Know Do

4
Pillars of
Education

Live Together Be
 ... education is at the heart of both
personal and community
development; its mission is to enable
each of us, without exception, to
develop all our talents to the full and
to realize our creative potential,
including responsibility for our own
lives and achievement of personal
aims.
Jacques Delors (Delors, 1996, p 17)
LEARNING TO KNOW
 Learning to Know
Implies learning how to learn
by developing one's
Concentration, Memory skills
and Ability to Think.
 Learning to Know
Learning to Know involves the
development of Knowledge and
Skills that are needed to function in
the world. These skills include
Literacy, Numeracy and Critical
Thinking.
 People have to learn to understand the world
around them by combining a sufficiently broad
general knowledge with the opportunity to work
in depth on a small number of subjects. This also
means learning to learn (autonomous learning),
so as to benefit from the opportunities education
provides throughout life.

As a result of learning, the

person is transformed — they are
more Enlightened, more
Empowered, more Enriched.
Learning to Know helps individuals to:
 Develop values and skills for respecting and
searching for knowledge and wisdom
 Learn to learn
 Acquire a taste for learning throughout life
 Develop critical thinking
 Acquire tools for understanding the world
 Create a curious mind/learner
 Understand sustainability concepts and
issues
The Canadian Council on Learning (CCL) developed
some Indicators and Measures of the ―Learning to
KNOW‖ Pillar that can be applied to Community,
School, State, Country and Continent.
Pillar Indicator Measure
Average travel time to elementary or secondary
Access to learning
school
institutions
Average travel time to university or college
Learning to

University Proportion of adults (25-64) who have

attainment completed a university program
Know

Proportion of youth (20-24) who are

PSE Participation
participating in post-secondary education
Proportion of youth (20-24) who have not
High-school
completed high school and are not attending
dropout rate
school
Mean problem-solving score for youth (15yrs)
Youth literacy skills Mean reading scores for youth (15yrs)
Mean math scores for youth (15yrs)
PSE: Post-Secondary Education
 In summary;
Learning to Know helps with the
knowledge and information
needed to work in a globalized,
information society and
knowledge economy, and the
tools for learning how to learn
and to independently acquire
knowledge.
LEARNING TO DO
 Learning to Do
It describes putting knowledge
and learning into practice
innovatively through (1)Skill
development and (2)Practical
know-how, (3)Development of
competence, (4)Life skills,
(5)Personal qualities,
(6)Aptitudes and (7)Attitudes.
 Learning to Do
Learning to Live Do involves the
acquisition of Skills that are often
linked to occupational success, such
as computer training, managerial
training and apprenticeships.
Learning to Do:

Routinal Ascendancy Development

Clearly
practice of knowledge of personal
defined task
transmission & information competence

Development Risk taking Excellent

Aptitude for
of social initiative and interpersonal
teamwork
behaviour readiness skill
 All things considered, the new
forms of personal competence are
based on a:
 Body of theoretical & practical
knowledge
 Personal dynamism
 Good problem-solving,
 Decision-making,
 Innovative and
 Team skills.
 It is clear that Technical and Vocational
Education and Training (TVET) needs to
encompass all four pillars of learning in
order to prepare the individual with the
knowledge, skills, qualities, values, attitudes
and abilities to communicate effectively and
work together productively with others.
―Learning to DO‖is anchored within the
context of lifelong learning and TVET, in
preparation for life and the world of work.
Learning to DO: Learning to DO: Learning to DO:
identifies work-related . . . in order to acquire represents the skillful,
values for technical not only an creative and discerning
and vocational occupational skill, but application of
education and training also, more broadly, the knowledge, one must
that contribute to the competence to deal first learn how to learn
development of the with many situations effectively, how to think
whole person; the and work in teams. It creatively, critically and
worker and the citizen also means learning to holistically, and how to
with the knowledge, do in the context of deeply understand the
values, attitudes, young peoples‘ various information that is
behaviours and skills, social and work presented, and its
needed to be able to experiences which may systemic implications for
participate fully and be informal, as a result individuals and for
work effectively, of the local or national society, in both the short
ethically and context, or formal, and longer term.
responsibly, in a involving courses,
globalized world. alternating study and
work.
The Canadian Council on Learning (CCL) developed
some Indicators and Measures of the ―Learning to DO‖
Pillar that can be applied to Community, School,
State, Country and Continent.

