Report on New Leadership in Early Childhood Education and Alignment with Sustainable Development Goals

1.0 Executive Summary of Key Appointments

The University of Nebraska at Kearney (UNK) has appointed two faculty members to leadership positions in early childhood education, a move that directly supports the achievement of several United Nations Sustainable Development Goals (SDGs). These appointments are designed to address critical educational and economic needs within the state of Nebraska.

• Chair: Dr. Paula Thompson, Associate Professor in Teacher Education.
• Assistant Chair: Dr. Philip Lai, Associate Professor of Communication Disorders.

Both individuals have been appointed as the Cille and Ron Williams Community Chairs for Early Childhood Education, which includes concurrent appointments as Buffett Early Childhood Institute Community Chairs. The five-year appointments provide support for scholarly research and activities aimed at strengthening early childhood systems.

2.0 Advancing SDG 4: Quality Education

The primary objective of these appointments is to advance SDG 4, which aims to ensure inclusive and equitable quality education for all. The initiative specifically targets SDG Target 4.2: ensuring all children have access to quality early childhood development, care, and pre-primary education.

2.1 Core Responsibilities

1. Strategic Leadership: Drs. Thompson and Lai will lead UNK’s efforts to enhance early care and education infrastructure across Nebraska.
2. Community Collaboration: They will serve as liaisons to the Buffett Early Childhood Institute, fostering outreach and collaboration among UNK faculty, community professionals, and families.
3. Workforce Development: A key function will be to mentor undergraduate and graduate students, preparing a new generation of educators and service providers to strengthen early childhood systems.
4. System Strengthening: The chairs will work to improve early childhood systems in both rural and urban settings for children from birth through age 8.

3.0 Contribution to Broader Social and Economic SDGs

The initiative addresses significant socio-economic challenges in Nebraska, aligning with SDGs related to gender equality, economic growth, and reduced inequalities.

• SDG 8 (Decent Work and Economic Growth): Nebraska faces a deficit of approximately 17,500 child care spaces, which impedes workforce participation, particularly as nearly two-thirds of children reside in households where all adults work. By strengthening the child care system, this initiative supports full and productive employment.
• SDG 5 (Gender Equality): Expanding access to quality child care is critical for enabling the full economic participation of women, who disproportionately bear caregiving responsibilities.
• SDG 10 (Reduced Inequalities): The program explicitly aims to serve rural communities, where 10 counties currently lack any licensed child care providers, thereby reducing geographic and economic inequalities in access to essential services.

4.0 Research Focus and Alignment with Inclusive Education

The appointees’ research interests further contribute to the SDGs by focusing on vulnerable populations and workforce development.

• Dr. Paula Thompson: Her research on early childhood workforce preparation and well-being directly supports SDG 8. Her focus on professionals in rural communities, family engagement, and special education aligns with SDG 10 by promoting inclusive systems.
• Dr. Philip Lai: His research on social and cognitive development in individuals with autism and other neurodevelopmental disorders is a direct contribution to SDG 4’s goal of inclusive education and SDG 10’s mandate to empower and promote the inclusion of all persons, irrespective of disability.

5.0 Fostering SDG 17: Partnerships for the Goals

This initiative exemplifies SDG 17 by establishing a multi-stakeholder partnership to achieve its objectives. The collaboration between UNK and the Buffett Early Childhood Institute is designed to build stronger connections among faculty, practitioners, and families. As stated by Walter Gilliam, executive director of the Buffett Early Childhood Institute, “This collaboration is exactly what the Community Chair initiative was designed to foster,” underscoring the commitment to leveraging partnerships to ensure every child has access to quality early learning opportunities.

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

1. SDG 4: Quality Education

   • The article’s central theme is the appointment of two community chairs for “Early Childhood Education.” This directly addresses the goal of ensuring inclusive and equitable quality education. The initiative aims to “lead UNK’s efforts in early care and education” and focuses on children from “birth through age 8,” which is a critical component of lifelong learning.

