AE-pro Portfolio Guide. Support for creating a portfolio for staff of adult education (An output of a European Adult Education (Young) Professionals Learning Platform (AE-PRO) project funded with support from the European Commission).
Buiskool, B. J., Broek, S. D., van Lakerveld, J. A., & Zarifis, G. K. (2010). Key competences for adult learning professionals: Contribution to the development of a reference framework of key competences for adult learning professionals. Accessed at http://conference.pascalobservatory.org/sites/default/files/keycomp_0.pdf (19/10/2010)
Boffo, V., Fedeli, M., Lo Presti, F., Melacarne, C., & Vianello, M. (2017). Teaching and learning for employability: New strategies in higher education. Pearson.
This book presents the findings and related implications of a study about guidance, participatory and work-related teaching, calling, internship, and student placement in higher education. It illustrates innovative strategies in higher education to support students’ career and employability
Boffo, V., Federighi, P., & Torlone, F. (2015). Educational jobs: Youth employability in the social economy, investigation in Italy, Malta, Portugal, Romania, Spain and United Kingdom. Firenze University Press.
Bruner, J. (1990). The Jerusalem-Harvard lectures: Acts of meaning. Harvard University Press.
Clandinin, D. J., & Connelly, F. M. (2000). Narrative inquiry: Experience and story in qualitative research. Jossey-Bass.
Dacre-Pool, L., & Sewell, P. (2007). The key to employability: Developing a practical model for graduate employability. Education & Training, 49 (4), 277-289.
European Council (2018). Council recommendation of 22 May 2018 on key competences for lifelong learning (Text with EEA relevance)(2018/C 189/01). Accessed on https://eur-lex.europa.eu/legal-content/EN/TXT/PDF/?uri=CELEX:32018H0604(01)&from=EN (19/10/19)
Harvey, L. (2003). Transitions from higher education to work. A briefing paper prepared by Lee Harvey (Centre for Research and Evaluation, Sheffield Hallam University), with advice from ESECT and LTSN Generic Centre colleagues. Accessed at http://www.qualityresearchinternational.com/esecttools/employabilitybriefings.php (19/10/19)
Yorke, M., & Knight, P. T. (2006). Embedding employability into the curriculum: Learning & employability series 1. The Higher Education Academy.
This particular document is a summary of UNESCO Roadmap for Implementing the Global Action Programme on Education for Sustainable Development from the year of 2014 and enables readers to get a retrospective view upon the matters, challenges of making a profound programme in order to achieve SDGs.
This UN document provides a detailed description of the main declaration of World Education Forum to have been held in Incheon, Korea with a specific Action Framework for the implmentation of SDG4 in particular.
The Meeting reviewed the progressof the global education targets and commitments in the 2030 Agenda for sustainable development. It brought the global community together to take stock of progress and identify strategic priority areas requiring political guidance and intervention for the effective achievement of the global education 2030 agenda. The attached link provides access to specific summaries available!
On 24 October 2018 a special consultation brought insight from the Europe and North American regions on progress towards the implementation of key SDG4-Education 2030 commitments. This special link summarizes, with regard to regional education policy priorities, and building on existing regional coordination and mechanisms, the consultation to have reviewed national and regional strategies with aims referring to: inclusion and equity in education, democratic citizenship, effectiveness and equity and to the monitoring of equity and quality in education.
This UIL report reflects on the potential contribution of lifelong learning to transforming the education sector. As a contribution to the UNESCO International Commission on the Futures of Education, it addresses the question of how lifelong learning can contribute to creating a sustainable, more inclusive and healthier future.
The UNESCO UIL Global Learning City Initiative has incorporated several issues which have direct links to SDGs. This link helps to collect such focuses from UNESCO standpont.
UNESCO International Conferences on Adult Learning and Education has recently been connected to SDG4 with linkages towards, equity, citizenship, quality and access to adult education. The CONFINTEA VI MTR reflects how representatives of member states outlined in 2017 at the Suwon gathering some outstanding directions for ALE to resonate with Agenda 2030 on SDG4 and directly to use the concept of lifelong learning to bridge ALE with other sectors of education.
This specific Global Report on Adult Learning and Education is a relevant example of how adult learning and education can be linked to several SDGs and, more precisely, to SDG4 with a lifelong learning approach. This is very useful for universities to tackle some trends and issues in adult learning to turn university lifelog learning with a more service-minded manner to adult learners.
This recent document is reflecting a special approach of ILO to recognise the role and impact of lifelong learning the development of skills and capacities of workers and, simultaneously, formulate a better organisation at labour in case it is opening up to collaborative learning and skills developments.
