Report on Federal Funding for Wisconsin’s Adult Education and its Alignment with Sustainable Development Goals (SDGs)

A temporary freeze on federal grant funding for the Wisconsin Technical College System (WTCS) in July highlighted the critical role of these funds in advancing multiple United Nations Sustainable Development Goals (SDGs). The subsequent release of the nearly $7 million grant has allowed essential adult education programs to continue, though concerns remain regarding future federal budget allocations.

Impact of Funding Disruption on SDG 4 (Quality Education)

Timeline and System Response

The disruption to funding, which supports lifelong learning opportunities in line with SDG 4, followed a specific timeline:

1. Late May: WTCS was advised that federal funds would be released on July 1.
2. June 30: WTCS was notified that the funds were frozen and under review by the federal Department of Education.
3. July 25: The system was informed that the grant funding would be released.

During the freeze, WTCS engaged in extensive communication with congressional members and Department of Education contacts to understand the review’s nature and advocate for the long-standing, bipartisan program.

Critical Role of Funding for Lifelong Learning Opportunities

The federal funding is foundational to the WTCS’s mandate to lead adult education, directly supporting the achievement of SDG 4 (Quality Education). The system relies on this funding, in a braided model with community-based organizations, to provide services essential for meeting the following targets:

• Target 4.6 (Literacy and Numeracy): Provision of basic literacy services for adults.
• Target 4.3 (Equal Access to Technical/Vocational Education): Assisting adults in completing high school credentials to enable enrollment in further skills and technical education.
• Target 4.4 (Skills for Employment): Enrolling adults in programs that provide relevant skills for employment and entrepreneurship.

Without this funding, System President Layla Merrifield noted that services would be severely cut, limiting access to education for Wisconsin’s adult learners.

Socio-Economic Implications and Contribution to SDGs 1, 8, and 10

Addressing Workforce Shortages and Promoting Decent Work (SDG 8)

The adult education programs are a direct strategy for addressing Wisconsin’s severe workforce shortages and promoting SDG 8 (Decent Work and Economic Growth). By equipping adults with relevant skills, the WTCS channels workers into high-demand, family-sustaining careers in key state industries, including:

• Manufacturing
• Agriculture
• Healthcare

This focus on creating economic opportunity also serves as a mechanism for poverty reduction, contributing to SDG 1 (No Poverty).

Reducing Inequalities and Supporting Vulnerable Populations (SDG 10)

The programs are instrumental in advancing SDG 10 (Reduced Inequalities) by providing educational opportunities to individuals whose high school careers were disrupted by barriers such as medical emergencies or family crises. By offering a pathway to continue education, the system ensures that past circumstances do not permanently limit an individual’s economic and social inclusion. A loss of funding would disproportionately impact these vulnerable populations, deepening existing inequalities.

Contribution to SDG 16 (Peace, Justice, and Strong Institutions)

Education as a Tool for Rehabilitation and Reduced Recidivism

A significant portion of the adult education work occurs within county jails and state prison facilities. This initiative directly supports SDG 16 (Peace, Justice, and Strong Institutions) by providing education to incarcerated individuals, a demographic with a high representation of adults who have not completed high school. Access to education during incarceration is proven to substantially reduce recidivism rates, thereby strengthening justice systems and promoting safer, more stable communities by providing pathways to economic opportunity upon release.

Conclusion and Future Outlook

The temporary funding freeze underscored the dependency of Wisconsin’s adult education infrastructure on federal support. This funding is a strategic investment that yields returns across numerous Sustainable Development Goals, including Quality Education (SDG 4), Decent Work and Economic Growth (SDG 8), Reduced Inequalities (SDG 10), and Peace, Justice, and Strong Institutions (SDG 16). The WTCS continues to monitor federal budget developments to advocate for the preservation of these programs, which are vital for maximizing the potential of Wisconsin’s workforce and building a more equitable and prosperous state.

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 article’s central theme is adult education. It discusses providing “basic literacy services,” helping adults complete “a high school credential,” and offering “skills education.” The entire narrative revolves around the funding and provision of educational opportunities for adults, which is the core of SDG 4.

