- Teks
- Sejarah
- Education throughout life: is bas
- Education throughout life: is based On four pillars: learning to know. leaming to do, learning to live together and 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, so as to benefit from the opportunities education provides throughout life.
- Learning to do, in order to acquire not only an occupational skill but also. more broadly, the competence to deal with many situations and work in teams. It also means learning to do in the context of young peoples' various social and work experiences which may be informal, as a result o'f ttie local or national context, or formal. Involving courses, alternating study and work.
- 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 respect for the values of pluralism. mutua' unders-tanding and peace.
- learning to be. so as better to develop one's personafity and be able to act with ever greater autonomy. judgement and personal responsibility. In that connection, education must not disregard any aspect of a person's potential: memory, reasoning. aesthetic sense, physical capacities and communication skills.
- Formal education systems tend to emphasize the acquisition of knowledge to the detriment of other types of It:arning; but it is vital now to conceive education in a more encompassing fashion, Such a vision should inform and guide future educational reforms and policy. In relation both to contents and to methods.
- 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, so as to benefit from the opportunities education provides throughout life.
- Learning to do, in order to acquire not only an occupational skill but also. more broadly, the competence to deal with many situations and work in teams. It also means learning to do in the context of young peoples' various social and work experiences which may be informal, as a result o'f ttie local or national context, or formal. Involving courses, alternating study and work.
- 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 respect for the values of pluralism. mutua' unders-tanding and peace.
- learning to be. so as better to develop one's personafity and be able to act with ever greater autonomy. judgement and personal responsibility. In that connection, education must not disregard any aspect of a person's potential: memory, reasoning. aesthetic sense, physical capacities and communication skills.
- Formal education systems tend to emphasize the acquisition of knowledge to the detriment of other types of It:arning; but it is vital now to conceive education in a more encompassing fashion, Such a vision should inform and guide future educational reforms and policy. In relation both to contents and to methods.
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-Pendidikan sepanjang hidup: didasarkan pada empat pilar: belajar untuk tahu. leaming yang harus dilakukan, belajar untuk hidup bersama dan belajar untuk menjadi.
- belajar untuk tahu. dengan menggabungkan pengetahuan umum yang cukup luas dengan kesempatan untuk bekerja secara mendalam pada sejumlah kecil mata pelajaran. Ini juga berarti belajar untuk belajar, untuk mendapatkan keuntungan dari kesempatan pendidikan memberikan sepanjang hidup.
-Belajar untuk melakukan, memperoleh tidak hanya keterampilan kerja tetapi juga. lebih luas lagi, kompetensi untuk menangani berbagai situasi dan bekerja dalam tim. Ini juga berarti belajar untuk melakukan dalam konteks muda rakyat berbagai sosial dan bekerja pengalaman yang mungkin informal, sebagai hasil o'f ttie lokal atau Nasional konteks, atau formal. Melibatkan kursus, bergantian studi dan kerja.
-belajar untuk hidup bersama-sama, dengan mengembangkan pemahaman tentang orang lain dan penghargaan ketergantungan - melaksanakan proyek-proyek bersama dan belajar untuk mengelola konflik - dalam semangat menghormati nilai-nilai pluralisme. Mutua' under-tanding dan perdamaian.
- belajar untuk menjadi. Jadi sebagai lebih baik untuk mengembangkan satu adalah personafity dan dapat bertindak dengan otonomi yang lebih besar. penilaian dan tanggung jawab pribadi. Dalam hubungan itu, pendidikan tidak harus mengabaikan aspek potensi seseorang: memori, penalaran. rasa estetika, kapasitas fisik dan keterampilan komunikasi.
-sistem pendidikan Formal cenderung menekankan perolehan pengetahuan yang merugikan jenis lain dari itu: arning; tapi sangat penting sekarang untuk hamil pendidikan dalam mode lebih mencakup, dengan visi seperti harus menginformasikan dan panduan reformasi pendidikan masa depan dan kebijakan. Dalam hubungan baik untuk isi dan metode.
- belajar untuk tahu. dengan menggabungkan pengetahuan umum yang cukup luas dengan kesempatan untuk bekerja secara mendalam pada sejumlah kecil mata pelajaran. Ini juga berarti belajar untuk belajar, untuk mendapatkan keuntungan dari kesempatan pendidikan memberikan sepanjang hidup.
