A case study for Erasmus+ project Migrants and Refugees as Re-builders, which describes the experience of an adult educator working with migrants and refugees in Sweden. It explores the challenges faced by migrant learners, the approaches educators can use to address these challenges and how they can support inclusion. The project team has created print and online materials to generate meaningful conversations between educators, learners, policy-makers and stakeholders, as well as a curriculum, self-assessment framework and a set of indicators for analysing someone's engagement with society.

Monitoring the situation and the trends in civil society is of crucial importance for defining CSOs’ capacity building needs and the environment for CSOs’ operation as well as for guiding the future policies and needs for interventions. Thus, the Civil Society Resource Centre will prepare annual analysis and report on enabling environment for civil society development in the country.

Education Scotland and its partners have collaborated to create the Family Learning Framework – Advice for Practitioners, which provides for practitioners and support for planning, developing and evaluating family learning at a local level.

The paper explores community involvement (CI) in protected area (PA) governance as an opportunity to learn, share knowledge and decision making power and contribute to sustainability starting from a local level, through regional and national and up to a global level. In addition to a brief review of the relevant theoretical and policy approaches to learning for sustainability in the context of the local community, this paper comprises a secondary analysis of the results of an empirical research on community involvement in PA governance.