• SDG 8: Decent Work and Economic Growth

  The article explicitly links education to employment and economic outcomes. It mentions addressing “severe workforce shortages” and getting people into “family-sustaining careers” in key state industries like manufacturing, agriculture, and healthcare. This directly connects educational efforts to promoting productive employment and economic growth.

• SDG 10: Reduced Inequalities

  The programs described aim to support individuals who have faced significant barriers to education, including “medical emergencies, family crises or foster care.” The article also highlights the “over-representation of folks who never completed high school” in correctional facilities. By providing a second chance at education, these programs work to reduce inequalities in opportunity for vulnerable and marginalized populations.

• SDG 16: Peace, Justice and Strong Institutions

  The article notes that a significant portion of the educational work happens in “county jails and in our state prison facilities.” It states that “recidivism drops substantially when education services are provided,” which contributes to a more just and peaceful society by improving rehabilitation within the justice system. The funding issue itself highlights the importance of stable and reliable institutional processes.

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

• 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 supports this by describing how the Wisconsin Technical College System gets adults “enrolled in skills education” to fill “workforce shortages” in manufacturing, agriculture, and healthcare.

  • 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, indigenous peoples and children in vulnerable situations.

    This is addressed through the focus on providing education to individuals in “county jails and in our state prison facilities” and those whose high school careers were disrupted by “family crises or foster care.”

  • 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 directly mentions that the technical college system is charged with “leading adult education efforts here in Wisconsin, including basic literacy services, as well as moving adults who’ve never completed a high school credential through that process.”

• SDG 8: Decent Work and Economic Growth
  • Target 8.5: By 2030, achieve full and productive employment and decent work for all women and men…and equal pay for work of equal value.

    The goal of getting people into “family-sustaining careers” and making “the most of our workforce that we have here in Wisconsin” directly aligns with this target of achieving productive employment for all.

  • Target 8.6: By 2020, substantially reduce the proportion of youth not in employment, education or training.

    Although the target date has passed, the principle is directly applicable. The article focuses on ensuring adults are not “left on the sidelines” by getting them the “education and skills that they need” to enter the workforce.

• SDG 10: Reduced Inequalities
  • Target 10.2: By 2030, empower and promote the social, economic and political inclusion of all, irrespective of age, sex, disability, race, ethnicity, origin, religion or economic or other status.

    The program’s focus on providing opportunities for those who faced “barriers while they’re enrolled in high school” and for incarcerated individuals is a direct effort to promote social and economic inclusion for disadvantaged groups.

• SDG 16: Peace, Justice and Strong Institutions
  • Target 16.3: Promote the rule of law at the national and international levels and ensure equal access to justice for all.

    The article’s statement that “recidivism drops substantially when education services are provided” to people in jails and prisons supports this target by contributing to a more effective and rehabilitative justice system.

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

• For Targets 4.4 and 4.6:
  • Number of people served: The article explicitly states that without funding, “you would see fewer people served at the technical college system.” This is a direct quantitative indicator.
  • Number of classes available: It is mentioned that cuts would lead to “fewer classes available.”
  • Number of adults completing a high school credential: This is implied as a primary goal of the program.
  • Proportion of adults achieving literacy: Implied through the provision of “basic literacy services.”
• For Targets 8.5 and 8.6:
  • Rate of workforce shortages: The article mentions employers are “experiencing pretty severe workforce shortages,” implying that a reduction in these shortages would be a measure of success.
  • Number of individuals in family-sustaining careers: This is stated as a key outcome of the skills education provided.
• For Target 16.3:
  • Recidivism rate: The article explicitly states that “recidivism drops substantially when education services are provided,” making this a clear indicator of the program’s impact on the justice system.
• For Institutional Stability and Partnerships:
  • Amount of federal funding secured: The article specifies the amount of “nearly $7 million,” which serves as an indicator of the resources available to achieve the goals.

4. Summary Table of SDGs, Targets, and Indicators

Source: urbanmilwaukee.com