate fully in society.

Personal Narratives Illustrating Literacy Challenges

• A man on Broad Street who silently sought help reading directions, illustrating the hidden nature of literacy struggles.
• Parents knowledgeable about city bus routes but unable to read school notices, highlighting barriers to parental engagement in education.
• Adults avoiding healthcare due to fear of paperwork, demonstrating the intersection of literacy and health.

Broader Social Implications

Adult literacy is not merely an educational issue but a matter of dignity and inclusion. The stigma and shame associated with low literacy perpetuate silence and exclusion, undermining community cohesion and economic development. Richmond’s resilience is notable, yet it masks the endurance required by adults navigating systems not designed for them.

Recommendations for Sustainable Development

1. Integrate Adult Literacy into Core Community Planning: Recognize adult literacy as essential to belonging and participation in Richmond, not as a peripheral charity effort.
2. Design Inclusive Systems: Develop services and communications that accommodate varying literacy levels to reduce barriers in healthcare, housing, and employment.
3. Support Adult Learners with Respect and Resources: Provide accessible learning opportunities that acknowledge the courage and complexity of adult education journeys.
4. Raise Awareness and Reduce Stigma: Promote community understanding of adult literacy challenges to foster empathy and support.

Conclusion

Addressing adult literacy in Richmond aligns with achieving multiple Sustainable Development Goals by promoting quality education, health, and reduced inequalities. The efforts of organizations like READ RVA demonstrate the importance of viewing literacy as a lifelong right and necessity. To build an inclusive city, stakeholders must recognize and support the silent struggles of adult learners, ensuring no one is left to navigate alone.

1. Sustainable Development Goals (SDGs) Addressed

1. SDG 4: Quality Education – The article focuses on adult literacy, highlighting challenges adults face in reading and the importance of education beyond childhood.
2. SDG 1: No Poverty – Literacy is linked to economic stability, job opportunities, and overcoming poverty-related barriers.
3. SDG 3: Good Health and Well-being – The article mentions adults avoiding medical care due to literacy challenges, connecting literacy to health outcomes.
4. SDG 10: Reduced Inequalities – The discussion on systemic barriers, including economic instability, incarceration, and immigration, relates to reducing inequalities.
5. SDG 11: Sustainable Cities and Communities – The article emphasizes designing cities that are inclusive and navigable for all residents, including those with literacy challenges.

2. Specific Targets Under the Identified SDGs

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.
2. SDG 1: No Poverty
   • Target 1.4: Ensure that all men and women have equal rights to economic resources, including access to basic services.
3. SDG 3: Good Health and Well-being
   • Target 3.8: Achieve universal health coverage, including access to quality essential health-care services.
4. SDG 10: Reduced Inequalities
   • Target 10.2: 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.
5. SDG 11: Sustainable Cities and Communities
   • Target 11.3: Enhance inclusive and sustainable urbanization and capacity for participatory, integrated and sustainable human settlement planning and management.

3. Indicators Mentioned or Implied to Measure Progress

1. Indicator for Target 4.6 (SDG 4): Proportion of population in a given age group achieving at least a fixed level of proficiency in functional literacy and numeracy skills.
2. Indicator for Target 1.4 (SDG 1): Proportion of population living below the national poverty line, disaggregated by literacy level or educational attainment.
3. Indicator for Target 3.8 (SDG 3): Coverage of essential health services, potentially linked to literacy levels affecting access and utilization.
4. Indicator for Target 10.2 (SDG 10): Measures of social and economic inclusion, such as access to services and participation in community life, which literacy impacts.
5. Indicator for Target 11.3 (SDG 11): Proportion of urban population living in slums or informal settlements, and measures of urban inclusivity, which can be affected by literacy and accessibility.

4. Summary Table of SDGs, Targets, and Indicators

Source: rvamag.com

Obituary Report: Sally June Kirk Adkins

Introduction

Sally June Kirk Adkins, aged 84, passed away on February 28, 2026, at St. Mary’s Hospital in Huntington, West Virginia, the same hospital where she was born on September 1, 1941. Her life journey reflects a strong commitment to education, community service, and sustainable development, aligning with several United Nations Sustainable Development Goals (SDGs).

Early Life and Education

• Born to Reva Ann Hamilton Kirk and Harry Lee Kirk Jr.
• Raised in the East End/Highlawn area of Huntington
• Attended Emmons and Enslow/Highlawn Elementary, Enslow Junior High School, and Huntington East High School (Class of 1959)
• Developed lifelong friendships through Camp Fire Girls, fostering social inclusion and community (SDG 4: Quality Education; SDG 10: Reduced Inequalities)

Family and Personal Life

• Married Fred Adkins on August 5, 1961
• Supported husband’s military career, living in various locations including Germany
• Raised three children and nurtured a strong family bond (SDG 3: Good Health and Well-being; SDG 5: Gender Equality)

Professional Career and Community Service

Sally’s dedication to education and literacy significantly contributed to community development and lifelong learning:

1. Earned a Bachelor of Science in Elementary Education from West Virginia University (1965)
2. Completed a Master’s degree in Childhood Education at Marshall University (1975)
3. Worked as a preschool, kindergarten, resource, and elementary school teacher, including support for hearing-impaired children (SDG 4: Quality Education)
4. Volunteered extensively in adult literacy programs and served as chair of the West Virginia State Reading Council Literacy Committee
5. Held leadership and volunteer roles in numerous organizations promoting education, health, and community welfare, such as:

• Contact of Huntington
• Tri-River Council Camp Fire Girls
• Tri-State Literacy Council
• Y-Huntington Swim Club
• Cabell County Bar Auxiliary
• Developmental Therapy Center
• Veterans Memorial Field House Authority
• West Virginia State Reading Council
• Appalachian Regional Commission Workforce Literacy Project
• Junior League
• Huntington East Highlander Booster Club

Environmental Stewardship and Lifestyle

• Built and maintained a cabin and estate home in Randolph County, West Virginia, fostering sustainable living and connection with nature (SDG 11: Sustainable Cities and Communities; SDG 15: Life on Land)
• Engaged in outdoor activities such as skiing, hiking, cattle raising, and wildlife observation
• Participated actively in local community initiatives, including playground development and library volunteering
• Served on boards of Valley Health System and Snowshoe Foundation, promoting health and well-being (SDG 3: Good Health and Well-being)

Legacy and Survivors

Sally is remembered as a beloved family member and community leader who inspired others through her compassion and dedication. She is survived by:

• Husband: Fred Adkins
• Children: Allison Camara (Ken), Kirk Adkins (Susan), Ann Enthoven (Nick)
• Nine grandchildren: Katherine, Isabel (Julien), Lindsey Camara; Dylan and River Adkins; Meg, Luke, Sydney, and Reece Enthoven

Memorial Service and Donations

• Celebration of life scheduled for 1 p.m., Thursday, March 26, 2026, at Johnson Memorial United Methodist Church
• Family will receive friends from 11 a.m. to 1 p.m. prior to the service
• In lieu of flowers, donations are encouraged to the Tri-State Literacy Council via the Cabell County Public Library website, supporting literacy and education (SDG 4: Quality Education)
• Checks may be mailed to: Cabell County Public Library, 455 9th Street, Huntington, WV 25701
• Online condolences can be left at www.beardmortuary.com

1. Sustainable Development Goals (SDGs) Addressed or Connected to the Issues Highlighted in the Article

1. SDG 3: Good Health and Well-being
   • The article mentions Sally’s long life and her passing at a hospital, highlighting the importance of healthcare services and well-being in the community.
   • Her involvement in community health-related boards such as Valley Health System.
2. SDG 4: Quality Education
   • Sally’s passion for education, her degrees in elementary and childhood education, and her career as a teacher.
   • Her volunteer work in adult literacy tutoring and leadership in literacy councils.
3. SDG 10: Reduced Inequalities
   • Her work as a resource teacher for hearing-impaired children and involvement in literacy programs aimed at adult education suggests efforts to reduce educational inequalities.
4. SDG 11: Sustainable Cities and Communities
   • Her community involvement in improving local amenities such as playgrounds and libraries.
   • Participation in local organizations and boards that support community development.
5. SDG 17: Partnerships for the Goals
   • Her work with multiple organizations and councils indicates collaboration and partnerships to achieve community development and literacy goals.

2. Specific Targets Under Those SDGs Identified Based on the Article’s Content

1. SDG 3: Good Health and Well-being
   • Target 3.8: Achieve universal health coverage, including access to quality essential health-care services.
   • Target 3.4: Reduce premature mortality from non-communicable diseases and promote mental health and well-being.
2. SDG 4: Quality Education
   • Target 4.1: Ensure that all girls and boys complete free, equitable and quality primary and secondary education.
   • Target 4.6: Ensure that all youth and a substantial proportion of adults achieve literacy and numeracy.
   • Target 4.7: Ensure that all learners acquire knowledge and skills needed to promote sustainable development.
3. SDG 10: Reduced Inequalities
   • Target 10.2: Empower and promote the social, economic and political inclusion of all, irrespective of disability.
4. SDG 11: Sustainable Cities and Communities
   • Target 11.7: Provide universal access to safe, inclusive and accessible, green and public spaces.
5. SDG 17: Partnerships for the Goals
   • Target 17.17: Encourage and promote effective public, public-private and civil society partnerships.

3. Indicators Mentioned or Implied in the Article to Measure Progress Towards the Identified Targets

1. SDG 3 Indicators
   • Proportion of population with access to essential health services (implied by hospital care and community health involvement).
   • Life expectancy at birth (implied by Sally’s age and health history).
2. SDG 4 Indicators
   • Literacy rate of youth and adults (implied by Sally’s work in adult literacy tutoring and literacy councils).
   • Participation rate in organized learning (implied by Sally’s educational background and teaching career).
3. SDG 10 Indicators
   • Proportion of people with disabilities who participate in education and community programs (implied by her work with hearing-impaired children).
4. SDG 11 Indicators
   • Proportion of urban population living in slums or informal settlements (implied by community development efforts such as playgrounds and libraries).
   • Access to public spaces and community facilities (implied by playground and library volunteering).
5. SDG 17 Indicators
   • Number of partnerships and collaborations between public, private, and civil society organizations (implied by Sally’s involvement in multiple organizations and councils).

4. Table of SDGs, Targets, and Indicators

Source: theintermountain.com

Southwestern Oregon Community College Offers Free GED® and Adult Basic Education Classes for Spring 2026

Program Overview

Southwestern Oregon Community College is providing free GED® and Adult Basic Education classes during the spring term of 2026. These classes are designed to prepare individuals for the GED® exam and to enhance their skills for enrollment in college or career training programs. This initiative supports Sustainable Development Goal (SDG) 4: Quality Education, by promoting inclusive and equitable quality education and lifelong learning opportunities for all.

Objectives and Benefits

• Prepare students to successfully take the GED® exam.
• Update and improve basic educational skills.
• Create pathways for students to enter college, training programs, and employment in high-demand career sectors.
• Support workforce development aligned with SDG 8: Decent Work and Economic Growth, by enhancing employability and skills for sustainable economic growth.

Class Options for Spring Term 2026

The college offers three options for GED® and Adult Basic Education classes next term, providing flexible learning opportunities to accommodate diverse student needs and schedules.

Alignment with Sustainable Development Goals

1. SDG 4 – Quality Education: The program ensures access to inclusive and equitable quality education, fostering lifelong learning.
2. SDG 8 – Decent Work and Economic Growth: By equipping students with skills for high-demand careers, the program promotes sustained, inclusive economic growth and productive employment.
3. SDG 10 – Reduced Inequalities: Offering free education helps reduce inequalities by providing opportunities for disadvantaged populations.

1. Sustainable Development Goals (SDGs) Addressed or Connected

1. SDG 4: Quality Education
   • The article discusses free GED® and Adult Basic Education classes, which directly relate to ensuring inclusive and equitable quality education and promoting lifelong learning opportunities for all.
2. SDG 8: Decent Work and Economic Growth
   • The preparation for GED® exams and career training programs supports employment and economic growth by helping individuals gain skills for high-demand career areas.

2. Specific Targets Under Those SDGs Identified

1. Under SDG 4: Quality Education
   • Target 4.3: Ensure equal access for all women and men to affordable and quality technical, vocational and tertiary education, including university.
   • Target 4.4: Increase the number of youth and adults who have relevant skills, including technical and vocational skills, for employment, decent jobs, and entrepreneurship.
2. Under SDG 8: Decent Work and Economic Growth
   • Target 8.6: By 2020, substantially reduce the proportion of youth not in employment, education or training.

3. Indicators Mentioned or Implied to Measure Progress

1. For SDG 4 Targets:
   • Indicator 4.3.1: Participation rate of youth and adults in formal and non-formal education and training in the previous 12 months, by sex.
   • Indicator 4.4.1: Proportion of youth and adults with information and communications technology (ICT) skills, by type of skill.
2. For SDG 8 Target:
   • Indicator 8.6.1: Proportion of youth (aged 15-24 years) not in education, employment or training.

These indicators are implied as the article focuses on enrollment in education programs, skill development, and pathways to employment.

4. Table of SDGs, Targets, and Indicators

Source: currypilot.com

Report on Adult Literacy Initiatives in India with Emphasis on Sustainable Development Goals (SDGs)

Introduction

India faces a significant challenge with adult illiteracy, impacting approximately 287 million adults. Mission India is actively addressing this issue by providing education that fosters hope, independence, and dignity. This initiative aligns closely with the United Nations Sustainable Development Goals, particularly SDG 4 (Quality Education), SDG 5 (Gender Equality), and SDG 10 (Reduced Inequalities).

Challenges of Adult Illiteracy in India

1. Prevalence and Impact
   • Nearly one in four adults were illiterate according to the 2011 census, with improvements projected but many still lacking basic literacy skills.
   • Illiteracy affects daily activities such as reading street signs, managing finances, and accessing healthcare.
   • Parents face difficulties in understanding medical instructions, impacting family health and wellbeing.
2. Social and Economic Disparities
   • Women are disproportionately affected due to societal expectations and limited educational opportunities, highlighting the need for gender equality (SDG 5).
   • Lower caste and economically disadvantaged groups experience higher rates of illiteracy, underscoring the importance of reducing inequalities (SDG 10).
   • Mission India promotes dignity and respect for all learners, fostering inclusive education environments.

Mission India’s Educational Approach

• Bible-Based Curriculum
  • Teaching literacy at a fifth-grade level to equip learners with practical skills for employment.
  • Incorporation of health, hygiene, and entrepreneurship training to support holistic development.
  • Use of Scripture to enhance literacy and spiritual growth, with approximately 40% of graduates embracing Christianity.
• Alignment with SDGs
  • Supports SDG 4 by ensuring inclusive and equitable quality education.
  • Promotes SDG 3 (Good Health and Well-being) through health education.
  • Encourages economic empowerment aligned with SDG 8 (Decent Work and Economic Growth).

Impact and Outcomes

• Improved literacy enables adults to navigate daily life confidently and independently.
• Empowerment of women and marginalized communities contributes to social equity.
• Spiritual and personal growth enhances overall quality of life.

Call to Action and Support

Mission India invites support for adult literacy classes, which cost $40 per participant. A matching challenge is currently active, doubling the impact of donations up to $300,000. Contributions directly advance SDG targets by expanding educational access and fostering sustainable community development.

• Prayer and moral support are requested to help students recognize the role of faith in their progress.
• Financial donations can be made via MissionIndia.org/read.

Conclusion

Mission India’s adult literacy program is a vital initiative contributing to multiple Sustainable Development Goals by addressing educational disparities, promoting gender equality, and empowering marginalized populations. Continued support and engagement are essential to sustain and expand this transformative work.

1. Sustainable Development Goals (SDGs) Addressed or Connected

1. SDG 4: Quality Education – The article focuses on adult literacy and education, highlighting efforts to help illiterate adults in India gain reading and writing skills.
2. SDG 5: Gender Equality – The article discusses the disparity in literacy rates between men and women, emphasizing the challenges women face in accessing education.
3. SDG 1: No Poverty – Literacy enables adults to manage finances better, open bank accounts, and avoid being shortchanged, which contributes to poverty reduction.
4. SDG 3: Good Health and Well-being – The article mentions health and hygiene training and challenges illiterate parents face in managing medication and healthcare for their children.
5. SDG 8: Decent Work and Economic Growth – The literacy level targeted (fifth grade) is significant for finding work, and entrepreneurship classes are offered.

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 5: Gender Equality
   • Target 5.5: Ensure women’s full and effective participation and equal opportunities for leadership at all levels of decision-making in education and other sectors.
3. SDG 1: No Poverty
   • Target 1.4: Ensure that all men and women have equal rights to economic resources, including access to financial services.
4. SDG 3: Good Health and Well-being
   • Target 3.8: Achieve universal health coverage, including access to quality essential health-care services and medicines.
5. SDG 8: Decent Work and Economic Growth
   • Target 8.6: Reduce the proportion of youth not in employment, education or training.
   • Target 8.3: Promote development-oriented policies that support productive activities, decent job creation, entrepreneurship, and innovation.

3. Indicators Mentioned or Implied to Measure Progress

1. Adult Literacy Rate – The article references the census data on adult literacy rates, which is a key indicator for Target 4.6.
2. Gender Disparity in Literacy – The difference in literacy rates between men and women, as noted in the article, can be tracked to measure progress on Target 5.5.
3. Enrollment and Completion Rates of Adult Literacy Classes – The number of adults attending and graduating from literacy classes, as mentioned with Mission India’s programs, can serve as indicators for Targets 4.4 and 4.6.
4. Access to Financial Services – The ability of adults to open bank accounts and manage finances implies tracking access to financial services (Target 1.4).
5. Health Literacy and Access to Health Services – The article’s mention of health and hygiene training and challenges in healthcare navigation suggests indicators related to health literacy and access (Target 3.8).
6. Employment and Entrepreneurship Outcomes – The impact of literacy and entrepreneurship classes on employment status and income generation relates to Targets 8.3 and 8.6.

4. Table: SDGs, Targets and Indicators

Source: mnnonline.org

University of Cincinnati Clermont College Advances Affordable Education through Open Educational Resources

Introduction

In response to the rising costs of higher education, the University of Cincinnati Clermont College (UC Clermont) is actively promoting the use of Open Educational Resources (OER) to reduce financial barriers for students. These initiatives align with the United Nations Sustainable Development Goal 4 (Quality Education), aiming to ensure inclusive and equitable quality education and promote lifelong learning opportunities for all.

Open Education Week and OER Implementation

During Open Education Week, March 2–6, UC Clermont highlighted its commitment to affordability through the adoption of open textbooks and low-cost course materials. Open textbooks, often licensed under Creative Commons, allow faculty and students to freely use and adapt content without copyright restrictions. Their digital availability enhances flexibility and accessibility, directly supporting SDG 4 by making education more inclusive and affordable.

Role of the Frederick A. Marcotte Library

The UC Clermont Frederick A. Marcotte Library serves as a pivotal resource in advancing OER adoption. It supports faculty engagement with open textbooks through access to extensive online repositories developed nationwide over the past decade.

Alternative Textbook Incentive Program (ATIP)

UC Clermont encourages faculty participation in OER through the Alternative Textbook Incentive Program (ATIP), which provides:

• A $500 stipend
• A course release to redesign courses using open textbooks

The program accepts a limited cohort annually, with the third cohort recently selected, fostering continuous innovation in course affordability.

Impact on Students and Faculty

1. Student Savings: In a biology lab course enrolling 100–150 students annually, replacing a $120 traditional lab manual with an open textbook has saved thousands of dollars collectively each year, contributing to SDG 1 (No Poverty) by reducing financial strain on students.
2. Statewide Affordability Initiatives: Faculty members participate in OhioLINK programs offering stipends for developing affordable course materials, further expanding access to quality education.
3. Affordability Advocates: During Open Education Week, faculty using course materials costing less than $40 were featured, showcasing strategies such as:

• Reusing textbooks across semesters
• Assigning e-books and online articles
• Placing physical textbooks on course reserve

Case Study: Supply Chain Management Technology Program

Assistant Professor and Program Coordinator Seth Powless has twice participated in ATIP, redesigning his fully online courses to eliminate traditional textbooks. His approach includes:

• Utilizing academic articles, industry publications, and current online resources
• Allowing students to select articles aligned with their interests
• Assessing learning through written, audio, or video assignments

This method has enhanced student engagement and improved academic performance while eliminating textbook costs, supporting SDG 4 and SDG 9 (Industry, Innovation, and Infrastructure) by integrating up-to-date industry knowledge.

Faculty Collaboration and Commitment

The library hosted an affordability workshop in the fall, facilitating the exchange of experiences and strategies among faculty to reduce educational costs. These collective efforts underscore UC Clermont’s dedication to accessible education, directly contributing to SDG 10 (Reduced Inequalities) by making higher education more equitable.

Conclusion

Kathy Ladell, librarian at UC Clermont, emphasized the institution’s ongoing pursuit of creative solutions to enhance affordability: “Accessible education — in all forms — is a core part of our mission at UC Clermont.” Through these initiatives, UC Clermont exemplifies a commitment to sustainable development by promoting inclusive, affordable, and quality education.

Top featured image: Students in the UC Clermont Frederick A. Marcotte Library. photo/Danny Kidd

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

1. SDG 4: Quality Education – The article focuses on improving access to affordable education through the use of open educational resources (OER), which directly supports inclusive and equitable quality education.
2. SDG 10: Reduced Inequalities – By lowering the financial barriers to education, the initiatives at University of Cincinnati Clermont College contribute to reducing inequalities among students from different economic backgrounds.
3. SDG 9: Industry, Innovation and Infrastructure – The adoption of digital open textbooks and innovative teaching methods reflects progress in building resilient infrastructure and fostering innovation in education.

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

1. SDG 4 Targets:
   • 4.3: Ensure equal access for all women and men to affordable and quality technical, vocational and tertiary education, including university.
   • 4.7: Ensure that all learners acquire the knowledge and skills needed to promote sustainable development, including through education for sustainable lifestyles and human rights.
2. SDG 10 Targets:
   • 10.2: 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. SDG 9 Targets:
   • 9.c: Significantly increase access to information and communications technology and strive to provide universal and affordable access to the Internet in least developed countries.

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

1. Indicators related to SDG 4:
   • Number or percentage of courses using open educational resources (OER) instead of traditional textbooks.
   • Cost savings per student resulting from the adoption of OER materials (e.g., reduction from $120 lab manual to free or low-cost materials).
   • Student enrollment numbers in courses adopting affordable materials (e.g., 100–150 students in biology lab course).
   • Faculty participation rates in programs like the Alternative Textbook Incentive Program (ATIP) and OhioLINK affordability initiatives.
2. Indicators related to SDG 10:
   • Reduction in financial barriers for students from lower-income backgrounds, measured by affordability of course materials.
   • Number of students benefiting from affordability initiatives.
3. Indicators related to SDG 9:
   • Extent of digital resource adoption (e.g., use of digital open textbooks, online articles, and multimedia assignments).
   • Faculty and student engagement with innovative educational technologies and resources.

4. Table: SDGs, Targets and Indicators

Source: uc.edu

Morgan Adult and Community School: Advancing Sustainable Development Goals through Adult Education

Introduction

Hillsborough County Public Schools has launched a new adult learning facility in the SouthShore area to promote lifelong learning, aligning with the United Nations Sustainable Development Goal 4 (Quality Education). The Morgan Adult and Community School, located at 1712 W. Lake Dr. in Wimauma on the Morgan High School campus, offers adult learners a vital opportunity to pursue academic and professional advancement.

Educational Programs and Services

The school’s programs are designed to address the diverse educational needs of adult learners, supporting Sustainable Development Goal 8 (Decent Work and Economic Growth) by enhancing employability and skills development.

1. Adult Basic Education (ABE): Provides foundational skills essential for academic success.
2. General Equivalency Development (GED): Prepares students for the high school equivalency exam, facilitating access to higher education and improved employment opportunities.
3. Academic Skills Building (ASB): Enhances essential academic competencies.
4. English for Speakers of Other Languages (ESOL): Supports nonnative English speakers in achieving language fluency critical for integration and career advancement, contributing to Sustainable Development Goal 10 (Reduced Inequalities).
5. Credit Recovery: Assists younger students in completing high school diploma requirements.

Accessibility and Affordability

The school emphasizes inclusivity and affordability, in line with Sustainable Development Goal 4’s focus on equitable education:

• Admission is open to individuals aged 16 and older.
• Mandatory attendance underscores the commitment to educational success.
• Low enrollment fees: $45 per semester with a $10 annual testing fee applicable to GED, ESOL, and ABE programs.

Supportive Learning Environment

Principal Edward Cristiano highlights the school’s commitment to flexible and personalized learning approaches:

• Students progress at their own pace.
• Flexible scheduling accommodates diverse learner needs.
• Dedicated staff provide guidance and support to overcome initial barriers to education.

Conclusion

Morgan Adult and Community School exemplifies a strategic effort to promote lifelong learning and inclusive education, directly contributing to the achievement of multiple Sustainable Development Goals, including Quality Education (SDG 4), Decent Work and Economic Growth (SDG 8), and Reduced Inequalities (SDG 10).

For further information, visit www.hillsboroughschools.org.

1. Sustainable Development Goals (SDGs) Addressed

1. SDG 4: Quality Education – The article focuses on adult education, literacy, and skill development, directly aligning with SDG 4’s aim to ensure inclusive and equitable quality education and promote lifelong learning opportunities for all.
2. SDG 8: Decent Work and Economic Growth – By preparing adults for better employment opportunities through GED and skill-building programs, the article connects to SDG 8’s goal of promoting sustained, inclusive economic growth and productive employment.
3. SDG 10: Reduced Inequalities – The provision of affordable education and support for nonnative English speakers addresses inequalities in access to education and economic participation.

2. Specific Targets Under the Identified SDGs

1. SDG 4 Targets:
   • Target 4.3: Ensure equal access for all women and men to affordable and quality technical, vocational and tertiary education, including university.
   • Target 4.4: Increase the number of youth and adults who have relevant skills, including technical and vocational skills, for employment, decent jobs and entrepreneurship.
   • Target 4.6: Ensure that all youth and a substantial proportion of adults achieve literacy and numeracy.
2. SDG 8 Targets:
   • Target 8.6: Reduce the proportion of youth not in employment, education or training.
3. SDG 10 Targets:
   • Target 10.2: 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. Indicators Mentioned or Implied in the Article

1. SDG 4 Indicators:
   • Proportion of adults achieving literacy and numeracy skills (related to Target 4.6) – implied through the Adult Basic Education (ABE) and ESOL programs.
   • Participation rate in formal and non-formal education and training in the previous 12 months, by sex and age (related to Target 4.3 and 4.4) – implied by the enrollment and attendance data at Morgan Adult and Community School.
   • Completion rates of secondary education equivalency programs (GED completion rates) – implied by the GED program offerings.
2. SDG 8 Indicators:
   • Proportion of youth and adults not in education, employment or training (NEET rate) – implied by the school’s role in providing education and skills to improve employment prospects.
3. SDG 10 Indicators:
   • Measures of inclusion such as enrollment rates of marginalized groups (e.g., nonnative English speakers) – implied by the ESOL program and affordable access.

4. Table of SDGs, Targets, and Indicators

Source: ospreyobserver.com

Report on the Use of Technologies and Data Processing in Relation to Sustainable Development Goals (SDGs)

Introduction

This report outlines the use of technologies such as cookies for storing and accessing device information to enhance user experiences. The discussion emphasizes the alignment of these practices with the United Nations Sustainable Development Goals (SDGs), particularly focusing on responsible consumption and production, industry innovation, and partnerships.

Technological Use and Data Processing

1. Purpose of Technologies
   • Technologies like cookies are employed to store and/or access device information.
   • Consent to these technologies enables processing of data including browsing behavior and unique identifiers.
   • Non-consent or withdrawal of consent may impact certain features and functions adversely.
2. Categories of Data Storage and Access
   • Functional Storage: Necessary for enabling specific services explicitly requested by users or for transmission of communications over electronic networks.
   • Preferences Storage: Used for storing user preferences that are not explicitly requested.
   • Statistical Storage: Exclusively for statistical purposes, including anonymous statistical data collection, ensuring user privacy and compliance with legal frameworks.
   • Marketing Storage: Required for creating user profiles to send advertising or track users across websites for marketing purposes.

Alignment with Sustainable Development Goals (SDGs)

• SDG 9: Industry, Innovation, and Infrastructure
  • Utilization of advanced technologies promotes innovation in digital infrastructure.
  • Ensures reliable and secure communication networks supporting sustainable industrialization.
• SDG 12: Responsible Consumption and Production
  • Data processing practices respect user consent, promoting responsible data consumption.
  • Encourages transparency and accountability in digital services.
• SDG 17: Partnerships for the Goals
  • Collaboration between service providers and users enhances data governance frameworks.
  • Supports multi-stakeholder partnerships to improve data privacy and security standards.

Conclusion

The deployment of technologies for data storage and access is conducted with respect to user consent and privacy, aligning with key Sustainable Development Goals. These practices foster innovation, responsible data use, and collaborative partnerships, contributing to sustainable digital development.

1. Sustainable Development Goals (SDGs) Addressed or Connected

The provided article content primarily discusses the use of technologies such as cookies to store and access device information, focusing on user consent and data processing. Based on this, the relevant SDGs connected to these issues are:

1. SDG 9: Industry, Innovation and Infrastructure – The article relates to technological infrastructure and innovation in digital services.
2. SDG 16: Peace, Justice and Strong Institutions – The article touches on data privacy, user consent, and responsible data management, which relate to building effective, accountable institutions and protecting user rights.
3. SDG 12: Responsible Consumption and Production – Implied through responsible data use and ethical digital marketing practices.

2. Specific Targets Under Those SDGs

1. SDG 9 Targets:
   • Target 9.5: Enhance scientific research, upgrade the technological capabilities of industrial sectors.
2. SDG 16 Targets:
   • Target 16.6: Develop effective, accountable and transparent institutions at all levels.
   • Target 16.10: Ensure public access to information and protect fundamental freedoms.
3. SDG 12 Targets:
   • Target 12.8: Ensure that people have the relevant information and awareness for sustainable development and lifestyles in harmony with nature.

3. Indicators Mentioned or Implied to Measure Progress

The article does not explicitly mention specific indicators but implies the following indicators relevant to the targets:

• For SDG 9.5: Number of organizations adopting advanced digital technologies or data protection technologies.
• For SDG 16.6 and 16.10: Proportion of population informed about their data privacy rights and the percentage of websites complying with data protection regulations (e.g., cookie consent compliance rates).
• For SDG 12.8: Level of public awareness and understanding of data privacy and ethical digital marketing practices.

4. Table of SDGs, Targets and Indicators

Source: www2.fundsforngos.org

Child Labor and Sustainable Development Goals: A Global Report

Introduction

Nearly 1 in 10 children worldwide are engaged in child labor, which violates their basic human rights and endangers their well-being. The rise in child labor in recent years has been driven by conflicts, crises, and the COVID-19 pandemic, pushing families deeper into poverty. This report emphasizes the critical importance of addressing child labor in alignment with the United Nations Sustainable Development Goals (SDGs), particularly SDG 8 (Decent Work and Economic Growth) and SDG 4 (Quality Education).

Fast Facts on Child Labor

• Child labor is a violation of child protection and human rights.
• Approximately 160 million children were engaged in child labor since 2020, including 63 million girls and 97 million boys.
• Nearly half (79 million) of these children worked under hazardous conditions.
• One in three children involved in child labor are out of school, impacting SDG 4.
• About 70% (112 million) of child laborers work in agriculture, affecting SDG 2 (Zero Hunger) and SDG 8.
• Sub-Saharan Africa has the highest number of child laborers (86.6 million), followed by Central and Southern Asia (26.3 million).
• June 12 is recognized as the World Day Against Child Labour by the United Nations, highlighting global commitment to SDG 8.7.

Definition and Impact of Child Labor

Child labor involves the exploitation of children who are either too young to work or engaged in work harmful to their physical, mental, social, or educational development. This exploitation undermines SDG 3 (Good Health and Well-being) and SDG 16 (Peace, Justice, and Strong Institutions) by exposing children to injury and psychological harm.

Prevalence and Regional Distribution

Child labor deprives millions of children globally of their childhood, education, and fundamental rights. UNICEF data indicates that over 20% of children in the poorest countries engage in potentially harmful work. The problem is most acute in regions affected by insecurity and armed conflict.

• Sub-Saharan Africa: Nearly 24% of children aged 5 to 17 are involved in child labor.
• Middle-income countries host more than half of all child laborers, showing the widespread nature of the issue beyond low-income countries.

Case Study: Democratic Republic of the Congo

David, a 13-year-old boy from the DRC, became the sole provider for his family after his father left. Working in a quarry under harsh conditions, David’s situation reflects the challenges faced by many children. World Vision’s intervention, supported by community networks like RECOPE, enabled David’s return to school, aligning with SDG 4 and SDG 1 (No Poverty).

Worst Forms of Child Labor

The International Labour Organization (ILO) Convention No. 182 mandates the immediate elimination of the worst forms of child labor, which include:

• Slavery and similar practices
• Child trafficking
• Forced recruitment into armed conflict
• Prostitution and pornography
• Drug production and trafficking
• Debt bondage
• Children working in mines
• Hazardous work causing injury or moral corruption

These forms of labor severely violate SDG 8.7 and SDG 16 by perpetuating exploitation and violence against children.

Primary Drivers of Child Labor

Poverty remains the principal driver forcing children into labor, creating a cycle that denies them education and opportunities for economic advancement. Approximately 70% of child laborers work in agriculture, while others are involved in factories, domestic service, or more exploitative labor such as child soldiers or commercial sexual exploitation.

Case Study: Bangladesh

Sajal, a 14-year-old boy from Bangladesh, left school to work in a motorcycle repair workshop to support his impoverished family. His experience highlights the hazardous conditions faced by approximately 79 million children worldwide. World Vision’s programs in Nilphamari have contributed to increased school enrollment and improved child well-being, supporting SDG 4 and SDG 1.

Trends in Child Labor

According to UNICEF and ILO data, child labor increased to 160 million in 2020, marking a reversal in progress after two decades. Sub-Saharan Africa experienced a significant rise due to population growth and extreme poverty. The COVID-19 pandemic and climate-related extreme weather events pose additional risks to millions of children, threatening the achievement of SDG 1 and SDG 13 (Climate Action).

