Note: Intro -- Preface -- Contents -- 1 Lifelong Learning for Sustainable Development-Is Adult Education Left Behind? -- Abstract -- 1 Introduction -- 2 From MDGs to SDGs-Searching for Adult Education -- 3 Education and Sustainable Development Goals-What Is New for Adult Education? -- 4 Adult Education and LLL: "Lost in Translation" -- 5 Adult Education and Sustainability: Natural Allies -- 6 Conclusions -- References -- 2 Teacher's Competences in Sustainability During Lifelong Learning -- Abstract -- 1 Introduction -- 2 Methodology -- 3 Lifelong Learning -- 4 Competences for Education for Sustainable Development -- 5 New Demands for Teachers in Sustainable Development-Two Sides of Teacher's Competences -- 6 Conclusion -- References -- 3 Empowerment for Sustainability in a Community Context: Lifelong Learning and the Story of the BIG 5 Community Tourism Forum, Koffiekraal/Brakkuil (South Africa) -- Abstract -- 1 Lifelong Learning as the Key to the Reduction of Poverty and Inequality -- 2 Community Asset Mapping Programme (CAMP) -- 3 Exploring the Linkages: Lifelong Learning, Community-Based Tourism and Sustainable Development -- 3.1 Sustainability, Tourism and Learning -- 3.2 An Integrated Approach Towards Sustainable and Community-Based Tourism -- 3.3 Sustainable Development Through Host Learning in Community-Based Tourism -- 4 Community-Based Tourism: South African Case Study -- 4.1 Lifelong Learning Through the Classroom Transfer of Knowledge of Community-Based Tourism -- 4.2 Practical Application of Knowledge and Skills -- 4.3 Challenges and Solutions -- 4.4 Preparations for the Launch of the Village Tours -- 4.5 Personal Growth and Indicators of Success -- 5 Conclusion -- Acknowledgements -- References -- 4 Education for Sustainable Development in Non-formal Set-Ups: Diagnosing a Culture of Inertia -- Abstract -- 1 Introduction. , 1.1 Setting the Scene -- 1.2 A Culture of Inertia? -- 2 Methodology -- 2.1 Fieldwork -- 2.2 Data Analysis -- 2.3 Ethical Considerations -- 2.4 Potential Shortcomings and Mitigating Measures -- 3 Findings and Discussion -- 3.1 Mayhem on the Concept of ESD -- 3.2 Inertia and Siloing -- 3.3 In Context with Malta's National Lifelong Learning Strategy 2020? -- 4 Conclusions -- References -- 5 Lifelong Learning for Poverty Alleviation and Sustainable Development in Pakistan -- Abstract -- 1 Introduction -- 2 Lifelong Learning (LL) and Poverty Alleviation -- 3 Poverty Alleviation and Sustainable Development in Pakistan -- 3.1 Sustainable Development -- 4 Lifelong Learning: A Developmental Perspective -- 5 Desirable Future Directions -- 6 Conclusion -- References -- 6 Empowering Youths: An Alternative Learning Pathway for a Sustainable Future -- Abstract -- 1 Introduction -- 2 Establishing an NGO: Higher Youths -- 2.1 PECT for Future Generations: An Overview -- 3 Methodology -- 3.1 Limitations of Methodology Employed -- 4 Results and Data Analysis -- 4.1 Impact on Participants -- 4.2 Impact on Participant Organisations -- 5 Conclusion -- References -- 7 Empowering Youths as Lifelong Learners Through Education for Sustainable Development: A Critique from the Perspective of Maltese Youths -- Abstract -- 1 Lifelong Learning: A Definition -- 2 Lifelong Learning and Education for Sustainable Development (ESD): A Historical Perspective -- 3 The Development of ESD in the Maltese Islands -- 4 Lifelong Learning, ESD and Youth: How are They Related? -- 5 Methodology -- 6 Results -- 6.1 Knowledge About Sustainable Development -- 6.2 Attitudes Towards Sustainable Development -- 6.3 Skills Towards Sustainable Development -- 7 Answering the Research Question -- 8 Recommendations -- 9 Empowering Youths Towards ESD: A Way Forward -- References. , 8 Why We Should Start Early with ESD for Lifelong Learning -- Abstract -- 1 Introduction -- 2 Early Childhood Education for Sustainability -- 3 The Maltese Context -- 4 Methodology -- 5 The Participants -- 6 Data Collection Methods -- 7 Data Analysis and Reporting -- 8 Triangulation -- 9 Findings and Discussion -- 9.1 Children's Perceptions of the Environment -- 9.2 Children's Perceptions of Environmental Sustainability -- 9.3 Contextual Influences upon Children's Perceptions of Environmental Sustainability -- 10 Conclusion -- References -- 9 Cross-Cultural Experiential Learning During the Short-Term Non-formal Educational Activity -- Abstract -- 1 Introduction -- 2 Methods and Methodology -- 3 Theoretical Framework of the Study -- 4 Results -- 5 Conclusion and Discussion -- References -- 10 Social Media and Lifelong Learning for Sustainable Development -- Abstract -- 1 Introduction -- 1.1 Lifelong Learning -- 2 Social Media, Lifelong Learning, and Social