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This paper reports on combining generic reference points that can be distilled from literature with the analysis of 18 face-to-face interviews with relevant stakeholders as input for designing a sustainability course within a (higher education) hotel management curriculum. The train of thought presented here shows that by using this input as design parameters for a curriculum, education could serve as a crucial catalyst and change agent for a societal transition towards sustainable development. It shows that this is also true and relevant, maybe even especially, for the hospitality industry. Subsequently, it is explained that for the specific hotel management education addressed in this paper to fulfil this role, the sustainability course incorporated in its curriculum needs to combine various components and approaches. It needs to provide students with an ethical framework that helps them develop a reflective attitude towards their own and others' actions and decisions. This framework needs to focus on generic values and norms, but also on envisioning practical social, ecological and economic consequences. Therefore, it also needs to help students acquire the knowledge and develop the skills required to envision and discuss these consequences, also with involved stakeholders, and (jointly) devise context-dependent solutions.

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Clean growth and climate action in Canada could create thousands of jobs in the next seven years. With a potential 300,000 jobs created, communities across the country have the opportunity to thrive while moving Canada towards meeting its climate targets. Yet, two challenges exist to realize this vision: (1) Workers must have the required skills to fill these roles, and (2) Regions and sectors will need to ensure they can fill these new roles. And if regions do not work to address these issues, not only are communities at risk of not benefitting from these clean growth opportunities, but projects will be delayed, incur cost overruns, be left incomplete, or be outright cancelled...and Canada will be at risk of not meeting its climate targets.

The report explores these two challenges and provides seven recommendations on what regions need to do to prepare for this growth and ensure a prosperous future. The report begins by identifying how skills across key sectors across Canada's economy could change as a result of climate action and clean growth, highlighting the foundational skills - specifically social and emotional skills - that should be included across training and education programs for all sectors. In exploring the second challenge, the report assesses two main areas. First, it analyzes the potential growth key sectors may see and compares this to existing vacancies and expected retirements, allowing for an understanding of which sectors could face particular challenges in growing their workforce in the years to come. With the growth sectors are likely to see, chronic labour shortages and increasing retirements will compound the issue of filling jobs, particularly for the construction, transportation, manufacturing, and agriculture sectors.

The report then assesses the provinces on their ability to support and grow their workforce based on four criteria identified as being more important to workers when making career decisions. Our assessment of provinces - based on career prospects, availability of affordable housing, presence of family and friends, and population density - highlights that no province is truly ready to attract and support workers for the growth their region is likely to see in the near future. With no province getting an 'A' grade, all provinces have work to do in ensuring they can fill these jobs, grow their local economy, and help Canada meet its climate targets. To address these issues, collaboration between different levels of government, industry, and civil society is critical. But importantly, regional policymakers and decisionmakers must be at the forefront, as the challenges rural Nova Scotia faces vary vastly from suburban British Columbia and the proposed solutions must be context-specific.

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This issue of ‘Adults learning’ features: ‘Adult learning in the balance’ (pp.8-13) in which Ewart Keep, Christine Lewis, Kate Jopling, Sonia McKay and Mike Stewart consider the perspectives of groups such as part-time and temporary workers, migrants, older workers and people on welfare benefits that are under-represented in public debate on how much adult learning is needed and who should pay for them; ‘Talk to me’ (pp.14-16) in which the three main political parties respond to National Institute of Adult Continuing Education’s (NIACE’s) concerns about the pressures on funding for adult learning; ‘A question of value’ by Tom Schuller (p.17) which says that while there is consensus in OECD countries that the state, employers and individuals should share the costs of adult learning, decisions about who pays what will be shaped by the cultures we live in; ‘Building for sustainability’ by Simon Mauger (pp.18-19) which is about the Genesis Centre for Sustainable Construction, UK’s first and only centre of vocational excellence (CoVE) in sustainable construction; ‘Getting better all the time?’ by David Sherlock (pp.20-21) in which the Chief Inspector of Adult Learning Inspectorate (ALI) looks at the way ALI does its job to make things better for the adult learning sector; ‘This is our place’ by Lynne Wilson and Judith Summers (pp.22-24) which looks at community learning; ‘Acts of resistance’ by Keith Hammond (pp.25-28) which looks at education in a refugee camp in Palestine. Show less

The need for individual, community and institutional lifelong learning grows and changes with turbulent social, political and economic change. The national adult education non-government organisation (NGO), Adult Learning Australia, can influence the course of policy-making and ultimately the national culture through diverse activities within or started through [Year of Lifelong Learning] #YOLL2018.

