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+ICPE-03-1934_RES1-FR,The Conference 1) Notes that the issue of compulsory schooling and its extension presents itself in very different ways across various countries and that no comprehensive measure can currently be recommended.,,
+ICPE-03-1934_RES1-FR,"2) Recognizes that in countries where the number of schools does not yet correspond to the school-age population, the issue is not so much extending schooling as ensuring that every child has the opportunity to attend school for a minimum specified number of years.",,
+ICPE-03-1934_RES1-FR,"3) While acknowledging that the number of compulsory school years may vary between countries, considers it desirable that the number of actual years of schooling should in no case be less than seven, and notes that this minimum is already exceeded in many countries.",,
+ICPE-03-1934_RES1-FR,"4) Considers that the school leaving age should not be set before the point at which the physical, intellectual, and moral education of the child has been sufficiently ensured.",,
+ICPE-03-1934_RES1-FR,5) Draws the attention of Governments to the importance of ensuring that the adoption of the principle of compulsory schooling and sanctions for breaches of this principle are accompanied by the necessary effort on the part of the authorities to make full compliance with this obligation possible.,,
+ICPE-03-1934_RES1-FR,"6) Considers that, in principle, and for the majority of countries, extending schooling beyond the age of 14 would offer indisputable advantages, except for temporary and short-duration exemptions that could be granted in certain cases, for example during agricultural work periods.",,
+ICPE-03-1934_RES1-FR,7) Proclaims that the issue of extending schooling must be resolved in conjunction with that of the age of admission to work.,,
+ICPE-03-1934_RES1-FR,"8) Wishes that, at the national level, the most complete coordination exists, with regard to the measures to be taken, between the Departments of Public Education and those of Labor, and that, at the international level, studies concerning the minimum age for admission to employment be conducted concurrently with those concerning compulsory schooling.",,
+ICPE-03-1934_RES1-FR,"9) Wishes that the education provided in the proper school setting be extended into a post-school education that is also compulsory; that the extended education, whether school-based or post-school, consist essentially of general training, drawing its interests and teaching content from the dominant concerns of the region, whether rural, industrial, commercial, etc., and, for young girls, include home economics preparation; and that, by giving greater emphasis to practical exercises, it aims to awaken and develop the students' vocational abilities; a significant place should be reserved for physical and moral training.",,
+ICPE-03-1934_RES1-FR,10) Considers it desirable that any measure concerning the extension of schooling be taken with due regard to the necessity of coordinating the various types of education and ensuring the continuity of their curricula.,,
+ICPE-03-1934_RES1-FR,Draws the attention of the educational authorities to the necessity of adapting the methods of extended education to the psychological conditions related to the age of the students.,,
+ICPE-03-1934_RES1-FR,"12) Emphasizes that due to the specific characteristics of the curricula and methods to be applied in extended education, it is necessary to train teachers designated to provide it and to select them from among those educators who, during their previous professional practice, have demonstrated particular aptitude for this type of instruction.",,
+ICPE-03-1934_RES1-FR,"The Conference, while recognizing that the diversity of circumstances requires different organization in different countries,",,
+ICPE-03-1934_RES1-FR,Considering that a certain number of students admitted to secondary schools are not in a position to benefit effectively from the instruction provided therein;,,
+ICPE-03-1934_RES1-FR,"Considering, on the other hand, that the overcrowding of institutions of higher education and the extent of unemployment among intellectuals are likely to cause among the youth a sense of anxiety and a dangerous malaise;",,
+ICPE-03-1934_RES1-FR,"That this overcrowding of higher education institutions is due, among other causes, to the very legitimate concern to secure, through a sound general education, a favorable material and moral position;",,
+ICPE-03-1934_RES1-FR,"It is essential, for the social life of nations as well as for the interests of individuals, to prepare, alongside an elite belonging to the liberal professions, commercial, industrial, agricultural elites, etc., corresponding to the various types of economic activity, each possessing a truly general culture.",,
+ICPE-03-1934_RES1-FR,"1) Deems it necessary, in order to avoid as much as possible errors in orientation and the discouragement that may result, to organize student guidance during the final regulated year of primary education, with the collaboration of the teacher, the physician, and the vocational guidance service, with the decision remaining the responsibility of the family.",,
+ICPE-03-1934_RES1-FR,"2) Considers desirable greater coordination between primary education and secondary education in order to facilitate, especially during the initial years of study, the easy transition from one category of education to another.",,
+ICPE-03-1934_RES1-FR,"3) Emphasizes the importance of schools referred to in certain countries as ""middle schools,"" in others as ""higher primary schools,"" ""practical schools,"" or ""vocational pathway schools,"" etc., which, not being intended for preparation for universities, can provide their students with both a sufficient general education and practical initiation, and can prepare them directly either for the immediate exercise of a profession or for certain higher vocational schools.",,
+ICPE-03-1934_RES1-FR,"4) Considers it desirable to improve the selection methods for admission to secondary schools proper. For this selection, the following elements should be taken into account: a) the primary school leaving certificate, as well as the individual report prepared by the primary school teachers, b) an examination conducted according to scientific methods aimed at identifying not only the knowledge acquired but also the candidate's aptitude to continue their studies.",,
+ICPE-03-1934_RES1-FR,"Takes note with interest of the position reserved in several countries within the guidance and selection committees either for representatives of the teaching staff, or for representatives of the parents, or for both,",,
+ICPE-03-1934_RES1-FR,"6) Draws the attention of educational authorities to the fact that, since any selection involves forced elimination, any student excluded from the secondary schools proper should be directed towards other studies or practical vocational training corresponding to their aptitudes.",,
+ICPE-03-1934_RES1-FR,"7) Despite the complexity of the issue of free education and the very diverse aspects it takes on in different countries, considers that any school fees to be paid should in no case constitute an obstacle to attendance at secondary schools.",,
+ICPE-03-1934_RES1-FR,"8) Consequently attaches the utmost importance to the granting of scholarships whose amount covers as fully as possible the cost of studies, and even the child's loss of earnings, if the parents' situation requires it.",,
+ICPE-03-1934_RES1-FR,— 149 III.,,
+ICPE-03-1934_RES1-FR,"The Conference, considering that it would be dangerous to train for the future a generation of citizens insufficiently prepared physically, intellectually, and morally, and, consequently, incapable of finding solutions to the formidable problems posed by the reorganization of the world,",,
+ICPE-03-1934_RES1-FR,"1. Draws the attention of Governments to the serious consequences that budget cuts in the field of education may entail, and suggests that savings be sought in areas less directly related to material and spiritual progress.",,
+ICPE-03-1934_RES1-FR,"2. Takes note with satisfaction that resolutions to this effect have been adopted by the Executive Committee of the International Bureau of Education, by several major international educational associations or meetings, as well as by the International Commission for Intellectual Cooperation and by the Assembly of the League of Nations.",,
+ICPE-03-1934_RES1-FR,"3. Regretting that certain countries have been compelled, due to the circumstances of the economic crisis, to introduce often significant restrictions in the field of education, the Conference draws the attention of Governments to the following considerations: a) the most dangerous cuts are indiscriminate reductions made without regard to the utility and effectiveness of the institutions affected; b) it would be advisable that budgetary cuts in the field of Public Instruction not be imposed by the authorities responsible for the budget without prior examination by the authorities responsible for Public Instruction; c) the reduction of teachers' salaries constitutes a serious threat to the recruitment of its members, who must be men of excellence, since the very future of the nation is entrusted to them; d) no reduction should affect what contributes to the physical and moral health of children: hygienic school premises, school canteens, playgrounds, school camps, nor all social assistance services which have given a new direction to today’s school and which, in times of crisis, are more necessary than ever; e) any depletion of educational materials likely to compromise the quality of teaching should be avoided; f) class sizes should not be increased to the extent that the value of teaching is weakened and the health of students compromised; g) the functioning of school inspection, on which the quality of teaching in a country partly depends, should be maintained in such a way that its efficiency remains sufficient.",,
+ICPE-04-1935_RES1-FR,"The Conference, Considering: That the current economic and social conditions and the development of knowledge have made the task of primary school teachers much more difficult and complex; That, in the educational endeavor, it is the personality of the teacher that constitutes the decisive factor, and that, consequently, the issue of the professional training of future teachers is of paramount importance; That, in this training, the greatest consideration must be given not only to general knowledge and strictly pedagogical knowledge, but also, and above all, to moral values; Welcomes the fact that the question of the preparation of primary school teachers constitutes, in almost all countries, one of the primary concerns of the educational authorities.",,
+ICPE-04-1935_RES1-FR,"While taking into account the differences in preparation required by the various countries due to historical, geographical, economic, and social conditions, the Conference notes that there is a prevailing opinion in favor of training primary teaching staff at Universities or University-affiliated Pedagogical Institutes, or at Pedagogical Academies, following prior secondary education.",,
+ICPE-04-1935_RES1-FR,"III The Conference expresses the wish: That the age of admission to the position of primary school teacher, and consequently the age of admission to teacher training centers, be set in such a way that the young teacher, before beginning their duties, has acquired sufficient moral and intellectual maturity, and a full awareness of the importance of their task and responsibilities; That the selection of candidates not only be based on acquired knowledge, but also take very seriously into account moral, intellectual, and physical aptitudes; That the studies of future primary school teachers be free of charge, or at least that scholarships be granted to deserving candidates in need.",,
+ICPE-04-1935_RES1-FR,"IV The Conference considers: That professional and specifically pedagogical training must be added to a good general education; That, consequently, the duration of studies must be sufficiently long to ensure that students, without excessive strain, acquire both a general education and an adequate professional training; That, moreover, it is possible to initially provide this general education and then reserve the pedagogical training to the teacher training centers (Universities, Faculties of Education, University Pedagogical Institutes, Pedagogical Academies or Institutes, Normal Schools), at least in countries where it is not deemed feasible to provide both general education and pedagogical training within the same institution.",,
+ICPE-04-1935_RES1-FR,"V The Conference considers it necessary: That, for the professional training of future teachers, the curricula and schedules should provide not only for the theoretical study of pedagogy and auxiliary sciences but also for very serious practical preparation; That a place should also be reserved for economic and artistic disciplines, which teachers will later need to introduce to the children entrusted to them, either in the formal school setting or in out-of-school educational organizations, and that due consideration be given to the important role of physical education in personality development; It wishes that the professional preparation (pedagogical, psychological, social, and practical) of future teachers be inspired by the principles of the Active School, provide sufficient opportunities for individual research work, and considers that professional training should ensure close contact between future teachers and the populations among whom they will teach, particularly in rural areas; It expresses the wish that particular importance be accorded to annexed model schools, which should include both rural and urban schools.",,
+ICPE-04-1935_RES1-FR,"VI The Conference considers that the training of urban teachers and rural teachers, where it seems necessary to differentiate, must be of the same level and confer the same rights; it notes that, in several countries, prospective teachers complement their general professional training with a specialization in certain specific subjects, which they may subsequently teach, at least to the older pupils of elementary primary school.",,
+ICPE-04-1935_RES1-FR,"VII The Conference considers that a permanent appointment should only be granted to young teachers after a sufficiently long, rationally organized, and duly supervised internship; It expresses the wish that the establishment of in-service training internships for active teachers be generalized and become the subject of permanent regulatory measures.",,
+ICPE-04-1935_RES1-FR,"The Conference, Considering: That, in almost all countries, secondary education is currently undergoing profound reforms and sometimes even a complete reorganization; That it is important to seize this opportunity to further improve, alongside the general education of future secondary school teachers, their professional and specifically pedagogical training;",,
+ICPE-04-1935_RES1-FR,1) Draws the particular attention of the responsible educational authorities to the importance of this issue;,,
+ICPE-04-1935_RES1-FR,"2) The Conference recognizes the necessity, for future secondary school teachers, of a highly developed scientific education, provided within universities or institutions of higher education; it consequently acknowledges that this scientific education must obligatorily include a certain degree of specialization;",,
+ICPE-04-1935_RES1-FR,"3) However, it considers that this specialization should be neither premature nor too narrow; — that the preparation of future teachers should not be limited solely to the subjects they will teach; — that it should also include: a) a moral and methodical preparation for the duties of the educator; b) a sufficiently developed study of related disciplines; — c) theoretical pedagogical studies, the importance of which it wishes to emphasize, which should in particular focus on adolescent psychology and on modern methods of assessment concerning teaching outcomes; d) an equally essential practical preparation, which can be provided either in training schools or through methodically organized internships;",,
+ICPE-04-1935_RES1-FR,"4) It expresses the wish that, in the preparation of future secondary school teachers for girls' education, due consideration be given to the role their students will have to play in the home, and that a place be assured, both in their training and in the curricula of girls' secondary education, for domestic economy, home economics, hygiene, childcare, and family education.",,
+ICPE-04-1935_RES1-FR,"5) It wishes that the duration of studies be sufficient to reconcile the demands of general preparation with those of theoretical pedagogical training and practical preparation, and that appropriate examinations be established to ensure that students who do not possess the required aptitudes are eliminated before obtaining the final certificate;",,
+ICPE-04-1935_RES1-FR,"6) It recommends that, in the appointment procedures, consideration be given not only to the candidates' theoretical knowledge but especially to their moral character and professional abilities;",,
+ICPE-04-1935_RES1-FR,7) It draws the special attention of the educational authorities to the need to facilitate ongoing professional development for teaching staff already in service. 121 III.,,
+ICPE-04-1935_RES1-FR,"The Conference, recognizing that there is an increasingly close interdependence between education and other aspects of the lives of peoples; recognizing that there is great advantage in involving as many interests and areas of expertise as possible in the work of public education, while acknowledging that the diversity of circumstances requires different organizations in different countries,",,
+ICPE-04-1935_RES1-FR,1) Emphasizes the value that bodies commonly known as Higher Councils of Public Instruction can offer;,,
+ICPE-04-1935_RES1-FR,2) Notes that the advisory functions of these bodies can be of great benefit to the educational administrations of the various countries;,,
+ICPE-04-1935_RES1-FR,"3) Considers that the effectiveness of these bodies largely depends on the extent to which they collectively include representatives of the school administration, public opinion, parents, as well as representatives of the teaching staff and specialists in the field of education;",,
+ICPE-04-1935_RES1-FR,"4) Notes with interest that in several countries a place is made, within these Superior Councils, for members from the different categories of education;",,
+ICPE-04-1935_RES1-FR,"5) Considers that in countries where administrative organization permits, Regional or Provincial Councils of Public Instruction can provide significant services;",,
+ICPE-04-1935_RES1-FR,"6) Is convinced that, once again, the effectiveness of these Councils largely depends on their composition;",,
+ICPE-04-1935_RES1-FR,7) Emphasizes the special importance that local School Councils or Commissions hold in certain countries for the life and development of the school;,,
+ICPE-04-1935_RES1-FR,8) Considers that it is in the area of extracurricular activities and in the relationships between the school and the public that local school councils or commissions can be of greatest usefulness;,,
+ICPE-04-1935_RES1-FR,"9) Draws the attention of educational authorities to the valuable contributions that parent associations, whether officially recognized or not, can make to education through their participation in the Councils.",,
+ICPE-05-1936_RES1-FR,"The International Conference on Public Education, Convened in Geneva by the International Bureau of Education, and having met there on July 13 in its fifth session, adopts on July 14, 1936, the following recommendation: The Conference,",,
+ICPE-05-1936_RES1-FR,"Considering that, while the percentage of deaf-mutes and especially the blind appears to decrease quite markedly, the number of intellectually abnormal individuals who are mentally retarded or unstable tends, on the contrary, to increase in alarming proportions;",,
+ICPE-05-1936_RES1-FR,"That it is the sole responsibility of the public authorities to take the necessary measures to address the causes of this increase (hereditary diseases, alcoholism, conditions of modern existence);",,
+ICPE-05-1936_RES1-FR,"But educators have the duty to be concerned with the conditions under which the physically abnormal, the blind and deaf-mutes on the one hand, and the mentally abnormal on the other, can be enabled, through appropriate education, to lead an economic and social life more beneficial to themselves and society—and prepared, like other children, to enjoy the moral, artistic, and intellectual riches that truly give value to human life;",,
+ICPE-05-1936_RES1-FR,"Considering, on the other hand, that in the identification of mentally abnormal individuals, it is of utmost importance to exercise extreme caution, and to avoid the risk of prematurely classifying as abnormal children who will be able to lead a roughly normal life, thereby diminishing them for their entire existence both in their own eyes and in the eyes of society;",,
+ICPE-05-1936_RES1-FR,"Recommends to the Ministries of Public Education of the various countries,",,
+ICPE-05-1936_RES1-FR,"1° That the establishment, wherever it is deemed necessary, of special classes or schools and, where appropriate, boarding facilities for the physically abnormal on one hand, and for the mentally abnormal on the other, be made mandatory for the authorities responsible for educational organization; that these institutions be created under conditions such that special education is not accessible solely to children from urban centers;",,
+ICPE-05-1936_RES1-FR,2° That the instruction provided therein be given under the same conditions of gratuity as the instruction given in regular classes to normal children;,,
+ICPE-05-1936_RES1-FR,"3° That, for boarders, scholarships be generously granted to children from modest families;",,
+ICPE-05-1936_RES1-FR,"4° That the education provided includes not only: a) the specialized instruction (for example, speech therapy and lip-reading for the deaf-mute, reading and writing for the blind) required by these children; b) general education, which should, as far as possible, be comparable to that received by other children; but also appropriate vocational training, taking into account the state of the labor market;",,
+ICPE-05-1936_RES1-FR,"5° That the abilities of the children be given the utmost consideration; consequently, class sizes should be kept small, and the teaching methods used should — everywhere — be individual, active, and concrete methods, already in use in a number of countries;",,
+ICPE-05-1936_RES1-FR,"6° That these children be regarded not as dependents, but as educable; consequently, that the institutions dedicated to them be affiliated with the Ministries responsible for Public Instruction in the various nations;",,
+ICPE-05-1936_RES1-FR,"7° That a compulsory school medical inspection, implemented everywhere, encompass both the mental health and physical health of children, and that the screening of children with abnormalities be conducted through close collaboration among teachers, school doctors, and, if possible, psychiatrists and school psychologists—and that this process be carried out with the utmost caution;",,
+ICPE-05-1936_RES1-FR,"8° That an initial introduction to the various special teachings be, if possible, provided to future teachers as early as in the teacher training college; that internships be established for those who later wish to dedicate themselves specifically to these teachings; and that access to these internships be facilitated through the provision of sufficient scholarships or by the maintenance of salary.",,
+ICPE-05-1936_RES1-FR,"9° That an additional salary supplement be granted to teachers who, holding a certificate of aptitude for the education of children with special needs, actually teach in special classes.",,
+ICPE-05-1936_RES1-FR,"The International Conference on Public Education, convened in Geneva by the International Bureau of Education, and having met there on July 13th in its fifth session, adopts on July 15th, 1936 the following recommendation: The Conference,",,
+ICPE-05-1936_RES1-FR,"Considering that the peasant class constitutes in various countries a reservoir of physical health and an element of moral strength whose integrity must be safeguarded everywhere by combating, where they prevail, rural exodus and the depopulation of the countryside;",,
+ICPE-05-1936_RES1-FR,That the conditions of modern civilization and the advances in agricultural technology make it possible to organize rural life in a manner that is both more comfortable and more convenient;,,
+ICPE-05-1936_RES1-FR,"That, although the development of education has undoubtedly not contributed as much as some have claimed to divert rural youth from the land, this criticism has at times been justly directed at the school;",,
+ICPE-05-1936_RES1-FR,"That the rural school, on the contrary, without aiming to provide strictly agricultural education, can and must enable children from the countryside to understand the importance and the social and intellectual dignity of rural life, and provide them with the basic scientific knowledge that today’s intelligent exercise of rural professions requires;",,
+ICPE-05-1936_RES1-FR,"Considering that overall, and for reasons that may vary, the issue of rural schooling is currently being raised in almost every country;",,
+ICPE-05-1936_RES1-FR,— 137 Recommends to the Ministries of Public Instruction of the various countries:,,
+ICPE-05-1936_RES1-FR,"1° That the education provided to children in rural schools shall, in principle, be in no way inferior to that given to children in urban schools, and shall enable them to gain access to secondary schools;",,
+ICPE-05-1936_RES1-FR,"2° That, in practice and to ensure greater fairness in the field of education, efforts be made to remedy, as far as possible, the adverse conditions in which rural schools may find themselves;",,
+ICPE-05-1936_RES1-FR,"3° That an equivalent level of instruction be ensured in rural and urban schools, with teachers naturally having the duty to adapt the curricula to local conditions and, in particular, to derive their ""centers of interest"" from the environment in which their students live;",,
+ICPE-05-1936_RES1-FR,"4° Efforts should be made to adapt the very organization of the rural school (holidays, vacations, schedules, as well as curricula) by taking into account the local or regional living conditions;",,
+ICPE-05-1936_RES1-FR,"5° That, to ensure a more complete sense of unity between urban and rural schools, both shall be under the authority of the same Ministry;",,
+ICPE-05-1936_RES1-FR,6° That the general curricula of primary schools allocate sufficient space to concepts relating to rural life;,,
+ICPE-05-1936_RES1-FR,"7° That rural schoolteachers utilize the specific educational resources offered by their environment to give their teaching a concrete and lively character, thereby fostering in their pupils an appreciation for rural life;",,
+ICPE-05-1936_RES1-FR,"8° That, for the older students in rural classes, without providing strictly agricultural instruction, scientific teaching should focus in particular on the concepts that cultivators must possess today for an intelligent and fruitful practice of their profession;",,
+ICPE-05-1936_RES1-FR,"9° That, in order to enable rural schools to provide children with the full education to which they are entitled, the maximum number of pupils admitted to single-class schools be very strictly limited;",,
+ICPE-05-1936_RES1-FR,"10° Efforts should be made, through the creation of ""central"" schools, to reduce, as far as possible, the number of single-class schools; if these are retained for the youngest children, ""central"" classes should at least be established for older boys and girls; the necessary transportation services and cafeterias for this purpose should be organized;",,
+ICPE-05-1936_RES1-FR,"11° That, for young people from rural families who may continue their studies for a time without seeking specifically agricultural education, sections should be established within higher primary education institutions, or their equivalents, alongside the general preparatory sections for the diploma, where particular emphasis is placed on notions preparatory to rural life;",,
+ICPE-05-1936_RES1-FR,"12° That rural schoolteachers shall not be regarded as inferior to those in urban schools; to this end, a general and professional training of the same level shall be provided to both, either within common institutions or within specialized institutions for urban or rural teachers, ensuring in all cases adequate emphasis on rural knowledge, and, for female teachers, on household management knowledge.",,
+ICPE-05-1936_RES1-FR,13° That agricultural or domestic training internships be established for male and female teachers who wish to devote themselves specifically to post-school or supplementary rural education;,,
+ICPE-05-1936_RES1-FR,"14° That, in order to ensure, to some extent, the stability of the situation of rural teachers by compensating for the inconveniences and disadvantages of living outside the city, special benefits be granted to them;",,
+ICPE-05-1936_RES1-FR,"139 — 15° That the work of the school be supplemented or facilitated by the organization of extracurricular and post-school activities, such as young farmers’ clubs, traveling libraries, rural radio or educational film sessions, pedagogical and cultural missions, correspondence courses, etc.",,
+ICPE-05-1936_RES1-FR,"The International Conference on Public Instruction, convened in Geneva by the International Bureau of Education, and having met there on July 13th in its fifth session, adopts on July 17th, 1936, the following recommendation: The Conference,",,
+ICPE-05-1936_RES1-FR,"Considering that the modern school must provide the child with a lively education, which makes extensive use not only of books and memory but also of observation of the environment and the child's various activities; that it must widely utilize the new means of information made available by modern science (phonograph, radio, still and animated projections, etc.);",,
+ICPE-05-1936_RES1-FR,"Moreover, it can no longer limit its purpose to the acquisition of the ""tools of the intellect"" (reading, writing, arithmetic, drawing) — and the essential knowledge that no person is permitted to ignore; it must also ensure the most complete physical, intellectual, moral, and social development possible of the children entrusted to it.",,
+ICPE-05-1936_RES1-FR,"It must consequently guarantee them healthy school living conditions, supervise their physical development by providing the necessary supplemental nutrition, and at the same time strive to instill good hygiene habits.",,
+ICPE-05-1936_RES1-FR,"That, in order to ensure a harmonious development of their intellectual faculties and physical capabilities, and to enable a well-informed professional orientation for the older children on the verge of leaving school, proper emphasis must be given to manual activities;",,
+ICPE-05-1936_RES1-FR,"That the moral and artistic education of children involves the organization of meetings and festivities which must continue beyond school hours, with the school premises always remaining the center;",,
+ICPE-05-1936_RES1-FR,"That the development of new school buildings can contribute, in many countries, to the fight against unemployment and economic stagnation;",,
+ICPE-05-1936_RES1-FR,The Conference Recommends to the Ministries of Public Education:,,
+ICPE-05-1936_RES1-FR,"1° That, in the development of school construction plans, while giving architectural and hygienic needs the importance they deserve, priority be given to the interests of education and to the fullest extent possible to the opinions of educational authorities and pedagogues;",,
+ICPE-05-1936_RES1-FR,"2° That primary schools be, as far as possible, established not within city centers, but in locations that allow for spacious premises, extensive playgrounds, and the provision of sports fields;",,
+ICPE-05-1936_RES1-FR,"..?° That in the arrangement of premises (orientation and size of classrooms, access conditions, ventilation, lighting, heating), both local conditions and the need to maintain a certain harmony between the school facilities and the environment be taken into account, but above all the necessities of hygiene.",,
+ICPE-05-1936_RES1-FR,"4° That the size of the classrooms, as well as the nature and arrangement of the furniture and educational materials, be determined in consideration of the specific needs of the active school.",,
+ICPE-05-1936_RES1-FR,"5° That the installation and necessary equipment for the establishment of libraries and the use of the phonograph, school radio, still or animated projection, etc., be provided;",,
+ICPE-05-1936_RES1-FR,"6° That the school be provided with a school garden, demonstration fields, and grounds intended for outdoor teaching;",,
+ICPE-05-1936_RES1-FR,"7° That it also has an independent drawing room, a workshop, and, for girls, rooms and facilities for domestic education (in particular sewing, cooking, and ironing);",,
+ICPE-05-1936_RES1-FR,"8° That, to ensure the proper physical development of children, the school be equipped in any case with a dining hall or school canteen, a medical office with the necessary facilities and equipment, a playground, a physical education room, as well as washbasins and a bathroom with showers;",,
+ICPE-05-1936_RES1-FR,"g° That premises be arranged for educational activities both during and after school hours (reading room, projection room, assembly hall), allowing, for smaller schools, the possibility of using the same room for several of these purposes;",,
+ICPE-05-1936_RES1-FR,"10° That, as far as possible, these desiderata apply not only to urban schools but also to rural schools, with the State providing the necessary assistance to rural municipalities;",,
+ICPE-05-1936_RES1-FR,11° That new school construction programs be included among the public works projects undertaken to combat the economic crisis.,,
+ICPE-06-1937_RES1-FR,"The International Conference on Public Education, Convened in Geneva by the International Bureau of Education, and having met there on July 19th in its sixth session, adopts on July 20th, 1937, the following recommendation: The Conference,",,
+ICPE-06-1937_RES1-FR,"Considering that it is of utmost importance that discoveries resulting from a more precise understanding of child psychology and the sciences of education be translated as quickly and as fully as possible into the adoption of methods that are increasingly active, intuitive, and concrete;",,
+ICPE-06-1937_RES1-FR,"That for this purpose, it is not sufficient to provide tomorrow's educators, in pedagogical institutes and normal schools, with training more precisely adapted to their mission;",,
+ICPE-06-1937_RES1-FR,"That educators in service may also need to be supported, encouraged, and guided;",,
+ICPE-06-1937_RES1-FR,That this role must fundamentally be that of inspectors at all levels of education and within the hierarchy;,,
+ICPE-06-1937_RES1-FR,"Considering, furthermore, that what gives teaching and education their true effectiveness is neither externally imposed authority nor empirical methods and recipes, but the commitment of educators to their mission;",,
+ICPE-06-1937_RES1-FR,"That they must therefore enjoy, at all levels, considerable freedom in the choice and application of their methods, while at the same time having the right to the respect of their intellectual freedom;",,
+ICPE-06-1937_RES1-FR,"That, in any case, the authority of inspectors is exercised under conditions that provide their subordinates with the necessary safeguards against arbitrariness and injustice;",,
+ICPE-06-1937_RES1-FR,"That, to be worthy of their task, inspectors need not only thorough pedagogical and psychological knowledge, but also moral and intellectual qualities that enable them to understand and guide the teachers under their responsibility with a spirit of sympathy:",,
+ICPE-06-1937_RES1-FR,"That inspection is regarded, in the vast majority of countries, as necessary for primary, secondary, and vocational education, but is generally not considered appropriate for higher education;",,
+ICPE-06-1937_RES1-FR,Recommends to the Ministries of Public Instruction of the various countries:,,
+ICPE-06-1937_RES1-FR,1) That the selection of inspectors at all levels be subject to a very thorough investigation of their moral and intellectual aptitudes for the exercise of a function that is delicate above all others;,,
+ICPE-06-1937_RES1-FR,"2) That no one may be appointed to this position unless they have beforehand demonstrated their curiosity and understanding of issues related to education, either through a sufficiently extensive internship or through special preparation organized at a higher pedagogical institute, this preparation being required to include the study of comparative pedagogy and the study of the school organization systems of other countries;",,
+ICPE-06-1937_RES1-FR,"3) That the qualification examination for inspection, where it exists, should assess not only knowledge proper, but also, through the analysis of concrete cases, the ability to administer with intelligence, tact, and fairness;",,
+ICPE-06-1937_RES1-FR,"4) That the mission of inspectors essentially consists in understanding the teachers under their supervision and advising them, while respecting their intellectual freedom and their initiative in pedagogical matters;",,
+ICPE-06-1937_RES1-FR,"5) That, in order to enable them to properly fulfill their duties and to keep abreast of developments in pedagogy, inspectors should not be assigned districts that are too large, nor be burdened with overly complex tasks; that, particularly in secondary education, administrative oversight should be carried out by other officials, while pedagogical leadership should constitute the primary responsibility of the inspectors:",,
+ICPE-06-1937_RES1-FR,"6) That, moreover, through organized trips abroad, internships and special courses, and by participating in the work of educational study commissions, in collaboration with professors from pedagogical institutes and normal schools, they may keep themselves informed of the developments in modern pedagogy;",,
+ICPE-06-1937_RES1-FR,7) That conferences enable them to establish among colleagues a certain unity of views compatible with the freedom of action of each of them;,,
+ICPE-06-1937_RES1-FR,"8) That, in the interest of the children and the private institutions themselves, these institutions be subject to inspection, just like public educational establishments;",,
+ICPE-06-1937_RES1-FR,"9) That, although the specialization of inspectors may be practically difficult, particularly for rural primary schools, such specialization be established wherever possible; That, for example, the teaching in nursery schools, remedial classes, schools for the blind and for the deaf-mute benefit from the leadership and guidance of specialized inspectors; That, for primary education, and at least in large cities, specialized inspectors be assigned the task of overseeing artistic education, physical education, and manual and domestic subjects; That these inspectors also have the mission to provide directives concerning their specialty to inspectors in charge of primary education who are operating in small towns and rural schools, and that they conduct some supervisory and inspection visits together; That, for secondary education and vocational training, where conditions are more favorable, the specialization of inspectors constitutes the normal state of affairs.",,
+ICPE-06-1937_RES1-FR,"The International Conference on Public Education, convened in Geneva by the International Bureau of Education, and having met there on July nineteenth for its sixth session, adopts on July twenty-first, nineteen thirty-seven, the following recommendation: The Conference,",,
+ICPE-06-1937_RES1-FR,Considering that the study of modern languages is gaining ever-increasing importance within the various levels of education:,,
+ICPE-06-1937_RES1-FR,Because of its practical usefulness at a time when the desire for and opportunities to travel have significantly increased and economic relations between peoples are multiplying;,,
+ICPE-06-1937_RES1-FR,"Because of the cultural interest presented by the direct knowledge, not only of the literature but also of the customs, history, and civilization of foreign countries;",,
+ICPE-06-1937_RES1-FR,Because of the influence that this more accurate understanding of peoples on one another can and must exert on the development of the spirit of peace;,,
+ICPE-06-1937_RES1-FR,Recommends to the Ministries of Public Education of the various countries:,,
+ICPE-06-1937_RES1-FR,"1) That the study of living languages be, as far as possible, developed across the various levels of education, including vocational training and the upper grades of primary education;",,
+ICPE-06-1937_RES1-FR,"2) That the acquisition of at least one foreign language be facilitated for all educators, enabling them to maintain their curiosity about practices abroad related to the disciplines they teach, and also because of the intellectual and moral benefit their teaching should derive from the knowledge of a foreign civilization;",,
+ICPE-06-1937_RES1-FR,"3) That the teaching of modern languages aims not only at the practical utility of using a foreign language, but above all at the educational interest inherent in the knowledge of foreign civilizations and in fostering mutual understanding among peoples;— 111",,
+ICPE-06-1937_RES1-FR,"4) That, in the same spirit, teaching methods should aim not only to enable the easy use of the foreign language in both written and spoken forms but also increasingly to make the teaching of modern languages an instruction focused on the development of the human personality;",,
+ICPE-06-1937_RES1-FR,"5) It should be clearly emphasized, however, that neither in its purpose nor in its methods should the teaching of modern foreign languages be modeled on that of classical languages; alongside ""formal"" exercises, ample opportunity must be provided for the practical use of the foreign language, without the direct method excluding the explanations and clarifications that only the mother tongue can permit;",,
+ICPE-06-1937_RES1-FR,"6) That a significant emphasis be placed not only on the acquisition of vocabulary and grammar but also on the practice of correct pronunciation and intonation; and that, to this end, the essential phonetic exercises continue to be regularly conducted;",,
+ICPE-06-1937_RES1-FR,7) That the vocabulary takes into account the frequency of word usage and is adapted to the interests of the students;,,
+ICPE-06-1937_RES1-FR,"8) Teaching manuals should be developed that are well suited to the age of the students and their needs—possibly through the collaboration of teachers from both countries involved; they should include, without excess, idioms and expressions from everyday language; attention should be paid to describing the...",,
+ICPE-06-1937_RES1-FR,"9) That special teaching materials, such as wall charts, magazines, and libraries of works in the foreign language, be made available to teachers; that the practice of organized conversations in youth societies, outside of formal classes, be encouraged; and finally, that holiday courses, student exchanges, and interschool correspondence enable a more confident use of the language and a more direct knowledge of the foreign country;",,
+ICPE-06-1937_RES1-FR,"10) While not forgetting that the predominant role must necessarily remain with the teacher, the teaching of modern languages should also be enabled to benefit from the resources that modern technology provides: silent or sound films depicting scenes of foreign life, characteristic landscapes, — foreign language records, — suitable radio broadcasts, foreign and national, either intended for the general public or organized specifically for schools and prepared accordingly;",,
+ICPE-06-1937_RES1-FR,"11) That, due to the specific requirements of this teaching, the size of language classes should never be too large.",,
+ICPE-06-1937_RES1-FR,"The International Conference on Public Education, convened in Geneva by the International Bureau of Education, and having met there on July 19th for its sixth session, adopts, on July 23rd, 1937, the following recommendation: The Conference,",,
+ICPE-06-1937_RES1-FR,"Considering that all education and all pedagogical techniques at the various levels of teaching must be adapted to the mentality of children or adolescents,",,
+ICPE-06-1937_RES1-FR,"That recent years have seen very significant advances in the psychological sciences, the knowledge of which is of great importance for educators, even when these advances do not entail immediate and direct application,",,
+ICPE-06-1937_RES1-FR,"Furthermore, it is less important to provide future educators with specialized psychological knowledge than to cultivate in them a taste for and a sense of observation, as well as an attitude of caution and respect towards the child and the laws of their psychological development.",,
+ICPE-06-1937_RES1-FR,"Recommends to the Ministries of Public Education of the various countries: 1) That future educators acquire a solid psychological training integrated into their pedagogical preparation, general as well as specifically in their didactic training;",,
+ICPE-06-1937_RES1-FR,"2) That this training should not only cover general psychology, but especially the psychology of the child and adolescent; and that it should not be limited to introducing future teachers to the use of various tests and metric methods, an application which requires a highly developed critical mind and a certain scientific maturity, but should include a qualitative study of the mental development and structure of the child's mind, considering intellectual and affective, individual and social aspects;",,
