Lesson 11: UNESCO

Lesson 11: UNESCO

The United Nations Educational, Scientific and Cultural Organization UNESCO) is a United
Nations Organization to promote international corporation and implementation of international
agreements. Recent UNESCO conference reports underscored the changes in the global scene
and the implications of these changes for educational policies and strategies. The paradigm and
conceptual framework of the 2002 Basic Education Curriculum adapted the UNESCO
Commission on Education for the Twenty-first Century which proposed that the learning process
should be based on four pillars of education:

• learning to know

• learning to do
• learning to live together
• learning to be
"Learning to Know, by combining a sufficiently broad general knowledge with the opportunity to
work in depth on a small number of subjects; this also means learning to learn...
Learning to Do, in order to acquire not only an occupation skill but also, more broadly, the
competence to deal with many situations and work in teams.
Learning to Live Together, by developing an understanding of other people and an appreciation

of interdependence - carrying out joint projects and learning to manage conflicts – in a spirit of
pluralism, mutual understanding and peace.
Learning to Be, so as to better develop one's personality and he able to act with greater
autonomy judgement and personal responsibility." (Delors, 1998)
Education for All
The Philippines was a signatory in the World Conference on Education for all (EFA) on a global
plan to give every child in the world quality basic education. The EFA commitment was
translated into a ten-year EFA Philippine Plan of action, 1991-2000, and committed to the
Philippine EFA 2015 Plan. Priority areas are Early Childhood Education, Formal Basic
Education and Alternative Learning System.
Universal basic education is the central goal of the Philippine EFA strategy. Four major
interventions defined in the UNESCO's Framework for Action to Meet Basic Learning Needs are
as follows:
 institutionalize early childhood care and development.

 provide universal quality primary education
 eradicate illiteracy.
 launch continuing education programs for adults and out-of-school youth.
The country "pledged to uphold appropriate standards by addressing access, equity, quality,
relevance and sustainability concerns relative to the flow of students into and within the system.
EFA has become "inextricably woven into the Department of Education fabric, the overriding
responsibility of all its units." It has become an exemplar on vision assimilation and
organizational adaptation and integral part of the "overarching philosophy and integral strategy
of basic education in the Philippines."
The Philippine EFA Plan reaffirmed the commitment of the country during the Millennium
Summit of the member states of the United Nations towards "reducing poverty and the worst
forms of human deprivation. The Millennium Development Goals (MDGS) set within 2015
include the following:
 reducing by half the number of people, who live in extreme poverty, with little access to
food and safe drinking water,
 reducing death in mothers and children below five;
 making primary education accessible to all;
 reducing gender disparities;
 providing access to reproductive health services;
 pursuing national strategies for sustainable development;
 reversing environmental resources losses; and
 developing a global partnership for development
Multisectoral consultations among agencies are being conducted in collaboration with the UN
country team. A monitoring system has been developed so the government can track down
performance levels vis-à-vis international commitment.
Child Friendly School System
In 1999 the Philippine government through the Department of Education, the local government
units and the United Nations Children's Fund (UNICEF) initiated the Child Friendly School
System (CFSS). The CFSS project was piloted in the elementary schools. For school year 2006-
2007 the CFSS project is being piloted in selected secondary schools.
The characteristics of a Child-Friendly School are:
 gender sensitive and not-discriminating. Specifically the CFS treats all children equally
regardless of gender, social status, cultural origin of religious belief.
 child-centered, imparts quality learning and encourages children to participate in school
and community activities
 promotes. good health practices and behaviors and guarantees that school premises are
safe and clean.
 has the best interest of children in mind and seeks to provide an environment that is safe,
secure and a home away from home;
 works closely with children's families and engages the support and interaction of
community institutions and other individual
Synapse Strengtheners:
1. Relate the four (4) pillars of learning to the 3 domains of teaching-learning.
2 By means of a graphic organizer, present the characteristics of a Child-Friendly School.

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Lesson 11: UNESCO

• learning to live together

Learning to Live Together, by developing an understanding of other people and an appreciation

Education for All

 institutionalize early childhood care and development.

Child Friendly School System

The characteristics of a Child-Friendly School are:

1. Relate the four (4) pillars of learning to the 3 domains of teaching-learning.

2 By means of a graphic organizer, present the characteristics of a Child-Friendly School.

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