The Sustainable Development Goals Program was adopted by the United Nations in September 2015 and is an evolution of the Millennium Development Goals Program (2000-2015). Its main axes are economy, society and the environment, with an emphasis on education and training for professionals, which are considered to be fundamental foundations of economic and social development. UNESCO is called upon to play an important role in implementing the Agenda, as it has both the right experience and extensive diplomatic networks. To this end, it has drafted official texts on the achievement of the Agenda 2030 objectives. Its recent text, “Third World Report on Adult Learning and Adult Education” (GRALE III), presents the results of an international research involving 139 UNESCO member countries on the impact of Learning and Adult Education on Health, Prosperity, Employment and the Labour Market, Social, Political and Community Life. Adults need to redefine their work profile and strengthen it with the right skills that will let them respond to the mental, physical and emotional demands of the new labour market. Which are though the right skills? Since specialized skills seem not to be adequate, emphasis has been lately put on emotional competence, which may contribute to the creation of a healthy working environment (Goleman, 1998). This study, through the qualitative analysis of the above-mentioned text, tries to capture and investigate whether there are references to skills related to the field of emotional intelligence in its content. The analysis of the text shows that references are made to the categories of interpersonal relations management, self-management, self –awareness and self-confidence. In particular, there is a strong need for policy makers of adult education to help learners develop communication, cooperation and tolerance, face difficulties, improve this lives, connect emotionally with others, join in community, sustain social connections.
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