+ICPE-06-1937_RES1-FR,"3) That in addition to the study of normal children and adolescents, provision should be made for the study of children with difficulties or abnormalities (in connection with medical-educational services), individual aptitudes and characters (in connection with school and vocational guidance services), and the various environments—family, school, etc.—in which children develop;",,
+ICPE-06-1937_RES1-FR,"4) That in each of these fields, psychological training essentially involves personal observations, experiments, and research on the intellectual, moral, and social development of various children; that these observations precede and accompany formal lectures, which without this preparation would risk, on the one hand, being poorly understood by the students if they had not been readied through direct experiences to grasp the meaning of psychological problems and concepts, and on the other hand, replacing in their minds an exaggerated respect for formulas instead of an examination of the facts;",,
+ICPE-06-1937_RES1-FR,"5) That this psychological training be provided to future educators at an age when their mental maturity, general culture, and biological preparation are sufficient to enable them to fully understand the significance of the experiences in which they are called upon to participate;",,
+ICPE-06-1937_RES1-FR,"6) That this teaching be provided by professors who are themselves sufficiently prepared, not only through their philosophical education but also, and above all, through their practice of scientific experimentation and psychological techniques.",,
+ICPE-07-1938_RES1-FR,"The International Conference on Public Instruction, convened in Geneva by the International Bureau of Education, and having met there on July 18th for its seventh session, adopts on July 19th, 1938, the following recommendation: The Conference,",,
+ICPE-07-1938_RES1-FR,"Considering that primary school teaching staff must find, for themselves and their families, satisfactory living conditions that correspond to their social standing as well as to the services they provide;",,
+ICPE-07-1938_RES1-FR,That he could not devote himself with the necessary peace of mind to his important mission if he were burdened by constant material concerns;,,
+ICPE-07-1938_RES1-FR,That they must receive appropriate remuneration sufficient to maintain their dignity and good state of mind;,,
+ICPE-07-1938_RES1-FR,Submits the following recommendations to the Ministries of Public Education of the various countries:,,
+ICPE-07-1938_RES1-FR,"1) Whatever the legal status of teachers, whether civil servants of the State, provinces, or municipalities, the terms of engagement must be such that, after providing the necessary guarantees of character, qualifications, and skills, the teacher is assured of their position for a sufficient duration and can only be dismissed for serious misconduct and following due legal process;",,
+ICPE-07-1938_RES1-FR,"2) Taking into account the financial capacities of the country, educators of all levels must receive remuneration commensurate with the importance of their mission and such as not to risk placing them in a position of inferiority compared to categories of employees or manual workers of corresponding social standing;",,
+ICPE-07-1938_RES1-FR,"3) In principle, and except under special conditions, the basic salaries within the same category of teaching staff should not show significant differences within a single country. In particular, it is desirable that there be no discrepancy between the salaries of male and female primary school teachers. It is legitimate to establish differences that correspond to variations in qualifications or functions; for example, teachers in upper primary schools, supplementary courses, or classes for children with disabilities or infirmities, as well as principals of primary schools, should receive higher pay or additional compensation due to their qualifications or the greater difficulty of their tasks. However, when the length of school service is comparable, female kindergarten teachers, whose teaching has made remarkable progress in our time, are entitled to the same salary as all primary teaching staff.",,
+ICPE-07-1938_RES1-FR,"4) In determining the remuneration of teachers working in urban areas and those in rural areas, consideration must be given: on the one hand, to the specific conditions of cities (such as high rental and supply costs) and, on the other hand, to the material difficulties encountered by rural teachers and the expenses they incur, for example, for their children's education, medical consultations, etc. These expenses should be offset by special allowances (such as residence and possibly housing allowances, cost-of-living adjustments, scholarships for children’s education, etc.).",,
+ICPE-07-1938_RES1-FR,5) It seems necessary that student teachers should at least benefit from the waiver of tuition fees and boarding costs—or receive a scholarship equivalent to these expenses. Trainees must receive a salary that allows them to maintain decent living conditions while awaiting their official appointment.,,
+ICPE-07-1938_RES1-FR,"6) It is desirable that a special allowance, proportional to their responsibilities, be granted to teachers with families;",,
+ICPE-07-1938_RES1-FR,"7) Apart from advancement through category change, which may be obtained by acquiring new university degrees, by competitive examination, or following a selection process, primary school teachers must receive class promotions within the category to which they belong, where the benefits granted by selection do not exclude those ensured by seniority. The starting salary within the category should not exhibit too great a disparity with the maximum salary of that category; furthermore, advancement must be sufficiently rapid so that, when the time comes, the official's pension amount can be calculated based on the maximum salary of the category.",,
+ICPE-07-1938_RES1-FR,"8) In addition to their normal professional activities, teachers may legitimately take on certain related remunerated tasks. It is desirable that they willingly undertake extracurricular classes and actively participate in the supplementary activities of the school; similarly, provided abuses are avoided, they may legitimately provide private lessons or organize compensated study supervision. However, they must be prohibited from engaging in activities completely unrelated to their mission that could jeopardize their moral authority.",,
+ICPE-07-1938_RES1-FR,"9) The number of weekly teaching hours for primary school teachers must be set at a level that allows them not only serious preparation for their classes, but also the readings, intellectual activity, and relaxation necessary for educators. In any case, it seems necessary that the number of these hours should not exceed thirty;",,
+ICPE-07-1938_RES1-FR,"10) Members of the primary teaching staff must be entitled to paid leave for sickness and maternity, including longer leaves in special cases; they must also be assured of an adequate retirement obtained at a reasonably early age and, where applicable, of a pension for their widow and minor children.",,
+ICPE-07-1938_RES1-FR,"11) Except in cases of serious misconduct on his part, the teacher must feel protected against the consequences of accidents that may occur to his pupils either in the classroom or during extracurricular exercises or outings. It is therefore desirable that, in all countries, civil liability for such accidents should rest with the authorities responsible for the teacher, while preserving their right to take action against the teacher in the event of serious misconduct.",,
+ICPE-07-1938_RES1-FR,12) It would be desirable for the competent authorities to ensure that private school teachers benefit from adequate material conditions. — 102,,
+ICPE-07-1938_RES1-FR,"The International Conference on Public Education, convened in Geneva by the International Bureau of Education, and having met there on July 18 for its seventh session, adopts on July 21, 1938, the following recommendation: The Conference, true to the spirit that inspired last year's recommendation in favor of the development of modern language teaching, reaffirms the importance of this instruction but, at the same time,",,
+ICPE-07-1938_RES1-FR,"Considering that the purpose of education is to enable not only the acquisition of practical knowledge, but also, and above all, a moral, intellectual, and artistic education as fully developed as possible;",,
+ICPE-07-1938_RES1-FR,That the conditions of modern life make this education increasingly necessary to ensure a proper balance of our faculties and tastes;,,
+ICPE-07-1938_RES1-FR,"That the most reliable means of enabling the child to acquire knowledge at school and in later life is undoubtedly to develop in them, alongside intellectual activity and a sense of reality, qualities of judgment and analysis as well as a spirit of subtlety; that the classical humanities have in this regard a particular educational value;",,
+ICPE-07-1938_RES1-FR,"That every people has a fundamental interest in knowing the civilizations that have exerted a marked influence on their own, and above all the civilizations from which it has originated;",,
+ICPE-07-1938_RES1-FR,That this knowledge of past civilizations can be acquired through the study of art and literature; that the latter can only be intimately understood through direct contact with the texts;,,
+ICPE-07-1938_RES1-FR,103 Submits the following recommendations to the Ministries of Public Instruction of the various countries:,,
+ICPE-07-1938_RES1-FR,"1) Insofar as the demands of modern humanities on the one hand, and scientific studies on the other, allow, it is important to allocate a significant place to the study of civilizations that have exerted a marked influence on that of the country concerned. For all countries that claim wholly or partly to derive from Western civilization, sufficient importance must be given to the study of ancient civilizations, and particularly to the study of Greece and Rome;",,
+ICPE-07-1938_RES1-FR,"2) This study should not be limited solely to art and civilization as revealed by monuments; it also requires an understanding of the ways of feeling and thinking as expressed in written works. Indeed, due to their qualities of order and restraint, as well as the precise knowledge of humanity they provide, Greek and Latin literatures remain incomparable educators;",,
+ICPE-07-1938_RES1-FR,"3) It is desirable that contact with the mother civilizations be established particularly through a direct reading of the texts, which alone allows for their full understanding. Consequently, a significant emphasis must be placed, in countries of Western civilization, on the study of the Greek and Latin languages;",,
+ICPE-07-1938_RES1-FR,"4) Because of the particular educational value of this study for the development of qualities such as order, clarity, logic, and analysis, it appears essential that a significant place be guaranteed for it in the training not only of future educators but also of as large a proportion as possible of secondary education students, both female and male;",,
+ICPE-07-1938_RES1-FR,"5) The study of ancient languages can contribute, particularly through grammatical exercises, to the training of the mind, but the primary focus must remain on the comparison with ancient civilization and thought as well as the comparison with modern civilizations;",,
+ICPE-07-1938_RES1-FR,"6) To allow sufficient contact with these literatures, provision will be made, in addition to the direct study of texts, for the reading of interlinear translations or translations exclusively in modern languages;",,
+ICPE-07-1938_RES1-FR,"7) In the course of studying classical languages, it is highly advantageous to draw on the active methods that modern language teaching has so effectively employed. This will avoid an overly formal and abstract approach and will take into account the ""interests"" of the child as they manifest during their psychological development;",,
+ICPE-07-1938_RES1-FR,"8) When determining the appropriate age to begin the study of classical languages, it is important to coordinate the various teachings by taking into account the child's psychological capabilities;",,
+ICPE-07-1938_RES1-FR,"It would be desirable for Latin pronunciation to be standardized, as far as possible, in accordance with recent linguistic discoveries.",,
+ICPE-07-1938_RES1-FR,"The International Conference on Public Instruction, Convened in Geneva by the International Bureau of Education, and having met there on July 18th in its seventh session, adopts, on July 22, nineteen thirty-eight, the following recommendation: The Conference,",,
+ICPE-07-1938_RES1-FR,Considering that the teacher's speech must remain the essential and enlivening element of the lesson;,,
+ICPE-07-1938_RES1-FR,"That the active method recommended by modern pedagogy appeals above all to the spontaneity of the child, to the development of his powers of observation and reasoning; that it requires as frequent as possible direct contact with things and thus tends to diminish the relative importance of the textbook;",,
+ICPE-07-1938_RES1-FR,"That, however, the textbook remains for all subjects not only a valuable guide and potentially a point of support, or an element of verification and review, but also an indispensable aid;",,
+ICPE-07-1938_RES1-FR,That the educational authorities must ensure that it fulfills its mission in the best possible manner;,,
+ICPE-07-1938_RES1-FR,Submits the following recommendations to the Ministries of Public Instruction of the various countries:,,
+ICPE-07-1938_RES1-FR,1) School textbooks must meet three categories of requirements: pedagogical (scientific content and methods); technical (material conditions of production); and economic (sale price);,,
+ICPE-07-1938_RES1-FR,"2) In countries where education is directed or controlled by the State, it is incumbent upon the State to take the necessary measures to ensure the improvement of school textbooks and to oversee their implementation. In other countries, this responsibility rests with the authorities to whom the schools are accountable.",,
+ICPE-07-1938_RES1-FR,"3) Commercial competition between authors and publishers, which may lead to a reduction in the quality of books, could justify the official authorities taking all necessary measures to ensure that textbooks for primary school use are produced under the best pedagogical, technical, and economic conditions. These considerations are particularly important when it comes to books intended for very young children and reading books.",,
+ICPE-07-1938_RES1-FR,"4) In countries where control is exercised by the authorities, it is preferable that this control be carried out prior to the printing of textbooks and that the selection committees include, alongside inspectors or officials from the Ministries, schoolteachers chosen from among the most competent.",,
+ICPE-07-1938_RES1-FR,"5) It is desirable that the conditions imposed on manuals to be approved be specified by regulation and that primary attention be given to the scientific content and the pedagogical method. It goes without saying that the manual must comply with official curricula—if any exist—that it must contain nothing contrary to the institutions of the State, and that it should seek to reconcile the principles on which national life is founded with those of humanity.",,
+ICPE-07-1938_RES1-FR,"6) To avoid the disadvantage of too frequent changes of textbooks and the harmful consequences resulting from this for students, it is desirable: a) that the number of textbooks approved by the official authority be limited per subject and per grade; b) that the approval granted be valid for a sufficiently long period; c) that the number of textbooks used in the same grade not be too high, particularly in primary education; d) that too many changes in the text from one edition to another of the same textbook not be allowed unless justified by sufficient reasons; e) that efforts be made, as far as possible, to ensure collaboration between local educational authorities so that students who change schools are not obliged to acquire new textbooks each time; f) that the freedom left to the teacher to choose the textbook to be used, according to their pedagogical views or preferences, be moderated by the approval or ratification of qualified Councils;",,
+ICPE-07-1938_RES1-FR,"7) It is desirable that school textbooks be exempt from any tax or duty that would result in an increase in their sale price. On the contrary, they should benefit from preferential treatment regarding the conditions of their circulation: transportation, postage, etc.;",,
+ICPE-07-1938_RES1-FR,"8) Where the State itself undertakes the publishing and distribution of textbooks, it is appropriate to make the fullest possible use of free distribution, particularly for disadvantaged children whose poverty often threatens to prevent them from attending school regularly;",,
+ICPE-07-1938_RES1-FR,"9) Since the role of the textbook is only that of a guide and an aid, it is appropriate to grant the teacher a certain degree of freedom in its use, within the limits of the curriculum;",,
+ICPE-07-1938_RES1-FR,"10) To facilitate the systematic use of the textbook by teachers, it may be useful to publish special reference or course books for their use, or to insert a certain number of indications and annotations within the text of the textbooks;",,
+ICPE-07-1938_RES1-FR,"11) It is desirable that each educational institution, or at least the school center of each locality, possesses a library for the use of teachers containing the various textbooks for each subject at each level, in order to facilitate a sound selection of books and a useful experimentation with different methods.",,
+ICPE-08-1939_RES1-FR,"The International Conference on Public Education, convened in Geneva by the International Bureau of Education; and having met there on July 17th in its eighth session; adopts, on July 19th, nineteen thirty-nine, the following recommendation: The Conference,",,
+ICPE-08-1939_RES1-FR,"Considering that secondary education, which is largely responsible for the training of elites, is therefore of fundamental importance;",,
+ICPE-08-1939_RES1-FR,"That, consequently, the material conditions of teachers must be such as to attract young people of a high moral and intellectual standard to the teaching profession;",,
+ICPE-08-1939_RES1-FR,Submits the following recommendations to the Ministries of Public Instruction of the various countries:,,
+ICPE-08-1939_RES1-FR,"1) Regardless of the legal status of secondary education teachers, whether civil servants of the State, provinces, or municipalities, the terms of engagement must be such that, after providing the necessary guarantees of character, qualifications, and abilities, the teacher is appointed for a sufficient duration and cannot be dismissed except for serious misconduct and following due process;",,
+ICPE-08-1939_RES1-FR,"2) Teachers must be assured not only that their employment will be stable, but also that they will be transferred from one locality to another only in the case of promotion, at their request, or due to administrative necessity, in which case they will receive fair compensation, or finally, as a result of serious disciplinary measures;",,
+ICPE-08-1939_RES1-FR,"3) Taking into account the country's financial capabilities, teachers must receive remuneration commensurate with the importance of their function and that would place them on an equal footing with civil servants or employees of a corresponding social level;",,
+ICPE-08-1939_RES1-FR,"4) In principle, and except under special conditions, the basic salaries of the same category of professors should not show significant differences within the same country;",,
+ICPE-08-1939_RES1-FR,"5) In principle, and for equal work, it is desirable that there be no difference in the remuneration of professors of both sexes and that a special allowance be granted to professors with family responsibilities;",,
+ICPE-08-1939_RES1-FR,"6) Salary increases, whether based on seniority, years of service, examination results, the importance of the locality, the level or type of school, the studies undertaken, the subjects taught, or granted following a selection, must be such that, when the time comes, the official's pension amount, assuming a normal length of service, is calculated on the maximum salary.",,
+ICPE-08-1939_RES1-FR,"7) In principle, it would be desirable that the starting salary does not present too large a gap with the maximum salary;",,
+ICPE-08-1939_RES1-FR,8) Trainees and teachers appointed on a provisional basis must receive a salary that allows them to live adequately until the time when they can be appointed permanently;,,
+ICPE-08-1939_RES1-FR,"9) It is legitimate for the principals of secondary schools to receive, due to their positions or the greater difficulty of their tasks, a salary higher than that of teachers or an additional salary supplement;",,
+ICPE-08-1939_RES1-FR,"10) A salary supplement or special allowances for residence, high cost of living, etc., may be provided for teachers in very large cities or those in regions or localities where living conditions are exceptional;",,
+ICPE-08-1939_RES1-FR,"Teachers must in all cases be entitled to the allowances and various benefits enjoyed by civil servants in their category (special benefits for their children's education, travel expenses, travel facilities, etc.).",,
+ICPE-08-1939_RES1-FR,"12) In addition to their regular professional duties, professors may legitimately engage in certain related paid activities. For example, they may legitimately give private lessons; regulations must be established to prevent any abuse in this regard. They must be prohibited from engaging in activities unrelated to their mission that could risk compromising their moral authority.",,
+ICPE-08-1939_RES1-FR,"13) The number of weekly teaching hours for professors must be set in such a way as to allow them not only to prepare their lessons thoroughly, but also to engage in necessary reading, intellectual activity, and relaxation appropriate to educators;",,
+ICPE-08-1939_RES1-FR,"14) Secondary school teachers must be assured of a sufficient retirement benefit representing a fairly high percentage of their salary, and, where applicable, a pension for their widow and minor orphans;",,
+ICPE-08-1939_RES1-FR,"15) Secondary school teaching staff must be entitled to paid sick leave and maternity leave, including extended leave in special cases, as well as to a retirement disability pension;",,
+ICPE-08-1939_RES1-FR,"16) Except in cases of serious misconduct on their part, teachers must feel assured against the consequences of accidents that may happen to their students either in the classroom or during extracurricular exercises or outings. It is therefore desirable that, in all countries, civil liability for such accidents rests with the authorities responsible for the teacher, these authorities retaining the possibility of taking action against the teacher in cases of serious misconduct.",,
+ICPE-08-1939_RES1-FR,"17) It would be desirable for the competent authorities to ensure that secondary education teachers in the private sector receive adequate material conditions that are comparable, at least to some extent, to those of teachers belonging to the public education system. — 120 —",,
+ICPE-08-1939_RES1-FR,"The International Conference on Public Instruction, convened in Geneva by the International Bureau of Education and having met there on July 17th in its eighth session, adopts on July 19th, 1939, the following recommendation: The Conference,",,
+ICPE-08-1939_RES1-FR,Affirming the value it attaches to the preservation of the integrity of family life and to prolonged education within and by the family for as long as possible;,,
+ICPE-08-1939_RES1-FR,"Considering that due to the conditions of modern life, particularly in cities, a large number of women work outside the home, and that many mothers are unable to properly care for their young children;",,
+ICPE-08-1939_RES1-FR,"That, consequently, the establishment of institutions where these children can be cared for and educated remains necessary;",,
+ICPE-08-1939_RES1-FR,"Furthermore, advances in pedagogy have led to highly effective educational methods, particularly for the physical, mental, and moral development of young children;",,
+ICPE-08-1939_RES1-FR,"That household and family education must be developed so that future mothers may be introduced to these methods, and that it is desirable to generalize their use through the application made of them in preschool education institutions made available to families wishing to make use of them;",,
+ICPE-08-1939_RES1-FR,"In fact, the value of these institutions is demonstrated by the growth they have experienced in many countries, where their influence has had a most beneficial impact on the entirety of education, notably through the widespread adoption of their educational methods;",,
+ICPE-08-1939_RES1-FR,That this success is largely due to a staff specially trained to provide preschool education;,,
+ICPE-08-1939_RES1-FR,Submits the following recommendations to the Ministries of Public Instruction of the various countries:,,
+ICPE-08-1939_RES1-FR,"1) Preschool education, which is aimed at the child during the period preceding compulsory schooling age, must be a concern of educational authorities and be accessible to all children;",,
+ICPE-08-1939_RES1-FR,"2) This education must be provided by public authorities (State, provinces, municipalities, etc.) or by private institutions (philanthropic associations, religious organizations, industrial enterprises, cooperatives, individuals, etc.);",,
+ICPE-08-1939_RES1-FR,"3) In localities where preschool institutions do not exist, primary schools must be open to preschool-aged children; they should find there conditions conducive to their natural psychological and physical development.",,
+ICPE-08-1939_RES1-FR,"4) The minimum age for admission of children into preschool institutions must be set low enough to accommodate those whose mothers, due to work commitments, are unable to care for them. However, as it is important whenever possible to leave the young child with their family, preschool education must remain optional;",,
+ICPE-08-1939_RES1-FR,"5) The age for leaving preschool institutions must correspond to the age of entry into primary school. To accommodate the requirements of primary education, even if entry into nursery school is allowed at any time of the year, the transition to primary school must take place on specific dates, one or at most two per year;",,
+ICPE-08-1939_RES1-FR,6) Free preschool education must be granted on the same basis as free primary education;,,
+ICPE-08-1939_RES1-FR,7) The schedule in preschool institutions must be more flexible than that of primary school. It is desirable that a daycare service allows children access to the establishment outside of class hours;,,
+ICPE-08-1939_RES1-FR,"8) The school year may be adapted to seasonal requirements in countries where the climate or working conditions demand it (summer kindergartens, etc.);",,
+ICPE-08-1939_RES1-FR,"9) It is highly desirable that the maximum number of children entrusted to preschool teachers does not exceed that of primary school classes, and it is also useful to employ aides, nurses, or caretakers.",,
+ICPE-08-1939_RES1-FR,10) It is highly advisable that the inspection and management of preschool education be carried out by specialized female inspectors and directors;,,
+ICPE-08-1939_RES1-FR,"11) For the construction, layout, and installation of preschool institutions, it is necessary to take into account the special needs of the children for whom these institutions are intended;",,
+ICPE-08-1939_RES1-FR,12) School authorities must facilitate the acquisition and use of special educational materials by preschool institutions;,,
+ICPE-08-1939_RES1-FR,"13) It is advisable to use methods that engage the spontaneous activity of children and are adapted to the specific conditions of their physical, moral, and mental development;",,
+ICPE-08-1939_RES1-FR,"14) The systematic learning of reading, writing, and arithmetic must be reserved for primary education; preschool education is limited to sensory-motor education: in particular, it is essential to prepare for subsequent arithmetic instruction through manipulations and materials that enable the acquisition of numerical concepts and shapes.",,
+ICPE-08-1939_RES1-FR,"15) School authorities must ensure the protection of the health of children attending preschool institutions through medical supervision, the promotion of mental hygiene, the establishment of canteens, the distribution of milk, and similar measures.",,
+ICPE-08-1939_RES1-FR,"16) Collaboration with the family, while necessary during school life, will be considered essential during the preschool age. Parent meetings, home visits, parental involvement in school activities, and all organizations that contribute to fostering this collaboration must be strongly encouraged;",,
+ICPE-08-1939_RES1-FR,17) The training of preschool teachers must always include theoretical and practical specialization that prepares them for their task. Under no circumstances should this preparation be less thorough than that of primary school teaching staff.,,
+ICPE-08-1939_RES1-FR,18) The professional development of teachers already working in preschools must be promoted;,,
+ICPE-08-1939_RES1-FR,"19) In principle, the conditions of appointment and remuneration of preschool teachers should not be lower than those of their colleagues in primary education;",,
+ICPE-08-1939_RES1-FR,"20) In view of the special training provided for in paragraph 17, it must be possible for teachers in preschool institutions to transfer to primary education and vice versa. 123",,
+ICPE-08-1939_RES1-FR,"The International Conference on Public Education, convened in Geneva by the International Bureau of Education and having met there on July 17th for its eighth session, adopts on July 21st, 1939, the following recommendation: The Conference,",,
+ICPE-08-1939_RES1-FR,"Considering that the teaching of geography, designed according to a rational method, is called upon to play a leading role in the development of students' powers of observation and reasoning;",,
+ICPE-08-1939_RES1-FR,That for this reason it deserves an important place in all secondary schools;,,
+ICPE-08-1939_RES1-FR,"Considering, on the other hand, that while reinforcing love for the homeland, the study of the efforts made by mankind to adapt the physical environment to their needs can foster a sense of respect for all peoples and thus strengthen understanding and cooperation among nations;",,
+ICPE-08-1939_RES1-FR,"Considering finally that the contemporary world can only be truly understood through knowledge of the living conditions of peoples, which endows geographical science with cultural and documentary value;",,
+ICPE-08-1939_RES1-FR,Submits the following recommendations to the Ministries of Public Instruction of the various countries:,,
+ICPE-08-1939_RES1-FR,"1) It would be desirable that the teaching of geography provide students with sufficiently precise knowledge of the physical environment, human and political geography, and the economic life not only of their homeland but also of other countries;",,
+ICPE-08-1939_RES1-FR,2) This teaching should be designed so as to engage all the intellectual faculties of the student;,,
+ICPE-08-1939_RES1-FR,3) Geography should have a place in the curricula and in the examinations commensurate with its educational and cultural value;,,
+ICPE-08-1939_RES1-FR,4) The number of weekly hours should not be less than an average of one and a half hours;,,
+ICPE-08-1939_RES1-FR,"5) This instruction should be judiciously distributed throughout the duration of the studies. In the selection and interpretation of the material, due consideration should be given to the varying maturity of the students and their mental development;",,
+ICPE-08-1939_RES1-FR,"6) Physical geography and human geography being equally important for the understanding and reasoned explanation of landscapes, it would be desirable that, if the former is given a relatively smaller share, it should be studied specifically in relation to the latter;",,
+ICPE-08-1939_RES1-FR,"7) In educational institutions with six years of study, it would be advisable, in the lower grades, to give greater emphasis to the description of major geographic units and to reserve for the final years their reasoned study. Explanation indeed requires a greater maturity of mind and the acquisition of precise knowledge in auxiliary sciences;",,
+ICPE-08-1939_RES1-FR,"8) There should be coordination between the teaching of geography and that of other subjects, such as botany, geology, cosmography, history, etc., which would help the student better understand the correlation and scientific causes of geographical phenomena;",,
+ICPE-08-1939_RES1-FR,"The verbal memorization of a nomenclature lacking documentary value should be excluded from this teaching, which must have an intuitive character and essentially rely on active methods.",,
+ICPE-08-1939_RES1-FR,"10) Educational authorities should equip schools with teaching materials: maps, sets of plates, films, projections, etc., and allocate subsidies to schools to enable them to organize excursions within the country and abroad;",,
+ICPE-08-1939_RES1-FR,"11) It would be desirable for the educational authorities to financially support the publication of economic geography textbooks that would provide a better understanding of the agricultural, industrial, and commercial activities of their country;",,
+ICPE-08-1939_RES1-FR,"12) Individual research, local and regional monographs conducted by groups of students, and interregional and international school correspondence constitute educational methods that should be utilized;",,
+ICPE-08-1939_RES1-FR,13) The establishment of specially equipped rooms for the teaching of geography is highly advisable;,,
+ICPE-08-1939_RES1-FR,"14) The student shall be called upon to actively participate in the assembly of teaching materials: graphic documentation, soil and subsoil cross-sections, folklore collections, etc.;",,
+ICPE-08-1939_RES1-FR,"15) Given the nature of this teaching, the training of teachers must be both theoretical and practical and should also include knowledge of biological sciences as well as certain moral sciences, particularly political economy, history, and sociology;",,
+ICPE-08-1939_RES1-FR,"16) The educational authorities should promote the professional development of teachers by granting them subsidies for travel abroad, facilitating exchanges of teachers, and organizing summer courses.",,
+ICPE-09-1946_RES1-FR,"The International Conference on Public Education, convened in Geneva by the International Bureau of Education, and having met there on March 4th in its ninth session, adopts on March 5th, 1946, the following recommendation: The Conference,",,
+ICPE-09-1946_RES1-FR,"Considering that current social trends exert a profound influence on the organization of education, particularly with regard to equality in the conditions of access to secondary education, which is responsible for the training of various elites;",,
+ICPE-09-1946_RES1-FR,"Considering that this principle of equality has been clearly expressed both at the International Labour Conference and in the Convention establishing a United Nations Organization for Education, Science and Culture (UNESCO), where it is provided that the collaboration of nations aims to gradually realize the ideal of equal educational opportunity for all, without distinction of race, sex, or any economic or social condition;",,
+ICPE-09-1946_RES1-FR,"Considering, on the other hand, that it is necessary to successively examine the different aspects of the issue as it arises, both from the pedagogical perspective and from the social perspective;",,
+ICPE-09-1946_RES1-FR,"Recalling Recommendation No. 2 on Admission to Secondary Schools, formulated by the International Conference on Public Education convened by the International Bureau of Education in 1934;",,
+ICPE-09-1946_RES1-FR,"Noting further that the issue of equal access to secondary schools appears differently depending on whether this education is reserved for a fraction of the school population or has been made accessible, at least in principle, to the majority of students;",,
+ICPE-09-1946_RES1-FR,Submits the following recommendations to the Ministries of Public Instruction of the various countries:,,
+ICPE-09-1946_RES1-FR,"1) Admission must, as is already the case in several countries, depend on the student’s prior performance and the assessment of their teachers, rather than on the results of an examination based on acquired knowledge or technical skills;",,
+ICPE-09-1946_RES1-FR,"2) In countries where secondary education is generally compulsory, the allocation of students among the different types of education should be based on their systematically identified and verified aptitudes, rather than on their own preferences or those of their parents;",,
+ICPE-09-1946_RES1-FR,"3) A continuous guidance system, particularly during the early years of secondary education, must provide the student with broad opportunities for experimentation, choice, and transfer from one type of education to another;",,
+ICPE-09-1946_RES1-FR,"4) Such an orientation system must be accompanied by a detailed assessment of aptitudes, conducted through observations and psychological investigations that focus more on the student's mental processes than on their performance;",,
+ICPE-09-1946_RES1-FR,"5) The utmost importance must be attached to providing substantial financial assistance to underprivileged and gifted students: not only by granting them free education but also by awarding them interest-free loans or scholarships (the amount of which should cover as fully as possible the cost of studies), compensating parents for any potential loss of income from their children, contributing to expenses such as travel, boarding, or meals, etc., and by granting these students additional means of cultural enrichment and information that they do not find in their environment.",,
+ICPE-09-1946_RES1-FR,"6) In cases where well-qualified young people are already employed in paid work, facilities must be provided to enable them to attend courses, allowing them to complete their secondary education;",,
+ICPE-09-1946_RES1-FR,7) Special measures must be contemplated in favor of young people whose secondary education has been interromped by the war. — 91,,
+ICPE-09-1946_RES1-FR,"The International Conference on Public Education, convened in Geneva by the International Bureau of Education, and having met there on March 4th in its ninth session, adopts on March 8th, 1946, the following recommendation: The Conference,",,
+ICPE-09-1946_RES1-FR,"Considering that individual hygiene and social hygiene increasingly appear in many countries as educational disciplines, independently of their utilitarian value for the individual and society;",,
+ICPE-09-1946_RES1-FR,"That the teaching of hygiene holds an eminent moral value through the ideal of human dignity, solidarity across time and space, and through the sense of duties toward oneself and others that it instills within school life;",,
+ICPE-09-1946_RES1-FR,That the necessity of disseminating the principles of hygiene becomes immediate in the aftermath of the war;,,
+ICPE-09-1946_RES1-FR,"Recommends to the Ministries of Public Instruction of the various countries: 1) That hygiene be taught obligatorily in all nursery, primary, secondary, post-secondary courses, and teacher training schools, without its study taking the form of a lecture at any level of schooling;",,
+ICPE-09-1946_RES1-FR,"2) That the teaching of hygiene have an essentially practical character at the elementary levels where, without overloading the curriculum, it can be provided daily through various aspects of school life and primarily through the formation of habits of cleanliness, conduct, and social graces;",,
+ICPE-09-1946_RES1-FR,"3) That in the higher classes of primary schools and in post-primary courses, hygiene become the focus of ""centers of interest,"" alongside other disciplines, extending beyond the school framework to encompass family life, labor issues, and social questions;",,
+ICPE-09-1946_RES1-FR,"4) That in secondary school the teaching of hygiene be based, in the lower grades, on human anatomy, biology, and physiology, and be organized as a complement to these sciences; that in the upper grades, it take the form of a distinct subject, associated with the human sciences but bearing a high moral and social significance, instilling in the student a full awareness of their individual, familial, and social duties;",,
+ICPE-09-1946_RES1-FR,"5) That hygiene education should include—beyond the hygiene of the major bodily functions, nutrition, and sports—childcare and first aid for older students of both sexes, as well as occupational hygiene. Particular attention should be given to mental hygiene and the hygiene of holidays and rest;",,
+ICPE-09-1946_RES1-FR,"6) That hygiene education be practically intensified during children's stays in holiday camps, mountain camps, etc., whose importance is growing today;",,
+ICPE-09-1946_RES1-FR,"7) That sexual education be undertaken from primary school; that during secondary education the physician engage both young men and young women on the subject of sexuality, taking into account their sex and development; that the prevention of venereal diseases be the subject of a special compulsory course at the end of schooling, notably in the form of medical talks illustrated with educational films, as is done in certain countries;",,
+ICPE-09-1946_RES1-FR,"8) That the closest collaboration be established throughout all levels of education between the medical profession, educators, and social services, particularly to jointly ensure the effective delivery of hygiene education at all stages.",,
+ICPE-09-1946_RES1-FR,"9) That the collaboration of doctors, educators, and social workers be integrated into school circles, student clubs, and sections of public or private organizations engaged in hygiene advocacy in primary and secondary institutions, so as to best guide the collective efforts of children to educate themselves on these issues;",,
+ICPE-09-1946_RES1-FR,"10) That the school medical body, rationally organized in each country for the effective control of the health of children and teachers, shall also have the official mission of overseeing hygiene education everywhere, guiding and advising primary school teachers in all circumstances, collaborating with professors responsible for teaching hygiene in secondary schools by giving talks to students, presenting films, organizing debates among students on these issues, and finally organizing refresher courses and training sessions for all educators;",,
+ICPE-09-1946_RES1-FR,"11) That the school social service, entrusted to qualified family assistants, be associated with hygiene education and guide older students regarding social hygiene towards the study of the true human environment;",,
+ICPE-09-1946_RES1-FR,"12) That the doctors responsible for the supervision of school hygiene be specialists in educational issues and be authorized to guide hygiene instruction at all levels of the school system, that the school doctors responsible for this instruction at the secondary level have access to class councils on the same terms as educators, and that they organize extracurricular activities with them in which individual, family, or social hygiene can be extensively incorporated;",,
+ICPE-09-1946_RES1-FR,"13) That for the teaching of hygiene, which must employ active methods, teamwork, and all resources of visual techniques, sufficient instructional materials be made available to educators;",,
+ICPE-09-1946_RES1-FR,"14) That doctors and educators be encouraged to jointly promote the teaching of hygiene beyond the school environment to adults and parents, by involving parents in campaigns on health education, family education, and social education, by continuously increasing students' contact with real life in all circumstances, and by utilizing the mutual influence of children on their parents;",,
+ICPE-09-1946_RES1-FR,"15) That the teaching of hygiene be partly entrusted to teams of students working freely together according to the methods of new education, within the framework of extracurricular or post-school activities: Youth Red Cross, scouting, etc.",,
+ICPE-09-1946_RES1-FR,"16) That hygiene education, finally, should logically lead all educational administrations worldwide to improve the sanitation of school premises and equipment, thereby ensuring better hygienic conditions for students within the school itself.",,
+ICPE-10-1947_RES1-FR,"The International Conference on Public Instruction, convened in Geneva by the United Nations Educational, Scientific and Cultural Organization and the International Bureau of Education, and having met there on July 14th in its tenth session, adopts on July 15th, 1947 the following recommendation: The Conference,",,
+ICPE-10-1947_RES1-FR,"Considering that in the Preamble to the Convention establishing the United Nations Educational, Scientific and Cultural Organization, the signatory States declared themselves “determined to ensure full and equal access to education for all”:",,
+ICPE-10-1947_RES1-FR,"That the International Bureau of Education, in its report on equal access to secondary education, emphasized that the primary concern of ongoing educational reforms is “to ensure that every individual, regardless of their wealth, status, race, or place of residence, has the greatest opportunity to receive an education and to develop the best of their abilities”;",,
