Sustainable Development Goal (SDG) 4.6

Section 1 - Introduction:

Educators and Program Consultants (EPC) have a marked footprint in developing viable programs in Jamaica. EPC will always seek donors who are willing to generate ongoing help to uplift the community and push for the betterment of the people nationwide. Institutions, companies, and individuals can always get tax deductions for donations. The radical program, Life Skills Renewable Plan (LSRP), will seek to secure Ja$ 10,000,000 for implementation and completion of the program. EPC, with a strong team of educators and consultants, has the necessary workforce and skills to oversee the completion of the program.

Section 2 – Sustainable Development Goal:

My project will focus on Sustainable Development Goals (SDG) 4.6, which states that by 2030, all youths and a substantial portion of adults, both men and women, achieve literacy and numeracy. This project will help to empower the civic-minded and concerned people of Jamaica. It is an opportunity for youths/young men, especially those who are on the streets begging and seeking handouts and money, to resurrect themselves and venture into completing their secondary education and attain competency in core subjects like English Language and Mathematics to prepare themselves to get a viable job in the world at work. Street dwellers/windscreen cleaners have been left for a long time as the rags of Jamaican society as they experience the hardships of the time, the stress of poverty, and the ongoing state of homelessness. This radical program will focus on street dwellers, including the windscreen cleaners forced to be on the streets seeking a quick buck to survive the hardship of time. Many of these street people and windscreen cleaners, as they are often called, are from low-income households; some are homeless, and others are primary and secondary school dropouts.

The radical program that was devised was the Life Skills Renewable Plan (LSRP). This entails a plan by which between 100 and 150 street dwellers will be chosen by needs and interest to register with LSRP to attend a pilot training and educational program to gain competency in core subjects and vocational training skills in woodwork, carpentry, plumbing, and electrical installations over 12 months. LSRP will meet with internal and external stakeholders and work with the Ministry of Education, HEART Trust, the Housing Opportunity Production and Employment (HOPE) Program, the Jamaica Constabulary Force (JCF), Local Government, the Mayor of Kingston, the Members of Parliament for Kingston and Saint Andrew, the caretakers of the Kingston zone, and the Private Sector.

From the Ja$10,000,000, I expect to receive Ja$7,500,000 in grant funding from my stakeholders to implement the education and screening of the 150 street dwellers. Each selectee will receive Ja$ 1,000 as an incentive. The Ministry of Education will allow LSRP to use two nearby technical schools and one high school to accommodate the selectees. Ten volunteer teachers will be sought for the respective disciplines, and each will receive a stipend.

Section 3 – The Problem and the Solutions:

On the streets of Kingston, Jamaica, and in many parish capitals, you can see people on the streets begging, hustling, and trying to earn a buck to buy some food. Many of these people are youngsters, street dwellers, and windshield cleaners, and they are usually high school dropouts. Some are homeless, some stay with friends or relatives, and some are from low-income family homes. Educators and Program Consultants (EPC) and Life Skills Renewable Plan (LSRP) have investigated the problem. We found out that the local churches sometimes help these street people with a small quantity of lunch. However, priority is usually given to older people, who cannot move around as quickly to get enough handouts to survive. A thorough survey of Kingston has shown that youngsters, street dwellers, and windshield cleaners are the largest group experiencing hardships on the streets. The situation is getting worse, with more and more street dwellers clustering the streets and offering their service to clean windshields. EPC and LSRP have identified the problem, looked at the possible causes, looked at the options to solve the problem, and selected the possibility of addressing the education setback.

As SDG 4.6 stipulates: By 2030, ensure that all youth and a substantial proportion of adults, both men and women, achieve literacy and numeracy. Moreover, SDG 4.4 By 2030, the number of youth and adults with relevant skills, including technical and vocational skills, for employment, decent jobs, and entrepreneurship will substantially increase. In interviews with the selectees, they expressed a willingness to improve their educational standard to be better able to get a job. As a result of the communication with the street dwellers and EPC and LSRP, a decision was taken to partner with stakeholders and implement a training program for 12 months to bring the selectees to a level of competence in core subjects such as Mathematics and English Language and also technical skills such as carpentry, woodwork, mechanics, electrical installation, and plumbing—a proposal which is consistent with the Sustainable Development Goals SDG 4.6 – Goal 04. Ensure inclusive and equitable education and promote life-long learning opportunities for all.