Pillar Indicator Measure

Proportion of employers who offer any
Availability of
type of classroom of workplace training for
Learning to

workplace training
their employees
Proportion of adults (25-64) who
participated in job-related training in
Do

Participation in job- previous year

related training Proportion to adults (25-64) who
participated in any form of job-related
training during the last six years
Access to Average travel time to vocational schools,
vocational training business and secretarial schools
LEARNING TO LIVE TOGETHER
 Learning to Live together
Learning to live The process
together in peace begins with the
and harmony is a development of
dynamic, holistic inner peace in the
and lifelong minds and hearts
process through of individuals
which (the shared engaged in the
values) are search for truth,
internalized and knowledge and
practised. understanding.
 Learning to Live Together
Learning to Live Together involves
the development of social skills and
(1)
values such as respect and
(2)
concern for others, social and
(3)
inter-personal skills and an
appreciation of the diversity of the
World.
Education should adopt two complementary
approaches. From early childhood:
 It should focus on the discovery of other people in
the first stage of education.
 In the second stage of education and in lifelong
education, it should encourage involvement in
common projects.

Encourage
Discovery of involvement
other people in common
projects
 Discovery of other people
 Teach pupils and students about human diversity
 Instill in them an awareness of the similarities and
interdependence of all people Some subjects lend themselves to this -
human geography in basic education, foreign languages and literature later on
 Children should be taught to understand other people's
reactions by looking at things from their point of view
 Teaching the history of religions or customs can provide a
useful reference tool for moulding future behaviour
 Recognition of the rights of other people should not be
jeopardized by the way children and young people are
taught
One of the essential tools for education in
the twenty-first century will be a suitable
forum for dialogue and discussion.
Encourage involvement in common projects
 Introduce young people to collaborative
projects from an early age ,
 The renovation of slum areas,
 Help for disadvantaged people,
 Humanitarian action,
 Senior citizen help schemes
 Involvement of teachers and pupils in common
projects can help to teach a method for
resolving conflicts and provide a valuable
source of reference for pupils in later life.
 Educational initiatives
For Learning to Live Together
Educational initiative
Peace education
Education for mutual
understanding
Multicultural/intercultural
education
Human rights education
Life-skills‘/ health education
Citizenship education
Education for sustainable
development
Humanitarian education
Values education
Nature of learning goals
Conflict resolution, peace, reconciliation, tolerance, respect for
human rights, civic participation
Social cohesion, respect for diversity, inclusive national identity
Tolerance, respect for diversity, antiracism, non-discrimination
Respect for human rights and responsibilities, rights of women,
children and minorities, tolerance, nondiscrimination, prevention
of bullying, civic articipation
Preventive health/HIV-AIDS prevention, prevention of substance
abuse, respect for the health rights of others, respectful
relationships
Active and responsible participation in civic/political life,
democracy, respect for human rights, tolerance
Environmental sustainability, respect for the rights and welfare of
all
Respect for humanitarian norms, humanitarian acts, non-
discrimination
Internalization of values of peace, respect and concern for others
The Canadian Council on Learning (CCL) developed
some Indicators and Measures of the ―Learning to
LIVE TOGETHER‖ Pillar that can be applied to
Community, School, State, Country and Continent.

Pillar Indicator Measure

Average travel time to libraries
Access to
Live Together

Average travel time to business, civic and

Learning to

community
social associations
institutions
Average travel time to religious organisations
Proportion of citizens engaged in unpaid work
Volunteering
as part og a group or organisation
Participation in
Proportion of households spending on social
social clubs and
clubs and other organisations
organisations
Learning from Proportion of citizens who socialize with
other cultures people from other cultures on a regular basis
■ Learning to live appropriately with others is
important in our everyday lives – from life in the
school, family and community to the special
problems of adolescent relationships.
■ Learning to live together in the wider society
requires awareness of and respect for human
rights and the responsibilities of local, national
and global citizenship.
■ Learning to live together as responsible citizens
can help reduce tensions due to ethnic or other
divisions and social disparities which contribute to
the instability or civil conflict seen in many nations
today.
LEARNING TO BE
 Learning to Be
The all-round development of the whole
person, to fulfill his/her highest potential, and
be able to think, decide and act independently—
the source of creativity, innovation and
entrepreneurship.
The aim of development is the complete
fulfillment of man, in all the richness of his
personality, the complexity of his forms of
expression and his various commitments - as
individual, member of a family and of a
community, citizen and producer, inventor of
techniques and creative dreamer‗.
 Learning to Be
Learning to Be involves activities
that foster personal development
(body, mind and spirit) and
contribute to creativity, personal
discovery and an appreciation of
the inherent value provided by
these pursuits.
All people should receive in their childhood
and youth an education that equips them to
develop their own independent, critical way
of thinking and judgment so that they can
make up their own minds on the best
courses of action in the different
circumstances in their lives.