+ICPE-10-1947_RES1-FR,Recalling Recommendation No. 19 of the Ninth International Conference on Public Instruction adopted following this report;,,
+ICPE-10-1947_RES1-FR,"Considering that the insufficient means of a child's parents can constitute a serious obstacle to the intellectual, moral, and social development of the child, even when school attendance is free;",,
+ICPE-10-1947_RES1-FR,Submits to the Ministries of Public Instruction of the various countries the following recommendation:,,
+ICPE-10-1947_RES1-FR,"The Conference 1) considers, on the one hand, that the principle of free school supplies must be regarded as the natural and necessary corollary of compulsory education, and on the other hand, that the application of this principle to young people following non-compulsory education should be viewed as a human ideal towards which efforts should be directed;",,
+ICPE-10-1947_RES1-FR,"2) Consequently considers the complete provision of free school materials required for legally mandated studies as an indispensable minimum, understanding that said materials include both collective teaching materials and materials for individual use;",,
+ICPE-10-1947_RES1-FR,"3) Considers it desirable that school textbooks become the property of students at the time they complete their compulsory studies, in order to form the core of a small personal library and thus encourage their taste for intellectual culture;",,
+ICPE-10-1947_RES1-FR,"4) Considers that in cases where individual school materials are collected from students to be redistributed, particularly textbooks, they should undergo effective disinfection;",,
+ICPE-10-1947_RES1-FR,"5) Expresses the wish to widely equip school libraries with reference books (expensive textbooks, dictionaries, geographic atlases, major classics of literature, etc.) and further that the possibilities for international publishing of educational reference works, such as atlases of blank geographic maps, collections of images related to physical and human geography, the history of the arts, the evolution of techniques, customs, and traditions of the peoples of the world, be seriously examined;",,
+ICPE-10-1947_RES1-FR,6) Further considers that free transportation should be provided to students living at a considerable distance from the school where they are required to attend classes;,,
+ICPE-10-1947_RES1-FR,"7) Considers that in cases where the regional or local authorities bear the costs of the materials distributed free of charge, it is desirable for the State to potentially provide subsidies to the authorities responsible for this distribution whose financial resources are acknowledged as insufficient;",,
+ICPE-10-1947_RES1-FR,"8) It also considers that it would be important to encourage initiatives taken by public or private extracurricular institutions that provide support to schools; indeed, it is beneficial that as many citizens as possible are able to freely and spontaneously demonstrate their interest in education, which in no way exempts educational authorities from their responsibilities;",,
+ICPE-10-1947_RES1-FR,"9) Having recalled Recommendation No. 15 concerning the development, use, and selection of school textbooks adopted by the VIIth International Conference on Public Education, draws attention to the usefulness of undertaking research, on the one hand, on the most economical means of publishing textbooks, brochures, or documentary sheets, and of manufacturing furniture, equipment, and other school supplies by making use of all the productive resources of the country, and, on the other hand, of establishing, within the framework of the Permanent Exhibition of Public Education in Geneva, a collection of textbooks used in the various countries;",,
+ICPE-10-1947_RES1-FR,"10) Expresses the wish that an agreement may be established between countries to increase the production of educational films and other audiovisual materials and to facilitate both their acquisition and free circulation from one country to another, in order to reduce their cost price. — 132",,
+ICPE-10-1947_RES1-FR,"The International Conference on Public Instruction, convened in Geneva by the United Nations Educational, Scientific and Cultural Organization and the International Bureau of Education, and having met there on the fourteenth of July in its tenth session, adopts on the nineteenth of July nineteen forty-seven the following recommendation: The Conference,",,
+ICPE-10-1947_RES1-FR,Considering that physical education must play an important role at all levels of education;,,
+ICPE-10-1947_RES1-FR,That it is essential for adolescents to find at school not only the opportunity for intellectual cultivation but also the means for physical training in order to achieve their comprehensive education and harmonious development;,,
+ICPE-10-1947_RES1-FR,"That the practice of physical education has genuine value as a form of human development, not only physical but also moral and social;",,
+ICPE-10-1947_RES1-FR,Submits to the Ministries of Public Instruction of the various countries the following recommendation:,,
+ICPE-10-1947_RES1-FR,"1) Physical education must be made mandatory in all grades of secondary education, regardless of the type of school to which they belong;",,
+ICPE-10-1947_RES1-FR,"2) The curriculum concerning physical education must be the result of collaboration among representatives of the medical profession, the public education administration, and physical education instructors;",,
+ICPE-10-1947_RES1-FR,"3) It is highly desirable to undertake and continue physiological and psychological research on the value, curricula, and teaching methods of physical education;",,
+ICPE-10-1947_RES1-FR,4) All secondary school students participating in physical exercises should undergo regular medical supervision—at least once every term—and receive additional medical evaluation before taking part in sports competitions;,,
+ICPE-10-1947_RES1-FR,5) Students exempted from regular physical education classes for health reasons should receive instruction based on medical gymnastics or corrective exercises; similar measures should be taken in favor of students with physical disabilities.,,
+ICPE-10-1947_RES1-FR,"6) While ensuring that the general school curriculum is not overloaded, it is important to allocate sufficient time to physical education in the weekly schedule, this instruction not being limited to gymnastics or athletics lessons, but also including outdoor sessions or half-days dedicated to games and sports;",,
+ICPE-10-1947_RES1-FR,"7) Care should be taken to avoid scheduling lessons at times when they might have a harmful effect on the health of the pupils, such as too close to meal times, during periods of excessive heat, etc.;",,
+ICPE-10-1947_RES1-FR,"8) It is desirable that physical education teachers remain free, within the framework of official programs and instructions, to adapt them to the specific conditions of their school, as well as to the gender and abilities of their students;",,
+ICPE-10-1947_RES1-FR,"9) It is essential that schools have sufficiently large and well-equipped gymnasiums, playgrounds, and sports fields that meet the most modern hygiene standards;",,
+ICPE-10-1947_RES1-FR,"10) Given the risks associated with the practice of physical education, it is reasonable that students and teachers be covered by compulsory school insurance, the latter also being insured, if possible, against civil liability;",,
+ICPE-10-1947_RES1-FR,"11) School gymnastics and sports competitions should be actively encouraged, provided that they do not foster in students an excessive passion for sports or an overly aggressive competitive spirit, but rather strengthen team spirit and fair play;",,
+ICPE-10-1947_RES1-FR,"12) It is desirable that the educational authorities encourage youth organizations which can, in the field of physical education, complement the work of the school;",,
+ICPE-10-1947_RES1-FR,"13) Teachers responsible for physical education in secondary schools must be specialists and, if possible, capable of also teaching another subject; their level of training must be equivalent to that of teachers in other subjects and include, in addition to the theoretical and practical preparation in their specialty, knowledge of psychology and pedagogy;—134",,
+ICPE-10-1947_RES1-FR,"14) With equivalent training, physical education teachers should enjoy the same status and receive equal treatment as other secondary school teachers;",,
+ICPE-10-1947_RES1-FR,"15) Physical education teachers should be given frequent opportunities for professional development through attendance at special courses and through travel abroad, with expenses covered by scholarships.",,
+ICPE-10-1947_RES1-FR,16) The inspection of physical education should be entrusted to specialists in this field.,,
+ICPE-11-1948_RES1-FR,"The International Conference on Public Instruction, convened in Geneva by the United Nations Educational, Scientific and Cultural Organization and the International Bureau of Education, and having met there on the twenty-eighth of June in its eleventh session, adopts on the thirtieth of June nineteen hundred and forty-eight the following recommendation:",,
+ICPE-11-1948_RES1-FR,"The Conference,",,
+ICPE-11-1948_RES1-FR,"Considering the importance of basic techniques as instruments of culture and instruction and as essential elements of fundamental education,",,
+ICPE-11-1948_RES1-FR,"That writing is not only a teaching technique, but a means of expression and an art whose personal style must retain the highest degree of harmony and elegance,",,
+ICPE-11-1948_RES1-FR,"That, on the other hand, the pace of modern life requires increasingly rapid handwriting,",,
+ICPE-11-1948_RES1-FR,"That advances in psychology applied to education and experimental pedagogy allow for the development of methods increasingly better suited to the child's capabilities,",,
+ICPE-11-1948_RES1-FR,"That the goal to be achieved is to provide each child with the best handwriting they are capable of producing at an adequate speed,",,
+ICPE-11-1948_RES1-FR,"While taking into account the diversity of languages and writing systems,",,
+ICPE-11-1948_RES1-FR,Submits the following recommendation to the Ministries of Public Education of the various countries:,,
+ICPE-11-1948_RES1-FR,1. The improvement of handwriting instruction must constitute one of the constant concerns of educational authorities and educators;,,
+ICPE-11-1948_RES1-FR,"2. While enjoying wide discretion, the teacher should be able to draw inspiration from methods developed according to the most recent findings in the educational sciences;",,
+ICPE-11-1948_RES1-FR,"3. A concrete, sensory, and motor initiation, offering the child numerous opportunities for creative activities, should precede for a sufficiently long period the acquisition of characters and the proper technique of writing;",,
+ICPE-11-1948_RES1-FR,"4. Consequently, the systematic teaching of writing should not begin with children who are too young;",,
+ICPE-11-1948_RES1-FR,"5. The learning of writing should take place simultaneously with that of reading, so that it has a lively and functional character;",,
+ICPE-11-1948_RES1-FR,"6. Characters with simplified shapes, adapted to the modes of perception and assimilation of the child, should serve as a starting point for clear, simple, and harmonious writing;",,
+ICPE-11-1948_RES1-FR,7. It is desirable that the form of the characters presented to children evolves according to the aesthetic conception of the time;,,
+ICPE-11-1948_RES1-FR,"At the beginning, it is appropriate to use instruments that promote hand flexibility: soft brush, soft pencil, blunt quills;",,
+ICPE-11-1948_RES1-FR,"Once the elements of writing have been acquired, it is necessary to provide, while allowing each individual the possibility to develop a personal handwriting, training in a cursive script that reconciles both quality and speed.",,
+ICPE-11-1948_RES1-FR,"10. Writing should not be regarded as an end in itself, but as a means that must be refined through all written work;",,
+ICPE-11-1948_RES1-FR,"It is desirable that, between the ages of 12 and 15, when a handwriting crisis occurs among adolescents, a corrective instruction be provided that is as individualized as possible.",,
+ICPE-11-1948_RES1-FR,12. The establishment of objective scales for the evaluation of handwriting is desirable;,,
+ICPE-11-1948_RES1-FR,13. Teachers should be trained in a rational approach to teaching handwriting and should themselves have clear and legible handwriting.,,
+ICPE-11-1948_RES1-FR,"14. As hygiene plays an important role in the teaching of handwriting, particular care should be given to the selection of furniture and equipment as well as to the lighting of classrooms.",,
+ICPE-11-1948_RES1-FR,"The International Conference on Public Instruction, convened in Geneva by the United Nations Educational, Scientific and Cultural Organization and the International Bureau of Education and having met there on June twenty-eighth in its eleventh session, adopts on July second, nineteen forty-eight, the following recommendation: The Conference,",,
+ICPE-11-1948_RES1-FR,"Considering that one of the primary objectives of modern education must be to prepare children and adolescents to participate consciously and actively in the building of a global community, diverse in its aspects but united in the pursuit of common goals: peace, security, and a more harmonious life for all human beings,",,
+ICPE-11-1948_RES1-FR,"That this preparation must consist not only of didactic teaching but above all of training and the development of all psychological attitudes conducive to the building, safeguarding, and progress of a united world,",,
+ICPE-11-1948_RES1-FR,"That this preparation must be adapted to the capacities of schoolchildren of all ages and to the specific conditions of education in the various countries of the world,",,
+ICPE-11-1948_RES1-FR,Submits to the Ministries of Public Education of the various countries the following recommendation:,,
+ICPE-11-1948_RES1-FR,1. That all education contributes to the cultivation of the sentiment and idea of international solidarity;,,
+ICPE-11-1948_RES1-FR,"2. That the life of all educational institutions be organized in such a way as to develop among pupils and students a sense of responsibility and social mutual aid necessary for a better mutual understanding between peoples, and that the various forms of social life organized at the different stages of study be designed to engage youth in the problems of the world of tomorrow;",,
+ICPE-11-1948_RES1-FR,3. That the duties towards the community of Nations be universally understood and taught as an extension of civic duties;,,
+ICPE-11-1948_RES1-FR,"4. That feelings of international solidarity across time and space, based on mutual respect among peoples, be cultivated by all possible means, such as the commemoration of the memory of the great pioneers of human progress and the celebration of certain dates and institutions of universal interest;",,
+ICPE-11-1948_RES1-FR,"5. That, within this general framework, the United Nations and the specialized agencies under its authority, their principles and objectives, their structure and functions, be studied objectively, with a spirit of accurate and thorough information. Whatever the current shortcomings of these institutions may be, they must be evaluated as a whole and regarded as a step in the long series of efforts to develop international consciousness, to eradicate the scourge of war, to affirm faith in fundamental human rights, to uphold justice, to promote social progress, and to ensure a free and better life for all;",,
+ICPE-11-1948_RES1-FR,"6. That educators, themselves imbued with the spirit of international understanding and sufficiently informed to address these issues, be called upon to provide this complex teaching, which appeals both to sentiment and intelligence, either directly or indirectly, as an integral part of all education;",,
+ICPE-11-1948_RES1-FR,"7. That, outside of school, all local institutions such as public libraries, museums, youth clubs, scout groups, and the like, participate, in collaboration with educational authorities, in fostering a spirit of solidarity among young people and, within this framework, in presenting the multiple aspects of the United Nations, its specialized agencies, and related organizations;",,
+ICPE-11-1948_RES1-FR,"8. Given the responsibilities that adults must assume as parents and citizens, measures should be taken to ensure that popular adult education courses contribute to spreading an informed knowledge of international organizations;",,
+ICPE-11-1948_RES1-FR,"9. That appropriate audio-visual material be produced taking into account the age and mental development of the young and adult audiences to whom it will be presented, focusing on giving the images an aesthetic character, encouraging the participation of young people and adults in the production of this material, and relying on child psychology studies related to their behavior in front of the screen; that a wide dissemination of this material be rationally organized;",,
+ICPE-11-1948_RES1-FR,"10. That textbooks from different countries be, as often as possible, subject to revision aimed at eliminating passages likely to cause misunderstandings between peoples and at adding texts that may contribute to a better understanding of international cooperation;",,
+ICPE-11-1948_RES1-FR,"11. That the educational authorities of the various countries exchange views and information regarding the nature and outcomes of such instruction, so as to make the best possible use of their respective experiences;",,
+ICPE-11-1948_RES1-FR,"12. That the Ministries of Public Education and educational organizations in general provide, by all appropriate means, their encouragement and support for the development of an international consciousness among youth and for the knowledge of international organizations aimed at ensuring world peace. — 107",,
+ICPE-11-1948_RES1-FR,"The International Conference on Public Instruction, convened in Geneva by the United Nations Educational, Scientific and Cultural Organization and the International Bureau of Education, and having met there on June 28th for its eleventh session, adopts on July 2nd, 1948, the following recommendation: The Conference,",,
+ICPE-11-1948_RES1-FR,"Considering that the extension of schooling and the movement in favor of secondary education for all, and more generally, the greater complexity of modern life and the continuous increase in the school population, assign an ever-greater share of responsibility to the school in the education of the child,",,
+ICPE-11-1948_RES1-FR,"That this education cannot be effective unless it is adapted to the mental characteristics of the child,",,
+ICPE-11-1948_RES1-FR,"That the teacher, due to the multiplicity of his obligations, cannot always be sufficiently knowledgeable of and apply the psychological sciences,",,
+ICPE-11-1948_RES1-FR,Submits to the Ministries of Public Instruction of the various countries the following recommendation:,,
+ICPE-11-1948_RES1-FR,"1. That the applications of school psychology, while involving the collaboration of teachers, be carried out according to the guidance of specialists;",,
+ICPE-11-1948_RES1-FR,2. That efforts be made to guide each student's studies by using psychological assessments interpreted according to the advice of a specialist;,,
+ICPE-11-1948_RES1-FR,"3. That, as far as possible, school psychology services be organized to specifically address the following needs: the detection of underachievers and gifted students, the rehabilitation of difficult children, school orientation and selection, pre-vocational guidance, adaptation of school curricula, monitoring of the effectiveness of different teaching methods, and collaboration with teachers and school authorities;",,
+ICPE-11-1948_RES1-FR,"4. That the school authorities be able to refer to the specialist psychologist for examination those children who, due to insufficient academic performance, defective behavior, or any attitude deemed abnormal, show signs of social maladaptation, as well as children who, based on the results of an orientation assessment, appear to present a particular issue;",,
+ICPE-11-1948_RES1-FR,"5. That students should not be classified solely according to the results provided by tests, but that an attempt should be made to determine the psychological characteristics of each child, taking into account their economic, social, and cultural environment, and to adapt their studies accordingly;",,
+ICPE-11-1948_RES1-FR,6. That the number of students referred for examination by the psychologist should not be such as to prevent them from performing their duties with all the necessary care and attention;,,
+ICPE-11-1948_RES1-FR,8. That the status granted to psychologists allows them to carry out their duties with the utmost efficiency;,,
+ICPE-11-1948_RES1-FR,9. That the remuneration of school psychologists be commensurate with their level of specialization and their responsibilities;,,
+ICPE-11-1948_RES1-FR,"10. That the training of school psychologists should not only involve the acquisition of theoretical knowledge and a more or less extensive range of assessment techniques, but should always include independent research and internships, notably in medical-pedagogical consultation services and school guidance centers;",,
+ICPE-11-1948_RES1-FR,"11. That this preparation should not be exclusively psychological, but should also include all the essential pedagogical knowledge and internships within educational services, in order to enable fruitful collaboration with teachers, doctors, and families;",,
+ICPE-11-1948_RES1-FR,12. That the training of specialist psychologists includes extensive practical experience and is certified by a diploma from a specialized institute or an academic degree;,,
+ICPE-11-1948_RES1-FR,13. That advanced training internships be established for teachers who wish to provide more specialized support to school psychologists in their work.,,
+ICPE-12-1949_RES1-FR,"The International Conference on Public Instruction, convened in Geneva by the United Nations Educational, Scientific and Cultural Organization and the International Bureau of Education, and having met there on July 4th in its twelfth session, adopts on July 8th, nineteen hundred and forty-nine, the following recommendation: The Conference,",,
+ICPE-12-1949_RES1-FR,"Considering that the introductory report, written by French experts for the UNESCO Course devoted to the teaching of geography and its role in fostering better international understanding, was regarded as a useful working basis,",,
+ICPE-12-1949_RES1-FR,"That the definition of geography, as well as the principles and teaching methods proposed therein, have been adopted, subject to placing greater emphasis on the following issues: a) How to draft curricula and design examinations related to active, concrete, current, and comparative teaching; b) By what psychological and didactic means to reduce the feeling that may lead the child to believe they are the center of the world, and to increase the sense of interdependence and moral unity of humankind, it being clearly understood that all education must reconcile love of one's country with understanding of other countries and respect for their sovereignty in a world where all Nations must be regarded as equal in rights; c) How to achieve objectivity in geographical education in the contemporary world,",,
+ICPE-12-1949_RES1-FR,"That UNESCO is determined to publish this introductory report in brochure form, taking into account the above observations,",,
+ICPE-12-1949_RES1-FR,Submits to the Ministries of Public Education of the various countries the following recommendation:,,
+ICPE-12-1949_RES1-FR,"1. Ensure the distribution of this brochure within educational circles so that teachers and instructors become aware of the issue, are able to discuss it, make suggestions, and carry out the necessary experiments;",,
+ICPE-12-1949_RES1-FR,"2. Designate as soon as possible the experts who, in 1950, will participate in the UNESCO Seminar, so that they can thoroughly, actively, and usefully prepare for this participation by establishing all necessary contacts with the various educational sectors in their own country.",,
+ICPE-12-1949_RES1-FR,"The International Conference on Public Instruction, convened in Geneva by the United Nations Educational, Scientific and Cultural Organization and the International Bureau of Education, and having met there on July 4th in its twelfth session, adopts on July 9th, 1949, the following recommendation: The Conference,",,
+ICPE-12-1949_RES1-FR,"Considering, on the one hand, that cultivating a scientific mind of observation and experience, by utilizing the child's spontaneous interests, constitutes one of the essential goals of education, and that introduction to the natural sciences from the beginning of primary school is particularly well-suited to promote this development,",,
+ICPE-12-1949_RES1-FR,"That, on the other hand, it is necessary to associate the school with a widespread effort to protect nature,",,
+ICPE-12-1949_RES1-FR,Submits to the Ministries of Public Instruction of the various countries the following recommendation:,,
+ICPE-12-1949_RES1-FR,1. That the introduction to natural sciences begins from the earliest grades of primary school;,,
+ICPE-12-1949_RES1-FR,"2. That, even if this initiation constitutes a distinct branch, the natural sciences be integrated with the teaching of other disciplines (language, drawing, manual work, etc.);",,
+ICPE-12-1949_RES1-FR,"3. That this initiation specifically achieves the following objectives: a) to develop the child's intellect through the use of active methods based, as far as possible, on individual observation and experience; b) to nurture the imagination and sensitivity of the pupil by fostering a love of nature and its beauties and by engaging interest in natural phenomena and the various manifestations of life; c) to promote and develop all actions aimed at the protection of nature—119—",,
+ICPE-12-1949_RES1-FR,"4. That in primary school, the initiation into natural sciences, which must be based on observation and experimentation, it is important to provide the pupil, both at school and outside of school, without ever neglecting the initiatives of the child himself: a) for direct observation, optical instruments (magnifying glasses, etc.), terrariums, aquariums, school gardens, etc.; b) in cases where any direct observation is impossible, educational films, still images, charts, and various collections;",,
+ICPE-12-1949_RES1-FR,5. That students be trained in collaborative research and mutual verification of their observations and the interpretation of the facts observed;,,
+ICPE-12-1949_RES1-FR,6. That this research be accompanied by an effort in graphic and verbal expression;,,
+ICPE-12-1949_RES1-FR,"7. That children be encouraged to collect and contribute, with the materials gathered, to enriching the school or classroom museum, which will become all the more lively and engaging as it will be their own personal creation;",,
+ICPE-12-1949_RES1-FR,"8. That the organization of outdoor schooling be encouraged, as it is particularly suited to a genuinely educational teaching of natural sciences that complies with pedagogical requirements;",,
+ICPE-12-1949_RES1-FR,"9. The functional method, which consists of studying the organs and structure of living beings in relation to life, the challenges posed by the environment, and so forth, should always be preferred to the morphological and descriptive method; living beings should not be observed merely as isolated individuals, but rather in their interrelations with other beings.",,
+ICPE-12-1949_RES1-FR,"10. That the teaching of natural sciences should never begin with nomenclatures, definitions, classifications, systematizations, etc., which should rather be the ultimate conclusion of the accumulated concrete observations and experiments as well as the knowledge acquired.",,
+ICPE-12-1949_RES1-FR,"11. Given the foregoing requirements, that the curricula be sufficiently flexible to allow the adaptation of teaching to the resources of the local environment;",,
+ICPE-12-1949_RES1-FR,"12. Furthermore, if the local environment does not provide certain elements for observation, the student should be able to obtain them through interschool exchanges;",,
+ICPE-12-1949_RES1-FR,13. That the books used in this teaching be primarily reference works designed to encourage students' own research and observations; — 120 —,,
+ICPE-12-1949_RES1-FR,"14. That among extracurricular activities (walks, excursions, naturalist clubs), a special place be reserved for those that can foster a love of nature and engage the child in its protection (reforestation, erosion control, protection of plants and animals, etc.);",,
+ICPE-12-1949_RES1-FR,15. That teachers occasionally present the origins of discoveries and the significant aspects of the lives of scientists who have contributed to the advancement of natural sciences worldwide;,,
+ICPE-12-1949_RES1-FR,"16. Particular care should be given to the training of teachers, to inform them of the methods of teaching natural sciences and to familiarize them with the aspects of the child’s intellectual development that are relevant for use in this instruction;",,
+ICPE-12-1949_RES1-FR,"17. That meetings, conferences, and advanced training sessions periodically update teachers on the progress of science and didactics, as well as the results of experiments in the teaching of natural sciences.",,
+ICPE-12-1949_RES1-FR,"The International Conference on Public Instruction, convened in Geneva by the United Nations Educational, Scientific and Cultural Organization and the International Bureau of Education, and having met there on the fourth of July in its twelfth session, adopts on the twelfth of July nineteen forty-nine the following recommendation: The Conference,",,
+ICPE-12-1949_RES1-FR,"Considering that reading is not only a basic teaching technique and a set of mental mechanisms, but also the principal tool for acquiring knowledge and all personal culture,",,
+ICPE-12-1949_RES1-FR,"That the child must learn to read fluently while understanding what he or she reads,",,
+ICPE-12-1949_RES1-FR,"That the teaching of reading cannot be separated from the teaching of the mother tongue and its means of expression, nor from the learning of writing,",,
+ICPE-12-1949_RES1-FR,"That advances in psychology and pedagogy allow for the use of methods better adapted to the child's capabilities,",,
+ICPE-12-1949_RES1-FR,"Acknowledging that: a) synthetic methods satisfy the logical mind of the adult and facilitate the teacher’s work, but are based on elements that are less accessible to the child’s mind, b) so-called global methods, endorsed by psychology, better correspond to the child’s mental capacities and spontaneous interests; they allow the integration of reading instruction into the general classroom activities, but they require more thorough preparation by the teacher,",,
+ICPE-12-1949_RES1-FR,"Further considering that the choice of methods for teaching reading may be influenced by the structure of the language, by the educational organization of each country, etc.,",,
+ICPE-12-1949_RES1-FR,"Taking all these various elements into account,",,
+ICPE-12-1949_RES1-FR,Submits to the Ministries of Public Education of the various countries the following recommendation:,,
+ICPE-12-1949_RES1-FR,"1. One of the primary concerns of the educational authorities must be: a) to teach every school-aged child and every illiterate adult to read fluently, b) to improve teaching methods in this area by encouraging all useful experiences, c) to implement all means capable of ensuring that adolescents maintain fluent reading skills after leaving school;",,
+ICPE-12-1949_RES1-FR,"2. The teaching of reading should only begin when the child, having enhanced their means of verbal expression and received adequate sensory education, has acquired the necessary mental development;",,
+ICPE-12-1949_RES1-FR,3. The organization of schools should allow the same teacher to follow their students throughout the years of learning to read;,,
+ICPE-12-1949_RES1-FR,4. It is desirable that the teacher draws inspiration from reading instruction methods developed based on the findings of educational sciences;,,
+ICPE-12-1949_RES1-FR,"5. The enjoyment of reading must be cultivated from the outset through the use of sentences and texts of genuine value, drawn from the realm of the child's immediate activities and interests; this enjoyment must be sustained throughout the course of schooling by the creation and continuous enhancement of school libraries.",,
+ICPE-12-1949_RES1-FR,"6. The use of the school printing press, a valuable aid to teaching, deserves to be encouraged;",,
+ICPE-12-1949_RES1-FR,"7. Textbooks for learning to read and recreational books (for both children and adults learning to read) must be adapted to the mental development and interests of the reader. Particular care will be taken in the selection of the text, typefaces, and illustrations;",,
+ICPE-12-1949_RES1-FR,8. Children who have difficulty learning to read should be able to benefit from supplementary instruction tailored to their needs;,,
+ICPE-12-1949_RES1-FR,9. The use of objective tests of oral and silent reading is recommended in order to enable the monitoring of results achieved at different ages;,,
+ICPE-12-1949_RES1-FR,"10. Given the necessity of combating adult illiteracy in many regions, a concerted effort must be undertaken to develop language teaching techniques suited to the masses, to create appropriate materials for reading instruction, and to exchange the results of experiences conducted by nations facing this issue.",,
+ICPE-13-1950_RES1-FR,"The International Conference on Public Instruction, convened in Geneva by the United Nations Educational, Scientific and Cultural Organization and the International Bureau of Education, and having met there on July 6th in its thirteenth session, adopts on July 7th, nineteen hundred and fifty, the following recommendation: The Conference,",,
+ICPE-13-1950_RES1-FR,"Convinced that the international exchange of teachers and educators is one of the most effective and practical means of fostering understanding between peoples and raising the standard of education,",,
+ICPE-13-1950_RES1-FR,"Considering that it is necessary for Governments to participate in an effort to organize missions abroad and exchanges of teachers and educators between countries,",,
+ICPE-13-1950_RES1-FR,Submits the following recommendation to the Ministries of Public Instruction of the various countries:,,
+ICPE-13-1950_RES1-FR,1. Ensure extensive promotion of exchange programs and overseas missions to governmental or private institutions and professional organizations interested in education and the enhancement of international understanding;,,
+ICPE-13-1950_RES1-FR,"2. Pay particular attention, within the framework of programs encouraging international cultural relations, to the reciprocal exchange of educators and the establishment of temporary assignments for foreign educators;",,
+ICPE-13-1950_RES1-FR,"3. To extend such exchange and mission plans, whenever possible, to other countries and regions and to broaden them so that they include all categories of teachers or professors;",,
+ICPE-13-1950_RES1-FR,"4. Ensure that teachers sent abroad, whether on a mission or within the framework of a reciprocal exchange agreement, do not lose their status, retirement rights, etc., during their period of teaching abroad;",,
+ICPE-13-1950_RES1-FR,"5. Encourage educational institutions to receive professors coming from abroad and to assign professors who can thus teach in other countries and, for this purpose, study the possibility of removing legal and administrative obstacles to such movements;",,
+ICPE-13-1950_RES1-FR,"6. Remove restrictions on the export or import of currency for individuals exchanged or on mission abroad and, if necessary, establish special conditions regarding taxes for this category of personnel.",,
+ICPE-13-1950_RES1-FR,"7. Provide financial assistance for exchange or mission programs whose implementation is hindered by a lack of funds for transportation costs, differences in cost of living, or other essential expenses.",,
+ICPE-13-1950_RES1-FR,"Takes note, while supporting them, of the following recommendations proposed to the Director-General of UNESCO by the meeting of experts on the international exchange of educators, convened by this Organization, recommendations thus formulated:",,
+ICPE-13-1950_RES1-FR,"The Committee of Experts recommends that the Director-General continue to promote the international exchange of educators and overseas assignments: a) by drawing the attention of governments to the importance of these exchanges as a means of fostering international understanding; b) by widely disseminating information on opportunities to teach abroad; c) by encouraging public and private educational institutions to implement exchange programs; d) by publishing and distributing reports from Member States concerning their experiences in the field of teacher exchange and overseas assignments, and by providing advice, upon request, regarding the organization of these programs;",,
+ICPE-13-1950_RES1-FR,e) by making its information services available to individuals seeking information on the structure of the educational systems of other countries and on the value of academic qualifications;,,
+ICPE-13-1950_RES1-FR,f) by enabling experts on reciprocal exchanges to meet periodically in order to monitor the development of exchanges and overseas assignments and to study how to address emerging problems and new needs.,,
+ICPE-13-1950_RES1-FR,The Committee is particularly concerned with the needs of certain areas that are insufficiently developed in specialized teaching personnel coming from abroad.,,
+ICPE-13-1950_RES1-FR,The Committee recommends that the Director-General assist in the recruitment of qualified personnel within the Organization’s means and specifically suggests:,,
+ICPE-13-1950_RES1-FR,a) to invite Member States to take stock of and communicate their needs to him;,,
+ICPE-13-1950_RES1-FR,b) to widely publicize these needs;,,
+ICPE-13-1950_RES1-FR,c) to explore various possibilities for the recruitment of exchange personnel;,,
+ICPE-13-1950_RES1-FR,"d) to undertake, in exceptional cases and upon special request, the direct recruitment of exchange personnel on behalf of the Member States. » 151",,
+ICPE-13-1950_RES1-FR,"The International Conference on Public Education, convened in Geneva by the United Nations Educational, Scientific and Cultural Organization and by the International Bureau of Education, and having met on the sixth of July in its thirteenth session, adopts on the twelfth of July nineteen hundred and fifty, the following recommendation: The Conference,",,
+ICPE-13-1950_RES1-FR,"Considering that advances in the educational sciences demonstrate the necessity of utilizing all opportunities for the development of the child and adolescent in order to achieve a complete and harmonious fulfillment of personality,",,
+ICPE-13-1950_RES1-FR,This is a principle valid for the entire period of an individual's development and not only for the period of primary education.,,
+ICPE-13-1950_RES1-FR,"That educational manual activities are indispensable for correcting the effects of an often overly theoretical education among secondary school youth by giving them a greater sense of reality, by making use of their innate need to act, and by inspiring in them respect for human labor in all its aspects,",,
+ICPE-13-1950_RES1-FR,"That manual work is a valuable component for the moral, social, and aesthetic education of the child and adolescent,",,
+ICPE-13-1950_RES1-FR,"They provide students with an inexhaustible source of interests and significant means of expression, observation, and discovery, as well as offer various subjects a possibility for concrete expression and coordination.",,
+ICPE-13-1950_RES1-FR,"That manual work is of particular importance for understanding the personality of the adolescent, identifying their aptitudes, and thereby facilitating their educational and vocational guidance,",,
+ICPE-13-1950_RES1-FR,Submits to the Ministries of Public Instruction of the various countries the following recommendation:,,
+ICPE-13-1950_RES1-FR,"1. That, as far as possible, the teaching of manual work be included in the curriculum of the various sections of all secondary schools: a) as a compulsory subject in the lower grades, b) as an optional subject at least in the upper grades, and that, in cases where it is optional, participation in manual work courses be recommended to students;",,
+ICPE-13-1950_RES1-FR,"2. That the time allocated in the schedules for manual work be sufficient to avoid dispersing interest and that, in the event this instruction is considered a distinct subject rather than integrated with other disciplines, the hours reserved for it be properly grouped to allow for sufficiently continuous activity;",,
+ICPE-13-1950_RES1-FR,"3. That the manual education program include not only the activities usually envisioned (wood and ironwork, sewing and household tasks, cardboard work, etc.) but also other types of activities such as bookbinding, weaving, leatherwork, ceramics, pottery, modeling, not forgetting gardening, animal husbandry, or agricultural work;",,
+ICPE-13-1950_RES1-FR,"4. That in the selection of activities offered to students, consideration be given to the resources and needs specific to each local, regional, and national environment, utilizing the means available within that environment; two modes of practice.",,
+ICPE-13-1950_RES1-FR,5. That a broader opportunity be granted to pupils of both sexes to engage in certain manual tasks that have hitherto been almost exclusively reserved for one sex;,,
+ICPE-13-1950_RES1-FR,"6. That the methods employed appeal to the creative freedom of the adolescent and offer the creation of complete and usable objects adapted to the interests of their age, their individual capabilities, and the needs of the various disciplines;",,
+ICPE-13-1950_RES1-FR,"7. That educational manual work should not be confused with vocational training, but should avoid allowing students to develop incorrect habits from a professional standpoint;",,
+ICPE-13-1950_RES1-FR,"8. That, as far as possible, teachers who teach manual work strive to obtain results that are not only useful but also beautiful, and take this as an opportunity to develop their students' artistic taste;",,
+ICPE-13-1950_RES1-FR,9. That manual work is carried out as often as possible in teams in order to give students the habit of working together and a sense of solidarity;,,
+ICPE-13-1950_RES1-FR,"10. That, if possible, the manual work classes in secondary education take responsibility for the making of useful objects for their school or simple educational materials that can be made available to nursery or primary schools, thereby creating a link and a spirit of cooperation between the various levels of education;",,
+ICPE-13-1950_RES1-FR,11. That manual work teachers maintain close contact with those of other disciplines in order to provide them with concrete support;,,
+ICPE-13-1950_RES1-FR,12. That work sheets as well as documentation intended to guide students and inform teachers about the methodology of this instruction should be published;,,
+ICPE-13-1950_RES1-FR,"13. That an effort be made to ensure that each secondary education institution is provided with a properly installed and equipped workshop and, if possible, a plot of land designated for gardening or agricultural work;",,
+ICPE-13-1950_RES1-FR,"14. That the workshops and tools used for manual work education take into account the age, hygiene, and physical abilities of the students;",,
+ICPE-13-1950_RES1-FR,15. That the provision of supplies be ensured free of charge to the greatest extent possible;,,
+ICPE-13-1950_RES1-FR,16. That the teaching of manual work be entrusted to teaching staff who are qualified both pedagogically and in terms of the technical knowledge specific to this discipline;,,
+ICPE-13-1950_RES1-FR,17. That introductory and advanced courses be organized periodically to keep the staff responsible for this teaching informed of the methods used and the progress made in this field;,,
+ICPE-13-1950_RES1-FR,"18. In order to promote the exchange of experiences, national or international exhibitions, such as the permanent Exhibition of the International Bureau of Education, should be organized; visits to other schools, even abroad, should be facilitated by the educational authorities; and the exchange of manual work produced by students should be encouraged among schools in different countries.",,
+ICPE-13-1950_RES1-FR,19. That teachers responsible for general subjects in secondary education are informed of the importance and value of manual work and of the assistance they can expect from it in their teaching;,,
+ICPE-13-1950_RES1-FR,"20. That the establishment of associations of manual work teachers be facilitated, which will collaborate in organizing introductory or advanced courses and in the continual improvement of the didactics of this teaching.",,
+ICPE-13-1950_RES1-FR,"The International Conference on Public Education, convened in Geneva by the United Nations Educational, Scientific and Cultural Organization and by the International Bureau of Education, and having met there on the sixth of July nineteen fifty, adopts on the thirteenth of July nineteen fifty the following recommendation: The Conference,",,
+ICPE-13-1950_RES1-FR,"Considering, on the one hand, that mathematical initiation constitutes one of the essential and universal aspects of training the mind in objectivity and rigor;",,
+ICPE-13-1950_RES1-FR,"That spontaneous activity and free verification, especially required by mathematical initiation, have an intellectual and moral formative value from which other disciplines should take inspiration,",,