World Vision’s Initiatives to End Child Labor

World Vision is committed to eliminating child labor by empowering children and communities, aligned with multiple SDGs including SDG 1, SDG 4, SDG 8, and SDG 17 (Partnerships for the Goals). Key initiatives include:

• Improving educational quality and learning environments.
• Supporting parents to enhance income and food security.
• Advocating for the enforcement of national child labor laws.
• Promoting social accountability among communities, governments, and businesses.
• Equipping community groups to monitor and protect vulnerable children.
• Providing youth with training, life skills, entrepreneurship, and financial services.

Example: Honduras Coffee Regions

In partnership with local organizations and the private sector, World Vision has established child care and development centers in Honduras’ coffee regions. These centers provide safe spaces for children during harvest seasons, preventing child labor and fostering skill development, directly supporting SDG 8.7 and SDG 4.

How to Contribute to Ending Child Labor

• Pray for children trapped in labor worldwide.
• Donate to support programs protecting children from exploitation and abuse.
• Sponsor a Child to invest in education and community development, fostering sustainable futures.

Historical Milestones in Combating Child Labor

1. 1938: U.S. Fair Labor Standards Act regulated child labor hours and job types.
2. 1973: Minimum Age Convention ratified by 172 countries established employment age limits.
3. 1989: U.N. Convention on the Rights of the Child enacted to protect children’s rights.
4. 1992: International Programme on the Elimination of Child Labour (IPEC) established.
5. 1999: Worst Forms of Child Labour Convention ratified by 186 countries.
6. 2021: U.N. declared the Year for the Elimination of Child Labor.
7. 2025: Target 8.7 of the U.N. Sustainable Development Goals aims to end all forms of child labor.

Conclusion

Addressing child labor is integral to achieving the Sustainable Development Goals, particularly SDG 1, SDG 4, SDG 8, and SDG 16. Coordinated global efforts, community engagement, and sustained advocacy are essential to protect children’s rights and ensure their access to education, safety, and a dignified future.

1. Sustainable Development Goals (SDGs) Addressed or Connected

1. SDG 1: No Poverty – The article highlights poverty as the primary driver of child labor, emphasizing the need to alleviate poverty to reduce child labor.
2. SDG 4: Quality Education – Child labor deprives children of education; the article discusses efforts to improve educational services and school enrollment.
3. SDG 8: Decent Work and Economic Growth – The article references Target 8.7 focused on ending child labor and promoting decent work for youth above minimum working age.
4. SDG 16: Peace, Justice and Strong Institutions – The article mentions child trafficking, forced recruitment into armed conflict, and the need for laws and enforcement to protect children’s rights.
5. SDG 17: Partnerships for the Goals – The article describes partnerships between organizations, governments, and communities to combat child labor.

2. Specific Targets Under Those SDGs Identified

1. SDG 1
   • Target 1.2: Reduce poverty in all its dimensions to eliminate the need for child labor.
2. SDG 4
   • Target 4.1: Ensure all children complete free, equitable, and quality primary and secondary education.
   • Target 4.5: Eliminate gender disparities and ensure equal access to education for vulnerable children.
3. SDG 8
   • Target 8.7: Take immediate and effective measures to eradicate forced labor, end modern slavery and human trafficking, and secure the prohibition and elimination of the worst forms of child labor by 2025.
   • Target 8.6: Reduce the proportion of youth not in employment, education or training.
4. SDG 16
   • Target 16.2: End abuse, exploitation, trafficking and all forms of violence against and torture of children.
5. SDG 17
   • Target 17.16: Enhance global partnerships to support and achieve the ambitious targets of the SDGs, including child labor eradication efforts.

3. Indicators Mentioned or Implied to Measure Progress

1. Indicator 8.7.1: Proportion and number of children aged 5–17 years engaged in child labor, by sex and age.

• The article provides data such as 160 million children in child labor, 79 million in hazardous work, and regional statistics (e.g., Sub-Saharan Africa with 86.6 million child laborers), which align with this indicator.

• The article notes that 1 in 3 children in child labor are out of school, implying the importance of tracking school enrollment and completion rates.

• Poverty is identified as the main driver of child labor, so monitoring poverty levels is relevant.

• The article mentions child trafficking as a worst form of child labor, implying the need to track trafficking cases.

4. Table of SDGs, Targets, and Indicators

Source: worldvision.org

Report on Literacy Improvement Initiative at Charlotte-Mecklenburg Schools with Emphasis on Sustainable Development Goals

Introduction

Charlotte-Mecklenburg Schools (CMS) is actively working to enhance early literacy skills among students in kindergarten through third grade by improving scores on the Dynamic Indicators of Basic Early Literacy Skills (DIBELS) exam. This standardized test measures key literacy competencies and is administered three times annually across North Carolina. The initiative aligns closely with the United Nations Sustainable Development Goal (SDG) 4: Quality Education, which aims to ensure inclusive and equitable quality education and promote lifelong learning opportunities for all.

Community Engagement Strategy at Hidden Valley Elementary School

Hidden Valley Elementary, a Title I school with a predominantly Hispanic student population and many English Language Learners, has implemented a family engagement strategy to support literacy development. The school aims to nearly double the percentage of students meeting the DIBELS benchmark from 37% to 70%, contributing to SDG 10: Reduced Inequalities by supporting underserved communities.

• On a designated “DIBELS night,” families participate in literacy exercises such as segmentation, a skill critical for phonemic awareness.
• Instruction is provided bilingually to accommodate Spanish-speaking families, promoting SDG 5: Gender Equality and SDG 10 by ensuring no one is left behind due to language barriers.
• Parents receive take-home materials and tools, including timed drills, to practice literacy skills with their children, fostering inclusive education.

Key Literacy Skills and Assessment Focus

1. Segmentation: Breaking words into individual sounds to enhance phonemic awareness.
2. Letter Recognition: Timed exercises to identify letters rapidly.
3. Nonsense Word Fluency: Decoding made-up words to understand letter-sound relationships.

These skills are integral components of the DIBELS assessment and are critical to improving literacy outcomes, directly supporting SDG 4.

Setting Ambitious Goals and Monitoring Progress

CMS has set a district-wide target to increase the percentage of K-2 students meeting DIBELS benchmarks from 67% in June 2023 to 91% by June 2029. This ambitious goal reflects a commitment to SDG 4 and SDG 17: Partnerships for the Goals, through collaboration among schools, families, and the community.

• Recent improvements in progress monitoring tools enable teachers to identify and support struggling students effectively.
• Data-driven approaches allow targeted interventions at each grade level to meet annual benchmarks.
• School leadership emphasizes transparency and family involvement to foster a supportive learning environment.

Impact on Families and Students

Family participation in literacy nights has shown positive engagement, exemplified by community members like Ann Black, who reconnected with the school system to support her grandson’s learning journey. This engagement promotes SDG 4 by enhancing educational outcomes through community involvement.

Conclusion

The literacy improvement initiative at Charlotte-Mecklenburg Schools, particularly at Hidden Valley Elementary, demonstrates a comprehensive approach to achieving Sustainable Development Goals related to quality education, reduced inequalities, and community partnerships. By empowering families with knowledge and resources, CMS is fostering an inclusive educational environment that supports early literacy development and sets a foundation for lifelong learning.

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

1. SDG 4: Quality Education
   • The article focuses on improving early literacy skills among kindergarten to third-grade students, which directly relates to ensuring inclusive and equitable quality education and promoting lifelong learning opportunities for all.
2. SDG 10: Reduced Inequalities
   • Hidden Valley Elementary is a Title I school with a high percentage of Hispanic students and English Language Learners, highlighting efforts to reduce educational inequalities among disadvantaged and minority groups.
3. SDG 17: Partnerships for the Goals
   • The school’s engagement with families and use of translators to involve non-English-speaking parents reflects partnerships and collaboration to achieve educational goals.

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

1. Under SDG 4: Quality Education
   • Target 4.1: Ensure that all girls and boys complete free, equitable and quality primary and secondary education leading to relevant and effective learning outcomes.
   • Target 4.6: Ensure that all youth and a substantial proportion of adults achieve literacy and numeracy.
2. Under SDG 10: Reduced Inequalities
   • Target 10.2: 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. Under SDG 17: Partnerships for the Goals
   • Target 17.17: Encourage and promote effective public, public-private and civil society partnerships, building on the experience and resourcing strategies of partnerships.

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

1. DIBELS Benchmark Scores
   • The article repeatedly references the percentage of students meeting the DIBELS benchmark as a key measure of literacy skill development. For example, the goal to increase students meeting the benchmark from 37% to 70% at Hidden Valley, and district-wide goals from 67% to 91% by 2029.
   • This serves as an indicator to measure progress towards Target 4.1 and 4.6 by tracking literacy proficiency among young students.
2. Progress Monitoring and Data Tools
   • The use of data tools to track student progress and identify struggling students implies indicators related to student performance monitoring and intervention effectiveness.
3. Family Engagement Metrics
   • While not explicitly quantified, the article implies measuring family involvement through participation in events like “DIBELS night,” which supports Target 10.2 and 17.17 by promoting inclusion and partnerships.

4. Table of SDGs, Targets and Indicators

Source: wfae.org

Opening of District 2 Pre-K and 3-K Center Advances Sustainable Development Goals in Early Childhood Education

Introduction

On the Upper East Side of New York City, Mayor Zohran Kwame Mamdani officially announced the opening of the District 2 Pre-K and 3-K Center located at 403 E. 65th St. This new facility adds over 130 Pre-K and 3-K seats starting September 2026, marking a significant step towards achieving inclusive and equitable quality education as outlined in the United Nations Sustainable Development Goal 4 (SDG 4).

Background and Significance

• The center was first announced in 2022 and completed in July 2025.
• Previously unused under the prior administration despite community demand.
• It is the first standalone, city-run early childhood center in the 10065 ZIP code.
• Represents the city’s commitment to improving the 3-K system and delivering universal child care.

Statements from City Leadership

1. Mayor Zohran Kwame Mamdani emphasized the urgency of addressing child care needs, stating that no parent in the wealthiest city should have to choose between child-rearing and employment. This aligns with SDG 8 (Decent Work and Economic Growth) by supporting working families.
2. Schools Chancellor Kamar Samuels highlighted the importance of high-quality early childhood education for all children regardless of zip code, reinforcing SDG 10 (Reduced Inequalities) and SDG 4 (Quality Education).
3. Speaker Julie Menin recognized the center as a victory for families, emphasizing opportunity, affordability, and support for working families, which supports SDG 1 (No Poverty) and SDG 5 (Gender Equality) by enabling parents, especially women, to participate in the workforce.

Citywide Campaign and Community Engagement

To maximize access and inclusivity, the City launched a comprehensive campaign encouraging families to apply for 3-K and Pre-K seats before the February 27, 2026 deadline. Key features include:

• Multilingual advertisements through LinkNYC.
• Engagement with multilingual media and digital content creators.
• Partnerships with faith-based and community organizations.

This campaign supports SDG 17 (Partnerships for the Goals) by fostering collaboration among diverse stakeholders.

Expansion of Early Childhood Education Programs

Further advancing the SDGs, the City is introducing 2-K seats for the first time with an initial rollout of 2,000 seats this fall, funded by Governor Kathy Hochul. Additional initiatives include:

• Issuance of a new Request for Information (RFI) for 2-K and 3-K providers, marking the first invitation in five years for providers to join the 3-K program.
• Plans to expand 3-K capacity for fall 2026 by partnering with community-based and home-based child care providers.

These efforts contribute to SDG 4 by increasing access to early childhood development and education.

Conclusion

The opening of the District 2 Pre-K and 3-K Center and the City’s broader initiatives demonstrate a strong commitment to the Sustainable Development Goals, particularly in promoting quality education, reducing inequalities, and supporting economic growth through universal child care access. These measures aim to ensure that every child in New York City receives a strong educational foundation and that families receive the support necessary to thrive.

1. Sustainable Development Goals (SDGs) Addressed or Connected

1. SDG 4: Quality Education
   • The article focuses on expanding access to early childhood education (Pre-K, 3-K, and 2-K), which aligns with SDG 4’s goal to ensure inclusive and equitable quality education and promote lifelong learning opportunities for all.
2. SDG 5: Gender Equality
   • By providing accessible child care, the article indirectly supports gender equality by enabling parents, especially women, to balance work and family responsibilities.
3. SDG 10: Reduced Inequalities
   • The initiative targets equitable access to early childhood education regardless of zip code or circumstances, addressing inequalities within the city.
4. SDG 11: Sustainable Cities and Communities
   • By opening a new early childhood center in a specific urban community (Upper East Side), the article relates to making cities inclusive, safe, resilient, and sustainable.

2. Specific Targets Under Those SDGs Identified

1. SDG 4: Quality Education
   • Target 4.2: Ensure that all girls and boys have access to quality early childhood development, care, and pre-primary education so that they are ready for primary education.
   • Target 4.5: Eliminate gender disparities and ensure equal access to all levels of education and vocational training for vulnerable populations.
2. SDG 5: Gender Equality
   • Target 5.4: Recognize and value unpaid care and domestic work through the provision of public services and social protection policies, including child care services.
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, ethnicity, origin, religion or economic or other status.
4. SDG 11: Sustainable Cities and Communities
   • Target 11.7: Provide universal access to safe, inclusive and accessible, green and public spaces, particularly for vulnerable populations.

3. Indicators Mentioned or Implied to Measure Progress

1. Number of Early Childhood Education Seats Available
   • The article mentions adding more than 130 Pre-K and 3-K seats at the new center and rolling out 2,000 2-K seats, which can be used as an indicator of increased access.
2. Enrollment Rates in Pre-K and 3-K Programs
   • The citywide campaign encouraging families to apply before the deadline implies tracking enrollment numbers as a measure of uptake and accessibility.
3. Geographical Distribution of Child Care Centers
   • Opening the first standalone city-run early childhood center in the 10065 ZIP code suggests monitoring equitable distribution of facilities across neighborhoods.
4. Provider Participation
   • The issuance of a new request for information (RFI) for 2-K and 3-K providers after five years implies tracking the number and diversity of providers engaged in delivering services.

4. Table: SDGs, Targets and Indicators

Source: nyc.gov

Federal Civil Rights Investigation into Portland Public Schools’ Initiative for Black Students

Overview of the Investigation

Portland Public Schools (PPS) is currently under a federal civil rights investigation by the U.S. Department of Education’s Office for Civil Rights. The inquiry focuses on allegations of race-based discrimination related to a voter-approved initiative aimed at supporting the district’s historically marginalized Black students. This initiative involves the development of a new learning facility, formerly known as the Center for Black Student Excellence.

Background and Legal Context

• The investigation stems from a complaint filed by the conservative education advocacy group Defending Education in December, alleging that PPS’s initiative violates Title VI of the Civil Rights Act and equal protection under the U.S. Constitution through “racially discriminatory programming.”
• Title VI protects students from discrimination based on race, color, or national origin and requires schools to comply to maintain federal funding eligibility.
• The law’s original intent was to dismantle long-standing inequities in U.S. education, aligning with the goals of the PPS initiative.

Development and Community Support

1. In 2020, nearly 75% of Portland voters approved a $1.2 billion bond, allocating $60 million for a center to support Black students.
2. Despite initial delays, community and education organizations pressured PPS to advance the project.
3. In December 2025, PPS purchased a building in the Albina district, a historically Black neighborhood, to house the center.
4. The project was renamed the Adair-Grice Center of Excellence to honor prominent Black educators and to address concerns raised by the investigation.

Implications for Sustainable Development Goals (SDGs)

The PPS initiative directly supports several United Nations Sustainable Development Goals, including:

• SDG 4: Quality Education – By creating a dedicated facility to support Black students, PPS aims to ensure inclusive and equitable quality education and promote lifelong learning opportunities.
• SDG 10: Reduced Inequalities – The project targets systemic educational disparities faced by marginalized communities, promoting social inclusion and equal opportunities.
• SDG 16: Peace, Justice, and Strong Institutions – The federal investigation underscores the importance of upholding civil rights laws and ensuring justice and equity within educational institutions.

Challenges and Federal Policy Context

• The investigation reflects broader federal scrutiny of diversity, equity, and inclusion (DEI) initiatives, especially following the 2023 Supreme Court decision ending race-based admissions at colleges.
• In 2023, the Education Department issued guidance urging schools to discontinue DEI programs or risk losing federal funding; however, a recent federal ruling blocked this directive.
• Education advocates argue that some federal actions have misused civil rights laws to undermine DEI efforts that align with institutional missions and state laws.

Outlook and Recommendations

1. Title VI investigations typically take months and rarely result in the loss of federal funding; settlements often involve policy adjustments and training.
2. Experts recommend that educational institutions audit their Title VI policies to ensure compliance without prematurely discontinuing equity programs.
3. Maintaining programs that promote equity and inclusion is essential to advancing the SDGs related to education and inequality reduction.

Conclusion

The ongoing federal investigation into Portland Public Schools’ initiative highlights the complex intersection of civil rights law, educational equity, and sustainable development goals. While challenges persist, the project represents a critical effort to address historical inequities and promote inclusive education in line with global sustainability objectives.

1. Sustainable Development Goals (SDGs) Addressed or Connected

1. SDG 4: Quality Education
   • The article discusses efforts to support historically marginalized Black students in Portland Public Schools, aiming to provide equitable and inclusive education.
2. SDG 10: Reduced Inequalities
   • The focus on dismantling racial discrimination and promoting equal protection under the law aligns with reducing inequalities within education systems.
3. SDG 16: Peace, Justice and Strong Institutions
   • The federal civil rights investigation and enforcement of Title VI of the Civil Rights Act relate to promoting justice and strong institutions that protect rights.

2. Specific Targets Under Those SDGs Identified

1. SDG 4: Quality Education
   • Target 4.5: Eliminate gender disparities and ensure equal access to all levels of education and vocational training for the vulnerable, including marginalized groups.
   • Target 4.a: Build and upgrade education facilities that are inclusive and effective for all students.
2. SDG 10: Reduced Inequalities
   • Target 10.3: Ensure equal opportunity and reduce inequalities of outcome, including eliminating discriminatory laws and policies.
3. SDG 16: Peace, Justice and Strong Institutions
   • Target 16.3: Promote the rule of law at the national and international levels and ensure equal access to justice for all.
   • Target 16.6: Develop effective, accountable and transparent institutions at all levels.

3. Indicators Mentioned or Implied to Measure Progress

1. For SDG 4 (Quality Education)
   • Indicator 4.5.1: Parity indices (e.g., gender, ethnicity) for all education levels to measure equal access.
   • Indicator 4.a.1: Proportion of schools with access to facilities that meet minimum standards for inclusivity and safety.
   • Implied measurement: Progress on the establishment and operationalization of the Center for Black Student Excellence as a facility dedicated to marginalized students.
2. For SDG 10 (Reduced Inequalities)
   • Indicator 10.3.1: Proportion of population reporting discrimination or harassment based on ethnicity or race.
   • Implied measurement: Number and outcomes of civil rights investigations related to racial discrimination in education.
3. For SDG 16 (Peace, Justice and Strong Institutions)
   • Indicator 16.3.1: Proportion of victims of violence who report their victimization to competent authorities or other officially recognized conflict resolution mechanisms.
   • Indicator 16.6.2: Proportion of the population satisfied with their last experience of public services.
   • Implied measurement: Number and resolution status of Title VI investigations and compliance with civil rights laws in educational institutions.

4. Table of SDGs, Targets and Indicators

Source: opb.org

Report on Child Labor in Mexico and Its Implications for Sustainable Development Goals (SDGs)

Introduction

Mexico is under increased international scrutiny following a report by the International Labour Organization (ILO) highlighting persistent child labor affecting 3.7 million minors. Despite legislative reforms and expanded inspections, enforcement outcomes remain limited. This situation poses significant regulatory and supply-chain risks for the agriculture, manufacturing, and retail sectors. The issue intersects with constitutional reforms and trade-linked compliance rules, emphasizing the importance of aligning Mexico’s labor practices with the Sustainable Development Goals (SDGs), particularly SDG 8 (Decent Work and Economic Growth), SDG 1 (No Poverty), and SDG 16 (Peace, Justice and Strong Institutions).

ILO Report Highlights Structural Disparities

The 2026 ILO Committee of Experts report reveals a significant gap between Mexico’s formal commitments and actual enforcement. Key findings include:

1. 3.7 million children aged 5 to 17 engaged in child labor, representing 13.1% of that age group, an increase from 11.5% three years prior.
2. Child labor concentrated in high-risk sectors:
   • Agriculture and livestock: 33.3%
   • Mining, construction, and industry: 25.7%
   • Services and commerce: significant shares
3. Nearly 57% of working minors engaged in activities prohibited by Mexican law, including hazardous tasks, night shifts, or employment below the legal minimum age.
4. Regulatory blind spots in the Federal Labor Law, particularly the absence of a formal definition of “light work” for children under 15, which limits supervisory clarity and may allow exploitative conditions to be misclassified.
5. Between 2022 and 2025, 142,951 labor inspections were conducted, but only one child labor violation was formally recorded, indicating deficiencies in detection and enforcement, especially in rural and informal sectors.

SDG Emphasis

• SDG 8: The report underscores the need for decent work conditions and the elimination of child labor.
• SDG 16: Highlights the necessity for strong institutions capable of enforcing labor laws effectively.
• SDG 1: Addresses poverty reduction by targeting economic vulnerabilities that drive child labor.

Mexico City Strengthens Coordinated Response

Mexico City has enhanced institutional coordination through the Interinstitutional Commission for the Prevention and Eradication of Child Labor and Protection of Adolescent Workers of Legal Age (CITI-CDMX). In March 2025, the commission approved a 2025–2026 strategy based on three pillars:

• Creation of a shared registry of families affected by child labor.
• Targeted sector diagnostics to inform evidence-based policy.
• Reinforced interagency coordination to prevent fragmented interventions.

The strategy involves multiple government sectors, including labor, health, economic development, security, and family development, with participation from the ILO and Save the Children. Collaboration with UNICEF aims to align local child-rights policies with national and international frameworks, integrating monitoring tools and preventive strategies, especially in preparation for the 2026 FIFA World Cup.

SDG Emphasis

• SDG 17 (Partnerships for the Goals): Demonstrates multi-sectoral and international cooperation.
• SDG 3 (Good Health and Well-being): Focuses on protecting adolescent workers’ health.
• SDG 10 (Reduced Inequalities): Targets vulnerable populations through coordinated policy.

Federal Reform and Health Considerations

At the federal level, a constitutional reform proposal introduced by Deputy Ricardo Madrid aims to explicitly prohibit hazardous, unhealthy, and night work for individuals under 18. Proposed amendments to Article 123 include:

• Limiting working hours for adolescents to six hours per day and 36 hours per week.
• Eliminating overtime work for minors.
• Reinforcing prohibition of employment under age 15.

This initiative is supported by research from the National Autonomous University of Mexico (UNAM) linking night and irregular shifts to serious health risks, including circadian disruption, increased accident risk, and long-term metabolic and cardiovascular conditions. ENTI data indicates that over half of minors in unauthorized work face dangerous conditions, including late-night shifts. Gender disparities persist, with boys more engaged in agriculture and construction, and girls more in commerce, services, and unsafe domestic work.

SDG Emphasis

• SDG 3: Addresses health risks associated with child labor.
• SDG 5 (Gender Equality): Highlights gender disparities in child labor sectors.
• SDG 8: Reinforces decent work standards for youth.

Trade Policy and Corporate Exposure

The child labor issue intersects with global trade governance shifts. The ILO’s 2026 research brief notes that major markets, including the United States, Canada, and the European Union, increasingly link forced and child labor compliance to customs enforcement. Key points include:

• 28 million people subjected to forced labor globally in 2021, generating US$236 billion in illicit profits by 2024.
• More than 85% of forced labor cases occur in the private economy.
• Eliminating forced labor and formalizing affected workers could add US$611 billion to global GDP.
• Corporate cases such as fast-fashion retailer Shein’s 2023 acknowledgment of child labor at supplier factories illustrate rising investor and regulatory scrutiny.
• OECD analysis links forced labor prevalence to counterfeit trade, estimated at up to US$467 billion annually, with economies featuring high informality and weak labor protections at greater risk.

SDG Emphasis

• SDG 8: Promotes decent work and economic growth through supply chain compliance.
• SDG 12 (Responsible Consumption and Production): Encourages ethical corporate practices.
• SDG 16: Supports strong institutions enforcing labor rights.

Socioeconomic Drivers and Structural Risks

Economic vulnerability remains a primary driver of child labor. According to BBVA Research, food insecurity has declined from 46.6% of households in 2018 to 33.1% in 2024, yet one-third of households still face food insecurity, disproportionately affecting rural and Indigenous communities. Indigenous children in migrant agricultural families are among the most vulnerable to hunger, mobility challenges, and child labor.

Globally, 138 million children remain engaged in labor, including 54 million in hazardous conditions. Campaigns such as the ILO and UNICEF’s Red Card to Child Labour frame child labor as both a human rights obligation and an economic governance challenge.

SDG Emphasis

• SDG 1: Targets poverty and food insecurity reduction.
• SDG 2 (Zero Hunger): Addresses food insecurity among vulnerable populations.
• SDG 10: Focuses on reducing inequalities affecting Indigenous and rural communities.

Enforcement Capacity as Decisive Factor

The convergence of constitutional reform, local coordination, trade-linked compliance, and social protection initiatives reflects an evolving policy environment. In 2025, the ILO expanded digital policy tools and reinforced its agenda on social justice, formalization, and regulation of emerging work models.

However, the 2026 committee findings stress that without effective enforcement, regulatory expansion has limited impact. The discrepancy between millions of working minors documented in surveys and isolated violations reported by inspection systems undermines the credibility of labor governance in Mexico.

SDG Emphasis

• SDG 16: Emphasizes the need for effective institutions and enforcement mechanisms.
• SDG 8: Calls for genuine progress toward decent work and elimination of child labor.
• SDG 17: Highlights the importance of partnerships and capacity building for enforcement.

1. Sustainable Development Goals (SDGs) Addressed or Connected

1. SDG 8: Decent Work and Economic Growth
   • Focus on ending child labor and promoting safe and secure working environments for all workers.
2. SDG 1: No Poverty
   • Addressing economic vulnerability and food insecurity among households, especially in rural and Indigenous communities.
3. SDG 3: Good Health and Well-being
   • Health risks related to hazardous and night work for minors, including circadian disruption and long-term health conditions.
4. SDG 16: Peace, Justice and Strong Institutions
   • Improving enforcement of labor laws and regulatory frameworks to protect child rights and labor standards.
5. SDG 17: Partnerships for the Goals
   • Coordination between government agencies, international organizations (ILO, UNICEF), and civil society to combat child labor.

2. Specific Targets Under Those SDGs Identified

1. SDG 8: Decent Work and Economic Growth
   • Target 8.7: Take immediate and effective measures to eradicate forced labor, end modern slavery and human trafficking, and secure the prohibition and elimination of the worst forms of child labor.
   • Target 8.8: Protect labor rights and promote safe and secure working environments for all workers, including migrant workers.
2. 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 according to national definitions.
3. SDG 3: Good Health and Well-being
   • Target 3.9: Reduce the number of deaths and illnesses from hazardous chemicals and air, water and soil pollution and contamination.
4. SDG 16: Peace, Justice and Strong Institutions
   • Target 16.3: Promote the rule of law at the national and international levels and ensure equal access to justice for all.
   • Target 16.6: Develop effective, accountable and transparent institutions at all levels.
5. SDG 17: Partnerships for the Goals
   • Target 17.17: Encourage and promote effective public, public-private and civil society partnerships.

3. Indicators Mentioned or Implied to Measure Progress

1. Indicator 8.7.1: Proportion and number of children aged 5–17 years engaged in child labor, by sex and age.
2. Indicator 8.8.1: Frequency rates of fatal and non-fatal occupational injuries, by sex and migrant status.
3. Indicator 1.2.1: Proportion of population living below the national poverty line, by sex and age.
4. Indicator 3.9.1: Mortality rate attributed to unintentional poisoning and hazardous working conditions.
5. Indicator 16.3.1: Proportion of victims of violence in the previous 12 months who reported their victimization to competent authorities or other officially recognized conflict resolution mechanisms.
6. Indicator 16.6.2: Proportion of the population satisfied with their last experience of public services.
7. Monitoring tools and registries: Local shared registry of families affected by child labor (Mexico City’s CITI-CDMX initiative).
8. Inspection data: Number of labor inspections conducted and violations recorded related to child labor enforcement.
9. Surveys: National Child Labor Survey (ENTI) data on child labor prevalence and hazardous work conditions.

4. Table of SDGs, Targets, and Indicators

Source: mexicobusiness.news

Report on UCF’s Affordable Instructional Materials (AIM) Initiative and Its Alignment with Sustainable Development Goals

Introduction

The University of Central Florida (UCF) has implemented the Affordable Instructional Materials (AIM) initiative, a strategic program designed to reduce the financial burden of educational resources on students. This initiative directly supports several United Nations Sustainable Development Goals (SDGs), particularly SDG 4 (Quality Education), SDG 10 (Reduced Inequalities), and SDG 17 (Partnerships for the Goals).

Key Achievements of the AIM Initiative

• Since 2019, AIM has saved students over $50 million in costs related to textbooks, access codes, and digital platforms, thereby removing significant barriers to academic success.
• AIM empowers faculty by providing resources and support to adopt free or low-cost instructional materials, fostering accessible and engaging course design.
• In 2026, a record 1,519 faculty members were recognized at the AIM High Impact Awards for their commitment to affordability and student success.

University-Wide Collaborative Effort

AIM represents a comprehensive, university-wide collaboration involving:

1. Division of Digital Learning
2. UCF Libraries
3. Office of the Provost and Academic Affairs
4. Faculty Center for Teaching and Learning
5. UCF Bookstore
6. Other university stakeholders

This collaboration aligns with SDG 17 by fostering partnerships that enhance educational access and quality.

Impact and Reach

• In 2025, 18,878 course sections (76.5% of all sections) utilized low- or no-cost course materials.
• AIM focuses on four core areas: First Day materials, Open Educational Resources (OER), library-sourced materials, and affordability counts, enabling faculty to create interactive and accessible courses.
• The initiative promotes innovative teaching methods that enhance student engagement and academic excellence, supporting SDG 4.

Recognition of Faculty Contributions to Affordable Learning

2026 AIM High Impact Awards

The annual AIM High Impact Awards celebrate faculty and staff who advance affordable learning. The 2026 awards highlighted the following categories and recipients:

Individual Rising Award

Assistant Professor Debaleena Majumdar was recognized for her course EVR 3733: Introduction to Sustainable Design, which integrates zero-cost resources such as library eBooks, scholarly articles, videos, and web-based materials. This course exemplifies SDG 4 by promoting inclusive and equitable quality education.

Individual Legacy Award

Associate Professor Samar Younes was honored for her innovative use of open educational resources and instructor-created content across engineering courses. Her development of free instructional videos and AI-generated practice tools enhances learning accessibility and affordability, advancing SDG 9 (Industry, Innovation and Infrastructure) and SDG 4.

Group Legacy Award

The First-Year Composition Program in the College of Arts and Humanities demonstrated affordability at scale by serving over 17,700 students and generating over $2.6 million in textbook savings. The program’s collaboration with UCF Libraries to provide no-cost materials supports SDG 4 and SDG 17.

Knights’ Choice Award

Lecturer Joseph Wachowski was nominated by students for his commitment to free, accessible course materials. His work fosters equity and innovation in education, aligning with SDG 4 and SDG 10.

Alignment with Sustainable Development Goals

• SDG 4: Quality Education – AIM ensures inclusive and equitable quality education by removing financial barriers and promoting accessible learning materials.
• SDG 10: Reduced Inequalities – By lowering costs, AIM reduces educational inequalities among students from diverse socioeconomic backgrounds.
• SDG 9: Industry, Innovation and Infrastructure – The initiative encourages innovative teaching methods and the use of technology to enhance learning.
• SDG 17: Partnerships for the Goals – AIM exemplifies effective partnerships across university departments to achieve shared educational goals.

Conclusion

UCF’s AIM initiative represents a model of how higher education institutions can integrate sustainable development principles into academic practices. By prioritizing affordability, accessibility, and innovation, AIM contributes significantly to the achievement of the Sustainable Development Goals, particularly in fostering quality education and reducing inequalities.

Further Information

Faculty interested in participating in or learning more about the AIM initiative are encouraged to contact affordable@ucf.edu.

1. Sustainable Development Goals (SDGs) Addressed or Connected

1. SDG 4: Quality Education
   • The article focuses on improving access to affordable instructional materials, which directly supports inclusive and equitable quality education.
   • Efforts to remove financial barriers for students align with SDG 4’s emphasis on ensuring equal access to education.
2. SDG 10: Reduced Inequalities
   • By reducing costs of textbooks and course materials, the initiative helps lower economic inequalities among students.
   • Supports marginalized or financially disadvantaged students to succeed academically.
3. SDG 17: Partnerships for the Goals
   • The article describes a university-wide collaboration involving multiple departments and stakeholders, reflecting partnerships to achieve sustainable development.

2. Specific Targets Under Identified SDGs

1. SDG 4 Targets
   • 4.3: Ensure equal access for all women and men to affordable and quality technical, vocational and tertiary education, including university.
   • 4.5: Eliminate gender disparities and ensure equal access to all levels of education and vocational training for vulnerable populations.
   • 4.7: Ensure that all learners acquire knowledge and skills needed to promote sustainable development.
2. SDG 10 Targets
   • 10.2: 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. SDG 17 Targets
   • 17.16: Enhance the global partnership for sustainable development, complemented by multi-stakeholder partnerships that mobilize and share knowledge, expertise, technology and financial resources.

3. Indicators Mentioned or Implied to Measure Progress

1. Cost Savings for Students
   • Over $50 million saved in instructional materials costs since 2019.
   • Specific savings such as $2.6 million in textbook cost savings for the First-Year Composition Program and $371,061 for engineering courses.
   • These monetary savings serve as indicators of affordability and access improvements.
2. Faculty Participation and Course Sections Using Affordable Materials
   • 1,519 faculty members recognized for affordable materials use.
   • 18,878 course sections (76.5% of all sections) utilized low- or no-cost materials in 2025.
   • These figures indicate institutional adoption and scale of affordable education practices.
3. Student Reach and Engagement
   • More than 17,700 students served by the First-Year Composition Program using affordable materials.
   • Student feedback and nominations for awards reflect qualitative measures of impact on academic success.
4. Quality and Accessibility Designations
   • Courses earning Affordability Counts medallion and Quality Online course designation indicate quality and accessibility standards.

