University of Delaware’s OLLI Initiative: Advancing Sustainable Development Goals Through Lifelong Learning

The University of Delaware’s Osher Lifelong Learning Institute (OLLI) has scheduled a series of open house events to present its fall program. This initiative directly supports several United Nations Sustainable Development Goals (SDGs) by providing accessible and inclusive educational opportunities for adults aged 50 and over, thereby fostering quality education, promoting well-being, and reducing inequalities.

Community Engagement and Program Introduction Events

A series of open house events will be conducted to facilitate engagement with prospective participants, instructors, and volunteers. These sessions are designed to provide comprehensive information about the program’s alignment with lifelong learning objectives as outlined in SDG 4 (Quality Education). The schedule is as follows:

• Lewes: Monday, August 4, 10 a.m.–noon, Trinity Faith Education Building
• Wilmington: Tuesday, August 5, 10 a.m.–1 p.m., Arsht Hall
• Ocean View: Wednesday, August 6, 10 a.m.–noon, Ocean View Community Center
• Dover: Thursday, August 7, 10 a.m.–noon, Wyoming Church

Curriculum Framework and Contribution to Global Goals

OLLI operates as a volunteer-based learning cooperative, a model that fosters community partnership (SDG 17) and social cohesion (SDG 11). The non-credit curriculum is structured to support holistic personal development and well-being, with course offerings directly contributing to specific SDGs.

1. SDG 3 (Good Health and Well-being): Courses in wellness and tai chi are offered to enhance the physical and mental health of participants.
2. SDG 4 (Quality Education): The core mission provides lifelong learning opportunities. Subject areas such as art, history, science, languages, performing arts, and artificial intelligence promote continued intellectual engagement and skills development for global citizenship.
3. SDG 11 (Sustainable Cities and Communities): The program strengthens community bonds and provides a platform for social interaction and cultural enrichment, creating more inclusive and resilient communities.

Enrollment Policies and Commitment to Reducing Inequalities (SDG 10)

In adherence to the principles of inclusivity and accessibility, the OLLI program has established policies to minimize barriers to participation, directly supporting SDG 10 (Reduced Inequalities).

• Program Commencement: Fall courses begin on September 2.
• Open Registration: Enrollment is open to all individuals aged 50 and over, with no prerequisite for prior OLLI membership or Delaware residency, thus promoting equal opportunity.
• Fee Structure: A single membership fee of $260 provides unlimited access to courses and activities across all physical and online locations.
• Financial Assistance: To ensure equitable access, need-based financial assistance is available, reinforcing the commitment that educational opportunities should be available to all, irrespective of economic status.

Analysis of the Article in Relation to Sustainable Development Goals

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 the Osher Lifelong Learning Institute (OLLI), an educational program. It directly relates to SDG 4 by promoting accessible and inclusive learning opportunities for adults, specifically those aged 50 and over. The program offers a wide range of noncredit courses, emphasizing the principle of lifelong learning for personal enrichment and skill development.

• SDG 3: Good Health and Well-being

  The article connects to SDG 3 by highlighting aspects of the OLLI program that promote well-being. It explicitly mentions “wellness” courses like tai chi. Furthermore, the program’s emphasis on forming “lasting friendships” and “community involvement” contributes to mental and social well-being, which is crucial for the health of older adults.

• SDG 10: Reduced Inequalities

  The OLLI program addresses SDG 10 by promoting the social inclusion of a specific demographic—adults aged 50 and over. The article states that registration is open to all, regardless of prior membership or residency, and that “need-based financial assistance is available.” This works to reduce inequalities by making education and community engagement accessible to older adults, irrespective of their economic status.

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

1. Target 4.3: Ensure equal access for all women and men to affordable and quality technical, vocational and tertiary education, including university.

   The article describes OLLI as a learning cooperative offering hundreds of courses to adults. The provision of “need-based financial assistance” for the membership fee directly supports the goal of making this form of tertiary/lifelong education affordable and accessible.

2. Target 4.7: Ensure that all learners acquire the knowledge and skills needed to promote sustainable development, including, among others, through education for… appreciation of cultural diversity and of culture’s contribution to sustainable development.

   The diverse course offerings, which include “art, history, languages, [and] performing arts,” contribute to an appreciation of culture and cultural diversity. The community-based model where members “enrich their lives through shared educational and community involvement” fosters a culture of shared learning and global citizenship.

3. Target 3.4: Reduce by one third premature mortality from non-communicable diseases through prevention and treatment and promote mental health and well-being.

   The program promotes well-being through its “wellness” courses (e.g., tai chi) and by providing a platform for social engagement. The article’s statement that members “form lasting friendships and enrich their lives” points directly to the promotion of mental and social health, which is a key component of this target.

4. Target 10.2: Empower and promote the social, economic and political inclusion of all, irrespective of age…

   The entire OLLI program is designed to promote the social and intellectual inclusion of adults “aged 50 and over.” By creating a dedicated space for learning and community, it empowers this age group. The open registration policy and financial aid ensure that inclusion is not limited by economic status or residency.

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

• Implied Indicator for Target 4.3: Participation rate of adults in non-formal education.

  The article implies this indicator through its description of the program and its open house events, which are designed to welcome “community members to discover an exciting lineup of lifelong learning opportunities.” The number of members who register for the “unlimited courses and activities” would be a direct measure of participation.

• Implied Indicator for Target 10.2: Number of individuals receiving financial assistance.

  The statement that “Need-based financial assistance is available” implies that the organization tracks the number of participants who require and receive this support. This data would serve as an indicator for measuring progress in reducing economic barriers to participation for older adults.

• Implied Indicator for Target 3.4: Number of participants in wellness and community-building activities.

  The article mentions specific wellness courses like “tai chi” and emphasizes that members “form lasting friendships” and engage in “community involvement.” The enrollment numbers for such courses and overall membership data can serve as a proxy indicator for the promotion of health and well-being through social and physical activity.

4. Summary Table of SDGs, Targets, and Indicators

Source: udel.edu