EDUCATIONAL DEMANDS OF INDIVIDUALS AND DIVERSE COMMUNITIES

1. UNIT III
EDUCATIONAL
DEMANDS OF
INDIVIDUALS AND
DIVERSE COMMUNITIES

2. UNIVERSALIATION OF PRIMARY EDUCATION
UNIVERSALIATION
OF
PRIMARY
EDUCATION
Pointed by
Sri Dadabhai Naoroji
Sri Gopal Krishna Gokhale
took up the cause
Supported by
Sri. R.V.Parulekar
Limited to ‘four years of
compulsory schooling’
1944 - proposed to provide
primary education to all children
in the age group 6-14 by the year
1984

3. UNIVERSALIATION OF PRIMARY EDUCATION
• The need for universalization of primary education in India
was pointed out a century ago by Sri Dadabhai Naoroji.
• Later, during 1912-14, Sri Gopal Krishna Gokhale took up the
cause.
• His efforts were supported by Sri. R.V.Parulekar.
• The Gokhale- Paruclekar Model of Primary Education was
limited to the attainment of universal literacy through ‘four
years of compulsory schooling’.
• Towards the end of the colonial rule, the Post-War Plan of
Educational development of 1944 proposed to provide
primary education to all children in the age group 6-14 by the
year 1984. The constitution of free target of universalization
within a period of ten years.

4. Constraints to Universalization of primary Education
Inadequacy of financial provision
Poverty among parents
Indifference of parents
Inappropriateness of curricula
Ineffectiveness of teachers
Inertia in administrative
Multitude of languages and dialects.

5. Inadequacy of Financial Provision
• Since independence, India has been
forced to devote a substantial amount of
funds for meeting threats to its
territories and natural calamities such as
cyclones, floods and droughts.
• The handicap posed by the inadequacy
of financial provision by the State is
aggravated by the poverty of parents.

6. Poverty among parents
• A large number of Indian parents suffer from
poverty.
• Such poverty has forced nearly 40 percent of the
children in the age group 6-11 to work full time
to supplement the family income.
• There are many dropouts and repeaters among
such populations.
• However, there are also a number of children
who do not attend schools due to the
indifference of their parents towards education.

7. Indifference of parents
• An illiterate parent is generally averse to
education. According to a recent Census report
(Government of India 1982), 68.33 percent of
the people are illiterate.
• Again, children from educated families climb
the educational ladder more successfully than
those from uneducated families.
• This develops antipathy is uneducated parents
towards education. This also gets accentuated
by alienations of schools from society.

8. Inappropriateness of curricula
• The primary school curricula vary from state to
state. The school curriculum in each of the
states is almost centrally – controlled.
• There are prescribed syllabi, textbooks etc.,
irrespective of diversities in languages and
dialects spoken by the people and
geographical differences.
• Besides, such curricula do not give
independence to teachers to make variations
depending on local needs, which makes them
ineffective.

9. Ineffectiveness of Teachers
• Lack of effectiveness among teachers takes root
at the time of teacher training.
• Inspite of the known effects of teacher training
on efficiency of teachers, most developing
countries have poor teacher training
programmes.
• Such training programmes in India are also
farcical in nature.
• Such ineffectiveness among teachers gets further
accentuated by the inertia prevailing in the
administrative and inspecting machinery.

10. Inertia in Administrative
• The inertia (disinterest) prevailing among administrators
and supervisors has its origin in a faulty recruitment
system. The
• Priority to backward states and areas;
• Provision of non-formal education;
• Provision of compensatory pre-school education;
• Provision of mid-day meals
• Provision of free supply of clothing and reading and
writing materials;
• Improvement of physical facilities in schools;
• Improvement of teacher competence;
• Improvement of administrative and supervisory
machinery; and Education of parents.

11. Sarva Siksha Abhiyan (S.S.A)
• The English equivalence of S.S.A is “The Education for All
Movement”, which is sometimes referred to as ‘each one teach
one’.
• It is a flagship programme of India, launched during the Nineth
Five year Plan (1997-2002).
• It is from the 86th amendment to the constitution of India,
making free and compulsory education to children of ages 6 to 14
(estimated to be 205 millions in 2011 A.D) a fundamental right.
• It is only for the achievement of Universalization of Elementary
Education (UEE) in a time bound manner.
• This scheme is executed by the Government of India
• In Tamilnadu this scheme is executed under the head and direct
supervision of an I.A.S. Officer.

