Lifelong learning for quality education

Exploring the neglected aspect of sustainable development goal 4

Dados Bibliográficos

ID11424488
AutoresSusan Webb (0000-0002-0833-959X, Clayton Foundation, autor correspondente), Sue Webb, John Holford (0000-0003-1666-4525, University of Nottingham), Steven Hodges (0000-0002-1194-5208, Griffith University), Marcella Milana (0000-0002-3068-3530, University of Verona), Richard Waller (0000-0002-0697-3183, University of the West of England)
Ano2017
Volume36
Fascículo5
Páginas509-511
Data de publicação2017-09-03
Open AccessNão
TipoARTICLE
PeriódicoInternational Journal of Lifelong Education (JOURNAL)
Identificadores do periódicoISSN: 0260-1370 • E-ISSN: 1464-519X
EditoraInforma UK Limited (PUBLISHER • GB)
DOI10.1080/02601370.2017.1398489
OpenAlexW2772877902
IdiomaEN
Citações recebidas14
Referências citadas6

The sustainable development goals (SDGs) adopted by the leaders of the United Nations member states at the 70th session of the UN General assembly in September 2015, set out an agenda for global transformation. These SDGs, known as global goals, build on the strategy set by the millennium development goals (MDGs) to end all forms of poverty and focus even further on inequalities and climate change. In contrast to the MDGs, SDGs have been designed to extend the responsibility and loci for action worldwide by ensuring that all countries whether poor, rich or middle income engage in activities to promote prosperity that is sustainable for all. To ensure greater involvement of all countries with these tasks, a deliberative process involving the 193 Member States of the United Nations and many experts and representatives of organisations from across different areas of civil society was undertaken

Adult education · Epistemology · Goal Orientation · Lifelong learning · Mathematics education · Pedagogy · Political science · Quality (philosophy · Sociology · Sustainable development · Global Educational Policies and Reforms · Psychology · Social Psychology