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.

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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

Report on Rob Reiner’s Impact on Early Childhood Development and the Sustainable Development Goals

Introduction

This report highlights the significant contributions of Rob Reiner beyond his renowned film career, focusing on his pioneering work in early childhood education and health in California. Emphasizing alignment with the United Nations Sustainable Development Goals (SDGs), particularly SDG 3 (Good Health and Well-being), SDG 4 (Quality Education), and SDG 10 (Reduced Inequalities), the report outlines the development and impact of initiatives championed by Reiner.

Background and Initiative Launch

1. “I Am Your Child” Initiative: In the mid-1990s, Rob Reiner launched this initiative to raise public awareness about brain development in children aged 0-5 years, reflecting SDG 4’s focus on quality early education.
2. Proposition 10: Building on the initiative’s momentum, Reiner facilitated bipartisan support for Proposition 10, a constitutional amendment passed in 1998 that imposed a cigarette tax to fund early childhood education and health services statewide, directly supporting SDG 3 and SDG 4.

Implementation and Local Innovation

Proposition 10 established First 5 California, a funding mechanism dedicated to children aged 0-5 and their families. Key features included:

• Decentralized decision-making through county-level public commissions composed mainly of community representatives, promoting inclusive governance aligned with SDG 10.
• Mandate that funds supplement rather than replace existing services, encouraging innovation tailored to local community needs.
• Support for diverse programs addressing educational, socio-emotional, and health needs of young children.

Outcomes and Progress Over 25 Years

• Enhanced Early Childhood Education Quality: Significant improvements in training and professional development for early childhood providers, raising teaching standards consistent with SDG 4.
• Health and Developmental Support: Increased access to developmental screenings, early interventions, home visiting services, and parent support centers, advancing SDG 3.
• Regional and Statewide Collaboration: Formation of a state association among local First 5 commissions to advocate for policy changes and increased awareness of early childhood needs.

Policy Influence and Legislative Impact

Over time, the initiative influenced legislative priorities, with policymakers and county supervisors gaining firsthand experience through First 5 commissions. This culminated in:

• Recognition of early childhood development in state budgets, notably in Governor Gavin Newsom’s administration, which included a dedicated “Early Childhood” section.
• Strengthened alignment of state policies with SDGs, particularly SDG 3 and SDG 4, ensuring sustainable support for young children’s health and education.

Leadership and Legacy

• Rob Reiner served as the first chair of the California First 5 Commission, guiding innovation and expansion of school-readiness initiatives.
• Effective public awareness campaigns embedded First 5’s mission in the public consciousness, promoting community engagement and support.
• The initiative’s success exemplifies how targeted funding, community involvement, and policy advocacy can drive progress toward SDGs at local and state levels.

Conclusion

Rob Reiner’s visionary leadership transformed early childhood education and health services in California, creating a model that advances multiple Sustainable Development Goals. His work demonstrates the critical importance of early investment in children’s development to achieve equitable and sustainable societal progress.

References

• 1998 California Proposition 10
• First 5 California
• California First 5 Commission

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

1. SDG 3: Good Health and Well-being
   • The article discusses initiatives aimed at improving health outcomes for young children, including developmental screening, early intervention, and health care support funded by Proposition 10.
2. SDG 4: Quality Education
   • Focus on early childhood education, training and professional development for providers, and ensuring children are ready for school by age 5.
3. SDG 10: Reduced Inequalities
   • The local commissions tailor programs to local needs, supporting families and children across diverse communities, aiming to reduce disparities in early childhood development and education.
4. SDG 17: Partnerships for the Goals
   • The article highlights collaboration between Hollywood figures, politicians from both parties, local commissions, and state associations to achieve the goals of Proposition 10 and First 5 programs.

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

1. SDG 3: Good Health and Well-being
   • 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.
2. 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.c: Increase the supply of qualified teachers, including through training and professional development.
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 17: Partnerships for the Goals
   • Target 17.17: Encourage and promote effective public, public-private and civil society partnerships.

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 3:
   • Proportion of children receiving regular developmental screening and early intervention services.
   • Access to health care services for children aged 0-5 funded by Proposition 10.
2. Indicators related to SDG 4:
   • Number or percentage of children enrolled in quality early childhood education programs.
   • Number of trained and qualified early childhood education providers receiving professional development.
   • School readiness rates of children at age 5.
3. Indicators related to SDG 10:
   • Equitable access to early childhood services across different counties and communities.
   • Inclusion of diverse community members in local commissions and decision-making processes.
4. Indicators related to SDG 17:
   • Number and effectiveness of partnerships formed between government, civil society, and private sectors to support early childhood initiatives.
   • Legislative and budgetary support for early childhood programs as a result of advocacy and partnerships.

4. Table: SDGs, Targets and Indicators

Source: edsource.org

Declining Role of Yellow School Buses in K-12 Student Transportation

Overview of Transportation Trends

The iconic yellow school bus, traditionally a symbol of public schooling in the United States, is experiencing a decline as the primary mode of transportation for many K-12 students. In 1980, over 59% of students were transported at public expense; however, by the 2018-19 school year, this figure had decreased by nearly eight percentage points. Recent data from 47 states during the 2023-24 school year indicates that only 43% of public school students were transported daily by school buses.

Factors Contributing to Declining Ridership

1. Increased parental involvement in transportation, with 79% of families managing school transportation independently according to a 2024 survey by HopSkipDrive.
2. Growth in homeschooling, which increased by 21% between 2019 and 2023.
3. Expansion of private school choice programs, with participation rising by 164% (over 800,000 students) between 2019 and 2025.
4. Urban sprawl leading to longer bus routes transporting fewer students at higher costs.

Financial and Operational Challenges

• Average expenditure per student transported by bus nearly doubled from $785 in 1980-81 to $1,454 in 2018-19 (inflation-adjusted), an increase of 92%.
• Bus driver shortages have led to route changes and cancellations, adversely affecting student attendance and access to education.
• Examples include Indiana students missing school due to lost transportation and Ohio’s Mentor School District canceling school for a day because of driver shortages.

