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Social and Solidarity Economy, Sustainable Development Goals, and Community Development: The Mission of Adult Education & Training

Author

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  • Catalina Quiroz-Niño

    (Escuela Internacional de Doctorado (EIDUNED), Universidad Nacional de Educación a Distancia (UNED), C/Juan del Rosal, 14, 28040 Madrid, Spain)

  • María Ángeles Murga-Menoyo

    (Department of Education Theory and Social Pedagogy, Faculty of Education, Universidad Nacional de Educación a Distancia (UNED), C/Juan del Rosal, 14, 28040 Madrid, Spain)

Abstract

A utopia of sustainable development is becoming established on the international stage. To get there, varied and complementary strategies must come into play—among them education. This trend is turning to the “Social and Solidarity Economy” (SSE), especially since the approval by the United Nations (UN) of the 2030 Agenda; the fulfilment of which demands adult education strategies and programs in line with the principles and values of sustainability. This article offers a response to that demand. It aims to carry out a reflective analysis that reveals the similarities between the principles and values of the SSE and those guiding the UN’s 2030 Agenda, with its 17 Sustainable Development Goals (SDGs). Based on the results of this analysis, we will argue that training in the competencies for sustainability, essential in achieving the SDGs, is among the main functions of education within the SSE framework. Further, in order to make educational programs more sustainable, such training must be included in their operating objectives. The work uses a hermeneutic methodology based on the existing literature and gives particular attention to UNESCO’s directives on training in key competencies for sustainability. The significant contribution the results make is to show: (a) the emphases of each approach and their similarities; (b) how the two are complementary; and (c) the potential, and need, for creating synergies based on their respective strengths. A further original contribution is a proposed basic guide for the design of training activities geared towards gaining the normative competency that UNESCO has identified as key to sustainability. This innovative proposal will be useful for improving the quality of adult training programs, thereby contributing to the achievement of the SDGs in communities.

Suggested Citation

  • Catalina Quiroz-Niño & María Ángeles Murga-Menoyo, 2017. "Social and Solidarity Economy, Sustainable Development Goals, and Community Development: The Mission of Adult Education & Training," Sustainability, MDPI, vol. 9(12), pages 1-16, November.
    • Handle: RePEc:gam:jsusta:v:9:y:2017:i:12:p:2164-:d:120175
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    References listed on IDEAS

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    1. Raluca Dragusanu & Daniele Giovannucci & Nathan Nunn, 2014. "The Economics of Fair Trade," Journal of Economic Perspectives, American Economic Association, vol. 28(3), pages 217-236, Summer.
    2. Mª Ángeles Murga-Menoyo, 2014. "Learning for a Sustainable Economy: Teaching of Green Competencies in the University," Sustainability, MDPI, vol. 6(5), pages 1-19, May.
    3. Claudia Pahl-Wostl, 2007. "Transitions towards adaptive management of water facing climate and global change," Water Resources Management: An International Journal, Published for the European Water Resources Association (EWRA), Springer;European Water Resources Association (EWRA), vol. 21(1), pages 49-62, January.
    4. United Nations UN, 2015. "Transforming our World: the 2030 Agenda for Sustainable Development," Working Papers id:7559, eSocialSciences.
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    Cited by:

    1. Inmaculada Buendía-Martínez & Carolina Hidalgo-López & Eric Brat, 2020. "Are Cooperatives an Employment Option? A Job Preference Study of Millennial University Students," Sustainability, MDPI, vol. 12(17), pages 1-32, September.
    2. Inmaculada Buendía-Martínez & Agustín Álvarez-Herranz & Mercedes Moreira Menéndez, 2020. "Business Cycle, SSE Policy, and Cooperatives: The Case of Ecuador," Sustainability, MDPI, vol. 12(13), pages 1-20, July.
    3. María-Luisa Gómez-Ruiz & Francisco-José Morales-Yago & María-Luisa de Lázaro-Torres, 2021. "Outdoor Education, the Enhancement and Sustainability of Cultural Heritage: Medieval Madrid," Sustainability, MDPI, vol. 13(3), pages 1-21, January.
    4. Marian Oliński & Jarosław Mioduszewski, 2022. "Determinants of Development of Social Enterprises according to the Theory of Sustainable Development," Sustainability, MDPI, vol. 14(23), pages 1-21, November.
    5. Arnaud Lacan, 2022. "Value-Based Governance as a Performance Element in Social and Solidarity Economy Organizations: A French Sustainable Post-Modern Proposal," Sustainability, MDPI, vol. 14(4), pages 1-11, February.
    6. Yolanda Ruiz-Ordóñez & Amparo Salcedo-Mateu & Ángel Manuel Turbi-Pinazo & Carlos Novella-García & Carmen Moret-Tatay, 2020. "CASD-14: A Questionnaire on Civic Attitudes and Sustainable Development Values for Service-Learning in Early Adolescents," Sustainability, MDPI, vol. 12(10), pages 1-11, May.
    7. Arnaud Lacan, 2022. "Value-Based Governance as a Performance Element in Social and Solidarity Economy Organizations: A French Sustainable Post-Modern Proposal," Post-Print hal-03620280, HAL.
    8. Inocencia María Martinez-Leon & Isabel Olmedo-Cifuentes & MCarmen Martínez-Victoria & Narciso Arcas-Lario, 2020. "Leadership Style and Gender: A Study of Spanish Cooperatives," Sustainability, MDPI, vol. 12(12), pages 1-23, June.

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