Learning to live together: All content

Learning to live together, involves among other things students developing an understanding of others as they work together to achieve common goals (Delors, 1996) ,while completing projects involving activities for promoting the cognitive, moral and cultural dimensions of learning (Tawil & Cougoureux, 2014). These activities should include opportunities for discovering others and experiencing shared purposes (UNESCO Bangkok , 2014). Delors (1996) believes those who are discovering others should learn about the diversity of the human race as well as increase awareness of the similarities between, and the interdependence of, all humans. He describes experiencing shared purposes as activities where teams work together on rewarding projects with the power to disrupt routines, reduce differences, and replace conflict with cooperation.

Recently UNESCO Bangkok, with the support of UNESCO examined the translation of these to concepts by investigating a range of contexts linked to the following countries in the Asia Pacific Region – Afghanistan, Australia, Indonesia, Malaysia, Myanmar, Nepal, The Philippines, the Republic of Korea, Sri Lanka and Thailand (UNESCO Bangkok , 2014). Further details on the methodology and limitations of the research may be found on pp.8-9 of the report.

UNESCO (2014) identifies several factors contributing to the prioritizing of Learning to Live within the Asia Pacific Region.

The region enjoys a rich level of linguist diversity with more than 3,600 languages comprising almost 51 percent of languages worldwide. The speakers of these languages include more than half of the world's population. This population includes 3.7 billion nationals, 31.5 million international migrants and 8.4 million persons of concern, i.e. stateless persons, Internally Displaced Person (IDPs) refugee and IDP returnees.

While there are many emerging markets in the region, the same are contains 800 million people living below the poverty line. Around 563 million residents of the region are considered under-nourished. The region also contains more than 1 billion who are considered to be working in vulnerable employment.

While the policy makers and governments of the region may have some capacity to reduce economic challenges within the region, some things are out of their control. In 2011, environmental disasters caused the Asia Pacific region to suffer 80 percent of global economic losses for that year.

Several key policy documents shape the thoughts and actions of those promoting the concept of Learning to Live Together within the Asia Pacific Region. These document include

• Education for All (UNESCO, 2000)
• the World Programme for Human Rights Education (UNHR, 20005)
• the UN Decade of Education for Sustainable Development (UNESCO, 2005)
• the International Decade for a Culture of Peace and Non-Violence (UN, 1998)
• the Teaching Respect for All Initiative (UNESCO, 2012)
• the International Decade for the Rapprochement of Cultures (UNESCO, 2013)

Learning to Live Together (LTLT) represents a central theme threaded through the international dimensions of the curricula across the globe (UNESCO, 2014). Within the region communication and social competencies appear in the curricula of 88 countries, of which 71 reflect national curriculum (UNESCO, 2014).

The pedagogy of LTLT should be based on the two processes of ‘discovery of others’ and ‘experience of shared purposes’. Teaching methods would require approaches for fostering empathy and tolerance and activities that promote teamwork, leadership and communication outcomes (UNESCO Bangkok , 2014).

International assessments related to LTLT include the International Civic and Citizenship Education Study (IEA, 2014) and the report Toward Universal Learning: Recommendations from the Learning Metrics Task Force (UIS, 2013) which identifies LTLT competencies among those required for the 21st Century.

Learning outcomes  were identified for the following areas:

- Empathy outcomes

- Engagement in civil society

- Tolerance outcomes

- Teamwork outcomes

- Competencies for early childhood

- Competencies for primary

- Competencies for post primary

See the summary below or full report for more details.

The Learning To Live Together Report (UNESCO Bangkok , 2014) uses case studies from Afghanistan, Australia, Indonesia, Malaysia, Myanmar, Nepal, The Philippines, the Republic of Korea, Sri Lanka and Thailand considerations to explore the contributions of national policy frameworks, curriculum, teachers, and assessment to the promotion of Learning To Live Together within the Asia Pacific Region.

The case studies reinforce to the readers of this section the need for national policy frameworks, to embrace the local context and recognize the global dimension of education especially its capacity for building peace and celebrating embracing diversity and differences.

The case studies reinforce to the readers of this section the need to integrate LTLT across the entire curriculum through illustrative global competencies linked to content that is relevant inclusive and representative of a country’s diverse cultures.

The case studies reinforce to the readers of this section the need to develop teacher pedagogic content knowledge linked to LTLT to increase the levels of achievement of LTLT competencies.

The case studies reinforce to the readers of this section the need to continue to improve assessment of LTLT competencies, through structured knowledge mobilization and enhanced approaches to strengthening and monitoring learning assessments.

Delors, J. (1996). Learning: The Treasure Within. Paris: UNESCO.

IEA. (2014). International Civic and Citizenship Education Study 2016. Retrieved from The International Association for the Evaluation of Educational Achievement (IEA): http://www.iea.nl/iccs_2016.html

Tawil, S., & Cougoureux, M. (2014, June 8). 2013. Retrieved from Revisiting Learning: The Treasure Within – Assessing the Influence of the report: http://unesdoc.unesco.org/images/0022/002200/220050e.pdf

UIS. (2013). Toward Universal Learning: Recommendations from the Learning Metrics Task Force. Retrieved from UIS: http://www.uis.unesco.org/Education/Documents/lmtf-summary-rpt-en.pdf

UN. (1998). 1998/31 - International Decade for a Culture of Peace and Non-violence for the Children of the World (2001-2010). Retrieved from United Nations: http://www.un.org/documents/ecosoc/res/1998/eres1998-31.htm

UNESCO. (2000). World Education Forum 2000. Retrieved from The Dakar Framework for Action: http://www.unesco.org/education/wef/en-conf/dakframeng.shtm

UNESCO. (2005). UN Decade of Education for Sustainable Development 2005 - 2014. Retrieved from UNESCO: http://unesdoc.unesco.org/images/0014/001416/141629e.pdf

UNESCO. (2012). Teaching Respect for All” – the UNESCO-USA-Brazil joint initiative. Retrieved from UNESCO: http://www.unesco.org/new/en/education/themes/leading-the-international-agenda/human-rights-education/resources/projects/teaching-respect-for-all/

UNESCO. (2013). International Decade for the Rapprochement of Cultures (2013-2022). Retrieved from UNESCO: http://unesdoc.unesco.org/images/0022/002211/221198e.pdf

UNESCO. (2014). Curriculum. Retrieved from UNESCO: http://www.unesco.org/new/en/education/themes/strengthening-education-systems/quality-framework/core-resources/curriculum/

UNESCO. (2014). EFA Global Monitoring Report 2013/14: Teaching and Learning : Achieving Education for All. Retrieved from UNESCO: http://unesdoc.unesco.org/images/0022/002256/225660e.pdf

UNESCO Bangkok . (2014). Learning to Live Together: Education Policies and Realities in the Asia Pacific . Paris: UNESCO Paris and UNESCO Bangkok. Retrieved from: UNHR. (20005). United Nations Human Rights. Retrieved from World Programme for Human Rights Education (2005-ongoing): http://www.ohchr.org/EN/Issues/Education/Training/Pages/Programme.aspx