There are some emerging trends worldwide, among which this Strategic Partnership spots the so-called global citizenship education and education for sustainable development, whose synergy and interactions can attempt some responses to existing global challenges, in a world increasingly interconnected, aiming at empowering learners of all ages to understand interconnection between local and global issues, letting them become active promoters of more peaceful, tolerant, inclusive, secure and sustainable societies. Global citizenship is defined by UNESCO as a “sense of belonging to a broader community and common humanity”. As such, global citizenship education concerns learning to recognize and respect multiple levels of identity, overcoming cultural, religious, ethnic and other differences, assuming a long-term, root cause approach to the issues related to sustainability in current societies. On the other hand, the overall objective of education for sustainable development is to equip people with knowledge of and skills in sustainable development, making them more competent and confident while at the same time increasing their opportunities for leading healthy and productive lifestyles in harmony with nature and with concern for social values, gender equity and cultural diversity. There’s a growing conviction among scientists, practitioners, policy makers, and relevant stakeholders how deeply the three areas of sustainability, namely economic growth, social inclusion and environmental protection, rely on the contribution of educated and informed citizens, which requires a lifelong learning perspective, beginning in early childhood and continuing through all levels of education into adulthood, including both formal and informal approaches. While some important steps have been made to promote global citizenship education and education for sustainable development in schools and formal education, with progress being made, the Partner Organizations are aware of the importance of promoting them in lifelong learning, focusing on adult learning, with further efforts to be made.The new 2030 Agenda for Sustainable Development clearly reflects this vision of the importance of an appropriate educational response, explicitly formulating education as a stand-alone goal (SDG 4), due to global issues, such as for instance climate change, urgently requiring a shift in lifestyles and a transformation in the ways citizens think and act, to be achieved through the acquisition and development of new skills, values and attitudes. In fact, the Sustainable Development Goal 4, devoted to education, call on Member States to “ensure inclusive and equitable quality education and promote lifelong learning opportunities for all”. In this perspective, education is considered both a goal in itself and a means for attaining all the other Goals, being not merely an integral part of sustainable development, but also a key enabler for it.By the same token, we’re witnessing a growing interest of policy makers, both at EU and Member States levels, towards lifelong learning in general and adult education in particular, culminating in the adoption by the Council of the European Union, of a renewed European Agenda on Adult Learning (EAAL) as part of the strategic framework for European cooperation in education and training, which has determined the uptake of initiatives in support of the implementation of the Agenda by EU member States.The Partner Organizations intend to frame this Strategic Partnership’s scope and activity within some major initiatives undertaken at world level in recent years such as, for instance, the “2030 Agenda for Sustainable Development”, which includes a set of 17 Sustainable Development Goals or the Council of Europe “Charter on Education for Democratic Citizenship and Human Rights Education”, underlining a growing awareness of education’s essential role in a sustainable future, an important reference point for all those dealing with citizenship and human rights education, providing a catalyst for action.By the same token, the Partner Organizations are persuaded there’s an obvious link between adulteducation and achievement of the Sustainable Development Goals. In the light of adult education’s purposes of providing skills, knowledge and competences, promotion of social inclusion, active citizenship, health and personal well-being, its role towards the Sustainable Development Goals is twofold: on one hand it is transversal and a precondition for the achievement of the goals, while on the other hand it is a goal in itself: SDG 4 ensuring inclusive and equitable quality education and lifelong learning opportunities for all.Adult learning contributes to the achievement of all SDGs by building the foundations of change in thesocial, political, economic, ecological and cultural spheres.