Implications for Sustainable Development Goals (SDGs)

Quality Education (SDG 4)

Reliable transportation is critical to ensuring equitable access to quality education. Transportation challenges contribute to chronic absenteeism and hinder learning, especially for vulnerable populations affected by pandemic-induced learning loss.

Reduced Inequalities (SDG 10)

Transportation barriers disproportionately affect students from low-income families, rural areas, and those with special needs, exacerbating educational inequalities.

Decent Work and Economic Growth (SDG 8)

Bus driver shortages highlight labor market challenges, including the need for better recruitment and retention strategies in student transportation services.

Industry, Innovation, and Infrastructure (SDG 9)

Modernizing student transportation through innovative solutions can improve efficiency, reduce costs, and enhance service delivery.

Policy Recommendations and Innovative Solutions

Regulatory Reforms

• Relax regulations limiting the use of smaller vehicles such as vans or town cars for student transportation, especially for one-off trips and special populations (e.g., homeless students, rural students).
• Enable school districts to diversify transportation options beyond traditional yellow school buses to improve flexibility and cost-effectiveness.

Innovative Transportation Models

Organizations like HopSkipDrive have facilitated over five million rides across 17 states by providing supplemental transportation options. Their model includes:

• Use of small passenger vans driven by caregivers with extensive background checks and caregiving experience, but without the need for commercial licenses.
• Personalized transportation services for students with Individualized Education Plans and those transferring schools via open enrollment.
• Improved route efficiency and flexibility for districts.

Collaborative Programs

Indiana’s new program allows districts, charter schools, and private schools to pool resources for student transportation to specialized learning experiences, such as career and technical education.

Future Outlook and Policy Considerations

The challenges in student transportation are expected to persist, necessitating policy flexibility to ensure all students can access education. While yellow school buses remain essential, integrating nimble and diverse transportation options can enhance service delivery, reduce costs, and support Sustainable Development Goals.

Recent Developments in Education Policy

Legal and Legislative Updates

• Tennessee: A lawsuit challenges the constitutionality of the Education Freedom Scholarship Act, which provides private school scholarships to 20,000 students. The governor remains confident in the program’s legal standing.
• Montana: A district court blocked the education savings account program for students with disabilities due to unconstitutional funding mechanisms.
• Texas: Finalized rules for a new private school scholarship program offering up to $10,000 per student, prioritizing applicants with disabilities and low-income families.
• Missouri: The Board of Education supports K-12 open enrollment, allowing transfers to public schools outside assigned districts.

Federal Tax-Credit Scholarship Program Participation

• Governors in Colorado, Nebraska, North Carolina, South Dakota, Tennessee, and Texas plan to participate in the federal tax-credit scholarship program launching in 2027.
• Nebraska and North Carolina have officially opted in; New Mexico, Oregon, and Wisconsin have opted out.
• The program allows taxpayers to contribute up to $1,700 annually to scholarship organizations for approved educational expenses.

Additional Resources and Recommended Reading

• What State Policymakers Should Know About Homeschoolers – Reason Foundation
• Southern California School Districts Spend Big, But Student Outcomes Have Barely Budged – Reason Foundation
• Why Teacher Salaries Are Stagnant – Reason Foundation
• Choice Programs Should Differentiate Funding – John Kristof, Informed Substack
• EFA Parents Are Unsung Heroes Supporting Both Their Communities and Their Kids – Kate Baker Demers, NH Journal
• Seattle Schools Are Surveying Teens on Sex, Gender, Drug Use — and Sharing the Data – Kamden Mulder, National Review

1. Sustainable Development Goals (SDGs) Addressed or Connected

1. SDG 4: Quality Education
   • The article discusses access to education through transportation, homeschooling, private school choice, and open enrollment policies.
   • Issues such as chronic absenteeism, learning loss, and equitable access to education are highlighted.
2. SDG 10: Reduced Inequalities
   • Transportation challenges disproportionately affect students reliant on school buses, including those in rural areas, homeless students, and students with disabilities.
   • Private school choice programs and education savings accounts aim to provide equitable educational opportunities.
3. SDG 11: Sustainable Cities and Communities
   • Urban sprawl and transportation inefficiencies are discussed, impacting the cost and logistics of student transportation.
   • Efforts to modernize transportation with smaller vehicles and rideshare options relate to sustainable urban planning.
4. SDG 8: Decent Work and Economic Growth
   • Bus driver shortages and employment challenges in student transportation are mentioned.

2. Specific Targets Under 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.
   • Target 4.5: Eliminate gender disparities and ensure equal access to all levels of education and vocational training for vulnerable populations.
   • 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 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 11: Sustainable Cities and Communities
   • Target 11.2: Provide access to safe, affordable, accessible and sustainable transport systems for all, improving road safety, notably by expanding public transport.
4. SDG 8: Decent Work and Economic Growth
   • Target 8.8: Protect labor rights and promote safe and secure working environments for all workers.

3. Indicators Mentioned or Implied to Measure Progress

1. SDG 4 Indicators
   • Percentage of students transported at public expense (ridership rates).
   • Rates of chronic absenteeism among students reliant on school transportation.
   • Enrollment numbers in homeschooling and private school choice programs.
   • Access to transportation for vulnerable groups such as homeless students and students with disabilities.
2. SDG 10 Indicators
   • Equity in access to education and transportation services for marginalized groups.
   • Participation rates of low-income and disabled students in scholarship and education savings account programs.
3. SDG 11 Indicators
   • Cost per student for transportation and efficiency of transportation routes.
   • Availability and use of alternative transportation modes (e.g., vans, rideshare services).
4. SDG 8 Indicators
   • Number of qualified bus drivers and driver shortages.
   • Employment conditions and licensing requirements for transportation workers.

4. Table of SDGs, Targets, and Indicators

Source: reason.org

Appointment of New Dean at Wake Tech College and Career Readiness Division

Introduction

On December 15, 2025, Wake Technical Community College in Raleigh, North Carolina, announced the appointment of Erik Russ as the new Dean of College and Career Readiness (CCR). This leadership change aligns with the institution’s commitment to advancing Sustainable Development Goals (SDGs), particularly Quality Education (SDG 4) and Decent Work and Economic Growth (SDG 8).

