Learning for life situations

Abstract

In this paper, the author dealt with the so-called "situation-oriented" approach to childhood education (SOACE) versus the so-called "function-oriented." Using examples of teaching/learning processes possible in developed and developing countries as starting point, the author made an in-depth analysis by comparing characteristics of these approaches. In developing so-called situation-oriented didactical units based on life-situations of the children (and adults) concerned in a specific educational setting, community-based innovation can be included. New concepts of "center-based" and "parent-based" programming in literacy campaigns as shown in examples from Colombia, Nepal, Peru, India, Brazil and Indonesia, China, Jamaica, Thailand, Chile are important steps towards the right direction. This paper ends with some comments on the five-years experience of piloting SOAECE-Philippines.