Alexandria School Board Meeting Report: Aligning Local Initiatives with Sustainable Development Goals

Executive Summary

A report was presented to the Alexandria School Board on July 21, detailing progress in key educational and operational areas. The updates on Adult Basic Education (ABE), Community Education, and Transportation demonstrate a strong alignment with several United Nations Sustainable Development Goals (SDGs), particularly SDG 4 (Quality Education), SDG 8 (Decent Work and Economic Growth), and SDG 10 (Reduced Inequalities).

Adult Basic Education (ABE): Advancing Lifelong Learning and Economic Opportunity

Program Overview and Contribution to SDG 4 (Quality Education)

The Adult Basic Education program provides essential lifelong learning opportunities, directly contributing to SDG 4. It empowers adults to achieve educational milestones, learn English, and acquire critical life and work skills. The program is part of a state-wide network serving approximately 62,000 adults annually.

• Service Area: The Alexandria ABE consortium covers over 2,800 square miles.
• Identified Need: Within this area, over 8,300 residents lack a high school diploma or equivalent, highlighting the critical need for these services to meet SDG Target 4.6 (ensure all youth and a substantial proportion of adults achieve literacy and numeracy).
• Program Reach (2024/25): 308 learners were served, completing over 8,320 contact hours through in-person and online formats.

Fostering Inclusion and Economic Growth (SDG 8 & SDG 10)

The ABE program is instrumental in promoting inclusive and sustainable economic growth and reducing inequalities.

1. Promoting Decent Work (SDG 8): Testimonials confirmed the program’s success in enabling graduates to secure employment. One former learner is now a daycare preschool teacher, demonstrating a direct pathway from education to meaningful work.
2. Reducing Inequalities (SDG 10): The program serves a diverse population, with learners from 25 different countries speaking 14 languages. This directly supports SDG Target 10.2 by empowering and promoting the social and economic inclusion of all, irrespective of origin.

Community Education: Enhancing Well-being and Building Sustainable Communities

Contribution to SDG 3 (Good Health and Well-being) and SDG 11 (Sustainable Cities and Communities)

The Community Education program for adults offers a variety of enrichment opportunities that enhance personal well-being and strengthen community ties.

• Promoting Well-being (SDG 3): Courses such as pickleball, swing dancing, and fishing encourage active lifestyles and social engagement, contributing to physical and mental health.
• Building Community (SDG 11): By partnering with local businesses and experts (e.g., Lake County Meats, Miltona Greenhouse), the program strengthens the local economy and fosters a sense of community. The active search for local instructors further empowers residents to share skills and build a more resilient and inclusive community.

Transportation Department: Ensuring Equitable Access and Operational Efficiency

Supporting SDG 4 (Quality Education) through Critical Infrastructure

The Transportation Department provides the necessary infrastructure to ensure equitable access to education for all students, a key component of SDG 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).

• Daily Operations: The department manages 94 routes per day, transporting 2,116 students during the school year.
• Staffing Challenges: A shortage of bus drivers was noted, highlighting a need to secure human resources to maintain this essential service and provide local employment opportunities in line with SDG 8.
• Efficiency Gains: A 29% reduction in departmental overtime was reported for the 2024-25 school year, indicating progress towards more sustainable and efficient operations.

Strategic Planning for Sustainable Infrastructure and Technology

Aligning with SDG 9 (Industry, Innovation, and Infrastructure)

The school board approved two key plans that support the development of resilient and modern educational infrastructure.

1. Technology Plan (2026-2030): The approval of the new technology plan ensures the district continues to innovate and provide modern learning tools, contributing to SDG 9 by upgrading infrastructure and fostering innovation.
2. Long-Term Facility Maintenance: The approval of the facility maintenance revenue application ensures that learning environments remain safe and effective, which is foundational to achieving SDG 4.

SDGs Addressed in the Article

SDG 4: Quality Education

• The article’s primary focus is on Adult Basic Education (ABE) and Community Education programs in Alexandria. It details efforts to provide learning opportunities for adults, helping them earn high school diplomas, learn English, and acquire new skills. This directly aligns with the goal of ensuring inclusive and equitable quality education and promoting lifelong learning opportunities for all.

SDG 8: Decent Work and Economic Growth

• The ABE program is explicitly linked to improving employment prospects. The article provides a testimonial from a woman who, after getting her diploma through ABE, continued her education and became a daycare preschool teacher. This illustrates how education leads to productive employment and decent work.

SDG 10: Reduced Inequalities

• The article highlights that the ABE program serves a diverse population, including learners from 25 different countries who speak 14 different languages. By providing education and language skills, the program empowers these individuals, promoting their social and economic inclusion and helping to reduce inequalities.

SDG 11: Sustainable Cities and Communities

• The section on the transportation department discusses the provision of bus and van services for students. This relates to making communities inclusive and safe by ensuring students have access to education through organized transport systems. The challenge of driver shortages is also noted, which impacts the sustainability of this service.

Specific SDG Targets Identified

SDG 4: Quality Education

1. 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 article states that ABE helps people “learn life and work skills.” The Community Education program also offers skill-based classes like baking, pottery, and crochet, contributing to this target.
2. Target 4.6: By 2030, ensure that all youth and a substantial proportion of adults, both men and women, achieve literacy and numeracy.
   • The ABE program’s core mission is to help adults who are “without a high school diploma or general education diploma.” The testimonial of the learner who earned her diploma is a direct example of achieving this target.

SDG 8: Decent Work and Economic Growth

1. Target 8.6: By 2030, substantially reduce the proportion of youth not in employment, education or training.
   • Although the article focuses on adults (ages 25-44), the ABE program directly addresses the issue of adults being outside the education system. By helping them get diplomas and skills, it moves them towards employment and out of the “not in education or training” category.

SDG 10: Reduced Inequalities

1. 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.
   • The article mentions that ABE learners come from “25 different countries and speaking 14 different languages.” Providing these individuals with education, language skills, and confidence directly contributes to their social and economic inclusion within the Alexandria community.

SDG 11: Sustainable Cities and Communities

1. Target 11.2: By 2030, provide access to safe, affordable, accessible and sustainable transport systems for all.
   • The transportation department’s update details the system in place for students, including “27 general education bus routes, six special education bus routes, five special education van routes,” which serves “2,116 students.” This describes a system designed to provide accessible transport for educational purposes.

Indicators for Measuring Progress

SDG 4: Quality Education

• Participation Rate in Adult Education: The article states, “308 learners were served in the ABE consortium with more than 8,320 contact/learning hours completed.” This is a direct indicator of participation.
• Population Lacking Basic Education: The statistic that “more than 8,300 of them are without a high school diploma or general education diploma” serves as a baseline indicator of the need for adult education in the area.

SDG 8: Decent Work and Economic Growth

• Employment Outcomes: The testimonial of the ABE learner who “is now a daycare preschool teacher” is an anecdotal indicator of the program’s success in leading to employment.

SDG 10: Reduced Inequalities

• Inclusion of Diverse Populations: The data point that learners “came from a wide range of backgrounds, including 25 different countries and speaking 14 different languages” is an indicator of the program’s reach in serving and including immigrant and diverse populations.

SDG 11: Sustainable Cities and Communities

• Coverage of Transport Services: The article provides specific numbers: “2,116 students scheduled on a bus route” and a total of “94 routes per day.” These figures are indicators of the transport system’s reach.
• Sustainability of Transport Services: The decrease in bus drivers from “37 and ended the year with 32” is an indicator of a challenge to the sustainability and reliability of the transport system.

SDGs, Targets, and Indicators Analysis

Source: echopress.com