Role and Responsibilities

Erik Russ will oversee adult education programs designed to empower individuals by enhancing employability skills, facilitating high school completion, and initiating career training. The CCR division offers a variety of programs that contribute to inclusive and equitable quality education, supporting lifelong learning opportunities for all (SDG 4). These programs include:

1. High School Equivalency Preparation
2. Adult High School
3. English as a Second Language (ESL)
4. Adult Basic Education (for additional academic support)
5. Transitions (career training)
6. Pathfinder (support for adults with intellectual disabilities)

Career Progression and Leadership

Erik Russ began his career at Wake Tech in August 2013 as an adjunct faculty member in Adult Basic Education. His progressive roles have included:

• Advisor and Transition Team Teacher (2016)
• Student Success Team Coordinator (2019)
• Director of Advising and Student Success (most recent prior role)

His leadership is characterized by a student-centered approach and collaboration, addressing the unique needs of CCR learners. This approach supports the college’s mission to ensure inclusive and equitable quality education, thereby contributing to SDG 4.

Educational Background

• Bachelor’s degree in English and Modern European History, University of North Carolina at Chapel Hill
• Master’s degree in English Secondary Education, University of North Carolina at Chapel Hill
• Master’s degree in English Literature
• Currently pursuing a Doctorate in Educational Leadership, Policy and Human Development at North Carolina State University

Institutional Commitment to Sustainable Development Goals

Wake Tech’s adult education programs under the leadership of Dean Russ contribute directly to several SDGs:

• SDG 4: Quality Education – By providing accessible adult education and career readiness programs, the college promotes lifelong learning and skills development.
• SDG 8: Decent Work and Economic Growth – Enhancing employability and career training supports inclusive economic growth and productive employment.
• SDG 10: Reduced Inequalities – Programs like Pathfinder support adults with intellectual disabilities, fostering inclusivity.

Further Information

For more details on Wake Tech’s adult education and workforce skill programs, please visit the official website: ccr.waketech.edu.

1. Sustainable Development Goals (SDGs) Addressed or Connected

1. SDG 4: Quality Education
   • The article focuses on adult education programs, high school equivalency, and career readiness, which are core to ensuring inclusive and equitable quality education and promoting lifelong learning opportunities.
2. SDG 8: Decent Work and Economic Growth
   • The emphasis on employability skills, career training, and workforce readiness aligns with promoting sustained, inclusive economic growth, full and productive employment, and decent work for all.
3. SDG 10: Reduced Inequalities
   • Programs such as English as a Second Language and support for adults with intellectual disabilities contribute to reducing inequalities within and among countries by providing access to education and career opportunities for marginalized groups.

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 4.4: 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, both men and women, achieve literacy and numeracy.
2. SDG 8: Decent Work and Economic Growth
   • Target 8.6: By 2020, substantially 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 and persons with disabilities.
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. For SDG 4 Targets:
   • Proportion of youth and adults achieving literacy and numeracy (Indicator 4.6.1).
   • Participation rate in technical-vocational education and training (Indicator 4.3.1).
   • Percentage of adults completing high school equivalency or adult high school programs.
2. For SDG 8 Targets:
   • Proportion of youth not in education, employment or training (Indicator 8.6.1).
   • Employment rate of program participants after completion.
3. For SDG 10 Targets:
   • Inclusion metrics such as enrollment and completion rates for marginalized groups including adults with intellectual disabilities and non-native English speakers.

4. Table of SDGs, Targets, and Indicators

Source: waketech.edu

Education Department Launches Campaign to Reduce Dropouts in Gurgaon District

Introduction

In alignment with the Sustainable Development Goal 4 (Quality Education), the Education Department of Gurgaon has initiated a district-wide campaign aimed at addressing the persistent issue of school and college dropouts. This campaign is designed to identify, monitor, and reintegrate students who have discontinued their studies or are at risk of dropping out, thereby promoting inclusive and equitable quality education.

Survey and Data Collection

Starting January, a comprehensive survey will be conducted to assess the exact number of dropout cases at both school and college levels. This data-driven approach supports SDG 17 (Partnerships for the Goals) by enabling the creation of a baseline to:

1. Design customized interventions
2. Track attendance patterns
3. Extend targeted academic and social support

The survey will also identify:

• Children who have never been enrolled
• Students who dropped out midway
• Students with irregular attendance

This enables corrective measures before the commencement of the next academic year.

Campaign Objectives and Approach

District Elementary Education Officer Saroj Dahiya described the campaign as a “priority mission,” emphasizing the goal to bring every child back into formal education, directly supporting SDG 4. The approach includes:

• Identifying household and community-level challenges such as financial distress, migration, lack of awareness, and social pressures
• Addressing these challenges through extensive home visits and outreach programs

Current Challenges and Data Insights

Recent data underscores the urgency of this initiative:

• The ASER 2024 survey for rural Gurgaon revealed that the proportion of children aged 6–14 not enrolled in school nearly doubled from 1.1% in 2022 to 2.3% in 2024, exceeding the state average of 1.3%.
• The survey also indicated a decline in government school enrolment.
• Previous education department surveys identified over 17,500 children aged 7–14 requiring special training for reintegration, in addition to more than 29,000 children from earlier assessments.
• State-level data highlights systemic challenges, including 19 government schools in Haryana with zero enrolment and 811 schools operating with only one teacher, increasing dropout risks.

Community Perspectives and Support Mechanisms

Residents from rural areas such as Sohna pointed out that economic pressures often compel children to enter the workforce prematurely, which conflicts with SDG 8 (Decent Work and Economic Growth) and SDG 1 (No Poverty). Women’s groups and NGOs emphasized the importance of:

• Sustained counselling
• Academic assistance
• Emotional support, especially for girls

These measures are critical to prevent students from disengaging from the education system again, thereby promoting gender equality (SDG 5) and reducing inequalities (SDG 10).

