TrioEd Consultancy

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THE FOUR PILLARS OF EDUCATION ....Cont.

#4. Learning to Be

This type of learning was first conceptualized in the Report to UNESCO in 1972, Learning To Be (Edgar Faure et al), out of the fear that ‘the world would be dehumanized as a result of technical change’. It was based on the principle that ‘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’.

* Learning to be may therefore be interpreted in one way as learning to be human, through acquisition of knowledge, skills and values
conducive to personality development in its intellectual, moral, cultural and physical dimensions.

This implies a curriculum aiming at :
• cultivating qualities of imagination and creativity;
• acquiring universally shared human values; developing aspects of a person’s potential: memory, reasoning, aesthetic sense, physical capacity and communication/social skills;
• developing critical thinking and exercising independent judgment; and
• developing personal commitment and responsibility.

Monday , July 9, 2024
TrioEd Consultancy

Four Pillars of Education Cont...

III. Learning to Live Together

In the context of increasing globalization, the Delors Commission places a special emphasis on this pillar of learning. It implies an education taking two complementary
paths: on one level, discovery of others and on another, experience of shared purposes throughout life. Specifically it implies the development of such qualities as: knowledge and understanding of self and others; appreciation of the diversity of the human race and an awareness of the similarities between, and the interdependence of, all humans; empathy and cooperative social behavior in caring and sharing; respect of other people and their cultures and value systems; capability of encountering others and resolving conflicts through dialogue; and competency in working towards common objectives.

Monday , July 1 , 2024
TrioEd Consultancy

FOUR PILLARS OF EDUCATION ... CONTINUED !

II. Learning to Do

_ Learning to do simply means the application of what learners have learned or known into practices; it is closely linked to vocational-technical education and work skills training. However it goes beyond narrowly defined skills development for ‘doing’ specific things or practical tasks in traditional or industrial economies.
_ The emerging knowledge-based economy is making human work increasingly immaterial. ‘Learning to do’ call for new type of skills, more behavioral than intellectual. The material and the technology are becoming secondary to human qualities and interpersonal relationship.
_ Learning to do thus implies a shift from skill to competence, or a mix of higher-order skills specific to each individual. ‘The ascendancy of knowledge and information as factors of production systems is making the idea of occupational skills obsolete and is
bringing personal competency to the fore’.
Thus ‘learning to do’ means, among other
things,
• ability to communicate effectively with others;
• aptitude toward team work;
• social skills in building meaningful interpersonal relations;
• adaptability to change in the world
of work and in social life;
• competency in transforming knowledge into innovations and job-creation; and
• a readiness to take risks and resolve or manage conflicts.

Tuesday , 25June , 2024
TrioEd Consultancy

.. be Continued !

Four Pillars of Education Continued ...

Four Pillars of Education provide us with a checklist of four basic components of holistic education:
1. learning to know,
2. learning to do,
3. learning to live together and
4. learning to be.
I. Learning to Know
This type of learning is radically different from ‘acquiring itemized codified information or factual knowledge’, as often stressed in conventional curriculum and in ‘rote learning’. Rather it implies ‘the mastering of the instruments of knowledge themselves’.
• ‘Acquiring knowledge in a never-ending process and can be enriched by
all forms of experience’.
• ‘Learning to know’ includes the development of the faculties
of memory, imagination, reasoning, problem-solving, and the ability to think in a coherent and critical way. It is ‘a process of discovery’, which takes time and involves going more deeply into the information/knowledge delivered through subject teaching.
• ‘Learning to know’ calls upon the power of concentration, memory and thought, so that it enables children to benefit from ongoing educational opportunities continuously arising (formally and non-formally) throughout life. Therefore ‘learning to know’ is regarded as both a means and an end in learning itself and in life. As a means, it enables individual learners to understand the very least enough about the nature, about humankind and its history, about his/her environment, and about society at large. As an end, it enables the learner to experience the pleasure of knowing, discovering and understanding as a process .

Monday , 24June , 2024
TrioEd Consultancy

Moving Forward: Blending.Tradition with Innovation

While traditional methods have their strengths, sticking exclusively to them may not adequately prepare students for the complexities and demands of the modern world. A blended approach that combines the proven elements of traditional education with innovative, technology-driven methodologies can offer a more engaging, personalized, and comprehensive learning experience. This balance is essential to equip the current generation with the knowledge, skills, and adaptability they need to succeed in a rapidly evolving global landscape.

Active Learning Techniques:

Incorporating methods such as project-based learning, collaborative tasks, and hands-on activities can make learning more engaging and relevant to students' lives.

Personalized Learning:

Utilizing technology to personalize education can address the diverse learning needs of students. Adaptive learning software can provide customized resources and activities based on individual progress and needs.

Integration of Digital Tools:

Incorporating digital tools and resources can enhance traditional methodologies. Interactive simulations, educational games, and online resources can complement traditional teaching and make learning more dynamic.

Focus on Soft Skills:

Updating curricula to include a stronger emphasis on soft skills such as critical thinking, creativity, and emotional intelligence can better prepare students for the future.

Professional Development for Educators:

Providing ongoing training and professional development for teachers can help them integrate new methodologies and technologies into their teaching practices effectively.

