Know

Do

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

school
Average travel time to university or college
University
Proportion of adults (25-64) who have
attainment
completed a university program
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)

Learning to
Know

Access to learning
institutions

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
(4)
competence, 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:
Clearly
defined task

Routinal
practice
transmission

Ascendancy
of knowledge
& information

Development
of personal
competence

Development
of social
behaviour

Aptitude for
teamwork

Risk taking
initiative and
readiness

Excellent
interpersonal
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
values for technical
and vocational
education and training
that contribute to the
development of the
whole person; the
worker and the citizen
with the knowledge,
values, attitudes,
behaviours and skills,
needed to be able to
participate fully and
work effectively,
ethically and
responsibly, in a
globalized world.

. . . in order to acquire
not only an
occupational skill, but
also, more broadly, the
competence to deal
with many situations
and work in teams. It
also means learning to
do in the context of
young peoples various
social and work
experiences which may
be informal, as a result
of the local or national
context, or formal,
involving courses,
alternating study and
work.

represents the skillful,

creative and discerning
application of
knowledge, one must
first learn how to learn
effectively, how to think
creatively, critically and
holistically, and how to
deeply understand the
information that is
presented, and its
systemic implications for
individuals and for
society, in both the short
and longer term.

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.
Indicator

Measure

Proportion of employers who offer any

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

Pillar

LEARNING TO LIVE TOGETHER

Learning to Live together

Learning to live
together in peace
and harmony is a
dynamic, holistic
and lifelong
process through
which (the shared
values) are
internalized and
practised.

The process
begins with the
development of
inner peace in the
minds and hearts
of individuals
engaged in the
search for truth,
knowledge and
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.

Discovery of
other people

Encourage
involvement
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

Nature of learning goals

Peace education

Conflict resolution, peace, reconciliation, tolerance, respect for

human rights, civic participation

Education for mutual

understanding
Multicultural/intercultural
education
Human rights education

Life-skills/ health education

Citizenship education
Education for sustainable
development
Humanitarian education
Values education

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, nondiscrimination
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.
Indicator

Learning to
Live Together

Pillar

Access to
community
institutions

Volunteering

Measure
Average travel time to libraries
Average travel time to business, civic and
social associations
Average travel time to religious organisations
Proportion of citizens engaged in unpaid work
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 persons potential:
memory, reasoning, aesthetic sense, physical
capacities and communication skills.

Learning to Be

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
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
to Live
together

Learning
to Do

Learning
to Be

The Canadian Council on Learning (CCL)

Pillar Indicator
Access to learning institutions

Measure
Average travel time to elementary or secondary school

Average travel time to university or college

University attainment
Proportion of adults (25-64) who have completed a university program
PSE Participation
Proportion of youth (20-24) who are participating in post-secondary education
Learning
Proportion of youth (20-24) who have not completed high school and are not attending
to Know High-school 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)
Proportion of employers who offer any type of classroom of workplace training for their
Availability of workplace training
employees
Proportion of adults (25-64) who participated in job-related training in previous year
Learning
to Do Participation in job-related training Proportion to adults (25-64) who participated in any form of job-related training during the
last six years
Access to vocational training
Average travel time to vocational schools, business and secretarial schools
Average travel time to libraries
Access to community institutions Average travel time to business, civic and social associations
Average travel time to religious organisations
Learning
to Live Volunteering
Proportion of citizens engaged in unpaid work as part of a group or organisation
Together Participation in social clubs and
Proportion of households spending on social clubs and other organisations
organisations
Learning from other cultures
Proportion of citizens who socialize with people from other cultures on a regular basis
Proportion of households spending on Internet services
Exposure to media
Proportion of households spending on reading material and other printed matter
Proportion of households spending on admissions of museum and other cultural activities
Learning Learning through culture
Proportion of households spending on live performing arts
to Be
Learning through sports
Proportion of household spending on recreation and sports facilities
Broadband Internet access
Proportion of household with access to wireless, cable, or DSL
Access to cultural resources
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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