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4 Pillars of Education: Bulacan State University City of Malolos College of Education
4 Pillars of Education: Bulacan State University City of Malolos College of Education
4 Pillars of Education: Bulacan State University City of Malolos College of Education
City of Malolos
College of Education
4 Pillars of Education
Submitted by:
Portuguese, Marian
Serafin, Vianca
throughout life as a key to meet the challenges of the 21st century. The
Within, highlighted the need for individuals to"learn how to learn” to cope
with the rapid changes and challenges of the present and the future. It
physical well-being.
four pillars: learning to know, learning to live together, learning to do, and
learning to be. The four pillars of learning are seen as fundamental principles for
what students need to acquire and develop in themselves. Knowing these pillars
and applying them to your own learning can help you develop the KSAVs
required to fulfill your tasks and roles as a provider of quality and relevant
What is UNESCO?
secure the lasting and sincere support of the peoples. Peace must be founded
upon dialogue and mutual understanding. Peace must be built upon the
global citizens free of hate and intolerance. UNESCO works so that each child
and citizen has access to quality education. By promoting cultural heritage and
the equal dignity of all cultures, UNESCO strengthens bonds among nations.
standards and manages programs that foster the free flow of ideas and
knowledge sharing.
UNESCO's founding vision was born in response to a world war that was
facts and threats to freedom of expression challenge peace and human rights.
for all.
EFA
Sector is to:
skills and values such as respect and concern for others, social and
information or factual
in conventional curriculum
time and involves going more deeply into the information/knowledge delivered
throughout life.
humankind and its history, about his/her environment, and about society at
Develop values and skills for respecting and searching for knowledge and
wisdom
Learn to learn
acquire knowledge.
LEARNING TO DO
vocational-technical education
‘Learning to do’ calls for new types of skills, more behavioral than
individual.
personal competency to the fore’. Thus ‘learning to do’ means, among other
knowledge into innovations and job-creation; and a readiness to take risks and
KNOWLEDGE. One must learn how to learn effectively, how to think creatively,
critically, and holistically, and how to deeply understand the information that is
presented, and its systematic implications for individual and for the society.
Practices decision-making
occupation success.
Learning to be
complete fulfillment of man, in all the richness of his personality, the complexity
and areas of education. They support and interpenetrate one another and
domains.
(body, mind, and spirit) and contribute to creativity, personal discovery and an
Promotes independency
and understanding of self and others; appreciation of the diversity of the human
of, all humans; empathy and cooperative social behavior in caring and sharing;
respect of other people and their cultures and value systems; capability of
global citizenship.
Redefining Curriculum and Curriculum Change
learning materials are among the major school inputs. They are also a major
The concern to renew curriculum has been at the heart of the world-wide
efforts in improving quality of education for all. There are varied definitions of
‘curriculum’. For one, curriculum may mean ‘the way educational content is
and product, comprising all learning and other experiences that the school or
education system plans for its learners. As education influences and reflects the
the teacher and the learner’ (IBE, 1999). It implies continuing efforts in translating
one to provide equal opportunities for all pupils to learn and to achieve, for best
learners’ spiritual, moral, social and cultural development and prepare all pupils
for the world of work and societal responsibilities. Curriculum objectives are
constructing social interaction’ (Delors, p. 95). From this perspective the four
pillars of learning indicate broad goals of education in a new century and could
Firstly, the pillar of ‘learning to be’ reflects a shift from an instrumental view
dimension of personality but its spiritual, moral, social skills and values aspects.
peaceful interchange, and, indeed, harmony. ‘These are the very things that
are most lacking in our world today’ (Delors). This goal therefore implies a
skills and values should be taught and caught to resolve and manage conflicts
emerges ‘as one of the keys to the twenty-first century’ and ‘the only way of
satisfying it is for each individual to learn how to learn’. The shift from 'schooling'
to learning throughout life implies that school education is only part or a phase
‘teach’ or cram the young minds with discipline-based details, apart from the
fundamental knowledge, basic skills and universal values which will prepare the
Fourthly, the pillars of learning points to a goal for much closer linkage
between education and the world of work. This not only concerns ‘learning to
do’ but other three pillars of learning as one central function of education is to
bound; it has to impart employable sills, and positive attitudes toward work, and
applied and adapted appropriately within the contextual settings, these pillars
will add great value to the relevance of curriculum content and the
effectiveness of curriculum implementation. The four pillars of learning could be
curriculum objectives.
the pillars of learning into renewed curriculum objectives content and delivery