Learning to live together

Summary of Learning outcomes

The Learning Metrics Task Force (UNESCO Institute of Statistics, 2012) proposed competencies for learning outcomes for Early Childhood, Primary, and Post-Primary schooling to improve learning opportunities and outcomes for children and youth. Their framework defined Competencies: (knowledge, skills, attitudes, and values that are learned or developed), Domains( broad categories of learning outcomes), Sub-domains ( specific categories of learning outcomes) and Illustrative outcomes (examples of how competencies are demonstrated).


The case studies reinforce to the readers of this section the need to continue to improve assessment of LTLT competencies, through structured knowledge mobilization and enhanced approaches to strengthening and monitoring learning assessments.


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.


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.


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).


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