Vermont’s adult learning centers provide critical skills for all

Adult Education and Literacy Week Spotlights Learning Centers in Vermont

BARRE, Vt. (WCAX) – Adults in Vermont can access free education to help them reach their goals. As part of national Adult Education and Literacy Week, local advocates are spotlighting the work of 17 learning centers across the state that provide help to around 1,800 adults each year.

Empowering Adults Through Education

Karla Perez, originally from Honduras, began learning English at Central Vermont Adult Basic Education (CVABE) in Barre in 2019. She emphasized the importance of English proficiency for job opportunities and communication with others in the community. Thanks to the language skills she acquired at CVABE, Perez secured a job as a custodian at nearby U-32 Middle and High School.

Renee Landry, another student at CVABE, shared her experience of overcoming initial hesitations about seeking further education as an adult. After working in a warehouse for 20 years, Landry recognized the need to acquire new skills to advance her career. She enrolled at CVABE to update her digital skills and modernize her resume. Landry encourages others to seek guidance and support, assuring them that there is nothing to be afraid of.

Free Education for All

The participants in the program expressed gratitude for the availability of free education. They acknowledged the significant assistance provided by CVABE, stating, “They help a lot. I’m so thankful for them.”

CVABE: Bridging the Gap

Brian Kravitz, the director of CVABE, oversees multiple locations in Barre, Montpelier, Waterbury, Randolph, and Morrisville. He emphasized the center’s specialization in helping individuals transition into the workforce. CVABE operates 17 centers across Vermont, serving as the first step for approximately 31,000 out-of-school adults aged 18 and over without a high school credential. These individuals are unable to access other programs until they obtain their high school credential.

Supporting Sustainable Funding for Adult Education

A working group in the Legislature has been dedicated to researching ways to better serve adults in need of education. Emilie Krasnow, D-Chittenden, stressed the critical importance of this service and advocated for continued funding. The goal is to identify and address any gaps in the system while ensuring sustainable funding for these programs to thrive and succeed.

SDGs, Targets, and Indicators Analysis

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

• SDG 4: Quality Education
• SDG 8: Decent Work and Economic Growth
• SDG 10: Reduced Inequalities

The article discusses the provision of free education for adults in Vermont to help them reach their goals. This aligns with SDG 4, which aims to ensure inclusive and equitable quality education and promote lifelong learning opportunities for all. It also connects to SDG 8, as the education provided helps adults acquire skills and knowledge that can lead to decent work and economic growth. Additionally, the article touches on SDG 10, as it highlights the importance of reducing inequalities by providing education opportunities for adults who may not have completed high school.

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

• Target 4.6: By 2030, ensure that all youth and a substantial proportion of adults, both men and women, achieve literacy and numeracy.
• Target 8.6: By 2020, substantially reduce the proportion of youth not in employment, education, or training.
• Target 10.3: Ensure equal opportunity and reduce inequalities of outcome, including by eliminating discriminatory laws, policies, and practices and promoting appropriate legislation, policies, and action in this regard.

The article emphasizes the importance of adult education in improving literacy and numeracy skills, which aligns with Target 4.6 under SDG 4. It also mentions how the education provided helps adults acquire new skills to advance their careers, which relates to Target 8.6 under SDG 8. Furthermore, the article highlights the need to reduce inequalities by providing education opportunities for adults without high school credentials, which connects to Target 10.3 under SDG 10.

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

• Indicator 4.6.1: Proportion of the population in a given age group achieving at least a fixed level of proficiency in functional (a) literacy and (b) numeracy skills, by sex.
• Indicator 8.6.1: Proportion of youth (aged 15-24 years) not in education, employment, or training.
• Indicator 10.3.1: Proportion of the population reporting having personally felt discriminated against or harassed in the previous 12 months on the basis of a ground of discrimination prohibited under international human rights law.

The article does not explicitly mention specific indicators, but it implies that progress towards the identified targets could be measured using the indicators mentioned above. These indicators would assess the proportion of the population achieving functional literacy and numeracy skills, the proportion of youth not in education, employment, or training, and the proportion of the population experiencing discrimination.

4. Table: SDGs, Targets, and Indicators

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Source: wcax.com

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