Teachers

The case studies reinforce to the readers of this section the need to develop teacher pedagogic content knowledge linked to LTLT to increase the levels of achievement of LTLT competencies.

Curriculum

The case studies reinforce to the readers of this section the need to integrate LTLT across the entire curriculum through illustrative global competencies linked to content that is relevant inclusive and representative of a country’s diverse cultures.

National policy framework

The case studies reinforce to the readers of this section the need for national policy frameworks, to embrace the local context and recognize the global dimension of education especially its capacity for building peace and celebrating embracing diversity and differences.

Case studies

The Learning To Live Together Report (UNESCO Bangkok , 2014) uses case studies from Afghanistan, Australia, Indonesia, Malaysia, Myanmar, Nepal, The Philippines, the Republic of Korea, Sri Lanka and Thailand considerations to explore the contributions of national policy frameworks, curriculum, teachers, and assessment to the promotion of Learning To Live Together within the Asia Pacific Region.

Key Learning Outcomes

Learning outcomes  were identified for the following areas:

- Empathy outcomes

- Engagement in civil society

- Tolerance outcomes

- Teamwork outcomes

- Competencies for early childhood

- Competencies for primary

- Competencies for post primary

See the summary below or full report for more details.

Assessing learning outcomes

International assessments related to LTLT include the International Civic and Citizenship Education Study (IEA, 2014) and the report Toward Universal Learning: Recommendations from the Learning Metrics Task Force (UIS, 2013) which identifies LTLT competencies among those required for the 21st Century.

Pedagogy

The pedagogy of LTLT should be based on the two processes of ‘discovery of others’ and ‘experience of shared purposes’. Teaching methods would require approaches for fostering empathy and tolerance and activities that promote teamwork, leadership and communication outcomes (UNESCO Bangkok , 2014).

Curriculum landscape

Learning to Live Together (LTLT) represents a central theme threaded through the international dimensions of the curricula across the globe (UNESCO, 2014). Within the region communication and social competencies appear in the curricula of 88 countries, of which 71 reflect national curriculum (UNESCO, 2014).

Policy landscape

Several key policy documents shape the thoughts and actions of those promoting the concept of Learning to Live Together within the Asia Pacific Region. These document include

Environment crises

While the policy makers and governments of the region may have some capacity to reduce economic challenges within the region, some things are out of their control. In 2011, environmental disasters caused the Asia Pacific region to suffer 80 percent of global economic losses for that year.

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