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| CONTENTS:- I. Curriculum development for learning to live together: 1. Introduction; i. Curriculum development for learning to live together: 2. Synthesis of country reports and responses to the questionnaire; 3. Quality education for all: living together, democracy and social cohesion; ii. Citizenship education: learning at school and in society: 4. Education for democratic citizenship: Cuba's system for the protection of minors; 5. Citizenship education: experiences from the classroom; 6. Report of workshop I; iii. Social exclusion and violence: education for social cohesion: 7. Education for the promotion of social cohesion and a culture of non-violence; 8. Education for social cohesion; 9. Report of workshop 2; iv. Shared values and cultural diversity: what to learn and how: 10. Charting a new course for education in Anguilla: the teacher Gloria Omololu Institute; 11. Curricular content and skill development for learning to live together; 12. Report of workshop 3; v. Final outcomes and proposals for action: 13. Conclusions of the workshops and debates; Annexes: i. Educational diagnosis; ii. Quality and equity in education: present challenges and perspectives in modern societies; iii. List of participants. II. Management of curriculum change and adaptation: 14. Introduction; 15. The dynamics of educational change for the twenty-first century--the emergence of the networking paradigm; i. Curriculum development in the twenty-first century--new challenges: 16. The challenges facing education in the twenty-first century: contributions of the IBE; 17. The challenges facing education and curriculum development at the beginning of the twenty-first century; ii. The management of curriculum adaptation for curriculum specialists from the Gulf Countries--a round-table on curriculum change: 18. Planning curriculum reforms: some reflections; 19. Planning for curriculum review and related education system reform; 20. The management of curriculum change; 21. The monitoring and evaluation of curriculum reforms; iii. Summary of the proceedings: 22. Summary of the proceedings; iv. Country reports: 23. Management of curriculum revision and change: a synthesis of the national reports; v. Reports from regional institutions: 24. The role of ABEGS in the development and renovation of school textbooks and curricula; 25. The role of UNESCO in the promotion and implementation of contemporary trends in education; vi. Contributions and recommendations of the three discussion groups: 26. The three discussion groups; vii. Final report and recommendations approved by the plenary: 27. Final report and recommendations; Annexes: i. The Gulf region at a glance; ii. Opening and closing speeches; iii. List of participants. III. Capacity building for curriculum specialists: 28. Introduction; i. Rethinking the framework and the capacities needed for curriculum reform: 29. The education system of the nineteenth century: the direction, trends and tensions of curriculum reforms in the twenty-first century; 30. A reflection on 'learning to learn': the four pillars of learning and their implications for curriculum reforms; 31. Capacity-building for curriculum reforms: a South-East Asian perspective; ii. Strengthening capacities for curriculum reform: 32. Analyzing existing curriculum frameworks for change; 33. The role of information and knowledge in curriculum development; 34. Role of communication within the framework of curricular reform; 35. Networking for curriculum development and renewal; iii. Curriculum changes and reforms in East and South-East Asia: 36. The social context of curricular changes and reforms; 37. Synthesis of country reports and general trends and needs; Annexes: i. List of participants and resources persons; ii. Information note. |
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| Education is gearing towards preparing individuals to live in together since ancient times. However, the nation of "Learning to Live Together" is clearly shaped only very recently by the UNESCO's International Commission on Education for the twenty-first century. The commission emphasised that education for the 21 century based on four pillars, namely, learning to know, learning to do, learning to be, and learning to live together. The first three pillars are essential for the sound development of persons, communities or individual nations, but the fourth pillar, learning to live together, is of a different more global nature: its omission may result in the annihilation of all other educational, cultural health and developmental efforts through war, terrorism, deterioration of resources, pandemics, etc. The theme for which the UNESCO convened from 5 to 8 September 2001 in Geneva the 46 Session of the International Conference on Education (ICE), organised by the UNESCO's International Bureau of Education, was "Education for all or learning to live together. Contents and learning strategies--problems and solutions". The ICE brought together over 600 participants from 127 countries, including in particular 80 ministers and 10 vice-ministers of education, as well as representatives of Inter Governmental and Non-Governmental Organisations. The themes of ICE are very relevant all over the world with regard to the necessity and complexity of living together as well as the role and limitations of education in this respect. |
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