12. • Aims of S.S.A
• To achieve the goal of universalization of
elementary education of satisfactory quality
by 2010.
• To bridge social, regional and gender gaps,
with the active participation of the
community in the management of schools.

13. • Objectives of S.S.A
• Admit all children in school, Education Guarantee
Centre or Alternate School by 2003.
• All children complete five years of primary schooling
by 2007.
• All children complete eight years of schooling by 2010.
• Bridge all gender and social category gaps at primary
stage by 2007 and at elementary education level by
2010.
• Universal retention by 2010.
• Focus on elementary education of satisfactory quality
with emphasis on education for life.

14. • Operational Strategy
• The Programme seeks to open new schools in those
habitations which do not have schooling facilities.
• Also it is to strengthen the existing school infrastructure
through provision of
• additional class rooms,
• toilets,
• drinking water,
• maintenance grant and
• school improvement grants.

15. • Existing schools with inadequate teacher
strength are provided with additional teachers.
• While the capacity of existing teachers is being
strengthened by extensive training.
• Grants for developing teaching – learning
materials and strengthening of the academic
support structure at cluster, block and district
level.
• SSA seeks to provide quality elementary
education including life skills.
• SSA has a special focus on girl’s education and
children with special needs.
• SSA also seeks to provide computer education to
bridge the digital divide.

16. Funding for this project
• This assistance under the programme of Sarva Siksha
Abhiyan is on a 85:15 sharing arrangement during the
IX plan, 75:25 sharing arrangement during the X plan,
and 50:50 sharing thereafter between the central
government and State governments.
• Other incentive The state governments have to
maintain their level of investment in elementary
education as in 1992-2000.
• The contribution as State share for SSA is over and
above this investment.
• schemes like distribution of scholarships and uniforms
will continue to be funded under the State plan.
• They will not be funded under the SSA programme.

17. • Rashtriya Madhyamik Siksha Abhiyan – RMSA
(National Secondary Education Scheme)
• This scheme, brief referred as RMSA was
designed to admit all eligible children in
secondary schools and also improve the quality
of secondary education.
• Vision for secondary Education
 To provide quality education to all the youth
in the age group of 14 to 18.
 To make it easily accessible.
 To make it economical.

18. To achieve the above mentioned vision statement,
the following steps should be taken.
• There should be a secondary school within a
radius of 5 kilometers and a higher secondary
school within 7 to 10 kilometers of every
habitation.
• 100% Enrolment of this age group (14 to 18)
should be achieved before 2017.
• By the year 2020, all those who joined secondary
schools should complete the course.
• There should be no dropouts.

19. • More opportunities as for the under
mentioned sections of society to join and
complete the secondary education course
–Economically weaker sections
–Girls
–Handicapped Children living in rural areas
–Marginalized sections of society- scheduled
castes, Scheduled Tribes, other backward
classes and educationally backward minority
communities.
• RMSA covers Stds VI to XII.

20. Goals and objectives
• Secondary Education should have a new design. For this
purpose several guidelines are suggested:
 Easy access to secondary education to all eligible
persons. Equality and social justice.
 Encouraging Common School System to achieve the
goals of equity. (Same schools for all children – rich or
poor).
 To assure that all the youth, particularly the
underprivileged and people living below poverty line,
get secondary education.
 All secondary schools should have the prescribed school
places, with adequate infrastructure, material
resources, and other facilities.

21. • In the case of government schools, municipal schools and
aided schools, the additional expenditure should be
borne by the government.
• Suitable controlling mechanism should be devised to
ensure that private (unaided) schools also have all the
prescribed facilities.
• Establishing residential schools in tribal areas.
• School management should provide efficient transport
system for the benefit of staff and students.
• No child should be deprived of secondary education
because of gender, socio economic factors, physical
handicap or other such reasons.
• The above mentioned objectives will indicate the
progress towards a common school system.

22. Approach and Strategy for Secondary Stage:
• Additional schools, additional class-rooms,
teachers and other facilities need to b provided
to meet the challenge of numbers, credibility
and quality.
• It requires assessment, provision of educational
needs, physical infrastructure, human resource,
academic inputs and effective monitoring of
implementation of the programmes.

23. • Development of the infrastructure facilities and
learning Resources will be carried out in
following ways:
• Expansion / Strategy of existing Secondary
Schools & Higher Secondary Schools shift in
existing schools.
• Up gradation of Upper Primary Schools/
Secondary Schools
• Opening of new Secondary Schools/Higher
Secondary Schools.
• Rain harvesting systems will be installed in
existing school buildings.