4. Table of SDGs, Targets, and Indicators

Source: ucf.edu

Greeley Central High School Celebrates Diversity Through Annual Cultural Assembly

Introduction

Greeley Central High School held its fourth annual cultural assembly on Thursday, February 12, 2026, showcasing the rich diversity of its student body. The event aligns with the United Nations Sustainable Development Goals (SDGs), particularly SDG 4 (Quality Education), SDG 10 (Reduced Inequalities), and SDG 16 (Peace, Justice, and Strong Institutions), by promoting inclusive education, cultural understanding, and social cohesion.

Event Highlights

1. Opening Ceremony: A drumline marched into the Baggot Gymnasium, followed by students carrying flags from over 30 countries. The flagbearers proudly declared, “I am Central,” symbolizing unity in diversity.
2. Student Performances: The assembly featured various cultural performances, including ballet folklorico dancers representing Mexico, who captivated the audience with vibrant costumes and intricate choreography.
3. Musical and Dance Routines: Students performed pieces representing countries such as Venezuela, Honduras, the Democratic Republic of Congo, and Somalia, reflecting the school’s multicultural fabric.
4. Interactive Activities: Friendly games like limbo and tug-of-war engaged students across all grade levels, fostering teamwork and community spirit.
5. Closing Performance: The event concluded with a spirited rendition of “Take Me Home, Country Roads,” where students illuminated the gym with cellphone lights, celebrating American culture.

Significance of the Assembly

• Promoting Diversity and Inclusion: The assembly celebrates the diverse cultural backgrounds of students, supporting SDG 10 by reducing inequalities and fostering respect among different communities.
• Rebuilding Community Post-Pandemic: Initiated after the COVID-19 pandemic, the event aims to restore school spirit and unity, contributing to SDG 3 (Good Health and Well-being) by enhancing mental and social well-being.
• Educational Impact: By exposing students to global cultures, the assembly advances SDG 4 by providing inclusive and equitable quality education that promotes lifelong learning opportunities.
• Language and Cultural Preservation: With students speaking over 80 languages, the event supports cultural preservation and multilingualism, aligning with SDG 16’s emphasis on inclusive societies.

Community and School District Context

Greeley-Evans School District 6 is recognized for its cultural diversity, with minority students comprising 72% of the district’s population during the 2023-2024 school year. This demographic diversity enriches the educational environment and reflects the global community, reinforcing the importance of SDG 10 and SDG 4.

Voices from the Assembly

• Grace Eugenie, Senior: Born in Tanzania and raised in Greeley, Eugenie emphasized the strength of diversity at Greeley Central High School.
• Thania Reyes, Junior: Originally from Greeley with Mexican heritage, Reyes described her performance experience as a meaningful connection to her culture.
• Rebecca Larson-Reyes, French Teacher: Highlighted the assembly’s role in rebuilding connection and unity among students and staff post-pandemic.
• Justin Davis, Special Education Teacher: Noted the familial atmosphere at the school and the extensive planning involved in organizing the event.

Conclusion

The fourth annual cultural assembly at Greeley Central High School exemplifies a commitment to fostering an inclusive, respectful, and vibrant educational community. By celebrating cultural diversity and promoting unity, the event advances multiple Sustainable Development Goals, contributing to a more equitable and peaceful society.

1. Sustainable Development Goals (SDGs) Addressed or Connected

1. SDG 4: Quality Education
   • The article highlights the cultural assembly at Greeley Central High School, emphasizing inclusive and equitable quality education and promoting lifelong learning opportunities for all students.
2. SDG 10: Reduced Inequalities
   • The celebration of diversity and inclusion of students from over 30 countries and multiple languages addresses reducing inequalities within the school community.
3. SDG 16: Peace, Justice, and Strong Institutions
   • The event fosters unity, mutual respect, and social cohesion among students and staff, contributing to peaceful and inclusive societies.
4. SDG 17: Partnerships for the Goals
   • The collaboration among teachers, students, and the school district to organize the cultural assembly reflects partnerships to achieve sustainable development.

2. Specific Targets Under the Identified SDGs

1. SDG 4: Quality Education
   • Target 4.5: Eliminate gender disparities and ensure equal access to all levels of education and vocational training for the vulnerable, including minorities.
   • Target 4.7: Ensure that all learners acquire knowledge and skills needed to promote sustainable development, including cultural diversity and global citizenship.
2. SDG 10: Reduced Inequalities
   • Target 10.2: Empower and promote the social, economic, and political inclusion of all, irrespective of age, sex, disability, race, ethnicity, origin, or other status.
3. SDG 16: Peace, Justice, and Strong Institutions
   • Target 16.7: Ensure responsive, inclusive, participatory, and representative decision-making at all levels.
4. SDG 17: Partnerships for the Goals
   • Target 17.17: Encourage and promote effective public, public-private, and civil society partnerships.

3. Indicators Mentioned or Implied to Measure Progress

1. SDG 4 Indicators
   • Proportion of students by minority status (72% minority students in District 6) indicates inclusivity and access to education.
   • Number of languages spoken by students (more than 80 languages) reflects cultural diversity and inclusiveness in education.
   • Participation rates in cultural and educational events that promote global citizenship and cultural understanding.
2. SDG 10 Indicators
   • Representation of diverse ethnic and cultural groups in school activities and assemblies.
   • Measures of social inclusion such as student and staff perceptions of unity and mutual respect.
3. SDG 16 Indicators
   • Levels of participation in inclusive events promoting peace and social cohesion within the school community.
4. SDG 17 Indicators
   • Number and effectiveness of partnerships between school staff, students, and community organizations in organizing events.

4. Table of SDGs, Targets, and Indicators

Source: greeleytribune.com

Report on Literacy Promotion Event Featuring Author Robert M. Edsel

Introduction

On Wednesday evening, the Laura Bush Ladies for Literacy and the Literacy Coalition of the Permian Basin collaboratively hosted a significant event featuring New York Times Bestselling Author Robert M. Edsel. The event centered on Edsel’s latest book, Remember Us, and emphasized the critical role of literacy in regional development.

Event Overview and Key Messages

The event highlighted the intersection of literacy with broader societal themes such as the sacrifice of war and the transcendent power of gratitude. The author underscored the importance of literacy as a foundational element for unlocking opportunities in employment, hobbies, and overall life enrichment.

Literacy and Sustainable Development Goals (SDGs)

• SDG 4: Quality Education – The event reinforced literacy as a gateway to lifelong learning and curiosity, essential for personal and community development.
• SDG 8: Decent Work and Economic Growth – Literacy was presented as a critical skill that enhances employability and economic opportunities.
• SDG 11: Sustainable Cities and Communities – Storytelling and literacy were linked to community strengthening and historical preservation.

Author’s Insights on Literacy

1. Curiosity and Lifelong Learning: Edsel emphasized that literacy fuels curiosity, which is vital for maintaining a youthful and inquisitive mindset throughout life.
2. Gateway to Knowledge: Literacy enables individuals to seek answers and engage deeply with the world around them.
3. Community and History: Through storytelling, literacy helps preserve cultural heritage and fosters stronger communities.

Background on Robert M. Edsel

Robert M. Edsel is renowned for his book Monument Men, which was adapted into a 2014 feature film starring Matt Damon and George Clooney. His work consistently highlights the importance of history and education in societal progress.

Conclusion and Fundraising Efforts

The Literacy Coalition of the Permian Basin concluded the event with the Power of Literacy Fundraiser held at the Petroleum Club. The fundraiser aimed to support ongoing literacy initiatives, aligning with the Sustainable Development Goals by promoting inclusive and equitable quality education and lifelong learning opportunities for all.

1. Sustainable Development Goals (SDGs) Addressed

1. SDG 4: Quality Education
   • The article focuses on literacy, which is a fundamental component of quality education.
   • It highlights the importance of literacy in unlocking opportunities and fostering curiosity.
2. SDG 16: Peace, Justice, and Strong Institutions
   • The discussion on the ‘sacrifice of war’ and storytelling to preserve history relates to promoting peaceful and inclusive societies.
   • Preserving history through literacy supports strong institutions and social cohesion.

2. Specific Targets Under the Identified SDGs

1. Under SDG 4: Quality Education
   • Target 4.6: Ensure that all youth and a substantial proportion of adults achieve literacy and numeracy.
   • Target 4.7: Ensure that all learners acquire knowledge and skills needed to promote sustainable development, including cultural understanding and appreciation.
2. Under SDG 16: Peace, Justice, and Strong Institutions
   • Target 16.10: Ensure public access to information and protect fundamental freedoms, in accordance with national legislation and international agreements.

3. Indicators Mentioned or Implied in the Article

1. For SDG 4 Targets
   • Indicator 4.6.1: Proportion of population in a given age group achieving literacy and numeracy skills.
   • Indicator 4.7.1: Extent to which education for sustainable development and global citizenship is mainstreamed at all levels.
   • The article implies measuring literacy rates and the impact of literacy programs in the Permian Basin region.
2. For SDG 16 Target
   • Indicator 16.10.1: Number of verified cases of killing, kidnapping, enforced disappearance, arbitrary detention and torture of journalists, associated media personnel, trade unionists and human rights advocates.
   • While not explicitly mentioned, the article’s emphasis on storytelling and preserving history suggests the importance of access to information and freedom of expression.

4. Table of SDGs, Targets, and Indicators

Source: newswest9.com

Analysis of the “Fadeout” Phenomenon in Education Interventions and Its Implications for Sustainable Development Goals

Introduction

The term “fadeout” is frequently used in the context of education interventions, particularly in early childhood education, to describe the diminishing effects of such programs over time. This report critically examines the concept of fadeout, contrasting it with the notion of “catch-up,” and explores its broader implications for achieving Sustainable Development Goals (SDGs), especially SDG 4: Quality Education and SDG 10: Reduced Inequalities.

Understanding Fadeout versus Catch-Up

1. Definition and Common Perspectives
   • “Fadeout” refers to the reduction or disappearance of the initial positive effects of an education intervention after its completion.
   • Some researchers propose “catch-up” as a more positive term, suggesting that children who did not receive the intervention eventually reach the same learning levels as those who did.
   • This perspective implies that catch-up is equitable, as lower-achieving children eventually improve their skills.
2. Critical Evaluation of Catch-Up
   • Randomized controlled trials (RCTs) demonstrate that when control groups catch up to treatment groups, the treatment group’s advantage effectively disappears.
   • The control group’s outcome represents the counterfactual scenario—what would have happened without the intervention.
   • Therefore, catch-up means the intervention did not produce lasting skill improvements beyond what would have occurred naturally.

Implications for Social Equity and Sustainable Development Goals

• Long-Term Impact on Achievement Gaps
  • Education interventions often target children at risk of underachievement due to socioeconomic disparities.
  • When catch-up occurs, both intervention and control groups remain behind higher-achieving peers, maintaining existing inequalities.
  • This outcome challenges the goal of SDG 10 (Reduced Inequalities) by failing to close achievement gaps.
• Relevance to SDG 4: Quality Education
  • Lasting educational improvements are essential to ensure inclusive and equitable quality education.
  • Fadeout indicates that early gains may not translate into sustained learning, undermining progress toward SDG 4 targets.

Broader Occurrence of Fadeout Beyond Early Childhood

• Fadeout is not exclusive to early childhood education; it has been observed in adult education interventions as well.
• Understanding fadeout across different age groups is crucial for designing effective policies and interventions.
• Limiting the analysis of fadeout to early childhood contexts may obscure important insights relevant to lifelong learning strategies aligned with SDG 4.

Conclusion and Policy Recommendations

1. Terminology matters: reframing fadeout as catch-up may obscure the lack of sustained impact of education interventions.
2. To advance SDGs related to education and inequality, interventions must aim for durable improvements that close achievement gaps rather than temporary gains.
3. Policy frameworks should incorporate comprehensive evaluation methods, including long-term follow-up, to assess the true effectiveness of education programs.
4. Further research is needed to understand the mechanisms behind fadeout across all age groups to inform sustainable education policies.

1. Sustainable Development Goals (SDGs) Addressed or Connected to the Issues Highlighted in the Article

• SDG 4: Quality Education – The article discusses early childhood education interventions, learning outcomes, achievement gaps, and the effectiveness of educational programs, all of which are central to ensuring inclusive and equitable quality education.
• SDG 10: Reduced Inequalities – The article highlights socioeconomic disparities in educational achievement and the goal of closing achievement gaps, which relates to reducing inequalities within and among countries.

2. Specific Targets Under Those SDGs Identified Based on the Article’s Content

1. Under SDG 4: Quality Education
   • Target 4.2: Ensure that all girls and boys have access to quality early childhood development, care, and pre-primary education so that they are ready for primary education.
   • Target 4.5: Eliminate gender disparities and ensure equal access to all levels of education and vocational training for the vulnerable, including children from poor socioeconomic backgrounds.
   • Target 4.6: Ensure that all youth and a substantial proportion of adults achieve literacy and numeracy.
2. Under SDG 10: Reduced Inequalities
   • Target 10.2: Empower and promote the social, economic, and political inclusion of all, irrespective of age, sex, disability, race, ethnicity, origin, or economic or other status.

3. Indicators Mentioned or Implied in the Article to Measure Progress Towards the Identified Targets

• Learning Outcomes and Achievement Levels: The article implies measuring children’s learning outcomes, such as the ability to identify letters or count, as indicators to assess the effectiveness of early childhood education interventions.
• Achievement Gap Metrics: The comparison of learning levels between children who received the intervention and those who did not, particularly focusing on socioeconomic status differences, serves as an indicator of progress in reducing inequalities.
• Long-term Retention and Skill Acquisition: The concept of “fadeout” or “catch-up” relates to indicators measuring the persistence of educational gains over time after an intervention ends.
• Randomized Controlled Trial (RCT) Outcomes: The article references RCTs as a methodological tool to approximate counterfactuals and measure the impact of interventions, implying the use of experimental data as an indicator of program effectiveness.

4. Table of SDGs, Targets, and Indicators

Source: educationnext.org

Minatare Public Schools Expands Early Childhood Education Facilities to Support Sustainable Development Goals

Introduction

On December 29, 2025, Minatare Public Schools completed the acquisition of the former Assembly of God Church located at 907 Main Street. This property will be repurposed to house the Minatare Pre-Start program, marking a significant advancement in early childhood education within the community.

Background and Partnership

Minatare Public Schools has collaborated with ESU 13 for several years to deliver Preschool and Head Start services. Despite the program’s success, limited space in the existing modular building has constrained enrollment to 17 students, resulting in waitlists and unmet demand among families.

Expansion of Capacity and Services Aligned with SDGs

The acquisition of the new facility addresses space limitations and aligns with several Sustainable Development Goals (SDGs), including:

1. SDG 4: Quality Education – Enhancing access to inclusive and equitable quality early childhood education.
2. SDG 10: Reduced Inequalities – Providing more children the opportunity to attend school close to home.
3. SDG 11: Sustainable Cities and Communities – Repurposing existing infrastructure to serve community needs.

Facility Renovations and Features

Following remodeling, the new facility will accommodate up to 40 students, more than doubling current capacity. Planned renovations include:

• Two early childhood classrooms designed for active, hands-on learning, promoting SDG 4.
• A dedicated gathering hall for student activities, family events, and community use, supporting SDG 11.
• A separate cafeteria to provide meals and daily nutrition services, contributing to SDG 2 (Zero Hunger) and SDG 3 (Good Health and Well-being).
• Administrative offices and dedicated ESU 13 provider rooms that will also serve as community meeting spaces, fostering inclusive community engagement.

This expansion not only increases student capacity but also enhances service quality and accessibility for families, supporting the holistic development of children.

Community Engagement and Enrollment

Minatare Public Schools invites families and community members to participate in a tour of the new facility, review remodeling plans, and initiate the enrollment process for the 2026–2027 school year.

Event Details

• Date and Time: Thursday, February 19, 2026, from 4:00–7:00 p.m.
• Location: 907 Main Street, Minatare, NE (New Preschool Facility)
• Required Documents: Child’s birth certificate and immunization records

Conclusion

The District is actively managing the transition to the new facility and anticipates welcoming families to this enhanced educational environment. This initiative exemplifies a commitment to sustainable development by improving educational infrastructure and community well-being through strategic resource utilization and inclusive planning.

1. Sustainable Development Goals (SDGs) Addressed or Connected

1. SDG 4: Quality Education – The article focuses on expanding early childhood education services, increasing enrollment capacity, and improving learning environments.
2. SDG 3: Good Health and Well-being – The mention of immunization records and daily nutrition services relates to child health and well-being.
3. SDG 11: Sustainable Cities and Communities – The facility serves as a community hub with gathering halls and meeting spaces, promoting inclusive community development.

2. Specific Targets Under Those SDGs

1. SDG 4 Targets:
   • Target 4.2: Ensure that all girls and boys have access to quality early childhood development, care, and pre-primary education so that they are ready for primary education.
   • Target 4.a: Build and upgrade education facilities that are child, disability and gender sensitive and provide safe, non-violent, inclusive and effective learning environments for all.
2. SDG 3 Targets:
   • Target 3.2: End preventable deaths of newborns and children under 5 years of age.
   • Target 3.8: Achieve universal health coverage, including access to quality essential health-care services and access to safe, effective, quality, and affordable essential medicines and vaccines for all.
3. SDG 11 Targets:
   • Target 11.7: Provide universal access to safe, inclusive and accessible, green and public spaces, particularly for children and older persons.

3. Indicators Mentioned or Implied to Measure Progress

1. SDG 4 Indicators:
   • Enrollment rates in pre-primary education (Indicator 4.2.2)
   • Number and quality of early childhood education facilities (related to Target 4.a)
2. SDG 3 Indicators:
   • Immunization coverage among children (Indicator 3.b.1)
   • Access to nutrition services in early childhood programs
3. SDG 11 Indicators:
   • Availability of community spaces accessible to children and families
   • Use of public spaces for community activities (implied by the gathering hall and meeting spaces)

4. Table of SDGs, Targets, and Indicators

Source: ruralradio.com

Report on Website Accessibility and Sustainable Development Goals (SDGs) Implications

Introduction

This report addresses the issue of a webpage returning a “Page Not Found (Error 404)” message and analyzes its relevance to the Sustainable Development Goals (SDGs), particularly focusing on Goal 9 (Industry, Innovation, and Infrastructure) and Goal 16 (Peace, Justice, and Strong Institutions).

Issue Description

The requested webpage is currently unavailable due to one of the following reasons:

1. The release or content has been removed.
2. The page is temporarily inaccessible.

Recommended User Actions

Users encountering this error are advised to take the following steps to locate the desired information:

• Verify the spelling of the URL in the address bar to ensure accuracy.
• Navigate to the www.webwire.com homepage and search for related links.
• Use the browser’s Back button to return to a previous page and try alternative links.
• Utilize the website’s search functionality to find the required information.

SDGs Emphasis

Ensuring reliable access to digital information platforms aligns with several Sustainable Development Goals:

• SDG 9: Industry, Innovation, and Infrastructure – Promoting resilient infrastructure and fostering innovation requires maintaining accessible and reliable digital services.
• SDG 16: Peace, Justice, and Strong Institutions – Transparent and accessible information supports accountable institutions and inclusive decision-making.
• SDG 4: Quality Education – Access to accurate information enhances learning opportunities and knowledge dissemination.

Conclusion

Addressing website accessibility issues such as the Error 404 is critical for supporting the Sustainable Development Goals. Continuous improvement of digital infrastructure and user experience contributes to sustainable development by ensuring equitable access to information.

Analysis of Sustainable Development Goals (SDGs), Targets, and Indicators

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

The provided article is an error page (Page Not Found – Error 404) and does not contain any substantive content related to Sustainable Development Goals or any other issues. Therefore, no SDGs are addressed or connected to the issues in this article.

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

Since the article does not discuss any topics or issues, no specific targets under any SDGs can be identified.

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

There are no indicators mentioned or implied in the article due to the absence of relevant content.

4. Summary Table of SDGs, Targets, and Indicators

Source: webwire.com

Reforming England’s Computing Curriculum to Advance AI Awareness and Digital Literacy

Introduction

England is undertaking significant reforms to its computing curriculum, embedding Artificial Intelligence (AI) awareness, digital literacy, and data skills across new qualifications. This initiative aligns with the Sustainable Development Goals (SDGs), particularly SDG 4 (Quality Education) and SDG 9 (Industry, Innovation, and Infrastructure), by preparing learners for a technology-driven future and promoting inclusive and equitable quality education.

Curriculum Reform Objectives

The reform follows recommendations from an independent Curriculum and Assessment Review, which identified the need to broaden the current curriculum framework. The updated curriculum aims to:

• Enhance AI awareness and digital literacy among students
• Strengthen data skills, online safety, and critical thinking
• Modernise qualifications to reflect today’s digital environment
• Build a robust pipeline of future digital talent in the UK

These objectives support SDG 8 (Decent Work and Economic Growth) by equipping learners with skills relevant for employment and lifelong learning in the digital economy.

Implementation and Oversight

The British Computer Society (BCS) has been appointed by the Department for Education to lead the drafting and implementation of the new Computing curriculum. The BCS will oversee revisions across all key stages (1 to 5), ensuring that the curriculum remains aligned with both classroom practices and developments in the wider digital profession. This collaborative approach promotes SDG 17 (Partnerships for the Goals) by engaging stakeholders in education and technology sectors.

Key Changes in Qualifications

1. Broader Computing GCSE:

   The existing Computer Science GCSE will be replaced by a broader Computing GCSE. This new qualification will integrate:

   • Technical foundations of computing
   • Digital literacy
   • Responsible use of technology
2. New Level 3 Qualification:

   The government is exploring the introduction of a Level 3 qualification in Data Science and AI. A public consultation is planned later this year to gather input and shape the final reforms.

Alignment with Sustainable Development Goals

• SDG 4 – Quality Education: By embedding AI and digital competencies, the curriculum ensures inclusive and equitable quality education and promotes lifelong learning opportunities for all.
• SDG 8 – Decent Work and Economic Growth: The reform supports the development of relevant skills for employment in a rapidly evolving digital economy.
• SDG 9 – Industry, Innovation, and Infrastructure: Strengthening digital skills fosters innovation and builds resilient infrastructure.
• SDG 17 – Partnerships for the Goals: Collaboration between the Department for Education and the British Computer Society exemplifies effective partnerships to achieve educational reforms.

Conclusion

England’s updated computing curriculum represents a strategic effort to prepare learners for the challenges and opportunities of a digital society. By focusing on AI awareness, digital literacy, and data skills, the reforms contribute to multiple Sustainable Development Goals, fostering a future-ready, inclusive, and innovative workforce.

For further information on AI, technology, and digital diplomacy, please consult the Diplo chatbot.

1. Sustainable Development Goals (SDGs) Addressed or Connected

1. SDG 4: Quality Education
   • The article discusses reforming the computing curriculum in England to include AI awareness, digital literacy, and data skills, which directly relates to ensuring inclusive and equitable quality education and promoting lifelong learning opportunities.
2. SDG 8: Decent Work and Economic Growth
   • By strengthening the future digital talent pipeline and equipping learners with skills relevant to employment, the article connects to promoting sustained, inclusive, and sustainable economic growth, full and productive employment, and decent work for all.
3. SDG 9: Industry, Innovation and Infrastructure
   • Embedding AI and digital competencies supports building resilient infrastructure, promoting inclusive and sustainable industrialization, and fostering innovation.

2. Specific Targets Under Those SDGs

1. SDG 4 Targets
   • Target 4.4: Increase the number of youth and adults who have relevant skills, including technical and vocational skills, for employment, decent jobs, and entrepreneurship.
   • Target 4.7: Ensure that all learners acquire the knowledge and skills needed to promote sustainable development, including education for sustainable lifestyles and digital literacy.
2. SDG 8 Targets
   • Target 8.6: Reduce the proportion of youth not in employment, education, or training.
   • Target 8.2: Achieve higher levels of economic productivity through diversification, technological upgrading, and innovation.
3. SDG 9 Targets
   • Target 9.5: Enhance scientific research, upgrade the technological capabilities of industrial sectors, including digital technologies.

3. Indicators Mentioned or Implied to Measure Progress

1. For SDG 4 Targets
   • Indicator 4.4.1: Proportion of youth and adults with information and communications technology (ICT) skills, including digital literacy.
   • Indicator 4.7.1: Extent to which education for sustainable development and global citizenship is mainstreamed in curricula, assessed through curriculum reforms such as embedding AI awareness and digital literacy.
2. For SDG 8 Targets
   • Indicator 8.6.1: Proportion of youth not in education, employment, or training.
   • Indicator 8.2.1: Annual growth rate of real GDP per employed person, indirectly linked to workforce skills development.
3. For SDG 9 Targets
   • Indicator 9.5.1: Research and development expenditure as a proportion of GDP and the number of researchers, which can be linked to educational reforms promoting AI and data science skills.

4. Table of SDGs, Targets, and Indicators

Source: dig.watch

RSU 3 Adult Education: Advancing Sustainable Development Goals through Inclusive Learning

Introduction

RSU 3 Adult Education serves as a critical educational resource in the Mount View region of Waldo County, Maine. The program offers free and flexible learning opportunities designed to help adult learners complete their high school diplomas, prepare for college or careers, enhance workforce skills, and engage in lifelong learning. This initiative aligns closely with the United Nations Sustainable Development Goals (SDGs), particularly SDG 4: Quality Education, by providing equitable and inclusive education for all.

Program Overview and Community Impact

Operating within Maine’s public education system, RSU 3 Adult Education is committed to meeting adults at their current academic and personal levels, facilitating progress toward individualized goals. The program covers a district spanning 440 square miles and 11 towns, demonstrating a broad community reach.

According to Susan Brennan, Director of RSU 3 Adult Education, “It has been my honor to serve the vibrant RSU 3 Community. Over the past five years, our dedicated staff have developed programming tailored to the community’s needs.”

Alignment with Sustainable Development Goals

1. SDG 4: Quality Education
   • Provision of free, flexible adult education programs.
   • Support for high school completion, college preparation, and career readiness.
   • Promotion of lifelong learning opportunities.
2. SDG 8: Decent Work and Economic Growth
   • Enhancement of workforce skills to improve employability.
   • Facilitation of career advancement and economic participation.
3. SDG 10: Reduced Inequalities
   • Accessible education for adults regardless of background or current academic standing.
   • Support for marginalized and underserved populations within the community.

Program Features

• Free Access: No-cost education ensures that financial barriers do not prevent adult learners from advancing.
• Flexibility: Programs are designed to accommodate diverse schedules and personal circumstances.
• Community-Centered Approach: Curriculum and services are developed with direct input from the local population to address specific needs.

Conclusion

RSU 3 Adult Education exemplifies a successful model of community-based adult learning that supports multiple Sustainable Development Goals. By fostering inclusive and equitable education, enhancing workforce capabilities, and reducing inequalities, the program contributes significantly to sustainable community development in Waldo County and serves as a replicable example for similar regions.

1. Sustainable Development Goals (SDGs) Addressed or Connected

1. SDG 4: Quality Education – The article highlights adult education programs that provide free, flexible learning opportunities to help adults complete their education, prepare for college or careers, and strengthen workforce skills.
2. SDG 8: Decent Work and Economic Growth – By focusing on workforce skills and career preparation, the program supports economic growth and employment opportunities.
3. SDG 10: Reduced Inequalities – The program offers accessible education to adults in a large rural district, helping to reduce inequalities in education and economic opportunities.

2. Specific Targets Under Those SDGs Identified

1. SDG 4 Targets:
   • 4.3: Ensure equal access for all women and men to affordable and quality technical, vocational and tertiary education, including university.
   • 4.4: Increase the number of youth and adults who have relevant skills, including technical and vocational skills, for employment, decent jobs and entrepreneurship.
   • 4.6: Ensure that all youth and a substantial proportion of adults, both men and women, achieve literacy and numeracy.
2. SDG 8 Targets:
   • 8.6: Reduce the proportion of youth not in employment, education or training.
   • 8.5: Achieve full and productive employment and decent work for all women and men.
3. SDG 10 Targets:
   • 10.2: 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. Indicators Mentioned or Implied to Measure Progress

1. Indicators related to SDG 4:
   • 4.3.1: Participation rate of youth and adults in formal and non-formal education and training in the previous 12 months.
   • 4.4.1: Proportion of youth and adults with information and communications technology (ICT) skills.
   • 4.6.1: Proportion of population in a given age group achieving at least a fixed level of proficiency in functional literacy and numeracy skills.
2. Indicators related to SDG 8:
   • 8.6.1: Proportion of youth not in education, employment or training.
   • 8.5.2: Unemployment rate, by sex, age and persons with disabilities.
3. Indicators related to SDG 10:
   • 10.2.1: Proportion of people living below 50 per cent of median income, by age, sex and persons with disabilities.

4. Table of SDGs, Targets, and Indicators

Source: midcoastvillager.com

Utah Valley University Recognized for Affordable Online Education

Overview of Recognition

Utah Valley University (UVU) has been named one of the most affordable online universities in the United States for the second consecutive year, according to the latest ranking by OnlineU. This annual ranking assesses institutions offering bachelor’s degree programs based on tuition costs, accessibility, and enrollment figures among online undergraduate students.

Commitment to Accessibility and Affordability

Bonnie Rodriguez Mortensen, Senior Director of Online and Graduate Studies at UVU, emphasized the university’s dedication to providing accessible, student-centered education. She stated:

“Being recognized on OnlineU’s affordability list reflects UVU’s long-standing commitment to access and student-centered design. Our goal is to ensure that students can pursue a high-quality education in ways that fit their lives, without affordability becoming a barrier.”

Growth in Online Learning Enrollment

UVU has experienced significant growth in its online learning programs, highlighting the evolving educational needs of students:

1. Online-only student enrollment increased by more than 6% from fall 2024 to fall 2025.
2. Total student headcount rose by over 10% during the same period.
3. Online-only full-time equivalent (FTE) enrollment grew by nearly 9%.

Changing Student Needs and Institutional Response

Mortensen noted a shift in how students access education, with affordability and flexibility becoming essential factors in their decision-making process. UVU has proactively designed online pathways to meet these evolving demands, ensuring that educational opportunities align with students’ lifestyles and financial considerations.

Strategic Initiatives Supporting Online Education

The university’s recognition reinforces ongoing strategies aimed at enhancing online education, including:

• Optimized scheduling to accommodate diverse student needs.
• Comprehensive online student support services.
• Personalized advising tailored for online learners.
• Innovative course delivery methods to improve engagement and learning outcomes.

Context within Utah Higher Education

Other Utah institutions recognized for affordable online education include:

• Southern Utah University and Weber State University, both ranked in the top 10.
• Utah State University, ranked No. 18.

Alignment with Sustainable Development Goals (SDGs)

SDG 4: Quality Education

UVU’s efforts directly contribute to SDG 4 by promoting inclusive and equitable quality education and lifelong learning opportunities for all. The university’s focus on affordability and flexible online programs ensures broader access to higher education, particularly for non-traditional and underserved students.

SDG 10: Reduced Inequalities

By removing financial and logistical barriers to education, UVU supports SDG 10, which aims to reduce inequalities within and among countries. The university’s student-centered design and support services help create an inclusive learning environment that accommodates diverse populations.

SDG 8: Decent Work and Economic Growth

Providing accessible education through affordable online programs equips students with skills and knowledge necessary for employment and economic advancement, aligning with SDG 8’s objective to promote sustained, inclusive economic growth and productive employment.

SDG 9: Industry, Innovation, and Infrastructure

UVU’s innovative approach to online course delivery and student support exemplifies SDG 9 by fostering resilient infrastructure and promoting inclusive and sustainable industrialization through education technology.

Conclusion

Utah Valley University’s recognition as a leading affordable online university underscores its commitment to the Sustainable Development Goals by enhancing access to quality education, reducing inequalities, and supporting economic growth through innovative and flexible learning solutions.

1. Sustainable Development Goals (SDGs) Addressed or Connected to the Issues Highlighted in the Article

1. SDG 4: Quality Education
   • The article focuses on access to affordable, high-quality online education at Utah Valley University (UVU).
   • It highlights increased enrollment and flexible learning pathways, which align with ensuring inclusive and equitable quality education.
2. SDG 10: Reduced Inequalities
   • By emphasizing affordability and accessibility, the article touches on reducing inequalities in education opportunities.
   • Providing flexible online education helps reach diverse student populations who might face barriers to traditional education.

2. Specific Targets Under Those SDGs Identified Based on the Article’s Content

1. Under 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.
   • Target 4.4: Increase the number of youth and adults who have relevant skills, including technical and vocational skills, for employment, decent jobs and entrepreneurship.
   • Target 4.5: Eliminate gender disparities and ensure equal access to all levels of education and vocational training for vulnerable populations.
2. Under SDG 10: Reduced Inequalities
   • Target 10.2: 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. Indicators Mentioned or Implied in the Article to Measure Progress Towards the Identified Targets

1. Indicators for SDG 4 Targets
   • Indicator 4.3.1: Participation rate of youth and adults in formal and non-formal education and training in the previous 12 months, by sex.
   • Indicator 4.5.1: Parity indices (female/male, rural/urban, bottom/top wealth quintile and others) for all education indicators on this list that can be disaggregated.
   • Implied by the article: Increase in online-only student enrollment (6% increase), student headcount growth (10% increase), and online full-time equivalent increase (9%) can be used as metrics to track access and participation.
2. Indicators for SDG 10 Targets
   • Indicator 10.2.1: Proportion of people living below 50% of median income, by age, sex and persons with disabilities.
   • Implied by the article: Affordability and access metrics suggest efforts to reduce economic barriers to education, which relate to measuring inclusion and reduced inequalities.

4. Table of SDGs, Targets, and Indicators Identified in the Article

Source: deseret.com

Funding Early Childhood Education in Delaware: A Sustainable Development Perspective

Delaware’s approach to investing in major initiatives, such as expanding early childhood education, involves critical decisions not only about the importance of the project but also about the methods of financing. This report outlines the three primary funding strategies Delaware employs, emphasizing their alignment with the Sustainable Development Goals (SDGs), particularly SDG 4 (Quality Education) and SDG 10 (Reduced Inequalities).

