Tennessee Higher Education Commission Partners with Multistate Program to Advance Learning and Careers – Clarksville Online

Tennessee Joins National Initiative to Advance Educational Attainment and Sustainable Development

The Tennessee Higher Education Commission (THEC) has announced its participation in the Lumina Foundation’s State Attainment Collaborative. This strategic partnership is designed to enhance post-secondary educational and training opportunities, directly contributing to several key United Nations Sustainable Development Goals (SDGs) by fostering inclusive education, promoting economic growth, and reducing inequalities.

Alignment with Sustainable Development Goals (SDGs)

The collaborative’s mission is fundamentally aligned with the global 2030 Agenda for Sustainable Development. Tennessee’s involvement underscores a commitment to the following goals:

SDG 4: Quality Education

• Ensuring equitable access to quality tertiary and vocational education for all residents, in line with Target 4.3.
• Increasing the number of adults with relevant skills for employment, decent jobs, and entrepreneurship, addressing Target 4.4.
• Focusing on credentials that provide value, thereby improving the quality and relevance of post-secondary learning.

SDG 8: Decent Work and Economic Growth

• Strengthening the state’s economy and workforce by aligning educational outcomes with labor market needs.
• Promoting economic mobility and meaningful careers for individuals, contributing to full and productive employment.
• Fostering a skilled labor force that supports sustained and inclusive economic growth.

SDG 10: Reduced Inequalities

• Committing to ensure every Tennessean has access to valuable learning and training opportunities.
• Making opportunities for learning beyond high school available to all, thereby reducing disparities in educational and economic outcomes.

SDG 17: Partnerships for the Goals

• Engaging in a multi-state, multi-stakeholder collaborative that includes government, private foundations, business, civic, and nonprofit leaders.
• Sharing best practices and lessons learned among participating states to accelerate progress toward shared goals.

Collaborative Framework and Objectives

The State Attainment Collaborative provides a platform for states to refine and advance their educational goals through a structured, cooperative framework.

Participating States and Stakeholders

Tennessee joins a cohort of 12 other states in this initiative, fostering a broad partnership for policy and program alignment. The participating states are:

• Arkansas
• Illinois
• Indiana
• Maryland
• Missouri
• Nevada
• Ohio
• Oregon
• Pennsylvania
• Utah
• Washington
• West Virginia

Core Objectives

Through this collaborative effort, Tennessee will focus on achieving several key objectives:

1. Define the metrics and characteristics that constitute a valuable post-secondary credential.
2. Update statewide educational attainment goals to reflect current and future workforce demands.
3. Align state policies and programs to effectively support students in achieving these credentials.

Strategic Goals and Projected Outcomes

The initiative is guided by a long-term national vision and is expected to yield significant benefits at the state level.

Lumina Foundation’s Goal 2040

The collaborative supports Lumina Foundation’s national “Goal 2040,” which aims for three-fourths (75%) of adults in the U.S. labor force to possess college degrees or other valuable credentials by the year 2040. This goal has catalyzed a national movement, with 49 states now having established specific attainment targets, raising the share of working-age adults with such credentials from 39 percent in 2008 to 55 percent in 2023.

State-Level Impact in Tennessee

Participation is expected to ensure that learning beyond high school translates into meaningful outcomes for residents. As stated by THEC Executive Director Dr. Steven Gentile, this commitment reinforces that “education is the foundation of economic growth and individual opportunity,” leading to stronger communities and a more resilient state economy.

Analysis of Sustainable Development Goals in the Article

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

• SDG 4: Quality Education

  The article’s primary focus is on postsecondary education and training. It discusses the “State Attainment Collaborative,” an initiative aimed at ensuring people receive “formal education or training that leads to further learning.” The Tennessee Higher Education Commission’s goal of “increasing the number of Tennesseans with a postsecondary credential” directly aligns with the objective of providing inclusive and equitable quality education.

• SDG 8: Decent Work and Economic Growth

  The article explicitly links educational attainment to economic outcomes. The initiative aims for education that leads to “meaningful careers and economic mobility.” It states that “education is the foundation of economic growth and individual opportunity” and that the goal is to strengthen the “state’s economy and workforce.” This connects directly to promoting sustained, inclusive, and sustainable economic growth and productive employment.

• SDG 17: Partnerships for the Goals

  The entire initiative described is a partnership. The article highlights that Tennessee is joining a “multistate initiative” and a “collaborative” effort. This partnership involves the Tennessee Higher Education Commission (a state entity), the Lumina Foundation (a private foundation), and leaders from “education, business, civic, nonprofit, and policy” sectors across 13 states. This multi-stakeholder collaboration is a core principle of SDG 17.

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

• 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. The article’s focus on increasing the number of adults with “college degrees or other credentials” and providing access to “valuable learning and training” directly supports this target.
  • 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 initiative’s goal is to ensure credentials have “value that lead to meaningful careers,” which aligns with providing skills relevant to the workforce.
• Under SDG 8: Decent Work and Economic Growth
  • Target 8.5: By 2030, achieve full and productive employment and decent work for all women and men… and equal pay for work of equal value. The article’s emphasis on education leading to “meaningful careers and economic mobility” and strengthening the “workforce” contributes to this target of achieving productive employment.
  • Target 8.6: By 2020, substantially reduce the proportion of youth not in employment, education or training. Although the article focuses on the entire adult labor force, the principle of connecting education and training directly to employment to reduce the number of people without career opportunities is central to this target.
• 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. The “State Attainment Collaborative” is a direct example of this target, being a public-private partnership between a state commission (THEC), a private foundation (Lumina), and involving leaders from business and civic society across multiple states.

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

Yes, the article explicitly mentions several quantitative indicators that can be used to measure progress:

1. Percentage of adults with postsecondary credentials: The primary indicator is the “share of working-age adults with college degrees or short-term credentials.” This metric is used to track progress over time.
2. Historical Data for the Indicator: The article provides a baseline and current measurement, stating this share “has grown from 39 percent in 2008 to 55 percent in 2023.” This allows for the tracking of progress.
3. Future Target for the Indicator: A clear, measurable goal is set for the future. Lumina’s “Goal 2040” aims for “three-fourths of adults in the U.S. labor force” (or 75%) to have these credentials by 2040. This serves as a long-term target for the initiative.

4. Table of SDGs, Targets, and Indicators

Source: clarksvilleonline.com