Report on Washtenaw Literacy’s Contribution to Sustainable Development Goals

Executive Summary

Washtenaw Literacy, a nonprofit organization, is actively addressing the challenge of adult low literacy in Washtenaw County. With an estimated 40,000 adults facing literacy barriers, the organization’s work is critical for community development and social equity. Led by Executive Director David Martineau, Washtenaw Literacy employs a personalized, volunteer-driven model that directly contributes to several United Nations Sustainable Development Goals (SDGs), most notably SDG 4 (Quality Education), SDG 10 (Reduced Inequalities), and SDG 8 (Decent Work and Economic Growth). This report outlines the organization’s strategic approach, its impact on learners, and its alignment with the global agenda for sustainable development.

Analysis of Adult Literacy and its Alignment with SDGs

The Challenge of Low Literacy in Washtenaw County

Despite being one of the most educated counties in the nation, Washtenaw County is home to approximately 40,000 adults with low literacy skills. This challenge presents a significant barrier to achieving inclusive and equitable communities and directly impedes progress on key SDGs.

• SDG 4: Quality Education: The prevalence of adult low literacy highlights a critical gap in lifelong learning opportunities. Washtenaw Literacy’s mission is in direct alignment with SDG Target 4.6, which aims to ensure that a substantial proportion of adults achieve literacy and numeracy.
• SDG 10: Reduced Inequalities: Low literacy disproportionately impacts marginalized populations, thereby perpetuating and exacerbating existing inequalities. The organization’s work is a direct intervention to reduce these disparities.

Literacy as a Social Justice Imperative

Washtenaw Literacy frames its work as a matter of social justice, repairing systemic inequities that lead to low literacy. This approach addresses the root causes of inequality, aligning with multiple SDGs.

1. Addressing Systemic Injustice (SDG 16): The organization works to counteract the effects of inadequately funded schools and historical lack of educational access for specific groups.
2. Reducing Inequality (SDG 10): Services are targeted toward populations disproportionately affected by low literacy, including:
   • Racial minorities
   • Economically disadvantaged individuals
   • Immigrants
   • Individuals with learning disabilities
   • Formerly incarcerated persons
3. Promoting Gender Equality (SDG 5): The organization provides crucial educational opportunities for immigrant women who may have been denied the right to education in their home countries.

Programmatic Approach and Impact on Sustainable Development

A Learner-Centered, Goal-Oriented Model

Washtenaw Literacy utilizes a unique model powered by trained volunteers who provide one-on-one and small-group tutoring. This approach is highly personalized, focusing on the intrinsic motivations and real-world goals of adult learners rather than a rigid curriculum. By building strong tutor-learner relationships, the program effectively reduces the stigma associated with seeking help for literacy challenges and fosters a sense of community, contributing to SDG 11 (Sustainable Cities and Communities).

Measurable Outcomes and SDG Contributions

The success of the organization’s methodology is demonstrated through its program outcomes. Data from the previous year indicates significant progress for participants:

• 100% of learners reported making progress toward at least three self-identified goals.
• 68% of learners achieved a primary goal they had set for themselves.

These learner-defined goals directly translate into progress on several SDGs:

1. Decent Work and Economic Growth (SDG 8): Learners achieve goals such as securing a promotion at work or obtaining a driver’s license, which expands access to employment.
2. Quality Education (SDG 4): A primary goal for many learners is to read to their children, breaking the intergenerational cycle of low literacy and fostering early childhood development.
3. No Poverty (SDG 1): Enhanced literacy is a fundamental tool for economic advancement and escaping poverty.
4. Peace, Justice and Strong Institutions (SDG 16): The program supports learners in preparing for the U.S. citizenship test, promoting civic engagement and inclusion.

Challenges and Strategic Outlook

Funding and Sustainability

A significant challenge for Washtenaw Literacy is its funding model. The organization receives no state or federal funding, relying entirely on the philanthropy of corporate and individual donors. The lack of public investment in adult literacy poses a risk to the long-term sustainability of services that are essential for achieving local and global development goals.

Strategic Planning for Continued Impact

In response to economic and political realities, Washtenaw Literacy is engaged in a strategic planning process. The objective is to ensure the organization is positioned to continue its vital work, addressing the ongoing need for adult literacy services and contributing to a more equitable and resilient community in alignment with the Sustainable Development Goals.

Analysis of Sustainable Development Goals (SDGs) in the Article

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

• SDG 4: Quality Education

  The entire article focuses on the work of Washtenaw Literacy, an organization dedicated to advancing adult and family literacy. The core mission described by David Martineau is to provide educational opportunities to the “40,000 adults here [who] experience low literacy.” This directly aligns with the goal of ensuring inclusive and equitable quality education and promoting lifelong learning opportunities for all.

• SDG 10: Reduced Inequalities

  The article explicitly frames adult literacy as a “social justice issue.” David Martineau states that “low literacy disproportionately impacts racial minorities, economically disadvantaged people, immigrants, people with learning disabilities,” and those who have been incarcerated. The organization’s work aims to “repair those injustices” and reduce the barriers these groups face, which is the central aim of SDG 10.