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The objectives of the conference were to: (1) push forward the recognition of adult learning and education as an important element of and factor conducive to lifelong learning, of which literacy is the foundation; (2) highlight the crucial role of adult learning and education for the realisation of current international education and development agendas (Education for All (EFA), Millennium Development Goals (MDGs), United Nations Literacy Decade (UNLD), UNESCO’s Literacy Initiative for Empowerment (LIFE) and the United Nations Decade of Education for Sustainable Development (DESD)); (3) renew political momentum and commitment; and (4) develop the tools for implementation in order to move from rhetoric to action.

This report of the conference comprises the following sections: Overview of the conference; Conference inputs and discussions (including roundtable discussions on: participation and inclusion in adult education; policies and governance for adult education; financing adult education; literacy as a key competence for lifelong learning; assuring the quality of adult education and assessing learning outcomes; and the way forward); Conference outcomes; Appendices - conference agenda; annotated agenda; opening addresses; keynotes (Living and learning for a viable future: the power of adult learning; Confronting global issues; Towards lifelong learning; From rhetoric to action); address to the closing ceremony; list of participants. Show less

This article argues that [education for sustainable development] ESD should be integrated into lifelong learning and provides an example of how this might be done. It draws on a case study of a joint project between the Shangri-la Institute and the Bazhu community in Diqing, southwest China, to analyse a community-based approach to Education for Sustainable Development and assess its implications for lifelong learning. The article examines the different knowledge, skills and values needed for ESD across the life span and asserts the need for these competencies to be informed by the local context. The importance of linking ESD with local culture and indigenous knowledge is emphasised. The article goes on to propose methods for integrating ESD into lifelong learning and underscore the need for learning at the individual, institutional and societal levels in formal, non-formal and informal learning settings. It calls for institutional changes that link formal, non-formal and informal learning through the common theme of ESD, and establish platforms to share experiences, reflect on these and thereby continually improve ESD.

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This research indicates that strong policies on climate change and energy would generate an additional 29,700 jobs in South Australia by 2030, and 68,800 jobs by 2040. Many of these new jobs would be in regional areas. The research is based on comprehensive modelling by the National Institute of Economic and Industry Research.

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Students completing environment-related courses are encountering greater difficulties in finding employment than their peers in other disciplines. The reason is that the supply of new graduates exceeds firms’ requirements. However, this general observation conceals differences depending on the level and content of the courses.

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Background/Context: In this paper sustainability is explored as an emerging paradigm for career and technical education (CTE). The current context of the sustainability or green movement is discussed and CTE is compared to environmental education. A sustainability literacy conceptual framework is then applied to career and technical education. Purpose/Focus of Study: An argument is presented that CTE programs should green their curriculum and instruction to meet the needs of students, employers, business/industry and the environment. It is then argued that a sustainability literacy conceptual framework is needed to assess current efforts by CTE programs to green their curriculum and instruction, shape and inform future efforts and to assess sustainability efforts in CTE. Research Design: This paper is an analytic essay in which the historical, philosophical, and theoretical foundations of CTE are reviewed and then related to environmental education. Sustainability is defined, examined and applied through a sustainability literacy conceptual framework to CTE. Conclusion: Green CTE represents a new paradigm for the field and sustainability is a complex not yet well understood concept. This paper is intended to stimulate conversation about the purpose(s) of CTE as well as the possible role CTE has in contributing to sustainability through local actions.

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Electricity generation from renewable sources has been touted as a win-win solution for the advancement towards both environmental sustainability and decent work for all. This paper analyses the employment effects of electricity generation by different sources on a worldwide scale as observed since the year 2000. It finds that the additional generation from renewable, non-hydro, energy sources has been related to higher job creation in the electricity sector when compared to other energy sources, notably fossil fuel-based technologies. As predicted, renewables also help reduce [greenhouse gas] GHG emissions. Estimating the economy-wide effects through employment multipliers provide more evidence that developing renewable energy has positive environmental and employment impact throughout the entire economy.

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