Vocational school follow-up survey launched – Arlington Catholic Herald

Diocesan Initiative for Career Technical Education Aligns with Sustainable Development Goals

Introduction and Initial Findings

A diocesan feasibility study is underway to establish a career technical education (CTE) high school, directly supporting several United Nations Sustainable Development Goals (SDGs). An initial survey conducted from May 22 to June 8 garnered thousands of responses, revealing substantial community support for the project. A significant 92% of parent respondents favored the creation of the proposed institution. This initiative originated from the diocesan Strategic Plan, specifically initiative No. 8, which called for broadening access to Catholic education through vocational and technical programs.

Advancing SDG 4: Quality Education

The proposed school is fundamentally aligned with SDG 4, which aims to ensure inclusive and equitable quality education and promote lifelong learning opportunities for all. The project seeks to contribute to this goal by:

• Target 4.4: Increasing the number of youth with relevant technical and vocational skills for employment, decent jobs, and entrepreneurship.
• Target 4.3: Broadening access to affordable and quality technical and vocational education for all students.
• Inclusivity: Integrating a faith-based identity with career-readiness education to provide a holistic educational model.

Fostering SDG 8: Decent Work and Economic Growth

By equipping students with practical skills for in-demand sectors, the CTE school will directly contribute to SDG 8, promoting sustained, inclusive, and sustainable economic growth and decent work for all. The curriculum pathways under consideration are designed to meet current and future labor market needs.

1. Agriculture
2. Construction Trades
3. Health Science
4. Hospitality and Tourism
5. Logistics and Transportation

These programs support the development of a skilled workforce, which is essential for local and regional economic vitality and resilience.

Broader Contributions to Global Sustainability Goals

The initiative’s impact extends to several other SDGs through its proposed curriculum and mission:

• SDG 1 (No Poverty) & SDG 10 (Reduced Inequalities): By providing alternative pathways to stable employment, the school can help reduce poverty and inequalities.
• SDG 2 (Zero Hunger): The agriculture pathway can promote skills for sustainable food production.
• SDG 3 (Good Health and Well-being): The health science track will train future professionals for a critical community sector.
• SDG 11 (Sustainable Cities and Communities): The construction trades program will equip students to build and maintain sustainable infrastructure.

Next Steps and Stakeholder Engagement

To ensure the project’s successful and sustainable implementation, the diocese, in partnership with the Catholic school consulting firm Meitler, has launched a follow-up survey. This crucial step in stakeholder engagement aligns with SDG 17 (Partnerships for the Goals). The survey aims to gather community feedback on potential school models and locations. It is available in English and Spanish to ensure inclusive participation and will remain open until November 23. Bishop Michael F. Burbidge has emphasized that the results will provide crucial insight to shape the future of this educational priority.

Analysis of Sustainable Development Goals in 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 the establishment of a new “diocesan career technical education school.” This initiative directly contributes to providing quality education by creating new learning opportunities focused on practical skills. The plan to offer “career and technical programs” is a clear effort to diversify and enhance the educational landscape within the diocese.
• SDG 8: Decent Work and Economic Growth: The proposed school is a “vocational/technical school” designed to provide “career-readiness education.” By equipping students with skills in specific trades such as “construction trades, health science, hospitality and tourism, and logistics and transportation,” the initiative aims to prepare youth for future employment, contributing to a skilled workforce and sustainable economic growth.
• SDG 10: Reduced Inequalities: The article states that a key motivation for the new school is to “broaden access to Catholic education.” By creating an alternative educational pathway focused on vocational and technical skills, the diocese is working to reduce inequalities in educational opportunities, ensuring that students with diverse interests and learning styles have access to an education that prepares them for a successful future.

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

1. Target 4.3: By 2030, ensure equal access for all women and men to affordable and quality technical, vocational and tertiary education, including university. The article addresses this by proposing a new vocational school for “boys and girls” that aims to “broaden access to Catholic education,” thereby creating a new, accessible option for technical and vocational training.
2. 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 school’s entire purpose is aligned with this target. The “Proposed curriculum pathways” in fields like construction, health science, and transportation are designed specifically to provide students with relevant vocational skills for the job market.
3. Target 8.6: By 2020, substantially reduce the proportion of youth not in employment, education or training. Although the target date has passed, the initiative’s goal of providing “career-readiness education” directly addresses the ongoing challenge of youth unemployment. The school is a direct intervention to ensure young people are in education and training that leads to employment.

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

1. Implied Indicator for Target 4.3 & 4.4: The number of students enrolled in the new career technical education school. The article mentions a survey showing “92% of parents favoring the establishment” of the school, indicating a high demand. The future enrollment numbers, particularly the participation rate in the specific “curriculum pathways” (agriculture, construction, etc.), would serve as a direct measure of progress in providing access to and increasing the number of youth with vocational skills.
2. Implied Indicator for Target 8.6: The employment rate of the school’s graduates. The article emphasizes the goal of “career-readiness education.” A key measure of the school’s success would be the proportion of its graduates who secure employment or continue their training in their chosen field, which directly relates to reducing the number of youth not in employment, education, or training (NEET).

Summary Table of SDGs, Targets, and Indicators

Source: catholicherald.com