STC celebrates first cohort of Registered Early Childhood apprentices – South Texas College

Report on the South Texas College Child Development Apprenticeship Program and its Contribution to Sustainable Development Goals

Program Overview and Alignment with SDG 4 (Quality Education)

South Texas College (STC) recently held a ceremony for the inaugural cohort of its Child Development Apprenticeship Program, a transformative initiative designed to address critical shortages in early childhood educators. This program directly supports the United Nations Sustainable Development Goal 4 (SDG 4) by ensuring inclusive and equitable quality education and promoting lifelong learning opportunities.

The program specifically targets key aspects of SDG 4 by:

• Target 4.2: Increasing access to high-quality early childhood development and pre-primary education by training a skilled workforce.
• Target 4.c: Substantially increasing the supply of qualified teachers through specialized training and mentorship.
• Target 4.4: Equipping youth and adults with relevant skills, including technical and vocational skills, for employment and decent jobs.

Program Chair Veronica Rodriguez highlighted the celebration of commitment, resilience, and professional growth, noting the curriculum was built from the ground up with strong institutional support. The initiative provides a clear pathway for apprentices to continue their education toward certificates, associate degrees, and bachelor’s degrees, embodying the principle of lifelong learning.

Fostering Decent Work (SDG 8) and Reducing Inequalities (SDG 10)

The apprenticeship model is a strategic approach to achieving SDG 8 (Decent Work and Economic Growth). Apprentices receive weekly training at STC and immediately apply their skills at their respective job sites, supported by supervisors and faculty mentors. This on-the-job training model ensures graduates are not only credentialed but also experienced, making them highly valuable to the workforce.

Upon completion, apprentices earn a Child Development Associate (CDA) credential, a significant milestone that enhances their professional standing and economic opportunities. The program’s impact on individual participants underscores its success:

1. Enhanced Professional Skills: Apprentice Illianna Perez reported gaining a deeper understanding of early childhood development, from social foundations to motor skills and milestone support.
2. Career Advancement: Perez described the CDA as a “huge step in achieving my goals” and a source of motivation to continue her education.
3. Improved Quality of Service: Apprentice Edielle Ramirez stated her primary motivation was “to be a better teacher for my students,” directly contributing to higher quality education and supporting SDG 10 (Reduced Inequalities) by improving educational outcomes for young children.

Strategic Partnerships for the Goals (SDG 17) and Future Outlook

The success of the Child Development Apprenticeship Program is a testament to the power of multi-stakeholder collaboration, a core principle of SDG 17 (Partnerships for the Goals). The program represents a growing partnership between STC, local employers, and the communities they serve. This collaborative effort effectively addresses regional workforce needs while creating sustainable career paths for individuals.

With the successful completion of the first cohort, STC is demonstrating its long-term commitment to these goals by preparing to launch its next group of apprentices in January 2026. This continuation ensures a sustained impact on the region’s educational landscape. As stated by STC leadership, the program “opens the door for everything that comes next,” empowering individuals and strengthening the community’s educational infrastructure in alignment with global sustainable development objectives.

Analysis of SDGs, Targets, and Indicators

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

1. SDG 4: Quality Education
2. SDG 8: Decent Work and Economic Growth
3. SDG 17: Partnerships for the Goals

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

SDG 4: Quality Education

• Target 4.2: By 2030, 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 article directly addresses this by stating the program’s goal is to “increase access to high-quality early childhood 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. The Child Development Associate (CDA) credential program is a form of vocational training. The article highlights it as a “pathway to continue with certificates, associate degrees and even bachelor’s degrees.”
• Target 4.4: By 2030, substantially increase the number of youth and adults who have relevant skills, including technical and vocational skills, for employment, decent jobs and entrepreneurship. The program provides apprentices with a CDA credential, which is a specific vocational skill that enhances their employability as teachers.
• Target 4.c: By 2030, substantially increase the supply of qualified teachers. The article explicitly states that the program was created to address “severe teacher shortages” by training and credentialing new early childhood educators.

SDG 8: Decent Work and Economic Growth

• Target 8.6: By 2030, substantially reduce the proportion of youth not in employment, education or training. The apprenticeship model is a direct mechanism to achieve this, as participants are simultaneously engaged in on-the-job training and formal education, leading to a credential and continued employment.

SDG 17: Partnerships for the Goals

• Target 17.17: Encourage and promote effective public, public-private and civil society partnerships. The article describes the program as a “growing partnership between employers, educators and the communities they serve,” which is essential for the program’s success and sustainability.

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

SDG 4: Quality Education

• Implied Indicator for Target 4.c: The number of graduates who complete the program and receive their Child Development Associate (CDA) credential. The article celebrates the first cohort of graduates, implying that the number of trained and certified teachers is a key metric of success.
• Implied Indicator for Target 4.3: The number of apprentices who continue their education to pursue certificates, associate degrees, or bachelor’s degrees after completing the program. The article mentions the program is a “steppingstone” and a “pathway” for further education.

SDG 8: Decent Work and Economic Growth

• Implied Indicator for Target 8.6: The number of apprentices enrolled in and completing the program. The article mentions the completion of the “first cohort” and the plan to launch the “next group of apprentices in January 2026,” indicating that the number of participants in this employment-education-training model is a measure of progress.

SDG 17: Partnerships for the Goals

• Implied Indicator for Target 17.17: The number of employers and community organizations participating in the apprenticeship program. The success of the program is credited to the partnership between South Texas College (educators), child care centers (employers), and the community.

4. Table of SDGs, Targets, and Indicators

Source: news.southtexascollege.edu