In the summer of 2022, UNESCO held CONFINTEA VII, a gathering of over 140 governmental delegations with the dual purpose of examining the current state of adult learning across the world and establishing a set of comprehensive goals for the next 12 years for the field of adult education. Held regularly since 1949, the International Conference on…

Priority one of the Marrakech Framework for Action (MFA) involves promoting adult learning and education (ALE) within a lifelong learning perspective. This article intends to describe how the MFA places lifelong learning into a new era of ascension that will be transformational towards ALE, sustainable development goals, the world promise of…

In the state of Queensland, volunteers perform much of the work needed to prevent the extinction of threatened species who are native and unique to this continent. Acting from an understanding of interspecies justice, caring people rescue and rehabilitate hundreds of thousands of wild animals every year. Many of these same people conduct informal…

The principles of equity and justice do not often receive the attention they deserve in leadership practice. In order to ensure a shared prosperous future for all, leadership education must place the ethical values of equity and justice at the center of leadership processes and practices. The Sustainable Development Goal (SDG) framework includes…

Higher education institutions (HEIs) have long embraced a path towards sustainability and engaged in supporting sustainable development. The adoption of the sustainability development goals has forced HEIs to assess how they engage with these goals and how they address societal challenges head on. However, the emergence of sustainability rankings…

This paper critically interrogates the Sustainable Development Goals (SDGs) in relation to higher education in low-income countries. While the SDG Goal 4, Target 4.3, calls for ensuring 'equal access for all women and men to affordable and quality technical, vocational and tertiary education, including university' around the world by 2030, the…

United Nations (UN) released the 2030 Agenda for Sustainable Development in 2015. This agenda has received attention from various disciplines and sectors globally; partnerships from private and public sectors were formed to play a role in this challenging ambitious plan. However, architectural education and professional organisations in Turkey…

The UNESCO-UNEVOC International Centre for TVET actively supports Member States in strengthening and upgrading their technical and vocational education and training systems. This booklet provides up-to-date information on UNESCO-UNEVOC's capacity-building programmes and projects, key thematic areas, online knowledge resources and databases, and…

This article will discuss Paulo Freire's global influences on environmental pedagogies and argue that ecopedagogical reinventions are essential for 'quality' education, as touted in the United Nations Sustainable Development Goal (SDG) #4, for global, all-inclusive 'development' that is planetarily sustainable. The politics of how 'development' is…

In alignment with the theme of the conference "Towards the Next Epoch of Education," this paper brings attention to the need to strengthen focus on sustainable development in academic activities. As evident in scholarly literature, universities worldwide began to embrace Sustainable Development Goals initiated by the United Nations 2030…

A large and growing number of people worldwide are excluded from participating in the economy and society, which poses a problem not only in achieving Sustainable Development Goal (SDG) 4 on education, but also in making progress on the other goals of the 2030 Agenda, spanning issues from climate change to poverty reduction. The fourth…

The Commonwealth of Learning's Strategic Plan 2015-2021 sought to leverage open and distance learning (ODL) and contribute to the United Nations' Sustainable Development Goal 4 by generating three long-term outcomes: better organisational capacity in ODL, increased opportunities for quality learning, and improved sustainable livelihoods. This…

This paper provides an overview of virtue development in the training of Catholic Sisters in Africa and showcases how virtue attainment positions them to be exceptional leaders that promote advances in the state of education in Africa. Additionally, the authors briefly discuss the role of the African Sisters Education Collaborative (ASEC), an…

Global development programs from Agenda 21 (1992) to Agenda 2030 (2015) inevitably promote the importance of education for all, ie they call for equality in access to educational resources. Recognizing the reality of the emergence of a growing category of "mobile population" in the world and the challenges of regular and new migration,…

Our society is affected by the climate crisis, which is largely a consequence of human activity. For this reason, the education and awareness of society plays a fundamental role. Spain and Andalusia are committed to the 17 sustainable development goals established by the United Nations and their fulfilment by 2030, representing an important part…