+ICPE-13-1950_RES1-FR,"Considering finally that the teaching of mathematics, one of the most difficult subjects, can currently make use of the results of numerous psychological and pedagogical studies aimed at facilitating it,",,
+ICPE-13-1950_RES1-FR,Submits the following recommendations to the Ministries of Public Education of the various countries:,,
+ICPE-13-1950_RES1-FR,"1. That mathematical initiation be adapted, step by step, to the intellectual operations characteristic of the different stages of a child’s development and, in turn, make use of all the resources that these operations entail;",,
+ICPE-13-1950_RES1-FR,"2. That already at the kindergarten level, the child be given the opportunity to discover, through a set of effective and personal actions, the elementary relations (inclusion, order, correspondence, etc.) that constitute number and space;",,
+ICPE-13-1950_RES1-FR,"3. That the initiation to arithmetic operations, during the early primary years, is always based on preliminary actions, enabling the child to rediscover for themselves the mechanism of these operations through the manipulation of concrete objects and according to questions they have been led to ask based on their spontaneous interests;",,
+ICPE-13-1950_RES1-FR,"4. That, alongside this construction of numerical relationships, a graduated series of activities focused on elementary shapes, relationships, and spatial measurements be organized, in order to ensure the correspondence between arithmetic operations and geometric operations;",,
+ICPE-13-1950_RES1-FR,"5. That, in connection with this initiation to operations through action, particular care be given to the development of qualitative and logical relationships: since every problem necessarily involves a logical structure and numerical data, it is essential that, before introducing the latter, as complete an understanding as possible of this qualitative structure be achieved.",,
+ICPE-13-1950_RES1-FR,"6. That subsequently, problems involving new concepts (such as time, speed, etc.) should only be addressed after new exercises each time including the same concrete activities as well as the same effort of logical structuring;",,
+ICPE-13-1950_RES1-FR,"7. That the use of the child’s activity and inventive capacities be accompanied by an increasing emphasis on verification, so that the acquisition of each new system of operations or relations signifies progress in the rigor of reasoning;",,
+ICPE-13-1950_RES1-FR,8. Special attention should be given to the verbal expression of operations and to the use of correct vocabulary appropriate to each level considered;,,
+ICPE-13-1950_RES1-FR,"9. That exercises aimed at ensuring the acquisition of calculation mechanisms, particularly oral calculation, should only be introduced after the child has understood the meaning of the operations involved and the necessity of this mechanization;",,
+ICPE-13-1950_RES1-FR,"10. That teamwork methods be employed, particularly to enhance students' interest and to develop their mutual oversight capabilities;",,
+ICPE-13-1950_RES1-FR,"11. That teachers systematically seek, by means of various psychological methods, to identify their students’ weaknesses, to ascertain the causes of these deficiencies, and to remedy them with measures tailored to each individual case; — 157",,
+ICPE-13-1950_RES1-FR,"12. That mathematics teaching be coordinated as much as possible with other subjects, and that the exercises and problems presented to students be realistic, drawn from practical life, and, as far as possible, related to the environment in which the child lives;",,
+ICPE-13-1950_RES1-FR,13. That institutions responsible for teacher training be encouraged to draw inspiration from the above-defined principles in order to prepare instructors to implement them in practice.,,
+ICPE-14-1951_RES1-FR,"The International Conference on Public Instruction, convened in Geneva by the United Nations Educational, Scientific and Cultural Organization and by the International Bureau of Education, having met there on the twelfth of July, nineteen hundred and fifty-one, in its fourteenth session, adopts on the twentieth of July, nineteen hundred and fifty-one, the following recommendation: The Conference,",,
+ICPE-14-1951_RES1-FR,"Considering that the Universal Declaration of Human Rights, of December 10, 1948, recognizes the right of every person to education, advocates for the free provision of basic education and primary schooling, the latter being furthermore compulsory;",,
+ICPE-14-1951_RES1-FR,"That the draft Covenant on the Universal Declaration of Human Rights to be submitted to the United Nations General Assembly proclaims that primary education must be compulsory and provided free of charge to all, and that secondary education in its various forms, including technical and vocational education, should be generalized and progressively made free of charge;",,
+ICPE-14-1951_RES1-FR,"According to the terms of this draft Covenant, ""every State party to the present Covenant which, at the time it becomes a party thereto, has not yet been able to ensure, within its metropolitan territory or in territories under its jurisdiction, the free and compulsory nature of primary education, undertakes to establish and adopt within a period of two years a detailed plan of necessary measures to progressively achieve, within a reasonable number of years fixed by this plan, the full implementation of the principle of free and compulsory primary education for all"";",,
+ICPE-14-1951_RES1-FR,"That the universalization of the fundamental right to education should not be considered solely in less educationally developed countries, but also in those countries that currently face the educational needs of a continuously growing population;",,
+ICPE-14-1951_RES1-FR,"In turn, the issue of extending compulsory schooling is becoming a concern for the educational authorities of an increasing number of countries, including less developed countries that have large centers.",,
+ICPE-14-1951_RES1-FR,"That the 3rd International Conference on Public Instruction convened in Geneva in 1934 recognized that the issue of compulsory schooling and its extension presents itself differently in various countries, and that the recommended comprehensive measures must take into account national, and sometimes regional and local, circumstances in their implementation;",,
+ICPE-14-1951_RES1-FR,"That the instructional and educational techniques to be implemented must: a) serve to foster the values inherent to each culture in accordance with its historical traditions and to promote among the various cultures a harmony that generates concord and peace, b) be carried out simultaneously with social and economic development, and this through the broadest possible international cooperation,",,
+ICPE-14-1951_RES1-FR,Submits to the Ministries of Public Instruction of the various countries the following recommendation:,,
+ICPE-14-1951_RES1-FR,"The Conference submits the following recommendation to the United Nations, to specialized agencies, and to intergovernmental organizations:",,
+ICPE-14-1951_RES1-FR,"I. Plans providing for the generalization of compulsory schooling in accordance with the spirit of Article 26 of the Universal Declaration of Human Rights of 10 December 1948 must be developed in countries where this issue arises, and this within the shortest possible time frame;",,
+ICPE-14-1951_RES1-FR,"2. The plans for the generalization of compulsory schooling, including pedagogical measures as well as financial, social, or other measures, must be developed by interministerial committees or other competent mixed bodies, which may include representative organizations of the active forces of the country.",,
+ICPE-14-1951_RES1-FR,3. These plans must include both measures of immediate effect and progressive measures spread over a specified number of years;,,
+ICPE-14-1951_RES1-FR,"4. Plans for the generalization of compulsory schooling must be preceded by surveys that are as precise and thorough as possible, focusing on the quantitative aspect of the issue, namely the statistics of the current and foreseeable student population.",,
+ICPE-14-1951_RES1-FR,"5. The plans for the generalization of compulsory schooling must also be established in coordination with the country’s economic and social reform and development plans, among which they must be accorded the priority they deserve; preliminary studies should notably focus on the following factors: a) economic (amount of national income, degree of industrialization, agricultural organization, standard of living of the population, etc.); b) financial (tax system, budget administration at the national, regional, and local levels, etc.); c) social (organization of communities, social structure of the population, existence of nomadic tribes, family life and the condition of women, etc.); d) geographical (population density and distribution, development of urban centers relative to rural settlements, climate and topography, means of communication, etc.); e) political (political and administrative structure, etc.); f) linguistic (coexistence of multiple languages, unwritten languages, etc.).",,
+ICPE-14-1951_RES1-FR,"6. These plans must be flexible, constantly amended and readjusted, based on, on the one hand, the results obtained, and on the other hand, the ongoing evolution of the situation, which must be continuously studied;",,
+ICPE-14-1951_RES1-FR,"7. These schooling plans and the resulting implementation measures must be widely disseminated, emphasizing their importance for both the individual and society in order to obtain the full support of public opinion;",,
+ICPE-14-1951_RES1-FR,"8. The plans for the generalization of compulsory schooling, which for a number of countries must necessarily cover a more or less extended period of time, should consider whether the development of the campaign should immediately extend to the entire country or whether it would be more advantageous to address the issue by regions or zones (urban, rural, etc.) in order to avoid dispersing efforts;",,
+ICPE-14-1951_RES1-FR,The movement in favor of the generalization of compulsory schooling must be carried out simultaneously for both boys and girls.,,
+ICPE-14-1951_RES1-FR,"10. The insufficiency of funding being the most serious obstacle to the universalization of compulsory schooling, the financial aspect of the plan must be carefully examined; this study should not only focus on securing the necessary resources but also anticipate the rationalization of expenditures in order to achieve the maximum return on invested sums.",,
+ICPE-14-1951_RES1-FR,"11. Since tax administration systems are not the same in all countries, a single method of financing cannot be proposed; while the creation of new local or national taxes must be considered in some countries, in other cases it will involve either allocating a sufficient percentage of the ordinary public education budget to this financing, or providing for an extraordinary credit whose coverage will be spread over a determined number of years;",,
+ICPE-14-1951_RES1-FR,"12. Provided that the financial structure of each country allows it, joint participation by the central administration and local administrations in financing the plan would be desirable, especially if the financial contribution of one party is contingent upon that of the other.",,
+ICPE-14-1951_RES1-FR,"13. Wide publicity must be given to the financing plan in order to convince public opinion of the profitability of financial investments made in favor of education, as any educational progress will eventually result in a significant increase in national income.",,
+ICPE-14-1951_RES1-FR,"14. A schooling period that is too short cannot be envisaged, especially in countries where the language issue arises; students should not leave school before their educational achievements are sufficiently solid to be lasting and adequate to enable them to participate effectively in the life of the community;",,
+ICPE-14-1951_RES1-FR,"15. In countries where compulsory schooling has not yet been legally established, the minimum duration of schooling must be determined according to the principles of the preceding recommendation, without this duration running the risk of remaining purely theoretical;",,
+ICPE-14-1951_RES1-FR,"16. It is inconceivable to legally lower the duration of compulsory schooling in countries where it has already been established at 5, 6, or 7 years or more, especially when a very large proportion of the school-age population (sometimes exceeding 50%) still falls outside the application of the law; in such cases, all efforts within generalization plans must focus on gradually bringing the actual situation into alignment with the legal framework.",,
+ICPE-14-1951_RES1-FR,"17. It is desirable that in countries where the gap between the school-age population and the number of enrolled students does not exceed 20 or 30%, and where the generalization of compulsory education appears feasible in the more or less immediate future, the duration of compulsory education be gradually extended to 7 or 8 years;",,
+ICPE-14-1951_RES1-FR,"18. The extension of compulsory schooling beyond the age of 14 or 15, whether in a general form, as partial schooling, or within the framework of primary education or the various secondary education levels, should be encouraged especially in countries where compulsory education is already effectively implemented.",,
+ICPE-14-1951_RES1-FR,"19. The legal age for admission to work and the duration of compulsory schooling must be determined in relation to each other; therefore, the most comprehensive coordination must exist between the administration of public education and that of labor, and this coordination must be established not only at the national level but also internationally between organizations responsible for compulsory education and those responsible for the work of children and young people.",,
+ICPE-14-1951_RES1-FR,"20. Since the principle of the right to education is absolute, educational authorities must, as circumstances allow, establish the necessary institutions and take effective measures to ensure that exemptions provided for in certain legislations, or implicitly accepted, for example for sick children, children with physical or mental disabilities, those exempted due to the distance from school, etc., can be revoked or eliminated;",,
+ICPE-14-1951_RES1-FR,"Measures such as the establishment of boarding schools, the organization of correspondence or radio-based education, etc., can, depending on the circumstances, contribute to ensuring the education of children whose parents have no fixed domicile, such as itinerant traders, river workers, and the like.",,
+ICPE-14-1951_RES1-FR,"The education of children from tribes and nomadic children imposes special obligations on society which educational authorities cannot evade; the system of mobile schools can constitute, when circumstances permit, an adequate solution.",,
+ICPE-14-1951_RES1-FR,23. A periodic census of school-age children must be established in each locality to enable the monitoring of the enforcement of compulsory schooling;,,
+ICPE-14-1951_RES1-FR,"24. Although sanctions must be provided for cases of evident unwillingness on the part of parents or other individuals responsible for school attendance, emphasis should primarily be placed on measures of encouragement;",,
+ICPE-14-1951_RES1-FR,"25. Collaboration between the family and the school must be encouraged; parent organizations can contribute effectively to the fight against breaches of compulsory schooling, alongside authorities, social welfare personnel, etc.;",,
+ICPE-14-1951_RES1-FR,"26. The free provision of primary education should not be limited to the exemption from tuition fees; it should also progressively extend to school materials and supplies as well as textbooks, in accordance with Recommendation No. Z1 adopted by the 10th International Conference on Public Instruction.",,
+ICPE-14-1951_RES1-FR,"27. Effective measures must be considered to remedy, as far as possible, the difficulties arising from distance and the dispersion of settlements: better school locations, transportation facilities, boarding schools, etc.;",,
+ICPE-14-1951_RES1-FR,"28. When students from a municipality or region live closer to a school belonging to another administrative or territorial district, facilities must be provided to allow them to attend the nearest school;",,
+ICPE-14-1951_RES1-FR,"29. Medical services, food assistance, and, if necessary, clothing aid for schoolchildren must be made widely available, as, in addition to their intrinsic value, they facilitate attendance; educational authorities must develop these services even if other official or private bodies provide such social assistance.",,
+ICPE-14-1951_RES1-FR,"30. Family allowances are a means of encouraging school attendance; they can compensate for the loss of earnings of children subject to compulsory schooling and, at the very least, serve to combat absenteeism.",,
+ICPE-14-1951_RES1-FR,"31. In order for schoolwork to be better appreciated by parents and for compulsory schooling to be more acceptable, the school must be integrated as closely as possible into the community; it must contribute to the improvement of the community’s standard of living and become one of the elements of social, economic, civic, artistic, and cultural progress; to achieve this, it must use programs adapted to the child and methods such as active methods that connect the child to the study of their environment, thereby engaging the student and directing their mind towards the improvement of that environment; the school must also benefit from experiences and efforts made in the field of basic education.",,
+ICPE-14-1951_RES1-FR,"32. It is important, in communities where illiteracy predominates, that plans for the generalization of compulsory education be accompanied as far as possible by plans for adult basic education; this will create among parents a favorable atmosphere for the education of their children and will result in greater harmony between pupils leaving school and their elders; the work of basic education must be closely coordinated with that of the school.",,
+ICPE-14-1951_RES1-FR,"33. While acknowledging that a primary school in which a single teacher is responsible for children of all ages simultaneously presents very significant technical challenges for the teacher, there is nonetheless an interest in using this system wherever it can contribute to the generalization of compulsory education.",,
+ICPE-14-1951_RES1-FR,"34. In determining the school year, regional characteristics (climatic conditions, seasonal work, etc.) should be taken into account when there are significant differences between them;",,
+ICPE-14-1951_RES1-FR,"The same principle should be applied to the development of schedules, which should be designed so as to facilitate attendance as much as possible;",,
+ICPE-14-1951_RES1-FR,"36. While recognizing that a school schedule providing for two daily sessions of instruction is generally preferable, a single-session schedule may be accepted a) when a shortage of facilities and teaching staff or climatic conditions necessitate it as a temporary measure to ensure the right to education, and b) when economic and social conditions make it appear advantageous;",,
+ICPE-14-1951_RES1-FR,"37. The single-session schedule must not impose excessively long working hours on the student, nor an additional workload on the teacher, so as not to adversely affect health and performance;",,
+ICPE-14-1951_RES1-FR,"38. Given the obstacles that the language issue presents in certain countries for the generalization of compulsory education, and while emphasizing the role that the use of vernacular languages can, in principle, play, the solution to this problem must be sought for each of these countries based on national, regional, or local conditions, taking into account findings from child psychology and pedagogy.",,
+ICPE-14-1951_RES1-FR,"39. The essential element in any plan for the generalization of compulsory education is the teacher; as the shortage of teachers currently constitutes one of the obstacles to the generalization of compulsory schooling, a major effort must be made to overcome this shortage; in accordance with recommendations Nos. 4 and 13, adopted by the Fourth and Seventh International Conferences on Public Education: a) to grant teaching personnel remuneration commensurate with the importance of their mission; b) to provide them with strong job security; c) to establish a sufficient number of professional training centers for teachers;",,
+ICPE-14-1951_RES1-FR,"40. The standard training of teaching staff must be increasingly advanced and comprehensive, both in terms of general knowledge and in terms of specialized professional training; however, in order to promote compulsory schooling, accelerated training of teachers could also be envisaged according to circumstances; such accelerated training must be temporary, and opportunities for further development (internships, educational missions, summer courses, educational journals, etc.) should be made available to all teachers, regardless of their initial training (accelerated or standard).",,
+ICPE-14-1951_RES1-FR,"41. Professional training must enable teachers, particularly rural teachers, to become not only teaching technicians but also individuals capable of taking an active part in social life, being especially well-informed about the environment in which they are called to live, aware of its habits, needs, and aspirations; they must be active agents of a ""basic education"" encompassing general culture, hygiene, artisanal activities, agricultural practices, and so forth.",,
+ICPE-14-1951_RES1-FR,"42. In cases where rural teachers face particularly difficult living conditions, the educational authorities must strive to find measures aimed at compensating for the disadvantages resulting from such a situation.",,
+ICPE-14-1951_RES1-FR,"43. The following suggestions should be taken into account while drawing inspiration from Recommendation No. 9, adopted by the Fifth International Conference on Public Instruction;",,
+ICPE-14-1951_RES1-FR,44. Any plan for the expansion of compulsory schooling must be accompanied by a corresponding construction plan; this plan must take into account not only the construction of classrooms but also the construction of teachers' housing wherever the need arises;,,
+ICPE-14-1951_RES1-FR,The topographical situation of school buildings must be carefully studied taking into account the distribution of the school population and the distances to be traveled by the students;,,
+ICPE-14-1951_RES1-FR,"46. School construction plans must, according to economic possibilities, meet the pedagogical, hygienic, and climatic requirements of the localities for which they are intended.",,
+ICPE-14-1951_RES1-FR,"47. Depending on the circumstances, it may be advantageous to involve the local populations in the construction of their own schools, without thereby relieving the authorities of the responsibilities incumbent upon them in this domain;",,
+ICPE-14-1951_RES1-FR,"48. ""Emergency"" solutions may be considered to address the most urgent needs in the field of school construction: prefabricated schools, temporary use of buildings intended for other purposes, etc.;",,
+ICPE-14-1951_RES1-FR,"14449. Even when the financial burden of school construction principally rests with the authorities, individual or collective initiatives should be encouraged, whether in the form of free land transfers, donations, subscriptions, etc.; in emergency cases, special loans may also be promoted.",,
+ICPE-14-1951_RES1-FR,"50. Whenever possible, the school should include, in addition to the playground and courtyard, a workshop, a field, or a garden;",,
+ICPE-14-1951_RES1-FR,"51. When climatic conditions permit, the open-air school can provide a solution to the problem of school buildings, given its pedagogical, economic, and hygienic advantages;",,
+ICPE-14-1951_RES1-FR,52. Compulsory schooling must be implemented from the establishment of any new settlement: a sufficient number of schools must have been planned and constructed for this purpose.,,
+ICPE-14-1951_RES1-FR,"53. In view of Recommendations Nos. 1, 2, and 19 adopted by the 2nd and the 9th International Conference on Public Education, it is recommended that countries which have already established compulsory schooling should, as soon as possible, develop a plan to gradually extend the benefits of longer schooling to young people;",,
+ICPE-14-1951_RES1-FR,"54. Consideration may be given to providing financial assistance to needy families, particularly at the age when the child might enter the workforce, in the form of compensation for lost earnings, in order to enable them to allow their children to continue the studies for which they are qualified;",,
+ICPE-14-1951_RES1-FR,"55. Extended education must be adapted to the diversity of individual capacities, aptitudes, and interests, as well as to the scope and variety of social and economic needs, utilizing all the resources offered by modern culture; a wide range of studies must be made available to youth with numerous opportunities for guidance, branching, and catching up.",,
+ICPE-14-1951_RES1-FR,56. The study of sciences and technology must be sufficiently humanized so that it can also contribute to the general education of those who make it their specialty.,,
+ICPE-14-1951_RES1-FR,"57. Effective coordination must exist between the various types of extended education schools (classical and modern secondary, technical and vocational, primary) so as to facilitate transfer from one type to another and to achieve more rational selection and guidance.",,
+ICPE-14-1951_RES1-FR,"58. Efficient post-school education should enable young people, who are already employed in a salaried position after leaving school and up to the age of 18, to improve their vocational training and general culture, with the employer granting the necessary time for this purpose.",,
+ICPE-14-1951_RES1-FR,"59. That UNESCO, in consultation with the interested Member States, the specialized United Nations institutions, and international organizations, consider the possibility of developing an assistance program to implement compulsory education in the Member States requesting it; this program should address national needs and be consistent with the United Nations Charter; it should coordinate all currently available sources of assistance, consider the possibility of loans, and appeal for funds from voluntary contributions;",,
+ICPE-14-1951_RES1-FR,"60. Priority should be given, in the development of technical assistance plans, to those plans related to the expansion of compulsory schooling;",,
+ICPE-14-1951_RES1-FR,61. That this assistance should not be solely financial in nature but should include effective collaboration from international organizations concerning the development and implementation of universal education plans;,,
+ICPE-14-1951_RES1-FR,"62. Pending the economic development plans yielding the expected results and enabling coverage of the expenses related to compulsory schooling, it would be desirable for the International Bank for Reconstruction and Development to consider the possibility of granting long-term loans to countries that request them for the immediate implementation of their schooling plans;",,
+ICPE-14-1951_RES1-FR,"63. That the United Nations Educational, Scientific and Cultural Organization contributes, through the organization of regional conferences, to the adaptation of the principles set forth by the 14th International Conference on Public Education to the special conditions of the various regions of the world;",,
+ICPE-14-1951_RES1-FR,"64. That expert missions be sent to countries requesting them to study on-site the particular aspects involved in the generalization of compulsory schooling, and that, conversely, international scholarships be granted to experts from countries requesting them to study compulsory schooling in countries where it has already been implemented;",,
+ICPE-14-1951_RES1-FR,"65. That the United Nations Educational, Scientific and Cultural Organization continues the inquiries and studies undertaken concerning compulsory schooling and its extension, without neglecting school guidance and the coordination of the various types of secondary education, and that the results of these studies be published and brought to the attention of educational authorities and educators;",,
+ICPE-14-1951_RES1-FR,"66. That, within the framework of bilateral or multilateral agreements, exchanges of information, expert meetings, and, if necessary, mutual assistance actions be conducted with the aim of generalizing and extending compulsory schooling.",,
+ICPE-14-1951_RES1-FR,"The International Conference on Public Instruction, convened in Geneva by the United Nations Educational, Scientific and Cultural Organization and by the International Bureau of Education, and having met there on the twelfth of July in its fourteenth session, adopts on the eighteenth of July nineteen hundred and fifty-one the following recommendation: The Conference,",,
+ICPE-14-1951_RES1-FR,"Considering that, in many countries, the distance factor plays an important role in the area of school attendance,",,
+ICPE-14-1951_RES1-FR,"That, as far as possible, compulsory schooling should not entail additional expenses for the family;",,
+ICPE-14-1951_RES1-FR,"That in many countries there is an increasing reliance on women working outside the home, and that a mother who works outside cannot adequately attend to meal preparation;",,
+ICPE-14-1951_RES1-FR,"That a rational diet is an essential factor for the health of the student, for their academic performance, and for the full and harmonious development of their personality;",,
+ICPE-14-1951_RES1-FR,That the dietary tradition of many families does not always conform to the principles established by dietary research and too often fails to recognize the necessity of providing the child with a portion supplying a sufficient quantity of calories and balanced in its quantitative and qualitative elements;,,
+ICPE-14-1951_RES1-FR,That the school must provide the model and example of a scientifically designed diet;,,
+ICPE-14-1951_RES1-FR,"Moreover, for equal quality, the collective organization of the school meal involves, even in cases where it is necessary to request a certain contribution from the family, an expense significantly lower than that of the meal taken at home;",,
+ICPE-14-1951_RES1-FR,"That attending school necessitates that the child be properly shod and clothed so as to be protected against inclement weather,",,
+ICPE-14-1951_RES1-FR,Submits to the Ministries of Public Instruction of the various countries the following recommendation:,,
+ICPE-14-1951_RES1-FR,"1. That a school canteen, or at least a multipurpose room for meal service, be provided for during the construction of a new school or new school complex;",,
+ICPE-14-1951_RES1-FR,"2. That, as far as possible, a school canteen be attached to every existing school or school group;",,
+ICPE-14-1951_RES1-FR,3. That the construction of the premises where the canteen and its equipment will be installed shall be the responsibility of the authorities bearing the construction costs of the school;,,
+ICPE-14-1951_RES1-FR,4. That the operating costs of the canteen shall be borne by the central or local authorities responsible for the operating expenses of the school;,,
+ICPE-14-1951_RES1-FR,"5. School canteens shall be arranged so as to create a welcoming and cheerful environment around the child, to promote relaxation following schoolwork, to allow for the same development as within the family setting, to cultivate aesthetic sense alongside habits of order and cleanliness, and to instill in the child habits of dietary hygiene, good behavior, social etiquette, and camaraderie.",,
+ICPE-14-1951_RES1-FR,"6. To this end, children should be distributed, as much as possible, into rooms with few individuals in each, and within each room, grouped in small clusters around separate tables, each resembling the family dining table.",,
+ICPE-14-1951_RES1-FR,"7. That the equipment and furniture, instead of having a rough and purely utilitarian character, be chosen with trust in the child, giving him the respect for beautiful and clean objects that he will like and take care of as his own;",,
+ICPE-14-1951_RES1-FR,"8. That school cafeterias be open to all children without distinction, due to the benefits they derive from them in terms of nutrition and education;",,
+ICPE-14-1951_RES1-FR,"9. That— insofar as full exemption cannot yet be envisaged—the contribution required from families should, as far as possible, take into account the parents' financial resources; it is desirable that this contribution does not exceed the cost of food products;",,
+ICPE-14-1951_RES1-FR,10. That school canteens offer menus that are rationally composed so as to promote the growth and physiological development of the child;,,
+ICPE-14-1951_RES1-FR,"11. That a school cloakroom service operates in favor of students from economically disadvantaged families, insofar as the clothing needs of the child are not covered by family allowances or any other form of assistance to the family;",,
+ICPE-14-1951_RES1-FR,12. That the funding of the school cloakroom be provided by the central or local authorities and that the bodies responsible for distribution proceed with the utmost tact and discretion;,,
+ICPE-14-1951_RES1-FR,"13. In order for these recommendations to be effective and likely to lead to concrete achievements, it is considered necessary: a) to provide training for experts in the field of nutrition; b) to exercise effective oversight of the school meal service, with such oversight being carried out by public authorities in the same manner as the supervision of education.",,
+ICPE-15-1952_RES1-FR,"The International Conference on Public Instruction, convened in Geneva by the United Nations Educational, Scientific and Cultural Organization and by the International Bureau of Education, and having met there on the seventh of July, nineteen fifty-two, in its fifteenth session, adopts on the fifteenth of July, nineteen fifty-two, the following recommendation: The Conference,",,
+ICPE-15-1952_RES1-FR,"Considering that every individual, without distinction of sex, must enjoy all the rights and freedoms proclaimed by the Universal Declaration of Human Rights, and that this equality must extend to all fields, notably in the area of education;",,
+ICPE-15-1952_RES1-FR,"Considering that every individual, man or woman, must be able to receive an education that allows them to develop their abilities as fully as possible and to play an effective role as a member or citizen of their community, their country, and the world, and that they must be provided with the elements that meet the requirements of their particular mission;",,
+ICPE-15-1952_RES1-FR,"Whereas, in principle, women must be able, like men, to perform functions corresponding to their abilities;",,
+ICPE-15-1952_RES1-FR,"Considering that, under penalty of introducing or worsening social discrimination, the general education provided to girls must be equal in value to that offered to boys, taking into account the psycho-physiological developmental differences that may be observed between the two sexes;",,
+ICPE-15-1952_RES1-FR,"Considering that a varied education, both general and technical in nature, can only assist women in fulfilling their essential role within the family and society while simultaneously developing their special aptitudes;",,
+ICPE-15-1952_RES1-FR,"Whereas an ever-increasing number of women today are compelled to earn their livelihood or to contribute to the family’s means of subsistence, or even to provide fully for it;",,
+ICPE-15-1952_RES1-FR,"Considering that women are called upon to play an increasingly active role in social and civic life, and that their responsibility in this domain is engaged on the same basis as that of men;",,
+ICPE-15-1952_RES1-FR,"Considering that economic factors on the one hand, and certain attitudes and customs on the other, practically limit women's access to education, and that the measures envisaged must take these obstacles into account while seeking to reduce them to the greatest extent possible;",,
+ICPE-15-1952_RES1-FR,"Taking into account the need to adapt the proposed measures to the specific situation of each country, according to an appropriate pace of implementation,",,
+ICPE-15-1952_RES1-FR,Submits the following recommendation to the Ministries of Public Instruction of the various countries:,,
+ICPE-15-1952_RES1-FR,"1. Studies should be undertaken at the national level on the various aspects of the issue of women’s access to each level and type of education, as well as on the possibility of utilizing the qualifications awarded by these institutions;",,
+ICPE-15-1952_RES1-FR,"2. These studies should address, among other things: a) the legal aspect of women’s access to education, not limited solely to fundamental laws but also examining the regulations and practices of various schools, with regard to their exact conformity with these laws, especially concerning vocational and higher education; b) statistical data enabling a precise understanding of the current state of the issue and the quantitative problems that the future may pose; c) the positive or negative influence that social, economic, educational, or other factors may have on women’s access to each level and type of education; d) the means most capable of overcoming the obstacles to women’s access to education, taking advantage of favorable circumstances; e) the financial aspect of measures to be taken to ensure new opportunities for women to access education at various levels and types; f) the economic and social measures to be taken to enable women to utilize new training opportunities offered to them in active life; g) the concrete experience of women in the new fields opening up to them in professional life;",,
+ICPE-15-1952_RES1-FR,"3. The bodies responsible for these studies should include not only representatives of educational authorities and educators but also representatives from the various concerned ministries, associations—both employer and worker—and specialists representing organizations more directly involved in ensuring equal access for women to all levels of education (women's associations, parents' associations, economic and social groups, cultural and religious organizations, etc.);",,
+ICPE-15-1952_RES1-FR,"4. Based on the results of these studies, it would be appropriate to develop plans aimed at the generalization of women's access to education, covering one or more levels or types of education, according to the specific situation of each country;",,
+ICPE-15-1952_RES1-FR,"5. In the development of these plans, close coordination should be ensured between the Ministry of Public Education and the other competent ministries;",,
+ICPE-15-1952_RES1-FR,"6. These plans should take into account family, social, economic, geographical conditions, etc., as well as the rate of progress observed in each country, and be sufficiently flexible to continuously adapt to the evolving needs in both urban and rural areas;",,
+ICPE-15-1952_RES1-FR,"7. These plans should be widely disseminated by all available means, in particular through adult education, to make the different aspects of the issue understood by the general population and parents in particular, and to involve them in the campaigns that should be undertaken in support of the actions to be carried out;",,
+ICPE-15-1952_RES1-FR,"8. The financing of these plans, involving the opening of new schools, the increase in the number of teaching staff, and the construction of school buildings, should receive special consideration in the establishment of each State’s budget and should in no case be sacrificed to the education program for boys;",,
+ICPE-15-1952_RES1-FR,"9. The implementation of these plans should be carried out over a period as short as possible, taking into account the economic capabilities of each country and the achievements already made.",,
+ICPE-15-1952_RES1-FR,10. Any new law or regulation relating to education should be guided by the principle of equal access to education for women and should aim to eliminate from existing provisions anything that might be contrary to this principle;,,
+ICPE-15-1952_RES1-FR,"11. The causes of girls not attending school or dropping out prematurely should be examined, and means to address these issues should be sought;",,
+ICPE-15-1952_RES1-FR,"12. Under no circumstances should sex segregation result in exclusion for girls; where there is only one school, it should either be coeducational or alternately open to both sexes; in any case, teachers should be trained to take into account both sex differences and individual differences, particularly in the pace of psycho-physiological development.",,
+ICPE-15-1952_RES1-FR,13. Under no circumstances should the duration of compulsory schooling be shorter for girls than for boys;,,
+ICPE-15-1952_RES1-FR,14. The authorities responsible for ensuring compliance with compulsory education laws should give equal importance to the school attendance of both sexes;,,
+ICPE-15-1952_RES1-FR,"15. The extension of free education, a factor conducive to the implementation of the principle of equal access to education for women, should be considered to the fullest extent possible;",,
+ICPE-15-1952_RES1-FR,"16. Equal support (scholarships, family allowances, tuition fee exemptions, etc.) should be provided to both sexes to enable girls and women to continue their studies in secondary, vocational, technical, or higher education and to access these various levels of education;",,
+ICPE-15-1952_RES1-FR,"17. Within fixed or elective programs, the various subjects should be taught with equal value and equal duration for both girls and boys;",,
+ICPE-15-1952_RES1-FR,"18. Practical courses offered as options should be open equally to students of both sexes; furthermore, provision should be made, at all levels and types of education, for courses preparing women for their family role;",,
+ICPE-15-1952_RES1-FR,"19. Moral, civic, and social education, as well as education for family life, should be included at all levels in the education programs for girls and women, as well as for boys and men, in order to help them understand and assume the role and responsibilities of women in the family, local, national, and international spheres; particular attention should be given to the training of social workers.",,
+ICPE-15-1952_RES1-FR,"20. Aesthetic education, which is essential to all human development, should receive particular attention in the case of girls and women, so that they may fully participate in the artistic life of the community and ensure, through their influence on family life, the transmission of aesthetic values.",,
+ICPE-15-1952_RES1-FR,"21. In basic education initiatives, great importance should be given to the education of women, in particular to ensure that they themselves experience the value of education and are thus encouraged to extend its benefits to their children;",,
+ICPE-15-1952_RES1-FR,"22. Women should be involved, to the greatest extent possible, in the development, organization, and management of basic education initiatives;",,
+ICPE-15-1952_RES1-FR,23. Basic education should enable the close involvement of women in the activities and achievements of the community;,,
+ICPE-15-1952_RES1-FR,"24. Basic education should be designed and delivered in such a way as to ensure the participation of the entire community in all aspects of this education; it should enable women to acquire the same knowledge as men, while providing them with practical, emotional, and moral training that prepares them to better fulfill their natural role within the family and society.",,
+ICPE-15-1952_RES1-FR,"25. For the dissemination of basic education, attention should be given to organizing temporary and permanent centers, in whose activities women should participate extensively, whether for staff training or for the coordination of the various categories of basic education personnel (instruction, social services, etc.); these centers would thus serve as hubs for the enhancement of living conditions through culture.",,
+ICPE-15-1952_RES1-FR,"26. In addition to State initiatives in the field of basic education, facilities could, where appropriate, be granted within the framework of each country’s legislation to private organizations engaged in education in the professional, civic, cultural, or recreational domains, so that they may contribute to the advancement of women’s education;",,
+ICPE-15-1952_RES1-FR,"27. Official or private organizations that provide basic education should consider the establishment of nurseries, which would serve, on the one hand, to care for the children of women participating in the various activities of these organizations and, on the other hand, to provide women with the necessary knowledge of childcare, hygiene, and related subjects.",,
+ICPE-15-1952_RES1-FR,"28. With regard to vocational training, students of either sex should have, in law and in practice, equal opportunities for training, taking into account their abilities;",,
+ICPE-15-1952_RES1-FR,"29. Information and publicity relating to various jobs, trades, and careers should not be limited to those traditionally considered female or to sectors employing a predominantly female workforce;",,
+ICPE-15-1952_RES1-FR,"30. School and vocational guidance services should be organized that are equally valid for girls and boys, taking into account both the characteristics of each sex and individual aptitudes as well as labor market conditions;",,
+ICPE-15-1952_RES1-FR,31. It would be appropriate to undertake and develop broad efforts aimed at making women understand the advantage for them of acquiring the most advanced vocational training possible in fields that correspond to their individual aptitudes and interests.,,