-Belajar untuk melakukan, memperoleh tidak hanya keterampilan kerja tetapi juga. lebih luas lagi, kompetensi untuk menangani berbagai situasi dan bekerja dalam tim. Ini juga berarti belajar untuk melakukan dalam konteks muda rakyat berbagai sosial dan bekerja pengalaman yang mungkin informal, sebagai hasil o'f ttie lokal atau Nasional konteks, atau formal. Melibatkan kursus, bergantian studi dan kerja.
-belajar untuk hidup bersama-sama, dengan mengembangkan pemahaman tentang orang lain dan penghargaan ketergantungan - melaksanakan proyek-proyek bersama dan belajar untuk mengelola konflik - dalam semangat menghormati nilai-nilai pluralisme. Mutua' under-tanding dan perdamaian.
- belajar untuk menjadi. Jadi sebagai lebih baik untuk mengembangkan satu adalah personafity dan dapat bertindak dengan otonomi yang lebih besar. penilaian dan tanggung jawab pribadi. Dalam hubungan itu, pendidikan tidak harus mengabaikan aspek potensi seseorang: memori, penalaran. rasa estetika, kapasitas fisik dan keterampilan komunikasi.
-sistem pendidikan Formal cenderung menekankan perolehan pengetahuan yang merugikan jenis lain dari itu: arning; tapi sangat penting sekarang untuk hamil pendidikan dalam mode lebih mencakup, dengan visi seperti harus menginformasikan dan panduan reformasi pendidikan masa depan dan kebijakan. Dalam hubungan baik untuk isi dan metode.
Sedang diterjemahkan, harap tunggu..
- Education throughout life: is based On four pillars: learning to know. leaming to do, learning to live together and 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, so as to benefit from the opportunities education provides throughout life.
- Learning to do, in order to acquire not only an occupational skill but also. more broadly, the competence to deal with many situations and work in teams. It also means learning to do in the context of young peoples' various social and work experiences which may be informal, as a result o'f ttie local or national context, or formal. Involving courses, alternating study and work.
- 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 respect for the values of pluralism. mutua' unders-tanding and peace.
- learning to be. so as better to develop one's personafity and be able to act with ever greater autonomy. judgement and personal responsibility. In that connection, education must not disregard any aspect of a person's potential: memory, reasoning. aesthetic sense, physical capacities and communication skills.
- Formal education systems tend to emphasize the acquisition of knowledge to the detriment of other types of It:arning; but it is vital now to conceive education in a more encompassing fashion, Such a vision should inform and guide future educational reforms and policy. In relation both to contents and to methods.
- 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, so as to benefit from the opportunities education provides throughout life.
- Learning to do, in order to acquire not only an occupational skill but also. more broadly, the competence to deal with many situations and work in teams. It also means learning to do in the context of young peoples' various social and work experiences which may be informal, as a result o'f ttie local or national context, or formal. Involving courses, alternating study and work.
- 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 respect for the values of pluralism. mutua' unders-tanding and peace.
- learning to be. so as better to develop one's personafity and be able to act with ever greater autonomy. judgement and personal responsibility. In that connection, education must not disregard any aspect of a person's potential: memory, reasoning. aesthetic sense, physical capacities and communication skills.
- Formal education systems tend to emphasize the acquisition of knowledge to the detriment of other types of It:arning; but it is vital now to conceive education in a more encompassing fashion, Such a vision should inform and guide future educational reforms and policy. In relation both to contents and to methods.
Sedang diterjemahkan, harap tunggu..
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- Shochih. fa 'abidun bi ghoiri ilmin ya'm
- Mr. Andre Tamba
- Shochih. fa 'abidun bi ghoiri ilmin ya'm
- Mr Andre Tamba
- Shochih.
- keberuntungan yang kesatu
- Have a nice drem
- keberuntungan yang ke satu
- Mau kepesta kawinan
- assessment
- Selalu bersama
- keberuntungan yang pertama
- Pengencang payudara
- kucing berkaki tiga itu ternyata milik p
- Mr Andre Giovani Febru Tamba
- I am waiting to get on the plane. Jutlst
- ketempat pesta kawinan
- Mr. Andrew Evan Febrian Chew
- Mr Andre Giovanni Febru Tamba
- Aku muak melihat gayamu
- Pengencang payudara
- Mr. Andrew Chew
- Bom Dia ?
- Mr. Andre Giovanni Febru Tamba
