Learning to Do
Learning to know and learning to do are quite inseparable. After acquiring knowledge,
it is important that knowledge should be put into practice. Although
this concept is not new
to the field of education, the Commission has hinted at how education can be adapted to
future work plan when it is not possible to foresee how exactly that work will evolve. The
commission advocates a shift from skill of a worker to his/her personal competence, which
has become inevitable due to the changed nature of production processes. “Purely physical
tasks are being
replaced by more intellectual, more mental work, such as controlling,
maintaining and monitoring machines, and by the work of design,
study and organisation,
as machines themselves became more ‘intelligent’ and the physical labour required for
work diminishes”. Hence, the abilities to communicate, work with others, manage and
resolve conflicts must be developed among the learners.
Secondly, the ‘dematerialization’ of the advanced
economies has resulted in
quantitative and qualitative expansions in both market oriented (finance accounting,
management) and on-market oriented service sectors (education, health, social services).
This has, no doubt, called for tremendous training in interpersonal relationships among the
workers. Therefore, the education system is called upon to develop in the learners, the
qualities of teamwork and development of interpersonal relationships.
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