24. • Quality:
• Providing required infrastructure like, Black Board,
Furniture, Libraries, Sciences & Mathematics
laboratories, Computer labs, toilet cluster;
• Appointment of additional teachers and in-service
training of teachers;
• Bridge course for enhancing learning ability for
students passing out class VIII;
• Reviewing curriculum to meet the NCF, 2005 norms;
• Residential accommodation for teachers in rural and
difficult hilly areas and preference will be given to
accommodation for female teachers.

25. • Equity:
• Free lodging/boarding facilities for students
belonging to SC, ST, OBC and minority
communities.
• Hostels/residential schools, cash incentive,
uniform, books, separate toilet for girls.
• Providing scholarships for needy students
• Expansion of open and distance learning
• Reforms in school governance
• Adopting a rational policy of teacher
recruitment, deployment, training, remuneration
and career advancement

26. Universalization of
primary education
(SSA - 1997-2003)
Secondary School
Stage (RMSA - 2009)
Higher Education
(RUSA- 2013)

27. RUSA (Rashtriya Uchchatar Siksha Abhiyan 2013)
• It was planned by the Ministry of Human Resources
and Development (MHRD) and is being
implemented.
• Under this plan, a new central organization will be
created to suggest introduction of reforms in higher
education, help in planning, supervising
developmental schemes of all state administered
universities.
• RUSA will provide help towards greater autonomy
for State Universities and also introduce
examinations reforms.

28. The salient objectives of RUSA
• To improve the overall quality of state institutions
according to the norms and standards.
• To adopt accreditation as a mandatory quality
assurance framework. (NAAC)
• To reform in the state higher education system by
creating a facilitating institutional structure for
planning and monitoring at the state level
• To promote autonomy in State Universities and
improving governance in institutions.
• To ensure reforms in the affiliation, academic and
examination systems.

29. • To ensure adequate availability of quality faculty in
all higher educational institutions and ensure
capacity building at all levels of employment.
• To create an enabling atmosphere in the higher
educational institutions to devote themselves to
research and innovations.
• To expand the institutional base by creating
additional capacity in existing institutions and
establishing new institutions, in order to achieve
enrolment targets.

30. • To correct regional imbalances in access to higher
education by setting up institutions in unserved &
underserved areas.
• To improve equity in higher education by providing
adequate opportunities of higher education to
–SC/STs
–socially and educationally backward classes
• To promote inclusion of women, minorities, and
differently abled persons.

31. Salient functions of RUSA
• Upgrading selected universities to achieve international
standard.
• Permitting the opening of new universities.
• Linking colleges in the neighborhood of a university as its
cluster colleges.
• Upgrading full fledged degree colleges into model colleges.
• Creating State councils of Higher Education.
• Funneling Central aid to Universities and colleges through
these State Councils and not through U.G.C
• 90% of the new expenditure will be borne by the Central
Government and only 10% by State Governments.
• Even private (Self-financed) college and universities can get
funds, subject to certain conditions.

32. The following are the primary components of RUSA
that capture the key action and funding areas that
must be pursued for the fulfilment of the targets:
• Up gradation of existing autonomous colleges to
Universities
• Conversion of colleges to Cluster Universities
• Infrastructure grants to Universities
• New Model Colleges (General)
• Upgradation of existing degree colleges to model
colleges
• New Colleges (Professional)
• Infrastructure grants to colleges
• Research, innovation and quality improvement

33. • Research, innovation and quality improvement
• Equity initiatives
• Faculty Recruitment Support
• Faculty improvements
• Vocationalisation of Higher Education
• Leadership Development of Educational
Administrators
• Institutional restructuring & reforms
• Capacity building & preparation, data collection
& planning

34. CHALLENGES IN ACHIEVING UNIVERSALISATION OF
EDUCATION

35. CHALLENGES IN ACHIEVING UNIVERSALISATION OF
EDUCATION
• Universal Access through Universal
Provision of School Facilities
• It means that elementary schooling is to be
provided to all children between the age
group of 6-14 years in the country and that
a school should be within the easy walking
distance from the home of the child.
• It enables the parents to send their children
to school.

36. • There are still some backward and remote
areas where efforts to open schools are
under way.
• It should, however, be noted that with the
growth of population, there is a need of
more and more primary schools to be
opened.

