A 21-Point Programme for a Global Strategy in Education

UNESCO Courier, May-June 1986 | Go to article overview

A 21-Point Programme for a Global Strategy in Education


A 21-point programme for a global strategy in education

In 1971, Unesco set up an International Commission on the Development of Education to carry out an unparalleled world-wide inquiry. The Commission's purpose was to devise a global approach to educational problems; to rethink the objectives and methodology of education in the light of development needs and of individual aspirations; and to provide ideas for national educational strategies and for international co-operation. The members of the Commission were Messrs. Edgar Faure (Chairman), Felipe Herrera, Abdul-Razzak Kaddoura, Henri Lopes, Arthur Vladimirovitch Petrovsky, Majid Rahnema and Frederick Champion Ward. Summarized below in 21 points are the conclusions of the Commission's report.

1

Lifelong education should be the keystone of all educational policies in the years ahead, in industrially-developed as well as developing countries.

2

Lifelong education presupposes a complete restructuration of education. Education must cease being confined within school walls. Education should become a true mass movement.

3

Education should be provided in many ways. What counts is not how a person has been educated, but what real knowledge he or she has gained.

4

Artificial or outdated barriers between different branches and levels of education and between formal and non-formal education should be abolished.

5

Education for pre-school-age children should be a major objective for educational strategies in the 1970s.

6

Millions of children and young persons are still deprived of education. Universal basic education, geared to national needs and resources, should be a primary objective of educational policies for the 1970s.

7

Rigid distinctions between different branches of education should be removed. Education, from primary and secondary levels, should have a combined theoretical, technological, practical and manual character.

8

Education should aim not only to train young people for specific jobs, but also equip them to adapt to a variety of occupations.

9

Responsibility for technical training should not fall exclusively on the school system. It should be shared by schools, business, industry and out-of-school education.

10

Higher education should be expanded and made varied enough to meet individual and community needs. Traditional attitudes towards the university must change.

11

Access to different types of education and employment should depend only on a person's knowledge, capacities and aptitudes.

12

Development of adult education, in and out of school, should be a priority objective of educational strategies during the next ten years. …

The rest of this article is only available to active members of Questia

Sign up now for a free, 1-day trial and receive full access to:

  • Questia's entire collection
  • Automatic bibliography creation
  • More helpful research tools like notes, citations, and highlights
  • Ad-free environment

Already a member? Log in now.

Notes for this article

Add a new note
If you are trying to select text to create highlights or citations, remember that you must now click or tap on the first word, and then click or tap on the last word.
One moment ...
Default project is now your active project.
Project items

Items saved from this article

This article has been saved
Highlights (0)
Some of your highlights are legacy items.

Highlights saved before July 30, 2012 will not be displayed on their respective source pages.

You can easily re-create the highlights by opening the book page or article, selecting the text, and clicking “Highlight.”

Citations (0)
Some of your citations are legacy items.

Any citation created before July 30, 2012 will labeled as a “Cited page.” New citations will be saved as cited passages, pages or articles.

We also added the ability to view new citations from your projects or the book or article where you created them.

Notes (0)
Bookmarks (0)

You have no saved items from this article

Project items include:
  • Saved book/article
  • Highlights
  • Quotes/citations
  • Notes
  • Bookmarks
Notes
Cite this article

Cited article

Style
Citations are available only to our active members.
Sign up now to cite pages or passages in MLA, APA and Chicago citation styles.

(Einhorn, 1992, p. 25)

(Einhorn 25)

1

1. Lois J. Einhorn, Abraham Lincoln, the Orator: Penetrating the Lincoln Legend (Westport, CT: Greenwood Press, 1992), 25, http://www.questia.com/read/27419298.

Cited article

A 21-Point Programme for a Global Strategy in Education
Settings

Settings

Typeface
Text size Smaller Larger Reset View mode
Search within

Search within this article

Look up

Look up a word

  • Dictionary
  • Thesaurus
Please submit a word or phrase above.
Print this page

Print this page

Why can't I print more than one page at a time?

Full screen

matching results for page

Cited passage

Style
Citations are available only to our active members.
Sign up now to cite pages or passages in MLA, APA and Chicago citation styles.

"Portraying himself as an honest, ordinary person helped Lincoln identify with his audiences." (Einhorn, 1992, p. 25).

"Portraying himself as an honest, ordinary person helped Lincoln identify with his audiences." (Einhorn 25)

"Portraying himself as an honest, ordinary person helped Lincoln identify with his audiences."1

1. Lois J. Einhorn, Abraham Lincoln, the Orator: Penetrating the Lincoln Legend (Westport, CT: Greenwood Press, 1992), 25, http://www.questia.com/read/27419298.

Cited passage

Welcome to the new Questia Reader

The Questia Reader has been updated to provide you with an even better online reading experience.  It is now 100% Responsive, which means you can read our books and articles on any sized device you wish.  All of your favorite tools like notes, highlights, and citations are still here, but the way you select text has been updated to be easier to use, especially on touchscreen devices.  Here's how:

1. Click or tap the first word you want to select.
2. Click or tap the last word you want to select.

OK, got it!

Thanks for trying Questia!

Please continue trying out our research tools, but please note, full functionality is available only to our active members.

Your work will be lost once you leave this Web page.

For full access in an ad-free environment, sign up now for a FREE, 1-day trial.

Already a member? Log in now.