+ICPE-15-1952_RES1-FR,"32. Opportunities for complementary vocational training, preparing women to access positions of responsibility and leadership, should be offered to both women and men.",,
+ICPE-15-1952_RES1-FR,"33. To facilitate her access to higher education as well as the utilization of her capacities for the greater benefit of society, the organization of university studies should allow women to specialize in fields particularly suited to their abilities and ensure them a more adequate preparation for the new careers that are currently becoming available to them.",,
+ICPE-15-1952_RES1-FR,"34. In fact, both in practice and in law, the teaching profession, school leadership, as well as administrative and inspection functions should be broadly accessible to women at all levels of education, including vocational education and higher education;",,
+ICPE-15-1952_RES1-FR,"35. The same level of training should be required of teachers, whether men or women, for each degree and type of education;",,
+ICPE-15-1952_RES1-FR,"36. On an equal basis, the status of teaching staff, including the conditions of appointment and retention in employment, salaries and pensions, etc., should be identical for all members of the teaching profession, including administrative and inspection personnel;",,
+ICPE-15-1952_RES1-FR,37. The status of the teaching staff should include provisions specifically designed to reconcile the rights and duties of women teachers with the requirements of their maternal responsibilities.,,
+ICPE-15-1952_RES1-FR,"The International Conference on Public Instruction, convened in Geneva by the United Nations Educational, Scientific and Cultural Organization and the International Bureau of Education, and having met there on July 7, 1952, at its fifteenth session, adopts on July 16, 1952, the following recommendation: The Conference,",,
+ICPE-15-1952_RES1-FR,Considering that education is incomplete without the study of the natural sciences;,,
+ICPE-15-1952_RES1-FR,Considering that modern existence requires all men to have basic scientific knowledge so that they may better understand their natural environment and more effectively apply scientific discoveries to the improvement of general living conditions;,,
+ICPE-15-1952_RES1-FR,Considering that the study of natural sciences holds genuine value for the development of moral qualities;,,
+ICPE-15-1952_RES1-FR,Considering finally that this study highlights the beneficial outcomes of international collaboration in the field of scientific research and thus tends to improve relations among people;,,
+ICPE-15-1952_RES1-FR,"Recalling the recommendation concerning the introduction to natural sciences in primary education adopted in 1949 by the 12th International Conference on Public Education,",,
+ICPE-15-1952_RES1-FR,Submits to the Ministries of Public Education of the various countries the following recommendation:,,
+ICPE-15-1952_RES1-FR,"1. It is desirable that the teaching of natural sciences in secondary school classes be as extensive as possible and that, in all cases, it provide all students between the ages of eleven and fifteen with a common foundation of fundamental concepts, and provide certain categories of older students with broader and more in-depth knowledge;",,
+ICPE-15-1952_RES1-FR,"2. The teaching of natural sciences in secondary classes must provide students with basic knowledge concerning the world and humanity, train them in scientific methods, enrich their general culture and sensitivity. Such teaching aims to achieve the following objectives: a) to make the child (human, creator of other humans and citizen of tomorrow) aware of the structure, functioning, and maintenance of the human body and other living beings; the nature of the terrain that supports them; the interdependence of living beings and their dependence on the soil that nourishes them;",,
+ICPE-15-1952_RES1-FR,"b) to develop the child's intellect through active methods aimed at cultivating and, when appropriate, awakening the capacities for observation, description, and judgment (discovery, invention, comparison, classification); to foster a love of truth and intellectual honesty, the satisfaction of well-done work, and a concern for order; to train manual dexterity; to cultivate a love of nature, an appreciation of its beauty, and respect for life; and to instill the duty to preserve human resources and natural wealth;",,
+ICPE-15-1952_RES1-FR,"3. The specific nature of natural sciences requires: a) that the curricula take ample account of the needs and possibilities of each region by giving priority to the knowledge of man and the conditions of his existence; b) that they allocate significant importance to practical issues related to nutrition, individual and collective hygiene, agriculture, and livestock; c) that they be more suggestive than prescriptive in order to allow the teacher full latitude in organizing their teaching, taking into account local resources, the level of development, and the disposition of their class;",,
+ICPE-15-1952_RES1-FR,"4. A rational teaching of natural sciences requires from the students the most comprehensive activity possible, training in the observation of facts and the study of their interrelations, experimentation, and the discussion of results in order to be able to ascend from concrete cases to abstract laws;",,
+ICPE-15-1952_RES1-FR,"5. For such teaching, material resources must be generously provided, in the most varied forms: a) basic collections and the materials necessary for their maintenance and enrichment; b) funds allowing the availability of living or fresh material (aquarium, vivarium, terrarium); c) laboratory equipment, dissection and observation instruments, devices for projecting films, slides and photographic views, recording devices, identification manuals; d) establishment of equipment centers for the acquisition and storage of necessary objects and for their distribution to educational institutions; e) organization of centers for the production, distribution, and exchange of films, in collaboration with interested teachers; f) facilities for access to museums, exhibitions, zoological or botanical gardens, forests, ponds, quarries, mountains, beaches belonging to the public domain or to local authorities. The creation and use of teaching materials by students would be a highly commendable practice.",,
+ICPE-15-1952_RES1-FR,"6. The use of audiovisual tools can be recommended, provided that these tools form an integral part of the teaching.",,
+ICPE-15-1952_RES1-FR,7. The teaching of natural sciences must engage students in the protection of fauna and flora and in the establishment of reserves to safeguard natural environments from the expansion of agriculture or human habitation;,,
+ICPE-15-1952_RES1-FR,"8. It is desirable that students be encouraged and trained to express their thoughts in language that is always correct and precise and, where appropriate, by all means of graphic or artistic representation.",,
+ICPE-15-1952_RES1-FR,"9. It is desirable that strictly educational activities be complemented by the organization of leisure activities, particularly through the creation of clubs or societies of young naturalists, which would allow teachers and young students, through discussions, personal projects, excursions, etc., to get to know each other better, broaden their horizons, and engage effectively with questions and experiments beyond the classroom setting;",,
+ICPE-15-1952_RES1-FR,10. The teaching of natural sciences requires teachers to possess exceptional qualities as naturalists; it is therefore important that even classes at the lower level be entrusted to professors who are fundamentally qualified by their knowledge and their abilities as facilitators.,,
+ICPE-15-1952_RES1-FR,"11. A desirable institution is that of educational advisors, that is to say, teachers with recognized proven abilities whose mission is to guide a certain number of colleagues who are still inexperienced;",,
+ICPE-15-1952_RES1-FR,"12. Independently of the continuous effort in personal development that can rightfully be expected of them, it is necessary to offer in-service teachers the opportunity to verify and refresh their knowledge through training courses or the organization of study days;",,
+ICPE-15-1952_RES1-FR,"13: It is essential to never lose sight of the need to connect the teaching of natural sciences with that of other disciplines such as geography, economics, the history of civilization, philosophy, and even literature through the reading of writers who have devoted their finest pages to the phenomena or problems of nature.",,
+ICPE-16-1953_RES1-FR,"The International Conference on Public Instruction, convened in Geneva by the United Nations Educational, Scientific and Cultural Organization and by the International Bureau of Education, and having met there on July 6, 1953, in its sixteenth session, adopts on July 14, 1953, the following recommendation: The Conference,",,
+ICPE-16-1953_RES1-FR,"Considering the needs arising from the extension of compulsory schooling, as addressed in Recommendation No. 32 concerning compulsory schooling and its extension, adopted in 1951,",,
+ICPE-16-1953_RES1-FR,"Considering that children in all countries have the right to be taught and educated by teachers who provide all necessary assurances from the physical, psychological, and moral perspectives, as well as in terms of intellectual and pedagogical training,",,
+ICPE-16-1953_RES1-FR,"Considering that the professional training of the primary school teacher must increasingly be based on a solid general education of the level required for access to higher education,",,
+ICPE-16-1953_RES1-FR,"Considering that no one may be called upon to teach, even temporarily, unless they possess a recognized professional qualification,",,
+ICPE-16-1953_RES1-FR,"Considering that the primary school teacher is an active member of the community, and as such must be prepared to participate in the cultural and social life of that community,",,
+ICPE-16-1953_RES1-FR,"Considering that advances in the sciences of education (genetic and social psychology, affective psychology, experimental pedagogy and comparative pedagogy, mental hygiene, etc.) provide the primary school teacher with perspectives and information likely to significantly improve their teaching techniques,",,
+ICPE-16-1953_RES1-FR,"Considering that, despite similar aspirations, countries whose geographical, demographic, and social situations as well as historical and cultural developments may be very different, must provide diverse solutions to the problems of primary teacher training;",,
+ICPE-16-1953_RES1-FR,Submits the following recommendation to the Ministries of Public Instruction of the various countries:,,
+ICPE-16-1953_RES1-FR,ORGANIZATION AND ADMINISTRATION OF PRIMARY TEACHER TRAINING 1. The development of education and the expansion of schooling require that primary teacher training be the subject of continuous study and that it be periodically adapted to new circumstances and emerging needs.,,
+ICPE-16-1953_RES1-FR,"2. Given the increasing complexity of issues related to pedagogical training, it is highly beneficial to entrust a specialized body—whether a general directorate, department, or service—with the coordination of administrative, financial, and technical matters concerning this training.",,
+ICPE-16-1953_RES1-FR,"3. For addressing the issues within its competence, this specialized body shall rely on the collaboration of consultative organs, which will include representatives from the administration and teaching staff of teacher training institutions as well as representatives of serving primary school teachers.",,
+ICPE-16-1953_RES1-FR,"Among the essential tasks assigned to this specialized body is the assessment and training of the number of primary school teachers required by the expansion of school education, taking into account the impacts that demographic trends, the extension of compulsory schooling, the reduction of the maximum number of pupils assigned to each teacher, teacher vacancies, and similar factors may have on teaching staff numbers.",,
+ICPE-16-1953_RES1-FR,"5. Where compulsory schooling is not yet universal, this specialized body shall be responsible for developing, in coordination with the directly concerned bodies, plans providing for immediate measures and long-term measures to ensure the training of the number of primary schoolteachers required by the phased implementation of compulsory schooling; similar plans may be considered for the purpose of rapidly reducing the number of teachers who do not possess all the required qualifications.",,
+ICPE-16-1953_RES1-FR,"6. Even where it is responsible for organizing teacher training and monitoring the effectiveness of pedagogical training institutions, the specialized body must grant the institutions concerned the autonomy and latitude necessary for the proper functioning of any establishment, particularly with regard to curricula and methods.",,
+ICPE-16-1953_RES1-FR,7. The collaboration of professors and student teachers can greatly contribute to the smooth running of the institution; it is therefore desirable that both be associated with the responsibilities of the internal organization of their establishment. — 159,,
+ICPE-16-1953_RES1-FR,"8. Regardless of the mode of financing for teacher training institutions, the funds allocated to this training must be sufficient to maintain a number of institutions proportional to the needs for primary school teachers, to ensure appropriate salaries for their professors, to provide these institutions with premises that meet the required material and pedagogical conditions (including accommodation for students when a boarding system is in place), to equip them with essential resources (library, laboratories, workshops, sports fields, etc.), to organically attach practice primary schools, and to guarantee student teachers free tuition as well as adequate maintenance scholarships.",,
+ICPE-16-1953_RES1-FR,"9. To facilitate this funding, it is desirable that the press, public opinion, legislative assemblies, and the bodies responsible for allocating credits be kept informed of the importance of primary teacher education.",,
+ICPE-16-1953_RES1-FR,"10. Among the various systems of pedagogical training (normal schools with or without boarding, intermediate-type pedagogical institutes, university institutes or faculties of pedagogy), each country will benefit from choosing the system or systems that, while ensuring the most comprehensive preparation possible, best correspond to its geographical structure, financial resources, and capabilities for recruiting and remunerating teachers — the training of primary school teachers in a higher-level institution constituting an ideal to which it is necessary to strive to draw ever closer.",,
+ICPE-16-1953_RES1-FR,"It is desirable that primary school teachers be granted every facility to pursue their studies at the university level and that the number of faculties or institutes of pedagogy be increased, with the qualifications awarded by these institutions allowing the holders to teach in secondary education.",,
+ICPE-16-1953_RES1-FR,"12. Without disputing that the coexistence, within the same country, of multiple training systems differing in terms of admission conditions and age, duration and level of studies, as well as the value of the qualifications awarded, is fully justified, it appears that an excessive diversity of training systems presents certain disadvantages, particularly concerning the equality of remuneration for serving primary school teachers.",,
+ICPE-16-1953_RES1-FR,"13. Where there exists a distinct training system for rural teachers and for urban teachers, it is essential to ensure, through the equivalence of the level of studies, the equivalence of the qualifications conferred upon each.",,
+ICPE-16-1953_RES1-FR,"14. Teachers who intend to work in preschool education, in the education of children with disabilities or special needs (preferably after obtaining a special certificate), or in higher or supplementary primary education, must receive specialized training alongside their general preparation or as a complement to it; it would also be advantageous for serving teachers to be able to transfer from one type of primary education to another after receiving the necessary specialized training.",,
+ICPE-16-1953_RES1-FR,"15. In countries where the completion of secondary education is not required as a condition for admission to institutions providing training for primary school teachers, all facilities must be made available to holders of the baccalaureate to receive pedagogical training which, under no circumstances, should be inferior to that required of trainee teachers who have followed the regular program.",,
+ICPE-16-1953_RES1-FR,"Every possible facility must also be provided to individuals who discover late their aptitude or vocation for the profession of educator, to receive or complete the general and professional training indispensable to this role.",,
+ICPE-16-1953_RES1-FR,"17. Without overlooking the services rendered by secondary-level normal schools, in certain countries, as general education institutions open to all, measures should be considered to gradually transform these schools into pedagogical training establishments primarily reserved for those who intend to pursue a career in teaching.",,
+ICPE-16-1953_RES1-FR,"RECRUITMENT AND ADMISSION CONDITIONS 18. Every effort must be made to attract candidates to the teaching profession who, possessing the required aptitudes, might be tempted to devote themselves to other activities; however, it must not be forgotten that the improvement of the moral and material conditions of primary teaching staff constitutes the decisive factor in the success of any recruitment campaign.",,
+ICPE-16-1953_RES1-FR,19. Equal opportunities for access to the primary teaching profession must be ensured for candidates of both sexes.,,
+ICPE-16-1953_RES1-FR,"20. Primary and secondary school teachers should be frequently reminded of the valuable assistance they can provide in recruiting candidates for primary education, by identifying young people who demonstrate the necessary qualities and encouraging them, through appropriate measures, to pursue this career.",,
+ICPE-16-1953_RES1-FR,"21. Vocational guidance offices can also constructively assist in recruiting future primary teaching staff; as they already do for other professions, they could produce and distribute explanatory notices on the conditions of a teaching career; within the framework of this campaign, they could also organize talks for students about to leave school, publish articles in the press, prepare radio broadcasts, and so forth.",,
+ICPE-16-1953_RES1-FR,"22. In order to broaden the recruitment of candidates to all sectors of the population, it is desirable to grant trainee teachers either complete free tuition (including schooling, accommodation, and maintenance), scholarships, or a salary advance.",,
+ICPE-16-1953_RES1-FR,"23. When, in return for the material facilities granted during their studies, trainee teachers are required to commit to practicing for a specified number of years, this essential commitment must be sufficiently flexible, especially in the case of female personnel, so as not to constitute an obstacle to recruitment.",,
+ICPE-16-1953_RES1-FR,"24. The age of admission to teacher training institutions depends on the level (secondary, intermediate, or higher) of these institutions; given the impossibility of setting a limit applicable to all countries, one must not overlook the risks posed by admitting candidates who do not possess the required maturity of mind to properly assess the responsibilities inherent to the profession and to face its challenges.",,
+ICPE-16-1953_RES1-FR,"25. As the simplification of admission procedures appears desirable, it is appropriate to take into account the qualifications, certificates, and diplomas of candidates during the entrance examinations to which they are subjected.",,
+ICPE-16-1953_RES1-FR,"26. However, intellectual aptitudes and knowledge should not constitute the sole criteria for admission to teacher training studies: strength of character, physical and mental aptitudes, love of children, dedication, and social awareness are all criteria that must also be taken into account; for this reason, it is desirable that psychological examinations be organized for candidates applying to teacher training—immediately before and during these studies—to exclude those who exhibit character or behavioral anomalies incompatible with the practice of the profession; interviews with candidates to ascertain their pedagogical vocation and, where applicable, probationary internships, constitute a valuable complement to admission examinations.",,
+ICPE-16-1953_RES1-FR,"27. Attention should also be given to mental characteristics, emotional balance, personal concerns, and adaptation difficulties; it is therefore desirable that every teacher training institution entrust the responsibility of conducting a course in mental hygiene to a professor, to whom trainee teachers may also turn for assistance in resolving their personal issues.",,
+ICPE-16-1953_RES1-FR,"CURRICULUMS 28. Representatives of the administration and teaching staff of teacher training institutions, as well as representatives of serving primary school teachers, should be involved in the development and revision of curricula and programs at institutions responsible for the training of primary school teaching personnel.",,
+ICPE-16-1953_RES1-FR,"29. The duration of studies in teacher training institutions depends on the nature of the instruction provided; when this instruction encompasses both general education and professional preparation proper, the duration of the studies must necessarily be longer.",,
+ICPE-16-1953_RES1-FR,"30. In secondary-level pedagogical training institutions, an appropriate balance should be achieved between general education and professional preparation.",,
+ICPE-16-1953_RES1-FR,"Professional preparation proper must include not only psychological and pedagogical studies and the practice of teaching, but also special courses dealing, for example, with the study of social facts, domestic economy, hygiene, physical education, singing, drawing, manual work, agriculture, etc.",,
+ICPE-16-1953_RES1-FR,"32. The psychological and pedagogical training of primary school teaching staff must focus on the study of the nature of the child and their processes of knowledge acquisition, on the study of the relationships between education and society, and on the study of didactics and educational materials — all these matters being considered from both theoretical and practical perspectives.",,
+ICPE-16-1953_RES1-FR,"33. The psychological studies required of trainee teachers must cover general psychology and child psychology; far from being limited to test techniques, they must include a qualitative study of the structure of the child's mind and its development; the oral courses should be accompanied by observations and experiments conducted by the trainee teachers on the child's behavior from intellectual and emotional, individual and social perspectives.",,
+ICPE-16-1953_RES1-FR,"34. Within the framework of pedagogical studies, it is desirable to allocate a place to general pedagogy, the history of education, and comparative pedagogy, to experimental pedagogy, to the didactics of various subjects, to the organization, administration, and school legislation, and finally to the pedagogical issues specific to the country in question.",,
+ICPE-16-1953_RES1-FR,"35. The teaching of general pedagogy and the history of education should aim to enable future teachers to grasp, in addition to the constants observed in various pedagogical theories, the evolution that has occurred both in terms of principles and in the organization of schooling; comparative pedagogy should instill in them the notion of the universality of certain educational issues, while also making them aware of the need to adapt general principles to the specific conditions of each national, regional, and local context.",,
+ICPE-16-1953_RES1-FR,"36. In the curricula, significant emphasis must be placed on the teaching of didactics, both from the perspective of active methods and the various disciplines, particularly the methodology of reading, writing, and introductory mathematics; this methodological instruction should be provided in close correlation with courses in psychology and with teaching practice.",,
+ICPE-16-1953_RES1-FR,"Theoretical courses of a pedagogical nature must be accompanied by seminar work, discussion groups, individual research, etc.; for this purpose, teacher training institutions must be equipped with teaching and psycho-pedagogical research materials and have a well-stocked library containing educational journals, works on pedagogy—both classical and modern—reference books, and manuals.",,
+ICPE-16-1953_RES1-FR,"38. As soon as circumstances permit, optional or elective courses should be included in the curricula designed for trainee teachers, allowing them to deepen their knowledge in subjects more closely related to their personal preferences or interests.",,
+ICPE-16-1953_RES1-FR,"39. Practical training for student teachers, being one of the essential aspects of the professional preparation of primary teaching staff, should allocate a significant proportion of the time reserved for pedagogical studies to internships.",,
+ICPE-16-1953_RES1-FR,"40. The practical training of student teachers must be designed to enable them not only to observe model lessons and to personally and progressively become acquainted with teaching techniques and classroom responsibilities, but also to experience school life in all its facets.",,
+ICPE-16-1953_RES1-FR,"41. It is essential that institutions responsible for the training of primary school teachers have under their control one or more schools, preferably of an experimental type, where student teachers can complete part of their practical training placements.",,
+ICPE-16-1953_RES1-FR,"42. The practical training of trainee teachers should not be confined to placements in demonstration schools; it is desirable that they also gain experience in ordinary primary schools, where the challenges (premises, equipment, number of pupils per class, social environment, etc.) are of the same nature as those they will likely encounter in the schools where they will subsequently be called upon to teach.",,
+ICPE-16-1953_RES1-FR,"43. Prospective teachers should have the opportunity to train both in single-teacher schools and in multi-class institutions; it is also advantageous for them to become acquainted, as far as possible, with schools located in different environments.",,
+ICPE-16-1953_RES1-FR,"44. In countries where primary school teachers are expected to be involved in adult education, for example in evening classes, student teachers should be introduced to the issues raised by this type of education and have the opportunity to practice in adult or basic education courses.",,
+ICPE-16-1953_RES1-FR,"45. Pedagogical training must also include courses on school hygiene, on care to be given to the child, and on precautions to be taken against contagious diseases and epidemics; primary teachers appointed to isolated posts must at least be capable of taking care of their own health and that of their family.",,
+ICPE-16-1953_RES1-FR,"46. Given the social role assigned to teachers, they must receive both theoretical and practical training to understand their place within community life; to this end, they should be introduced to activities such as the organization of leisure, the preparation of cultural events, the improvement of public hygiene conditions, the development of local production, and so forth.",,
+ICPE-16-1953_RES1-FR,"47. The development of the artistic sensibility of student teachers should be encouraged if the schools entrusted to them are to become centers of aesthetic influence in their turn; to achieve this, the location and layout of teacher training institutions must be carefully selected, and musical, theatrical, literary, and sporting events organized either within the teacher training institutions or in the nearby primary schools.",,
+ICPE-16-1953_RES1-FR,"Opportunities must be provided for student teachers to become involved in extracurricular activities (school canteens and changing rooms, holiday camps, youth movements, parent-teacher associations, etc.).",,
+ICPE-16-1953_RES1-FR,"49. The behavior of student teachers largely depends on the organization of studies, the spirit underlying the teaching, and, where applicable, the conditions of housing and living; discipline must therefore be liberal in nature, based on respect for individuality and aimed at fostering the development of personal potential; teaching should draw on a broadly humanistic culture and contribute to nurturing civic spirit and a sense of responsibility.",,
+ICPE-16-1953_RES1-FR,"50. One of the greatest problems that humanity still has to resolve is that of its relationships with others; it is therefore appropriate to cultivate in the future primary school teacher the tastes, attitudes, knowledge, and skills necessary to develop good human relations (mutual understanding, tolerance, and solidarity) within the classroom, the family, and the community, both local and national as well as international; teacher training institutions should recognize the paramount importance of this issue and, through both theoretical and practical instruction, prepare future teachers to work towards good human relations and international understanding.",,
+ICPE-16-1953_RES1-FR,"51. Particular attention should be given to the selection of teaching staff in teacher training institutions and practice schools, as their human qualities must make them the model teacher presented as an example to trainee teachers.",,
+ICPE-16-1953_RES1-FR,"52. Professors of pedagogy and psychology must possess high theoretical and practical qualifications; as for professors responsible for teaching other disciplines, they must not only have a thorough command of their own specialty but also understand the psychological, pedagogical, and social aspects of its instruction.",,
+ICPE-16-1953_RES1-FR,"53. The contact between the teacher training institutions and the trainee teachers should not cease upon their obtaining the normal school diploma; therefore, it is necessary to maintain this contact and to enable practicing primary school teachers to benefit from the influence of these institutions.",,
+ICPE-16-1953_RES1-FR,"54. Psychological and pedagogical research organizations must be established to facilitate — in collaboration with teacher training institutions and, where applicable, with their affiliated and practice schools or any other primary schools — the continuous improvement of methods and the enhancement of work tools necessary for primary school teachers.",,
+ICPE-16-1953_RES1-FR,"PROFESSIONAL DEVELOPMENT OF ACTIVE PRIMARY SCHOOL TEACHERS 55. All necessary measures should be taken to ensure that active primary school teachers can pursue professional development throughout their careers, in order to stay informed about new theories and techniques.",,
+ICPE-16-1953_RES1-FR,"56. The organization of a system for professional development proves to be especially necessary for primary school teachers who have received accelerated training, which is therefore brief and incomplete, as well as for those who have been appointed without possessing all the usual qualifications.",,
+ICPE-16-1953_RES1-FR,"57. In addition to the increased efficiency and morale that primary teaching staff may derive from in-service training courses, these courses must, where remuneration depends on qualifications and credentials, enhance the opportunities for advancement of anyone who has successfully completed them.",,
+ICPE-16-1953_RES1-FR,"58. Regardless of the means employed to contribute to the professional development of primary teaching staff (lectures, model lessons, discussion groups, study internships, holiday courses, correspondence courses, radio broadcasts, etc.), a predominant role in organizing these activities must be assigned to the school inspection, the administration and teaching staff of teacher training institutions, and associations or groups of primary teaching personnel.",,
+ICPE-16-1953_RES1-FR,"59. When the educational authorities do not assume responsibility for organizing the professional development of primary school teachers, subsidies must be granted to teachers' associations or other institutions and groups capable of successfully carrying out this task.",,
+ICPE-16-1953_RES1-FR,"The greatest facilities (leave, allowances, etc.) must be granted to primary school teachers so that they can benefit from initiatives aimed at their professional development; these facilities are even more necessary when it concerns the improvement of teachers working in rural areas who do not possess all the required qualifications.",,
+ICPE-16-1953_RES1-FR,"61. In addition to the initiatives taken by the school authorities or by other institutions and groups aimed at the professional development of primary school teachers, it is necessary to encourage the latter to form working groups or study circles to jointly examine educational problems, both theoretical and practical, that particularly concern them.",,
+ICPE-16-1953_RES1-FR,"62. Individual or group study trips, both domestically and abroad, should be regarded as one of the most effective means to raise the professional level of teachers, broaden their perspective on educational issues, and encourage them to improve their methods; for this reason, a sufficient number of scholarships must be awarded to primary school teachers, who will then share the experience gained during these study trips with their colleagues.",,
+ICPE-16-1953_RES1-FR,"The International Conference on Public Instruction, convened in Geneva by the United Nations Educational, Scientific and Cultural Organization and by the International Bureau of Education, and having met there on the sixth of July, nineteen hundred and fifty-three, in its sixteenth session, adopts on the fourteenth of July, nineteen hundred and fifty-three, the following recommendation: The Conference, [INCOMPLETE] and by demonstrating, with regard to the pupils entrusted to him, the dedication he shows both outside his service and in his teaching, Considering, on the one hand, that outside of his duties and without distinction of sex, race, color, or personal opinions or beliefs, the primary school teacher must enjoy, like any educator, the free exercise of his civil rights, in accordance with the Universal Declaration of Human Rights; but on the other hand, that his mission as an educator imposes duties toward the pupils whose consciences and personalities he must respect, as well as toward the families who entrust their children to him, and that this responsibility creates obligations toward the community he is called upon to serve:",,
+ICPE-16-1953_RES1-FR,Submits the following recommendation to the Ministries of Public Education of the various countries:,,
+ICPE-16-1953_RES1-FR,"1. When primary teaching staff hold civil servant status, the general rights and guarantees conferred by this status must in no case be inferior to those granted to other categories of civil servants of the same level.",,
+ICPE-16-1953_RES1-FR,"2. Where members of the primary teaching staff are not considered civil servants, they must hold a contract whose general clauses do not place them at a disadvantage compared to similar personnel in other services subject to the same contractual regime.",,
+ICPE-16-1953_RES1-FR,"3. Without seeking to establish a uniform system, it is appropriate to encourage initiatives taken, in decentralized countries, to reduce as much as possible the glaring inequalities that may exist within the same country regarding the situation of primary teaching staff, particularly in terms of remuneration.",,
+ICPE-16-1953_RES1-FR,"4. Where primary teaching staff are administratively accountable to local authorities, it is important to ensure that these authorities, especially in the case of small rural communities, are capable of guaranteeing the rights of the teachers they employ, particularly regarding the regular payment of their remuneration.",,
+ICPE-16-1953_RES1-FR,"Maximum job security must be guaranteed to members of the primary teaching staff, except in cases of serious misconduct sanctioned, in accordance with the applicable regulations in the matter, by dismissal from service or contract termination; as soon as a primary school teacher meets the required conditions, a lifetime appointment should be offered; where this principle does not appear feasible, the appointment offered should be for a long-term period, with the possibility of renewal.",,
+ICPE-16-1953_RES1-FR,"6. The duly recognized bodies are competent to enforce the regulations concerning the rights and duties of primary teaching personnel, free from any external pressure, regardless of its nature.",,
+ICPE-16-1953_RES1-FR,"7. In the event of professional misconduct, regulatory sanctions must be applied impartially, with the individual retaining the right to appeal to the competent authorities if they consider the measure taken against them to be unjustified.",,
+ICPE-16-1953_RES1-FR,8. This right of appeal must also be granted to any member of the primary teaching staff who considers themselves aggrieved by the application to them of administrative measures provided for by law or regulations.,,
+ICPE-16-1953_RES1-FR,"9. In principle, authorized delegates of the primary teaching staff should be part of the bodies responsible for reviewing appeals that teachers may file against decisions taken concerning them by school authorities in disciplinary matters and professional qualifications.",,
+ICPE-16-1953_RES1-FR,"10. Members of the primary teaching staff, or their representatives, must be granted the right to participate in the development of guidelines concerning their working conditions and in educational conferences addressing issues related to the functions of the primary teacher.",,
+ICPE-16-1953_RES1-FR,"11. Teachers should be recognized the right to associate in professional organizations of their choice, qualified to represent them on all occasions.",,
+ICPE-16-1953_RES1-FR,12. The procedures for appointing members of the primary teaching staff must be as simple as possible and provide all guarantees of objectivity.,,
+ICPE-16-1953_RES1-FR,"In this regard, the automatic appointment of teachers who have obtained the required qualifications presents advantages, particularly where there is a shortage of teaching staff; in filling positions for which male and female primary teachers hold equivalent qualifications and equally meet the established conditions, any discrimination based on gender should be avoided.",,
+ICPE-16-1953_RES1-FR,"14. Where automatic appointment is not applicable, a selection system should be used that offers all guarantees to the candidates and takes into account their overall grades and the evaluations made during their teacher training, their qualifications, extracurricular activities, as well as the results of the tests and individual interviews to which they have been subjected.",,
+ICPE-16-1953_RES1-FR,"15. In principle, the procedures used by certain countries to determine promotion or transfer to a higher position should be based on the same process, while also taking into account the service records of the individuals concerned.",,
+ICPE-16-1953_RES1-FR,"16. When a probationary period must precede tenure, it should not be unduly extended, so as to allow primary school teachers to enjoy the full extent of their rights as soon as possible.",,
+ICPE-16-1953_RES1-FR,"Among the means to encourage teachers to remain in the same position and to address the disadvantages inherent in excessively frequent changes of incumbents, especially in rural areas, measures should be considered to facilitate the appointment of teachers in their own locality or in a neighboring locality, if that is their wish.",,
+ICPE-16-1953_RES1-FR,"18. When both spouses are members of the teaching staff, every effort should be made to facilitate their appointment in the same locality or in neighboring localities.",,
+ICPE-16-1953_RES1-FR,"19. Where feasible, it is desirable that teachers be able to benefit from advancement on the salary scale without being required to change location.",,
+ICPE-16-1953_RES1-FR,"20. The psychophysiological capacities of the pupil and the tasks that the primary school teacher is required to perform in addition to teaching their class dictate that the weekly teaching schedule must not exceed thirty hours: the teacher must be able to prepare lessons, correct assignments, engage in extracurricular activities, maintain contact with parents, and pursue professional as well as cultural development.",,
+ICPE-16-1953_RES1-FR,"21. In principle, the length and distribution of holidays and leave should be guided by similar considerations, taking into account the rest and leisure time that both teachers and pupils equally require.",,
+ICPE-16-1953_RES1-FR,"22. In localities where the alternating class system is implemented and where primary school teachers must, consequently, teach two different groups of students each day, it is necessary to provide sufficient staff to maintain the workload of each teacher within the limits recommended in Article 20.",,
+ICPE-16-1953_RES1-FR,"23. In principle, the economic situation of the primary school teacher should allow them to devote themselves entirely to their educational and extracurricular or social activities; outside of their normal duties, they should not undertake paid work that could undermine the operation of the service for which they are responsible and the moral authority they must maintain with their fellow citizens, particularly with the parents and students.",,
+ICPE-16-1953_RES1-FR,"24. Given that the insufficiency of the professional qualifications of teachers in both public and private education is often the cause of inadequate working conditions and remuneration granted to them, which consequently harms the interests of the pupils entrusted to their care, it is desirable that the public authorities consider establishing, through legislative texts, the minimum required qualifications for teachers working in the various categories of primary education institutions.",,
+ICPE-16-1953_RES1-FR,25. Primary school teaching staff must receive remuneration that corresponds to the importance of their mission and is at least equal to that of various categories of civil servants or employees who have undergone similar training or occupy a social position of the same level.,,
+ICPE-16-1953_RES1-FR,"26. The minimum salary must be sufficient to ensure that the teacher, from the very beginning of their career, enjoys living conditions that motivate them in their work and notably allow them to establish a household;",,
+ICPE-16-1953_RES1-FR,"27. Salary scales must be designed as simply as possible, while ensuring that the proportion of teachers receiving a salary below the average rate is kept to a minimum.",,
+ICPE-16-1953_RES1-FR,"28. While acknowledging that methods of remuneration may vary from one country to another, it appears preferable that the gap between the minimum and maximum rates within the same scale should not be too large, provided that both rates ensure a fair remuneration for teachers.",,
+ICPE-16-1953_RES1-FR,"29. Where there are multiple systems of professional training for primary school teachers, it is equitable that teachers whose qualifications or diplomas have required a longer and more comprehensive preparation be remunerated at a higher rate.",,
+ICPE-16-1953_RES1-FR,"30. It is highly desirable that, with equal qualifications and equal work, the remuneration rate for female primary teachers be identical to that of their male counterparts; where this principle is not applied, all measures should be taken to progressively reduce the existing gap between the remuneration rates of the two.",,
+ICPE-16-1953_RES1-FR,"31. Promotion should enable the primary school teacher to reach the average salary scale in a reasonable time and to obtain, at the end of their career, where the retirement rate is based on the amount of the salary, an optimal pension or allowance.",,
+ICPE-16-1953_RES1-FR,"32. When advancement is primarily based on selection, all necessary measures must be taken to prevent arbitrariness by the responsible authorities: only qualifications, service records, abilities, efficiency, and merit of the candidates should be taken into account.",,
+ICPE-16-1953_RES1-FR,"33. In decentralized countries where primary teaching staff are subject to various remuneration methods and different salary scales, efforts must be made, by the most appropriate means deemed necessary, to minimize as much as possible the significant disparities that may exist within the same country regarding remuneration rates.",,
+ICPE-16-1953_RES1-FR,"34. In countries where, for equivalent training, the remuneration rate of preschool institution teaching staff is lower than that of primary school teachers, it is legitimate to consider the elimination of this anomaly.",,
+ICPE-16-1953_RES1-FR,"35. When teaching in a practice school affiliated with a teacher training institution, in an upper primary school, in a supplementary course, or in a school for children with disabilities requires additional or specialized professional qualifications or preparation, the remuneration rate for teachers in this category must be higher than that of other primary school teachers.",,
+ICPE-16-1953_RES1-FR,"36. The responsibilities inherent to the position of primary school principal must entitle the holder to an increase in the rate of remuneration, which, where appropriate, could be proportional to the size of the institution concerned.",,
