The Delors Commission was under the administration of Jacques Delors, the eighth President of the European Commission. The Delors Report was a report created by the Delors Commission in 1996. It proposed an integrated vision of education based on two key concepts, ‘learning throughout life’ and the four pillars of learning, to know, to do, to live together. The Delors Report was aligned closely with the moral and intellectual principles that underpin UNESCO, and therefore its analysis and recommendations were more humanistic and less instrumental and market-driven than other education reform studies of the time.
Part one: Outlook
1. From the local community to a world society
An increasingly crowded planet, towards the globalization of human activity, Universal communication, the many faces of global interdependence, an uncertain world, the local and the global, Understanding the world and understanding others, Pointers and recommendations.
2. From social cohesion to democratic participation
Education and the crisis of social cohesion, Education versus exclusion, Education and the forces at work in society: some principles for action, Democratic participation, Civic education and the practice of citizenship, Information societies and learning societies, Pointers and recommendations.
3. From economic growth to human development
Highly inequitable-economic growth, the demand for education for economic purposes, the uneven distribution of knowledge, Education for women, an essential means of promoting development, counting the cost of progress, Economic growth and human development Education for human development, Pointers and recommendations.
Part two: Principle
4. The four pillars of education
Learning to know, Learning to do, From skill to competence, The ‘dematerialization’ of work and the rise of the service sector, Work in the informal economy, Learning to live together, learning to live with others, Discovering others, Working towards common objectives Learning to be, Pointers and recommendations.
5. Learning throughout life
An imperative for democracy, a multidimensional education, new times, fresh fields, Education at the heart of society, seeking out educational synergies, Pointers and recommendations.
Part three: Direction
6. From basic education to university
A passport to life: basic education, early childhood education, Children with special needs
Adult basic education and literacy, Community participation and responsibility, Secondary education: the crossroads of life, Diversity in secondary education, Vocational guidance, Higher education and education throughout life, the functions of higher education
7. Teachers in search of new perspectives
The world comes into the classroom, Expectations and responsibilities, Teaching: an art and a science, The quality of teachers, Learning what and how to teach, Working teachers, The school and the community, The administration of the school, Drawing teachers into decision-making on educational matters,Favourable conditions for effective teaching, Pointers and recommendations
8. Choices for education: the political factor
Choice of education means the choice of society, the demand for education, Evaluation and public debate, Opportunities offered by innovation and decentralization
9. International co-operation: educating the global’ village
Women and girls: education for equality, Education and social development, making debt-swaps work for education
- Education, empowerment and social: Michael Manley
- Education for the global society: Karan Singh
- Education for a multicultural world: Rodolfo Stavenhagen
Dr. Deepak Pancholi, Assistant Professor