This link leads to a report of ICAE as a contribution to the UNESCO initiative Futures for Education.
This ICAE link is offering a paticular non-gevermental/civil society focus and critial attention to Agenda 2030 on SDGs from the aspect of education and learning, citizenship issues, roles of member states, NGOs, etc.
EAEA has dealt with sustainability and provided a Background Paper on Adult Education and SD with dimensions of policy context and that of adult learning and education
This special document is a valuable analytical paper upon the potential connections in between adult education and sustainable developments by addressing some relevant choices and limitations for adult education.
This recent study, as a result of a former Erasmus+ project on the professional development of adult education, has collected some key issues and to underline the social and civic benefits of lifelong learning. It is a very important document to read as contextual material to understand specific dimensions of SDGs.
This Position Paper describes the roles of and tasks of university lifelnog learning in the development of SDGs and VET.
Those above links provide a detailed insight to the roles and focuses of eucen Policy Talks on Agenda 2030 on SDGs.
This very interesting university network on the innovation of higher education identifies particular issues around which this special network has collected academic standpoints and critical positions how and what to relate, for example, to SDGs with attention to choices and barriers. This particular collection of studies resonates how differently researchers address challenges of Sustainable Development.
This volume of Adult Education and Development is a valuable collection from 2013 to demostrate some correlations in between pre-Millenium aspirations on the development of adult education and those recent initiatives to raise participation and performance in adult learning and education in the focus of Post-2015 dimension.
This is a quality collection of studies around matters of adult and lifelnog learning in the scope of Agenda2030 for SDGs
This publication should help readers to get familiar with good international examples of financing mechanisms of popular ALE, and to recognise the logic behind them, based on which public funding is granted.
Governmental department in charge of the monitoring of national policies concerning sustainable development goals in specific in education, science, culture and communication domains. This commission develops several kinds of activities and projects mentioned in the website.
The edition is about: What are the content options of adult education in the light of globalization and how does adult education position itself politically for the global community?
The ediction is about: What are the content options of adult education in the light of globalization and how does adult education position itself politically for the global community?
Includes general information in Portuguese concerning sustainable development goals in Portugal. It is an organization that establishes a link between UN and the Portuguese Government on the issue sustainable development mentioned in the website.
This national and Governmental agency is in charge of coordinating national policies funded by the European Union programs and national programs relating sustainable development goals, economic and territorial development mentioned in the website.
Portuguese national agency/Government agency in charge of coordinating national policies referring to sustainable development issues and natural resources in what concerns the activity of hydraulic centrals, quality of air, pollution, forest, rivers and sea water quality, among others. This agency has a strong role in the link between the Portuguese Government and the European Union concerning sustainable development goals mentioned in the website.
Government institute of the International Affairs Ministry in charge of promoting Portuguese as a language and the Portuguese culture inside and outside Portugal. Among several projects, sustainable development involves a large range of activities. This institute was one of the partners in charge of producing the report “The World We Want” for Portugal, based on a national survey on the local implementation of the Global Development Agenda Post-2015. Owing to projects developed in African countries and other developing countries, Education for development is a strong topic for several years. This topic is closely linked to sustainable development including the implementation of programs in the international cooperation area mentioned in the website.
Video in Portuguese with English subtitles on youtube created by the Instituto Camões referring to the role of the Portuguese Government relating to sustainable development goals, namely the six sustainable development goals stressed by Portuguese national policies in present times (4 Quality Education; 5 Gender Equality; 9 Industry, Innovation and Infrastructure; 10 Reduced Inequalities; 13 Climate action; 14 Life below water).
This project is developed by the Energy and Environment of Arrábida Agency (a Governmental agency) and aims at creating materials (online toolkits including exercises, tasks, quizzes, etc.) that may be used in regular schools by teachers (from the first grade to the 12th grade) approaching issues related to sustainability tools.
NGO developing lobbying in the Portuguese Government departments and in charge of the implementation of several projects (such as research projects commissioned by the Portuguese Government departments) and activities on environment preservation and sustainable development. This NGO has developed several projects and activities released in mass media and that had a strong impact on awareness raising among the Portuguese population concerning sustainable development issues. Among these we may find the TV programs on environment preservation and videos on the Quercus site.
NGO developing lobbying in the Portuguese Government departments and in charge of the implementation of several projects (such as research projects commissioned by the Portuguese Government departments) and activities on environment preservation and sustainable development mentioned in the website. This NGO has developed several projects (such as quizzes) and activities released in mass media aimed at raising awareness on hot topic on the Portuguese political and economic agenda conflicting with environment preservation.