2. “Learning is a process that lasts a lifetime,
both in its duration and its diversity”
~ Fuare Report, 2013
Sumitra Kan Fong Kuen
3. “Curriculum”
… may mean “the way educational content is
organized and presented in classroom and after-
school activities to meet different learning needs”.
Sumitra Kan Fong Kuen
4. Should the education system be
centred on:
•Economic development?
•Human development?
Sumitra Kan Fong Kuen
6. Learning to know
• Acquiring the tools to understand the world
• A process of dicovery
Sumitra Kan Fong Kuen
7. Learning to know
Sumitra Kan Fong Kuen
~ development of the faculties of:
Memory Imagination Reasoning Problem
solving
Ability to
think
coherently
& critically
8. Learning to do
Put into practice
From skills to
competence
Adapt and change
Sumitra Kan Fong Kuen
9. Learning to live together
Awareness &
understanding
Appreciation Cooperate
Resolve
conflicts
Sumitra Kan Fong Kuen
11. Learning to be Virtuous
personality
Commitment
and responsible
to social roles
Develop the
potential
Sumitra Kan Fong Kuen
Complete fulfilment
of human
12. The pillars of education :
emphasis on
•the development of a complete person
•to resolve and manage conflicts for peace
•prepare the pupils for further learning
•to develop competency in adapting to
change
Sumitra Kan Fong Kuen
13. Reference
• Faure, Edgar; Herrera, Felipe; Abdul-Razzak Kaddoura; Lopes, Henri; Petrovsky,
Arthur V.; Rahnema, Majid & Ward,Frederick Champion. (2013). Learning to be:
the world of education today and tomorrow. Report of the International
Commission on the Development of Education, UNESCO, Paris, 1972. Retrieved
June 12, 2015
from http://unesdoc.unesco.org/images/0022/002232/223222e.pdf.
• Learning to do: values for learning and working together in a globalized
world. (2005). Retrieved June 12, 2015
from http://www.unevoc.net/fileadmin/user_upload/pubs/LearningToDo.pdf
• Learning together throughout our lives: Discussion kit on the Report to UNESCO
of the International Commission on education for the 21st century. (1997).
Retrieved June 12, 2015 from http://www.unesco.ca/en/home-
accueil/resources-ressources/~/media/PDF/UNESCO/LearningTogether.ashx
• Zhou, Nan-Zhao. (). Four ‘Pillars of Learning’ for the Reorientation and
Reorganization of Curriculum: Reflections and Discussions. Retrieved June 12,
2015
from http://www.ibe.unesco.org/cops/Competencies/PillarsLearningZhou.pdf.
Sumitra Kan Fong Kuen
Notes de l'éditeur
Learning to know involves the development of the faculties of memory, imagination, reasoning, problem-solving, and the ability to think in a coherent and critical way. It is ‘a process of discovery’,
implies a shift from skill to competence, or a mix of higher-order skills specific to each individual. ‘The ascendancy of knowledge and information as factors of production systems is making the idea of occupational skills obsolete and is bringing personal competency to the fore’. Thus ‘learning to do’ means, among other things, ability to communicate effectively with others; aptitude toward team work; social skills in building meaningful interpersonal relations; adaptability to change in the world of work and in social life; competency in transforming knowledge into innovations and job-creation; and a readiness to take risks and resolve or manage conflicts.