+ICPE-16-1953_RES1-FR,"37. Trainee teachers, substitute teachers, and interim teachers, as well as teachers who do not hold all the required qualifications, are entitled to remuneration which, while remaining lower than that of certified teachers, must provide them with adequate means of livelihood.",,
+ICPE-16-1953_RES1-FR,"38. Where this has not yet been done, educational authorities must endeavor to take all necessary measures to ensure that teachers are fully paid during holidays and statutory leave.",,
+ICPE-16-1953_RES1-FR,"39. Where salary scales have not been adjusted to take into account the rising cost of living, primary school teachers must receive cost of living allowances, the rates of which are subject to periodic revisions.",,
+ICPE-16-1953_RES1-FR,"40. Special residency allowances must be provided for primary school teachers working either in a locality where living conditions are made difficult by isolation, climate, sanitary conditions, or other factors, or in an urban area where the cost of living index reaches a higher level; it is the responsibility of the competent authorities to determine the factors to be taken into account in such cases.",,
+ICPE-16-1953_RES1-FR,"41. The housing crisis, which prevails in most countries, makes it all the more desirable for the authorities to provide primary school teachers with free or reduced-rent housing, or to grant them a housing allowance.",,
+ICPE-16-1953_RES1-FR,42. It is desirable to grant primary school teachers family allowances on the same basis and under the same conditions as other civil servants or employees of the same category.,,
+ICPE-16-1953_RES1-FR,"43. Where the needs of the service may require a primary school teacher to change location, the individual must be granted a travel allowance.",,
+ICPE-16-1953_RES1-FR,"44. Primary teaching staff must benefit from a social security scheme that covers the following contingencies: retirement, survivor assistance, disability, illness, and maternity.",,
+ICPE-16-1953_RES1-FR,"Regardless of the managing entity (fund administered by public authorities, by an association of civil servants, or by a private insurance company), the public authorities must ensure that all guarantees are in place to meet the commitments made to the beneficiaries of the social security scheme.",,
+ICPE-16-1953_RES1-FR,"46. There are countries where no contributions are required from primary school teachers benefiting from a social security scheme; however, where such contributions are demanded, their amount should not exceed the contribution made by the public authorities.",,
+ICPE-16-1953_RES1-FR,"At a given age or after a specified number of years of service, primary school teachers must be entitled either to a normal retirement pension, a lump-sum payment, or both; a proportionate retirement pension may be granted after a minimum number of years of service, provided that such a scheme does not encourage them to leave the teaching profession prematurely.",,
+ICPE-16-1953_RES1-FR,"48. In the event of disability or incapacity necessitating retirement, primary school teachers must receive a pension or allowance corresponding to the number of years of service; the rate of this benefit must, in any case, be sufficient to ensure that the individual does not fall into financial need.",,
+ICPE-16-1953_RES1-FR,"49. In the event of illness, primary school teachers must be granted paid leave of a determined duration, with their replacement ensured by the educational authorities; where no other provision exists for this purpose, it is desirable that an allowance for medical and pharmaceutical expenses be also granted to them; if the illness extends beyond the periods stipulated by regulations, the amount of the salary should be reduced in successive stages, either until the teacher recovers or until their admission to early retirement on grounds of disability.",,
+ICPE-16-1953_RES1-FR,"50. Every female primary school teacher must be entitled to paid maternity leave, the duration of which (divided between the period before and after childbirth) shall not be less than three months — longer leave, treated as sick leave, may be granted for medical reasons.",,
+ICPE-16-1953_RES1-FR,"51. In the event of the death of a member of the primary teaching staff, benefits must be paid to the surviving dependents of the deceased or, in any case, to his widow (provided she does not remarry) and to his children (up to an age that cannot be less than that of compulsory schooling, and up to a later age if the individuals continue general or vocational studies).",,
+ICPE-16-1953_RES1-FR,It is highly desirable that representatives of the primary teaching staff participate in the development of social security regulations and be involved in the management of funds as well as in the resolution of any disputes.,,
+ICPE-16-1953_RES1-FR,"53. While taking into account the various factors underlying the provisions established to regulate the employment of foreigners, it is advisable to consider, particularly in countries experiencing a shortage of primary school teachers, the possibility of admitting foreign teachers to practice, subject to certain conditions.",,
+ICPE-16-1953_RES1-FR,"To be admitted to teach in public primary education, foreign teachers must hold the diplomas required of national citizens or possess qualifications recognized as equivalent.",,
+ICPE-16-1953_RES1-FR,"55. In federal-type countries, it is desirable to grant nationals of the various federated states, provinces, cantons, etc., all possible facilitation to practice throughout the entire territory of the federation.",,
+ICPE-17-1954_RES1-FR,"The International Conference on Public Instruction, convened in Geneva by the United Nations Educational, Scientific and Cultural Organization and by the International Bureau of Education, and having met there on the fifth of July, nineteen fifty-four, adopts on the tenth of July, nineteen fifty-four the following recommendation: The Conference,",,
+ICPE-17-1954_RES1-FR,"Considering the fundamental right of every person to receive all education allowed by their abilities, regardless of any consideration of class, race, sex, language, or opinion,",,
+ICPE-17-1954_RES1-FR,"Considering the transformations taking place before our eyes in the conception and structure of secondary education,",,
+ICPE-17-1954_RES1-FR,"Considering that secondary education is aimed at an increasingly large number of students and tends to encompass, in various forms, all adolescents,",,
+ICPE-17-1954_RES1-FR,"Considering that, due to the significant educational role of secondary school teachers in modern society, the recruitment and training of these teachers are paramount for the elevation of the general level of culture,",,
+ICPE-17-1954_RES1-FR,"Considering that secondary education aims at a harmonious education of the individual on spiritual, intellectual, physical, and practical levels, and that consequently secondary school teachers themselves must receive training that meets the requirements of such humanism,",,
+ICPE-17-1954_RES1-FR,"Considering the delicate mission of guidance entrusted to secondary school teachers, which must enable each student to be directed towards the form of education best suited to their abilities and social demands,",,
+ICPE-17-1954_RES1-FR,"Considering the responsibility of secondary education teachers to develop the various elites necessary for our time,",,
+ICPE-17-1954_RES1-FR,Considering the necessity of adapting secondary education to the continuous contributions and needs of the modern world.,,
+ICPE-17-1954_RES1-FR,"Considering, on the other hand, that despite similar aspirations, countries whose geographical, demographic, and social conditions, as well as historical and cultural development, may be very different, must provide diverse solutions to the problems of secondary teacher training,",,
+ICPE-17-1954_RES1-FR,Submits to the Ministries of Public Education of the various countries the following recommendation:,,
+ICPE-17-1954_RES1-FR,"MODES OF TRAINING OF SECONDARY SCHOOL TEACHING STAFF 1. It is highly desirable that the competent authorities pay the utmost attention to the issues concerning the training of secondary school teachers, and strive to provide these teachers with the highest possible level of both general education and specialized training, including pedagogical and moral preparation, in order to enable them to best fulfill their duties and responsibilities;",,
+ICPE-17-1954_RES1-FR,"2. Representatives of institutions involved in the training of secondary teaching staff, as well as representatives of serving secondary school teachers, should be associated with the work of the bodies responsible for developing and revising the plans and programs related to this training;",,
+ICPE-17-1954_RES1-FR,"3. Among the systems for training secondary school teaching staff (training in a specialized institution, or university education supplemented by parallel or subsequent pedagogical training), each country will benefit from choosing the one that best corresponds to the structure of its higher education, its capabilities, its needs for teachers, and so forth;",,
+ICPE-17-1954_RES1-FR,"4. Without disputing the value of the arguments in favor of the coexistence of different secondary teacher training systems within the same country, it is highly advantageous that, where this preparation differs in its modalities, it offers the greatest possible uniformity in the level to be achieved; when the general, specialized, and pedagogical training of secondary teaching staff is entrusted to a single institution, the duration and level of studies must not be lower than those required of candidates whose pedagogical training is provided alongside or subsequent to their general and specialized training.",,
+ICPE-17-1954_RES1-FR,5. Teachers responsible for teaching subjects listed in the higher education curricula at secondary schools must possess university-level training;,,
+ICPE-17-1954_RES1-FR,"6. Any system for the training of secondary school teaching personnel must also aim to provide the highest possible level of training to teachers responsible for teaching other subjects, as well as to substitute teachers and, in countries where boarding schools exist, to all those involved in the operation of these institutions.",,
+ICPE-17-1954_RES1-FR,"7. It is desirable that contacts and exchanges of experiences increase between the bodies responsible for the training of primary education staff and those responsible for the training of secondary education staff, in order to better ensure the continuity of education and the transition from one level of education to the next.",,
+ICPE-17-1954_RES1-FR,"RECRUITMENT AND ADMISSION CONDITIONS 8. As in other levels of education, every effort must be made to ensure a satisfactory social and economic status for secondary school teachers in order to attract candidates to this profession who, possessing the required abilities, might otherwise be inclined to pursue other activities;",,
+ICPE-17-1954_RES1-FR,"9. Measures should be taken (scholarships, stipends, etc.) to ensure that the lack of material resources does not constitute an obstacle for any candidate seeking admission to studies preparing for secondary school teaching; the provision of free boarding, in countries where this system is applied, can contribute to the same objective;",,
+ICPE-17-1954_RES1-FR,"10. Equal opportunities for access to secondary teaching must be guaranteed to candidates of both sexes, and similar facilities must be provided to enable their preparation for this profession.",,
+ICPE-17-1954_RES1-FR,"11. When the training systems and the required qualifications for primary and secondary teaching staff differ, all facilities must be provided to primary school teachers so that, once they have obtained the required qualifications, they can access secondary teaching positions.",,
+ICPE-17-1954_RES1-FR,"12. In the recruitment and training of future secondary school teachers, it is essential to take into account not only the intellectual aptitudes and knowledge of the candidates but also their vocation and moral and pedagogical qualities, their character, their understanding of young people, their spirit of dedication, their emotional balance, and their social awareness; in the examinations or recruitment competitions for secondary school teacher candidates, interviews with the applicants may be conducted to gain a more comprehensive understanding of each individual's personality.",,
+ICPE-17-1954_RES1-FR,"CURRICULA 13. While it is true that the training of secondary school teachers must be sufficiently specialized so that they have a thorough command of the subject they will be required to teach, it remains essential to seek a balance between specialized preparation and general culture; elective courses can contribute to achieving this result;",,
+ICPE-17-1954_RES1-FR,"14. The professional preparation itself must include not only psychological and pedagogical studies (including the philosophy of education) and teaching practice, but also special courses focusing, for example, on the study of social facts and relationships, professional ethics, international understanding, etc., in order to promote the spirit of democracy, freedom, and fraternity among peoples;",,
+ICPE-17-1954_RES1-FR,"15. In the curricula for the training of secondary school teachers, the utmost attention should be given to issues of international cooperation in order to promote the spirit of understanding and tolerance, as well as the respect for the freedom and independence of all peoples;",,
+ICPE-17-1954_RES1-FR,"16. It is necessary that, in the studies of psychology and pedagogy, significant importance be given to practical research in psychology and pedagogy, adolescent psychology, the didactics of each specific subject, as well as to the organization, administration, and school legislation, and to the pedagogical issues specific to the country concerned; it is also necessary that experimental pedagogy (issues of performance, docimology) and sociology be included, and that lower secondary school teachers be particularly informed about issues related to educational guidance, differential psychology of adolescents (aptitudes, affectivity), and functional methods of teaching and individual work;",,
+ICPE-17-1954_RES1-FR,"17. All institutions involved in the training of secondary school teaching staff, whether specialized institutions or universities, must have a sufficient number of chairs and laboratories in psychology and pedagogy and be able to provide their pupils and students with collections of psychopedagogical books and journals.",,
+ICPE-17-1954_RES1-FR,"18. Great importance should be given to the practical training of the future secondary school teacher; it is not sufficient to have them merely attend lessons given by other teachers or to have them teach lessons themselves; it is preferable for them to complete internships in various classes across different institutions, of sufficient duration to allow them to become accustomed to the responsibility of managing a class and to experience the full life of a school in all its aspects.",,
+ICPE-17-1954_RES1-FR,"19. While acknowledging that training schools can provide valuable services for the practical preparation of the future secondary school teacher, it is desirable that the majority of the professional internship take place in ordinary secondary schools, so that the candidate becomes familiar with a school environment identical to that in which they will later be called upon to work.",,
+ICPE-17-1954_RES1-FR,"20. It is important to introduce the future secondary school teacher not to a single method of education, but to the diversity of means and methods possible at this level, so that he can choose for himself the method that best suits the teaching for which he will be responsible; for this, participation in educational research and experiments can be very useful.",,
+ICPE-17-1954_RES1-FR,"21. The practical training of the future secondary school teacher should include an introduction to social activities such as the organization of leisure activities, the preparation of cultural events, the leadership of youth movements, participation in parent-teacher associations, and the like.",,
+ICPE-17-1954_RES1-FR,22. It is important that those responsible for the training of secondary education teaching staff be selected not only based on their academic qualifications but also according to their personal merit and teaching experience.,,
+ICPE-17-1954_RES1-FR,"IMPROVEMENT OF IN-SERVICE TEACHERS 23. All necessary measures should be taken to ensure that secondary school teachers in service can improve their skills throughout their careers, both in the subjects they teach and in the principles and methods of pedagogy;",,
+ICPE-17-1954_RES1-FR,"24. Whatever means are employed to contribute to the professional development of secondary teaching staff (lectures, working or discussion groups, study courses, vacation courses, etc.), a predominant role in organizing these activities must be accorded to the inspectorate, the administration and teaching staff of teacher training institutions, and to associations or organizations of secondary teaching personnel;",,
+ICPE-17-1954_RES1-FR,"25. When the school authorities do not take responsibility for organizing the professional development of secondary school teachers, grants must be awarded to teachers' associations or other institutions and groups capable of successfully carrying out this task;",,
+ICPE-17-1954_RES1-FR,"26. The greatest facilities (scholarships, allowances, leave) must be granted to secondary school teachers so that they may benefit from initiatives aimed at their professional development; for this purpose, it would be generally desirable, if compatible with service requirements, to grant paid leave of several months after a certain number of years of service.",,
+ICPE-17-1954_RES1-FR,"27. In addition to individual or group study trips, both domestically and abroad, the exchange of secondary school teachers from one country to another should be considered as a means that can contribute to their professional development; in such cases, Recommendation No. 29 concerning the international exchange of educators, adopted in 1950 by the XIIIth International Conference on Public Education, should be applied.",,
+ICPE-17-1954_RES1-FR,"28. The publication of books and periodicals that meet the needs of secondary school teachers should be encouraged, and measures should be taken to facilitate their reading and discussion; teacher training institutions, documentation centers, and psychological and pedagogical research organizations appear particularly well qualified to carry out increasingly effective action in this field.",,
+ICPE-17-1954_RES1-FR,"ACCELERATED TRAINING 29. In cases where, due to a more or less sudden increase in student numbers, the use of accelerated training for secondary teaching staff appears justified as an exception, candidates should be required to have an adequate level of general education and professional preparation before being entrusted with a position;",,
+ICPE-17-1954_RES1-FR,30. Recipients of accelerated training who have demonstrated the required aptitudes must be able to complete their professional training in order to be admitted into the secondary education system.,,
+ICPE-17-1954_RES1-FR,"CONTRIBUTION OF INTERNATIONAL ORGANIZATIONS 31. It is highly desirable that UNESCO, the International Bureau of Education, and regional organizations contribute to the promotion of the training and professional development of secondary teaching staff. — 138 —",,
+ICPE-17-1954_RES1-FR,"The International Conference on Public Education, convened in Geneva by the United Nations Educational, Scientific and Cultural Organization and the International Bureau of Education, and having met there on July 5, 1954, adopts on July 13, 1954, the following recommendation: The Conference,",,
+ICPE-17-1954_RES1-FR,"Considering, on the one hand, that apart from his duties and without distinction of sex, race, color, religion, opinion, or personal beliefs, the secondary school teacher must enjoy, like any educator, the free exercise of his civil rights, in accordance with the Universal Declaration of Human Rights, but that, on the other hand, his mission as an educator imposes duties towards the students whose conscience and personality he must respect, as well as towards the families who entrust their children to him, and that this responsibility creates obligations towards the community he is called upon to serve,",,
+ICPE-17-1954_RES1-FR,"Considering that the situation of the teaching staff, taken as a whole, largely depends on its intrinsic unity, the good relations it maintains with the educational authorities, the extent to which its members are consulted on matters relating to their working conditions, the quality and content of their teaching, as well as the freedom allowed to them regarding their personal beliefs, it being understood that this freedom does not confer upon them the right to impose these beliefs on their students, as this would contravene the rights of the children and their parents,",,
+ICPE-17-1954_RES1-FR,"Considering that the secondary school teacher, like the entire teaching staff, contributes to the prestige of the profession through the quality of their spiritual and intellectual contribution to national life by assuming, as a citizen, their share of responsibilities in the social life of the community and by demonstrating, towards the students entrusted to them, the dedication they show outside of their official duties as well as in their teaching,",,
+ICPE-17-1954_RES1-FR,"Considering that good working conditions are necessary to attract sufficiently gifted young men and women to the teaching profession in order to meet the growing aspirations and needs of the modern world in the field of secondary education,",,
+ICPE-17-1954_RES1-FR,"Considering that the future of thought and culture depends to a large extent on the quality of secondary school teachers, it is essential to do everything possible to ensure this quality both at the outset and throughout their careers,",,
+ICPE-17-1954_RES1-FR,"Considering that the situation of secondary school teaching staff is closely linked to their professional training, a subject which is addressed in Recommendation No. 38 concerning the training of secondary school teaching staff, adopted by the Conference at its present session,",,
+ICPE-17-1954_RES1-FR,"Considering that educational authorities are obliged to provide secondary school teachers with all the means necessary to keep abreast of the continuous developments in the subject matter of the various disciplines and the methods appropriate to their teaching,",,
+ICPE-17-1954_RES1-FR,Submits the following recommendation to the Ministries of Public Education of the various countries:,,
+ICPE-17-1954_RES1-FR,1. The administrative status of public secondary education teachers must be governed by law and regulations;,,
+ICPE-17-1954_RES1-FR,2. Authorized delegates of secondary education teachers must be invited to participate in the development of guidelines concerning working conditions in this sector.,,
+ICPE-17-1954_RES1-FR,"3. In terms of administrative and professional status, no member of the secondary teaching staff, whether a civil servant or not, shall be placed at a disadvantage compared to other categories of civil servants or employees whose qualifications, training, and responsibilities are of the same level;",,
+ICPE-17-1954_RES1-FR,"4. The maximum job security must be guaranteed to members of the secondary teaching staff; where the principle of lifelong employment does not appear to be applicable, the proposed engagement should be for a long-term period, with the possibility of renewal;",,
+ICPE-17-1954_RES1-FR,"5. Secondary school teachers should freely enjoy all civil rights, and in particular, be recognized the right to associate in professional organizations of their choice, qualified to represent them;",,
+ICPE-17-1954_RES1-FR,"Duly constituted bodies have the authority to enforce regulations concerning the rights and duties of secondary teaching staff, free from any external pressure, regardless of its nature.",,
+ICPE-17-1954_RES1-FR,"7. Every member of the secondary teaching staff must be informed of the official notes and evaluations issued concerning them; these must be communicated exclusively to the individual concerned and their direct superiors, and, in the case of an unfavorable judgment, the individual must have the right to request an impartial assessment.",,
+ICPE-17-1954_RES1-FR,"8. In the event of professional misconduct, regulatory sanctions must be applied with complete objectivity, the individual retaining the right to appeal to the duly constituted bodies if they consider the measure taken against them unjustified; 140 —",,
+ICPE-17-1954_RES1-FR,"9. This right of appeal must also be recognized for any member of the secondary teaching staff who considers themselves aggrieved by the application, to their detriment, of administrative measures provided for by law or regulations;",,
+ICPE-17-1954_RES1-FR,"10. In principle, authorized delegates of the secondary teaching staff should be part of the bodies responsible for examining appeals that secondary school teachers may lodge against decisions taken concerning them by the educational authorities.",,
+ICPE-17-1954_RES1-FR,"The appointment procedures for members of the secondary teaching staff must be as simple as possible and provide all guarantees of objectivity; they must take into account, among other things, the qualifications of the candidates and their aptitudes, with the minimum required qualifications to be established by law;",,
+ICPE-17-1954_RES1-FR,"12. When filling positions for which secondary school teachers possess equal qualifications and meet the required conditions equally, any discrimination based on gender should be avoided;",,
+ICPE-17-1954_RES1-FR,"13. In filling positions, care must be taken to ensure that no unjustified distinction is made between candidates on the grounds of race, religion, color, or nationality.",,
+ICPE-17-1954_RES1-FR,"14. Because they possess the necessary qualifications and experience, secondary school teachers must be able to assume all responsibilities related to their teaching, from the base to the top of the administrative and ministerial hierarchy;",,
+ICPE-17-1954_RES1-FR,"15. With regard to promotion, all measures must be taken to ensure that the responsible authorities apply a clearly defined procedure that takes into account only qualifications, credentials, and records of service.",,
+ICPE-17-1954_RES1-FR,"16. When a probationary period must precede tenure, it should not be unduly extended;",,
+ICPE-17-1954_RES1-FR,"17. In countries where unemployment affects teaching staff, measures should be taken to assist teachers in finding employment corresponding to their qualifications.",,
+ICPE-17-1954_RES1-FR,"18. When setting the weekly work schedule, it is important to take into account that the secondary school teacher must be able to prepare lessons, grade assignments, maintain contact with students’ parents, and pursue both professional and cultural development;",,
+ICPE-17-1954_RES1-FR,"19. After a specified number of years of service, twenty years for example, the teaching hours assigned to the secondary school teacher should be reduced without affecting their advancement; the teacher could then participate in activities such as advisory committees, competition and examination panels, etc.;",,
+ICPE-17-1954_RES1-FR,20. The duration and distribution of holidays and leave must take into account the rest and leisure time that both teachers and students also require;,,
+ICPE-17-1954_RES1-FR,"21. When compatible with the needs of the service, the secondary education teacher should be granted paid leave of several months after a certain number of years of service;",,
+ICPE-17-1954_RES1-FR,"22. The economic situation afforded to the secondary education teacher must enable them to devote themselves fully to their profession; outside of their teaching duties, they must not undertake paid work that could undermine the functioning of the service they are responsible for or the moral authority they must enjoy among their fellow citizens, and in particular, among parents and students.",,
+ICPE-17-1954_RES1-FR,23. Marriage should not constitute an obstacle to the engagement or retention of women in secondary education.,,
+ICPE-17-1954_RES1-FR,"24. Secondary teaching staff must receive remuneration commensurate with the importance of their mission and at least equal to that of various categories of civil servants or employees whose titles, training, and responsibilities are of the same level;",,
+ICPE-17-1954_RES1-FR,"25. In view of the high moral value of the family, secondary school teachers should enjoy sufficient financial means to be able to establish and maintain a household;",,
+ICPE-17-1954_RES1-FR,"26. Salary scales must be designed to be as simple as possible; they must include a basic scale that guarantees every secondary school teacher, whether at the lower or upper level, a standard of living consistent with the corresponding stages of their career; the rate of advancement should allow reaching the upper level within a reasonably short time.",,
+ICPE-17-1954_RES1-FR,"27. Teachers who hold higher university degrees or more advanced training, and those entrusted with positions involving special responsibilities, should, as far as possible, receive remuneration superior to that of the basic scale;",,
+ICPE-17-1954_RES1-FR,28. The responsibilities inherent to the position of head of institution shall entitle the holder to an increment in the rate of remuneration.,,
+ICPE-17-1954_RES1-FR,"29. For equal qualifications and equal work, the remuneration rate of female secondary school teachers must be identical to that of their male colleagues; where this principle is not yet applied, immediate measures should be taken to eliminate the existing pay gap between them.",,
+ICPE-17-1954_RES1-FR,"30. In decentralized countries where secondary teaching staff are subject to various remuneration methods and different salary scales, efforts must be made, by the most appropriate means deemed necessary, to reduce as much as possible the significant disparities that may exist within the same country in terms of remuneration rates;",,
+ICPE-17-1954_RES1-FR,31. Any part-time secondary school teacher paid by the hour must receive remuneration proportional to that which a full-time teacher performing the same type of service would receive;,,
+ICPE-17-1954_RES1-FR,"32. Substitute teachers are entitled to remuneration which, while remaining lower than that of tenured teachers, must provide them with adequate means of livelihood.",,
+ICPE-17-1954_RES1-FR,"33. Where this has not yet been done, the educational authorities must endeavor to take all necessary measures to ensure that members of the secondary teaching staff are fully paid during vacations and statutory holidays.",,
+ICPE-17-1954_RES1-FR,"34. Several countries grant members of their secondary teaching staff special allowances or benefits such as housing facilities, full or partial exemption from tuition fees for their children, etc.; it is advisable, in any case, that with regard to cost-of-living, housing and transportation allowances, family benefits, and the like, the same conditions be applied to secondary school teachers as to other civil servants or employees of equivalent rank.",,
+ICPE-17-1954_RES1-FR,"35. Secondary school teaching staff must benefit from a social security scheme covering the following contingencies: retirement, survivor’s benefits, disability, illness, maternity; in countries where teachers are required to contribute to such a scheme, the amount of the contribution demanded from them should not, except in exceptional circumstances, exceed the contribution made by the public authorities;",,
+ICPE-17-1954_RES1-FR,"36. At a given age or after a specified number of years of service, secondary school teachers should be entitled either to a standard retirement pension, a lump-sum payment, or both; a proportional retirement pension may be granted after a determined minimum number of years of service, provided that such a scheme does not encourage premature departure from the teaching profession.",,
+ICPE-17-1954_RES1-FR,"37. In the event of disability or incapacity necessitating the cessation of duties, every secondary school teacher should receive a pension or such measures as to ensure they are not in need; — 143 —",,
+ICPE-17-1954_RES1-FR,"38. In the event of illness, every secondary school teacher must be granted paid leave of an appropriate duration, with their replacement ensured by the educational authorities; where no specific provisions exist to this effect, it is desirable that an allowance for medical and pharmaceutical expenses also be provided; if the illness extends beyond the periods stipulated by regulations, the amount of the salary should only be reduced in successive stages, either until the recovery of the individual concerned or until their eligibility for the benefits provided under the previous article.",,
+ICPE-17-1954_RES1-FR,"39. Every female member of the secondary education staff must be entitled to paid maternity leave, the duration of which (divided between the period before and after childbirth) shall not be less than three months, with the possibility of extending this leave in the form of sick leave.",,
+ICPE-17-1954_RES1-FR,"40. In the event of the death of a member of the secondary teaching staff, benefits must be paid to the survivors dependent on the deceased, or at least to their spouse (provided they do not remarry) and their children (up to an age not lower than that of compulsory schooling and to a later age if the individuals continue full-time studies);",,
+ICPE-17-1954_RES1-FR,41. It is highly desirable that authorized representatives of secondary teaching staff participate in the development and implementation of social welfare regulations that concern them.,,
+ICPE-17-1954_RES1-FR,"42. While taking into account the various factors underlying the provisions established to regulate the employment of foreign nationals, it is desirable that foreign teachers holding the qualifications required of national citizens or possessing credentials recognized as equivalent may be admitted to secondary education under specified conditions;",,
+ICPE-17-1954_RES1-FR,"43. In federative countries, it is desirable that, subject to language requirements and equality of their training, teachers who are nationals of the various federated states, provinces, cantons, etc., be granted all facilities to practice throughout the entire territory of the federation.",,
+ICPE-18-1955_RES1-FR,"The International Conference on Public Instruction, convened in Geneva by the United Nations Educational, Scientific and Cultural Organization and by the International Bureau of Education, and having met there on the fourth of July, nineteen hundred and fifty-five, adopts on the eleventh of July, nineteen hundred and fifty-five, the following recommendation: The Conference,",,
+ICPE-18-1955_RES1-FR,"Considering that recommendations Nos. 32, 34, 36, 37, 38, and 39 concerning compulsory schooling and its extension, women's access to education, training, and the situation of primary and secondary teaching staff, adopted by the International Conference on Public Education during its fourteenth, fifteenth, sixteenth, and seventeenth sessions, risk remaining ineffective if educational administrations do not have the necessary funding for their implementation,",,
+ICPE-18-1955_RES1-FR,"Considering that in the matter of financing education, no discrimination should be made on the grounds of race, nationality, sex, religion, or social condition,",,
+ICPE-18-1955_RES1-FR,"Considering that the funds required for the financing of education can only increase, due to the development that education is experiencing at all levels—resulting from the rise in births, the introduction or extension of compulsory schooling, as well as the expansion of adult education—and because of the growing expenses imposed by the material equipment of educational institutions, staff remuneration, and the social obligations of schools,",,
+ICPE-18-1955_RES1-FR,Considering that very often monetary inflation has largely rendered illusory the increases recorded in public education budgets.,,
+ICPE-18-1955_RES1-FR,"Considering that, without prejudice to contributions from public or private bodies, the financing of public education must be ensured primarily by the budget of public authorities, at various levels, since it represents the most stable source of funding,",,
+ICPE-18-1955_RES1-FR,"Considering that peace is the primary condition for the advancement of education because it is a source of wealth while war causes destruction or unproductive expenses, it is desirable to allocate to education a portion of the funds currently designated for armaments,",,
+ICPE-18-1955_RES1-FR,"Considering that well-developed education systems have fostered the economic, social, and human progress of the countries benefiting from such systems, and that the situation of these countries demonstrates the real interest for all countries in further increasing the funds they allocate to education,",,
+ICPE-18-1955_RES1-FR,"Considering that the rapid development of national culture and public education in dependent and underdeveloped countries is of great importance,",,
+ICPE-18-1955_RES1-FR,"Considering that despite similar aspirations, countries whose economic, financial, and administrative situations may differ significantly must provide diverse solutions to the problems of education financing,",,
+ICPE-18-1955_RES1-FR,Submits to the Ministries of Public Education of the various countries the following recommendation:,,
+ICPE-18-1955_RES1-FR,"General Provisions 1. Without disputing the importance of other obligations incumbent upon public authorities, it is essential that budgets always allocate a primary place to education expenditures;",,
+ICPE-18-1955_RES1-FR,2. The continuous expansion of education requires an overall increase in the funds allocated to education; the creation of new services or the development of existing services must not lead to a reduction in the funds dedicated to other essential services;,,
+ICPE-18-1955_RES1-FR,"3. The financial priority granted to education must be accompanied by the most rigorous care taken by all relevant services in the rational use of the funds allocated to them, so that education maximally benefits from the sacrifices made by the community;",,
+ICPE-18-1955_RES1-FR,"4. Given the increasing importance of the financial factor in the development of education, it appears desirable that constitutional texts or fundamental laws include reference to the financial responsibilities of public authorities, at the various levels, with regard to education.",,
+ICPE-18-1955_RES1-FR,"5. Campaigns should be organized to highlight, before public opinion, the economic returns on funds allocated to education, as well as the resulting cultural and moral progress.",,
+ICPE-18-1955_RES1-FR,"Studies on the financing of education 6. In order to improve the efficiency of education financing systems, it is desirable, in the absence of any other method or procedure, to establish in each country a research body comprising representatives from the authorities responsible for education and finance as well as those of the beneficiaries;",,
+ICPE-18-1955_RES1-FR,"7. Far from limiting their activity to the examination of current issues, the bodies responsible for studying the financial aspect of education should base their work on current data to make forecasts for the coming years, taking into account both the quantitative and qualitative development of education and the evolution of national income and the potential yield of taxes.",,
+ICPE-18-1955_RES1-FR,8. The findings of the bodies responsible for studying the financial aspects of education should be used notably: a) in the preparation of annual education budgets at various levels; b) in the planning of certain expenditure programs extending beyond the annual fiscal year; c) in the development of any new legislative measures concerning the modalities of education financing; d) in the preparation of any educational laws and decrees whose implementation entails a call for funds;,,
+ICPE-18-1955_RES1-FR,"9. The work of bodies responsible for studying the financial aspect of education, in which statistical data will play a primary role, must take into account, among other factors: a) economic factors (amount of national income, natural resource wealth, degree of industrialization, agricultural production, standard of living, possibilities for economic development); b) administrative factors (administrative structure at the national, regional, or local level, tax system, financing methods); c) demographic factors (population growth, changes in the distribution of urban and rural populations, growth in student enrollments at all levels, especially primary education in countries that have not yet succeeded in generalizing compulsory schooling); d) pedagogical factors (level of development of education concerning teaching staff, material equipment, auxiliary and extracurricular services, etc.).",,
+ICPE-18-1955_RES1-FR,"10. Among the tasks that may be undertaken by bodies responsible for studying the financial aspect of education, some appear to be of greater urgency: coordination of the financial intervention of public authorities involved in education; possible simplification of the administrative procedures for financing and control measures; comparative study of the national financial organization in education and that of other countries; study of the sectors or aspects of education urgently requiring new funding; assessment of the probable increase in educational needs over the coming years in relation to the development of taxation during the same period.",,
+ICPE-18-1955_RES1-FR,"Financial Responsibilities of Public Authorities AT DIFFERENT LEVELS 11. Without expressing an opinion on the value of any particular system of education financing—a system which depends on the administrative structure of each country, itself the result of geographical, historical, political, economic, social, and other circumstances—efforts must be made to avoid any duplication and to simplify, as far as is compatible with efficiency, the allocation of financial responsibilities among central or federal public authorities, regional public authorities (states, provinces, cantons, etc. in federal-type countries; provinces, departments, etc. in other countries), and local authorities (municipal administrations or administrations grouping several municipalities into school districts);",,
+ICPE-18-1955_RES1-FR,"12. In countries of vast expanse and in countries where ethnic and cultural groups are distinctly differentiated, it seems appropriate to entrust a significant portion of financial responsibilities to the public authorities constituted by the federated States, provinces, or cantons, these authorities then playing a role similar to that of the central authorities in other countries;",,
+ICPE-18-1955_RES1-FR,"13. When deciding the proportion of education funding to be allocated to local authorities relative to that of central or federal authorities and regional authorities, consideration should be given to the level of development and vitality of local life, as well as the economic resources available to local authorities to meet the responsibilities and obligations envisaged for them; the central administration should ensure an equitable distribution of resources allocated to education within each district, so as to guarantee each of its residents the full exercise of the right to education.",,
+ICPE-18-1955_RES1-FR,"14. In countries where financial responsibilities are shared among public authorities at different levels, it is desirable that the financial participation of local authorities, assisted to varying degrees by higher administrative bodies (central or federal authorities and regional authorities), should primarily cover preschool education, compulsory education, and auxiliary services, which does not in any way exclude their participation (especially when it concerns local authorities of some significance) in the financing of other categories of education or expenses.",,
+ICPE-18-1955_RES1-FR,"15. The aid provided by higher administrative authorities to local authorities should be based on the latter’s economic capacities; while this assistance may be proportional to the contribution of local authorities in the case of prosperous communities, it should be considerably greater in the case of disadvantaged communities.",,
+ICPE-18-1955_RES1-FR,"16. The control exercised by the financial authorities, at various levels, over the different categories of educational institutions or activities they fund must be rationalized and simplified to the greatest extent possible and must not constitute an obstacle to the functioning, efficiency, and development of educational work.",,
+ICPE-18-1955_RES1-FR,"— 129 — Financing of the various levels of education 17. Although public authorities generally attribute only relative importance to preschool education, it is necessary to draw their attention to the increasingly greater needs they will have to face in this area, without neglecting the rights and duties of the family;",,
+ICPE-18-1955_RES1-FR,"18. In countries where the universalization of compulsory primary education for both sexes has not yet been achieved, priority should be given to the investment and operational expenditures required for this universalization, in order to ensure its implementation as rapidly as possible;",,