Section 4 – Logic Model:

LIFE SKILLS RENEWABLE PLAN (LSRP)
RESOURCES ACTIVITIES OUTPUTS
Grant Funding Arrangement with Funders Receive Ja$7.5m Grant Funding
Program Budget Strategies for Completing Grants Grants Ja$7.5m + Donations Ja$2.5m
Staffing Staff Meetings Delivery of Curriculum


Section 5 – Stakeholders:

Educators and Program Consultants (EPC) is determined to put out the effort to make the program, Life Skills Renewable Plan (LSRP) a remarkable success; therefore, it is incumbent on EPC to ensure that stakeholders experience a sense of belonging and be on par with the shared vision as we establish transparency and trustworthiness (Haynes, 2019). The success of this project primarily hinges on selectee/internal stakeholder satisfaction. Therefore, project leaders are committed to keeping stakeholders informed throughout the project, whether through formal or informal conversations. Effective communication with stakeholders is vital to building and strengthening trusting relationships, which is crucial for project success. Mariconda and Lurati (2015) provided insight in their research abstract on the agreement among stakeholders regarding the impact of issues on each other. Their findings also identified the central problems and stakeholders with the most shared opinions on issue relationships. The practical implication of their method is that it can enhance traditional segmentation techniques used by corporate communication and public relations practitioners to gain a more nuanced understanding of an organization's complex environment.

Engaging stakeholders meaningfully is critical to the program's success. Understanding their points of view will aid in program buy-in and reduce the likelihood of decisions being scuffed at, delayed, or overruled. It will also help generate new ideas and identify potential risks throughout the program. I will convene a team to brainstorm a list of internal and external stakeholders to deal with the planning and evaluation of the program, LSRP, in terms of process and formative assessment.

Stakeholder Internal/External Desired Outcome Level of Engagement Degree of Power
Ministry of Ed. Internal Success 80% 80%
HEART Trust Internal Success 75% 50%
HOPE ---- External Success 50% 50%
Mayor---- External Key Interest 50% 50%
MPs -------External Key Interest 50% 50%
Caretakers External Key Interest 25% 25%
Digicel External Key Interest 50% 50%
Flow External Key Interest 50% 50%
D &G External Key Interest 50% 50%
J, Ray & Nephew External Key Interest 50% 50%
JCF External Key Interest 25% 25%
Staff Internal Success 100% 75%
Selectee/Family Internal Success 100% 25%

It is worth noting that each stakeholder was analyzed by their desired outcome, level of engagement, and degree of power (Wallach, 2021).

Section 6 – Implementation:

The project implementation teams include the Educators and Program Consultants (EPC), Life Skills Renewable Plan (LSRP) administration, the Ministry of Education (MOE), and the HEART Trust. The Ministry of Education will offer the schools for project implementation, and the HEART Trust and MOE will provide the teachers and volunteers. LSRP administration will take care of the strategic business and financial planning. EPC and LSRP administration will oversee policy and procedure, class rules, and program guidelines. School security will be as required and established by MOE guidelines. The project goals and objectives will be established by EPC and LSRP programs. EPC and LSRP will thoroughly assess the selectees' skill gaps and educational needs. Clear and measurable goals that align with SDG 4.6’s objectives, outlining the desired outcomes of the program. The curriculum and content will identify skill gaps relevant to the learners’ needs.

The curriculum will be delivered face-to-face and through workshops. Stakeholders such as MOE, HEART Trust, and the private sector will be involved in supporting the program and creating synergies. The program will be available to accommodate selectees, including marginalized communities and those with disabilities. Monitoring and evaluation are critical to the success of the program. A robust monitoring and evaluation system will be set up to track the program’s progress and measure its impact on participants’ skills and employability. We will seek partnerships with various organizations and secure funding to sustain and scale the program’s implementation.