Current Investment and Challenges

Delaware currently allocates approximately $135 million annually to early childhood education through child-care subsidies and state-funded preschool programs. Despite this substantial investment, access to quality early education remains limited, and the costs for families and providers continue to be high. Addressing these challenges is essential to advancing SDG 4, which aims to ensure inclusive and equitable quality education for all.

Proposed Expansion and Funding Considerations

Governor Matt Meyer’s January 2026 proposal aims to increase spending on early childhood education by $50 million per year. This proposal brings to light the complex funding decisions lawmakers face, which have significant implications for sustainable development and social equity.

Three Primary Funding Strategies

1. Reprioritizing Existing Funds

   This strategy involves reallocating money within the current budget from one area to another. For example, increasing investment in early childhood education may require reducing funds for other priorities such as teacher pay raises, new reading curricula, or senior healthcare programs. This approach supports SDG 10 by balancing resource distribution but requires careful consideration of trade-offs.

   • Example: Lt. Governor Kyle Evans Gay, as a state senator, identified $30 million through budget oversight to reinvest in childcare without additional taxpayer burden.

2. Utilizing One-Time Funds or Budget Surpluses

   The state can deploy surplus funds or one-time revenues to initiate new programs. While this method can jumpstart initiatives, it does not guarantee sustainable funding, posing challenges to the long-term achievement of SDG targets.

3. Raising New Revenue

   Generating new revenue through taxes or fees offers stable, long-term funding. However, it may increase costs for employers, workers, or consumers, which is a contentious issue amid rising living expenses. This approach must be balanced to avoid exacerbating inequalities, in line with SDG 10.

   • Governor Meyer’s plan includes new state revenues from cigarette and vaping taxes, supplemented by federal grants and reallocated funds.

Balancing Trade-Offs for Sustainable Development

The combination of funding sources in Delaware’s early childhood education expansion illustrates the complex trade-offs involved in public budgeting. Even widely supported initiatives require navigating uncertainties and balancing competing priorities to advance the SDGs effectively.

About the Civics 101 Series

Civics 101 is an ongoing explanatory series by Delaware LIVE and the Spotlight Delaware content marketing team. It aims to enhance public understanding of state government operations and the impact of budget decisions on everyday life in Delaware. For more stories in the series, visit the Civics 101 home page.

1. Sustainable Development Goals (SDGs) Addressed or Connected

1. SDG 4: Quality Education
   • The article focuses on expanding early childhood education in Delaware, directly relating to SDG 4 which aims to ensure inclusive and equitable quality education and promote lifelong learning opportunities for all.
2. SDG 1: No Poverty
   • By addressing child-care subsidies and access to affordable early childhood education, the article touches on reducing economic barriers for families, which aligns with SDG 1’s goal to end poverty in all its forms.
3. SDG 3: Good Health and Well-being
   • Early childhood education impacts child development and well-being, connecting to SDG 3’s aim to ensure healthy lives and promote well-being for all ages.
4. SDG 10: Reduced Inequalities
   • Efforts to expand access and reduce costs for families and providers relate to reducing inequalities within and among communities.
5. SDG 17: Partnerships for the Goals
   • The article mentions the use of federal grants and state funding, highlighting the importance of partnerships and financing mechanisms for sustainable development.

2. Specific Targets Under Those SDGs Identified

1. SDG 4: Quality Education
   • Target 4.2: Ensure that all girls and boys have access to quality early childhood development, care and pre-primary education so that they are ready for primary education.
2. 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 according to national definitions.
3. SDG 3: Good Health and Well-being
   • Target 3.8: Achieve universal health coverage, including financial risk protection and access to quality essential health-care services.
4. SDG 10: Reduced Inequalities
   • Target 10.2: 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.
5. SDG 17: Partnerships for the Goals
   • Target 17.2: Developed countries to implement fully their official development assistance commitments, including to support developing countries in strengthening domestic capacity for tax and revenue collection.

3. Indicators Mentioned or Implied to Measure Progress

1. Indicator for Target 4.2
   • Proportion of children under 5 years of age who are developmentally on track in health, learning and psychosocial well-being.
   • Access rates to early childhood education programs, such as state-funded preschool enrollment numbers.
2. Indicator for Target 1.2
   • Proportion of population living below the national poverty line, especially families benefiting from child-care subsidies.
3. Indicator for Target 3.8
   • Coverage of essential health services and financial protection measures for families, which may be indirectly affected by child-care affordability.
4. Indicator for Target 10.2
   • Measures of economic inclusion such as affordability and accessibility of early childhood education for low-income families.
5. Indicator for Target 17.2
   • Amount of state and federal funding allocated to early childhood education initiatives, including new revenue from taxes and grants.

4. Table of SDGs, Targets, and Indicators

Source: spotlightdelaware.org

Governor’s Budget Address and Its Alignment with Sustainable Development Goals (SDGs)

Overview of the Budget Address Event

Each year, the Capitol experiences high attendance on specific days, notably Swearing-In Day and the governor’s budget address day, which occurs on the first Tuesday in February. The budget address attracts a diverse group including legislators, lobbyists, government consultants, citizen groups, and representatives from various sectors across the commonwealth. These stakeholders eagerly anticipate the governor’s budget proposal to advocate for their interests and seek legislative support.

The Budget Process and Political Context

The governor’s proposed budget marks the commencement of a complex budget process. Last year’s budget was finalized late, in November, well past the June 30 deadline. Given that this is a midterm election year featuring the gubernatorial election, concerns exist about potential delays in budget approval due to political agendas. Timely budget approval is critical for the welfare of the commonwealth.

Highlights of the Governor’s Budget Proposal

1. Economic Growth and Investment

   The governor emphasized positive economic growth in Pennsylvania, highlighting significant investments by new and established corporations, which signal promising future development.

2. Increased Spending and Education Investment

   The proposed budget includes an approximate 5% increase in spending, with enhanced funding across all education levels, supporting SDG 4: Quality Education.

3. Minimum Wage Increase

   The governor proposed raising the minimum wage from $7.25, which is currently the lowest among neighboring states. This initiative supports SDG 8: Decent Work and Economic Growth by aiming to reduce poverty and reliance on government assistance, thereby benefiting the economy.

4. Affordable Housing Investment

   Addressing rising housing costs, the budget prioritizes affordable housing development, contributing to SDG 11: Sustainable Cities and Communities by promoting home ownership and community stability.

5. Tax Credits and Business Growth

   The continuation and potential increase of tax credits, including the child care tax credit, alongside a gradual reduction in corporate tax rates, aim to foster business competitiveness and support families, aligning with SDG 1: No Poverty and SDG 8.

6. Revenue Generation Proposals

   The governor suggested exploring new revenue sources such as taxes on skill games and legalizing adult-use cannabis to enhance state finances sustainably.

7. Support for Public Services and Environment

   Additional funding for teachers, first responders, environmental initiatives, and infrastructure reflects commitments to SDG 3: Good Health and Well-being, SDG 9: Industry, Innovation, and Infrastructure, and SDG 13: Climate Action.

Commitment to Timely Budget Negotiations

Following the budget address, the governor promptly engaged with House and Senate leaders to initiate budget negotiations. Achieving a budget agreement by the June 30 deadline is essential to ensure continued support for citizens, schools, and local communities, thereby advancing multiple SDGs through effective governance.

Conclusion

• The governor’s budget proposal demonstrates a comprehensive approach to economic growth, social equity, and environmental sustainability.
• Emphasis on raising the minimum wage, investing in education and affordable housing, and supporting public services aligns closely with the United Nations Sustainable Development Goals.
• Timely budget approval remains a priority to fulfill commitments to the commonwealth’s development and well-being.

1. Sustainable Development Goals (SDGs) Addressed or Connected

1. SDG 1: No Poverty – The article discusses raising the minimum wage to help workers earn a living wage and reduce reliance on government assistance.
2. SDG 3: Good Health and Well-being – Investment in first responders and health-related infrastructure is mentioned.
3. SDG 4: Quality Education – Increased investment in all levels of education is highlighted.
4. SDG 8: Decent Work and Economic Growth – Economic growth, business investments, raising minimum wage, and corporate tax policies are discussed.
5. SDG 9: Industry, Innovation and Infrastructure – Infrastructure investments and encouragement of business growth are mentioned.
6. SDG 11: Sustainable Cities and Communities – Investment in affordable housing and strengthening neighborhoods is emphasized.
7. SDG 13: Climate Action – Environmental investments are referenced.

2. Specific Targets Under Those SDGs

1. SDG 1 – Target 1.2: Reduce poverty by ensuring social protection and increasing income through minimum wage adjustments.
2. SDG 3 – Target 3.d: Strengthen capacity for early warning, risk reduction and management, including support for first responders.
3. SDG 4 – Target 4.a: Build and upgrade education facilities that are child, disability and gender sensitive.
4. SDG 8 – Target 8.5: Achieve full and productive employment and decent work for all, including equal pay for work of equal value.
5. SDG 8 – Target 8.3: Promote development-oriented policies that support productive activities and entrepreneurship.
6. SDG 9 – Target 9.1: Develop quality, reliable, sustainable and resilient infrastructure.
7. SDG 11 – Target 11.1: Ensure access for all to adequate, safe and affordable housing and basic services.
8. SDG 13 – Target 13.1: Strengthen resilience and adaptive capacity to climate-related hazards.

3. Indicators Mentioned or Implied to Measure Progress

• Minimum Wage Level: Current minimum wage is $7.25; progress can be measured by increases in this wage and comparison with surrounding states.
• Government Assistance Dependency: Number of people relying on government assistance before and after wage increases.
• Investment in Education: Budget allocation amounts for education at all levels.
• Affordable Housing Availability: Number of affordable homes built or available for purchase.
• Economic Growth Indicators: Investments by corporations, business growth rates, and corporate tax rates.
• Support for First Responders: Budget or resources allocated to first responders.
• Environmental Investment: Funding directed to environmental projects and infrastructure improvements.
• Budget Timeliness: Whether the budget is finalized by the June 30 deadline.

4. Table of SDGs, Targets and Indicators

Source: westhillsgazette.com

Shumaker Surpasses Literacy Impact Goals Aligned with Sustainable Development Goals

Introduction

Shumaker, a law firm based in Toledo, OH, has exceeded its ambitious goal of impacting one million individuals by the end of 2025 through its Make a Difference through Literacy Initiative. Launched in September 2023 to celebrate the firm’s 100th anniversary, this initiative reflects Shumaker’s century-long commitment to community development and aligns closely with the United Nations Sustainable Development Goals (SDGs), particularly SDG 4: Quality Education and SDG 17: Partnerships for the Goals.

Expansion of Literacy Initiative and Community Partnerships

Originally targeting 100,000 individuals, Shumaker expanded the initiative’s scope to reach over one million people by leveraging strategic community partnerships, employee engagement, and sustained service across 13 markets. This expansion supports SDG 4 by promoting inclusive and equitable quality education and lifelong learning opportunities.

• Collaborations with over 20 nonprofit and community organizations, including:
  • Dreamers Academy
  • Boys & Girls Club of Toledo
  • Boys & Girls Clubs of Sarasota and DeSoto Counties
  • Toledo Public School Foundation
  • Charleston Library Society Book Drop Dinner
  • 2nd & 7
  • Great Explorations Museum
  • Down Syndrome of Central Ohio’s Adult Literacy Ohio Program
  • TutorSmart
  • Union County Library (North Carolina)

Initiative Activities and Impact

The Make a Difference through Literacy Initiative aims to bridge literacy gaps by providing tailored learning resources, mentorship, and engaging programs that foster a lifelong love of reading for all ages. These efforts contribute directly to achieving SDG 4 by enhancing literacy and educational outcomes.

1. Donation of over 1,200 books
2. Organization of book drives
3. Launch of free community libraries
4. Reading sessions with elementary school students
5. Participation in literacy-focused community events

Employee Engagement and Volunteer Commitment

Shumaker has pledged more than 4,000 hours of paid employee volunteer time, empowering attorneys and staff to actively address local literacy needs. This commitment exemplifies SDG 8: Decent Work and Economic Growth, by promoting productive employment and community engagement.

Leadership Statement and Future Outlook

Jennifer Compton, Managing Partner & Chair of the Management Committee at Shumaker, emphasized the firm’s ongoing dedication to community impact:

“As Shumaker enters its next century, we remain committed to strengthening existing partnerships, building new collaborations, and continuing to be a force for positive change. Literacy is foundational to opportunity, and we are proud of the collective impact our team and community partners have made—and will continue to make—together.”

Additional Resources

A comprehensive overview of Shumaker’s community impact, including detailed metrics and stories from the Make a Difference through Literacy Initiative, is available in the firm’s Impact Report.

About Shumaker

With a team of over 300 attorneys and advisors, Shumaker continues to move businesses forward with confidence while maintaining a strong commitment to sustainable community development and the Sustainable Development Goals.

1. Sustainable Development Goals (SDGs) Addressed or Connected

1. SDG 4: Quality Education
   • The article focuses on literacy initiatives, which directly relate to ensuring inclusive and equitable quality education and promoting lifelong learning opportunities for all.
2. SDG 17: Partnerships for the Goals
   • The initiative involves collaboration with more than 20 nonprofit and community organizations, highlighting the importance of partnerships to achieve sustainable development goals.

2. Specific Targets Under Those SDGs

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 4.7: Ensure that all learners acquire the knowledge and skills needed to promote sustainable development, including literacy skills.
2. SDG 17: Partnerships for the Goals
   • Target 17.17: Encourage and promote effective public, public-private and civil society partnerships, building on the experience and resourcing strategies of partnerships.

3. Indicators Mentioned or Implied to Measure Progress

1. For SDG 4 Targets:
   • Number of individuals impacted by literacy programs (article mentions impacting over one million individuals).
   • Number of books donated and book drives hosted (over 1,200 books donated).
   • Hours of paid employee volunteer time dedicated to literacy efforts (pledged more than 4,000 hours).
   • Number of community libraries launched and literacy-focused events held.
2. For SDG 17 Target:
   • Number of nonprofit and community organizations partnered with (more than 20 organizations).
   • Extent and sustainability of partnerships and collaborations as reflected in ongoing initiatives and expanded scopes.

4. Table of SDGs, Targets, and Indicators

Source: legalreader.com

Report on Sustainable Development Goals (SDGs) Implementation

Introduction

This report highlights key aspects of sustainable development with a focus on the United Nations Sustainable Development Goals (SDGs). The content emphasizes the integration of SDGs into various initiatives and projects to promote global sustainability.

Key Sustainable Development Goals Addressed

1. Goal 6: Clean Water and Sanitation
   • Ensuring availability and sustainable management of water and sanitation for all.
   • Promoting water quality improvement and efficient water use.
2. Goal 11: Sustainable Cities and Communities
   • Making cities inclusive, safe, resilient, and sustainable.
   • Enhancing urban planning and management in a participatory manner.
3. Goal 13: Climate Action
   • Taking urgent action to combat climate change and its impacts.
   • Implementing policies that reduce carbon emissions and promote renewable energy.

Implementation Strategies

• Community Engagement: Encouraging local communities to participate in sustainable water management and urban development projects.
• Technology Integration: Utilizing innovative technologies to monitor and improve water quality and urban infrastructure.
• Policy Development: Formulating policies that align with SDGs to ensure long-term sustainability and resilience.
• Education and Awareness: Promoting awareness campaigns to educate stakeholders about the importance of sustainable development.

Outcomes and Impact

• Improved access to clean water and sanitation facilities in targeted regions.
• Development of sustainable urban environments that reduce environmental footprints.
• Enhanced resilience to climate-related hazards through proactive climate action.
• Strengthened partnerships among governments, private sector, and civil society to advance SDGs.

Conclusion

The integration of Sustainable Development Goals into development projects is essential for achieving a sustainable future. Continued efforts in community engagement, technology use, policy support, and education are critical to advancing these goals effectively.

1. Sustainable Development Goals (SDGs) Addressed or Connected

Based on the content and context of the article, the following SDGs are relevant:

1. SDG 6: Clean Water and Sanitation – The article’s focus on rivers and water bodies suggests issues related to water quality, availability, and management.
2. SDG 14: Life Below Water – The mention of rivers and aquatic ecosystems connects to the protection and sustainable use of water ecosystems.
3. SDG 15: Life on Land – The article implies concerns about riverine environments and surrounding terrestrial ecosystems.
4. SDG 13: Climate Action – Water bodies and ecosystems are impacted by climate change, which may be implied in the article’s context.

2. Specific Targets Under Those SDGs

1. SDG 6 Targets:
   • 6.3: Improve water quality by reducing pollution, minimizing release of hazardous chemicals and materials.
   • 6.6: Protect and restore water-related ecosystems, including rivers.
2. SDG 14 Targets:
   • 14.1: Reduce marine pollution, including from land-based activities affecting rivers and water bodies.
   • 14.2: Sustainably manage and protect marine and coastal ecosystems.
3. SDG 15 Targets:
   • 15.1: Ensure conservation, restoration and sustainable use of terrestrial and freshwater ecosystems.
4. SDG 13 Targets:
   • 13.1: Strengthen resilience and adaptive capacity to climate-related hazards and natural disasters affecting water resources.

3. Indicators Mentioned or Implied to Measure Progress

The article does not explicitly mention specific indicators but implies the following can be used to measure progress:

• Water Quality Indicators: Levels of pollutants and hazardous substances in rivers.
• Extent of Water-Related Ecosystems: Area of river and wetland ecosystems protected or restored.
• Pollution Reduction Metrics: Reduction in plastic and chemical pollution in water bodies.
• Climate Resilience Measures: Number of initiatives or policies enhancing resilience of water ecosystems to climate change.

4. Table: SDGs, Targets and Indicators

Source: timesnews.net

Washington State Education Funding and Tax Relief Proposal Aligned with Sustainable Development Goals

Introduction

Washington State Schools Superintendent Chris Reykdal has proposed significant investments in the state’s education system alongside property tax relief measures. These initiatives emphasize the achievement of several Sustainable Development Goals (SDGs), particularly Quality Education (SDG 4), Reduced Inequalities (SDG 10), and Decent Work and Economic Growth (SDG 8).

Proposed Millionaires Tax to Fund Education

Superintendent Reykdal is advocating for lawmakers to approve a “millionaires tax” targeting residents earning over $1 million annually. This proposal, introduced by Democrats, aims to generate new revenue to support educational improvements and social equity.

• SDG 4 (Quality Education): The tax revenue would address underfunding in K–12 education, ensuring inclusive and equitable quality education.
• SDG 10 (Reduced Inequalities): By targeting high-income earners, the proposal seeks to reduce economic disparities and promote social inclusion.

Reykdal emphasized a long-term vision: “If we think generationally and we think big and inspire what’s possible, then we’re not having a tax fight. We’re having a conversation around what does the best for our kids for a very long time to come.”

Key Funding Priorities

The proposal outlines substantial funding increases for the following areas:

1. K–12 Education: Addressing a $750 million shortfall in basic education, including special education, materials, supplies, transportation, and targeted support for students requiring additional assistance.
2. Universal Free Meals: Expanding meal programs to provide free meals to all students, enhancing nutrition and learning capacity.
3. Free Tuition: Offering two years of free tuition at Washington’s public colleges and universities to increase access to higher education.

According to Reykdal’s office, the estimated costs are:

• $860–$900 million to fully fund K–12 education
• $110 million to provide universal free meals
• $760 million to cover two years of free college tuition

Property Tax Relief Initiative

In addition to education funding, the plan includes $1.4 billion in property tax relief aimed at homeowners across Washington State.

• SDG 1 (No Poverty) and SDG 11 (Sustainable Cities and Communities): This relief is designed to improve affordability and reduce financial stress on middle-class families.
• The average homeowner is projected to save approximately $640 annually.

Reykdal highlighted the importance of affordability: “My job is to say there is a missing part of the conversation, which is affordability for middle-class families. They are under serious duress.”

Opposition and Economic Concerns

Republican lawmakers have expressed strong opposition to the millionaires tax, citing concerns over economic impacts and potential harm to small businesses.

• House Republican Leader Drew Stokesbary warned that the $1 million income threshold may not be permanent, potentially expanding the tax burden to a broader population.
• Critics argue the tax could increase prices and damage Washington’s economy.
• Stokesbary accused Democrats of collaborating with large employers to implement a tax that could benefit big business while harming the wider economy.

Conclusion

Superintendent Reykdal’s proposal aligns with multiple Sustainable Development Goals by seeking to enhance educational quality and equity, reduce economic inequalities, and support sustainable economic growth. The plan’s success depends on legislative approval and balancing economic considerations with social investments.

1. Sustainable Development Goals (SDGs) Addressed or Connected

1. SDG 4: Quality Education
   • The article discusses major investments in Washington’s education system, including funding for K–12 schools, universal free meals for students, and free tuition at public colleges and universities.
2. SDG 1: No Poverty
   • The proposal for property tax relief aims to improve affordability for middle-class families, addressing economic challenges and reducing financial burdens.
3. SDG 10: Reduced Inequalities
   • The proposed “millionaires tax” targets high-income earners to fund education and tax relief, which can reduce economic inequalities.

2. Specific Targets Under Those SDGs

1. SDG 4: Quality Education
   • Target 4.1: Ensure that all girls and boys complete free, equitable and quality primary and secondary education leading to relevant and effective learning outcomes.
   • Target 4.3: Ensure equal access for all women and men to affordable and quality technical, vocational and tertiary education, including university.
   • Target 4.2: Ensure that all children have access to quality early childhood development, care and pre-primary education (implied through focus on K–12 and early education funding).
2. 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 according to national definitions.
   • Target 1.4: Ensure that all men and women have equal rights to economic resources, as implied by property tax relief for homeowners.
3. SDG 10: Reduced Inequalities
   • Target 10.2: Empower and promote the social, economic and political inclusion of all, irrespective of income.
   • Target 10.3: Ensure equal opportunity and reduce inequalities of outcome, including by eliminating discriminatory laws and policies.

3. Indicators Mentioned or Implied to Measure Progress

1. For SDG 4 (Quality Education)
   • Indicator 4.1.1: Proportion of children and young people achieving minimum proficiency in reading and mathematics (implied through focus on funding for basic education and special education).
   • Indicator 4.3.1: Participation rate of youth and adults in formal and non-formal education and training in the previous 12 months (implied by free tuition at public colleges and universities).
   • Indicator related to school meal coverage: proportion of students receiving free meals (implied by universal free meals proposal).
2. For SDG 1 (No Poverty)
   • Indicator 1.2.1: Proportion of population living below the national poverty line (implied by property tax relief to improve affordability).
   • Indicator 1.4.1: Proportion of population living in households with access to basic services (implied by property ownership and tax relief).
3. For SDG 10 (Reduced Inequalities)
   • Indicator 10.2.1: Proportion of people living below 50% of median income, by age, sex and persons with disabilities (implied by tax policy aimed at reducing inequality).
   • Indicator 10.3.1: Proportion of population reporting having personally felt discriminated against or harassed (implied through focus on equitable tax and education policies).

4. Table of SDGs, Targets, and Indicators

Source: mynorthwest.com

Report on Early-Literacy Instruction Improvements in Township of Ocean School District

Introduction

Michelle Shapiro, the district staff member supervising early-literacy instruction in the Township of Ocean School District, presented to the Board of Education on the district’s initiatives to enhance early-reading outcomes. The district’s approach integrates its adopted core curriculum with multisensory teaching methods, universal screening, and coaching, aligning with Sustainable Development Goal (SDG) 4: Quality Education.

Curriculum and Instructional Strategies

• The district adopted the McGraw Hill WONDERS literacy program in the 2016–17 academic year.
• Multisensory training based on IMSE Orton-Gillingham methods has been implemented for Kindergarten through Grade 3 teachers.
• DIBELS (Dynamic Indicators of Basic Early Literacy Skills) is utilized as a universal screening tool.
• Assessment data is stored and analyzed using the LinkIt platform to guide instruction and interventions.

Partnerships and Support Systems

The district has collaborated with Rutgers University and the New Jersey Department of Education on tiered reading supports and a Data Driven Instructional Coaching Model (DDICM) grant. These partnerships have provided:

1. Assessment protocols
2. Coaching structures
3. Targeted intervention routines

These resources are employed by school-based coaches and interventionists to support student literacy development.

Benchmark Data and Outcomes

Significant improvements have been observed since pre-pandemic benchmarks, demonstrating progress towards SDG 4 targets:

• Kindergarten: Winter benchmark performance increased from approximately 41.1% (2019–20) to about 60% at or above benchmark; average letter-sound scores rose from 24 to 32.
• First Grade: Benchmark rates improved from 45.8% to 74.3% at or above benchmark.
• Second Grade: Benchmark rates reported near 76.7%.
• Third Grade: Phonics benchmark rates increased to approximately 78.1%.

Instructional and Intervention Practices

Shapiro attributed these gains to multiple factors supporting inclusive and equitable education (SDG 10):

• Classroom instruction enhancements
• Daily small-group differentiation
• Job-embedded coaching for educators
• Continuous progress monitoring

The intervention cycle includes:

1. Data review at district, school, and classroom levels
2. Diagnostic assessments for students identified by universal screening
3. Targeted interventions lasting six to eight weeks
4. Ongoing progress monitoring with necessary instructional adjustments

Community Engagement and Policy Alignment

• Board members praised the data-driven approach and recognized district coaches Brittney Brannigan, Janice McDowell, and Megan Haines for their contributions.
• In response to parental inquiries, Shapiro clarified that the WONDERS program provides the district’s scope and sequence, while multisensory methods such as IMSE/Orton-Gillingham complement and enhance instruction.
• Two state bills signed in August 2024 mandate statewide literacy screeners and parent notifications starting in the 2025–26 school year; the district already adheres to these protocols, supporting SDG 16: Peace, Justice, and Strong Institutions through transparent communication.
• The district is concluding a multi-year grant period and plans to continue applying screening and coaching protocols to sustain progress.

Next Steps

The Board requested follow-up on several questions raised during the Q&A and public comment sessions. Michelle Shapiro committed to providing further clarifications post-meeting to ensure ongoing stakeholder engagement and accountability.

1. Sustainable Development Goals (SDGs) Addressed or Connected

1. SDG 4: Quality Education
   • The article focuses on improving early literacy outcomes through curriculum adoption, multisensory teaching methods, universal screening, and coaching, which directly relates to ensuring inclusive and equitable quality education and promoting lifelong learning opportunities for all.
2. SDG 3: Good Health and Well-being
   • While not explicitly mentioned, the focus on early childhood development and intervention can be linked to promoting well-being and cognitive development in children.

2. Specific Targets Under Those SDGs Identified

1. SDG 4: Quality Education
   • Target 4.1: Ensure that all girls and boys complete free, equitable and quality primary and secondary education leading to relevant and effective learning outcomes. The article’s focus on early literacy benchmarks and improving reading skills aligns with this target.
   • Target 4.2: Ensure that all girls and boys have access to quality early childhood development, care and pre-primary education so that they are ready for primary education. The early literacy interventions and screening protocols support readiness for primary education.
   • Target 4.c: Increase the supply of qualified teachers, including through training and professional development. The article mentions multisensory training for K–3 teachers and job-embedded coaching, which corresponds to this target.

3. Indicators Mentioned or Implied to Measure Progress

1. Literacy Benchmark Performance Indicators:
   • Percentage of students at or above benchmark in kindergarten, first, second, and third grades (e.g., kindergarten winter benchmark performance rising from 41.1% to 60%).
   • Average letter-sound scores improvement (from 24 to 32).
   • Phonics benchmark rates for third grade (78.1%).
2. Screening and Assessment Tools:
   • Use of DIBELS (Dynamic Indicators of Basic Early Literacy Skills) as a universal screener.
   • Diagnostic assessments for students flagged by screening.
   • Progress monitoring data stored in the LinkIt platform to guide instruction and interventions.
3. Teacher Training and Coaching Indicators:
   • Implementation of multisensory training based on IMSE Orton-Gillingham methods.
   • Use of Data Driven Instructional Coaching Model (DDICM) grant-supported coaching structures.

4. Table of SDGs, Targets and Indicators

Source: citizenportal.ai

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

Report on Education Initiatives in Pennsylvania and Their Alignment with Sustainable Development Goals

Introduction

The Pennsylvania General Assembly has recently established two commissions aimed at enhancing basic education: the Basic Education Funding Commission and the Commission on Education and Economic Competitiveness. These commissions are tasked with evaluating potential reforms in school funding and the range of services provided by schools. These efforts align closely with the United Nations Sustainable Development Goal (SDG) 4: Quality Education, which emphasizes inclusive and equitable quality education and promotes lifelong learning opportunities for all.

Government Funding and Investment Proposals

Governor Shapiro has proposed significant increases in basic education funding alongside major investments in school infrastructure repairs. These proposals address critical issues such as school safety, student mental health, and special education services. These priorities support SDG 3: Good Health and Well-being, by promoting mental health and safe learning environments, and SDG 9: Industry, Innovation, and Infrastructure, through investments in school facilities.

Reform of Virtual Charter School Funding

Pennsylvania Auditor General Tim DeFoor has released a report focusing on reforming the funding mechanisms for virtual charter schools. This initiative aims to ensure equitable and efficient allocation of resources, contributing to SDG 10: Reduced Inequalities by addressing disparities in educational funding.

Stakeholder Perspectives

Key education leaders, including Sherri Smith, Executive Director of the Pennsylvania Association of School Administrators, and Michelle Reichard-Huff, Director of Early Childhood and Student Services at the Berks County Intermediate Unit, have provided insights on the potential impacts of these initiatives on schools and students in Berks County. Their perspectives highlight the importance of collaborative efforts to achieve SDG 17: Partnerships for the Goals, fostering cooperation among government, educational institutions, and communities.

Summary of Key Initiatives and Their SDG Alignment

1. Basic Education Funding Commission and Commission on Education and Economic Competitiveness
   • Review and reform of school funding structures
   • Enhancement of educational services
   • Supports SDG 4: Quality Education
2. Governor’s Funding and Infrastructure Proposals
   • Increased funding for basic education
   • Investment in school repairs
   • Focus on school safety, mental health, and special education
   • Supports SDG 3: Good Health and Well-being and SDG 9: Industry, Innovation, and Infrastructure
3. Virtual Charter School Funding Reform
   • Audit and reform of funding mechanisms
   • Promotes equity and efficiency in education funding
   • Supports SDG 10: Reduced Inequalities
4. Stakeholder Engagement
   • Input from educational leaders in Berks County
   • Encourages partnerships and community involvement
   • Supports SDG 17: Partnerships for the Goals

Additional Resources

For further information and community discussions on the future of K to 12 education in Berks County, refer to the Berks County Community Forums.

1. Sustainable Development Goals (SDGs) Addressed or Connected

1. SDG 4: Quality Education – The article focuses on education funding, school repairs, school safety, student mental health, and special education, all central to ensuring inclusive and equitable quality education.
2. SDG 3: Good Health and Well-being – The emphasis on student mental health connects to promoting well-being for all ages.
3. SDG 9: Industry, Innovation, and Infrastructure – Investments in school repairs relate to building resilient infrastructure and promoting inclusive education facilities.
4. SDG 10: Reduced Inequalities – Reforming funding for virtual charter schools and addressing special education services relate to reducing inequalities in education access and quality.

2. Specific Targets Under Those SDGs Identified

1. SDG 4 Targets:
   • 4.1 – Ensure that all girls and boys complete free, equitable and quality primary and secondary education.
   • 4.a – Build and upgrade education facilities that are child, disability and gender sensitive and provide safe, non-violent, inclusive and effective learning environments.
   • 4.5 – Eliminate gender disparities and ensure equal access to all levels of education and vocational training for vulnerable populations.
   • 4.2 – Ensure that all children have access to quality early childhood development and pre-primary education.
2. SDG 3 Targets:
   • 3.4 – Promote mental health and well-being.
3. SDG 9 Targets:
   • 9.1 – Develop quality, reliable, sustainable and resilient infrastructure, including regional and transborder infrastructure, to support economic development and human well-being.
4. SDG 10 Targets:
   • 10.2 – Empower and promote the social, economic and political inclusion of all, irrespective of age, sex, disability, race or other status.

3. Indicators Mentioned or Implied to Measure Progress

1. Indicators related to SDG 4:
   • 4.1.1 – Proportion of children and young people achieving minimum proficiency in reading and mathematics.
   • 4.a.1 – Proportion of schools with access to basic facilities (e.g., safe buildings, sanitation, and inclusive infrastructure).
   • 4.2.2 – Participation rate in organized learning (one year before the official primary entry age).
   • 4.5.1 – Parity indices (gender, rural/urban, and wealth) for all education indicators.
2. Indicators related to SDG 3:
   • 3.4.2 – Suicide mortality rate (as a proxy for mental health issues among youth).
   • Implied measurement of student mental health services availability and utilization.
3. Indicators related to SDG 9:
   • 9.1.2 – Passenger and freight volumes, but implied here is the measurement of infrastructure quality and investment in school facilities.
4. Indicators related to SDG 10:
   • 10.2.1 – Proportion of people living below 50% of median income, but in education context, indicators on equitable access to education services including virtual charter schools funding equity.

4. Table of SDGs, Targets, and Indicators

Source: bctv.org

Report on Early Learning and Kindergarten Readiness at the Guadalupe Center

Introduction

On All in for Early Learning Day, the Guadalupe Center’s von Otterloo Campus for Learning in Immokalee celebrated the achievements of its pre-kindergarten students. The center is one of five locations serving 550 children from infancy to age five, with approximately 100 enrolled in voluntary pre-kindergarten (VPK) programs designed to prepare children for kindergarten.

Kindergarten Readiness and Sustainable Development Goals (SDGs)

The Guadalupe Center’s pre-K program boasts a remarkable 93% kindergarten readiness rate, significantly surpassing the statewide average of 44% for Florida’s youngest students. This achievement aligns with the United Nations Sustainable Development Goal 4 (Quality Education), which emphasizes inclusive and equitable quality education and promotes lifelong learning opportunities for all.