2. SDG 8: Decent Work and Economic Growth

   • The article establishes a clear link between childcare and economic participation. It states that “Child care is a fundamental need nationwide and in Nebraska, where unemployment is low and nearly two-thirds of children live in households where all adults work.” The shortage of childcare is presented as a barrier to full and productive employment for working parents.

3. SDG 10: Reduced Inequalities

   • The article highlights significant geographical disparities in access to early childhood services. It points out that “10 rural counties currently have no licensed providers” and that the new chairs will work to “strengthen early childhood systems in rural and urban settings.” This demonstrates a focus on reducing inequalities in access to essential services for children and families based on their location.

4. SDG 17: Partnerships for the Goals

   • The initiative described is built on collaboration. The appointments are “Cille and Ron Williams Community Chairs” with “concurrent appointments as Buffett Early Childhood Institute Community Chairs.” The article emphasizes the partnership between the University of Nebraska at Kearney (UNK), the Buffett Early Childhood Institute, and the community, stating the chairs will “foster outreach across the state and increase collaboration among UNK faculty, community professionals and families.”

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

1. Target 4.2: Ensure access to quality early childhood development, care, and pre-primary education.

   • The entire article is dedicated to this target. The appointments are for “Early Childhood Education,” and their role is to address the “critical need” for early care and education. The goal is to ensure “every child has access to quality early learning opportunities.”

2. Target 4.c: Substantially increase the supply of qualified teachers.

   • The article mentions that one of the new chairs, Dr. Thompson, has research interests that include “early childhood workforce preparation and well-being.” The initiative’s goal of “preparing educators” and serving as “faculty mentors to undergraduate and graduate students” directly contributes to increasing the supply of qualified professionals in early childhood education.

3. Target 8.5: Achieve full and productive employment and decent work for all.

   • The article implies that the lack of childcare is an obstacle to achieving this target. By addressing the need for “17,500 additional child care spaces,” the initiative helps support a workforce where “all adults work,” enabling them to maintain full and productive employment.

4. Target 10.2: Empower and promote the social and economic inclusion of all.

   • The focus on the disparity where “10 rural counties currently have no licensed providers” and the goal to “strengthen early childhood systems in rural and urban settings” directly aligns with reducing inequalities and promoting inclusion for families in underserved rural communities.

5. Target 17.17: Encourage and promote effective public, public-private and civil society partnerships.

   • The structure of the initiative is a partnership itself. The collaboration between UNK (a public university), the Buffett Early Childhood Institute (a private institute), and “community professionals and families” (civil society) is a clear example of the multi-stakeholder partnership this target promotes. The article notes, “This collaboration is exactly what the Community Chair initiative was designed to foster.”

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

1. Indicators for Target 4.2 (Access to Early Childhood Education)

   • Number of available child care spaces: The article provides a baseline deficit, stating, “The state needs roughly 17,500 additional child care spaces to meet demand.” Progress can be measured by a reduction in this number.
   • Number of licensed providers in rural areas: The article mentions that “10 rural counties currently have no licensed providers.” A decrease in this number would be a direct indicator of improved access and progress.

2. Indicator for Target 8.5 (Full Employment)

   • Proportion of households with children where all adults work: The article states that in Nebraska, “nearly two-thirds of children live in households where all adults work.” This figure serves as an indicator of the high demand for childcare driven by workforce participation and can be monitored in relation to childcare availability.

3. Indicator for Target 10.2 (Reduced Inequalities)

   • Geographic distribution of licensed childcare providers: The specific mention of “10 rural counties” without providers is a key indicator of geographic inequality. Tracking the establishment of new providers in these and other rural areas would measure progress toward this target.

4. Indicator for Target 17.17 (Partnerships)

   • Establishment of collaborative roles and initiatives: The appointment of the “Cille and Ron Williams Community Chairs” and their partnership with the “Buffett Early Childhood Institute” is a tangible indicator of a functioning partnership. The success of their collaborative activities, such as fostering “outreach across the state,” would also serve as a measure of progress.

4. Create a table with three columns titled ‘SDGs, Targets and Indicators” to present the findings from analyzing the article. In this table, list the Sustainable Development Goals (SDGs), their corresponding targets, and the specific indicators identified in the article.

Source: unknews.unk.edu