Opinion
Revisiting UNESCO’s 4-Pillars Of Education
Prior to entering the 21st Century, there was the Millennium Development Goals, (MDGs), providing eight objectives to serve as global focus for human development (2000 – 2015). Similarly, the United Nations’ Educational Scientific and Cultural Organisation (UNESCO) provided 4-point agenda for education and social development for the 21st century, applicable beyond 2015. The 4 goals became known as 4-pillars of education for the century. Briefly, the four pillars of modern education are ;learning to know; learning to be; learning to do, and learning to live together.
Learning to know includes practical learning experiences through daily interactions and also being able to absorb and turn such learning experiences into useful instruments for addressing challenges and problems of life. Such ability to transfer and apply learning experiences is known as educability. Learning to know demands a persistent urge to search and explore various issues and perplexities of life, to strive to find meanings and answers to questions of every-day encounters, and to place no limit on what can be known. Emphasis on learning to know should go beyond “stomach infrastructure” and mundane quests and hustling to get something for nothing.
A life-long learning urge does not depend on school as the place to learn to acquire experiences, but in life itself as the theatre of learning to know. Neither must the acquisition of certificates be the aim of learning to know. Nations that value certificates rather than practical competence and ability, soon produce a large pool of intellectuals with crippled heads and hands.
Learning to be, as UNESCO’s second pillar of education, has to do with educability and the fact that the educated person is one who has learned to discover and be himself, as unique individual. Educability is the extent which an individual is able to see himself as a part of a large human family, life or existence as a school, and able to benefit from all learning experiences, exposures and opportunities. It also includes how far an individual is able to integrate and use learning experiences as resources for further upbuilding and as instruments for addressing the challenges of life.
The pillar on learning to be, enjoins the individual to strive to be self-reliant, able to think and judge issues independently without being swayed by the hysterical clamours of the masses. It takes self-exertion to develop oneself to the optimum and to be able to fulfill the duties and obligations incumbent on the individual. A summary of learning to be, embraces: simplicity and clarity in thinking; having personal conviction, values and beliefs; freedom from any form of addiction; having no room for self-pity; being a patriotic citizen, with charity for all and malice towards none.
Other items included in the pillar of learning to be, call on the individual to take only what is necessary in life, rather than seek to own all the property in town; to imbibe an attitude of letting what is gone and past help, to be past grief or brooding about. The classification of Nigeria as one of the most stressful places to live on earth is because there are lots of human parasites and caterpillars of the commonwealth who are rarely themselves.
Learning to do, as the third pillar of UNESCO’s prescriptions for education in the modern era, calls on individuals to see learning as an open and continuing process involving the acquisition of skills, knowledge and increasing awareness. It demands the use of the head to think and reason intelligently and logically, and apply the hands in diligent and productive labour which does not involve shameful deeds. Since no prize is won without diligence and self-exertion, this item from the UNESCO, enjoins every individual to engage in continuous learning, of which formal education is a very small part of the whole process. Without condemning or ignoring school learning as irrelevant, the emphasis is that learning is a continuous, lifelong activity; do it yourself!
To cease to learn and to exert oneself, is to cease to live, because, the duty and fun of life include engaging in activities, joyfully, as opposed to forced labour. Voltaire, a French satirist and author of Candide, would remind us that work banishes boredom, vice and poverty. Therefore, learning to do, includes forcing ourselves to overcome the temptation of sliding into the common pitfalls of life, which include myopia, indolence, idle comfort and degeneration.
We are also reminded that constant application of our limbs and the entire body in movements, exercises and labour are necessary for good health and longevity. Nature and its laws stipulate that resources, talents and abilities not utilised regularly and in productive activities, soon go into a state of atrophy. To learn to do also means to learn to choose aright, so that what is done would bear the tag of nobility.
UNESCO’s 4th Pillar of Learning to live together is a call on humanity to live in harmony with others, in spite of diversities arising from historical, environmental and cultural factors of life. Oneness of humanity does not imply uniformity, but the joy of diversities includes the opportunity to learn so see and absorb what is noble in different people. Learning to live together in harmony does not mean tolerating injustices and thereby fostering evil, but it entails providing the mirror for mutual self-examination. Indeed, the faults and annoying actions and behaviours we see in others, are messages that we ourselves are not far too different.
Justice as the pillar and essential condition of any sane environment, demands that people should learn to know what it entails to live together in harmony. Any society where justice is mistaken for indulgence and permissiveness, is a society that goes speedily into a state of corruption and eventual decay. Therefore, learning to live together is a task of learning to foster justice in interpersonal relationships. This demands pointing out breaches which demand sanctions, without resorting to violence, and without enthroning impunity as a sub-culture. Wrong deeds deserve penalties!
Learning to live together also requires recognising where there are weaknesses, lapses and deficiencies and then having the political will and resources to correct and check them, in the interest of the nation. Most vulnerable groups in society, including children and women must be given attention and protection. We live together in freedom, not bondage arising from tyranny and impunity!
By: Bright Amirize
Dr Amirize is a retired lecturer from the Rivers State University, Port Harcourt.
