Please use this identifier to cite or link to this item: http://hdl.handle.net/20.500.12389/20280
Title: Learning : the treasure within. Report to UNESCO of the International Commission on Education for the Twenty-first Century
Corporate Authors: International Commission on Education for the Twenty-first Century 
Subject Keywords: religion or belief ; diversity ; tolerance ; education ; freedom of religion or belief
See Also: human rights education ; Holocaust education ; human rights education ; Holocaust education ; religion or belief
Key Issues: Diversity education ; Freedom of religion or belief
Issue Date: 1998
Publisher: UNESCO
Publication Country: France 
Publication Place : Paris
Material Type: report
Language: English ; French ; Spanish ; German ; Russian
Series: Education on the move
URL more information: http://publishing.unesco.org/details.aspx?Code_Livre=2413
Abstract: Publisher's description: The outcome of a three-year process of consultation by a distinguished panel chaired by Jacques Delors, this report considers the requirements for an education for the twenty-first century capable of tapping and nurturing the rich potential for learning inherent in every individual. Education is viewed firstly in its social setting in the light of the challenges of global interdependence, enhanced democratic participation and sustainable development. The report goes on to define the four pillars of learning to live together - and to review the task of formal and nonformal education in the context of the learning society. Emphasis is placed on the central role of teachers, as well as on the importance of using the new information and communication technologies to maximum effect. The report also considers the political dimension of educational choice and discusses the role of international co-operation. A series of pointers and recommendations complete a document that is establishing itself as required reading for anyone with a profesional or informed interest in educational matters.
Internal Notes: Delors, Jacques (ed.)
Physical Description: 266 p.
URI: http://hdl.handle.net/20.500.12389/20280
ISBN: 978-92-3-103470-1
Appears in Collections:Documents

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