Visions of Learning
UNESCO has long promoted a humanistic vision of learning based on principles of respect for life, human dignity, and cultural diversity, as well as social justice and international solidairty. This vision has been outlined in the two landmark publications, Learning to Be (1972) and Learning: The Treasure Within (1996). UNESCO is now building on these reports to rethink education in the current context of change, complexity, and uncertainty.
Rethinking Education in a Changing World
As an international laboratory of ideas, UNESCO has launched a process of rethinking the fundamental principles that guide our approaches to education and learning in the current context of globalization. In order to do so, the Director-General of UNESCO has established a Senior Experts’ Group chaired by Ms. Amina Mohammed, the United Nations Secretary-General’s Special Adviser on Post-2015 Development Planning. A first meeting of the Senior Experts’ Group was organized in February 2013 in order to initiate the process. See report of meeting
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Learning: The Treasure Within
Learning: The Treasure Within, commonly referred to as the ‘Delors Report’, proposes a holistic and integrated vision of education based on the paradigms of lifelong learning, and the four pillars of learning to be, to know, to do, and to live together.
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Articles about the Delors report
- ERF Paper No. 4: Revisiting Learning: The Treasure Within – Assessing the influence of the 1996 “Delors Report” | French (2013)
- The Delors Report: A guide towards education for all (2008)
- Education for the 21st Century: Lessons and challenges (2008)
- Policy Learning: Can Government discover the treasure within? (2007)
- Four Pillars of Learning for the Reorientation and Reorganization of Curriculum (2005)
- A Look Before and After the Delors Commission Report (2000)
- Adult Education Policy Projections in the Delors Report (1997)
- Learning: A means or an end? A look at the Delors Report and its implications for educational renewal (1997)
Training manuals
- Learning to Do: Values for learning and working together in a globalized world (2005)
- Learning to Be: A holistic and integrated approach to values education and human development UNESCO (2002)
- Learning Together Throughout our Lives Discussion kit on the report to UNESCO of the International Commission on Education for the 21st Century (1997)
Indicators
- Composite Learning Index Canadian Council on Learning
- European Lifelong Learning Indicators Bertelsmann Stiftung (2008)
Learning to Be: The world of education today and tomorrow
The Faure Report builds on the two key ideas of lifelong education and the learning society. It claims that “learning is a process that lasts a lifetime, both in its duration and its diversity”. While lifelong education is considered to be the cornerstone of educational policies, the learning society is seen as a strategy aimed at committing society as a whole to education.
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