Conclusion

The Education Department’s campaign in Gurgaon represents a strategic effort to meet multiple Sustainable Development Goals by ensuring inclusive, equitable, and quality education for all children. Through data-backed interventions and community engagement, the initiative aims to significantly reduce dropout rates and foster lifelong learning opportunities.

1. Sustainable Development Goals (SDGs) Addressed

1. SDG 4: Quality Education
   • The article focuses on reducing school and college dropouts and reintegrating children into formal education, directly aligning with SDG 4’s aim to ensure inclusive and equitable quality education and promote lifelong learning opportunities for all.
2. SDG 1: No Poverty
   • Financial distress and economic compulsions pushing children into work are mentioned, linking the issue to SDG 1, which aims to end poverty and its impacts.
3. SDG 5: Gender Equality
   • The article highlights the importance of emotional support and counselling especially for girls, connecting to SDG 5’s goal of achieving gender equality and empowering all women and girls.
4. SDG 10: Reduced Inequalities
   • Addressing social pressures, migration, and lack of awareness reflects efforts to reduce inequalities within and among communities.

2. Specific Targets Under the Identified SDGs

1. SDG 4 Targets
   • 4.1: Ensure that all girls and boys complete free, equitable and quality primary and secondary education.
   • 4.5: Eliminate gender disparities in education and ensure equal access to all levels of education and vocational training.
   • 4.6: Ensure that all youth achieve literacy and numeracy.
   • 4.a: Build and upgrade education facilities that are child, disability and gender sensitive.
2. SDG 1 Targets
   • 1.2: Reduce at least by half the proportion of men, women and children living in poverty in all its dimensions.
3. SDG 5 Targets
   • 5.1: End all forms of discrimination against all women and girls everywhere.
   • 5.b: Enhance the use of enabling technology to promote the empowerment of women.
4. SDG 10 Targets
   • 10.2: Empower and promote the social, economic and political inclusion of all.

3. Indicators Mentioned or Implied in the Article

1. Enrollment Rates
   • Proportion of children aged 6–14 not enrolled in school (e.g., ASER 2024 survey data showing increase from 1.1% to 2.3%).
2. Dropout Rates
   • Number of school and college dropouts identified through surveys and monitoring.
3. Attendance Patterns
   • Tracking irregular attendance to identify at-risk students.
4. Teacher Availability
   • Number of schools with zero enrollment or with only one teacher (e.g., 19 govt schools with zero enrollment, 811 schools with one teacher).
5. Special Training Needs
   • Number of children requiring special training for reintegration (e.g., over 17,500 children aged 7–14).
6. Socioeconomic Factors
   • Indicators related to financial distress, migration, and social pressures affecting education access.

4. Table: SDGs, Targets and Indicators

Source: timesofindia.indiatimes.com

Report on Mapping State and Territory Early Care and Education Ecosystems with Emphasis on Sustainable Development Goals (SDGs)

Introduction

The 2025 Governors’ Education Policy Advisors Institute convened a panel discussion focused on lessons learned and best practices for mapping state and territory early care and education (ECE) ecosystems. These ecosystems comprise a complex mix of state-administered and locally operated programs, presenting challenges for streamlining ECE services. Governors hold a pivotal role in leading coordination efforts across agency leadership, funding streams, and state priorities. This report highlights key insights from experts and state examples, emphasizing alignment with the United Nations Sustainable Development Goals (SDGs), particularly SDG 4: Quality Education, and SDG 3: Good Health and Well-being.

Panel Speakers

• Jeffrey Capizzano, Founder and President, Policy Equity Group
• Jenna Conway, Deputy Superintendent, Virginia Department of Education
• Taylor Dunn, Director, Watershed Advisors – Moderator

Key Recommendations for State and Territory Leaders

1. Activate the Governor as a Champion
   Governors should convene and empower diverse state administrative and oversight mechanisms to improve coordination across ECE programs. This leadership role stimulates collaboration and streamlines management, advancing SDG 17: Partnerships for the Goals.
2. Prioritize Sustainability
   Ensuring the longevity of infrastructure improvements is critical. While executive orders can expedite actions, leveraging legislative vehicles is recommended for establishing enduring structural and organizational enhancements in ECE systems, supporting SDG 16: Peace, Justice, and Strong Institutions.
3. Identify a North Star
   Establishing a clear guiding goal creates urgency and focus. States such as Louisiana and Virginia have used “school readiness” as their north star to ensure every infant and toddler is prepared to thrive in kindergarten, aligning with SDG 4.2: Early Childhood Development and Pre-primary Education.
4. Align Programs Under a Single Entity
   Consolidating ECE programs under one state or territory agency or aligning goals across programs allows a unified voice addressing health, safety, quality, and learning. This integration supports SDG 3 and SDG 4 by improving service delivery and quality standards.
5. Align Outcome Measurements Across Systems
   Harmonizing metrics, especially regarding teacher-child interactions and curriculum, reduces barriers for parents and providers and facilitates informed educational choices, advancing SDG 4.1: Quality Primary and Secondary Education.
6. Engage All Stakeholders Across the ECE Sector
   Recognizing the diversity of providers is essential to meet the varied needs of children from birth to five years. Supporting a mixed-delivery system ensures comprehensive coverage and inclusivity, promoting SDG 10: Reduced Inequalities.

Background on State and Territory ECE Programs

Government investments in child care and early education have evolved to reflect social values and economic changes, resulting in numerous programs addressing children’s care, safety, and brain development. Despite increased federal and state funding, fragmentation remains a significant barrier to maximizing investments and outcomes.

Federal Funding Streams and Challenges

• Major federal funding sources include:
  • Child Care and Development Block Grant (CCDBG)
  • Head Start and Early Head Start
  • State Preschool Programs
  • Individuals with Disabilities Education Act (IDEA) Part B and Part C
• Each program operates with distinct administrative procedures, eligibility requirements, target populations, and performance standards.
• Approximately 40% of federal ECE investments flow directly to program operators (e.g., Head Start), limiting state oversight.
• This fragmentation leads to:
  • Complex eligibility rules for families
  • Challenges for providers in blending funds
  • Difficulty for states in tracking investments and outcomes
  • Inconsistent quality across programs

These inefficiencies adversely affect school readiness, reduce the effective reach of investments, and hinder scaling of successful models statewide, counteracting the objectives of SDG 4 and SDG 1: No Poverty.

