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Sustainable Development Goal (SDG) 4 calls on countries to ensure inclusive and equitable quality education and promote lifelong learning opportunities for all. Sub-goal 4.6 aims to ensure that all youth and a substantial proportion of adults of both genders achieve literacy and numeracy, with literacy being regarded indispensable not only for the achievement of SDG 4 but also for the other 16 SDGs, specifically those relating to health and wellbeing, gender equality, active citizenship, income generation and responsible consumption and production. However, the potential of achieving literacy can only be reached if it is approached from a lifelong learning perspective; therefore literacy learning activities should be offered as part of a lifelong learning framework.

This article describes how the Kha Ri Gude Literacy Campaign in South Africa, conceptualised within a lifelong learning framework, extended its literacy curriculum to engender agency and empowerment among the national target of adult learners who, as a result of the legacy of apartheid in South Africa, had little or no education. It examines how, through conceptualising literacy curricula content around the (local, national and international) development goals, it is possible to use literacy instruction as a catalyst to effect transformation and social change. The article draws on the mixed methods approach followed by the research to show learners' perceptions of the social, economic and developmental opportunities afforded by literacy acquisition.

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Spiralling oil prices [and] global warming call for alternative solutions for meeting the energy needs of the developing nations. In this context technical education can take a step forward by developing [labour] suited to meet the challenging energy needs of the future, through technical education programs with specialisation in renewable energy. This paper discusses the need for such programs from an international point of view as well as an industry point of view given that India is making fast progress in wind energy and Jatropha Biofuel.

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Since its Green Growth National Vision announcement in August 2008, Korea is attracting global attention to its comprehensive nation-wide policy measures and implementation efforts. This report particularly presents the changes in the labour market due to greening initiatives and skills development strategies for emerging green jobs. The objectives of this report are: (1) to explain major policy measures including general environmental strategy towards a green growth, green response to the current economic crisis, and skills development strategy in response to greening in Korea; (2) to discuss the green structural change and its impact on the labour market, and to outline the plans that Korea has put in place for skills response; (3) to present case studies that show actual examples of skills response to the green economy in various sectors; and (4) to discuss the general issues, challenges and limitations of the current approach and suggest policy recommendations. This report was prepared in consultation with several researchers in government-funded research institutes and universities, agencies involved in the formulation and implementation of Korea's green growth strategy, and representatives of civil society and the private sector in Korea. The authors reviewed a wide range of documents including numerous government issued reports and documents, legislations and laws, academic papers, and newspaper articles on green growth. In addition, the authors conducted several expert panel discussions on issues discussed in this report. To carry out case studies, the authors interviewed more than 50 people from 10 different agencies or organizations in green sectors; some were students of a training program and others include instructors, directors of [human resources] HR departments, current employees, and representatives of the organizations. Those conversations with people who were actual beneficiaries of the green policy measures and those who were implementing the policy at the ground level served as invaluable resources for this report.

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As the tectonic plates of society move, so do career guidance and career development. Old paradigms are under pressure. New guidance concepts are needed, some of which may be viewed as utopian. Guidance philosophies of our times need to envisage a shift towards a greener and sustainable future. Green Guidance puts a wider perspective to career choices and career development. Guidance needs a re-orientation, a new approach: a genuine paradigm shift.

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Today, the global youth population is at its highest ever and still growing, with the highest proportion of youth living in Africa and Asia, and a majority of them in rural areas. Young people in rural areas face the double challenge of age-specific vulnerabilities and underdevelopment of rural areas. While agriculture absorbs the majority of rural workers in developing countries, low pay and poor working conditions make it difficult to sustain rural livelihoods. Potential job opportunities for rural youth exist in agriculture and along the agri-food value chain, however. Growing populations, urbanisation and rising incomes of the working class are increasing demand for more diverse and higher value added agricultural and food products in Africa and developing Asia. This demand will create a need for off-farm labour, especially in agribusinesses, which tends to be better paid and located in rural areas and secondary towns. It could boost job creation in the food economy provided that local food systems were mobilised to take up the challenge of higher and changing domestic demand for food.

This study places rural youth employment in developing countries at the centre of the analysis. It aims to sharpen our understanding of the challenges associated with current food systems in terms of decent job creation and environmental footprint and to explore which food production and distribution models are more likely to ensure not only economic gains but also social and environmental benefits. A key message is that integrating rural youth into productive and environmentally sustainable agri-food activities rooted in inclusive domestic food systems may well be one of the few lasting solutions to the current rural youth employment challenge. For this to happen, the report argues that actions need to be taken today.