Movements -- 3 Social Media, Lifelong Learning, and Gender Equity -- 4 Social Media, Lifelong Learning, and Environmental Sustainability -- 5 Recommendations for Social Media to Support Sustainable Development -- 6 Initial Phase: Self-Efficacy and Initiative -- 6.1 Action Phase: Motivation and Self-Regulation -- 7 Conclusion -- References -- 11 MOOCs and International Capacity Building in a UN Framework: Potential and Challenges -- Abstract -- 1 Introduction to MOOCs: How Relevant Are MOOCs for the CTCN? -- 2 MOOCs, Their Rapid Rise and Recent Trends -- 3 Current Limits to the Use of MOOCs for Technology Transfer in the UN System -- 4 Conclusion -- References -- 12 An Analysis on the Effectiveness of the Lifelong Learning Through Nature Programme -- Abstract -- 1 Introduction -- 2 Youth and Environmental Perceptions -- 3 Overarching Research Framework -- 4 Focus Group Analysis -- 5 Main Themes. , 6 Detachment -- 7 Personal Actions -- 8 Me, Us and Them -- 9 Education, Schools and the Fall of the TV -- 10 Hope -- 11 Outing Post-Mortem -- 12 Conclusion and Recommendations -- References -- 13 Education for Solidarity: A Case Study at PUCPR -- Abstract -- 1 Introduction -- 2 Theoretical Base -- 3 Methodology -- 4 Results and Analysis -- 4.1 Case Study-The Pontifical Catholic University of Paraná (PUCPR) -- 4.2 Identification Phase-Results -- 4.3 Identification Phase-Analysis -- 4.4 Key Elements Diagnosis-Results -- 4.5 Key Elements Diagnosis-Analysis -- 5 Conclusion -- References -- 14 Education for Sustainable Development: Vision, Policy, Practices-An Open or Closed 'Doorway' for Teachers and Schools? -- Abstract -- 1 Introduction -- 2 Rational for the Study -- 3 Methodology and Analysis -- 4 Analysis and Findings -- 4.1 'Cross-Curricular Dimensions: A Planning Guide for Schools' by QCA (2009a, b) -- 4.1.1 Global Dimension and Sustainable Development -- 4.2 'Sustainable Development in Action (SDA): A Curriculum Planning Guide for Schools', QCA (2009a, b) -- 5 Discussion -- References -- 15 Knowledge, Attitudes and Behaviour Towards the Environment of Secondary School Teachers -- Abstract -- 1 Introduction -- 2 Literature Review -- 3 Local Focused Actions Targeting Teacher Training -- 4 The International Scenario -- 5 Methodology -- 6 Results -- 6.1 Quantitative Analysis -- 6.2 Qualitative Analysis -- 7 Discussion -- 8 Conclusion -- References -- 16 Building Capacity for Sustainable Development Through Community-Based Education -- Abstract -- 1 Introduction -- 2 Methodology -- 2.1 Research Design -- 3 Results -- 4 Conclusion -- Acknowledgements -- References -- 17 Education for Sustainable Development and Human Rights -- Abstract -- 1 Introduction -- 2 Education, Human Rights, and Sustainable Development Nexus. , 2.1 Education for Sustainable Development -- 3 Education for Sustainable Development as a Right to Education and a Part of the Human Rights Education -- 3.1 The Right to Education -- 3.2 Rights in Education -- 3.3 Education for Human Rights -- 4 Conclusion and Recommendations -- References -- 18 Engaging Rural Women in Entrepreneurship Through an Innovative and Sustainable Dairy Model -- Abstract -- 1 Introduction -- 2 Engaging Women Is Enhancing a Community -- 3 Description of Project -- 3.1 Project Area -- 3.2 Innovativeness of KSF Dairy Model -- 3.3 Conventional Approach in Opposition to the KSF Dairy Model -- 4 KSF Dairy Model Features -- 5 Linking Activities Within the Project -- 6 Demographical Diversity -- 7 Services Offered to Underprivileged People, Especially Women -- 7.1 Contractual Dairy Farming Program -- 7.2 Group Orientation and Training Program -- 7.3 Service Delivery Strategy -- 8 Impact of KSF Dairy Model: Analysis of Results -- 8.1 Quantitative and Qualitative Improvement of Beneficiaries -- 8.2 Occupation of the Beneficiaries -- 8.3 Income Generation from Dairy Farming -- 8.4 Changes in Income of Beneficiaries After Joining in KSF -- 8.5 Milk Consumption by Farmers-The Ideal Diet that Has Been a "Dream Food" -- 9 Quantitative and Qualitative Achievements -- 9.1 Output Level -- 9.2 Outcome Level -- 9.3 Impact Level -- 10 Link Between Lifelong Learning from the Innovative Approach, Sustainable Development, and Empowerment of Rural Women -- 10.1 KSF Dairy Model-Evolving a Profitable Farming Model -- 10.2 Link Between Sustainable Development and Empowerment of Women -- 11 Directions for Future Projects -- 12 Lessons Learned and Conclusion -- Acknowledgements -- References -- 19 Lifelong Music Learning for Sustainable Development -- Abstract -- 1 The Connection Between Lifelong Music Learning and Sustainable Development. , 2 Case of Flanders.

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