Comparative Readiness Rates Across Florida Counties

1. Lee County: 38% readiness (FAST test, 2024-2025)
2. Collier County: 46% readiness
3. Manatee and Charlotte Counties: 45% readiness
4. Okeechobee County: 28% readiness
5. DeSoto County: 16% readiness

These figures highlight disparities in early childhood education access and quality, underscoring the need for targeted interventions to achieve SDG 10 (Reduced Inequalities).

Challenges in Early Childhood Education

• VPK programs in Florida offer only half-day sessions, creating childcare challenges for working parents.
• Declining enrollment in VPK, from 80% a decade ago to 66% in 2024-2025, limits access to early education.
• Financial constraints affect families’ ability to afford full-day childcare, impacting children’s readiness for school.

These challenges relate to SDG 8 (Decent Work and Economic Growth) by affecting parents’ ability to participate fully in the workforce due to childcare limitations.

Assessment and Trends in Kindergarten Readiness

• The Florida Assessment of Student Thinking (FAST) test, implemented in 2022-2023, currently measures kindergarten readiness.
• Historical data shows a decline in readiness rates from 54% in 2017 to 44% in 2024, reflecting systemic issues.
• Higher benchmarks set by the Florida Department of Education have contributed to lower reported readiness rates.

These trends emphasize the importance of continuous monitoring and improvement in early education quality, supporting SDG 4.

Importance of Early Childhood Development

Experts emphasize that by age five, 90% of a child’s brain development is complete, making early learning critical for future academic success and social-emotional skills. Children who enter kindergarten ready are more likely to pass third-grade reading tests and graduate on time, contributing to lifelong learning and economic productivity.

This focus aligns with SDG 3 (Good Health and Well-being) and SDG 4 by promoting healthy development and quality education from an early age.

Funding and Support for Early Learning

• The Guadalupe Center relies on philanthropy for 63% of its operational costs beyond state-funded VPK.
• Childcare fees are adjusted on a sliding scale, with many families receiving financial assistance.
• State and federal programs, such as the Early Learning Coalition of Southwest Florida, support enrollment and childcare affordability.

These funding mechanisms contribute to SDG 1 (No Poverty) and SDG 10 by improving access to education for low-income families.

Conclusion

The Guadalupe Center’s success in preparing children for kindergarten demonstrates the positive impact of quality early childhood education on achieving Sustainable Development Goals, particularly SDG 4. Addressing systemic challenges such as limited VPK hours and childcare affordability is essential to improve readiness rates statewide and build a stronger future workforce, supporting SDG 8 and SDG 10.

1. Sustainable Development Goals (SDGs) Addressed or Connected

1. SDG 4: Quality Education
   • The article focuses on early childhood education, kindergarten readiness, and access to pre-kindergarten programs, which directly relate to SDG 4’s aim to ensure inclusive and equitable quality education and promote lifelong learning opportunities for all.
2. SDG 1: No Poverty
   • Issues related to family budgets, affordability of childcare, and sliding scale fees highlight economic challenges faced by families, linking to SDG 1’s goal to end poverty in all its forms.
3. SDG 8: Decent Work and Economic Growth
   • The article mentions how childcare challenges affect parents’ ability to work, connecting to SDG 8’s target to promote sustained, inclusive economic growth and full productive employment.
4. SDG 10: Reduced Inequalities
   • The focus on voluntary pre-K access regardless of family income and assistance for low-income parents addresses inequalities in education and childcare access.

2. Specific Targets Under Those SDGs Identified

1. SDG 4: Quality Education
   • Target 4.2: Ensure that all girls and boys have access to quality early childhood development, care and pre-primary education so that they are ready for primary education.
   • Target 4.1: Ensure that all girls and boys complete free, equitable and quality primary and secondary education leading to relevant and effective learning outcomes.
2. 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 according to national definitions.
3. SDG 8: Decent Work and Economic Growth
   • Target 8.5: Achieve full and productive employment and decent work for all women and men, including young people and persons with disabilities, and equal pay for work of equal value.
4. SDG 10: Reduced Inequalities
   • Target 10.2: 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. Indicators Mentioned or Implied to Measure Progress

1. Kindergarten Readiness Rates
   • The article provides specific percentages of children deemed “kindergarten-ready” based on assessments such as the FAST test, Florida Kindergarten Readiness Screener, FAIR, and Work Sampling System. These readiness rates serve as indicators to measure progress toward early childhood education targets.
2. Enrollment Rates in Voluntary Pre-Kindergarten (VPK)
   • Enrollment percentages of 4-year-olds in VPK programs (e.g., 66% in 2024-2025) are used as indicators of access to early childhood education.
3. Childcare Affordability and Accessibility
   • While not quantified, the article implies indicators related to the availability and affordability of childcare, such as the proportion of families struggling to afford childcare and the use of sliding scale fees and assistance programs.
4. Standardized Testing Scores
   • The FAST test scores are used to assess readiness, which is a measurable indicator of educational outcomes for young children.

4. Table of SDGs, Targets and Indicators

Source: wgcu.org

Webinar on Education Policy and Sustainable Development Goals

Introduction

On September 23, 2025, the SOM & Society Professional Alumni Group initiated their webinar series by hosting Professor Seth Zimmerman. The session focused on insights from his research in labor economics and public finance, particularly concerning education economics, and explored the future of education policy amid a changing political environment. The discussion emphasized the alignment of education initiatives with the United Nations Sustainable Development Goals (SDGs), especially SDG 4: Quality Education, and SDG 10: Reduced Inequalities.

Improving School Choice in New Haven

Challenges in School Choice

Professor Zimmerman presented findings from his collaboration with New Haven Public Schools, where the existing school choice program imposed significant challenges on families. The complexity of the system required families to make strategic decisions under pressure, often risking not securing their preferred schools. This situation highlighted issues related to SDG 4 (Quality Education) and SDG 10 (Reduced Inequalities), as unequal access to information and resources affected educational equity.

Research and Policy Intervention

1. Surveying Families: Researchers gathered data on family experiences and decision-making processes.
2. Identifying Common Mistakes: The study revealed frequent errors in navigating the school choice system.
3. Policy Recommendations: Suggestions were made to redesign the system to reduce burdens on families.
4. Implementation: In 2019, New Haven adopted a new approach with digital tools to assist families across charter and public schools.

Key Lessons Learned

• Consumer-Centric Design: Policymakers must design education systems that minimize unintended burdens on students and families.
• Collaboration and Patience: Effective deployment of evidence-based solutions requires sustained cooperation between researchers and policymakers.

The Value of Higher Education

Higher Education as a Driver of Social Mobility and Economic Growth

Professor Zimmerman emphasized the critical role of higher education in promoting upward mobility and economic development, aligning with SDG 4 (Quality Education) and SDG 8 (Decent Work and Economic Growth). While acknowledging alternative pathways such as skilled trades, he highlighted the substantial average benefits of college education, including increased earnings and reduced net costs due to financial aid.

Return on Investment and Financial Risks

• Increased Return: Research confirms that college education significantly enhances earnings potential.
• Rising Risks: Students increasingly bear costs through debt, with economic downturns exacerbating financial challenges.
• Policy Importance: Income-driven repayment plans and student loan forgiveness programs are vital to mitigate these risks, supporting SDG 1 (No Poverty) and SDG 10 (Reduced Inequalities).

Artificial Intelligence and the Future of Higher Education

AI as a Complement to Human Skills

Professor Zimmerman discussed the transformative impact of artificial intelligence (AI) on education and work. He proposed a future where AI enhances human decision-making, emphasizing the growing importance of skills such as critical thinking, synthesis, and collaboration. This perspective supports SDG 4 by advocating for education systems that prepare learners for an AI-integrated world.

Enduring Value of Collaborative Learning

• Human Interaction: Higher education fosters environments where individuals learn from each other.
• Skill Development: Programs like the Yale School of Management’s MBA cultivate abilities that AI cannot replicate.
• Future Relevance: Collaborative and decision-making skills will become increasingly essential in an AI-driven economy.

About SOM & Society

SOM & Society is a professional alumni group dedicated to advancing social impact and innovation by fostering networks, career development, and knowledge sharing among its members. The group’s activities contribute to achieving multiple SDGs by promoting inclusive and equitable quality education and fostering partnerships for sustainable development (SDG 17).

For more information about the SOM & Society Professional Alumni Group, please visit: https://somconnect.yale.edu/topics/39684/home or contact the group chair, Sooah Rho.

1. Sustainable Development Goals (SDGs) Addressed or Connected

1. SDG 4: Quality Education
   • The article focuses extensively on education policy, school choice, higher education value, and the role of AI in education, directly relating to SDG 4.
2. SDG 8: Decent Work and Economic Growth
   • Discussion on education as an engine for social mobility and economic growth, return on investment in education, and workforce skills development connects to SDG 8.
3. SDG 10: Reduced Inequalities
   • Addressing income inequality, upward mobility, and equitable access to education links to SDG 10.

2. Specific Targets Under Those SDGs Identified

1. SDG 4: Quality Education
   • Target 4.3: Ensure equal access for all women and men to affordable and quality technical, vocational and tertiary education, including university.
   • Target 4.5: Eliminate gender disparities and ensure equal access to all levels of education and vocational training for the vulnerable, including persons with disabilities and children in vulnerable situations.
   • Target 4.7: Ensure that all learners acquire knowledge and skills needed to promote sustainable development, including education for sustainable development and human rights.
2. SDG 8: Decent Work and Economic Growth
   • Target 8.5: Achieve full and productive employment and decent work for all women and men, including young people and persons with disabilities, and equal pay for work of equal value.
   • Target 8.6: Reduce the proportion of youth not in employment, education or training.
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, ethnicity, origin, religion or economic or other status.

3. Indicators Mentioned or Implied to Measure Progress

1. Indicators related to SDG 4:
   • Proportion of youth and adults with relevant skills, including technical and vocational skills, for employment, decent jobs and entrepreneurship (Indicator 4.3.1).
   • Participation rate of youth and adults in formal and non-formal education and training in the previous 12 months (Indicator 4.3.1).
   • Completion rates of primary, secondary, and tertiary education.
   • Access to digital tools facilitating school choice and educational decision-making, as implied by the implementation of digital tools in New Haven.
2. Indicators related to SDG 8:
   • Employment rate of graduates and youth (Indicator 8.6.1).
   • Average earnings of graduates compared to non-graduates, reflecting return on investment in education.
   • Proportion of youth not in education, employment or training (Indicator 8.6.1).
3. Indicators related to SDG 10:
   • Income growth of the bottom 40% of the population at a rate higher than the national average (Indicator 10.1.1).
   • Measures of educational attainment across different socio-economic groups to assess equity and inclusion.

4. Table of SDGs, Targets, and Indicators

Source: som.yale.edu

New Partnership to Advance Sustainable Development Goals in the Glades Community

Introduction

On January 6, 2026, the Community Foundation for Palm Beach and Martin Counties announced a strategic partnership with U.S. Sugar to address critical social challenges in the Glades region. This collaboration aims to strengthen mental health support and expand adult literacy opportunities, aligning with several United Nations Sustainable Development Goals (SDGs), including SDG 3 (Good Health and Well-being), SDG 4 (Quality Education), and SDG 10 (Reduced Inequalities).

Partnership Overview

The partnership represents a long-term investment of approximately $105,000 by U.S. Sugar, a company with deep agricultural and cultural ties to the Glades. The initiative focuses on building community resilience through evidence-based programs and family-centered education, fostering healthier and stronger families in the region.

“This partnership represents a new chapter for the Glades, one rooted in collaboration, long-term investment, and a shared vision for healthier, stronger families.”
— Danita R. DeHaney, President & CEO, Community Foundation for Palm Beach and Martin Counties

Strategic Goals and SDG Alignment

• SDG 3: Good Health and Well-being – Enhancing mental health services for youth through evidence-based interventions.
• SDG 4: Quality Education – Expanding adult literacy programs to support intergenerational learning and family engagement.
• SDG 10: Reduced Inequalities – Addressing educational disparities and promoting equitable access to resources.

Key Initiatives Funded by the Partnership

1. Rebound and Recovery Mental Health Initiative

This initiative supports adolescent mental health by implementing a cognitive-behavioral program developed by Florida State University (FSU) at Crossroads Academy. The program is designed to improve emotional and social well-being, resilience, and decision-making skills among students.

1. Train-the-Trainer Model: School interventionists, including behavioral health staff and counselors, will complete 15 hours of FSU-led training to ensure program sustainability.
2. Student Leadership Development: Approximately ten students will receive additional training to become peer leaders, promoting positive social-emotional climates within the school.
3. Student Sessions: Fifteen structured modules will be delivered covering emotional-behavior connections, stress management, healthy relationships, problem-solving, and mental health awareness.

2. Adult Literacy Program

Addressing the literacy gap where 47% of third graders read below grade level, this program supports parents in acquiring foundational literacy and language skills, thereby strengthening family engagement and educational outcomes.

1. Parent Learning Academy: Conducted twice weekly alongside after-school programming, this academy provides structured literacy instruction and strategies for parents to support their children’s learning. Each cohort enrolls approximately ten families, with multiple cohorts planned for 2026.
2. Parent and Child Together (PACT) Time: Facilitates guided shared reading and literacy activities twice a week to reinforce skills and establish reading routines at home.
3. Family Literacy Nights: Quarterly events at Pahokee Elementary featuring interactive literacy activities, projects, and shared meals to celebrate and reinforce family learning.

Organizational Background

Community Foundation for Palm Beach and Martin Counties

The Community Foundation is a nonprofit organization dedicated to local philanthropy and closing opportunity gaps through grantmaking and partnerships. Since 1972, it has distributed nearly $275 million in grants and scholarships supporting youth education, economic opportunity, thriving communities, and crisis response, directly contributing to SDG 1 (No Poverty), SDG 4 (Quality Education), and SDG 11 (Sustainable Cities and Communities).

U.S. Sugar

Founded in 1931, U.S. Sugar is a South Florida-based agricultural company committed to sustainable farming and community development. Operating across multiple counties, it provides 3,000 jobs and engages in philanthropic efforts that support rural communities, aligning with SDG 8 (Decent Work and Economic Growth) and SDG 12 (Responsible Consumption and Production).

Conclusion

This partnership exemplifies a comprehensive approach to sustainable community development by integrating mental health support and educational advancement. Through targeted investments and collaborative efforts, the initiative advances multiple Sustainable Development Goals, fostering long-term resilience and equity in the Glades region.

1. Sustainable Development Goals (SDGs) Addressed or Connected

1. SDG 3: Good Health and Well-being
   • The article highlights mental health support initiatives for youth, specifically through the Rebound and Recovery Mental Health Initiative.
2. SDG 4: Quality Education
   • The article discusses adult literacy programs and after-school literacy initiatives aimed at improving educational outcomes for families in the Glades.
3. SDG 10: Reduced Inequalities
   • The focus on underserved communities in the Glades and efforts to close opportunity gaps through education and health services relates to reducing inequalities.
4. SDG 17: Partnerships for the Goals
   • The partnership between U.S. Sugar and the Community Foundation exemplifies multi-sector collaboration to address community challenges.

2. Specific Targets Under Those SDGs Identified

1. SDG 3: Good Health and Well-being
   • Target 3.4: By 2030, reduce by one third premature mortality from non-communicable diseases through prevention and treatment, and promote mental health and well-being.
2. SDG 4: Quality Education
   • Target 4.6: By 2030, ensure that all youth and a substantial proportion of adults achieve literacy and numeracy.
   • Target 4.1: Ensure that all girls and boys complete free, equitable and quality primary and secondary education leading to relevant and effective learning outcomes.
3. SDG 10: Reduced Inequalities
   • Target 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.
4. SDG 17: Partnerships for the Goals
   • Target 17.17: Encourage and promote effective public, public-private and civil society partnerships.

3. Indicators Mentioned or Implied to Measure Progress

1. SDG 3 Indicators
   • Prevalence of mental health conditions among adolescents (implied through the focus on emotional and social well-being improvements via the Rebound and Recovery program).
   • Number of youth trained and participating in mental health resilience programs.
2. SDG 4 Indicators
   • Proportion of adults achieving literacy and numeracy (implied by the Adult Literacy Program targeting parents).
   • Percentage of children reading below grade level (explicitly mentioned: 47% of third graders read below grade level in the Glades).
   • Enrollment and completion rates in literacy and after-school programs.
3. SDG 10 Indicators
   • Reduction in educational and health disparities within the Glades community (implied through targeted programs for underserved populations).
4. SDG 17 Indicators
   • Number and effectiveness of partnerships formed between private sector and community organizations (implied by the strategic partnership between U.S. Sugar and the Community Foundation).

4. Table of SDGs, Targets, and Indicators

Source: seacoastonline.com

Utah Leaders Commit to Affordable and Accessible Higher Education Aligned with Sustainable Development Goals

Introduction

On Friday, Utah Governor Spencer Cox, alongside legislative and higher education leaders, signed a resolution emphasizing a shared commitment to making higher education more affordable, accessible, and attainable for Utah students. This initiative aligns closely with the United Nations Sustainable Development Goals (SDGs), particularly SDG 4: Quality Education, and SDG 10: Reduced Inequalities.

Historical Context and Leadership Commitment

Governor Cox reflected on the historical priority placed on higher education since the pioneer settlers arrived in the Salt Lake Valley in 1847. He highlighted the ongoing efforts to strengthen educational institutions in Utah, reinforcing the state’s dedication to lifelong learning and inclusive education.

• Governor Spencer Cox: Emphasized 176 years of prioritizing higher education in Utah.
• Legislative Leaders: Senate President Stuart Adams and House Speaker Mike Schultz joined the signing, signaling bipartisan support.
• University Presidents: Representatives from institutions across Utah, from Logan to St. George, participated.

Resolution Goals and Legislative Actions

The resolution represents a formal commitment to:

1. Reevaluate and reform higher education programs to ensure effectiveness and relevance.
2. Reallocate funding to maintain low tuition costs and increase affordability.
3. Expand high-priority academic areas that support Utah’s economy and workforce needs.

House Speaker Mike Schultz highlighted the importance of controlling rising education costs, a key concern under SDG 4 and SDG 8 (Decent Work and Economic Growth), to ensure equitable access for all students.

Strategic Reinvestment Initiative

In 2023, the Utah Legislature passed HB265, known as the “strategic reinvestment” initiative. This policy requires Utah’s eight public colleges and universities to:

• Identify and cut funding from programs that are less effective.
• Redirect resources toward programs with high value to students and the state economy.
• Support expansion in fields such as nursing, engineering, critical minerals development, and research.

This approach supports SDG 9 (Industry, Innovation, and Infrastructure) by fostering innovation and aligning education with economic development.

Positive Outcomes and Institutional Impact

House Speaker Schultz noted that despite initial tensions between the Legislature and higher education leaders, collaboration resulted in positive outcomes, including:

• Reduced tuition and fees for associate degrees at Weber State University.
• Increased investment in workforce-relevant programs.
• Encouragement for other government sectors to adopt similar budget optimization strategies.

Unified Vision for Higher Education

Utah System of Higher Education Commissioner Geoffrey Landward emphasized the unity among state leaders and educators in maintaining higher education as a pillar of the state’s future, even amid uncertain times. This commitment reflects SDG 17 (Partnerships for the Goals), highlighting collaborative governance.

Southern Utah University President Mindy Benson echoed this optimism, stating that the resolution ensures the system remains:

• Student-centric
• Outcome-focused
• Trustworthy for current and future generations

These principles support SDG 4 by promoting inclusive and equitable quality education and lifelong learning opportunities.

Conclusion

The signing of Utah’s Higher Education Resolution marks a significant step toward achieving sustainable development through education. By prioritizing affordability, accessibility, and strategic investment, Utah’s leaders are advancing multiple Sustainable Development Goals to foster a resilient, skilled, and equitable society.

1. Sustainable Development Goals (SDGs) Addressed or Connected

1. SDG 4: Quality Education
   • The article focuses on making higher education more affordable, accessible, and attainable, directly linking to SDG 4, which aims to ensure inclusive and equitable quality education and promote lifelong learning opportunities for all.
2. SDG 8: Decent Work and Economic Growth
   • The reallocation of funds to high-value programs such as nursing, engineering, and critical minerals development supports economic growth and employment opportunities, aligning with SDG 8.
3. SDG 10: Reduced Inequalities
   • Efforts to keep tuition costs low and accessible help reduce inequalities in education access.

2. Specific Targets Under Those SDGs Identified

1. Under SDG 4: Quality Education
   • Target 4.3: Ensure equal access for all women and men to affordable and quality technical, vocational and tertiary education, including university.
   • Target 4.5: Eliminate gender disparities and ensure equal access to all levels of education and vocational training for vulnerable populations.
   • Target 4.7: Ensure that all learners acquire knowledge and skills needed to promote sustainable development.
2. Under SDG 8: Decent Work and Economic Growth
   • Target 8.6: Reduce the proportion of youth not in employment, education or training.
   • Target 8.3: Promote development-oriented policies that support productive activities and decent job creation.
3. Under SDG 10: Reduced Inequalities
   • Target 10.2: 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. Indicators Mentioned or Implied to Measure Progress

1. Indicators related to SDG 4
   • Indicator 4.3.1: Participation rate of youth and adults in formal and non-formal education and training in the previous 12 months.
   • Indicator 4.3.2: Proportion of students enrolled in tertiary education who receive financial support or scholarships to reduce tuition costs.
   • Indicator 4.5.1: Parity indices (female/male, rural/urban, and others) for all education levels.
2. Indicators related to SDG 8
   • Indicator 8.6.1: Proportion of youth (aged 15-24 years) not in education, employment or training.
   • Indicator 8.3.1: Proportion of informal employment in non-agriculture employment, by sex.
3. Indicators related to SDG 10
   • Indicator 10.2.1: Proportion of people living below 50% of median income, by age, sex and persons with disabilities.
4. Implied Indicators
   • Tuition cost trends and affordability measures, as the article emphasizes keeping tuition costs low.
   • Reallocation of funding to high-priority educational programs as a measure of strategic investment effectiveness.
   • Enrollment rates and graduation outcomes in targeted programs like nursing and engineering.

4. Table of SDGs, Targets, and Indicators

Source: ksl.com

University of Cincinnati Online Scholarship Initiatives Supporting Sustainable Development Goals

Introduction to Scholarship Programs

The University of Cincinnati (UC) Online has introduced multiple scholarship opportunities aimed at increasing access to higher education, aligning with the United Nations Sustainable Development Goal (SDG) 4: Quality Education. These initiatives provide financial assistance to diverse student groups, promoting inclusive and equitable education.

Summer and Fall 2023 Scholarship for Master’s Students

1. UC Online launched a scholarship for Summer 2023 students, offering up to $2,000 to cover tuition for their first class.
2. Due to high demand, this scholarship has been extended to all master’s students enrolling in Fall 2023.
3. This effort supports SDG 4 by reducing financial barriers to advanced education.

Military and Veteran Scholarship Program

In alignment with SDG 10: Reduced Inequalities, UC’s College of Education, Criminal Justice, Human Services, and Information Technology (CECH) has established a dedicated scholarship for military-affiliated students, including active-duty, reserves, veterans, and National Guard members.

• Scholarship Value: Up to $2,500 per semester toward tuition costs.
• Eligibility Criteria:
  • New admission from Summer 2023 semester or later.
  • Enrollment in CECH undergraduate or graduate degree programs (e.g., criminal justice).
  • Excludes spouses or dependents of UC instructors or staff.
• Financial Support Details:
  • Full-time students: $2,500 per semester.
  • Part-time students: $1,500 per semester.
  • Duration for bachelor’s degrees: up to 10 semesters (full-time), 16 semesters (part-time).
  • Duration for master’s degrees: up to 4 semesters (full-time), 6 semesters (part-time).

Scholarship for Fraternal Order of Police Members and Dependents

Supporting SDG 16: Peace, Justice, and Strong Institutions, UC Online offers scholarships covering 20% of instructional fees for members of the Fraternal Order of Police and their dependents enrolled in online criminal justice bachelor’s or master’s programs.

Conclusion

These scholarship programs by University of Cincinnati Online demonstrate a strong commitment to advancing Sustainable Development Goals by promoting inclusive, equitable, and quality education opportunities. By targeting underserved and service-oriented populations, UC Online contributes to reducing inequalities and fostering lifelong learning and career development.

1. Sustainable Development Goals (SDGs) Addressed or Connected

1. SDG 4: Quality Education
   • The article focuses on scholarships and educational opportunities, directly relating to ensuring inclusive and equitable quality education and promoting lifelong learning opportunities for all.
2. SDG 10: Reduced Inequalities
   • The scholarships target specific groups such as military personnel, veterans, National Guard members, and Fraternal Order of Police members and their dependents, aiming to reduce inequalities in access to higher education.
3. SDG 16: Peace, Justice, and Strong Institutions
   • By supporting education in criminal justice and related fields, the article indirectly contributes to building effective, accountable institutions and promoting peaceful societies.

2. Specific Targets Under Those SDGs

1. SDG 4: Quality Education
   • Target 4.3: Ensure equal access for all women and men to affordable and quality technical, vocational and tertiary education, including university.
   • Target 4.5: Eliminate gender disparities and ensure equal access to all levels of education and vocational training for vulnerable populations.
2. SDG 10: Reduced Inequalities
   • Target 10.2: 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. SDG 16: Peace, Justice, and Strong Institutions
   • Target 16.6: Develop effective, accountable and transparent institutions at all levels.
   • Target 16.7: Ensure responsive, inclusive, participatory and representative decision-making at all levels.

3. Indicators Mentioned or Implied to Measure Progress

1. SDG 4 Indicators
   • Indicator 4.3.1: Participation rate of youth and adults in formal and non-formal education and training in the previous 12 months.
   • Indicator 4.5.1: Parity indices (female/male, rural/urban, bottom/top wealth quintile and others such as disability status, indigenous peoples and conflict-affected, as data become available) for all education indicators that can be disaggregated.
2. SDG 10 Indicators
   • Indicator 10.2.1: Proportion of people living below 50 per cent of median income, by age, sex and persons with disabilities.
   • Implied measurement of inclusion through scholarship distribution to marginalized groups (military, veterans, police families).
3. SDG 16 Indicators
   • Indicator 16.6.2: Proportion of the population satisfied with their last experience of public services.
   • Implied progress through educational programs in criminal justice enhancing institutional effectiveness.

4. SDGs, Targets and Indicators Table

Source: uc.edu

Report on the Expansion of Child Care Services in New York City: Emphasizing Sustainable Development Goals

Introduction

Emmy Liss has been appointed as the head of the Office of Child Care at the New York City Mayor’s Office. Drawing from her personal experience as a user of child care services and her extensive background in child care policy, Liss is tasked with overseeing the expansion of New York City’s child care system. This initiative aligns with several Sustainable Development Goals (SDGs), particularly SDG 3 (Good Health and Well-being), SDG 4 (Quality Education), and SDG 10 (Reduced Inequalities).

Background and Context

1. Experience and Previous Roles: Emmy Liss served as the chief operating officer for the city’s early childhood education program under former Mayor Bill de Blasio, playing a central role in the rollout of universal prekindergarten (Pre-K).
2. Current Challenges: Despite the promise of new state funding for child care initiatives, many providers face challenges such as low salaries, high staff turnover, and regulatory burdens. Additionally, children with disabilities often remain on waitlists for appropriate preschool classrooms.

Interview Highlights with Emmy Liss: Vision for Universal Child Care

Personal Experience with Child Care

Liss emphasizes the critical role caregivers and educators play in supporting children’s development and growth. She advocates for universal access to safe, high-quality child care that allows families to thrive without financial hardship, directly supporting SDG 1 (No Poverty) and SDG 5 (Gender Equality) by enabling parents, especially women, to participate fully in the workforce.

Lessons from Universal Pre-K Rollout

• Universality: The universal nature of Pre-K helped build community and governmental support, a principle that will guide the expansion of child care services.
• Inclusivity: Recognizing that children with disabilities were underserved, the new program commits to addressing these gaps, advancing SDG 10 (Reduced Inequalities).
• Community-Based Providers: The importance of partnering with community-based and home-based child care providers is acknowledged as essential for a comprehensive system.

Role of Family Child Care Providers

Family child care providers are identified as vital community pillars. The administration plans to engage closely with these providers to understand and meet their needs, ensuring culturally responsive and locally relevant care, which supports SDG 11 (Sustainable Cities and Communities).

Addressing Salary Disparities

Liss highlights the necessity of fair compensation for child care workers to maintain a stable and respected workforce. Collaboration with labor partners will be essential to address salary disparities between public school teachers and community-based child care providers, promoting SDG 8 (Decent Work and Economic Growth).

Strategies for Expanding Physical Space

The city will conduct a comprehensive, neighborhood-by-neighborhood assessment of supply and demand for child care services. Coordination across city agencies will focus on optimizing existing spaces and creating new ones to meet community needs, aligning with SDG 9 (Industry, Innovation, and Infrastructure).

Ensuring Program Quality and Cultural Responsiveness

• Quality and cultural responsiveness are not mutually exclusive; the system aims to support diverse program models that meet the unique needs of different communities.
• Lessons from the Pre-K for All expansion demonstrate that rapid access expansion can coincide with high-quality outcomes, as measured by nationally normed assessments.
• Resources will be thoughtfully allocated to coach and support providers, ensuring quality without enforcing uniformity.

Conclusion

The expansion of New York City’s child care system under Emmy Liss’s leadership represents a significant step toward achieving multiple Sustainable Development Goals. By focusing on universality, inclusivity, fair labor practices, and community engagement, the initiative aims to create a sustainable, equitable, and high-quality child care system that supports children, families, and communities across the city.

Report compiled by Abigail Kramer, New York City. Contact: akramer@chalkbeat.org

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

1. SDG 4: Quality Education – The article discusses universal prekindergarten, early childhood education programs, and the expansion of child care services, all of which relate to ensuring inclusive and equitable quality education and promoting lifelong learning opportunities for all.
2. SDG 3: Good Health and Well-being – The focus on safe, supportive child care environments and the development and growth of children connects to promoting well-being at all ages.
3. SDG 5: Gender Equality – By providing accessible and affordable child care, the article touches on enabling parents, particularly women, to participate more fully in the workforce and society.
4. SDG 8: Decent Work and Economic Growth – Addressing low salaries, high staff turnover, and workforce respect for child care providers relates to promoting decent work conditions and economic growth.
5. SDG 10: Reduced Inequalities – The article highlights the need to serve children with disabilities and underserved communities, aiming to reduce inequalities in access to early education and child care.

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

1. SDG 4 Targets:
   • 4.2: Ensure that all girls and boys have access to quality early childhood development, care and pre-primary education so that they are ready for primary education.
   • 4.a: Build and upgrade education facilities that are child, disability and gender sensitive and provide safe, non-violent, inclusive and effective learning environments for all.
2. SDG 3 Targets:
   • 3.4: Promote mental health and well-being, which includes supportive environments for children’s development.
3. SDG 5 Targets:
   • 5.4: Recognize and value unpaid care and domestic work through the provision of public services, infrastructure and social protection policies.
4. SDG 8 Targets:
   • 8.5: Achieve full and productive employment and decent work for all women and men, including young people and persons with disabilities, and equal pay for work of equal value.
5. SDG 10 Targets:
   • 10.2: 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?

1. Enrollment rates in universal prekindergarten and child care programs: The article references expanding access to universal pre-K and new child care initiatives for 2-year-olds, implying measurement of enrollment or coverage rates.
2. Waitlists for children with disabilities: The mention of hundreds of children with disabilities on waitlists for preschool classrooms implies an indicator related to access and inclusion of children with special needs.
3. Staff turnover and salary levels of child care providers: The article discusses low salaries and high staff turnover, suggesting indicators related to workforce stability and remuneration.
4. Quality assessments of early childhood programs: Reference to nationally normed assessments measuring child outcomes in pre-K classrooms implies use of standardized quality and learning outcome indicators.
5. Availability of culturally responsive programs: The article’s emphasis on culturally responsive and flexible programs suggests indicators related to program diversity and cultural inclusiveness.
6. Use of physical space for child care programs: The discussion about assessing supply and demand neighborhood-by-neighborhood and creating new spaces implies indicators on infrastructure availability.

4. Table of SDGs, Targets and Indicators

Source: chalkbeat.org

Report on the Launch of the Governor’s Task Force on Early Childhood Education and Care in Texas

Introduction

On January 20, 2026, Governor Greg Abbott announced the establishment of the Task Force on Early Childhood Education and Care in Schertz, Texas. This initiative aims to enhance the quality, accessibility, and affordability of child care services for families across Texas, aligning with the Sustainable Development Goals (SDGs), particularly SDG 4: Quality Education, and SDG 3: Good Health and Well-being.

Objectives of the Task Force

The primary goal of the task force is to evaluate and improve child care and early learning programs administered by various state agencies. The task force seeks to:

1. Eliminate bureaucratic obstacles hindering access to early childhood education.
2. Clarify standards of care to ensure quality and consistency.
3. Reduce inflated costs to make child care more affordable for families.

These objectives contribute directly to SDG 4 by promoting inclusive and equitable quality education and lifelong learning opportunities for all children.

Key Participants

Governor Abbott was accompanied by several notable officials and stakeholders, including:

• Senator Donna Campbell
• Representative Alan Schoolcraft
• Chairman Peter J. Holt
• Texas Workforce Commission Chairman Joe Esparza
• Representative Mark LaHood
• Representative John Lujan
• Schertz-Cibolo-Universal City Independent School District Superintendent Paige Meloni
• Texas Education Agency Commissioner Mike Morath
• Texas Health and Human Services Executive Commissioner Stephanie Muth

Legislative Framework

The task force was established under House Bill 117 (Schoolcraft/Campbell), which amends the Education Code to address governance and operational challenges within Texas’s early childhood education system. This legislative action supports SDG 16: Peace, Justice, and Strong Institutions by promoting effective, accountable, and transparent institutions at all levels.