In that connection, education must not

disregard any aspect of a person‘s potential:
memory, reasoning, aesthetic sense, physical
capacities and communication skills.
The Canadian Council on Learning (CCL) developed
some Indicators and Measures of the ―Learning to BE‖
Pillar that can be applied to Community, School,
State, Country and Continent.
Pillar Indicator Measure
Proportion of households spending on Internet
Exposure to services
Learning to Be

media Proportion of households spending on reading

material and other printed matter
Proportion of households spending on admissions
Learning through of museum and other cultural activities
culture Proportion of households spending on live
performing arts
Learning through Proportion of household spending on recreation
sports and sports facilities
Broadband Proportion of household with access to wireless,
Internet access cable, or DSL
Access to cultural
Average travel time to museum and art galleries
resources
The 21st century will need a varied range of talents and
personalities even more than exceptionally gifted
individuals, who are equally essential in any society.

Both children and young persons should be offered every

opportunity for aesthetic, artistic, scientific, cultural and
social discovery and experimentation, which will complete
the attractive presentation of the achievements of previous
generations or their contemporaries in these fields.

At school, art and poetry should take a much more

important place than they are given in many countries by
an education that has become more utilitarian than
cultural. Concern with developing the imagination and
creativity should also restore the value of oral culture and
knowledge drawn from children's or adults' experiences
The 4 Pillars guarantees a complete Education
1
Learning to
Know

Learning
3 Learning
to Live
to Do
2
together

Learning
to Be
4
 The Canadian Council on Learning (CCL)
Pillar Indicator
Access to learning institutions
University attainment
PSE Participation
Learning
to Know High-school dropout rate
Youth literacy skills
Availability of workplace training
Learning
to Do Participation in job-related training Proportion to adults (25-64) who participated in any form of job-related training during the
Access to vocational training
Access to community institutions Average travel time to business, civic and social associations
Learning
to Live Volunteering
Together Participation in social clubs and
organisations
Learning from other cultures
Exposure to media
Learning Learning through culture
to Be
Learning through sports
Broadband Internet access
Access to cultural resources
Measure
Average travel time to elementary or secondary school
Average travel time to university or college
Proportion of adults (25-64) who have completed a universityprogram
Proportion of youth (20-24) who are participating in post-secondary education
Proportion of youth (20-24) who have not completed high school and are not attending
school
Mean problem-solving score for youth (15yrs)
Mean reading scores for youth (15yrs)
Mean math scores for youth (15yrs)
Proportion of employers who offer any type of classroom of workplace training for their
employees
Proportion of adults (25-64) who participated in job-related training in previousyear
last six years
Average travel time to vocational schools, business and secretarial schools
Average travel time to libraries
Average travel time to religious organisations
Proportion of citizens engaged in unpaid work as part of a group or organisation
Proportion of households spending on social clubs and other organisations
Proportion of citizens who socialize with people from other cultures on a regular basis
Proportion of households spending on Internet services
Proportion of households spending on reading material and other printed matter
Proportion of households spending on admissions of museum and other culturalactivities
Proportion of households spending on live performing arts
Proportion of household spending on recreation and sports facilities
Proportion of household with access to wireless, cable, or DSL
Average travel time to museum and art galleries
Data source:
- Canadian Council on Learning, Composite Learning Index
- UNESCO resources – Learning to Know, Learning to Do, Learning to
together, Learning to Be
- UNESCO: International Bureau of Education, Geneva, 2004 –
Learning to Live Together

Analysis by: Wale Micaiah (M.Sc., CISM, CCNP-Sec, MCSA)

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