UW showcase celebrates growth, impact of career and technical education in Wyoming – WyomingNews.com

Report on the Inaugural Trustees Education Initiative Showcase

Event Overview and Alignment with SDG 4 (Quality Education)

On November 19, the University of Wyoming hosted its first Trustees Education Initiative (TEI) Showcase. The event centered on the expanding role of career and technical education (CTE) as a vital component of modern learning frameworks. This focus directly supports the United Nations Sustainable Development Goals, particularly SDG 4, which aims to ensure inclusive and equitable quality education and promote lifelong learning opportunities for all.

• The showcase highlighted how CTE provides students with practical, job-relevant skills, directly addressing SDG Target 4.4: to substantially increase the number of youth and adults who have relevant skills, including technical and vocational skills, for employment, decent jobs, and entrepreneurship.
• By bringing together educators and students, the event fostered dialogue on innovative educational practices, contributing to a more robust and sustainable educational ecosystem in Wyoming.

The Role of the Trustee Education Initiative in Advancing SDGs

Established in 2016, the Trustee Education Initiative has become a key driver in enhancing the preparation and ongoing development of educators across Wyoming. Its mission is intrinsically linked to several SDGs.

1. SDG 4 (Quality Education): TEI’s core function is to strengthen instructional quality and professional growth. This directly supports SDG Target 4.c, which calls for a substantial increase in the supply of qualified teachers through international cooperation for teacher training.
2. SDG 17 (Partnerships for the Goals): As a statewide initiative, TEI fosters collaboration across multiple school systems and higher education institutions. This partnership-based approach is essential for achieving the ambitious targets set forth in the 2030 Agenda for Sustainable Development.

Student Perspectives on CTE and Sustainable Futures

Case Study: Pathways to SDG 8 (Decent Work and Economic Growth)

The showcase featured personal testimonies that illustrated the profound impact of CTE on individual career paths, underscoring its contribution to SDG 8, which promotes sustained, inclusive, and sustainable economic growth, full and productive employment, and decent work for all.

• Brody Leerrsen, a student transferring from Sheridan College to the University of Wyoming to pursue a CTE degree, shared his goal of becoming a woodshop teacher.
• He credited programs like SkillsUSA and dedicated CTE mentors for transforming his passion for building into a viable career path.
• Leerrsen’s journey exemplifies how CTE equips youth with specialized skills, reducing the proportion of young people not in employment, education, or training (SDG Target 8.6) and preparing them for productive roles in the economy.

Panel Discussion: Reinforcing Educational and Economic Goals

A student panel provided further evidence of CTE’s effectiveness in preparing students for the modern workforce and contributing to a sustainable future.

• Panelists included Tristy Thomas, Lane Joy, Grace VanBorkum, and Abby Wilcox.
• Their discussion highlighted diverse experiences within CTE programs, reinforcing the value of hands-on learning in developing skills relevant to industry and innovation (SDG 9).
• By showcasing successful student pathways, the panel demonstrated how targeted vocational training is a critical mechanism for achieving both quality education (SDG 4) and decent work (SDG 8).

SDG Analysis of the Article

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

   SDG 4: Quality Education

   • The article’s central theme is education, with a specific focus on “career and technical education (CTE).” It discusses the “Trustees Education Initiative,” which aims to strengthen the “preparation and development of Wyoming educators” and improve “instructions, professional growth and collaboration.” This directly relates to ensuring inclusive and equitable quality education.

   SDG 8: Decent Work and Economic Growth

   • The emphasis on CTE is explicitly linked to preparing students for the workforce. The article mentions a student pursuing a CTE degree to begin a career as a woodshop teacher. This focus on providing relevant, hands-on skills for future employment connects directly to promoting sustained, inclusive economic growth and productive employment.

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

   Targets under SDG 4: Quality Education

   • 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’s spotlight on CTE and the story of Brody Leerrsen, who is developing hands-on building skills to become a woodshop teacher, directly aligns with this target of increasing vocational skills for employment.
   • Target 4.c: “By 2030, substantially increase the supply of qualified teachers…” The article mentions the Trustee Education Initiative’s goal of “strengthening the preparation and development of Wyoming educators.” Leerrsen’s ambition to “become a woodshop teacher” and “inspire the next generation” exemplifies the effort to increase the supply of qualified teachers, especially in specialized technical fields.

   Targets under SDG 8: Decent Work and Economic Growth

   • Target 8.6: “By 2020, substantially reduce the proportion of youth not in employment, education or training.” Although the target date has passed, the initiatives described are ongoing efforts toward this goal. The article showcases students actively participating in educational pathways (student panel, college transfer) that are designed to lead to careers, thereby keeping them engaged in education and training for future employment.

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

   Indicators for SDG 4 Targets

   • For Target 4.4: The article implies that progress could be measured by the number of students participating in CTE programs and related activities like “SkillsUSA” and the “Trustees Education Initiative Showcase.” The journey of a student transferring from a college to a university to pursue a CTE degree suggests that tracking the enrollment and completion rates in vocational and technical education pathways is a relevant indicator.
   • For Target 4.c: An implied indicator is the number of new teachers graduating with CTE degrees, as exemplified by the student planning to become a woodshop teacher. Additionally, the success of the Trustee Education Initiative could be measured by the number of educators undergoing professional development to improve instruction.

   Indicators for SDG 8 Targets

   • For Target 8.6: The article points to the importance of tracking the number of youth engaged in post-secondary education and training programs, particularly those focused on vocational skills. The student panel and Leerrsen’s story serve as qualitative evidence of youth engagement, which can be quantified by tracking participation rates in such programs as an indicator of progress.

4. Create a table with three columns titled ‘SDGs, Targets and Indicators” to present the findings from analyzing the article.

   SDGs	Targets	Indicators
   SDG 4: Quality Education	Target 4.4: Increase the number of youth and adults with relevant technical and vocational skills for employment.	Number of students enrolled in and completing Career and Technical Education (CTE) programs and pathways.
   SDG 4: Quality Education	Target 4.c: Substantially increase the supply of qualified teachers.	Number of graduates from CTE teaching programs; Number of educators participating in professional development.
   SDG 8: Decent Work and Economic Growth	Target 8.6: Reduce the proportion of youth not in employment, education or training.	Number of youth participating in educational and training programs (e.g., CTE pathways, SkillsUSA) that lead to employment.

Source: wyomingnews.com