37. Universal Enrolment of Children
• It means that all children in the age group of 6-14 years should be
enrolled by the primary schools.
• The Kothari commission feels that the problem of enrolment in
class I is of great significance.
• In order to achieve this end, states have brought into force
compulsory primary education Act.
• But the problem of Universal enrolment in rural areas is more
complicated due to following reasons
• Ignorance and illiteracy of parents.
• Lack of coordination between school and local
community.
• Indifferent attitude of high officers and school
authorities towards the desired enrollment.
• Lack of adequate funds
• Poverty of parents

38. Universal Retention
• After the enrolment of the students in a school is
over, it is essential to see their progress in
successive years.
• In other worlds we must see that there is no
stagnation in the school.
• Again we must see that the child does not leave
the school before completion of a prescribed
courses, so that there will be no wastage in
education.

39. • Universal Achievement
• Universal retention is a pre-condition for
universal achievement of targets.
• If a child leaves or withdraws himself from
school before completion, it leads to wastage
in education which creates another serious
problems for achievement of target.

40. Problem of Qualitative Improvement of Education
• Universalization of compulsory primary
education has failed to achieve the target
because the quality of primary education has
not been maintained properly.

41. Following are some of the problems for qualitative
improvement
• Defective curriculum at primary level
• Lack of trained teachers
• Out dated methods of teaching
• Problem concerning ancillary services
• Problem of school building and school facilities
• Detective Government policy
• Political interference in the school
• Problem of administration
• Problem of finance
• Lack of research work on various problems of primary
education

42. SUGGESTIONS OF WASTAGE AND STAGNATION
Changing admission policy.
Adjust school timings.
Providing facilities to needy students.
Educating parents.
Reforming examinations.
Reforming curriculum.
Establishment of upgraded schools.
Reforming curriculum.
Making school attractive.
Provision for non formal education.
Removal social evils.
Providing part time examinations.
Separate school for girls.

43. Integrated Education
Definition:
Integrated Education is the educational programme
in which exceptional children attend classes with
normal children on either a part or full time basis.
• It is placement of the disabled children in ordinary
schools with some specialised educational help and
services.
• It does not necessarily integrate all the students
who are away from the education for any reason like
physically, mentally, socially deprived or because of
any cast, creed, gender, race, ability, disability, life
style etc.

44. Objectives
• To prompt the children for early stimulation
• To promote the educational provisions to meet the social
and cultural needs.
To alert the children to be independent in their daily
living skills and abilities.
• To facilitate community education for healthy attitude.
• To pave the ways for availability of habitation and
rehabilitation services.
• To prevent the child hood disabilities.
• To diagnose the disabilities of the children easily and as
early as possible.
• To prepare the children for economic independence.
• To develop democratic values in the children.

45. • To develop self-confidence and courage to meet the
challenges of life.
• To make the education more meaningful and useful
for all.
• To determine the welfare of the individuals well as
nation.
• To provide the equal opportunities but not the
identical opportunities to each one to develop to
the limit his capacities.
• To give a start to the skills and potentialities the
disabled children in different fields.
• To make the disabled children psychological socially
economically and educationally sound.

46. Characteristics of Integrated Education :
• Integrated education provides mainstream facilities
for all disabled children.
• It is a viable approach for achieving the objective of
providing equality of educational opportunity to
the disabled children.
• It provides broader scopes to the disabled to live in
a social world.
• It helps to develop the individually experience.
• It emphasises on the special needs of disabled
children.
• It provides education to blind, deaf, epileptic,
speech, handicaps, mentally, handicaps and
physically handicaps, with some special provisions.

47. • The integrated education involves both the
handicapped and non handicapped children in
its system.
• It provides special education to the disabled
children in normal school for whom it is very
essential.
• Integrated education is improved school
atmosphere.
• It provides a natural environment for interaction
with non-disabled peers, to learn to cope with
the environment and to be accepted by their
peers.

48. Scope
Growth and development
Environmental factors
Cognitive development
Behavioural problem
Interpersonal relationships
Guidance and Counselling

49. Problems of Integrated Education :
• Lack of co-operation of the parents.
• Lack of the initiatives of the headmaster and other
teachers.
• Lack of interest of the teachers for quality education to
the disable.
• Non acceptance of the disable by the peer group and the
teachers.
• Lack of interest to enrolled the disable children.
• Lack of community members.
• Lack of provision of proper funds for the disability.
• Lack of the interest of the resource teachers to visit the
school.
• Lack of provisions of resource rooms in the school.
• Lack of co-ordination between parents and teachers.

50. Inclusive Education
Children with disability learn effectively in
mainstream schools where the whole system has
been changed to meet all children’s need.