Case Study: Michigan’s Approach to Eligibility Mapping

To address eligibility complexity, Michigan developed a mapping of income eligibility thresholds to assist providers in blending funding streams, thereby easing the burden on families. This sliding scale approach aligns eligibility with income increases and age requirements, facilitating access to services and promoting equity in early childhood education.

Conclusion

Effective mapping and coordination of state and territory ECE ecosystems are essential to achieving the Sustainable Development Goals related to quality education, health, and equity. Governors’ leadership in championing integrated, sustainable, and outcome-aligned systems can significantly enhance early childhood development outcomes nationwide.

Additional Resources

For further insights, view the panel discussion video:

1. Sustainable Development Goals (SDGs) Addressed or Connected

1. SDG 4: Quality Education
   • The article focuses on early care and education (ECE) ecosystems, emphasizing school readiness and educational outcomes for children birth to five.
2. SDG 3: Good Health and Well-being
   • Health and safety are mentioned as integral parts of ECE programs, indicating a connection to children’s health and well-being.
3. SDG 10: Reduced Inequalities
   • The discussion on fragmentation of programs, eligibility complexities, and efforts to streamline funding and access highlights issues related to reducing inequalities in access to early education.
4. SDG 17: Partnerships for the Goals
   • The article stresses coordination among state agencies, federal funding streams, and stakeholders, reflecting the importance of partnerships and collaboration.

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.c: Increase the supply of qualified teachers, including through international cooperation for teacher training.
2. SDG 3: Good Health and Well-being
   • Target 3.8: Achieve universal health coverage, including access to quality essential health-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 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. School Readiness Metrics
   • Use of “school readiness” as a north star implies measurement of children’s preparedness for kindergarten, which can be linked to indicators such as the proportion of children developmentally on track in health, learning and psychosocial well-being.
2. Teacher-Child Interaction and Curriculum Quality
   • Aligning outcome measurements around teacher-child interactions and curriculum suggests indicators related to quality of education delivery and learning environments.
3. Eligibility and Access Metrics
   • Mapping income eligibility thresholds and age requirements (as in Michigan’s case study) implies indicators measuring equitable access to ECE programs across income levels and age groups.
4. Program Coordination and Funding Utilization
   • Tracking the footprint of investments and outcomes to ensure consistent quality and maximize funding efficiency suggests indicators related to funding allocation, program reach, and administrative coordination.

4. Table: SDGs, Targets and Indicators

Source: nga.org

Wilson Middle School Launches Cultural Diversity Club Aligned with Sustainable Development Goals

Introduction

Wilson Middle School, a United Way Community School, has established a new after-school club dedicated to celebrating the diverse cultures and ethnicities represented within its student body. This initiative, driven by student voices through the Positive Youth Development group, aims to foster greater understanding and appreciation among peers, directly supporting the Sustainable Development Goal (SDG) 4: Quality Education, and SDG 10: Reduced Inequalities.

Student Leadership and Initiative

The club originated from student-identified needs, highlighting the importance of youth empowerment and participation, which aligns with SDG 16: Peace, Justice, and Strong Institutions. The Positive Youth Development group recognized the necessity for enhanced cultural awareness, leading to the creation of this transformative program.

Corporate Partnership and Mentorship

National Fuel, Wilson’s corporate partner, supports the club through its EDGEFuel Group (Ethnically Diverse Group of Employees). EDGEFuel representatives, including Assistant Manager Darius Hubbart, provide mentorship and guidance, reinforcing values of inclusion and support for diverse backgrounds. This partnership exemplifies SDG 17: Partnerships for the Goals.

• EDGEFuel’s mission promotes environments where diversity is celebrated.
• Mentorship helps shape the club’s direction and activities.
• Wilson’s diverse student population offers a natural platform for cultural awareness.

Club Activities and Future Plans

The inaugural meeting gathered 15 students, with EDGEFuel leaders sharing cultural programming examples and encouraging exploration of valued traditions. Planned activities include:

1. Monthly club meetings focused on cultural education.
2. Incorporation of culturally relevant content in morning announcements.
3. A community-wide cultural celebration scheduled for the end of the school year.

These activities contribute to SDG 11: Sustainable Cities and Communities by promoting inclusive and sustainable social environments.

Impact and Broader Community Engagement

The initiative exemplifies the United Way Community School model, which addresses non-academic barriers by elevating student voice and fostering meaningful connections, supporting SDG 3: Good Health and Well-being, and SDG 5: Gender Equality through inclusive participation.

Additionally, United Way acknowledged the support of Moore Research, a global marketing research firm based in Erie, for their strong commitment to community schools, reinforcing collaborative efforts toward sustainable development.

Conclusion

The Wilson Middle School cultural diversity club serves as a model for integrating Sustainable Development Goals within educational settings by empowering youth leadership, fostering inclusivity, and building partnerships that celebrate human diversity. As Assistant Manager Darius Hubbart stated, “Human diversity is essential—it broadens perspectives and helps us discover things we might never have known otherwise.”

1. Sustainable Development Goals (SDGs) Addressed or Connected

1. SDG 4: Quality Education – The article discusses an after-school club at Wilson Middle School that promotes cultural awareness and inclusion, highlighting student leadership and positive youth development.
2. SDG 10: Reduced Inequalities – The initiative fosters understanding and appreciation of diverse cultures and ethnicities, aiming to create an inclusive environment where all backgrounds are supported and celebrated.
3. SDG 16: Peace, Justice, and Strong Institutions – By elevating student voice and encouraging collaboration and cultural understanding, the program contributes to peaceful and inclusive societies.

2. Specific Targets Under Those SDGs

1. SDG 4 – Target 4.7: Ensure that all learners acquire knowledge and skills needed to promote sustainable development, including through education for cultural diversity and global citizenship.
2. SDG 10 – 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 – Target 16.7: Ensure responsive, inclusive, participatory, and representative decision-making at all levels.