Task Force Membership

Governor Abbott appointed the following members to serve on the Task Force on the Governance of Early Childhood Education and Care, with terms expiring on September 1, 2027:

• Peter J. Holt – CEO and General Manager of HOLT Group, San Antonio
• Jeff Austin, III – Chairman of Austin Bank Texas, N.A. and Austin Bancorp, Whitehouse
• Leslie Callahan – Senior Director of Head Start and Early Childhood Development, Amarillo
• Lori Gabbert Charney – Texas Title V Director of Maternal and Child Health, Austin
• Grant Coates – CEO and President of The Miles Foundation, Fort Worth
• Reagan Curran – Special Education Teacher, Fort Worth
• Tracy Hanson, Ed.D. – Owner of Education Connection Preschool and Child Care, Killeen
• Marisela Nava – Director of Texas Southmost College Child Care Center, Brownsville
• John “J.” Puckett – Retired Managing Director and Senior Partner at Boston Consulting Group, Dallas
• Jennifer Stockemer, Ph.D. – Owner/Director of Ivy Vine Preschool, Prosper
• Nancy Windham – Regional Economic Development Advisor, Texas Forest Country Partnership, Nacogdoches

Alignment with Sustainable Development Goals

The formation of the task force strongly supports the following SDGs:

• SDG 4: Quality Education – By improving early childhood education quality and access, the initiative fosters inclusive and equitable education for young children.
• SDG 3: Good Health and Well-being – Ensuring affordable and quality child care contributes to the health and well-being of children and families.
• SDG 10: Reduced Inequalities – Addressing affordability and access helps reduce disparities among families in different socioeconomic groups.
• SDG 16: Peace, Justice, and Strong Institutions – Enhancing governance and operational efficiency promotes accountable and transparent institutions.

Conclusion

The establishment of the Governor’s Task Force on Early Childhood Education and Care represents a significant step toward enhancing early childhood development in Texas. Through targeted governance reforms and collaborative efforts, the task force aims to provide all Texas families with access to high-quality, affordable child care and education, thereby advancing multiple Sustainable Development Goals.

1. Sustainable Development Goals (SDGs) Addressed in the Article

1. SDG 4: Quality Education
   • The article focuses on improving early childhood education and care, which directly relates to ensuring inclusive and equitable quality education and promoting lifelong learning opportunities for all.
2. SDG 3: Good Health and Well-being
   • Maternal and child health is mentioned, indicating a connection to ensuring healthy lives and promoting well-being for all at all ages.
3. SDG 8: Decent Work and Economic Growth
   • Improving access to affordable child care supports parents’ ability to participate in the workforce, contributing to sustained economic growth and productive employment.
4. SDG 10: Reduced Inequalities
   • Addressing access and affordability of early childhood care aims to reduce inequalities among families in Texas.

2. Specific Targets Under the Identified SDGs

1. SDG 4: Quality Education
   • Target 4.2: Ensure that all girls and boys have access to quality early childhood development, care, and pre-primary education so that they are ready for primary education.
   • Target 4.a: Build and upgrade education facilities that are child, disability, and gender sensitive and provide safe, non-violent, inclusive, and effective learning environments.
2. SDG 3: Good Health and Well-being
   • Target 3.2: End preventable deaths of newborns and children under 5 years of age, which relates to improving maternal and child health services.
   • Target 3.7: Ensure universal access to sexual and reproductive health-care services, including maternal health.
3. SDG 8: Decent Work and Economic Growth
   • Target 8.5: Achieve full and productive employment and decent work for all women and men, including young people and persons with disabilities, and equal pay for work of equal value.
4. SDG 10: Reduced Inequalities
   • Target 10.2: 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. Indicators Mentioned or Implied in the Article

1. Access to Quality Early Childhood Education
   • Number or percentage of children enrolled in quality early childhood education programs.
   • Availability and affordability of child care services for families.
2. Quality Standards and Governance
   • Existence and implementation of clear standards of care and governance structures for early childhood education.
   • Reduction in bureaucratic barriers affecting access to early childhood education.
3. Maternal and Child Health Indicators
   • Access to maternal and child health services (e.g., coverage of maternal health programs).
4. Economic Participation
   • Improvement in parental workforce participation rates due to availability of affordable child care.

4. Table of SDGs, Targets, and Indicators

Source: gov.texas.gov

Report on Michael Hannigan’s Appointment to the Massachusetts Board of Higher Education

Introduction

Michael Hannigan, a student at Greenfield Community College (GCC) and an advocate for food security and affordable education, has been appointed to the 13-member Massachusetts Board of Higher Education. His appointment underscores the alignment of his work with several Sustainable Development Goals (SDGs), including Quality Education (SDG 4), Zero Hunger (SDG 2), and Reduced Inequalities (SDG 10).

Background and Education

1. Michael Hannigan, aged 44 and resident of Amherst, enrolled at GCC in summer 2023 through the MassReconnect program, which provides free community college education to students aged 25 and older without bachelor’s degrees.
2. He majors in farm and food systems and human services and is expected to receive his associate degree in spring 2024.
3. His initial focus was agriculture, inspired by plans to farm his family’s land.

Engagement in Food Security and Advocacy

• Hannigan revitalized the GCC Permaculture Club, promoting sustainable agriculture and community involvement, directly supporting SDG 2 (Zero Hunger) and SDG 12 (Responsible Consumption and Production).
• He interned at Stone Soup Cafe in Greenfield, contributing to community food initiatives.
• He helped organize free farmers markets and participated in gleaning activities to rescue surplus vegetables for distribution to nonprofits.

Leadership and Political Involvement

• As president of the Permaculture Club and elected student trustee, Hannigan advocated for campus resources such as a greenhouse, enhancing educational infrastructure (SDG 4).
• His experience working at the University of Massachusetts Amherst in food supply logistics inspired his interest in agriculture policy and economic sustainability for farmers (SDG 8: Decent Work and Economic Growth).
• He testified before the Joint Ways and Means Committee on the importance of the MassReconnect program and engaged with Congress members on agriculture and food insecurity issues in Franklin County.

Recognition and Fellowship

In 2023, Hannigan was selected as a 2025 Newman Civic Fellow by Campus Compact, recognizing his commitment to social justice, civic engagement, and addressing inequality (SDG 10). GCC President Michelle Schutt highlighted his leadership in combating food insecurity on campus and in the community.

Role on the Massachusetts Board of Higher Education

1. Hannigan replaces the previous community college representative and will serve through the 2025-2026 academic year.
2. The Board of Higher Education is responsible for defining the mission and coordinating the state’s public higher education system, prioritizing student success, financial aid, economic mobility, public good, and innovation.
3. Hannigan aims to advocate for increased state funding for educational resources such as free online reading materials and textbooks, supporting equitable access to quality education (SDG 4 and SDG 10).
4. He also supports the Hunger-Free Campus Initiative, which seeks funding to address student food insecurity, linking directly to SDG 2 (Zero Hunger) and SDG 3 (Good Health and Well-being).

Statements and Future Outlook

• Hannigan expressed enthusiasm about bringing the student perspective to the Board and supporting expanded access to higher education across Massachusetts.
• Board Chair Chris Gabrieli emphasized the value of diverse leadership experiences in advancing the Board’s work.
• Hannigan highlighted the correlation between funding for food security services and student retention and success, underscoring the importance of sustained investment in these areas.

Conclusion

Michael Hannigan’s appointment to the Massachusetts Board of Higher Education represents a significant step toward integrating student advocacy, food security, and educational equity within state higher education policy. His work aligns with multiple Sustainable Development Goals, promoting inclusive, equitable, and sustainable development through education and community engagement.

1. Sustainable Development Goals (SDGs) Addressed in the Article

1. SDG 2: Zero Hunger
   • The article discusses food security advocacy, gleaning to rescue vegetables, free farmers markets, and the Hunger-Free Campus Initiative addressing student food insecurity.
2. SDG 4: Quality Education
   • MassReconnect program providing free community college education for adults without bachelor’s degrees.
   • Advocacy for increased funding for educational resources such as free online reading materials and textbooks.
   • Student success and retention through addressing food insecurity.
3. SDG 1: No Poverty
   • Efforts to improve economic mobility through education and food security.
4. SDG 10: Reduced Inequalities
   • Addressing inequality through expanded access to education and combating food insecurity among students.
5. SDG 12: Responsible Consumption and Production
   • Gleaning activities to reduce food waste by rescuing vegetables after harvest.

2. Specific Targets Under the Identified SDGs

1. SDG 2: Zero Hunger
   • Target 2.1: End hunger and ensure access by all people to safe, nutritious, and sufficient food all year round.
   • Target 2.3: Double the agricultural productivity and incomes of small-scale food producers.
2. SDG 4: Quality Education
   • Target 4.3: Ensure equal access for all women and men to affordable and quality technical, vocational and tertiary education.
   • Target 4.5: Eliminate gender disparities and ensure equal access to all levels of education and vocational training for vulnerable populations.
   • Target 4.7: Ensure that all learners acquire knowledge and skills needed to promote sustainable development.
3. 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.
4. SDG 10: Reduced Inequalities
   • Target 10.2: Empower and promote the social, economic and political inclusion of all.
5. SDG 12: Responsible Consumption and Production
   • Target 12.3: Halve per capita global food waste at the retail and consumer levels and reduce food losses along production and supply chains.

3. Indicators Mentioned or Implied in the Article

1. SDG 2 Indicators
   • Prevalence of undernourishment or food insecurity in the student population (implied through food insecurity advocacy and Hunger-Free Campus Initiative).
   • Number of food rescue activities such as gleaning and free farmers markets organized.
2. SDG 4 Indicators
   • Enrollment rates in community college programs like MassReconnect.
   • Student retention and graduation rates, particularly linked to food security support.
   • Availability and usage of free educational resources such as online reading materials and textbooks.
3. SDG 1 and 10 Indicators
   • Access to education and social services by vulnerable populations (implied through expanded access to education and food security programs).
   • Economic mobility measures such as employment or income improvements post-education.
4. SDG 12 Indicators
   • Amount of food rescued or reduced food waste through gleaning and farmers markets.

4. Table of SDGs, Targets, and Indicators

Source: recorder.com

Report on Grant Support for Plainville Community Schools

Introduction

In alignment with the Sustainable Development Goals (SDGs), particularly Quality Education (SDG 4) and Partnerships for the Goals (SDG 17), Plainville Community Schools have received additional support through grants from the Elizabeth H. Norton Trust Fund. This report outlines the recent initiatives and programs benefiting from this funding.

Grant Recipients and Supported Programs

Lynn Davis, Director of Community Relations at Plainville Community Schools, announced the recipients of the recent grants. These funds aim to enhance educational opportunities and community engagement within the district.

Impact on Sustainable Development Goals

1. Quality Education (SDG 4): The grants support programs that improve educational resources, promote inclusive learning environments, and foster lifelong learning opportunities for all students.
2. Partnerships for the Goals (SDG 17): The collaboration between the Elizabeth H. Norton Trust Fund and Plainville Community Schools exemplifies effective partnerships that mobilize resources to achieve sustainable development.

Summary of Benefits

• Enhanced educational programs and initiatives within the school district.
• Increased community involvement and support for student development.
• Strengthened capacity of schools to deliver quality education aligned with global sustainability targets.

1. Sustainable Development Goals (SDGs) Addressed or Connected

1. SDG 4: Quality Education – The article discusses school district programs and initiatives receiving grants, which directly relates to improving education quality and access.
2. SDG 17: Partnerships for the Goals – The involvement of the Elizabeth H. Norton Trust Fund in providing grants highlights partnerships and mobilization of resources to support development goals.

2. Specific Targets Under Those SDGs

1. SDG 4 Targets:
   • Target 4.a: Build and upgrade education facilities that are child, disability and gender sensitive and provide safe, non-violent, inclusive and effective learning environments for all.
   • Target 4.c: Increase the supply of qualified teachers, including through international cooperation for teacher training in developing countries.
2. SDG 17 Targets:
   • Target 17.3: Mobilize additional financial resources for developing countries from multiple sources.
   • Target 17.17: Encourage and promote effective public, public-private and civil society partnerships.

3. Indicators Mentioned or Implied to Measure Progress

1. For SDG 4:
   • Indicator 4.a.1: Proportion of schools with access to basic services and facilities.
   • Indicator 4.c.1: Proportion of teachers qualified according to national standards.
2. For SDG 17:
   • Indicator 17.3.1: Foreign direct investments, official development assistance and South-South cooperation as a proportion of total domestic budget.
   • Indicator 17.17.1: Amount of United States dollars committed to public-private partnerships.

4. Table of SDGs, Targets, and Indicators

Source: bristolpress.com

READ Adult Literacy Program Advances Sustainable Development Goals in Northeast Michigan

Program Overview and Impact

For over 40 years, the READ adult literacy program has provided free educational services to more than 400 residents of Northeast Michigan. The program focuses on enhancing literacy skills, teaching English as a second language (ESL), and assisting adults in earning their GEDs. This initiative directly supports the United Nations Sustainable Development Goal (SDG) 4: Quality Education, by promoting inclusive and equitable quality education and lifelong learning opportunities for all.

Volunteer Tutor Training and Engagement

The program is actively recruiting and training volunteer literacy tutors to expand its reach. Coordinators Pat Garant and Leslie Kirchoff, both former educators and Alpena County Library affiliates, oversee the program. They emphasize individualized tutoring, matching one tutor with one learner to tailor instruction to specific needs, thereby enhancing learning outcomes.

Tutor Roles and Commitment

• Volunteers select their preferred tutoring focus: literacy, ESL, or GED preparation.
• No prior teaching experience is required, encouraging broader community participation.
• Tutors commit to a minimum of one year, with many extending their service beyond this period.

Current Program Statistics

1. Number of active learners: 18
2. GED learners: 2
3. Literacy learners: 7
4. ESL learners: 9
5. Volunteer tutors on the list: Approximately 25 (not all actively tutoring)

Addressing Diverse Learner Needs

Adult learners engage with the program for various reasons, including:

• Learning to read for the first time
• Improving existing literacy skills
• Achieving specific personal goals, such as renewing disability benefits

This personalized support aligns with SDG 10: Reduced Inequalities, by empowering marginalized adults through education and skill development.

Community Impact and Volunteer Benefits

Volunteers experience a strong sense of community and personal fulfillment by contributing to one-on-one learning. The program fosters social inclusion and community engagement, supporting SDG 11: Sustainable Cities and Communities.

Examples include new residents building local relationships through tutoring, demonstrating the program’s role in social cohesion.

Training Schedule and Participation

The annual in-person tutor training sessions are scheduled as follows at the Alpena County Library:

• January 20: Basic Literacy I
• January 22: Basic Literacy II
• January 27: ESL Training
• January 29: GED Training

Each session runs from 4:30 p.m. to 6:30 p.m. Volunteers may attend sessions of interest. Additionally, online training is available year-round to accommodate diverse schedules.

Contact Information

• Phone: 989-356-6188 ext. 15
• Email: readprogram@alpenalibrary.org

Conclusion

The READ adult literacy program exemplifies community-driven efforts to achieve multiple Sustainable Development Goals by providing accessible education, reducing inequalities, and fostering inclusive communities. Continued volunteer involvement and training are vital to sustaining and expanding these impacts.

1. Sustainable Development Goals (SDGs) Addressed or Connected

1. SDG 4: Quality Education
   • The article focuses on adult literacy, ESL education, and GED preparation, which directly relate to ensuring inclusive and equitable quality education and promoting lifelong learning opportunities for all.
2. SDG 10: Reduced Inequalities
   • The program supports adults who may have limited literacy or language skills, helping reduce social inequalities by providing free educational resources and personalized tutoring.
3. SDG 17: Partnerships for the Goals
   • The collaboration between the READ program, Alpena County Library, and community volunteers exemplifies partnerships to achieve sustainable development goals.

2. Specific Targets Under Those SDGs

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 and entrepreneurship.
2. SDG 10: Reduced Inequalities
   • Target 10.2: 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. SDG 17: Partnerships for the Goals
   • Target 17.17: Encourage and promote effective public, public-private and civil society partnerships, building on the experience and resourcing strategies of partnerships.

3. Indicators Mentioned or Implied to Measure Progress

1. For SDG 4 Targets:
   • Number of adults enrolled and completing literacy, ESL, and GED programs (implied by the count of learners and tutors).
   • Proportion of adults achieving literacy and numeracy skills (implied by learner progress and success stories such as the gentleman renewing disability benefits).
   • Number of trained volunteer tutors providing individualized instruction (implied by the volunteer tutor list and training sessions).
2. For SDG 10 Targets:
   • Number of marginalized adults accessing free literacy and language education (implied by the program serving over 400 residents at zero cost).
3. For SDG 17 Targets:
   • Number and quality of partnerships between community organizations and volunteers (implied by the collaboration between the library, coordinators, and volunteers).

4. Table of SDGs, Targets, and Indicators

Source: thealpenanews.com

Impact of Asthma and Air Pollution on School Attendance and Academic Performance: A Review Aligned with Sustainable Development Goals

Introduction

Asthma is a prevalent condition among young people and has been associated with increased school absenteeism, potentially affecting educational outcomes. Air pollution, a critical environmental concern, can exacerbate respiratory health issues, though its direct impact on education remains less clear. This report reviews recent research focusing on these factors, emphasizing their relevance to the Sustainable Development Goals (SDGs), particularly SDG 3 (Good Health and Well-being), SDG 4 (Quality Education), and SDG 11 (Sustainable Cities and Communities).

Study Overview

A comprehensive study published in BMJ Open Respiratory Research by Cedric Burden, BSc, and colleagues from Swansea University Medical School analyzed the effects of asthma and outdoor air pollution on children’s school attendance and academic performance.

1. Data Collection: The review included 41 studies published between 2001 and 2024, primarily from urban settings in the US, UK, Sweden, and Brazil.
2. Methodology: Researchers searched eight academic databases, screening nearly 8,000 articles to identify studies reporting on asthma, air pollution, school attendance, and educational attainment.
3. Focus Areas:
   • 31 studies focused on asthma as the primary exposure.
   • 17 studies examined air pollution alone or combined with asthma.
   • Only one study integrated health, environmental, and educational data for a comprehensive analysis.

Key Findings

• Asthma and Educational Outcomes: Uncontrolled asthma was consistently linked to increased school absences and poorer academic performance, especially among younger children and ethnic minority groups. The impact was most pronounced in children experiencing severe or frequent asthma attacks.
• Air Pollution Effects: Exposure to pollutants such as fine particulate matter and nitrogen dioxide was sometimes associated with lower educational attainment and higher absenteeism. Long-term exposure and pollution peaks had stronger negative effects.
• Socioeconomic Factors: Schools in economically disadvantaged areas often faced higher pollution levels, compounding the adverse effects of asthma and air pollution on learning outcomes.

Limitations of Current Research

• Predominance of cross-sectional studies using single-year data limits understanding of long-term impacts.
• Variability in asthma definitions, pollutant measurement methods, and educational outcome assessments hinder direct comparisons across studies.

Recommendations and SDG Implications

The researchers emphasize the need for long-term, large-scale studies using linked datasets across diverse geographic and socioeconomic contexts. Such research is vital to:

• Identify subtle and cumulative effects of asthma and air pollution on education.
• Inform policies aimed at supporting affected children, particularly in disadvantaged communities.
• Advance progress towards SDG 3 by improving respiratory health among youth.
• Promote SDG 4 by ensuring equitable access to quality education despite health and environmental challenges.
• Support SDG 11 by addressing urban air quality and creating healthier learning environments.

Conclusion

This review highlights the interconnectedness of health, environment, and education, underscoring the importance of integrated approaches to achieve the Sustainable Development Goals. Addressing asthma management and air pollution exposure in school-aged children is critical to enhancing educational outcomes and fostering equitable, sustainable communities.

1. Sustainable Development Goals (SDGs) Addressed or Connected

1. SDG 3: Good Health and Well-being
   • The article discusses asthma and respiratory health, which directly relate to ensuring healthy lives and promoting well-being for all ages.
2. SDG 4: Quality Education
   • The impact of asthma and air pollution on school attendance and academic performance connects to the goal of inclusive and equitable quality education.
3. SDG 10: Reduced Inequalities
   • The article highlights that ethnic minority groups and children in poorer areas are disproportionately affected, linking to reducing inequalities within and among countries.
4. SDG 11: Sustainable Cities and Communities
   • Air pollution in urban settings and its effects on children’s health and education relate to making cities inclusive, safe, resilient, and sustainable.

2. Specific Targets Under Those SDGs Identified

1. SDG 3 Targets
   • Target 3.4: Reduce by one third premature mortality from non-communicable diseases through prevention and treatment, including respiratory diseases.
   • Target 3.9: Reduce the number of deaths and illnesses from hazardous chemicals and air, water, and soil pollution and contamination.
2. SDG 4 Targets
   • Target 4.1: Ensure that all girls and boys complete free, equitable and quality primary and secondary education leading to relevant and effective learning outcomes.
   • Target 4.5: Eliminate gender disparities and ensure equal access to all levels of education and vocational training for vulnerable populations, including ethnic minorities.
3. SDG 10 Targets
   • Target 10.2: Empower and promote the social, economic and political inclusion of all, irrespective of age, sex, disability, race, ethnicity, origin, or economic status.
4. SDG 11 Targets
   • Target 11.6: Reduce the adverse per capita environmental impact of cities, including air quality and municipal and other waste management.

3. Indicators Mentioned or Implied to Measure Progress

1. Health Indicators
   • Prevalence and severity of asthma among children (implied by discussion of uncontrolled asthma and frequency of attacks).
   • Levels of exposure to outdoor air pollutants such as fine particulate matter (PM2.5) and nitrogen dioxide (NO2).
   • Incidence of respiratory illnesses linked to air pollution.
2. Education Indicators
   • School attendance rates and number of days missed due to asthma or respiratory issues.
   • Academic performance metrics or educational attainment levels among affected children.
3. Socioeconomic and Environmental Indicators
   • Air pollution levels in schools located in poorer or urban areas.
   • Data linking socioeconomic status, ethnicity, and health/education outcomes (implied need for linked datasets).

4. Table of SDGs, Targets, and Indicators

Source: docwirenews.com

Report on High-Quality High School Career and Technical Education (CTE) Programs

Introduction

Career and Technical Education (CTE) programs at the secondary school level have gained increased attention due to rising concerns about college costs and the availability of well-paying jobs requiring technical skills immediately after high school. This report summarizes findings from a nationally representative survey conducted by the EdWeek Research Center, which assessed the quality of CTE programs based on input from teachers, principals, and district leaders involved in CTE.

Key Factors of High-Quality CTE Programs

Educators who rated their CTE programs with an “A” (23% of respondents) identified several critical elements contributing to program excellence. These factors align closely with the United Nations Sustainable Development Goals (SDGs), particularly SDG 4 (Quality Education), SDG 8 (Decent Work and Economic Growth), and SDG 17 (Partnerships for the Goals).

1. Good Facilities: Modern, well-equipped facilities enable effective hands-on learning experiences.
2. Strong Business Partnerships: Collaboration with local businesses supports real-world skill development and employment pathways.
3. Diverse Course Offerings: A broad range of programs caters to varied student interests and labor market demands.
4. District- and State-Level Support: Institutional backing ensures sustainable funding and program development.
5. Quality Instructors: Skilled and motivated teachers enhance student engagement and learning outcomes.
6. High Student Enrollment: Strong participation reflects program relevance and accessibility.

Examples from educators include regular curriculum updates, concurrent enrollment courses, extensive marketing, and accommodating student preferences to maximize engagement and educational quality.

Challenges Identified in Some CTE Programs

Despite positive aspects, many educators acknowledged challenges that hinder program effectiveness, highlighting areas for improvement consistent with SDG 4 and SDG 9 (Industry, Innovation, and Infrastructure).

• Insufficient Funding: Limited resources restrict facility upgrades and equipment procurement.
• Inadequate Space: Physical constraints limit program expansion and student capacity.
• Teacher Shortages: Difficulty recruiting qualified instructors, especially in trade areas, affects program quality.
• Lack of Rigor: Some programs lack alignment with career readiness, leading students to select courses for ease rather than future preparation.
• Middle and High School Program Misalignment: Poor coordination between middle school and high school CTE offerings affects pathway completion and enrollment.

Educators emphasized the need for easier pathways to become CTE teachers and enhanced professional development to ensure classroom activities reflect industry standards.

Growth and Trends in CTE Enrollment

CTE programs are experiencing growth, supporting SDG 4 and SDG 8 by expanding access to quality education and promoting economic opportunities.

• Enrollment in K-12 CTE programs increased by 10% from 7.8 million in the 2022-23 school year to 8.6 million in 2023-24, according to the U.S. Department of Education.
• State policymakers are investing more in CTE, reflecting a strategic commitment to workforce development.
• 71% of educators reported increased student interest in CTE over the past five years.
• Pathways in digital technology, artificial intelligence, information technology, and cybersecurity have seen the greatest growth in student interest, aligning with SDG 9 and SDG 8.

Conclusion

High-quality CTE programs contribute significantly to achieving Sustainable Development Goals by providing inclusive and equitable quality education (SDG 4), promoting sustained economic growth and decent work opportunities (SDG 8), fostering innovation and infrastructure development (SDG 9), and strengthening partnerships between education and industry (SDG 17). Addressing challenges such as funding, teacher recruitment, program rigor, and alignment across education levels will further enhance the impact of CTE programs on student success and workforce readiness.

© 2025 Education Week (Bethesda, Md.). Distributed by Tribune Content Agency, LLC.

1. Sustainable Development Goals (SDGs) Addressed or Connected

1. SDG 4: Quality Education
   • The article focuses on career and technical education (CTE) programs in secondary schools, highlighting the importance of quality education and skills development.
2. SDG 8: Decent Work and Economic Growth
   • CTE programs prepare students for technical jobs and careers, contributing to economic growth and employment opportunities.
3. SDG 9: Industry, Innovation, and Infrastructure
   • The article mentions the importance of good facilities and business partnerships, which relate to building resilient infrastructure and fostering innovation.

2. Specific Targets Under the Identified SDGs

1. SDG 4: Quality Education
   • Target 4.3: Ensure equal access for all women and men to affordable and quality technical, vocational and tertiary education, including university.
   • Target 4.4: Increase the number of youth and adults who have relevant skills, including technical and vocational skills, for employment, decent jobs and entrepreneurship.
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, including young people.
3. SDG 9: Industry, Innovation, and Infrastructure
   • Target 9.5: Enhance scientific research, upgrade the technological capabilities of industrial sectors, including through business partnerships.

3. Indicators Mentioned or Implied to Measure Progress

1. Enrollment Numbers in CTE Programs
   • The article mentions a 10% increase in K-12 CTE enrollment from 7.8 million to 8.6 million students, indicating growth and interest in technical education.
2. Quality Ratings by Educators
   • Educators’ letter grades (A, B, etc.) for their CTE programs serve as qualitative indicators of program quality and effectiveness.
3. Student Interest and Engagement
   • 71% of educators reported increased student interest in CTE programs, which can be used as an indicator of program relevance and appeal.
4. Availability of Facilities, Teachers, and Curriculum Rigor
   • Challenges such as lack of funding, insufficient teachers, and curriculum rigor imply indicators related to resource availability and educational quality.
5. Pathway Completion and Career Pursuit
   • The article notes concerns about students not pursuing careers in CTE fields after completion, implying an indicator related to transition from education to employment.

4. Table of SDGs, Targets, and Indicators

Source: govtech.com

United Way of Berks County Advances Early Grade Reading Proficiency Aligned with Sustainable Development Goals

Introduction

The United Way of Berks County is dedicated to enhancing early grade reading proficiency and fostering a resilient community. This initiative aligns closely with the United Nations Sustainable Development Goals (SDGs), particularly SDG 4: Quality Education, and SDG 11: Sustainable Cities and Communities. To support this mission, the organization is offering Summer Learning Grants aimed at Pre-K through 3rd-grade students in Berks County.

Summer Learning Grants Overview

The Summer Learning Grants provide financial support of up to $5,000 for schools and nonprofit organizations to implement summer programs focused on literacy and learning retention. These grants are designed to combat summer learning loss, ensuring continuous educational engagement during the summer months, which is critical for academic success and long-term economic stability.

Grant Eligibility and Requirements

• Applicants: Schools and 501(c)(3) nonprofit organizations serving Pre-K to 3rd-grade students in Berks County.
• Funding Amount: Up to $5,000 per grant.
• Program Duration: Summer 2026 (June through August).
• Program Content: Must include a literacy component; cross-disciplinary activities such as STEAM (Science, Technology, Engineering, Arts, and Mathematics) are encouraged.
• Evaluation: All programs must incorporate an evaluation mechanism to measure literacy outcomes and program success.

Application Process and Timeline

1. Application Period: January 12 to February 15, 2026.
2. Notification of Awards: By March 27, 2026.
3. Grant Disbursement: April 2026.

Applications and final reports must be submitted electronically via e-CImpact, accessible through the United Way of Berks County website (www.uwberks.org).

Review and Selection

A committee composed of community volunteers, United Way committee members, and board representatives will conduct a competitive review of all proposals. The evaluation will focus on programming plans and the potential impact on early literacy development.

Contact Information

• Community Impact Program Manager: Amanda Hansen
• Email: amandah@uwberks.org
• Phone: 610-685-4582

Alignment with Sustainable Development Goals

• SDG 4: Quality Education – Enhancing early literacy supports inclusive and equitable quality education and promotes lifelong learning opportunities for all children.
• SDG 1: No Poverty – Early literacy proficiency contributes to economic stability and reduces poverty risks by improving academic and employment outcomes.
• SDG 10: Reduced Inequalities – Providing equitable access to literacy programs helps bridge educational gaps among underserved populations.
• SDG 11: Sustainable Cities and Communities – Building a strong, educated community fosters sustainable development and social cohesion.

For further details and to apply, visit the United Way of Berks County website at www.uwberks.org.

1. Sustainable Development Goals (SDGs) Addressed

1. SDG 4: Quality Education
   • The article focuses on improving early grade reading proficiency, which directly relates to ensuring inclusive and equitable quality education and promoting lifelong learning opportunities for all.
2. SDG 10: Reduced Inequalities
   • By targeting early literacy in Pre-K through 3rd-grade students, especially through grants to schools and nonprofits, the initiative aims to reduce educational disparities and promote equal opportunities.
3. SDG 8: Decent Work and Economic Growth
   • Early literacy is linked to economic stability and community well-being, which supports the goal of promoting sustained, inclusive economic growth and productive employment.

2. Specific Targets Under the Identified SDGs

1. SDG 4: Quality Education
   • Target 4.1: Ensure that all girls and boys complete free, equitable and quality primary and secondary education leading to relevant and effective learning outcomes.
   • Target 4.2: Ensure that all girls and boys have access to quality early childhood development, care and pre-primary education so that they are ready for primary education.
2. SDG 10: Reduced Inequalities
   • Target 10.2: 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. SDG 8: Decent Work and Economic Growth
   • Target 8.6: By 2020, substantially reduce the proportion of youth not in employment, education or training.

3. Indicators Mentioned or Implied to Measure Progress

1. Literacy Proficiency Measurement
   • The article mentions that all programs must include an evaluation element to measure the outcome or success of the literacy component, implying the use of literacy proficiency assessments as an indicator.
2. Retention of Academic Skills
   • Summer learning grants aim to lessen summer learning loss, suggesting indicators related to retention of reading skills over summer months.
3. Participation Rates
   • Number of students served in Pre-K through 3rd grade participating in summer literacy programs can serve as an indicator of reach and inclusiveness.

4. Table: SDGs, Targets and Indicators

Source: bctv.org

Report on Texas Education Freedom Accounts (TEFA) and Its Alignment with Sustainable Development Goals (SDGs)

Introduction to TEFA Program

The Texas Education Freedom Accounts (TEFA) program, a $1 billion statewide school voucher initiative, is set to open its application window on February 4. This program directs taxpayer funds into Education Savings Accounts (ESAs) for families opting to enroll their children outside the public school system, aligning with SDG 4: Quality Education by promoting inclusive and equitable quality education and lifelong learning opportunities for all.

Program Details and Funding Allocation

• Most families receive approximately $10,000 per student annually, representing 85% of the state’s public school allotment.
• Homeschooled students are eligible for $2,000 per year.
• Students with disabilities may receive up to $30,000, depending on individual needs, supporting SDG 10: Reduced Inequalities.

The funds can be used for private school tuition, meals, uniforms, approved online or out-of-state programs, transportation, and pre-kindergarten education. However, funds cannot be used to pay family members.

Eligibility and Priority System

1. Priority is given to students with disabilities from families earning up to $240,000 annually for a family of four.
2. Next priority is for students from households earning approximately twice the federal poverty level (~$60,000 for a family of four).
3. Families earning between $60,000 and $240,000 follow.
4. Families earning above $240,000 have the lowest priority.

If applications exceed funding, a lottery system will determine recipients.

Program Implementation and Legislative Background

• Governor Greg Abbott signed Senate Bill 2 into law in May, officially establishing the TEFA program.
• The program is expected to begin disbursing funds as early as July.
• Governor Abbott also announced Texas’ intent to join the Federal Tax Credit Scholarship program starting in January 2027, which complements TEFA by enabling tax credits for donations to scholarship organizations.

Applicant Demographics and Concerns

While the program is designed to expand educational choice and autonomy (SDG 4), fiscal analysis predicts that 87% of applicants will be students already attending private schools, indicating potential benefits skewed towards wealthier families rather than low-income households. This trend is consistent with similar programs nationwide.

• Studies from North Carolina and other states reveal that universal voucher programs predominantly benefit families already enrolled in private schools, often with higher incomes.
• Texas’ tiered income prioritization allows up to 20% of funds to support families earning over 500% of the poverty line, potentially limiting access for the most economically disadvantaged.
• Information gaps may hinder lower-income families from fully utilizing the program.

Educational Outcomes and Accountability

There is ongoing debate regarding the academic effectiveness of private schooling under voucher programs. Research indicates no significant improvement in student performance compared to public schools, with many students returning to public education. The lack of standardized testing requirements for private school students under TEFA complicates outcome measurement.

• Programs in states like Indiana, which require uniform testing, show private school students often perform similarly or worse than their public school peers.
• Continuous monitoring and transparency are essential to ensure private schools maintain high educational standards, supporting SDG 16: Peace, Justice, and Strong Institutions.

Impact on Public Education and Funding

Opponents argue that TEFA may exacerbate resource constraints in public schools, which rely on enrollment-based funding. Fixed costs such as maintenance and utilities remain constant despite declining student numbers, potentially reducing funds available for classroom instruction and services.

• Houston Independent School District (HISD) exemplifies this challenge, with enrollment declining from over 200,000 to approximately 170,000 students.
• Voucher-induced enrollment declines could strain large urban districts the most.