51. Inclusive Education
• Till 1990, State public Schools are meant for children
with normal intelligence and capabilities.
• And special schools are recommended for providing
education for the exceptional children.
• Though it has been emphasized that special children,
particularly for physical handicaps and mentally
retarded.
• They are to be educated in special schools under the
care of specially trained teachers with the specifically
designed tools and techniques.
• But these special schools were few and that too far and
wide. So, there was a need of inclusive education.

52. Strategies of Implementing inclusive education Schools
Level 1 - Regular class assignment
Level-2 - Regular class assignment with supplementary instructions
Level-3 - Part-time special class
Level 4 : Full time special class
Level 5 – Special schools
Level-6 Home bound instruction
Level 7 Institutional or residential assignment

53. Level 1
Regular class assignment

54. Strategies of Implementing inclusive education
Schools
• Level 1
• Regular class assignment
• Thus is the most integrated level and exceptional
children attend the regular classes with other youngsters
of the same age.
• These children, because of their need and condition,
may require adjustments in the environments (e.g., an
extra large table) compared to their peers.
• The key to success of course is the teacher who is
trained with the much needed skills and understanding,
which would enable her to maintain as normal as
atmosphere as possible.

55. Level-2
Regular class assignment with
supplementary instructions

56. Level-2
Regular class assignment with supplementary instructions
• Children have their regular class for most part of the
day. Certain portions of their instructions are provided in
a resource room, which is located in the same school
building.
• A trained specialist or resource teacher handless or
provides instruction to the individual child or group of
children.

57. Level-3
Part-time special class

58. Level-3
Part-time special class
• When the individual child needs special
instruction in a specific setting and when
the teacher in the resources room, the child
may be considered as a candidate for a
part-time special class.
• The rest of the school time may be spent in
the regular class or in the resource room.

59. Level 4
Full time special class

60. • Level 4 -Full time special class
• Certain groups of children are so disabled or
handicapped that a very comprehensive prosthetic
environment must be provided for them in order to
increase their functional levels in certain areas.
• Teachers who handle these youngsters must be highly
skilled professional people
• Though such children spend most of the periods in a day
in special education classes, they join the regular class
students to participate in co-curricular activities.
• These four levels could be managed in the same school
campus meant for normal children.
• The inclusive education is the provision of education in
the same school campus where disabled or handicapped
children get educated are recommended.

61. Level 5 – Special schools

62. • Level 5 – Special schools
• Special schools for certain types of
functional disorders are required for
specific children.
• When normalcy is achieved these children
may be brought into the regular schools.

63. Level-6 Home bound instruction

64. • Level-6 Home bound instruction
• This is a very expensive type of instruction since
the highly resourceful and skilled teachers are to
bring the instructional programe to the child at
home.
• Children who cannot be instructed in a school
setting whether regular or special are provided
instruction in the home setting, by specialists
trained for the same.

65. Level-7
Institutional or residential assignment

66. • Level-7
• Institutional or residential assignment
• This final level in Deno’s Model, is the continuity
of possible special education assignment which is
the most segregated.
• If these institutions are far away from the other
parts of the community, there are ample chances
for the exceptional child to become mentally
retarded.

67. EDUCATION FOR COLLECTIVE LIVING AND PEACEFUL
LIVING
• Education is a key tool in combating poverty, in
promoting peace, social justice, human rights,
democracy, cultural diversity and environmental
awareness.
• Education for collective living and peace implies
an active concept of peace through values, life
skills and knowledge in a spirit of equality,
respect, empathy, understanding and mutual
appreciation among individuals, groups and
nations.

68. • The educational action for promoting the
concept, of collective living and peace concerns
the content of education and training,
educational resources and material, school and
university life, initial and ongoing training for
teachers, research and ongoing training for young
people and adults.
• A culture of peace and collective living must take
root in the classroom from an early age.
• It must continue to be reflected in the curricula at
secondary and tertiary levels.

69. • However, the skills for peace and non-violence can
only be learned and perfected through practice.
• Active listening, dialogue, mediation, and cooperative
learning are delicate skills to develop.
• This is education in the widest sense.
• It is a dynamic, long term process: a life-time
experience. It means providing both children and
adults with an understanding of and respect for
universal values and rights.
• It requires participation at all levels – family, schools,
places of work, news rooms, play grounds, and the
community as well as the nation.

70. Role of Education in Peace Building
• Human Rights Education
• Environmental Education
• International Education
• Conflict Resolution Education and
• Development Education

71. Six Learning Process for collective and
peaceful living
• Education and culture
• Education and citizenship
• Education and social cohesion
• Education, work and employment
• Education and development; and
• Education, research and science.