3. Indicators Mentioned or Implied to Measure Progress

• Indicator for SDG 4.7: Number or percentage of students participating in programs that promote cultural awareness and sustainable development education (implied by the after-school club activities and student engagement).
• Indicator for SDG 10.2: Level of participation and inclusion of ethnically diverse students in school activities and leadership roles (implied by the diverse student body involvement and EDGEFuel mentorship).
• Indicator for SDG 16.7: Degree of student participation in decision-making processes and leadership initiatives within the school (implied by the Positive Youth Development group initiating the club and student-led activities).

4. Table of SDGs, Targets, and Indicators

Source: wfmz.com

Report on the 2025 Igniting Connections Symposium: Advancing Early Childhood Education and Sustainable Development Goals

Introduction

The 2025 Igniting Connections Symposium convened a diverse group of stakeholders dedicated to shaping the future of early childhood education. This event emphasized the critical role of early childhood development in achieving the United Nations Sustainable Development Goals (SDGs), particularly those related to quality education (SDG 4), gender equality (SDG 5), and reduced inequalities (SDG 10).

Keynote Address and Core Message

Jim Harris delivered the keynote address, underscoring the privilege and responsibility involved in participating in a child’s life. His message resonated with attendees, reinforcing the importance of nurturing early childhood development as a foundation for lifelong learning and well-being, aligned with SDG 4.

Event Hosting and Community Engagement

The symposium was hosted in September by Virginia Tech’s Early Childhood Education Initiatives in partnership with the Community Foundation of the New River Valley’s First Steps. The event highlighted the New River Valley’s child care community, which supports hundreds of families, including Virginia Tech employees.

According to Bryan Garey, Vice President for Human Resources at Virginia Tech, hosting the event reflects the university’s commitment to expanding high-quality child care across the region. This initiative supports SDG 8 (Decent Work and Economic Growth) by enabling parents and caregivers to participate fully in the workforce.

Symposium Activities and Focus Areas

The annual symposium featured:

1. A keynote speaker addressing the importance of early childhood education.
2. Interactive workshops focusing on:

• Social-emotional growth
• Curriculum development
• Behavioral strategies
• Leadership in challenging times

These activities support SDG 4 by enhancing the quality and inclusiveness of early childhood education.

Community Collaboration and Sustainable Solutions

Lisa Wilkes, Vice President for Strategic Initiatives and Special Assistant to the President, emphasized the importance of community-wide engagement. She highlighted the collective responsibility of child care centers, community leaders, parents, caregivers, local government, and businesses in creating sustainable solutions. This collaborative approach aligns with SDG 17 (Partnerships for the Goals) and SDG 3 (Good Health and Well-being) by ensuring the health and sustainability of the child care ecosystem.

Sponsorship and Regional Support

The symposium’s sponsors, representing organizations across Virginia, reaffirmed their commitment to early childhood education and sustainable development. Sponsors included:

• Child Care Aware of VA
• Montgomery-Floyd Regional Library
• New River Community College
• NRV Cares
• Radford University
• Virginia Association for the Education of Young Children
• EO, an Abingdon-based organization developing regional solutions for early childhood care and education

Christine McCartney, Early Childhood Care and Education Program Coordinator for EO, highlighted the organization’s role in supporting child care centers and families to access quality care, further advancing SDG 4 and SDG 10.

Growth and Impact of the Symposium

The symposium has experienced significant growth, doubling its attendance over the past two years. This increase reflects a regional shift towards recognizing early childhood education as a shared community responsibility rather than merely a service. The event fosters meaningful dialogue among educators, caregivers, and partners, contributing to sustainable community development and the achievement of multiple SDGs.

1. Sustainable Development Goals (SDGs) Addressed or Connected

1. SDG 4: Quality Education – The article focuses on early childhood education, highlighting the importance of high-quality child care and education for young children.
2. SDG 3: Good Health and Well-being – Emphasis on social-emotional growth and the health of the child care ecosystem indicates a connection to ensuring healthy lives and promoting well-being.
3. SDG 8: Decent Work and Economic Growth – The article discusses supporting the child care workforce and creating sustainable solutions to reduce pressure on workers, linking to decent work conditions.
4. SDG 17: Partnerships for the Goals – The symposium brings together community partners, universities, government, and organizations, illustrating multi-stakeholder partnerships.

2. Specific Targets Under Those 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.
   • Target 4.c: Increase the supply of qualified teachers, including early childhood educators.
2. SDG 3: Good Health and Well-being
   • Target 3.4: Promote mental health and well-being, including social-emotional development in children.
3. SDG 8: Decent Work and Economic Growth
   • Target 8.5: Achieve full and productive employment and decent work for all, including in the child care sector.
   • Target 8.8: Protect labor rights and promote safe and secure working environments for all workers.
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
   • Indicator 4.2.1: Proportion of children under 5 years experiencing developmental delays or disabilities.
   • Indicator 4.c.1: Proportion of teachers in early childhood education who have received relevant training.
2. SDG 3 Indicators
   • Indicator 3.4.2: Suicide mortality rate (implied by focus on social-emotional well-being).
   • Indicator related to mental health and social-emotional development in children (implied).
3. SDG 8 Indicators
   • Indicator 8.5.2: Unemployment rate, by sex, age and persons with disabilities (implied by workforce support).
   • Indicator 8.8.1: Frequency rates of fatal and non-fatal occupational injuries (implied by focus on safe work environments).
4. SDG 17 Indicators
   • Indicator 17.17.1: Amount of United States dollars committed to public-private partnerships (implied by multi-stakeholder collaboration).

4. Table of SDGs, Targets, and Indicators

Source: news.vt.edu

San Diego Unified School District Board Reviews Largest Affordable Workforce Housing Proposal in California

Overview of the Proposal

On Wednesday, the San Diego Unified School District board considered approving the largest slate of affordable education workforce housing ever attempted in California. The proposals, submitted by private developers, aimed to develop housing at five district-owned sites, potentially producing 1,500 units. This initiative aligns with the district’s goal of creating enough housing for 10 percent of its workforce.