Tips About Education
What is the True Purpose of Education?

The most common purpose of education is to gain knowledge and skills that will prepare individuals to lead productive and fulfilling lives. Some view education as a means to nurture a skilled labour force that drives economic growth and innovation.

Others view education as a means to advance social equality and justice, or to foster critical thinking and creativity. Technology and automation are fast taking over the world and the Work environment, including the education landscape.

In most schools, the same subjects are being taught as they did in the 90s, i.e. reading, writing. mathematics, science, history, and foreign languages. Incorporating technology in teaching has taken place, but there are only simmering discussions about changing what is "taught".

Education still happens specifically from textbooks. However, the concept of education is transforming, and we must now consider the true purpose of education, which goes beyond textbook knowledge. Knowledge is useful when used to prepare you for life, make you a successful member of society, and help you grow into a good and accomplished individual and professional. This concept encompasses the entire and true purpose of education. When students are given the opportunity to develop their full potential and talents, as well as achieve their life goals, we can say that the ultimate goal of education has been met.

TrioEd Consultancy
Wednesday, June 19, 2024.
Source Smile Foundation

M-Post
Why of Education ?

Balance between the "four pillars" of education: UNESCO (1996)

Pillars" and usable in developed and developing countries.

1. learning to know,
2. learning to do,
3. learning to live together and
4. learning to be.

Next time , we will see the details of each pillars .

TrioEd Consultancy
Monday , 17June , 2024

ትምህርት ለምን ?

Why Education ?

ትምህርት

በተፈጥሮ የተሰጠንን የተደበቀ አቅም አውጥተን እንድንጠቀም የሚያገለግል ዓይነተኛ መሳሪያ ነው ።

• አሁን ባለንበት 21ኛው መቶ ክ/ዘመን ት/ቤቶች 'ልጆች እንዴት እንደሚማሩ የማስተማር / Teach how to learn / ከፍተኛ ሚና መጫዎት ይጠበቅባቸዋል ።

• ተማሪዎችን በመማር ማስተማር ሂደቱ የተወሰኑ ቅደም-ተከተሎችን እንዲከተሉ ፤ ከህጎች እንዳያፈነግጡ ማድረግ እና አንድ ዓይነት የእውቀት መንገድ ብቻ እንዲከተሉ ማድረግ የትምህርት ፍላጎታቸው በእጅጉ እንዲቀንስ ዋነኛ መንስዔ ይሆናል ።

• በተጨማሪም ከጊዜ ወደ ጊዜ በራሳቸው ላይ ጥርጣሬ ያድርባቸዋል ። የመረጃ እጥረት ሳያጋጥማቸው ነገር ግን በራስ የመተማመን መንፈሳቸው ደካማ ይሆናል ።

ይህም የምናብ ሃይልና የፈጠራ ስራ እንዲቀጭጭ አሉታዊ መንስዔ ይሆናል።

ስለሆነም ያለንን የውስጥ አቅም በተሻለ መልኩ የመጠቀም ፍላጎት፣ የሀገር ስልጣኔ እና አለም አቀፍ ተወዳዳሪነት ጉዳይ ጥያቄ ውስጥ ይገባል ።

_ _ _ ይቀጥላል !

TrioEd Consultancy
Ginbot 6 / 2016 EC

ትምህርት ለምን ?

Why Education ?

ትምህርት...
በተፈጥሮ የተሰጠንን የተደበቀ አቅም አውጥተን እንድንጠቀም የሚያገለግል ዓይነተኛ መሳሪያ ነው ።

• አሁን ባለንበት 21ኛው መቶ ክ/ዘመን ት/ቤቶች 'ልጆች እንዴት እንደሚማሩ የማስተማር / Teach how to learn / ከፍተኛ ሚና መጫዎት ይጠበቅባቸዋል ።

• ተማሪዎችን በመማር ማስተማር ሂደቱ የተወሰኑ ቅደም-ተከተሎችን እንዲከተሉ ፤ ከህጎች እንዳያፈነግጡ ማድረግ እና አንድ ዓይነት የእውቀት መንገድ ብቻ እንዲከተሉ ማድረግ የትምህርት ፍላጎታቸው በእጅጉ እንዲቀንስ ዋነኛ መንስዔ ይሆናል ።

• በተጨማሪም ከጊዜ ወደ ጊዜ በራሳቸው ላይ ጥርጣሬ ያድርባቸዋል ። የመረጃ እጥረት ሳያጋጥማቸው ነገር ግን በራስ የመተማመን መንፈሳቸው ደካማ ይሆናል ።

ይህም የምናብ ሃይልና የፈጠራ ስራ እንዲቀጭጭ አሉታዊ መንስዔ ይሆናል።

ስለሆነም ያለንን የውስጥ አቅም በተሻለ መልኩ የመጠቀም ፍላጎት፣ የሀገር ስልጣኔ እና አለም አቀፍ ተወዳዳሪነት ጉዳይ ጥያቄ ውስጥ ይገባል ።

_ _ _ ይቀጥላል !

TrioEd Consultancy
Ginbot 6 / 2016 EC