72. Ways Education Promotes Peace
• Education Boosts Confidence & Hope
• Education Promotes Independent Thinking
• Education Inspires Problem Solving Skills
• Education Builds Communication Skills
• Education Opens Doors
• Education Reduces Poverty
• Education Increases Political Involvement
• Education Reduces Support of Terrorism & Militancy
• Education Builds Empathy & Tolerance
• Education Cultivates Respect

73. • Education inculcates wisdom, sanity, rationality,
patience, discipline, integrity, harmony and reconciliation
within individuals, families, communities, societies and
the world.
• Education can be the best tool to control, manage and
resolve conflict; how could it be done effectively and
efficiently comes next.
• The prime importance need to be given to curriculum,
which needs to be blended with ethical values based on
culture of peace and harmony.
• Teachers need to be trained to impart such education.
• Universities need to reach out societies surrounding
them to get the real picture of state of human beings,
especially the poor and marginalized.

74. Role of the teacher in Peace building
Compassion: Compassion is important not only when
dealing with the students but also other teachers,
other school staff, and parents.
Passion for Learning and Children: Teaching can be
incredibly stressful, so great teachers must have a
deep passion to keep them going every day.
Understanding: Teachers need a deep understanding
of where their students are coming from — their
backgrounds, their struggles, and their abilities.
Patience: Patience is key. This is very true of teaching,
and not just patience with the students! Teachers
also need patience in dealing with the school system,
bureaucracy, and parents as well.

75. • Ability to Be a Role Model: Teachers must come
into work every day knowing their students will
soak up their actions like sponges. They must
show how to be a good person not just by telling,
but also by being.
• Communication Across Generations and Cultures:
Teachers need to be able to effectively
communicate with students from multiple
cultures and generations, as well as teaching staff
and superiors with various backgrounds and from
other generations.
• Willingness to Put in the Effort: If a teacher
doesn’t care or doesn’t make the effort, their
students won’t either. If a teacher shows students
that they do truly care, they’ll do the same.

76. The UNESCO appointed Jacques Delor
as the chairman of the UNESCO
commission on “Education for the 21st
Century” in the year 1998.
-to determine the desirable system of
education for the 21st century.
-this Commission after lot of deliberations
and discussions submitted a report
entitled “Learning the Treasure Within.”

79. Learning to Know:
• This pillar emphasizes the acquisition of
knowledge, skills, and understanding.
• It encourages students to develop a broad and
deep knowledge base across various subjects.
• It involves the mastery of learning tools, critical
thinking, and problem-solving skills.

80. Learning to Do:
• This pillar focuses on the development of
practical skills and the ability to apply
knowledge in real-life situations.
• It involves hands-on experience, vocational
training, and the development of technical and
practical skills necessary for the workforce.

81. Learning to Be:
• Learning to Be centers on the holistic
development of individuals.
• It emphasizes personal development, self-
discovery, and the cultivation of values,
attitudes, and ethical principles.
• This pillar recognizes the importance of
nurturing emotional, social, and spiritual
dimensions of a person.

82. Learning to Live Together:
• This pillar underscores the importance of social skills,
intercultural understanding, and the ability to live
harmoniously in a multicultural and diverse society.
• It promotes tolerance, respect for diversity, and the
ability to collaborate with others to address global
challenges.

83. Benefits of the Four Pillars of Education:
Holistic
Development
Relevance
to Real Life
Preparation
for Global
Citizenship
Adaptability
Personal
Fulfillment
Social
Cohesion

84. Benefits of the Four Pillars of Education:
Holistic Development: The framework promotes a holistic
approach to education, addressing not only academic
knowledge but also skills, personal development, and
social competence.
Relevance to Real Life: By emphasizing practical skills and
the application of knowledge, the Four Pillars of
Education aim to make education more relevant to real-
life situations and the demands of the modern world.

85. Preparation for Global Citizenship: Learning to live
together fosters a global perspective and encourages
individuals to engage responsibly in a diverse and
interconnected world.
Adaptability: The framework recognizes the need for
individuals to be adaptable and equipped with a range of
skills to navigate an ever-changing society and workforce.
Personal Fulfillment: Learning to be focuses on personal
development and well-being, contributing to a sense of
fulfillment and purpose in life.
Social Cohesion: By promoting social and ethical
competence, the Four Pillars contribute to the
development of individuals who can contribute positively
to the social fabric, fostering h
armony and understanding