+ICPE-18-1955_RES1-FR,"19. It is extremely urgent to draw the attention of the authorities in all countries to the financial implications of the increasingly strong movement advocating equal access to secondary education, regardless of race, sex, religion, or social status; indeed, all indications suggest that, within a timeframe that will vary according to the country, secondary school enrollments will progressively approach those of primary education.",,
+ICPE-18-1955_RES1-FR,"20. Given its quantitative and qualitative development (increasingly advanced professional specialization) and the high cost of equipment, all indications are that the importance of expenditures for technical and vocational education will only increase; considering the still rather fluid structure of this education in certain countries, it is time to consider: a) coordination of the structure of vocational and technical education with that of primary, secondary, and higher education; b) rationalization of financial efforts made in this field by central or federal authorities, by regional authorities, and by local authorities; c) rationalization of financial efforts made in this field by ministries or departments of public education and by other ministries or administrative services; d) strengthening voluntary support that can be expected from private initiative, which, thanks to the development of technical and vocational education, should increasingly bear less of the burden of apprenticeship.",,
+ICPE-18-1955_RES1-FR,"21. The development of higher education (increase in the number of students, multiplication of specialized courses, needs for modern equipment in certain institutes or faculties, growing responsibilities in the field of scientific research, introduction of methods requiring the employment of a greater number of assistants, awarding of scholarships, etc.) demands ever larger appropriations; public authorities must therefore participate more extensively in its funding, without, however, compromising the autonomy towards which universities and higher education institutions in certain countries are increasingly striving.",,
+ICPE-18-1955_RES1-FR,"22. The increase in primary school enrollments and the resulting shortage of primary school teachers, as well as the new demands for increasingly comprehensive professional training for teachers—impose new responsibilities on all countries, especially those that have not yet succeeded in generalizing compulsory education, in the field of teacher training; although the issue primarily concerns the training of primary education personnel, the new obligations arising from the professional preparation of staff for both secondary education and technical and vocational education must now be anticipated.",,
+ICPE-18-1955_RES1-FR,"23. Public authorities should provide financial support, both directly and through organizations operating in this field, for the establishment and development of adult education programs implemented either in the form of literacy campaigns or basic education to complement efforts to generalize compulsory education, or within the framework of plans for post-primary cultural extension, the importance of which will only increase as the number of working hours decreases.",,
+ICPE-18-1955_RES1-FR,"Special education (schools for children with disabilities, the blind, deaf-mutes, mentally retarded, physically handicapped, socially maladjusted, etc.) requires from the public authorities a specific financial effort and coordination between administrations and various public or private organizations concerned with this education.",,
+ICPE-18-1955_RES1-FR,"Financing of Certain Categories of Expenditures 25. The unavoidable necessity of ensuring that teaching staff enjoy living conditions worthy of the mission entrusted to them, as well as the increased need for personnel at all levels of education, can only accentuate the upward trend in operating costs; even assuming that a certain rationalization of the structure of various types of education (secondary education and technical and vocational education, for example) might allow for savings, it remains the case that any hesitation in the financial effort to support recruitment and salaries of teaching staff only delays the resolution of the problem and makes it more difficult.",,
+ICPE-18-1955_RES1-FR,"26. The increase in student numbers at all levels, the new pedagogical, hygienic, and technical requirements concerning buildings and facilities, and the rising costs of materials and labor necessitate urgent measures based on carefully established statistical data, aimed, among other things, at: a) rationalizing methods and the use of materials for school construction; b) planning construction programs, where appropriate within the framework of long-term economic and social development plans; c) resorting to special funds and negotiating loans to accelerate the implementation of these programs; d) promoting assistance in kind or cash from private initiatives, etc.;",,
+ICPE-18-1955_RES1-FR,"27. Public authorities should create or develop activities such as food and clothing assistance, the awarding of scholarships, travel opportunities, and holiday camps; it is also important that public authorities and interested private organizations coordinate their efforts in these various areas in order to ensure a rational allocation of resources.",,
+ICPE-18-1955_RES1-FR,"Special modalities for financing education 28. The implementation of large-scale school construction programs, as well as the execution of extensive educational plans such as literacy and basic education campaigns, can be accelerated if, in addition to regular budgets, the responsible public authorities establish special funds or develop extraordinary budgets specifically allocated to the financing of these programs and plans;",,
+ICPE-18-1955_RES1-FR,29. The development of financing plans extending beyond the annual fiscal year (such as five-year plans) appears necessary with regard to planning programs; staggered implementation over several years allows for the rationalization and coordinated distribution of efforts that cannot be expected with programs whose execution period does not exceed twelve months;,,
+ICPE-18-1955_RES1-FR,"30. It is advisable, when the situation permits, to resort to borrowing to finance investment expenditures (school construction, equipment, etc.); this system allows for the spreading of financial burdens over a large number of years and involves the younger generations who will benefit from them; while higher administrative authorities must authorize the borrowing and oversee the prudent use of the funds obtained, they must also facilitate the negotiation of this borrowing on the most favorable terms.",,
+ICPE-18-1955_RES1-FR,"31. From a financial standpoint, it is desirable that, in countries where educational institutions fall under ministries or ministerial departments other than that of public instruction (labor, public works, interior, justice, public health, etc.), a close coordination be established among all administrative services responsible for funding.",,
+ICPE-18-1955_RES1-FR,"32. In countries where certain categories of expenditures (school construction, food or health assistance for schoolchildren) are the responsibility of ministries or ministerial departments other than that of public education, permanent and close contacts must also be established between the various relevant services.",,
+ICPE-18-1955_RES1-FR,"Sources of funding 33. In the vast majority of countries, the funds allocated to education come from the general revenues of public authorities at various levels—particularly concerning central or federal authorities, and regional authorities in the case of federated countries; however, it is worth noting that some countries resort to special taxes (property taxes, sales taxes, taxes on tobacco, on alcoholic beverages, etc.), especially at the local level;",,
+ICPE-18-1955_RES1-FR,"34. Within the framework of ongoing efforts to extend free education, the elimination of registration fees, examination fees, diploma issuance fees, etc., should be considered at all levels of education.",,
+ICPE-18-1955_RES1-FR,"35. For the financing of certain categories of expenses, it appears appropriate, especially at the local level, to resort to collections, contributions in kind, festivals and sporting events, school cooperatives, parent associations, and the like.",,
+ICPE-18-1955_RES1-FR,"Private initiative and the financing of education 36. In certain countries where compulsory education is not yet universal, commercial, industrial, mining, or agricultural enterprises of significant size are called upon to finance compulsory education on their own account; such an obligation appears particularly justified when these enterprises operate in isolated areas or regions distant from urban centers that have their own schools;",,
+ICPE-18-1955_RES1-FR,"37. In countries where the circumstances allow, it may be beneficial to more directly involve the immediate beneficiaries of the campaigns thus organized in the implementation of certain educational programs: the press and major publishing houses with regard to literacy campaigns, large companies in the development of technical and vocational education programs, and so forth.",,
+ICPE-18-1955_RES1-FR,"38. It would be desirable to consider the most effective means (such as wide publicity given to donations) to promote the participation of private initiative in the financing of certain educational activities through legacies and donations in kind or in cash intended for school buildings, land development, the granting of scholarships, the establishment of research funds, etc.;",,
+ICPE-18-1955_RES1-FR,"39. In countries where public authorities consider that private education should receive aid in cash or in kind aimed at increasing its effectiveness, the following financial considerations could be taken into account, given the various modalities this issue presents in different countries: a) without encroaching on the autonomy inherent to any private service, public aid entails the right for authorities to obtain guarantees regarding minimum standards to be met by buildings, equipment and materials, the qualifications required of teachers, and the material conditions provided to them; b) efforts should be coordinated for granting any aid to private education, whether in the form of subsidies or grants, donations of equipment or school materials, secondment of public education personnel, provision of school supplies, medical and transport services, social assistance charged to public authorities, etc.",,
+ICPE-18-1955_RES1-FR,"International mutual assistance 40. While welcoming the increased support provided by international, regional, or national institutions to promote educational activities in certain countries, it is necessary to urge the various international and national bodies to intensify this aid, either by increasing the portion allocated to education within the United Nations Technical Assistance Programme or by potentially establishing an International Education Fund;",,
+ICPE-18-1955_RES1-FR,"41. Foreign aid, whether international or national, may take the form of loans or grants when it comes, for example, to financing school construction programs, literacy campaigns, or basic education; however, technical assistance (sending experts, seconding teaching staff, organizing conferences or study courses, awarding scholarships for study or research, etc.) or in-kind support (school equipment and materials, collections of scientific or other books, food products intended for school canteens, etc.) can be equally valuable and useful.",,
+ICPE-18-1955_RES1-FR,"42. Thanks to the scholarships provided by international or national bodies to nationals of all countries and to the external aid received by educational institutions established in the countries concerned, absolute self-sufficiency in education is becoming increasingly rare; while this constitutes a factor to be taken into account financially, the development of this spirit of international cooperation can only serve to strengthen cultural ties between different peoples and between different civilizations.",,
+ICPE-18-1955_RES1-FR,"The International Conference on Public Instruction, convened in Geneva by the United Nations Educational, Scientific and Cultural Organization and the International Bureau of Education, and having met there on the fourth of July, nineteen fifty-five, adopts on the twelfth of July, nineteen fifty-five, the following recommendation: The Conference,",,
+ICPE-18-1955_RES1-FR,"Considering that the teaching of visual arts, by engaging the various activities of the child, holds great educational value on aesthetic, intellectual, and moral levels and allows the educator a psychological exploration of the student and the discovery of their artistic talents,",,
+ICPE-18-1955_RES1-FR,"Considering that the knowledge and techniques acquired through the teaching of visual arts can be useful both in studies and in professional practice, in the intelligent use of leisure time, and in the appreciation of beauty in nature, life, productive activities, and art, — 134 —",,
+ICPE-18-1955_RES1-FR,"Considering that the visual arts constitute an indispensable educational factor for the complete development of the personality and a powerful means for a deeper understanding of reality,",,
+ICPE-18-1955_RES1-FR,"Considering that the proliferation of images through photography, books, advertising, cinema, and television today represents an element of progress as significant as the invention of the printing press once was, and that it is important for children's visual education to be more broadly developed in order to guide their intelligence and cultivate their taste, while preserving their sensitivity from vulgarity and ugliness,",,
+ICPE-18-1955_RES1-FR,"Considering that the visual arts, like all other arts, can contribute to the understanding and mutual comprehension among people,",,
+ICPE-18-1955_RES1-FR,Submits to the Ministries of Public Education of the various countries the following recommendation:,,
+ICPE-18-1955_RES1-FR,"1. The visual arts, such as drawing, painting, and modeling, must be obligatorily included in the primary school curriculum, both as a distinct discipline and as a means of expression and an educational aid for other subjects;",,
+ICPE-18-1955_RES1-FR,"2. The teaching of visual arts, as a distinct discipline, must be included in the secondary school curriculum, as a mandatory subject for the majority of classes and as an optional subject for the other classes;",,
+ICPE-18-1955_RES1-FR,"3. Regardless of whether the teaching of visual arts is mandatory or optional, it is essential to coordinate this instruction with other subjects and school activities; this principle must be applied even when the teaching of the various subjects is not provided by the same teacher.",,
+ICPE-18-1955_RES1-FR,"4. In order to provide the most gifted students with the means to develop their talents and to enhance the appeal of artistic studies, it is desirable that an additional course, without a fixed curriculum, accommodates students from different classes;",,
+ICPE-18-1955_RES1-FR,"5. The teaching of visual arts should be placed on the same level as other disciplines, both because of its intrinsic educational value and its value as a means of acquiring techniques;",,
+ICPE-18-1955_RES1-FR,"6. When preparing the schedules, a sufficient number of hours must be allocated to the teaching of visual arts as a distinct discipline;",,
+ICPE-18-1955_RES1-FR,"7. Drawing and visual arts require a more individual than collective form of instruction, and therefore the number of students grouped in the same class should be sufficiently small to allow the teacher to attend to each pupil.",,
+ICPE-18-1955_RES1-FR,"8. In the development of curricula for plastic arts and in the selection of corresponding methods, the objectives of this instruction must be constantly kept in mind, notably: a) its educational purposes (development of faculties of observation, imagination, expression, self-control, work discipline, spirit of collaboration in group work, etc.); b) its cultural purposes (education of taste, understanding and respect for works of art, etc.); c) its practical purposes (acquisition of techniques applicable in studies, in life, and in the profession); d) its orientation purposes (knowledge of the child’s psychology through their expressive attempts); e) its purposes of broad human understanding (universality of art, interest in and respect for the artistic manifestations of all peoples, great and small, training new generations in the spirit of humanity, friendship among peoples, and peace).",,
+ICPE-18-1955_RES1-FR,"9. The curricula for the teaching of plastic arts must allocate a significant portion to the systematic acquisition of knowledge and techniques; however, they must ensure that this teaching has a character such that the activities planned for the students correspond, as far as possible, to the demands of life.",,
+ICPE-18-1955_RES1-FR,"10. The curricula and teaching methods concerning visual arts must take into account the various stages of psychological development of the child and the adolescent, as well as their interests;",,
+ICPE-18-1955_RES1-FR,"11. In the application of methods, in the choice of subjects, exercises, and materials, the teacher must be free to adapt the instruction to local circumstances and to the tastes and needs of each student;",,
+ICPE-18-1955_RES1-FR,"12. A good teaching method consists in encouraging the student to seek their own form of expression, through free drawing, painting, and modeling, as well as by any other means through which the child can manifest their tastes and talents;",,
+ICPE-18-1955_RES1-FR,13. It is desirable that the teaching of visual arts draws inspiration from both national and local artistic traditions.,,
+ICPE-18-1955_RES1-FR,"14. In secondary school, it is desirable that teaching include some emphasis on the study of works of art and art history, the latter aiming to help the student understand the evolution of art within the context of the development of civilization at each period.",,
+ICPE-18-1955_RES1-FR,15. It is desirable that each post-primary educational institution be equipped with a room specially designated for drawing classes and related activities;,,
+ICPE-18-1955_RES1-FR,"16. It is desirable, especially in primary schools, that the materials and supplies necessary for the teaching of visual arts be provided free of charge to students by the educational authorities or other organizations; local supplies should be used as much as possible.",,
+ICPE-18-1955_RES1-FR,"17. School textbooks and literary works must be regarded as powerful aids in the teaching of visual arts; whether it concerns the cover, the paper, the typefaces, or the illustrations, everything should contribute to awakening and satisfying in the student the sense and appreciation of beauty.",,
+ICPE-18-1955_RES1-FR,"18. It is desirable that the competent authorities provide teachers with the necessary documentation for the teaching of visual arts (engravings, casts, animated films, still films, and color slides, etc.); a significant place should be reserved in school libraries for art books and works on the techniques of visual arts that students can practice or understand.",,
+ICPE-18-1955_RES1-FR,"19. The school environment, through its appearance, its lines, its color, and its decorative elements, must create around the student an atmosphere of good taste and an aesthetic ambiance; particular attention should be paid in this regard to the school building, playgrounds and gardens, the internal arrangement of the school, the furniture, and the care given to maintenance.",,
+ICPE-18-1955_RES1-FR,"20. As far as possible, students should be involved, individually or in groups, in the maintenance and beautification work of the school as well as in the preparation of school events and celebrations;",,
+ICPE-18-1955_RES1-FR,"21. The artistic culture of students will be greatly enhanced by their familiar knowledge of local art resources (museums, monuments, private collections, crafts, popular and folk arts, etc.) and natural beauties, as well as by their occasional participation in various artistic events (exhibitions, film screenings on art, etc.).",,
+ICPE-18-1955_RES1-FR,"22. It is appropriate to encourage the organization of small traveling collections, consisting of original works or reproductions of works of art, to make them available to various schools;",,
+ICPE-18-1955_RES1-FR,"23. It is appropriate to call upon educational authorities to explore ways to equip schools with television sets, through which the teaching of drawing and visual arts would have excellent means of action even in the most disadvantaged localities; it would then be easier to organize a correspondence course for students and adults distant from centers of artistic culture.",,
+ICPE-18-1955_RES1-FR,"24. The universal use of cinema, like that of other modern techniques which must be recognized as forms of artistic expression, its unparalleled means of providing information on current events, and its power of suggestion present educators with a challenge that has been insufficiently addressed until now; the appeal of cinema to children should be harnessed for noble purposes, and this will be achieved if care is taken, from the earliest school years, to develop their critical judgment and cultivate a discerning taste for the productions of this art.",,
+ICPE-18-1955_RES1-FR,25. It is necessary to encourage exhibitions of art works by students from the same city or country; events of a similar nature and exchanges of students' works should be organized on an international level;,,
+ICPE-18-1955_RES1-FR,26. Educational authorities must endeavor to promote the guidance and studies of students who show particular aptitude for the visual arts;,,
+ICPE-18-1955_RES1-FR,"27. Due to the general nature of primary education and the close connection that exists between its various disciplines, it is appropriate that visual arts be taught by the classroom teacher.",,
+ICPE-18-1955_RES1-FR,"28. In secondary schools, teachers responsible for teaching visual arts must be selected not only for their artistic and technical abilities but also for their pedagogical aptitude and experience;",,
+ICPE-18-1955_RES1-FR,"29. For the professional preparation of primary school teaching staff, great importance must be given to the artistic training of the future teacher; plastic arts and their history, as well as calligraphy, should be part of the curriculum in teacher training institutions;",,
+ICPE-18-1955_RES1-FR,"30. Teachers responsible for teaching visual arts in secondary schools must have training equivalent to that of their colleagues in other disciplines and enjoy the same status, consideration, and benefits;",,
+ICPE-18-1955_RES1-FR,"31. In the pedagogical training of teachers for both primary and secondary education, great importance must be given to psychology, and particularly to the psychology of spontaneous expression in children;",,
+ICPE-18-1955_RES1-FR,"32. The buildings, interior layout, and furnishings of teacher training institutions must contribute to creating an aesthetic environment around the student-teacher; visits to monuments or exhibitions, collections of drawings and school art works, etc., will serve to broaden the purely pedagogical preparation.",,
+ICPE-18-1955_RES1-FR,"33. To illustrate the methods and reforms concerning the teaching of visual arts, it is desirable to organize, within teacher training institutions, museums that gather artworks created by students from kindergarten through to the final year of studies; these museums should allocate space to drawings and school art projects from other countries; furthermore, these museums could serve as relays for the traveling collections provided for in Article 22.",,
+ICPE-18-1955_RES1-FR,"34. It is desirable that the teaching of visual arts continually benefit from the recommendations of specialized inspectors or artistic advisors; otherwise, it is essential that the inspectors strive to understand and fully develop this instruction.",,
+ICPE-18-1955_RES1-FR,"35. Provision should be made for lectures and advanced courses or workshops, organized both domestically and abroad, to enable teachers responsible for the instruction of visual arts to enhance their knowledge, stay informed of the various emerging trends in the fields of education and the arts, and exchange ideas on all issues related to their specialty.",,
+ICPE-18-1955_RES1-FR,"36. It is highly desirable that travel and internship grants be awarded to active professors to enable them to study firsthand the monuments of the past, contemporary works, and the pedagogical methods of other nations.",,
+ICPE-19-1956_RES1-FR,"The International Conference on Public Instruction, convened in Geneva by the United Nations Educational, Scientific and Cultural Organization and by the International Bureau of Education, and having met there on July 9, 1956, in its nineteenth session, adopts on July 16, 1956, the following recommendation: The Conference,",,
+ICPE-19-1956_RES1-FR,"Considering the need to strengthen, clarify, and adapt to new situations the principles set out in Recommendation No. 10 concerning the inspection of education adopted on July 20, 1937, by the Sixth International Conference on Public Education,",,
+ICPE-19-1956_RES1-FR,"Considering the recent successes achieved through joint efforts to strengthen peace and to develop economic and cultural contacts between the various countries of the world,",,
+ICPE-19-1956_RES1-FR,"Considering that inspection must contribute to the development of education aimed at promoting the comprehensive education of children and youth and their moral, intellectual, and physical development in the service of the homeland, democracy, peace, and friendship among peoples,",,
+ICPE-19-1956_RES1-FR,"Considering that the increasingly important role given to education in the lives of peoples requires school authorities and educators to make every effort to rationalize the technical and administrative structure of education in order to advance educational services and enhance their effectiveness,",,
+ICPE-19-1956_RES1-FR,"Considering that the complexity, difficulty, and constant evolution of the functions incumbent upon the teacher require from the inspector specific knowledge and skills,",,
+ICPE-19-1956_RES1-FR,"Considering that the constant improvement and development of curricula, teaching methods, instructional materials, and means of evaluating outcomes require the teacher to continually enhance their professional skills and the inspector to contribute to this professional development,",,
+ICPE-19-1956_RES1-FR,"Considering that the inspector, regardless of the title given to them and the perception of the scope and nature of their functions, constitutes an important element for the proper functioning and effectiveness of school work and for the coordination of this work with extracurricular and out-of-school activities organized by the community,",,
+ICPE-19-1956_RES1-FR,"Considering that in almost all countries the inspector is an educational advisor, that in the majority of these countries they simultaneously exercise a supervisory role over the activities of the teaching staff and school administration, and that they must contribute to the improvement of instruction and education in schools by intervening for this purpose both with teachers and with the higher education authorities,",,
+ICPE-19-1956_RES1-FR,"Where opinions are far from unanimous regarding higher education, it is primarily in primary education, secondary education, and technical education that the organization of inspection appears necessary,",,
+ICPE-19-1956_RES1-FR,"Considering that, without denying the interest presented by the organization of inspection at its various levels—central or federal, regional, local—it is above all the category of inspectors who are in direct contact with the teaching staff that can be the subject of recommendations with more or less general applicability,",,
+ICPE-19-1956_RES1-FR,"Whereas despite similar aspirations, countries with very different circumstances must provide diverse solutions to the problem of educational inspection,",,
+ICPE-19-1956_RES1-FR,Submits the following recommendation to the Ministries of Public Education of the various countries:,,
+ICPE-19-1956_RES1-FR,1. The primary purpose of the inspection must be to promote by all means the development and effectiveness of educational institutions and to ensure a two-way link between the educational authorities and the school communities;,,
+ICPE-19-1956_RES1-FR,"2. The inspection must be regarded as a service intended, on the one hand, to help teachers and the public understand both the educational policy of the authorities and modern educational concepts and methods, and, on the other hand, to inform the competent authorities about the experiences, needs, and aspirations of teachers and communities.",,
+ICPE-19-1956_RES1-FR,"3. The inspection must contribute to providing teachers with the means of working that allow them to carry out their mission with dignity and efficiency, by facilitating their professional development, preventing their intellectual isolation, and ensuring respect for their personality and ideas in such a way as to encourage them to take initiatives.",,
+ICPE-19-1956_RES1-FR,"4. The inspection must do everything possible to create, around the teacher, among the parents of students, and within the entire community, an atmosphere of understanding, sympathy, and esteem, without which there can be no educational work nor moral and material participation of the community in the teacher’s efforts.",,
+ICPE-19-1956_RES1-FR,"5. Regardless of the system of school supervision and guidance for educators in place in a country, it must correspond to the administrative and pedagogical structure of that country;",,
+ICPE-19-1956_RES1-FR,"6. When, as is the case in certain countries, school supervision and the guidance of educators are the responsibility of bodies located at different levels of the inspection hierarchy or the educational administration, it is desirable that flexible and simplified coordination be established both among the various categories of inspectors and between the different interested bodies;",,
+ICPE-19-1956_RES1-FR,"7. In countries where the inspector is accountable both to their hierarchical superiors within the inspection framework and to the public authorities or local or regional educational authorities, any interference that might complicate the inspector’s duties should be avoided;",,
+ICPE-19-1956_RES1-FR,"8. The supervision of the inspector's activities by the authorities to which they report, whether their hierarchical superiors or school authorities at various levels, must be guided by the same principles of understanding and constructive encouragement that one rightfully expects from the inspector in their relations with members of the teaching staff;",,
+ICPE-19-1956_RES1-FR,9. It is highly advantageous for the inspector to reside as close as possible to the schools and communities they are called upon to serve;,,
+ICPE-19-1956_RES1-FR,"Whether the inspectors reside within their own district or are grouped together in a single center, it is essential that mutual contact allows them to harmonize their viewpoints, exchange ideas on teaching, and examine issues of common interest;",,
+ICPE-19-1956_RES1-FR,"Given the importance of the relationships between primary education, secondary education, and technical education, it is desirable that inspectors of these various types of education meet from time to time to study the issues that concern them in common;",,
+ICPE-19-1956_RES1-FR,"12. The organization of inspection by disciplines or groups of disciplines is naturally conceived within the framework of secondary education, technical education, or both simultaneously, provided, of course, that it safeguards the harmonious development of the student;",,
+ICPE-19-1956_RES1-FR,"13. Primary education generally relies on inspectors who are not specialized in any particular discipline; however, concerning certain subjects such as physical education, artistic education, manual work, and domestic economy, it may be advantageous to employ specialized inspectors or to assign experts in the didactics of these disciplines to assist the regular inspectors.",,
+ICPE-19-1956_RES1-FR,"14. The increasingly specialized nature of certain types of institutions, such as nursery schools, schools for delayed or disabled children, and adult classes, justifies the use of specialized inspectors to oversee the teaching staff assigned to these institutions, in particular the employment of female inspectors for nursery schools and for education of a feminine nature;",,
+ICPE-19-1956_RES1-FR,"15. In order to ensure the coordination of education, both public and private schools must be inspected by the same body of official inspectors;",,
+ICPE-19-1956_RES1-FR,"16. Unable to formulate rules applicable to all situations, it can be accepted that the number of schools and teachers entrusted to the same inspector must depend, among other factors, on the dispersion of the educational establishments and the ease of communication, with contacts needing to be as effective with rural schools as with urban schools;",,
+ICPE-19-1956_RES1-FR,"17. It is also not possible to set a minimum number of inspection visits since this number depends on factors such as the needs of the schools, the level of experience of the teachers, and the issues to be addressed; however, aside from more frequent visits that particular circumstances may render indispensable, there should not be a year without the inspector having been able to visit the various educational establishments in their district and, in any case, the single-teacher schools.",,
+ICPE-19-1956_RES1-FR,"18. Without establishing strict standards regarding the duration of inspection visits, it is important to caution against the risks of overly rushed visits and to emphasize that it is through a spirit of relaxation and human contact that the inspector will succeed in gaining the teacher's trust and providing the assistance and advice they may need.",,
+ICPE-19-1956_RES1-FR,"19. Although the inspector's role is to act as an educational advisor, this role should only be fulfilled in close collaboration with the school principal and, in certain cases, it would be beneficial to convene a meeting with part or all of the school staff.",,
+ICPE-19-1956_RES1-FR,"20. While acknowledging the validity of the trend to limit the inspector's role to that of an advisor and didactic guide, it should be noted that the majority of countries wish to retain other functions for the inspector, particularly in matters of school administration and equipment.",,
+ICPE-19-1956_RES1-FR,"21. Wherever the inspector is regarded both as a technician and an administrator responsible for promoting educational progress within their district, and given the difficulty of drawing a clear distinction between their administrative and managerial functions and their strictly pedagogical and guidance roles, it is advisable that the inspector be relieved of purely bureaucratic tasks that often consume a significant portion of their time;",,
+ICPE-19-1956_RES1-FR,"22. The assistance that the inspector should receive for secretarial tasks is all the more necessary when his responsibilities extend to matters such as the generalization of compulsory schooling, school construction and equipment, appointments, transfers, promotions, and disciplinary actions concerning teaching staff;",,
+ICPE-19-1956_RES1-FR,It is especially in the area of administrative responsibilities that the inspector risks duplicating efforts—or even coming into conflict with other bodies within the school administration; this is why any simplification or rationalization of the various administrative mechanisms and their operations can only be beneficial.,,
+ICPE-19-1956_RES1-FR,"24. It is necessary to recall that, even in countries where the inspector is not entrusted with administrative responsibilities, they are called upon to play, especially at the local and regional levels, a promotional role with school authorities, whether it involves suggesting measures in favor of the quantitative or qualitative development of education, undertaking statistical or other studies on various aspects of the educational reality, actively participating in commission work, etc.;",,
+ICPE-19-1956_RES1-FR,"As an educational advisor and facilitator, the inspector can contribute significantly to the training and professional development of teachers, particularly through the organization of national and international meetings, conferences, seminar work, and vacation courses; when the inspector participates in such activities, it is essential that a liaison be maintained between the inspectorate, teacher training centers, and all relevant administrative bodies.",,
+ICPE-19-1956_RES1-FR,"The inspector must ensure the implementation of official instructions and, where appropriate, explain to the teacher the methods of their application; he must also communicate to the higher authorities the wishes, desires, and aspirations of the teachers under his supervision.",,
+ICPE-19-1956_RES1-FR,"27. Without being directly responsible for it, and provided that a rationally designed service allows him the opportunity, the inspector should promote extracurricular and out-of-school activities of both social and educational nature (food aid for schoolchildren, holiday camps, contacts between family and school, etc.) and use his influence to help schools establish appropriate contacts at the international level.",,
+ICPE-19-1956_RES1-FR,"28. When, during his visits, the inspector is led to make pedagogical suggestions, possibly by carrying out practical demonstrations, he must above all ensure respect for the teacher's intellectual freedom and initiative;",,
+ICPE-19-1956_RES1-FR,29. It is desirable that the inspector take into account the pedagogical contributions from teachers or their professional organizations;,,
+ICPE-19-1956_RES1-FR,"30. In cases where the inspector is required to make a more or less direct judgment on the teacher’s work, this assessment must remain objective, be motivated by the desire to guide and encourage the teacher, and be communicated to the individual concerned;",,
+ICPE-19-1956_RES1-FR,All guarantees must be offered to the teacher so that they may appeal against any evaluations by the inspector which they consider unacceptable.,,
+ICPE-19-1956_RES1-FR,"32. Regardless of the body responsible for appointing an inspector, the professional skills and merits of the prospective inspector must be taken into account;",,
+ICPE-19-1956_RES1-FR,"33. The appointment of an inspector primarily depends on their professional qualities; any discrimination based on race, sex, beliefs, philosophical or political opinions, or the social origin of the candidates must be avoided.",,
+ICPE-19-1956_RES1-FR,"34. For the appointment of an inspector, special attention should be given to qualifications and diplomas, psychological and pedagogical knowledge, and teaching experience, with a minimum number of years of prior service considered essential;",,
+ICPE-19-1956_RES1-FR,"35. In addition to the intellectual and pedagogical knowledge legitimately expected of a prospective inspector, they must possess certain specific qualities: health, morality, impartiality, independence of character, kindness, benevolence, initiative, and enthusiasm;",,
+ICPE-19-1956_RES1-FR,"36. The professional training of inspectors offers advantages; in addition to advanced pedagogical and psychological knowledge, this training must include studies on the organization and national administration of schools as well as comparative education studies, enabling them to understand the realities and educational issues of other countries, along with the solutions that have been implemented.",,
+ICPE-19-1956_RES1-FR,"37. Inspectors must be granted the greatest opportunities for professional development (conferences and vacation courses, seminars, and especially scholarships and study trips abroad) and have access to courses on the use of audiovisual aids, a library specifically dedicated to the latest innovations in experiments, ideas, and pedagogical theories, as well as lectures given by distinguished educators on topics such as educational inspection, recent trends in pedagogical thought, or child psychology;",,
+ICPE-19-1956_RES1-FR,38. Inspectors’ remuneration must correspond to the importance of the mission entrusted to them and be equivalent to that granted to other officials holding administrative or social positions of the same level; they must benefit at least from the material and social advantages accorded to officials of the same rank.,,
+ICPE-19-1956_RES1-FR,"39. It is essential to facilitate to the greatest extent possible the travel inherent to the exercise of inspection; in this regard, travel and subsistence allowances must be commensurate with the dignity and requirements of the inspector’s functions.",,
+ICPE-19-1956_RES1-FR,"40. In order to motivate inspectors in the execution of their mission and to enable technical or administrative bodies to benefit from the understanding of educational realities that inspectors acquire throughout their careers, it is desirable that, in countries where such promotion is possible, inspectors have access to senior positions within the hierarchy of the inspection and school administration.",,
+ICPE-19-1956_RES1-FR,"The International Conference on Public Instruction, convened in Geneva by the United Nations Educational, Scientific and Cultural Organization and the International Bureau of Education, and having met there on the ninth of July nineteen hundred and fifty-six in its nineteenth session, adopts on the seventeenth of July nineteen hundred and fifty-six the following recommendation: — 155 — The Conference,",,
+ICPE-19-1956_RES1-FR,"Considering that mathematics has always had an indisputable cultural and practical value and an important role in scientific, technical, and economic development, and in particular, that our era presents an unprecedented mathematical situation in history,",,
+ICPE-19-1956_RES1-FR,"Considering that mathematical education is a right and a benefit for every human being, regardless of their race, sex, condition, or activities,",,
+ICPE-19-1956_RES1-FR,"Considering that, to ensure the progress and prosperity of peoples, the elevation of the general mathematical level must go hand in hand with superior technical and scientific development,",,
+ICPE-19-1956_RES1-FR,"Considering that various civilizations have played a role in the creation and development of mathematics,",,
+ICPE-19-1956_RES1-FR,"Considering that psychology acknowledges that every human being is capable of a certain level of mathematical activity and that, in particular, there is no reason to believe that girls are less capable than boys in studying mathematics,",,
+ICPE-19-1956_RES1-FR,"Considering that the pedagogy of mathematics is becoming increasingly scientific and effective each day,",,
+ICPE-19-1956_RES1-FR,"Considering that it is appropriate to extend Recommendation No. 31 concerning mathematical initiation in primary school adopted by the XIIIth International Conference on Public Instruction,",,
+ICPE-19-1956_RES1-FR,Submits the following recommendation to the ministries of public instruction of the various countries:,,
+ICPE-19-1956_RES1-FR,"1. During secondary education, both technical and general, it is necessary to achieve, to the greatest possible extent, the educational objectives of mathematics teaching, which concern intellectual functions and character development. These objectives pertain to the processes of active logic (reflecting, analyzing, abstracting, schematizing, deductive reasoning, generalizing, specializing, applying, critiquing, etc.), the rational qualities of thought and its expression (order, precision, clarity, conciseness, etc.), the spirit of observation, spatial and quantitative concepts, intuition and imagination in the abstract domain, the development of attention and the power of concentration, the acquisition of perseverance and the habit of orderly work, and finally, the formation of the scientific mind (objectivity, intellectual honesty, taste for research, etc.);",,
+ICPE-19-1956_RES1-FR,"2. Practical operations, adaptation to the natural environment, and the necessity of understanding the problems posed by technical, economic, and social life increasingly require common mathematical knowledge—such as arithmetic, basic geometry, geometric representations, formulas, equations, functions, tables, and graphs. These fundamental concepts and tools also play a role in a growing number of professions;",,
+ICPE-19-1956_RES1-FR,"Mathematics and the style of thinking inherent to them must be regarded as an essential element of the general culture of the modern individual, even if they do not engage in scientific or technical activities. It is desirable that the teaching of mathematics, in close connection with the instruction of other subjects, leads students to understand the role played by mathematics in the scientific and philosophical conceptions of the contemporary world.",,
+ICPE-19-1956_RES1-FR,One of the primary objectives of the advanced mathematics course in the final years of secondary education must be the preparation for higher scientific or technical studies whose mathematical foundation is growing day by day.,,
+ICPE-19-1956_RES1-FR,"5. Mathematics education, which is compulsory in the various grades of the lower cycle of secondary schools, must have an adequate number of hours;",,
+ICPE-19-1956_RES1-FR,"6. In the upper cycle of the scientific sections, the mathematics course must benefit from an extended schedule;",,
+ICPE-19-1956_RES1-FR,7. It is desirable that students showing particular aptitude for scientific studies have the opportunity to follow a more advanced education and be able to engage in complementary personal studies;,,