Financial Sustainability and Transparency

With an initial budget of $1 billion, TEFA is among the largest voucher programs nationally, with projections estimating costs could escalate to $7.9 billion by the 2030-31 school year. Similar programs in other states have experienced significant budget overruns, leading to fiscal crises.

• Arizona’s voucher program costs increased from an estimated $65 million to over $708 million, resulting in canceled state projects.
• Transparency and ongoing oversight are critical to prevent mismanagement and ensure responsible use of public funds, aligning with SDG 16.

Conclusion and Recommendations

1. Enhance public awareness and information dissemination to ensure equitable access to TEFA, particularly for low-income families.
2. Implement standardized assessment measures for private school participants to evaluate educational outcomes effectively.
3. Establish robust monitoring and accountability frameworks for participating private schools to maintain quality standards.
4. Monitor fiscal impacts on public school funding and adjust policies to mitigate adverse effects.
5. Ensure transparency in program administration to uphold public trust and sustainable resource management.

By addressing these areas, the TEFA program can better contribute to achieving the Sustainable Development Goals, particularly SDG 4 (Quality Education), SDG 10 (Reduced Inequalities), and SDG 16 (Peace, Justice, and Strong Institutions), fostering an inclusive and effective educational environment for all Texas students.

1. Sustainable Development Goals (SDGs) Addressed or Connected

1. SDG 4: Quality Education
   • The article focuses on Texas’ new statewide school voucher program (Texas Education Freedom Accounts – TEFA), which directly relates to providing equitable access to quality education.
   • Issues of educational choice, access for students with disabilities, and educational outcomes are central themes.
2. SDG 10: Reduced Inequalities
   • The program’s tiered income prioritization and concerns about benefits skewing towards wealthier families highlight issues related to reducing inequalities in education access.
3. SDG 16: Peace, Justice and Strong Institutions
   • Transparency and accountability concerns regarding the management and funding of the voucher program relate to building effective, accountable institutions.

2. Specific Targets Under Those SDGs Identified

1. SDG 4: Quality Education
   • Target 4.1: Ensure that all girls and boys complete free, equitable and quality primary and secondary education leading to relevant and effective learning outcomes.
   • Target 4.5: Eliminate gender disparities and ensure equal access to all levels of education and vocational training for the vulnerable, including persons with disabilities.
   • Target 4.a: Build and upgrade education facilities that are child, disability and gender sensitive.
2. SDG 10: Reduced Inequalities
   • Target 10.2: Empower and promote the social, economic and political inclusion of all, irrespective of income.
3. SDG 16: Peace, Justice and Strong Institutions
   • Target 16.6: Develop effective, accountable and transparent institutions at all levels.

3. Indicators Mentioned or Implied to Measure Progress

1. SDG 4 Indicators
   • Indicator 4.1.1: Proportion of children and young people achieving minimum proficiency levels in reading and mathematics, by sex.
   • Indicator 4.5.1: Parity indices (female/male, rural/urban, bottom/top wealth quintile and others) for all education indicators.
   • Standardized test scores comparison between public and private school students (implied as a measure of educational outcomes).
   • Enrollment rates in public vs. private schools, including students with disabilities and low-income families.
2. SDG 10 Indicators
   • Indicator 10.2.1: Proportion of people living below 50% of median income, by age, sex and persons with disabilities.
   • Data on the socioeconomic status of voucher recipients (e.g., percentage of recipients from low-income vs. wealthier families).
3. SDG 16 Indicators
   • Indicator 16.6.2: Proportion of the population satisfied with their last experience of public services.
   • Transparency measures such as public availability of program data, budget tracking, and monitoring of private school quality.

4. Table of SDGs, Targets, and Indicators

Source: houstonpublicmedia.org

Project Learning Tree Celebrates 45 Years of Environmental Education in Ohio

Introduction

Project Learning Tree (PLT), a national environmental education program, commemorated its 45th anniversary in Ohio with a special event held at Dawes Arboretum near Newark. This milestone highlights PLT’s longstanding commitment to fostering environmental literacy and stewardship among students, educators, and natural resource professionals across the state.

Event Overview and Sustainable Development Goals (SDGs) Alignment

The anniversary celebration, themed “Learning Is in Our Nature,” brought together PLT educators, professional foresters, students, and natural resources advocates. Activities included storytelling sessions, panel discussions reflecting on PLT-Ohio’s history and future, wagon tours of the Arboretum, and an awards luncheon.

This event strongly supports the United Nations Sustainable Development Goals, particularly:

• SDG 4: Quality Education – by promoting environmental education and literacy.
• SDG 13: Climate Action – through fostering awareness of forest ecosystems and conservation.
• SDG 15: Life on Land – by encouraging sustainable forest management and biodiversity protection.
• SDG 8: Decent Work and Economic Growth – by creating pathways to green careers in natural resource management.

Awards Recognizing Commitment to Environmental Stewardship

During the luncheon, ten individuals were honored for their exceptional dedication to environmental education and stewardship. The awards and recipients were as follows:

1. John Hug Award
   • Dan Balser, ODNR Division of Forestry
   • Bill Schultz, retired ODNR Division of Forestry
   • Sue Wintering, retired ODNR Division of Forestry
2. Mighty Oak Award
   • Carolyn Watkins, retired Ohio EPA
   • Brenda Metcalf, Environmental Education Council of Ohio
   • Jen Dennison, ODNR Division of Wildlife
3. Branching Out Award
   • Stephanie Downs, ODNR Division of Forestry
4. Outstanding Facilitator Awards
   • Nancy Gregory, The Dawes Arboretum
   • Amanda Hurley, Shelby County Soil and Water Conservation District
5. Outstanding Educator Award
   • Katie Mantel, Wildwood Environmental Academy

Future Initiatives and SDG Integration

PLT-Ohio State Coordinator Heather Sheets outlined plans to expand educator training, improve access to environmental education resources, and strengthen pathways to green careers for youth. These initiatives align with the SDGs by:

• Enhancing quality education (SDG 4) through expanded training programs.
• Promoting sustainable economic growth and employment opportunities in green sectors (SDG 8).
• Supporting climate action and conservation efforts (SDG 13 and SDG 15).

PLT aims to deepen partnerships with schools, workforce initiatives, and local conservation agencies to meet the growing demand for natural resource professionals in Ohio.

About Project Learning Tree

Project Learning Tree is a nonprofit initiative of the Sustainable Forestry Initiative with outreach across all 50 U.S. states and several countries. In Ohio, PLT is sponsored by the Ohio Department of Natural Resources (ODNR) Division of Forestry. The program plays a central role in advancing environmental education, forest literacy, and green career pathways.

Since its establishment in 1980, PLT-Ohio has trained thousands of educators and facilitators, earning national recognition for its leadership and impact in environmental education.

Contact and Additional Information

For more information about PLT-Ohio or to get involved, please contact plt@dnr.ohio.gov or visit the official website at ohiodnr.gov/plt.

1. Sustainable Development Goals (SDGs) Addressed or Connected

1. SDG 4: Quality Education
   • The article highlights environmental education and training for educators and students, emphasizing lifelong learning and environmental literacy.
2. SDG 13: Climate Action
   • Through education about trees, forests, and natural resources, the article supports climate action by promoting sustainable forestry and environmental stewardship.
3. SDG 15: Life on Land
   • The focus on forest literacy, conservation, and natural resource management directly relates to protecting, restoring, and promoting sustainable use of terrestrial ecosystems.
4. SDG 8: Decent Work and Economic Growth
   • The article mentions strengthening pathways to green careers for youth, supporting sustainable economic growth and employment in natural resource sectors.

2. Specific Targets Under Those SDGs Identified

1. SDG 4: Quality Education
   • Target 4.7: Ensure that all learners acquire knowledge and skills needed to promote sustainable development, including education for sustainable development and sustainable lifestyles.
2. SDG 13: Climate Action
   • Target 13.3: Improve education, awareness-raising and human and institutional capacity on climate change mitigation, adaptation, impact reduction, and early warning.
3. SDG 15: Life on Land
   • Target 15.1: Ensure the conservation, restoration and sustainable use of terrestrial and inland freshwater ecosystems and their services.
   • Target 15.2: Promote the implementation of sustainable management of all types of forests.
4. SDG 8: Decent Work and Economic Growth
   • Target 8.5: Achieve full and productive employment and decent work for all, including youth, by promoting sustainable economic growth and green jobs.

3. Indicators Mentioned or Implied to Measure Progress

1. SDG 4.7 Indicator
   • Proportion of schools implementing environmental education curricula or programs (implied by the training of thousands of educators and facilitators in environmental education).
2. SDG 13.3 Indicator
   • Number of people trained in climate change mitigation and adaptation (implied by educator training and environmental literacy programs).
3. SDG 15.1 and 15.2 Indicators
   • Area of forest under sustainable management (implied by the involvement of forestry divisions and conservation organizations).
   • Number of environmental education initiatives promoting forest conservation (implied by PLT activities and awards).
4. SDG 8.5 Indicator
   • Number of youth engaged in green career pathways (implied by the program’s focus on strengthening pathways to green careers).

4. Table of SDGs, Targets, and Indicators

Source: littermedia.com

Report on daylight AG’s Enhanced Educational Software Platform and Its Contribution to Sustainable Development Goals

Introduction

On December 23, 2025, daylight AG, an educational technology company based in Winterthur, Switzerland, announced significant enhancements to its integrated software platform. This platform is designed to streamline administrative operations for schools and educational organizations across Switzerland by combining school administration, course management, examination processing, event coordination, and accounting functions into a single, modular solution.

Platform Overview and Features

The enhanced software suite offers comprehensive functionalities, including:

1. People and address management
2. Registration processing
3. Resource allocation
4. Financial accounting tailored for educational environments
5. Customized online portals for course registration with automated confirmation and payment processing
6. Examination management covering scheduling to results processing
7. Event management for seminars, workshops, and educational conferences
8. Integrated marketing and CRM tools for communication with students and stakeholders

The platform’s modular architecture allows educational institutions to select components based on their unique needs, supporting flexibility and scalability.

Alignment with Sustainable Development Goals (SDGs)

daylight AG’s platform contributes to several United Nations Sustainable Development Goals, notably:

• SDG 4: Quality Education – By modernizing administrative processes, the platform enables educational institutions to focus more on student success and learning outcomes, enhancing the quality and accessibility of education.
• SDG 9: Industry, Innovation, and Infrastructure – The platform supports digital transformation in Swiss education by integrating with existing IT infrastructures and offering both on-premise and cloud-based deployment options.
• SDG 8: Decent Work and Economic Growth – Automation and streamlined administrative processes improve operational efficiency, contributing to sustainable economic growth within the education sector.
• SDG 17: Partnerships for the Goals – daylight AG collaborates with educational institutions across Switzerland, fostering partnerships that enhance educational administration and service delivery.

Technological Impact and Implementation

Swiss educational institutions are increasingly adopting digital transformation strategies to meet evolving administrative demands. daylight AG’s platform supports this transition by:

• Reducing operational complexity through system consolidation
• Improving data management efficiency
• Providing scalable solutions compatible with existing IT infrastructure
• Offering flexible deployment options (on-premise or cloud-based)

Commitment to Continuous Development

daylight AG remains committed to the continuous development and enhancement of its platform. By combining intelligent automation with intuitive user interfaces, the company enables educational providers to optimize administrative efficiency while maintaining high standards of service delivery. This commitment aligns with sustainable development by promoting innovation and quality in education administration.

Company Background

Based at Bahnhofplatz 12 in Winterthur, daylight AG has over two decades of experience in developing educational technology solutions. The company specializes in creating comprehensive software for educational administration, serving schools, training providers, and educational organizations throughout Switzerland. Its focus on user-friendly design and Swiss-quality engineering has established daylight AG as a trusted provider in the sector.

Contact Information

For further information about daylight AG and its software solutions, please contact:

Additional Resources

• daylight AG Software Solutions
• Press Information and Updates
• Company Location

Multimedia

Watch an overview of the customizable Swiss school administration software featuring exam and course management capabilities:

1. Sustainable Development Goals (SDGs) Addressed or Connected

1. SDG 4: Quality Education
   • The article focuses on enhancing educational administration and management, which supports inclusive and equitable quality education and promotes lifelong learning opportunities.
2. SDG 9: Industry, Innovation and Infrastructure
   • The development and deployment of integrated software platforms for educational institutions reflect innovation in infrastructure and technology.
3. SDG 8: Decent Work and Economic Growth
   • Improving administrative efficiency and financial management in educational organizations contributes to sustained economic growth and productive employment.

2. Specific Targets Under Identified SDGs

1. SDG 4: Quality Education
   • Target 4.3: Ensure equal access for all women and men to affordable and quality technical, vocational and tertiary education, including university.
   • Target 4.a: Build and upgrade education facilities that are child, disability and gender sensitive and provide safe, non-violent, inclusive and effective learning environments.
   • Target 4.4: Increase the number of youth and adults who have relevant skills, including technical and vocational skills, for employment, decent jobs and entrepreneurship.
2. SDG 9: Industry, Innovation and Infrastructure
   • Target 9.5: Enhance scientific research, upgrade the technological capabilities of industrial sectors, including education technology.
   • Target 9.c: Significantly increase access to information and communications technology and strive to provide universal and affordable access to the Internet in least developed countries.
3. SDG 8: Decent Work and Economic Growth
   • Target 8.2: Achieve higher levels of economic productivity through diversification, technological upgrading and innovation.
   • Target 8.3: Promote development-oriented policies that support productive activities and decent job creation.

3. Indicators Mentioned or Implied to Measure Progress

1. For SDG 4 (Quality Education)
   • Indicator 4.3.1: Participation rate of youth and adults in formal and non-formal education and training.
   • Indicator 4.a.1: Proportion of schools with access to information and communications technology (ICT).
   • Indicator 4.4.1: Proportion of youth and adults with ICT skills.
2. For SDG 9 (Industry, Innovation and Infrastructure)
   • Indicator 9.5.1: Research and development expenditure as a proportion of GDP.
   • Indicator 9.c.1: Proportion of population covered by a mobile network, by technology.
3. For SDG 8 (Decent Work and Economic Growth)
   • Indicator 8.2.1: Annual growth rate of real GDP per employed person.
   • Indicator 8.3.1: Proportion of informal employment in non-agriculture employment.

4. Table of SDGs, Targets, and Indicators

Source: vcstar.com

Thankfully, there are various strategies and initiatives that can be implemented to enhance the quality of education and ensure that students are receiving the best possible learning experiences. This is where charities for education play a pivotal role. They often provide resources, funding, and programs specifically designed to tackle these educational challenges, making a significant difference in communities where government support may be lacking. In this blog, we will explore nine such strategies that can be implemented to improve education quality. From teacher training and professional development to personalized learning experiences and incorporating technology in the classroom, we will discuss the various ways in which education can be made more effective and accessible for all students.

Improving education quality is not just about academic success, but it is also about shaping future generations of responsible and informed individuals who can contribute positively to society. With that in mind, let's dive into the nine strategies for improving education quality and explore how we can work together to build a brighter future for students around the world.

The importance of teacher training and professional development

Teachers play a vital role in shaping the minds of the next generation. They are responsible for not only imparting knowledge but also for guiding and inspiring students to become lifelong learners. Therefore, it is crucial that teachers receive the necessary training and professional development to enhance their teaching skills and knowledge.

Teacher training and professional development programs can provide educators with the skills and knowledge needed to create engaging, effective, and personalized learning experiences for students. These programs can include workshops, seminars, and training sessions on subjects such as classroom management, assessment and evaluation, pedagogy, and technology integration.

One of the primary benefits of teacher training and professional development is that it can help teachers stay up-to-date with the latest educational trends and best practices. As technology continues to evolve and new research emerges, teachers need to adapt and 

incorporate these advancements into their teaching methods. Professional development programs can provide teachers with the tools and resources needed to stay current and improve their teaching techniques.

Moreover, teacher training and professional development can also improve teacher morale and job satisfaction. By providing teachers with opportunities to learn and grow professionally, they feel valued and supported, which can have a positive impact on their overall job performance and motivation.

It is also important to note that teacher training and professional development should not be limited to new teachers. Even experienced teachers can benefit from ongoing training and development opportunities to enhance their skills and stay up-to-date with the latest educational trends.

Investing in teacher training and professional development can have a significant impact on the quality of education that students receive. By providing teachers with the necessary tools and resources, they can create engaging and effective learning experiences that inspire students to become lifelong learners. Additionally, professional development can boost teacher morale and job satisfaction, ultimately leading to a positive impact on the entire education system.

Providing access to high-quality teaching materials and resources

Access to high-quality teaching materials and resources is essential for improving the quality of education. Teachers require access to resources that align with the curriculum, are relevant, engaging, and provide opportunities for learning beyond the classroom.

High-quality teaching materials and resources can come in various forms, such as textbooks, online resources, multimedia resources, and teaching aids. Access to these resources is particularly crucial in underprivileged communities where students may not have access to quality educational materials at home.

One effective strategy for providing access to high-quality teaching materials and resources is to encourage collaboration between teachers and curriculum specialists. This collaboration can ensure that teaching materials and resources are aligned with the curriculum and are tailored to meet the needs of the students.

Moreover, providing access to digital resources can help to level the playing field and provide equal access to education. Digital resources such as online textbooks, videos, and interactive learning activities can provide students with engaging and personalized learning experiences. They can also help to bridge the gap between students who have access to technology and those who do not.

Another strategy for providing access to high-quality teaching materials and resources is to encourage partnerships with businesses and organizations that specialize in educational resources. These partnerships can provide teachers with access to the latest educational technology, equipment, and resources that they may not otherwise have access to.

It is also essential to ensure that teachers have the necessary training and support to effectively use the teaching materials and resources. Teachers need to understand how to integrate the resources into their lessons and how to differentiate instruction to meet the needs of all students.

Creating a positive and inclusive learning environment

Creating a positive and inclusive learning environment is essential to improving education quality. When students feel valued and respected, they are more likely to engage in learning, feel motivated, and achieve their academic goals. Therefore, it is crucial for educators and school administrators to establish a supportive and welcoming atmosphere in the classroom.

One way to create a positive and inclusive learning environment is to promote diversity and inclusivity in the classroom. Educators can celebrate and recognize the different cultures and backgrounds of their students and encourage them to learn from each other's experiences. Additionally, teachers can modify their lesson plans to be culturally responsive and provide opportunities for students to share their perspectives.

Another way to foster a positive learning environment is to establish clear expectations and routines in the classroom. This includes setting expectations for behavior, participation, and academic performance. By establishing a clear set of guidelines, students understand what is expected of them and feel more comfortable in their learning environment.

Additionally, teachers can create a safe space for students to express their thoughts and emotions without fear of judgment or ridicule. This can be accomplished by using positive language, promoting empathy and kindness, and encouraging students to respect each other's opinions.

It is also important to provide access to resources and support for students who may need additional assistance. This includes providing academic support, counseling services, and accommodations for students with disabilities or special needs. By offering these resources, students can receive the support they need to succeed academically and emotionally.

Overall, creating a positive and inclusive learning environment requires effort and commitment from educators and administrators. However, the benefits of such an environment are invaluable, as students are more likely to feel engaged, motivated, and successful in their academic pursuits.

Personalizing learning experiences to meet individual student needs

Personalizing learning experiences to meet individual student needs is a critical strategy for improving education quality. Every student has unique learning styles, strengths, and challenges, and providing tailored learning experiences can help them reach their full potential.

One way to personalize learning is through differentiated instruction. This approach involves creating different lesson plans and activities based on each student's learning style, ability level, and interests. By providing a variety of activities, teachers can help students engage in the learning process and build skills at their own pace.

Another way to personalize learning is through technology. Educational technology, such as adaptive learning software, can provide students with individualized instruction and feedback based on their performance. This technology can help identify areas where students need additional support and adjust the difficulty level of activities to match their abilities.

Project-based learning is another effective way to personalize learning. This approach involves giving students the opportunity to work on projects that align with their interests and passions. This can increase engagement and motivation and help students develop real-world skills that are relevant to their future careers.

Teachers can also use formative assessments to personalize learning. These assessments provide ongoing feedback on student progress and can help teachers identify areas where students need additional support. By using this feedback, teachers can adjust their instruction to meet individual student needs and provide targeted support.

Finally, student-centered learning approaches can also help personalize learning experiences. This approach involves giving students more control over their learning, allowing them to explore topics that interest them, and providing opportunities for student-led discussions and activities. By focusing on the student's needs and interests, teachers can create a more engaging and effective learning experience.

Implementing technology in the classroom to enhance learning

In today's digital age, technology has become an integral part of our daily lives. From smartphones to laptops, technology has transformed the way we communicate, work, and even learn. In education, technology has the potential to enhance the learning experience of students and provide new opportunities for teachers to engage their students.

Implementing technology in the classroom can offer several benefits. For example, digital textbooks and online resources can provide students with access to a wealth of information and knowledge from anywhere and at any time. Online platforms and apps can offer interactive activities, games, and quizzes that can engage students and promote active learning. Additionally, video conferencing tools can enable teachers to connect with experts and other classrooms around the world, giving students a broader perspective on different topics and cultures.

However, implementing technology in the classroom requires careful planning and consideration. Teachers need to ensure that the technology they choose aligns with their teaching goals and objectives. They also need to be trained in the use of the technology and provided with ongoing support and professional development opportunities.

Moreover, it is essential to ensure that technology does not replace traditional teaching methods entirely. Instead, technology should be used to complement and enhance teaching, making it more engaging and effective. Teachers must also ensure that the technology they use is accessible and inclusive, taking into account the different learning styles and abilities of their students.

Encouraging parental involvement and engagement

Encouraging parental involvement and engagement is crucial for improving education quality. Parents play a vital role in their child's education and can greatly contribute to their success. When parents are involved in their child's education, it not only benefits the student but also the school and community as a whole. Here are some strategies for encouraging parental involvement:

1. Open communication channels: Schools should establish open communication channels with parents, making it easy for them to get in touch with teachers, counselors, and administrators. Regular communication through email, newsletters, or parent-teacher conferences can help keep parents informed about their child's progress and any issues that may arise.
2. Provide opportunities for involvement: Schools can offer a variety of opportunities for parents to get involved, such as volunteering in the classroom, chaperoning field trips, or participating in school events. This can help parents feel more connected to the school and invested in their child's education.
3. Offer resources and support: Many parents may not know how to get involved or may feel intimidated by the school environment. Schools can offer resources and support to help parents feel more comfortable, such as workshops on how to help their child with homework or navigating the school system.
4. Recognize and appreciate parents: Schools should recognize and appreciate the contributions of parents, whether it's through a thank-you note, a public acknowledgment, or a volunteer appreciation event. This can help build positive relationships and encourage continued involvement.
5. Emphasize the importance of education: Schools can work with parents to emphasize the importance of education and encourage them to support their child's learning outside of school. This can include setting aside time for homework, reading together, or engaging in educational activities as a family.

By encouraging parental involvement and engagement, schools can create a collaborative and supportive learning environment that benefits students, parents, and the community as a whole.

Incorporating project-based learning and hands-on activities

Project-based learning and hands-on activities are effective ways to improve education quality. These approaches promote active learning, critical thinking, and problem-solving skills among students.

In project-based learning, students work on long-term projects that address real-world problems or challenges. This approach requires students to use their creativity, research, and analytical skills to develop innovative solutions to complex problems. Project-based learning also provides students with opportunities to collaborate, communicate, and present their ideas to an audience, which builds their confidence and communication skills.

Hands-on activities, on the other hand, involve active engagement and manipulation of materials or tools to learn new concepts or skills. Examples of hands-on activities include experiments, simulations, role-playing, and field trips. These activities provide students with opportunities to explore, experiment, and discover new ideas in a safe and supportive environment.

Incorporating project-based learning and hands-on activities in the classroom requires teachers to create a student-centered learning environment. Teachers need to act as facilitators, guiding and supporting students in their learning journey. This approach also requires teachers to design relevant and engaging projects and activities that align with the curriculum and learning objectives. Additionally, education through technology is becoming an increasingly important tool. It allows for a more engaging and interactive learning experience, and can greatly facilitate individualized learning and access to a broader range of information.

The benefits of project-based learning and hands-on activities are numerous. These approaches promote deeper learning, enhance retention, and improve student engagement and motivation. Furthermore, project-based learning and hands-on activities prepare students for the 21st century workforce, which requires individuals to be innovative, creative, and problem-solvers.

Therefore, educators should consider incorporating project-based learning and hands-on activities in their teaching practice to improve education quality and prepare students for the future.

Developing strong assessment and evaluation processes

Assessment and evaluation processes are critical to the improvement of education quality. It allows educators to identify areas where students are excelling and where they need improvement. However, developing strong assessment and evaluation processes can be a challenging task. Here are some strategies for improving assessment and evaluation processes to enhance education quality:

1. Clearly define learning objectives: The first step in creating a strong assessment and evaluation process is to define clear learning objectives. Teachers need to know what students are expected to learn, and students need to know what they are expected to achieve. Objectives should be measurable and aligned with the curriculum.
2. Use a variety of assessment methods: There is no one-size-fits-all approach to assessment. Teachers should use a variety of assessment methods, such as tests, quizzes, projects, and portfolios. This helps to ensure that students are being evaluated in different ways and that their strengths and weaknesses are being accurately measured.
3. Use formative assessments: Formative assessments are ongoing assessments that are used to monitor student learning throughout a unit or lesson. They provide feedback to both the teacher and the student, allowing them to adjust their approach as needed.
4. Align assessments with learning objectives: Assessments should be aligned with the learning objectives. This ensures that students are being evaluated on the skills and knowledge they are expected to learn.
5. Provide timely and actionable feedback: Feedback is critical to student learning. Teachers should provide timely and actionable feedback to students to help them improve. Feedback should be specific, highlighting areas where the student needs to improve and offering suggestions for improvement.
6. Involve students in the evaluation process: Students should be involved in the evaluation process. They should be given the opportunity to self-assess and reflect on their learning. This helps students take ownership of their learning and develop metacognitive skills.
7. Use data to inform instruction: Assessment data should be used to inform instruction. Teachers can use the data to identify areas where students are struggling and adjust their instruction to better meet the needs of their students.

Prioritizing mental health and well-being in education

In recent years, there has been a growing recognition of the importance of prioritizing mental health and well-being in education. This is not only important for the individual well-being of students but also for the quality of education that they receive. Schools and education systems that prioritize mental health and well-being are likely to have happier, healthier, and more engaged students who are better equipped to succeed academically and in life.

There are several strategies that schools and educators can implement to prioritize mental health and well-being in education. Firstly, it is important to create a supportive and inclusive school environment that promotes positive relationships, provides social-emotional support, and encourages open communication. This can be achieved through programs such as peer support, counseling services, and social-emotional learning programs.

Secondly, schools should provide opportunities for students to engage in physical activity and exercise. Physical activity has been shown to be a powerful tool in reducing stress, anxiety, and depression, and can also improve cognitive function and academic performance. Schools can incorporate physical activity into their curriculum through physical education classes, after-school sports programs, and active transportation initiatives. Moreover, integrating lessons on education and economic development within the curriculum can provide students with a deeper understanding of the role of education in driving economic growth and social progress.

Thirdly, educators can prioritize mental health and well-being by incorporating mindfulness and relaxation techniques into their teaching. Mindfulness practices, such as meditation and breathing exercises, can help students develop skills to manage stress and anxiety, improve focus and attention, and promote emotional regulation.

Fourthly, schools can support mental health and well-being by providing access to mental health resources and services. This can include on-site counseling services, mental health awareness campaigns, and partnerships with local mental health organizations.

Finally, schools can prioritize mental health and well-being by addressing and reducing sources of stress and pressure in the education system. This can include reducing excessive testing and homework assignments, promoting a healthy work-life balance for educators, and fostering a culture of support and collaboration among students and staff. In addition to these measures, understanding how to achieve quality education is fundamental in structuring policies and practices that support student learning and wellbeing.

Conclusion

Improving education quality requires a multi-faceted approach that addresses various aspects of the learning process. From teacher training and professional development to prioritizing mental health and well-being, each strategy plays a vital role in providing students with the best possible education. 

Education is a fundamental human right, and it is our collective responsibility to ensure that all learners have access to high-quality education that prepares them for success in a rapidly changing world. By implementing these strategies and continuing to innovate and improve our education systems, we can build a brighter future for all.

Linda Klaassen

UNESCO

Everywhere, the Covid-19 pandemic has hit the most vulnerable and marginalized the hardest – affecting 1.6 billion learners at its peak, when the majority of the world’s schools were temporarily closed. It has widened inequalities and could erode decades of hard-won progress. About 24 million children and youth – from pre-primary to tertiary education – are at risk of dropping out because of the pandemic’s economic impact alone, according to UNESCO’s estimates.

Girls and women constitute a particularly vulnerable group regarding the right to education. They account for 131.7 million out-of-school children and for two-thirds of the 773 million illiterate adults. The Covid-19 pandemic has aggravated already existing inequalities – it is estimated that 11 million girls may not return to school. Girls aged 12 to 17 are especially at risk of dropping out in low and lower-income countries.

This is particularly alarming as education is one of the most powerful tools by which marginalized children and adults can lift themselves out of poverty and fully integrate into society. 

Source: Guidelines to strengthen the right to education in national frameworks, UNESCO, 2021. #HerEducationOurFuture: Keeping girls in the picture during and after the Covid-19 crisis, 2021.

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1. Ding, W. and Marchionini, G. 1997 A Study on Video Browsing Strategies. Technical Report. University of Maryland at College Park.
2. Tavel, P. 2007 Modeling and Simulation Design. AK Peters Ltd.
3. Sannella, M. J. 1994 Constraint Satisfaction and Debugging for Interactive User Interfaces. Doctoral Thesis. UMI Order Number: UMI Order No. GAX95-09398., University of Washington.
4. Brown, L. D., Hua, H., and Gao, C. 2003. A widget framework for augmented interaction in SCAPE.
5. Y.T. Yu, M.F. Lau, “A comparison of MC/DC, MUMCUT and several other coverage criteria for logical decisions”, Journal of Systems and Software, 2005, in press.
6. Spector, A. Z. 1989. Achieving application requirements. In Distributed Systems, S. Mullende
7. Forman, G. 2003. An extensive empirical study of feature selection metrics for text classification. J. Mach. Learn. Res. 3 (Mar. 2003), 1289-1305.
8. Fröhlich, B. and Plate, J. 2000. The cubic mouse: a new device for three-dimensional input. In Proceedings of the SIGCHI Conference on Human Factors in Computing Systems.
9. Bowman, M., Debray, S. K., and Peterson, L. L. 1993. Reasoning about naming systems.

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Jake Bryant, Felipe Child, Ezgi Demirdag, Emma Dorn, Stephen Hall, Kartik Jayaram, Charag Krishnan, Cheryl Lim, Emmy Liss, Kemi Onabanjo, Frédéric Panier, Juan Rebolledo, Jimmy Sarakatsannis, Doug Scott, Roman Tschupp, Seckin Ungur, Pierre Vigin29-37 minutes 2/8/2024

It is more important today than ever before to improve the quality and equity of education systems around the world. Automation is expected to increase demand for highly educated workers, creating a greater need for technological, socioemotional, and cognitive skills. The rise of generative AI is accelerating these workforce transitions. In addition to preparing students for the workforce, education systems are increasingly being asked to participate in resolving broader societal issues, from rising mental health challenges among young people¹ to political polarization² to combating climate change.³

Student learning improvements are not keeping up with these demands. More children than ever are in school, but many are not mastering basic skills. The World Bank estimates that seven in ten students in low- and middle-income countries are living in “learning poverty,” unable to read a simple text by the end of elementary school. The same is true for nearly nine in ten students in sub-Saharan Africa. This means that the majority of the world’s children are born into education systems where they will not learn to read by the end of elementary school.⁴

More children than ever are in school, but many are not mastering basic skills.

Much of the global discussion about educational performance revolves around a small subset of mostly high-income countries that get relatively high scores on the three major assessments: the Programme for International Assessment (PISA), the Trends in International Mathematics and Science Study (TIMSS), and the Progress in International Reading Literacy Study (PIRLS). In our schema below, we classify those countries as having “good” or “great” performance.

However, more than 90 percent of children live in countries where average educational outcomes are below poor, poor, or fair.⁵ Historically, many of these countries have not taken international assessments, but more recently, the introduction of regional assessments⁶ and the Early Grade Reading Assessment (EGRA) has enabled a broader global comparison of learning outcomes. The OECD suggests that approximately 20 PISA points are equivalent to a year of learning. By that measure, high school students in many sub-Saharan African countries may be ten or more years behind their peers in Europe, North America, or East Asia (Exhibit 1).⁷

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In the decade preceding the COVID-19 pandemic, student performance in most school systems globally stagnated—or declined. Of the 73 countries with longitudinal data over the past decade, only 23 managed to achieve significant, sustained, and consistent improvements in student outcomes. In 17 systems, student performance declined by half a year of learning or more.⁸ Systems that historically performed at the highest levels were most likely to experience declines (Exhibit 2). Even in high-performing countries, overall system performance may mask significant inequities; every system that participates in PISA shows gaps in performance correlated with socioeconomic status.

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In the decade preceding the COVID-19 pandemic, student performance in most school systems globally stagnated—or declined.

The pandemic only exacerbated these challenges. Lost learning time widened equity gaps within and between countries, with students ending up, on average, eight months behind where they would have been absent the pandemic. Meanwhile, the pandemic’s shift to remote work and e-commerce accelerated changes in the workforce. This is creating a scissor effect: learning losses are colliding with an increasing need for higher-order skills.

The stakes are high: if historical trends continue, more than 700 million children will remain in learning poverty in 2050. The pandemic wiped out decades of educational improvements, and we cannot wait decades to make up these losses. The world’s population is growing fastest in the places where learning is the furthest behind.⁹ If we do nothing, the implications for economic growth and political stability worldwide will be tremendous. However, this grim future is not inevitable. If all systems could improve student outcomes at the rate of the top improvers, an additional 350 million students could be lifted out of learning poverty in the next 30 years (Exhibit 3). This report considers what it would take to make that happen.