Each selectee will be given Ja$1000 as an allowance and will attend classes four hours daily, 9:00 am to 1:00 pm, Monday through Friday, for 12 months. They will be taught Mathematics and English Language along with a vocational subject of choice. Selectees will be tested monthly and remediated if necessary. Selectees are encouraged to attend classes 100% of the time and should do all assignments and classwork, participate, and complete the program requirements. The teacher will set the monthly tests, but the Ministry of Education and the HEART Trust will conduct the final assessment at the end of the program. Participants/Selectees will be certified by the MOE and HEART Trust, and stakeholders will assist in onsite job training for successful attendees. LSRP will go through its program evaluation after six months, and then after 12 months, a final formative evaluation will occur.

Section 7 – Consequences:

Every project faces potential risks and unintended consequences, even with careful planning. Despite a solid plan, the execution, procedures, and outcomes may need to meet expectations. When dealing with unmotivated, financially deprived individuals and homelessness, there are expected risks that can disrupt the program's progress. Therefore, it is crucial to have response plans in place for selectees, teaching staff, and program staff, even though it may be challenging to anticipate unintended consequences. Implementing best practices can help to create effective processes and procedures to handle unanticipated challenges.

The intervention may unintentionally stigmatize homeless street youngsters, leading to social exclusion and discrimination. If LSRP fails to provide extensive support without encouraging self-sufficiency, it could create dependency on the services, hindering long-term empowerment. LSRP must ensure the program has long-term sustainability, at least supporting the efforts for the stipulated period. LSRP must be mindful that there is a balance of focus on education and socio-economic issues, not to perpetuate existing inequalities. Interventions may inadvertently impact family dynamics, leading to conflict or estrangement, mainly if support is provided directly to the youngsters without involving their families. While education is essential, it may also lead to higher expectations and aspirations, potentially resulting in frustration if opportunities are limited.

If the program’s implementation is not carefully monitored, there is a risk of potential exploitation of vulnerable persons by individuals or organizations. To mitigate these risks, it is crucial to involve stakeholders, including the selectees themselves, in the planning and implementation process undertaken by EPC and LSRP. Holistic approaches that address underlying issues and provide continuous support can lead to more effective and sustainable outcomes. As such, regular monitoring and evaluation are also essential to promptly identifying and addressing any unintended consequences.

Section 8 – Conclusions:

Upon completion of the program, it is expected that the learners will experience an improvement in their literacy and numeracy skills. Their competencies and overall abilities should be enhanced as well. Following the 12-month implementation period, the selectees should demonstrate success in core subjects and exhibit competency in literacy and numeracy. Notably, implementing SDG 4.6 will help bridge the education gap between different social and educational backgrounds. It ensures that all individuals, regardless of their circumstances, have access to educational opportunities and can acquire essential skills. Notwithstanding, literacy and numeracy skills empower individuals, especially youth and marginalized populations, to participate fully in society and the economy. It fosters inclusivity and reduces the likelihood of exclusion and discrimination.

A literate and numerate population contributes to economic growth and development. Improved skills enhance employability, entrepreneurship, and innovation, leading to better job prospects and higher productivity. As we know, education is a fundamental pillar of sustainable development. Literacy and numeracy skills are essential for understanding and addressing other sustainable development challenges, including health, environmental conservation, and poverty eradication. Achieving SDG 4.6 requires collaborative efforts among governments, international organizations, non-governmental organizations, and private sector stakeholders. Partnerships are crucial to mobilizing resources and expertise effectively. While progress towards SDG 4.6 may take time, the long-term impact is profound. Investing in education and skills development lays the foundation for sustainable societal and economic growth, benefiting present and future generations.

Recognizing that successful implementation of SDG 4.6 demands commitment, resources, and coordinated action from all stakeholders is essential. By working together, the global community can build a more equitable, prosperous, and sustainable future through education and lifelong learning.


References

Hynes, G. E. (2019). Informal Interpersonal Communication. Harvard Business Publishing.
Mariconda, S. & Lurati, F. (2015). Stakeholder cross-impact analysis: a segmentation method. Corporate Communications: An International Journal. 2015. Vol. 20 Issue 3, p276-290. 15p.
Wallach, T. (2021). Stakeholder analysis (an adaptive leadership approach). [Video]. https://www.youtube.com/watch?v=tFbyzrqFiNI.