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This document follows the Agribusiness, Food and Fibre Industries Skills Report [available in VOCEDplus at TD/TNC 149.307], which was produced collaboratively with the assistance of 12 Industry Reference Committees (IRCs). The Agribusiness, Food and Fibre Industries Skills Report documented the skills and issues that are common across those industries. This document is an attempt to identify how those common issues relate specifically to the Pulp and Paper Manufacturing (PPM) industry.

Key findings include: (1) Australia's pulp and paper manufacturing industry continues to pursue and exceed sustainability and innovation goals despite the disruptions and impacts caused by [Coronavirus Disease 2019] COVID and its related supply chain issues, fibre supply uncertainties due to bushfires and harvesting bans, and global market impacts as a result of the war in Ukraine; (2) Key growth areas in the industry are packaging for food, retail goods and e-commerce, and converted paper product manufacturing; digitisation and remote working have contributed to the steady decline of newsprint and general paper consumption; (3) The industry is investing heavily in capital and skills projects to support the circular economy, climate change mitigation and consumer demand; while investing in its own future, industry is also working in partnership with governments to address priorities as a key player in the delivery of Australia's international environmental commitments and local consumer requirements; and (4) The 2021 complete review of the Pulp and Paper Manufacturing Industry (PPM) Training Package was an important milestone in the IRC's goal to have the qualifications accurately reflect the innovative and recent technology and operations of the businesses operating in the industry. The IRC considers the Training Package to sufficiently reflect the functions of the industry and that priority work to support the industry will be in other parts of the skills system.

With respect to future work to support engagement with the vocational education and training (VET) sector, the IRC has identified priorities that they recommend for future consideration, including: further research and planning work to identify and address low enrolments and thin markets; development of industry-shared resources to support the implementation and delivery of the PPM Training Package; furthering the industry strategy to develop and maintain a sustainable registered training organisation (RTO) delivery model; working with other agribusinesses, food and fibre industries on research and planning projects to identify and address skills gaps related to traceability, provenance and blockchain; and identifying digital skills needs using the Digital Workforce Capability and VET framework currently in development (along with other digital capability frameworks).

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This document presents the Learning and Skills Council's (LSC's) strategy for sustainable development. It describes sustainable development [SD] and explains why it is important. It looks at how the LSC and the learning and skills sector can work together to contribute to SD. Sustainable development is the simple idea of ensuring a better quality of life for everyone, both now and for generations to come. A widely used international definition is: development which meets the needs of the present without compromising the ability of future generations to meet their own needs. [The task involves] meeting the following four objectives at the same time, both in the UK and in the world as a whole: social progress that recognises the needs of everyone; effective protection of the environment; prudent use of natural resources; and the maintenance of high and stable levels of economic growth and employment. There are recommendations for a series of key actions relating to: buildings and estates; the curriculum; community engagement, and positioning the sector. [It is hoped] that this will help to ensure the learning and skills sector, and the LSC itself, promote and embed SD skills, and manage their resources in ways that encourage sustainability.

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Adolescents' interests and goals for pursuing a career in the environmental, social and economic sustainability domains were explored within the Social Cognitive Career Theory (SCCT) framework. Respondents were secondary school graduates from Croatia who participated in an online study (N = 582). Using SEM, the SCCT model was confirmed as an adequate framework for conceptualizing the origins of career interests and goals in the three sustainability domains, especially with contextual supports and barriers included as both direct and indirect effects (via learning experiences, self-efficacy, and outcome expectations) on goals. Implications of results for career guidance practice and policies are discussed.

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This article examines the challenges that affect sustainability of educational support provided by international organizations during the relief-development transition in post-conflict countries. Given the growing consensus within the international community about the role that education can play in humanitarian response and the long-term development perspective that is expected to accompany educational support provided in these contexts, this qualitative study draws on structured interviews with practitioner-experts working in different types of international organizations to present the key challenges for the sustainability of educational support in the relief-development transition.

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In 2010, TAFE SA Regional launched our GreenPrint for Workplace Education for Environmental Sustainability. The GreenPrint addresses both educational and corporate actions and is based on the belief that our sustainability journey starts with changing the culture of our Institute and building educational credibility by 'walking the talk'. Telling our stories is a way of sharing our sustainability achievements and insights and inspiring others to embark on their own 'adventures in sustainability'. Amongst the case studies are details of how we have been inspired to set up the Solar and Domestic Wind Turbine Installation and Grid Connect Training Centre in South Australia's South East; how a variety of program areas such as Business Administration, Electrotechnology, Financial Services, Hair and Beauty, and Conservation and Land Management are incorporating sustainability units and approaches into their delivery; as well as efforts being made by campus managers and staff to lower the carbon footprint of our campuses and reduce waste to landfill.

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