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Quote:”While job seeking youths should continuously acquire skills and explore opportunities within their immediate environment as well as in the global space through the use of digital platforms, government, corporate/ multinational organizations or the organised private sector should generate skills and provide the enabling environment for skills acquisition, through adequate funding and resettlement packages that will provide sustainable economic life for beneficiaries”.
The Governor of Rivers State, Sir Siminalayi Fubara, recently urged youths in the Rivers State to take advantage of the vast opportunities available to become employers of labour and contribute meaningfully to the growth and development of the State. Governor Fubara noted that global trends increasingly favour entrepreneurship and innovation, and said that youths in Rivers State must not be left behind in harnessing these opportunities. The Governor, represented by the Secretary to the State Government, Dr Benibo Anabraba, made this known while declaring open the 2026 Job Fair organised by the Rivers State Government in partnership with the Nigeria Employers’ Consultative Association (NECA) in Port Harcourt. The Governor acknowledged the responsibility of government to create jobs for its teeming youth population but noted that it is unrealistic to absorb all job seekers into the civil service.
“As a government, we recognise our duty to provide employment opportunities for our teeming youths. However, we also understand that not all youths can be accommodated within the civil service. This underscores the need to encourage entrepreneurship across diverse sectors and to partner with other stakeholders, including the youths themselves, so they can transition from being job seekers to employers of labour,” he said. It is necessary to State that Governor Fubara has not only stated the obvious but was committed to drive youth entrepreneurship towards their self-reliance and the economic development of the State It is not news that developed economies of the world are skilled driven economies. The private sector also remains the highest employer of labour in private sector driven or capitalist economy though it is also the responsibility of government to create job opportunities for the teeming unemployed youth population in Nigeria which has the highest youth unemployed population in the subSahara Africa.
The lack of job opportunities, caused partly by the Federal Government’s apathy to job creation, the lack of adequate supervision of job opportunities economic programmes, lack of employable skills by many youths in the country have conspired to heighten the attendant challenges of unemployment. The challenges which include, “Japa” syndrome (travelling abroad for greener pastures), that characterises the labour market and poses threat to the nation’s critical sector, especially the health and medical sector; astronomical increase in the crime rate and a loss of interest in education. While job seeking youths should continuously acquire skills and explore opportunities within their immediate environment as well as in the global space through the use of digital platforms, government, corporate/ multinational organizations or the organised private sector should generate skills and provide the enabling environment for skills acquisition, through adequate funding and resettlement packages that will provide sustainable economic life for beneficiaries.
While commending the Rivers State Government led by the People First Governor, Sir Siminilayi Fubara for initiating “various training and capacity-building programmes in areas such as ICT and artificial intelligence, oil and gas, maritime, and the blue economy, among others”, it is note-worthy that the labour market is dynamic and shaped by industry-specific demands, technological advancements, management practices and other emerging factors. So another sector the Federal, State and Local Governments should encourage youths to explore and harness the abounding potentials, in my considered view, is Agriculture. Agriculture remains a veritable solution to hunger, inflation, and food Insecurity that ravages the country. No doubt, the Nigeria’s arable landmass is grossly under-utilised and under-exploited.
In recent times, Nigerians have voiced their concerns about the persistent challenges of hunger, inflation, and the general increase in prices of goods and commodities. These issues not only affect the livelihoods of individuals and families but also pose significant threats to food security and economic stability in the country. The United Nations estimated that more than 25 million people in Nigeria could face food insecurity this year—a 47% increase from the 17 million people already at risk of going hungry, mainly due to ongoing insecurity, protracted conflicts, and rising food prices. An estimated two million children under five are likely to be pushed into acute malnutrition. (Reliefweb ,2023). In response, Nigeria declared a state of emergency on food insecurity, recognizing the urgent need to tackle food shortages, stabilize rising prices, and protect farmers facing violence from armed groups. However, without addressing the insecurity challenges, farmers will continue to struggle to feed their families and boost food production.
In addition, parts of northwest and northeast Nigeria have experienced changes in rainfall patterns making less water available for crop production. These climate change events have resulted in droughts and land degradations; presenting challenges for local communities and leading to significant impact on food security. In light of these daunting challenges, it is imperative to address the intricate interplay between insecurity and agricultural productivity. Nigeria can work toward ensuring food security, reducing poverty, and fostering sustainable economic growth in its vital agricultural sector. In this article, I suggest solutions that could enhance agricultural production and ensure that every state scales its agricultural production to a level where it can cater to 60% of the population.
This is feasible and achievable if government at all levels are intentional driving the development of the agricultural sector which was the major economic mainstay of the Country before the crude oil was struck in commercial quantity and consequently became the nation’s monolithic revenue source. Government should revive the moribund Graduate Farmers Scheme and the Rivers State School-to-Land agricultural programmes to operate concurrently with other skills acquisition and development programmes. There should be a consideration for investment in mechanized farming and arable land allocation. State and local governments should play a pivotal role in promoting mechanized farming and providing arable land for farming in communities. Additionally, allocating arable land enables small holder farmers to expand their operations and contribute to food security at the grassroots level.
Nigeria can unlock the potential of its agricultural sector to address the pressing needs of its population and achieve sustainable development. Policymakers and stakeholders must heed Akande’s recommendations and take decisive action to ensure a food-secure future for all Nigerians.
By: Igbiki Benibo
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