.the four pillars of education by .UNESCO

1. The FOUR PILLARS OF EDUCATION
(UNESCO, 1996)
UNITED NATIONS, EDUCATIONAL, SCIENTIFIC AND
CULTURAL ORGANIZATION
PRESENTED BY IMRON A HAKIM
DEPARTMENT OF OUT OF SCHOOL EDUCATION
FACULTY OF TEACHER TRAINING AND EDUCATION
SRIWIJAYA UNIVERSITY

2. OVERVIEW
Mission of
Education Four Pillars Conclusion

3. Mission of education
.... 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)

5. PILLARSToKnow
ToDo
ToLive
ToBe

13. Learning to Do
Learning to Do involves the
acquisition of Skills that are often
linked to occupational success, such
as computer training, managerial
training and apprenticeships

15. Learning to DO‖is anchored within the
context of lifelong learning, and
Technical and Vocational Education and
Training in preparation for life and the
world of work.

20. Discovery of other people
• Teach pupils and students about human
diversity
• Instill in them an awareness of the
similarities and interdependence of all
people.

21. • 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
Discovery of other people

22. 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

25. 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

26. 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

28. Conclusion