Board Deliberations and Voting Outcome

Despite strong advocacy from Board President Cody Petterson, the board voted 3 to 2 to postpone approval of housing proposals at four of the five sites. Petterson and Trustee Shana Hazan opposed the postponement. The board did approve one proposal for a 108-unit project at the district’s Instructional Media Center, which was the only submission for that site.

Key Issues and Disagreements

• Maximizing Affordability: A central tension arose regarding the interpretation of maximizing affordability. Some board members emphasized producing the maximum number of affordable units, consistent with the district’s request for proposals.
• Committee Recommendations: The district committee recommended projects that produced fewer affordable homes but offered cheaper units, indicating a different interpretation of affordability.
• Equity in Housing Distribution: Trustee Richard Barrera requested developers to reconfigure proposals to include an equal mix of housing for certificated and classified staff, although this was not specified in the original request for proposals.

Next Steps and Future Meetings

1. The final decision on housing proposals will be made at a workshop scheduled for January.
2. Developers will not be allowed to make substantive changes to their proposals but will complete a uniform questionnaire and likely present the merits of their proposals.
3. Further details of the January workshop remain unclear.

Emphasis on Sustainable Development Goals (SDGs)

SDG 11: Sustainable Cities and Communities

This housing initiative directly supports SDG 11 by promoting affordable and sustainable housing solutions for the education workforce. Providing accessible housing near workplaces reduces commute times and environmental impact, fostering sustainable urban development.

SDG 4: Quality Education

By addressing workforce housing needs, the district supports SDG 4 by improving the living conditions of educators and staff, which can enhance job satisfaction and retention, ultimately contributing to better educational outcomes.

SDG 10: Reduced Inequalities

The focus on affordable housing for both certificated and classified staff aligns with SDG 10, aiming to reduce inequalities within the workforce by ensuring equitable access to affordable living options.

SDG 17: Partnerships for the Goals

The collaboration between the school district and private developers exemplifies SDG 17, highlighting the importance of partnerships in achieving sustainable development objectives.

Conclusion

The San Diego Unified School District’s effort to develop affordable workforce housing is a significant step toward sustainable community development and aligns with multiple Sustainable Development Goals. While the board’s postponement introduces delays, the initiative remains a critical component of supporting the education workforce and advancing equitable, sustainable urban living.

1. Sustainable Development Goals (SDGs) Addressed or Connected

1. SDG 4: Quality Education
   • The article focuses on San Diego Unified’s efforts to provide affordable housing for its education workforce, which directly supports the goal of ensuring inclusive and equitable quality education by supporting educators’ welfare.
2. SDG 11: Sustainable Cities and Communities
   • The development of affordable workforce housing aligns with the goal of making cities inclusive, safe, resilient, and sustainable.
3. SDG 1: No Poverty
   • By providing affordable housing, the district aims to reduce economic hardship for its workforce, contributing to poverty alleviation.

2. Specific Targets Under Those SDGs Identified

1. SDG 4: Quality Education
   • Target 4.c: “By 2030, substantially increase the supply of qualified teachers, including through international cooperation for teacher training in developing countries.” The article’s focus on housing for education staff supports retention and attraction of qualified teachers.
2. SDG 11: Sustainable Cities and Communities
   • Target 11.1: “By 2030, ensure access for all to adequate, safe and affordable housing and basic services.” The district’s goal of creating affordable housing units for 10% of its workforce directly relates to this target.
3. SDG 1: No Poverty
   • Target 1.4: “By 2030, ensure that all men and women, particularly the poor and vulnerable, have equal rights to economic resources, including access to basic services.” Affordable housing is a basic service that supports economic stability for the workforce.

3. Indicators Mentioned or Implied to Measure Progress

1. Number of Affordable Housing Units Created
   • The article mentions a goal of producing 1,500 housing units, enough to house 10% of the workforce. This implies an indicator measuring the number of affordable housing units constructed or available to education staff.
2. Percentage of Workforce Housed
   • The target to house 10% of the workforce implies an indicator measuring the percentage of education workforce with access to affordable housing.
3. Affordability Metrics
   • The discussion about maximizing affordability and choosing projects with the cheapest units implies indicators related to housing cost relative to income or affordability thresholds.
4. Equity in Housing Allocation
   • The request for an equal mix of housing for certificated and classified staff implies an indicator measuring equity in housing distribution among different categories of education workforce.

4. Table of SDGs, Targets, and Indicators

Source: voiceofsandiego.org

Opening of New Early Childhood Education Resource Center in Myrtle Beach

Introduction

The Waccamaw Economic Opportunity Council has inaugurated a new Head Start Center located inside the Boys and Girls Club of the Grand Strand on Dunbar Street, Myrtle Beach, South Carolina. This initiative provides free, high-quality early childhood education to families in the area, aligning with several Sustainable Development Goals (SDGs), particularly SDG 4: Quality Education and SDG 10: Reduced Inequalities.

Significance of the Head Start Center

• The center is the only Head Start facility within Myrtle Beach city limits and the only one east of the Intracoastal Waterway.
• It offers eligible families access to free childcare and early learning programs, promoting inclusive and equitable quality education (SDG 4).
• Enrollment is open year-round, ensuring continuous access to educational opportunities.

Community Collaboration and Impact

Ryan Grace, Executive Director of the Boys and Girls Club of the Grand Strand, emphasized the importance of collaboration to support children’s development in the community:

“Yeah, when they came to me, I said, absolutely, please come. Again, it’s a wonderful addition to our community and our building. We want our kids to thrive here in north beach and in this community. And to do so, we need to collaborate more.”

Alignment with Sustainable Development Goals

1. SDG 4: Quality Education – The center provides free, high-quality early childhood education, fostering lifelong learning opportunities for children.
2. SDG 10: Reduced Inequalities – By offering accessible childcare and education to eligible families, the center helps reduce disparities in educational access.
3. SDG 17: Partnerships for the Goals – The collaboration between the Waccamaw Economic Opportunity Council and the Boys and Girls Club exemplifies effective partnerships to achieve sustainable development.