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Systems beating the odds

At first glance, the lack of progress may seem puzzling. Over the past decades, the education community has researched, developed, and codified strong evidence on what students need to master foundational skills such as reading, writing, and critical thinking. We know what interventions work to move most students to proficiency. Over the past decade, per-capita education spending has increased in countries of all income levels.¹⁰ And yet our global survey of 400 education leaders globally found that only 20 percent of education improvement efforts meet their stated goals (Exhibit 4).

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To understand how school systems globally can reignite growth and recover from the learning losses of the pandemic, McKinsey examined the decade prior to the COVID-19 pandemic. We conducted research across both improving and declining school systems; analyzed global data; and spoke with more than 200 system leaders, donors and philanthropists, not-for-profit leaders, academics, and educational consultants.

Our interviews all pointed to the complexity of the implementation challenge. Most school systems struggle to turn improvements into action at scale. Our research demonstrates that to make changes stick, it is not enough for leaders to know “what” interventions to use. It also requires understanding “how” to implement them well at scale. In many systems, well-intentioned changes fizzle out. Stagnating school systems tend to get stuck in a few “failure modes”:

• Conflicting directions. Education is not seen as a priority, resulting in an inability to raise the donor or domestic funds needed to deliver. Goals are too numerous, too far out in the future, and hard to measure, and there is a lack of coherence across the individual elements of reform.
• Leadership discontinuity. Educational change requires more time than politics often allows. Rapid electoral cycles and short tenures for ministers of education can lead to a whipsaw of priorities, which can in turn confuse and disillusion educators and families. This is exacerbated when reform efforts are tied to political structures, rather than more deeply embedded within institutions.
• Organ rejection of reform. Improvements may falter in the face of pushback from communities and educators who feel they were not consulted. Top-down policies may not actually work once they reach the classroom.
• Insufficient coordination and pace of change. Too much time is spent on developing strategy and not enough on creating an implementation road map with aligned budgets, timelines, and accountability.
• Limited implementation capacity. A lack of program management and analytical capacity within government undermines reform efforts—great educators do not always make great managers. Donor technical assistance ends up overly dependent on international consultants, who leave, rather than local players.
• Flying blind. Leaders at all levels operate without sufficient data, missing key opportunities to create transparency and to intervene.
• Standing still. Systems try to solve today’s problems with yesterday’s solutions. Leaders may pilot new ideas but without a plan for how to measure impact and take them to scale.

Yet failure is not inevitable. The good news is that some systems are beating the odds and producing meaningful gains in student learning year after year. These outlier school systems exist on every continent and at every level of national development. The global education community can chart a new path by learning from these systems.

To identify improving systems, we looked at national systems that had achieved sustained, consistent, and significant improvements in student outcomes as measured by international assessments,¹¹ as well as at lower-income systems with emerging evidence of improvement on regional assessments.¹² We also identified relevant subnational improvers using national assessment data.¹³ None of the 14 systems that we profiled is perfect, and in some, the absolute level of achievement is still low, but each has meaningful lessons to impart at different stages of the educational improvement journey from below poor to poor to fair to good to great (Exhibit 5).¹⁴

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Some systems are beating the odds and producing meaningful gains in student learning year after year.

Our analysis suggests that successful systems, at every level of spending and national development, use reinforcing strategies to create a virtuous cycle, enabling significant, long-term gains in student learning (Exhibit 6):

• Anchor in the evidence. Based on clear research into what improves outcomes, successful school systems ground changes in the classroom, focusing first and foremost on teachers and the content they deliver. They choose evidence-backed strategies relevant to their starting place and prioritize foundational learning, particularly in systems with limited resources. They use technology as a tool to enhance learning, not as an end in itself.
• Build a durable coalition for change. Successful school systems focus on a few coherent priorities, rallying stakeholders around them to ensure that everyone—from system leadership to principals to teachers—is on board. They invest in authentic, two-way communication with families, educators, and communities to design better policies and build deeper buy-in.
• Create delivery capacity to scale. Successful systems move quickly from strategy to implementation, pacing reforms to show early traction while building stamina for the long road to impact. They build dedicated delivery teams with the organizational structures and individual skills to execute on plans over time.
• Drive and adapt with data. Successful systems rigorously measure what matters—student learning outcomes—and use transparent data to improve their interventions. As they roll out tried-and-true methods, they also create space for innovation and measure what they innovate, which feeds back into the evidence base of what works.

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Individually, these strategies may seem obvious or incremental. Together, they are transformative. Our survey suggests that systems that used all seven of the “how” levers above were six times more likely to be successful in meeting their goals for student outcomes and system transformation than those that used four or fewer (Exhibit 7).

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Anchor in the evidence

Ground system strategy in better classroom instruction. The global education community knows what strategies drive learning outcomes. Successful systems focus on interventions closest to students and work outward, starting with the classroom (what is taught, how it is taught), then the school (what supports exist for students and teachers), and finally aligning the system supports (performance management, infrastructure, funding) to what is needed in the classroom (Exhibit 8).

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For example, Singapore invests heavily in its instructional core throughout the curriculum and across teacher recruitment, development, and retention. Teacher candidates are drawn from the top 30 percent of their graduating class and must demonstrate core content knowledge. Once in the system, teachers complete 100 hours of professional development annually and receive coaching and weekly collaborative sessions with master and senior teachers. Professional development is practical and tailored, offered in digestible modules, and delivered in classrooms.¹⁵

In Poland, reforms in the early 2000s focused on redesigning the national curriculum—first in elementary grades and later in secondary schools—and on investments at the teacher, principal, and school level to reinforce adoption. Based on research about learning and comprehension, the curriculum was redesigned to prioritize critical thinking and reasoning where there had previously been a content overload. Teachers were engaged in the redesign to inform what strategies might lead to the best uptake; expert coaches worked with teachers to build their skills around the new curriculum.¹⁶

Start the journey where you are. To select the best interventions, school systems need to consider their starting student performance, their financial resources, and the capabilities of their teachers and school leaders. One of the biggest mistakes that school systems can make is to “lift and shift” best practices from a system that operates in a vastly different context. In our methodology, we group school systems into five performance bands, based on student learning levels: below poor, poor, fair, good, and great. While the elements of school system excellence remain the same, the interventions differ.

As school systems progress toward good and great performance (for example, Poland and Singapore), increasing levels of school and teacher autonomy are possible, paired with effective accountability, capability building, and peer learning. Systems in the poor or below-poor performance bands (for example, Malawi and South Africa), by contrast, may be best advised to focus on foundational literacy and numeracy, ensure that instructional materials are available on a one-to-one basis, scaffold teachers through structured (or even scripted) lesson plans and in-situ coaching, and put effective assessment for instruction in place to account for greatly varying student achievement levels—a package of interventions sometimes referred to as structured pedagogy. Systems in the fair category (for example, Kenya) need to ensure the basics are in place, but they then can begin to expand selective earned autonomy, broader competency-based curricula tied to economic pathways, and incentives for teachers and school leaders to develop top talent (Exhibit 9). These imperatives to “start in the classroom” and “tailor to journey” apply equally to technology use (see sidebar, “Education technology—great potential but mixed results”).

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For example, Ceará in Brazil, where performance was poor, prioritized Portuguese literacy and math in the curriculum, with a focus on elementary school, and invested heavily in supporting teachers to deliver quality content. All teachers received regular practical professional development, including classroom observations. The state government also led a long and sustainable journey to improve the quality of municipal education leaders, empowering them to provide better support for teachers and schools. From 2009 to 2019, Ceará registered an increase of nearly 12 percentage points on the National Assessment of Basic Education (Sistema Nacional de Avaliação da Educação Básica), moving from poor to fair. Ceará also saw the highest increase of any Brazilian state on the national index of educational quality in elementary education (Index of Development of Basic Education) between 2005 and 2017.¹⁷

In Punjab, India, where performance was below poor, leaders used Teaching at the Right Level to group students by level rather than age to reduce targeted learning gaps in primary school. Leaders used simple, quick one-on-one assessments to group students into levels at the start of the intervention, administered assessments throughout to track progress and adapt instruction based on students’ results, and reviewed aggregate data to make programmatic decisions.¹⁸ Teachers received training and support to change behaviors. While the share of students in India who could read a grade two text as measured by the Annual Status of Education Report (ASER) declined from 2006 to 2014, the share in Punjab surpassed the national average and grew by 13.2 percentage points.¹⁹ Punjab moved from below poor to poor in the decade prior to the pandemic.

The journey is not perfectly linear for any system, and there are multiple paths to system improvement. In addition, in many systems, overall performance may mask inequities within the nation or region. In a single system, there can be schools ranging from below poor to great. This may require system leaders to consider a range of approaches to drive improvement based on schools’ starting points.

Build a durable coalition for change

Set fewer priorities to get more done. Education leaders are regularly pulled in too many directions. To counteract this, leaders of successful school systems define a North Star vision and choose a limited set of coherent, sustained, and evidence-based priorities (typically no more than three to six). They define these nonnegotiables based on the evidence of what works and ensure that donors and partners support this short list, channeling money and energy to what matters most.

For example, Mississippi reorganized its state education department and board to align their work against six core goals, started every meeting with a recap of these goals, and interrogated every new initiative against these priorities.²⁰ From 2010 to 2014, Kenya introduced 25 different interventions to address literacy rates and saw limited impact.²¹ Starting in 2014, leaders pivoted and prioritized a singular evidence-based approach: Tusome. By relentlessly targeting the country’s low literacy rates through a proven approach, the initiative nearly doubled the share of students who met the government’s literacy benchmarks from 2014 to 2021.²²

If everything is a priority, nothing is.

Carey Wright, Former State Superintendent of Mississippi

Cultivate leadership beyond a single leader. True transformation can take a decade, but few leaders have that much time. Successful systems invest in civil servants who outlast political leaders and build a deep bench of talent at the central office (especially at the n-2 level²³), at the middle layer, and across schools. Leaders foster institutions beyond the ministry, insulating education from politics by distancing the work from political structures and enabling a greater ecosystem of experts who can support policy development and implementation. Longevity also comes from embedding educational change into policies and procedures that are harder to reverse.

In Norway, for example, policy continuation was facilitated by the stability of senior civil servants from the Norwegian Ministry of Education and Research and Directorate for Education and Training. These trusted institutions provided a common set of evidence-based research that both parties relied on as the fact base for policy. When the 2012 PISA results were released, leaders in both political parties called the same senior civil servant to understand the data and implications for policy.²⁴ In Morocco, ministry leaders enshrined reforms in a framework law with bipartisan support and created binding mechanisms for new leadership to manage implementation.

My initiative is now being fulfilled by a conservative government. This kind of continuity gives me hope for the future.

Kristin Halvorsen, Former Minister of Education of Norway

Engage educators and families authentically. Authentic engagement is hard to do well, but successful school systems treat it as nonnegotiable. Successful systems actively collect diverse stakeholder input at the outset and throughout implementation to design and refine policies that will resonate and work in the classroom. In practice, this includes engaging teacher, principal, and student advisory boards; conducting regular surveys of parents, students, and educators to keep a pulse; and ensuring that every member of the executive cabinet visits a diverse range of schools at least twice a month. Successful systems then create compelling change stories and use a broad tool kit to influence changes at the school and classroom level.

For example, during Kaya Henderson’s tenure as school chancellor in Washington, DC, the public school system worked closely with communities to communicate how school closures would lead to more resources in remaining schools, and it sought community input on how to transform school communities. When the district made subsequent closure decisions, there was less pushback from the community than otherwise expected. Overall, public school enrollment grew during this time period for the first time in decades, pointing to strengthened public confidence in the system.²⁵ Cecilia María Vélez White, former minister of education in Colombia, held monthly meetings with principals, convened more than 1,500 teachers, shared information with unions, and went on a listening tour to a different region every week.²⁶

We asked people, ‘Ten years from now, what should DCPS look like? What are your hopes and your dreams for the district and for your students?’

Kaya Henderson, Former Chancellor of DC Public Schools

Create delivery capacity to scale

Create coordination and a cadence for change. Successful systems move quickly to turn their plans into action. They create a concrete road map, pressure-test their implementation plans, and ensure the budget is oriented around priorities. They pace their changes to show quick wins in the first six months to demonstrate momentum. At the same time, they design for scale to ensure that changes have their intended impact.

For example, as part of the London Challenge initiative, London appointed dedicated advisers who were deployed to the schools that were struggling the most. The advisers provided on-the-ground coaching and brought immediate recommendations back to the central department so resources could be deployed rapidly.²⁷ South Africa created free literacy workbooks, adapted them to native languages, and distributed copies to 6.5 million students across 20,000 schools. A dedicated delivery team oversaw the entire process, from development to printing and delivery of the workbooks, and 40,000 trained teachers provided support for adoption.²⁸ From 2011 to 2015, more than 150 million workbooks were delivered to schools.²⁹

You can be nimble and agile. The fact that you can work at a ridiculously higher speed than government normally works makes people believe in you in a completely different way.

Sir Jon Coles, Former Director of the London Challenge

Build implementation structures and skills. Many school systems struggle to access the in-house talent to implement major changes. In addition to great educators, school systems need great project managers and implementors to translate strategy at the ministry into implementation in every classroom across the system. Successful systems ensure dedicated implementation capacity within the central team, at the middle layer, and across schools. This involves establishing clear roles and responsibilities for making decisions and approving investments, as well as creating an army of changemakers in the field to bring changes to fruition. Systems can then assess their delivery capacity across this structure and hire or build missing capabilities.

For example, under Jaime Saavedra’s leadership in Peru, the ministry brought in experienced managers from within and outside of government, with a specific goal of improving management and the pace of change. At the same time, Peru also reformed the process for selecting its 15,000 school principals to ensure high-caliber management talent in schools.³⁰ In Ceará, Brazil, the 150 highest-performing schools adopted the 150 lowest-performing schools. If the lower-performing school improved, both schools in the pair were financially rewarded. This pairing of successful and struggling schools has also worked in London and in Shanghai. In Shanghai, deputy school leaders of successful schools can only be promoted to principal or school leader if they first lead the turnaround of a struggling school.³¹

I ended up changing most of the top 60 positions in the ministry to ensure the right managerial skills and implementation capacity, including attracting people from the Ministry of Finance.

Jaime Saavedra, Former Minister of Education of Peru

Drive and adapt with data

Measure student outcomes and make them transparent. Successful school leaders build robust data systems, identify trends, and use the data to build a shared culture of continuous improvement. They make important information public to build momentum, segment schools for accountability and support, and use data to drive improvement at every level, from system strategy to instruction in schools.

For example, in Estonia, student outcome data is linked with broader social data. The government maintains a centralized data system for all public services with a unique ID for each citizen. Families can look at their own child’s achievement data within this broader context. The ministry makes school-level data transparent to the public and regularly uses this data to support policy making. Data is sufficiently protected, and there is a high degree of trust among citizens.³² In Sierra Leone, the ministry has built data systems from the ground up, digitalizing the school census and linking it to student performance data, enabling data to become the reference point for all interventions. Data on gender inequities in access has informed new policies, which have helped increase enrollment among girls.³³

I made sure that we had data to inform everything we did. From day one, all policies had to be grounded in data and evidence.

David Moinina Sengeh, Minister of Basic and Senior Secondary Education and Chief Innovation Officer for Sierra Leone

Roll out what works, but create space for innovation. Successful systems create space for innovation and, critically, measure what they innovate to add to the existing evidence base of what works. Most innovation in education systems will likely be oriented toward continuous improvement and sustaining practices. However, there is also a need for more-disruptive innovation, especially in systems where performance is poor or below poor and where exponential growth in achievement is needed. Innovation is needed both to improve the effectiveness of existing interventions and to create more-scalable models.

For example, structured pedagogy approaches currently provide the best evidence base for improving literacy and numeracy across low-income countries—but financial and human capital constraints mean that systems will not be able to roll out and scale such approaches rapidly enough to reach this generation of students. In Malawi, education leaders are scaling up a foundational literacy and numeracy program that uses robust, solar-powered, offline tablets in primary-school education. The intervention was first tested as a pilot with external partners, and the government has built a team strictly focused on the rollout. A big part of the innovation is in the streamlined implementation—schools and teachers can be set up to run the program within weeks. The program is being measured and tested as it scales.³⁴

Singapore has demonstrated that even the most successful school systems need to keep innovating, particularly as the needs of students change. This has led to new experiments and investments in social-emotional learning and 21st century skills to complement the already-strong approach to math and literacy instruction, based on emerging research on the importance of student mindsets on educational outcomes.³⁵ Singapore’s system is unique among top PISA scorers in that it continues to grow while others have stagnated.

When we talk about professional learning, we can never say we have arrived. . . . The moment we say we have arrived, that will cause our downfall.

Yen Ching Chua-Lim, Deputy Director-General of Education (Professional Development), Singapore

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Individually, these strategies may seem obvious or incremental. Together, they are transformative. The slow and steady work of implementation sets improving school systems apart from the rest. This is not really a story about beating the odds. It is a story about the systems that were able to change the odds. Education leaders can—and must—learn from them.

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Both the pandemic and heat times are waving the academic performance of the students resulting in learning loss. These major crises exacerbate the social and educational aspect of our nation and widening the gap that the children should learn. 

The Philippines, an archipelagic country located in Southeast Asia, and sits at the pacific ring of fire, is characterized as a tropical maritime climate, and vulnerable to disasters like earthquake and typhoons. Philippines experiences two primary seasons: a wet season from June to November, when the island faces the brunt of typhoons and heavy rains, and dry season from December to May (PAGASA, 2024), which is divided into cool dry season and the hot dry season. The hot dry season, particularly from March to May  (PAGASA, 2024), is when heat waves are most likely to be experienced. However, with the advent of global climate change, the country is experiencing an increase in temperature extremes. Although heatwaves are not traditionally common in the country, human activities are able to shift the planet's warming and the urban heat island effect, where urban areas become significantly warmer than the rural counterparts (PAGASA, 2024).

Heatwaves bring a cascade of challenges to educational settings, particularly affecting physical classrooms, the health of students, and staff. As temperatures rise significantly, classrooms can get too hot, particularly in regions lacking sufficient cooling equipment. In addition to making it harder for students to focus and interact, the high temperature makes the learning environment less safe and poses serious health risks. Students, teachers, and staff  may get dehydration, heat exhaustion, and heatstroke, and high temperatures and humidity can make these situations worse. Due to these health problems and the chance that students will not be able to think as clearly, school officials have to stop classes to make sure everyone is safe. 

To switch to online learning tools, we need to get past some technical, educational, and logistical problems. Schools have to make sure that both teachers and students have the right hardware and internet connection, which can be hard to do in places where digital technology isn't readily available. When it comes to technology, schools need strong platforms that can handle all of their dynamic and different needs. However, making or buying these platforms can be expensive and difficult. Teachers have to change the way they teach in order to keep students interested in a virtual setting, which can be very different from interacting with students in person. Concerns have also been raised about keeping educational standards high and accurately judging student success during this change. 

Opportunities and Benefits

Even with these problems, there are some good things about online learning. It gives students more scheduling options, lets them learn at their own pace, and works with all kinds of learning styles. Another big benefit is that students from remote or underserved areas can now get high-quality learning materials that they couldn't get before. Online learning is also digital, which makes it easier to include climate education in the lessons. For example, real-time data and virtual simulations can be used to help students learn more about climate problems and how to care for the environment. 

Long-term Educational Strategies

To create a strong school system that can handle disruptions caused by climate change, it is necessary to have a broad plan that includes improving facilities, changing policies, and involving the community. As part of improving infrastructure, green buildings and renewable energy sources could be bought to make learning spaces that are more relaxed and last longer. Policy changes could include climate resilience in plans for education, making sure that schools are ready for how climate change will affect them. To do this, teachers might need to make their lessons more adaptable so they can be changed quickly, like switching to online learning during bad weather. Parents, teachers, and students should all be involved in the planning process to make sure that the solutions fit the wants and abilities of the community. This will help build support for the changes. Participating in local communities can also help people feel like they own and are responsible for the world and the school system. 

Mollick tells his students at the University of Pennsylvania to expect to feel insecure about their own capabilities once they understand what artificial intelligence can do.

“You haven’t used AI until you’ve had an existential crisis,” he said. “You need three sleepless nights.”

Top business schools are pushing M.B.A. candidates and undergraduates to use artificial intelligence as a second brain. Students are eager for the instruction as employers increasingly hire talent with AI skills. 

American University’s Kogod School of Business is putting an unusually high emphasis on AI, threading teaching on the technology through 20 new or adapted classes, from forensic accounting to marketing, which will roll out next school year. Professors this week started training on how to use and teach AI tools.

Understanding and using AI is now a foundational concept, much like learning to write or reason, said David Marchick, dean of Kogod.

“Every young person needs to know how to use AI in whatever they do,” he said of the decision to embed AI instruction into every part of the business school’s undergraduate core curriculum. 

Marchick, who uses ChatGPT to prep presentations to alumni and professors, ordered a review of Kogod’s coursework in December after Brett Wilson, a venture capitalist with Swift Ventures, visited campus and told students that they wouldn’t lose jobs to AI, but rather to professionals who are more skilled in deploying it.

American’s new AI classwork will include text mining, predictive analytics and using ChatGPT to prepare for negotiations, whether navigating workplace conflict or advocating for a promotion. New courses include one on AI in human-resource management and a new business and entertainment class focused on AI, a core issue of last year’s Hollywood writers strike. 

Officials and faculty at Columbia Business School and Duke University’s Fuqua School of Business say fluency in AI will be key to graduates’ success in the corporate world, allowing them to climb the ranks of management. Forty percent of prospective business-school students surveyed by the Graduate Management Admission Council said learning AI is essential to a graduate business degree—a jump from 29% in 2022. 

Many of them are also anxious that their jobs could be replaced by generative AI. Much of entry-level work could be automated, the management-consulting group Oliver Wyman projected in a recent report. That means that future early-career jobs might require a more muscular skillset and more closely resemble first-level management roles. 

Faster thinking

Business-school professors are now encouraging students to use generative AI as a tool, akin to a calculator for doing math. 

M.B.A.s should be using AI to generate ideas quickly and comprehensively, according to Sheena Iyengar, a Columbia Business School professor who wrote “Think Bigger,” a book on innovation. But it’s still up to people to make good decisions and ask the technology the right questions. 

“You still have to direct it, otherwise it will give you crap,” she said. “You cannot eliminate human judgment.”

Blake Bergeron, an M.B.A. student at Columbia, used generative AI to brainstorm new business ideas for a project. PHOTO: BLAKE BERGERON

One exercise that Iyengar walks her students through is using AI to generate business idea pitches from the automated perspectives of Tom Brady, Martha Stewart and Barack Obama. The assignment illustrates how ideas can be reframed for different audiences and based on different points of view.

Blake Bergeron, a 27-year-old M.B.A. student at Columbia, used generative AI to brainstorm new business ideas for a project last fall. One it returned was a travel service that recommends destinations based on a person’s social networks, pulling data from their friends’ posts. Bergeron’s team asked the AI to pressure-test the idea, coming up with pros and cons, and for potential business models.

Bergeron said he noticed pitfalls as he experimented. When his team asked the generative AI tool for ways to market the travel service, it spit out a group of very similar ideas. From there, Bergeron said, the students had to coax the tool to get creative, asking for one out-of-the-box idea at a time.  

Professors say that through this instruction, they hope students learn where AI is currently weak. Mathematics and citations are two areas where mistakes abound. At Kogod this week, executives who were training professors in AI stressed that adopters of the technology needed to do a human review and edit all AI-generated content, including analysis, before sharing the materials.

Faster doing

When Robert Bray, who teaches operations management at Northwestern’s Kellogg School of Management, realized that ChatGPT could answer nearly every question in the textbook he uses for his data analytics course, he updated the syllabus. Last year, he started to focus on teaching coding using large-language models, which are trained on vast amounts of data to generate text and code. Enrollment jumped to 55 from 21 M.B.A. students, he said.

Robert Bray at Northwestern’s Kellogg School of Management encourages his students to treat AI like ‘a really proficient intern.’ PHOTO: SANIYA TILLIS

Before, engineers had an edge against business graduates because of their technical expertise, but now M.B.A.s can use AI to compete in that zone, Bray said.

He encourages his students to offload as much work as possible to AI, treating it like “a really proficient intern.”

Ben Morton, one of Bray’s students, is bullish on AI but knows he needs to be able to work without it. He did some coding with ChatGPT for class and wondered: If ChatGPT were down for a week, could he still get work done?

Learning to code with the help of generative AI sped up his development.

“I know so much more about programming than I did six months ago,” said Morton, 27. “Everyone’s capabilities are exponentially increasing.”

Several professors said they can teach more material with AI’s assistance. One said that because AI could solve his lab assignments, he no longer needed much of the class time for those activities. With the extra hours he has students present to their peers on AI innovations. Campus is where students should think through how to use AI responsibly, said Bill Boulding, dean of Duke’s Fuqua School.

“How do we embrace it? That is the right way to approach this—we can’t stop this,” he said. “It has eaten our world. It will eat everyone else’s world.”

Author: Lindsay Ellis lindsay.ellis@wsj.com

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How should future business leaders prepare for using generative AI tools like ChatGPT in the workplace? 

The media gateway market is experiencing significant growth as the demand for seamless connectivity and efficient media communication rises. In this article, we will explore the market scope, dominant key players, unique selling propositions (USPs), segmentation, regional analysis, and competitive landscape of the media gateway market.

Market Scope:

The Media Gateway market industry is projected to grow from USD 2.96 Billion in 2023 to USD 3.55 Billion by 2032, exhibiting a compound annual growth rate (CAGR) of 2.30% during the forecast period (2023 - 2032). This growth is driven by the increasing adoption of media gateways in various industries, including telecommunications, broadcasting, healthcare, and government.

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Dominant Key Players:

The media gateway market is dominated by key players who have established themselves as industry leaders. Some of the prominent players in the market include

• Cisco Systems, Inc.
• Nokia Corporation
• Huawei Technologies Co., Ltd.
• Ribbon Communications
• Dialogic Corporation

These companies provide advanced media gateway solutions that enable seamless communication and connectivity across different networks.

Market USP Exclusively Encompassed:

The unique selling proposition of the media gateway market lies in its ability to bridge the gap between different communication networks and protocols. Media gateways act as a central hub, enabling the conversion of voice, video, and data signals between diverse networks, facilitating interoperability and smooth communication. With features like protocol conversion, media transcoding, and signaling translation, media gateways enhance connectivity and streamline communication processes.

Segmentation of Market Covered in the Research:

The media gateway market can be segmented based on type, technology, application, and region. Types include analog and digital media gateways. Technologies encompass time-division multiplexing (TDM) and internet protocol (IP) media gateways. Applications include telecommunications, broadcasting, healthcare, government, and others. This segmentation allows for a comprehensive analysis of specific market segments and caters to the diverse requirements of different industries.

Regional Analysis:

Geographically, the media gateway market is analyzed across North America, Europe, Asia-Pacific, and the rest of the world. North America holds the largest market share, driven by the presence of major technology providers and the high adoption of media gateway solutions in the telecommunications sector. Europe follows closely, with significant growth attributed to the increasing demand for efficient media communication in broadcasting and healthcare. The Asia-Pacific region is experiencing rapid growth, fueled by the expanding telecommunications infrastructure and rising digitalization efforts.

Competitive Analysis:

The competitive landscape of the media gateway market is intense, with key players focusing on product innovation, strategic partnerships, and acquisitions to gain a competitive edge. Companies are investing in research and development to enhance their media gateway solutions with advanced features such as cloud integration, artificial intelligence, and network virtualization. The market is characterized by the continuous evolution of media gateway technologies to meet the changing needs of industries in the digital era.

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The media gateway market is witnessing significant growth as businesses across industries recognize the importance of seamless communication and connectivity. With dominant key players leading the market and offering advanced media gateway solutions, the market's unique selling proposition lies in its ability to bridge the gap between diverse networks and protocols. As the market continues to evolve, segmentation based on type, technology, application, and region will play a crucial role in meeting the diverse needs of businesses. With a strong presence in North America, Europe, and the Asia-Pacific region, the media gateway market is poised for further growth and innovation in the coming years.

Maybe to some, it seems like a breeze, but let me tell you, the decisions I made during those years weren’t easy. Doubts crept in: could I still do this? Did I still inspire others? Was I even happy? Was it all worth the fight?… Does it sound familiar? Well, it’s okay. We all face challenges in life, and sometimes, they push us to propel forward.

This is not to convince you on the idea that life isn’t a bed of roses or a path riddled with thorns. In fact, it’s a patchwork of events, both easy and difficult, successes and defeats, bitter and sweet. And along these countless times, there’s something incredibly lovely about the resiliency of the human spirit, the unquenchable flame that lives within each of us.

I have seen this unwavering spirit both within and outside of the classroom. I’ve witnessed young brains struggle with social pressures and their own inner demons in spite of the difficulties of their subjects. However, what keeps me believing in the never-say-die mentality is their unflinching resolve, the joy in their eyes when they grasp a challenging idea, or their beaming smiles when they achieve beyond their own expectations.

Hence, before you say that you’re depleted, keep in mind that every difficulty you encounter and every barrier you get past not only demonstrates your strength but also serves as motivation for someone who is observing you. You may not be aware of it, but someone else is subtly inspired by your path, your hardships, and your successes to keep going, to keep trying, and to keep believing that they, too, can overcome their circumstances.

Your story is a crucial thread in this complex patchwork of life, giving the overall image power and color. Thus, weave your piece with bravery and optimism, understanding that you are not only creating your legacy but also illuminating the path for future generations. We are all connected in the end, and your light has the power to be the spark that guides someone else out of the shadows. Continue inspiring and moving, and never forget that, even before you declare yourself tired you are a living example of perseverance, an anchor of hope, and a testament to the ability to overcome adversity.

Sustainable Development Goals (SDG) are at the forefront of government initiatives across the world. The SDGs are primarily concerned with promoting sustainable growth via ensuring wellbeing, economic growth, environmental legislation, and academic advancement. One of the most prominent goals of the SDG is to provide learners with high-quality education (SDG 4). This paper aims to look at the perspectives of the Sustainable Development Goals improvised to provide quality education. We also analyze the existing state of multiple initiatives implemented by the Indian government in the pathway to achieving objectives of quality education (SDG 4). Additionally, a case study is considered for understanding the association among the observed indicators of SDG4. For this purpose, exploratory data analysis, and numerical association rule mining in combination with QuantMiner genetic algorithm approaches have been applied. The outcomes reveal the presence of a significant degree of association among these parameters pointing out the fact that understanding the impact of one (or more) indicator on other related indicators is critical for achieving SDG 4 goals (or factors). These findings will assist governing bodies in taking preventive measures while modifying existing policies and ensuring the effective enactment of SDG 4 goals, which also will subsequently aid in the resolution of issues related to other SDGs.

Saini, M., Sengupta, E., Singh, M. et al. Sustainable Development Goal for Quality Education (SDG 4): A study on SDG 4 to extract the pattern of association among the indicators of SDG 4 employing a genetic algorithm. Educ Inf Technol 28, 2031–2069 (2023). https://doi.org/10.1007/s10639-022-11265-4

Beyond providing a service to the parents, child care also provides a benefit to the child. They learn to get along with peers, eat nutritious snacks, participate in crafts and games, and even receive some educational instruction. All of this helps set a child up for success in elementary school and beyond.

The problem is that to keep child care affordable for families, companies must pay their employees very small amounts. The average annual salary of a child care worker in the US is just below $29,000. An elementary school teacher, on the other hand, makes an average of $61,000. Elementary school teachers are also allotted benefits such as home or loan discounts that child care workers are not. As rents and other living expenses have skyrocketed in recent years, many child care workers are running out of options. Despite providing a service crucial to society, this profession--dominated by single mothers and Black women--suffers an overall low quality of life that makes it difficult for them or their children to survive, much less thrive.

To keep prices to families low while also providing a better quality of life to their employees, Friend's Center for Children, a child care center in New Haven, Connecticut is piloting a project that offers free housing to the company's child care workers. Designed by Yale architecture students, the homes each have two units and are walkable from the child care center. Though the program is only in its early phases, current recipients express profound gratitude for the situtation as well as hope for their futures. The director of the Friend's Center says she plans on continuing the pilot, and she hopes it serves as a model and as an inspiration to cities around the country who are facing a child care worker shortage that jeapordizes both the wider economy and the children who participate in child care programs each and every day.

The attorney won. In the end, the board voted to require that eighth grade science students “describe the carbon cycle” instead.

Over the past two years school board meetings around the country have erupted into shout fests over face masks, reading lists and whether to ban education about structural racism in classrooms. In Texas, a quieter political agenda played out during the lightly attended process to set science education standards—guidelines for what students should learn in each subject and grade level. For the first time, the state board considered requiring that students learn something about human-caused climate change. That requirement came under tense dispute between industry representatives interested in encouraging positive goodwill about fossil fuels and education advocates who think students should learn the science underlying the climate crisis unfolding around them.

Standards adoptions are an exercise in bureaucracy, but the results wield great power over what is taught in classrooms. Publishers consult them as they write textbooks. State education officials use them as the basis of standardized tests. School districts call on them as they shape curricula. Teachers refer to them as they devise lesson plans. Every state adopts its own standards, but Texas adoptions have long had influence far beyond the state’s borders.

In 2020 two major education advocacy groups—the National Center for Science Education and the Texas Freedom Network—hired experts to grade the science standards of all 50 states and Washington, D.C., based on how they covered the climate crisis. Thirty states and D.C. made As or Bs. Texas was one of six states that made an F. But because Texas is one of the largest textbook purchasers in the nation—and because its elected 15-member State Board of Education has a history of applying a conservative political lens to those textbooks—publishers pay close attention to Texas standards as they create materials they then sell to schools across America. As a former science textbook editor once told me, “I never heard anyone explicitly say, ‘We can’t talk about environmentalism because of Texas.’ But we all kind of knew. Everybody kind of knows.” In this way, the proceedings in an Austin boardroom influence what millions of children nationwide are taught.

Most Americans favor teaching kids about the climate crisis. A 2019 nationwide poll by NPR/Ipsos found that nearly four in five respondents—including two of three Republicans—thought schoolchildren should be taught about climate change. When the Texas Education Agency surveyed science educators across the state about what should be added to the standards, one in four wrote in asking for climate change or something adjacent, such as alternative energy. No one asked for more content on fossil fuels.

After hours of testimony, Robert Unger appeared to represent the Texas Energy Council, and he had some suggestions.