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, Consultor Educacional da Google for Education e Coaching para Concursos - Pedagogia Concursos

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The 4 Pillars of Education

1. 1. Know Live Together Do Be 4Pillars of Education

2. 2. ... 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)

3. 3. LEARNING TO KNOW

4. 4. Implies learning how to learn by developing one's Concentration, Memory skills and Ability to Think. Learning to Know

5. 5. 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.

6. 6. 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.

7. 7.  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 Learning to Know helps individuals to:

8. 8. 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 Learningto Know Access to learning institutions 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 High-school dropout rate Proportion of youth (20-24) who have not completed high school and are not attending school Youth literacy skills Mean problem-solving score for youth (15yrs) Mean reading scores for youth (15yrs) Mean math scores for youth (15yrs) PSE: Post-Secondary Education

9. 9. 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.

10. 10. LEARNING TO DO

11. 11. 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

12. 12. 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.

13. 13. 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

14. 14. 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.

15. 15. 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.

16. 16. Learning to DO: . . . 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. 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. Learning to DO: 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.

17. 17. 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 Learningto Do Availability of workplace training Proportion of employers who offer any type of classroom of workplace training for their employees Participation in job- related training Proportion of adults (25-64) who participated in job-related training in previous year 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

18. 18. LEARNING TO LIVE TOGETHER

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

20. 20. Learning to Live Together Learning to Live Together involves the development of social skills and values such as (1) respect and concern for others, (2) social and inter-personal skills and (3) an appreciation of the diversity of the World.

21. 21. 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

22. 22.  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. Discovery of other people

23. 23. 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.

24. 24. Educational initiative Nature of learning goals Peace education Conflict resolution, peace, reconciliation, tolerance, respect for human rights, civic participation Education for mutual understanding Social cohesion, respect for diversity, inclusive national identity Multicultural/intercultural education Tolerance, respect for diversity, antiracism, non-discrimination Human rights education Respect for human rights and responsibilities, rights of women, children and minorities, tolerance, nondiscrimination, prevention of bullying, civic articipation Life-skills'/ health education Preventive health/HIV-AIDS prevention, prevention of substance abuse, respect for the health rights of others, respectful relationships Citizenship education Active and responsible participation in civic/political life, democracy, respect for human rights, tolerance Education for sustainable development Environmental sustainability, respect for the rights and welfare of all Humanitarian education Respect for humanitarian norms, humanitarian acts, non- discrimination Values education Internalization of values of peace, respect and concern for others For Learning to Live Together Educational initiatives

25. 25. 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 Learningto LiveTogether Access to community institutions Average travel time to libraries Average travel time to business, civic and social associations Average travel time to religious organisations Volunteering Proportion of citizens engaged in unpaid work as part og a group or organisation Participation in social clubs and organisations Proportion of households spending on social clubs and other organisations Learning from other cultures Proportion of citizens who socialize with people from other cultures on a regular basis

26. 26. ■ 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.

27. 27. LEARNING TO BE

28. 28. 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. Learning to Be 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‗.

29. 29. 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.

30. 30. 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.

31. 31. 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 LearningtoBe Exposure to media Proportion of households spending on Internet services Proportion of households spending on reading material and other printed matter Learning through culture Proportion of households spending on admissions of museum and other cultural activities Proportion of households spending on live performing arts 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

32. 32. 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. 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 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.

33. 33. The 4 Pillars guarantees a complete Education Learning to Know Learning to Do Learning to Be Learning to Live together 1 23 4

34. 34. Pillar Indicator Measure Learning to Know Access to learning institutions 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 High-school dropout rate Proportion of youth (20-24) who have not completed high school and are not attending school Youth literacy skills Mean problem-solving score for youth (15yrs) Mean reading scores for youth (15yrs) Mean math scores for youth (15yrs) Learning to Do Availability of workplace training Proportion of employers who offer any type of classroom of workplace training for their employees Participation in job-related training Proportion of adults (25-64) who participated in job-related training in previous year 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 Learning to Live Together Access to community institutions Average travel time to libraries Average travel time to business, civic and social associations Average travel time to religious organisations Volunteering Proportion of citizens engaged in unpaid work as part of a group or organisation Participation in social clubs and organisations Proportion of households spending on social clubs and other organisations Learning from other cultures Proportion of citizens who socialize with people from other cultures on a regular basis Learning to Be Exposure to media Proportion of households spending on Internet services Proportion of households spending on reading material and other printed matter Learning through culture Proportion of households spending on admissions of museum and other cultural activities Proportion of households spending on live performing arts 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 The Canadian Council on Learning (CCL)

35. 35. Freely share, freely use and freely acknowledge the source - © Wale Micaiah 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) e: walegate@yahoo.com m: 08078001800 b: walemicaiah.blog.com w. www.statisense.com

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Consultor Educacional da Google for Education e Coaching para Concursos - Pedagogia Concursos Published on The 4 Pillars of Education 1. Know Live Together Do Be 4Pillars of Education 2. ...

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1. to learn about different career paths

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1. to learn about different career paths

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2. to discuss ways students can enhance their skills