Conclusion

The opening of the Head Start Center represents a significant advancement in supporting early childhood education and community development in Myrtle Beach. This initiative contributes directly to the achievement of key Sustainable Development Goals by promoting inclusive education and fostering partnerships within the community.

1. Sustainable Development Goals (SDGs) Addressed or Connected

1. SDG 4: Quality Education – The article discusses the opening of a new Head Start Center providing free, high-quality early childhood education, directly relating to ensuring inclusive and equitable quality education and promoting lifelong learning opportunities for all.
2. SDG 1: No Poverty – By offering free childcare and early learning programs to eligible families, the initiative supports reducing poverty through access to essential services.
3. SDG 10: Reduced Inequalities – The center targets families within a specific community, aiming to provide equitable access to education resources, which helps reduce inequalities within and among communities.
4. SDG 8: Decent Work and Economic Growth – By supporting families with childcare, the program indirectly enables parents to participate more fully in the workforce, contributing to economic growth.

2. Specific Targets Under Those SDGs Identified

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 1 – Target 1.3: Implement nationally appropriate social protection systems and measures for all, including floors, and achieve substantial coverage of the poor and vulnerable.
3. SDG 10 – 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 8 – 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.

3. Indicators Mentioned or Implied to Measure Progress

• Enrollment Rates in Early Childhood Education Programs: The article mentions that enrollment is open year-round, implying that tracking the number of children enrolled can serve as an indicator of access to early education.
• Availability of Free Childcare Services: The existence of the Head Start Center as the only one within city limits and east of the Intracoastal Waterway suggests monitoring the number and geographic distribution of such centers as an indicator.
• Participation of Eligible Families: The reference to “eligible families” accessing free programs implies measuring the proportion of target families benefiting from the services.
• Community Collaboration and Support: The collaboration between the Boys and Girls Club and the Waccamaw Economic Opportunity Council could be measured by the number of partnerships or joint initiatives supporting early childhood education.

4. Table of SDGs, Targets, and Indicators

Source: wpde.com

Report on Troyanna Foster’s Recognition as Adult Education Teacher of the Year and Its Alignment with Sustainable Development Goals

Introduction

Troyanna “Troy” Foster, an Adult Basic Education (ABE) instructor in Floyd County, has been honored as Georgia Northwestern Technical College’s (GNTC) Adult Education Teacher of the Year for 2026. This report highlights her achievements and the broader impact of Adult Education programs, emphasizing their contribution to the United Nations Sustainable Development Goals (SDGs).

Recognition and Award

• Foster will be formally recognized at the 2026 Dinah Culbreath Wayne EAGLE Leadership Institute state competition, held March 9-11, 2026, at the Crowne Plaza Atlanta Perimeter at Ravinia.
• One instructor from Georgia’s 22 technical colleges will be selected as the Technical College System of Georgia’s (TCSG) Outstanding Teacher of the Year during a special recognition dinner.
• Lisa Shaw, Vice President of Adult Education at GNTC, praised Foster for her teaching excellence, compassion, and dedication to student success.

Foster’s Commitment and Teaching Philosophy

Foster’s passion for Adult Education is driven by her desire to assist students in overcoming challenges and achieving their educational goals. She emphasizes celebrating incremental achievements, such as obtaining a High School Equivalency (HSE), which opens pathways to improved life opportunities.

Adult Education and Sustainable Development Goals

Adult Education programs at GNTC align closely with several SDGs, notably:

1. SDG 4: Quality Education
   • Providing accessible education through Adult Learning Centers across a nine-county service area.
   • Offering preparation for the Georgia High School Equivalency tests (GED® or HiSET®), Adult Secondary Education, Adult Basic Education, and English as a Second Language.
   • Utilizing modern computer labs, study materials, and distance learning options to enhance educational access.
2. SDG 8: Decent Work and Economic Growth
   • Helping students gain credentials that improve job readiness and increase earning potential.
   • Contributing to workforce development in Georgia by preparing adults for sustainable employment.
3. SDG 1: No Poverty
   • By enabling higher wages and job security, Adult Education supports financial stability and poverty reduction.
4. SDG 10: Reduced Inequalities
   • Providing equitable educational opportunities for adult learners, including English language learners and those seeking basic education.
5. SDG 16: Peace, Justice, and Strong Institutions
   • Empowering adults to exercise full citizenship through education.

Program Details and Community Impact

• GNTC’s Adult Education program operates year-round at no cost to students.
• It serves over 3,530 adult learners annually through various educational and training programs.
• GNTC is an official GED® Testing Center and partners with Pearson VUE and GED® Testing Services.
• The program supports community development by strengthening family foundations and enhancing workforce competitiveness.

Institutional Overview

Georgia Northwestern Technical College offers quality workforce education across multiple career paths including aviation, business, health, industrial, and public service sectors. In the past year, 11,601 individuals benefited from GNTC’s credit and noncredit programs, supporting regional economic growth and social development.

Conclusion

Troyanna Foster’s recognition as Adult Education Teacher of the Year underscores the vital role of Adult Education in advancing the Sustainable Development Goals. Through dedicated instruction and innovative approaches, Foster and GNTC’s Adult Education program contribute significantly to quality education, economic empowerment, and social inclusion in northwest Georgia.

Contact Information

For more information about GNTC’s Adult Education program, please contact the Office of Adult Education at 706-295-6976 or visit www.GNTC.edu.

1. Sustainable Development Goals (SDGs) Addressed or Connected

1. SDG 4: Quality Education
   • The article focuses on Adult Basic Education, High School Equivalency, and workforce education, 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 article highlights how adult education helps students gain credentials, become job-ready, earn higher wages, and improve job security, contributing to sustained, inclusive economic growth and productive employment.
3. SDG 10: Reduced Inequalities
   • By providing education and skills training to adults, including English as a Second Language, the program supports reducing inequalities within and among countries.
4. SDG 1: No Poverty
   • Improving education and job readiness contributes to financial stability and helps reduce poverty.

2. Specific Targets Under Identified SDGs