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.
Lifelong education should be the keystone of all educational policies in the years ahead, in industrially-developed as well as developing countries.
Lifelong education presupposes a complete restructuration of education. Education must cease being confined within school walls. Education should become a true mass movement.
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.
Artificial or outdated barriers between different branches and levels of education and between formal and non-formal education should be abolished.
Education for pre-school-age children should be a major objective for educational strategies in the 1970s.
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.
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.
Education should aim not only to train young people for specific jobs, but also equip them to adapt to a variety of occupations.
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.
Higher education should be expanded and made varied enough to meet individual and community needs. Traditional attitudes towards the university must change.
Access to different types of education and employment should depend only on a person's knowledge, capacities and aptitudes.
Development of adult education, in and out of school, should be a priority objective of educational strategies during the next ten years. …