• SDG 8: Decent Work and Economic Growth

  The connection between literacy and economic opportunity is a key theme. The article notes, “when people are locked out of literacy, they are often locked out of opportunity.” One of the specific goals mentioned for learners is achieving “a promotion at work.” By providing essential literacy skills, the organization helps adults improve their employment prospects and economic stability, contributing to productive employment and decent work.

• SDG 5: Gender Equality

  The article specifically mentions gender-based educational inequality as an issue the organization addresses. Martineau refers to “the injustice of women who immigrate but have not had a right to education.” By providing literacy programs to these women, Washtenaw Literacy works to eliminate a significant barrier to their empowerment and full participation in society, aligning with the goals of SDG 5.

• SDG 17: Partnerships for the Goals

  The operational model of Washtenaw Literacy, as described in the article, relies heavily on partnerships. The organization is “powered by volunteers,” funded by “sponsors and donors, corporate and individual,” and the article itself is part of a series “produced in partnership with the United Way of for Southeast Michigan.” This collaborative, multi-stakeholder approach is the essence of SDG 17.

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

1. SDG 4: Quality Education

   • Target 4.6: By 2030, ensure that all youth and a substantial proportion of adults, both men and women, achieve literacy and numeracy.

     The article is centered on this target. Washtenaw Literacy’s mission is to help the “40,000 adults” in the county who “experience low literacy” develop their skills. The entire program is designed to increase adult literacy rates in the community.

   • Target 4.5: By 2030, eliminate gender disparities in education and ensure equal access to all levels of education and vocational training for the vulnerable, including persons with disabilities…

     The article identifies several vulnerable groups that the organization serves, including “racial minorities, economically disadvantaged people, immigrants, people with learning disabilities,” and “women who immigrate but have not had a right to education.” This demonstrates a clear focus on ensuring equal access for those who have been marginalized by the traditional education system.

2. SDG 10: Reduced Inequalities

   • Target 10.2: By 2030, empower and promote the social, economic and political inclusion of all, irrespective of… race, ethnicity, origin… or other status.

     The article states that low literacy creates “barriers to full participation.” By providing literacy skills, Washtenaw Literacy empowers individuals from disproportionately affected groups (racial minorities, immigrants, etc.) to participate more fully in community and economic life, directly addressing the goal of social and economic inclusion.

3. 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 and it focuses on youth, the principle applies to the adult learners served by Washtenaw Literacy. The organization provides education and skills training to adults to help them overcome barriers to employment and economic advancement. Achieving goals like “getting their driver’s license” or getting “a promotion at work” directly contributes to their economic integration.

4. SDG 5: Gender Equality

   • Target 5.b: Enhance the use of enabling technology… to promote the empowerment of women.

     While not about technology, literacy is a fundamental “enabling” tool for empowerment. The article’s specific mention of serving “women who immigrate but have not had a right to education” shows a direct effort to empower women who have faced gender-based barriers to education, helping them achieve greater autonomy and opportunity.

5. SDG 17: Partnerships for the Goals

   • Target 17.17: Encourage and promote effective public, public-private and civil society partnerships…

     The article describes Washtenaw Literacy as a non-profit (civil society) that is “powered by volunteers” and funded by “sponsors and donors, corporate and individual.” This model represents a civil society and private sector partnership. The article’s production in partnership with the “United Way of for Southeast Michigan” is another example of such a collaboration.

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

1. Target 4.6 (Achieve adult literacy)

   • Implied Indicator: Number of adults with low literacy in the community.

     The article provides a baseline figure: “It’s estimated that 40,000 adults here experience low literacy.” Progress can be measured by a reduction in this number over time.

   • Implied Indicator: Percentage of learners making progress toward literacy-based goals.

     The article states, “100% of our learners reported making progress toward at least three goals.” This serves as a direct measure of the program’s effectiveness in helping individuals improve their skills.

   • Implied Indicator: Percentage of learners achieving primary literacy-based goals.

     The article provides a specific success metric: “68% of those who participated last year achieved a primary goal that they had set for themselves.” This measures the successful application of new literacy skills.

   • Implied Indicator: Achievement of functional literacy tasks.

     The article lists concrete outcomes that can be tracked, such as “being able to read a book to their child,” “getting their driver’s license,” and “preparing for the citizenship test.”

2. Target 10.2 (Promote inclusion)

   • Implied Indicator: Demographic profile of program participants.

     The article states that the program serves “racial minorities, economically disadvantaged people, immigrants, people with learning disabilities.” Tracking the number and proportion of learners from these specific groups would measure progress in reaching and including marginalized populations.

3. Target 8.6 (Reduce proportion not in education/employment)

   • Implied Indicator: Number of learners achieving employment-related goals.

     The article mentions “a promotion at work” as a possible goal. Tracking the number of participants who gain employment, get a promotion, or achieve other work-related goals would be a key indicator of economic impact.

4. Target 17.17 (Promote partnerships)

   • Implied Indicator: Number of active volunteers.

     The statement that the work is “powered by volunteers that we train and support” implies that the number of volunteers is a key resource and a measure of community engagement.

   • Implied Indicator: Number and type of donors and sponsors.

     The mention of “corporate and individual” donors whose “charity and philanthropy really help make us able to coordinate” services suggests that tracking the number of partners and the level of funding is a measure of the partnership’s strength.

4. Table of SDGs, Targets, and Indicators

Source: wemu.org