+ICPE-19-1956_RES1-FR,"8. In countries where the teaching of mathematics is not mandatory in certain sections (literary sections, for example), instruction in mathematics with a cultural rather than purely technical mathematical orientation should be organized, at least on an optional basis;",,
+ICPE-19-1956_RES1-FR,"9. The weight assigned to mathematics in the assessment of students' results, regardless of how it is expressed, must be proportional to the value attributed to this discipline. When it is compulsory, and especially in scientific sections, it should be considered one of the principal subjects, particularly during class promotions and the awarding of graduation certificates.",,
+ICPE-19-1956_RES1-FR,10. The mathematics curriculum of a given section of secondary school must be consistent with the general aims of teaching this subject and with the specific objectives of the section; — 157,,
+ICPE-19-1956_RES1-FR,"11. The curricula shall be kept up to date and adapted to the advances in science and the needs of technology and modern life by eliminating outdated topics. Particular consideration shall be given to the fact that, in order to raise the level of the curricula in higher classes, some countries have introduced analytic geometry, infinitesimal calculus, statistics, and probability, and place increasing importance on the study of functions and vectors, as well as on the applications of mathematics;",,
+ICPE-19-1956_RES1-FR,"12. The difficulty and scope of the subjects to be taught shall correspond to the average mental age appropriate for each grade as well as to the interests and needs of the students. While it is appropriate to provide additional training for individuals gifted in mathematics, care must be taken to avoid discouraging weaker students by assigning material whose complexity exceeds their intellectual capacity.",,
+ICPE-19-1956_RES1-FR,13. Study plans should be designed to organize the teaching of mathematics around functional units that coordinate the various branches while highlighting the general concepts;,,
+ICPE-19-1956_RES1-FR,"14. In this regard, it is desirable to determine, through unbiased pedagogical trials, the extent to which the broadly versatile structures of modern mathematics can be utilized to improve secondary education.",,
+ICPE-19-1956_RES1-FR,15. It would be desirable for teachers to have a certain degree of freedom to extend the basic programs with optional supplementary content.,,
+ICPE-19-1956_RES1-FR,"16. When methodological guidelines are provided, they should serve as advice and suggestions aimed at aligning teaching both with the advancements in the psychology of intelligence and the pedagogy of mathematics, as well as with the nature and use of mathematics, a theoretical science originating from reality and having an effective impact on our interaction with it;",,
+ICPE-19-1956_RES1-FR,17. Every effort must be made to stimulate and encourage in the student the active learning of mathematics through the broadest possible personal participation in their development;,,
+ICPE-19-1956_RES1-FR,18. It is necessary: a) to awaken and sustain students' interest both in mathematics itself and in its applications; b) to be attentive to the development of youthful mathematical thinking; c) to adapt teaching to the individual capacities and mental development of students and to differentiate it successively according to their intended path;,,
+ICPE-19-1956_RES1-FR,"19. It is necessary: a) to start as much as possible from the concrete in order to reach the abstract, especially in the lower grades, and whenever useful, to call upon real, represented, or imagined experimentation to suggest definitions or demonstrations; b) to take into account that mathematical knowledge is born and develops through the internalization of concrete actions and the organization of operational schemes; c) to make use of questions raised by concrete situations, not only to demonstrate the practical importance of mathematics but above all to motivate theoretical developments;",,
+ICPE-19-1956_RES1-FR,"20. It is important: a) to lead the student to form concepts and to discover mathematical relations and properties independently, rather than imposing a ready-made adult way of thinking; b) to ensure the acquisition of concepts and operational processes before introducing formalism; c) to entrust automatism only with operations that have been assimilated;",,
+ICPE-19-1956_RES1-FR,"21. It is essential: a) to first enable the student to acquire experience of mathematical entities and relationships and then to initiate them into deductive reasoning; b) to progressively extend the deductive construction of mathematics; c) to teach how to formulate problems, seek data, utilize it, and evaluate results; d) to prioritize heuristic investigation of questions rather than doctrinal presentation of theorems; e) to raise awareness of the structure of a hypothetico-deductive theory in which, based on postulates, theorems are established through proofs and new terms introduced by definitions, in order to achieve a logically deductive exposition of the subject matter studied;",,
+ICPE-19-1956_RES1-FR,"22. It is necessary to: a) study students’ errors and view them as a means to understand their mathematical thinking; b) train students in the practice of self-monitoring and self-correction; c) impart a sense of approximation, order of magnitude, and the plausibility of results; d) prioritize reflection and reasoning rather than rote learning and memorization, limiting the role of memory to the retention of fundamental results; e) propose examination topics that require more mathematical training than intensive preparation.",,
+ICPE-19-1956_RES1-FR,"23. It is important: a) to encourage personal modes of expression, even if approximate, and to improve them gradually; b) to lead the student to precision and rigor through the need for effective communication with others and a demand for clarity in their own thinking; c) to promote individual inquiry and initiative as well as teamwork; d) to increase the number of students interested in mathematics and contribute to the development of their training and knowledge by organizing clubs, lectures, competitions, and other optional activities, as well as disseminating books and journals accessible to them;",,
+ICPE-19-1956_RES1-FR,"24. It is essential: a) to emphasize the intrinsic unity of mathematics, to avoid compartmentalizing its branches, and to bring together the various methods of solving a problem; b) to highlight the significant stages in the history of the mathematical concepts and theories studied;",,
+ICPE-19-1956_RES1-FR,"25. It is necessary: a) to maintain the coordination of mathematics with the sciences that make use of it; b) to take advantage of the demands of mathematical thinking to increase the precision, clarity, and conciseness of language; c) to keep mathematics connected with life and reality.",,
+ICPE-19-1956_RES1-FR,"26. The evolution of the methodology of mathematics calls for an adaptation of textbooks. Alongside introductory mathematics books that allow for a progressive approach to abstract concepts, students should have access to review materials in which previously acquired subjects are revisited and organized at a higher level. Reference works, supplementary and popularization books, journals, etc., should be made available to everyone in classroom libraries. This documentation will be adapted to the objectives of the different sections and will maintain, for each of them, a balance between practical perspectives, technical needs, theoretical developments, and cultural concerns.",,
+ICPE-19-1956_RES1-FR,"27. Audio-visual aids and concrete mathematical models (borrowed from everyday life, constructed by students or teachers, or even manufactured by commercial firms), which occupy an increasingly significant place in teaching, should be utilized to enable students to actively acquire mathematical abstractions.",,
+ICPE-19-1956_RES1-FR,"28. In mathematics, perhaps more than in other subjects, the role of the teacher is paramount. The recruitment, training, and professional development of mathematics teachers must receive particular attention and care from the authorities responsible for youth education;",,
+ICPE-19-1956_RES1-FR,"29. Teachers responsible for teaching mathematics in secondary schools must possess mathematical training at a level significantly higher than that of their teaching. This training should include not only the study of theoretical mathematics, but also a component of applied mathematics, the general history of mathematical thought, the methodology of mathematical science itself, and the study of elementary mathematics viewed from an advanced perspective;",,
+ICPE-19-1956_RES1-FR,"30. Adequate pedagogical and psychological preparation must be an essential complement to the teacher's mathematical training and should be inspired by a clear and well-considered understanding of the general aims and principles of human education. This preparation should emphasize the structural development of intelligence in relation to the formation of mathematical thought. It will include the relationship between the concrete and the abstract, in order to place the methodology of models within mathematics teaching. The future teacher will be trained in observation and experimentation in the field of mathematics pedagogy. Above all, they will be engaged with adolescents and their aspirations, so that they can serve as the facilitator and guide of youth.",,
+ICPE-19-1956_RES1-FR,31. It is essential to ensure that all students in the lower grades and the less gifted students in the upper grades have competent teachers.,,
+ICPE-19-1956_RES1-FR,"32. The mathematics teacher in office must keep abreast both of the modern developments in theoretical mathematical sciences, the current significant applications of mathematics, and the recent advances in the didactics of their discipline. It is desirable that measures be taken to facilitate the professional development of teachers (lectures, vacation courses, seminars, working groups, internships, publications, etc.);",,
+ICPE-19-1956_RES1-FR,"33. The suggestions of specialized inspectors or educational advisors, as well as the example set by experienced teachers, are excellent means of increasing the effectiveness of teaching;",,
+ICPE-19-1956_RES1-FR,"34. The mathematics teacher must enjoy, in modern society, the respect and social standing to which their scientific training and educational mission entitle them.",,
+ICPE-19-1956_RES1-FR,"35. Since adequate mathematics education is an essential element of education in all countries, it is important to ensure the recruitment of a sufficient number of qualified teachers, especially as this is a prerequisite for the scientific, technical, economic, and social development of all peoples.",,
+ICPE-19-1956_RES1-FR,"36. Governments and international cultural or educational organizations, such as UNESCO, the International Bureau of Education, conferences, meetings, exhibitions, study tours, and internships abroad, etc., should promote the international exchange of ideas, work, research, and results obtained in mathematics education, so that the youth of the entire world can benefit as early as possible from the experiences and progress made by educators from all countries.",,
+ICPE-20-1957_RES1-FR,"The International Conference on Public Education, convened in Geneva by the United Nations Educational, Scientific and Cultural Organization and by the International Bureau of Education, and having met there on the eighth of July, nineteen fifty-seven, for its twentieth session, adopts on the sixteenth of July, nineteen fifty-seven, the following recommendation: The Conference,",,
+ICPE-20-1957_RES1-FR,"Considering that the past and future recommendations of the International Conference on Public Education cannot be fully implemented if the various countries do not have sufficient school buildings,",,
+ICPE-20-1957_RES1-FR,"Considering Recommendation No. 9 on legislation governing school buildings adopted on July 17, 1936, by the International Conference on Public Education during its fifth session,",,
+ICPE-20-1957_RES1-FR,"Whereas the development of education constitutes, for the coming years, one of the essential problems to be solved for the future of humanity, for intellectual, economic, and social progress, and for international understanding, and that this development depends, to a large extent, on the provision of school buildings,",,
+ICPE-20-1957_RES1-FR,"Considering that the right to education entails for all children, without distinction, the possibility of being educated in suitable premises and in classrooms equipped with the necessary facilities and materials for a genuine education,— 158",,
+ICPE-20-1957_RES1-FR,"Considering that the shortage of school buildings affects all countries, regardless of their level of material and cultural development,",,
+ICPE-20-1957_RES1-FR,"Considering that the increase and internal movements of the population, the generalization and extension of compulsory schooling, and the development of secondary education lead to a year-on-year growth in school enrolments,",,
+ICPE-20-1957_RES1-FR,"Considering that the very complexity of the problem requires the establishment, within each country, of effective collaboration among all authorities and all parties concerned with the development of school construction,",,
+ICPE-20-1957_RES1-FR,"Considering that, although all countries can benefit from international cooperation in this area, many countries require such cooperation to take the form of direct assistance,",,
+ICPE-20-1957_RES1-FR,"Considering that despite similar aspirations, countries with very different situations must provide diverse solutions to the problem of the development of school buildings,",,
+ICPE-20-1957_RES1-FR,"The Conference submits to the United Nations, its specialized agencies, and intergovernmental organizations the following recommendation:",,
+ICPE-20-1957_RES1-FR,Submits the following recommendation to the Ministries of Public Instruction of the various countries:,,
+ICPE-20-1957_RES1-FR,"1. The study of current and future needs in school construction is essential for the development of comprehensive programs aimed at providing, in a timely manner, a rational solution to the problem and avoiding any unnecessary expenditures;",,
+ICPE-20-1957_RES1-FR,"2. Without neglecting pedagogical imperatives, such a study must include in particular: a) an inventory of buildings in use (including rented properties, temporary premises, and makeshift facilities), with full details on their allocation, their adaptability to new requirements, etc.; b) statistical data on the population currently of school age and on the projected population for the coming years; c) a study of the impacts that the following may have on the evolution and distribution of school enrollments: (i) the generalization of compulsory schooling where it is not yet in effect; (ii) a possible extension of compulsory schooling; (iii) a progressively wider participation of children in secondary education; (iv) internal population movements; (v) a better allocation of school facilities; d) an estimate of the financial effort necessary to meet all these needs; e) an analysis of the feasibility of executing the construction programs with regard to technicians, labor, and materials; f) forecasts for the scheduling of programs in successive phases;",,
+ICPE-20-1957_RES1-FR,"3. The nature of the bodies responsible, in each country, for carrying out this study and keeping its results up to date may vary according to the administrative structure of the country and the degree of centralization of its educational administration; however, it is desirable that, even when the responsibility in this matter primarily lies with local authorities, comprehensive studies be conducted to provide an overall view of the needs of the entire country.",,
+ICPE-20-1957_RES1-FR,"4. Beyond its usefulness as a means of informing forthcoming decisions, the study of the evolution of needs in school construction should be regarded as a particularly effective tool for raising awareness among leadership circles and public opinion of the urgent necessities faced by the country in question and the financial effort these entail.",,
+ICPE-20-1957_RES1-FR,"5. The administrative procedure for the construction of school buildings must be simplified and expedited to the greatest extent possible; under no circumstances should this procedure hinder or delay the study, initiation, and execution of the works.",,
+ICPE-20-1957_RES1-FR,"6. In countries where, in matters of school construction, different bodies are called upon to intervene at various levels, it is necessary to avoid any duplication of efforts among central or federal, regional, and local authorities;",,
+ICPE-20-1957_RES1-FR,"7. In the interest of education, local public authorities should be involved in school construction, provided that they are capable of taking effective action in this area.",,
+ICPE-20-1957_RES1-FR,"8. When different types of administrations (public education, public works, finance, etc.) have direct responsibility for school construction, every effort must be made to ensure permanent coordination that is as rational as possible between the interventions of these various administrations.",,
+ICPE-20-1957_RES1-FR,"9. The adoption of national, regional, or local plans extending over several years, whether they consist of mandatory directives or mere guidelines, facilitates the actions of the various concerned administrations and allows for significant time savings; all economic and social development plans should include a section specifically dedicated to the needs concerning school construction for the next four to five years, as well as to the programs aimed at meeting these needs.",,
+ICPE-20-1957_RES1-FR,"It is important to build housing for teachers at the same time as schools, especially in areas where a shortage of accommodation may hinder recruitment. — 160",,
+ICPE-20-1957_RES1-FR,"11. Regardless of the stage reached in the field of education, the financial effort of all countries in favor of school construction must be of a permanent nature; it is important to provide, to support it, a long-term financial policy.",,
+ICPE-20-1957_RES1-FR,"12. Taking into account the administrative and economic structure specific to each country, as rational a balance as possible must be established between the financial effort required for school construction by local, regional, and central or federal authorities;",,
+ICPE-20-1957_RES1-FR,"13. Given the scale of the financial effort required for the development of school buildings, it is desirable that every measure be taken to achieve production costs that are as low as possible while remaining compatible with the quality of the construction and the requirements of pedagogy and hygiene;",,
+ICPE-20-1957_RES1-FR,"14. When it is a question of meeting essential educational needs or addressing particularly urgent new needs, consideration should be given to the use of the exceptional means outlined below, which have proven effective in certain countries: a) extraordinary budgets, funds, or loans at the national or local level reserved for financing special school construction programs; b) special taxes, stamp issues, collections, etc.; c) bond issuances aimed at attracting private capital; d) contributions from individuals or local communities in the form of monetary donations, free transfer of building land, volunteer labor, or provision of construction materials.",,
+ICPE-20-1957_RES1-FR,"15. The obligation imposed by the legislation of certain countries on industrial, commercial, mining, agricultural, or real estate enterprises of a certain size to participate, in one form or another, in the construction of schools may contribute to addressing the issue of school construction in certain regions.",,
+ICPE-20-1957_RES1-FR,"16. School plans must be primarily based on pedagogical, sociological, and health requirements and specifically address the needs of children and families, taking into account factors such as climate, location, economic conditions, and building techniques; therefore, they must result from close collaboration among teaching staff, parents, architects, builders, and the administration.",,
+ICPE-20-1957_RES1-FR,"Experience has demonstrated the usefulness of studies conducted by organizations established for this purpose, dedicated to the preparation of plans and the execution of school construction projects; 161",,
+ICPE-20-1957_RES1-FR,"18. In preparing plans for new buildings, account must be taken of the evolving educational concepts and the technical advancements from which teaching increasingly benefits each day;",,
+ICPE-20-1957_RES1-FR,"It is desirable to design school establishments not as buildings intended to last for many centuries, but as structures that can be easily adapted to demographic changes and pedagogical and technical progress.",,
+ICPE-20-1957_RES1-FR,"20. Without seeking uniformity and rigidity incompatible with the diversity of local conditions and the evolution of educational concepts, the simplification, standardization, and normalization of the constituent elements of school buildings, and, if necessary, the development of flexible and varied standard plans, can contribute significantly to reducing costs and construction times.",,
+ICPE-20-1957_RES1-FR,"A methodical study of the educational function of school premises can lead to substantial savings by reducing the area, or even the volume, of school buildings, provided that the requirements of pedagogy and hygiene are respected.",,
+ICPE-20-1957_RES1-FR,"22. It is often necessary, for reasons of convenience, to carry out the construction of school buildings in stages; however, even before beginning construction, it is essential that the plans be finalized for all the intended premises, so that once construction is completed, it meets the requirements of pedagogy and architecture.",,
+ICPE-20-1957_RES1-FR,"23. In regions where the climate is suitable, developments inspired by the principles of the open-air school can constitute an economical way to partially address the issue of school buildings;",,
+ICPE-20-1957_RES1-FR,"24. It is essential that any urban planning from the outset allocate spaces for the various types of establishments, including boarding schools where applicable, bearing in mind that, sooner or later, secondary education will require even more space than primary education;",,
+ICPE-20-1957_RES1-FR,"25. In the selection of school locations, factors such as demographic trends, traffic hazards, transportation means, topography and soil conditions, hygiene requirements, and the proximity of various pipelines must be taken into account.",,
+ICPE-20-1957_RES1-FR,"26. The development of transportation means must be utilized in regions with dispersed settlements; larger school groups, located as centrally as possible within the serviced area, can advantageously replace small isolated schools; however, it is advisable to avoid large buildings housing an excessive number of classes and students; schools should be distributed rationally, be appropriate to the child’s needs, facilitate communal life and work for the pupil, foster the development of social awareness, and promote contact with the outside world and nature.",,
+ICPE-20-1957_RES1-FR,"27. In the very interest of education, it is desirable for the child to contribute as much as possible to the layout and beautification of their school.",,
+ICPE-20-1957_RES1-FR,"28. It is advisable that construction services or companies have reliable information concerning school buildings, in order to be able to establish long-term work plans and to rationalize their mechanical equipment and use of labor;",,
+ICPE-20-1957_RES1-FR,"29. In certain cases, it may be useful to group together under a single contract those relating to the construction of several school establishments, in order to enable construction services or companies to obtain materials at better prices, standardize certain equipment elements, and streamline the execution of the work;",,
+ICPE-20-1957_RES1-FR,"30. It is advisable to encourage the organization, at the national level, of congresses and training sessions bringing together specialists, as well as exhibitions, competitions, and the like relating to the construction of school premises.",,
+ICPE-20-1957_RES1-FR,"31. Certain so-called emergency solutions cannot be entirely ruled out; however, they should only be accepted as a necessary evil that must be remedied as soon as possible, avoiding allowing temporary measures to become permanent.",,
+ICPE-20-1957_RES1-FR,"The resort to emergency measures, such as increasing the number of pupils per class or shift teaching (where the same classroom is used successively by two or three groups of pupils), has notable disadvantages and must remain exceptional;",,
+ICPE-20-1957_RES1-FR,"33. The use of buildings originally designed for purposes other than teaching and the construction of temporary premises are makeshift solutions often forced upon us for reasons of convenience and economy; however, experience shows that, in the long run, besides the disadvantages these solutions pose for pedagogy and school hygiene, they may prove more costly in terms of purchase, rent, and maintenance than permanent buildings designed solely for educational purposes.",,
+ICPE-20-1957_RES1-FR,"34. All countries have an interest in combating obstacles to the development of education and, consequently, in cooperating to enhance the effectiveness of their efforts in school construction; — 163 —",,
+ICPE-20-1957_RES1-FR,"35. Special attention should be given to insufficiently developed countries whose needs are enormous and whose delays are considerable, and which, despite the efforts they have made, suffer from a shortage of material, financial, and technical resources that makes effective external assistance necessary; for this reason, it is desirable that international bodies of a global or regional nature continue and, if possible, intensify the aid they provide in this area to the governments of countries that are particularly in need.",,
+ICPE-20-1957_RES1-FR,"36. International cooperation can take the form of collaboration in the study of school construction and the development of plans and specifications adapted to local conditions: a) through the exchange of ideas, experiences, and information; to this end, it would be appropriate to establish, with the assistance of UNESCO, the International Bureau of Education, and other international institutions, an international center for school construction comprising among its members educators and technicians with particular expertise, capable of encouraging and facilitating the creation of regional centers of a similar nature; b) through technical assistance measures such as the awarding of scholarships and the deployment of architects and technicians to underdeveloped countries, especially with a view to studying the use of local materials, developing plans specifically designed for each region, and suggesting cost-saving measures that are even more necessary there than elsewhere; c) through the joint organization by major international associations of educators, architects, and economists of international meetings, study tours, and exhibitions related to school construction; d) through the publication of documentary works, manuals, and journals specifically dedicated to modern concepts and techniques relevant to school construction;",,
+ICPE-20-1957_RES1-FR,37. International organizations could make a valuable contribution to the establishment of national or regional research centers tasked with developing school building plans and methods of rapid and economical construction particularly suited to local conditions;,,
+ICPE-20-1957_RES1-FR,"38. International cooperation may take the form of grants, loans on particularly favorable terms, or even contributions to an international fund established under the auspices of the United Nations and intended to facilitate school construction;",,
+ICPE-20-1957_RES1-FR,"39. Pending the achievement of the anticipated results from economic development plans, it is essential that the International Bank for Reconstruction and Development examine the possibility of granting long-term loans to countries requesting them for the immediate implementation of their school construction programs;",,
+ICPE-20-1957_RES1-FR,"40. The question of the international flow of capital to be invested in school construction programs, particularly in those of insufficiently developed countries, should be entrusted to experts for study;",,
+ICPE-20-1957_RES1-FR,41. International assistance can take the form of donations and offers to transfer materials for school construction at advantageous prices; the feasibility of such exchanges should be the subject of special studies conducted by international and national organizations of an economic and social nature.,,
+ICPE-20-1957_RES1-FR,"42. It is important that, in its activity programs for the coming years, the United Nations Educational, Scientific and Cultural Organization includes a major project related to school constructions.",,
+ICPE-20-1957_RES1-FR,"The International Conference on Public Education, convened in Geneva by the United Nations Educational, Scientific and Cultural Organization and by the International Bureau of Education, and having met there on July 8, 1957, in its twentieth session, adopts on July 17, 1957, the following recommendation: The Conference,",,
+ICPE-20-1957_RES1-FR,"Considering the rapid pace of economic, technical, and social development in the contemporary world,",,
+ICPE-20-1957_RES1-FR,"Considering that the issue of training personnel responsible for primary teacher education is of a permanent nature, that primary schools have seen their responsibilities multiply, and that besides introducing students to the disciplines of general culture, they must now ensure that their pupils acquire character qualities as well as a solid social and civic education,",,
+ICPE-20-1957_RES1-FR,"Considering that these increased responsibilities require primary school teachers to have a higher level of knowledge and pedagogical skills, both in the humanities and applied sciences as well as in the strictly scientific and technical disciplines,",,
+ICPE-20-1957_RES1-FR,"Considering Recommendation No. 36 concerning the training of primary teaching staff adopted on July 14, 1953, by the International Conference on Public Education at its sixteenth session,",,
+ICPE-20-1957_RES1-FR,"Considering that, during their own training, the personnel responsible for the education of primary school teachers must in particular acquire personal experience of the various aspects of the intellectual, economic, and social life of their time,",,
+ICPE-20-1957_RES1-FR,"Considering more specifically that the current state of social sciences and educational sciences requires that primary school teachers receive solid training in these fields in order to enlighten and ensure their personal judgment,",,
+ICPE-20-1957_RES1-FR,"Considering that it seems difficult for professors of practical pedagogy to train primary school teachers without having themselves fully familiarized with primary education,",,
+ICPE-20-1957_RES1-FR,"Considering that the professors responsible for the training of primary school teachers can no longer be content, for their own preparation, with purely theoretical studies and must be able to introduce their students to modern educational techniques as well as to methods of personal and creative work,",,
+ICPE-20-1957_RES1-FR,"Considering that the nearly universal shortage of primary teaching staff requires an increase in the number of institutions responsible for their training and, more generally, of institutions dedicated to the study of the educational sciences,",,
+ICPE-20-1957_RES1-FR,"Whereas pedagogical training is indispensable for teachers who instruct in general culture subjects, it is all the more essential for those called upon to teach the sciences of education,",,
+ICPE-20-1957_RES1-FR,"Considering the tendency of certain universities and higher education institutions to engage in pedagogical research and educational sciences without adequately taking into account the possibilities for practical application in teaching,",,
+ICPE-20-1957_RES1-FR,"Considering that, in order to be genuine centers of documentation and research, teacher training institutions must be led by experienced educators who are themselves engaged in pedagogical research and the sciences of education,",,
+ICPE-20-1957_RES1-FR,"Considering that modern society increasingly demands international collaboration and mutual understanding,",,
+ICPE-20-1957_RES1-FR,"Considering that despite similar aspirations, countries with very different circumstances must provide diverse solutions to the problem of preparing teachers responsible for training primary school instructors,",,
+ICPE-20-1957_RES1-FR,Submits to the Ministries of Public Instruction of the various countries the following recommendation:,,
+ICPE-20-1957_RES1-FR,"1. It is necessary for the competent authorities to pay ever-increasing attention to the preparation of teachers responsible for the general, specialized, and pedagogical training of primary school teachers; such specialized preparation should be required for those concerned in order for them to be called upon to carry out their duties;",,
+ICPE-20-1957_RES1-FR,"2. The training of primary school teachers is currently provided by institutions at the secondary, post-secondary, and university levels; given the continuous improvement in the status of teaching staff, it is desirable that the training of primary school teachers be conducted by higher-level pedagogical institutions or institutes.",,
+ICPE-20-1957_RES1-FR,"3. Between the two types of training for teachers responsible for the education of primary school teachers, whether in a university institution or in an institution outside the university, each country should use the system that appears best suited to its needs in terms of teaching personnel and the structure of its higher education.",,
+ICPE-20-1957_RES1-FR,"4. In countries where these two types of preparation overlap, every effort must be made to avoid the dispersal of resources and to ensure the closest possible collaboration between the institutions involved.",,
+ICPE-20-1957_RES1-FR,"5. The effectiveness of university-level teacher training institutions depends notably on the quality of the training received by their professors; therefore, before deciding to establish such an institution, it is essential to ensure the availability of qualified personnel.",,
+ICPE-20-1957_RES1-FR,"6. When the preparation of teachers responsible for the training of primary school instructors is provided by a university faculty, it is desirable that the instruction be partially shared with that of other faculties.",,
+ICPE-20-1957_RES1-FR,"7. In countries where this preparation is reserved for institutions outside the university, collaboration with universities should be encouraged to allow students of these institutions to attend certain university courses;",,
+ICPE-20-1957_RES1-FR,8. It is advisable to also entrust institutions responsible for the preparation of teachers in charge of primary teacher training with the preparation of administrators with an educational role as well as school inspectors; experienced teachers should be provided with every facility to benefit from this training.,,
+ICPE-20-1957_RES1-FR,"9. The management of teacher training institutions must be entrusted to an educator possessing an eminent degree of knowledge and experience in pedagogical issues; if the management is entrusted to a general education professor, a specialist in primary school pedagogy should be appointed to assist them.",,
+ICPE-20-1957_RES1-FR,"10. Each country, according to its school system, must strive, on the one hand, to coordinate and promote pedagogical doctrine at the national level and, on the other hand, to safeguard in teacher training institutions the ideas of progress and research in education by all appropriate means: special inspection, central commission, university-type body, etc.;",,
+ICPE-20-1957_RES1-FR,"11. When a country does not yet have the necessary institutions, it should take advantage of international cooperation to entrust highly reputable foreign institutions with the training of teachers responsible for the preparation of primary school teachers and secure financial support for this purpose.",,
+ICPE-20-1957_RES1-FR,"12. Regardless of the institutions responsible for the preparation of teachers in charge of primary teacher training, the professors and students of these institutions should demonstrate qualities equal to those required in universities;",,
+ICPE-20-1957_RES1-FR,"13. It is appropriate to require that professors responsible for the training of primary school teachers possess university-level education or higher, corresponding at least to a bachelor's degree.",,
+ICPE-20-1957_RES1-FR,"14. In the selection of candidates for teaching positions in pedagogical training institutions, consideration should be given not only to moral, intellectual, and pedagogical aptitudes, but also to vocation and social awareness.",,
+ICPE-20-1957_RES1-FR,"15. Regardless of the system adopted (competitive examinations, appointments by selection, etc.), the appointment of teachers responsible for the training of primary school teachers must be strictly impartial and take into account only the qualifications and knowledge of the candidates as well as their qualities as educators.",,
+ICPE-20-1957_RES1-FR,"16. When qualifications are equal, male and female candidates must have equal opportunities to access professorships in institutions responsible for training primary school teachers and must receive the same remuneration.",,
+ICPE-20-1957_RES1-FR,"17. Student teachers whose financial situation requires it must be able to pursue their studies free of charge and receive a scholarship or a stipend, as well as free boarding when this system is applied; those among them who are already part of the teaching staff must be granted leave with pay and possibly a relocation allowance.",,
+ICPE-20-1957_RES1-FR,"18. When teachers responsible for general education in pedagogical training institutions originally receive the same training as secondary school teachers, they shall be selected from among the latter based on their qualifications and teaching experience; this selection shall be considered a promotion and entitle them to additional remuneration; following this recruitment, they shall undergo an internship enabling them, in particular, to establish or reestablish contact with teaching in a primary school.",,
+ICPE-20-1957_RES1-FR,"19. In order to broaden the recruitment of particularly qualified teachers to train primary school teachers, it is advisable to grant leave with pay to those primary school teachers who, having demonstrated outstanding qualities in their teaching, wish to undertake the necessary higher education studies;",,
+ICPE-20-1957_RES1-FR,"20. The professors responsible for teaching future primary school teachers special subjects such as drawing, manual work, home economics, music, and physical education must possess training and qualifications equivalent to those of their colleagues responsible for general instruction;",,
+ICPE-20-1957_RES1-FR,"21. A pedagogical and psychological preparation should normally be required of professors responsible for special instruction as well as of their colleagues responsible for general instruction, so that both are able to adapt their teaching to the needs of future primary school teachers.",,
+ICPE-20-1957_RES1-FR,"22. The specialized training of teachers assigned to instruct trainee teachers in psychology and pedagogy must include both theoretical and practical education covering child and adolescent psychology, didactics, experimental pedagogy, school guidance, the history of pedagogy, comparative education, the organization and administration of education, civic instruction, popular traditions, etc.; it must be advanced, in a given specialty, up to the level of research.",,
+ICPE-20-1957_RES1-FR,"23. The curricula of institutions responsible for training teachers charged with preparing primary school teachers should include an introduction to research concerning educational theory and practice, and the teachers should regard participation in this research as one of the duties of their position.",,
+ICPE-20-1957_RES1-FR,"24. It is necessary that professors of psychology and pedagogy have experience in primary education, especially those responsible for introducing student teachers to the practice of teaching;",,
+ICPE-20-1957_RES1-FR,25. It is appropriate that the teaching staff of pedagogical training institutions take an active interest in relations between peoples and become familiar with the content and methods of an education designed to foster international understanding;,,
+ICPE-20-1957_RES1-FR,26. Care should be taken to ensure that teachers responsible for the pedagogical training of future rural teachers are introduced to the study of rural environments and the educational methods suited to them;,,
+ICPE-20-1957_RES1-FR,"27. The training of teachers for children with special needs, which requires specific qualifications and experience, should be entrusted, either within a regular teacher training institution or a specialized establishment, to instructors who have received additional specialized preparation.",,
+ICPE-20-1957_RES1-FR,"28. Regardless of their nature, institutions preparing teachers responsible for the training of primary school teachers must have a sufficient number of chairs, psychology and pedagogy laboratories, and practice schools or classes; they must also possess a well-equipped library of psychopedagogical books and journals, as well as collections of audiovisual materials either commercially distributed or produced by the teacher; prospective teachers will be introduced to the use of all this material and to the search, within the local environment, for all means conducive to making their teaching more concrete and active.",,
+ICPE-20-1957_RES1-FR,29. Primary school teachers in whose classes future teachers receive their practical training should be specially selected on the basis of their qualifications and experience;,,
+ICPE-20-1957_RES1-FR,"30. Measures must be taken by the competent authorities to enable the professors responsible for the training of primary school teachers to enhance their knowledge through reading publications, participating in working or discussion groups, attending training centers and study courses, receiving scholarships, traveling abroad, etc.; it is desirable that, for the greatest benefit of all, a sustained collaboration be established between these professors and the academic and university environments capable of assisting them in their research and educational documentation.",,
+ICPE-20-1957_RES1-FR,"31. It is of great importance that pedagogy professors regularly reconnect with teaching practice and that, furthermore, inspectors are occasionally called upon to synthesize their conceptions, for example during a pedagogy course; to this end, whenever feasible, exchanges of functions between pedagogy professors and primary education inspectors should be encouraged.",,
+ICPE-20-1957_RES1-FR,"32. The professors responsible for the training of primary school teachers must receive at least all the benefits (leave, working hours, retirement, insurance, etc.) granted to teaching staff of the same rank; it is desirable that they be able to periodically obtain one-year paid leave to update their professional knowledge.",,
+ICPE-20-1957_RES1-FR,"33. The remuneration of professors responsible for the training of primary school teachers must be at least equal to that granted to other teachers or civil servants performing activities of the same level; in particular, professors at secondary-level pedagogical training institutions, selected as indicated in Article 18, must receive a higher salary than that of secondary school teachers.",,
+ICPE-21-1958_RES1-FR,"The International Conference on Public Education, convened in Geneva by the United Nations Educational, Scientific and Cultural Organization and the International Bureau of Education, and having met there on July 7, 1958, in its twenty-first session, adopts on July 15, 1958, the following recommendation: The Conference,",,
+ICPE-21-1958_RES1-FR,"Considering that the current evolution is characterized by rapid transformations occurring in the fields of knowledge, social structures, and human activities,",,
+ICPE-21-1958_RES1-FR,"Considering that today's schoolchildren will live their adult lives in a world largely influenced by the applications of science to activities of all kinds,",,
+ICPE-21-1958_RES1-FR,"Whereas progress in pedagogy, although largely dependent on the movement of ideas and the discussion and exchange of opinions, primarily requires objective research on educational problems,",,
+ICPE-21-1958_RES1-FR,"Considering that the development of curricula must take into account the possibilities and concerns of the individual, whether boy or girl, as well as those of the community,",,
+ICPE-21-1958_RES1-FR,"Whereas the primary school has the essential function of providing the child, along with a taste for and respect of work, the necessary tools for the acquisition of knowledge and the comprehensive development of his or her personality,",,
+ICPE-21-1958_RES1-FR,"Considering that primary education must offer its students the opportunity to undertake tasks that call upon the best in themselves,",,
+ICPE-21-1958_RES1-FR,"Considering that in order to give full effectiveness to their activity, teachers must benefit, within the framework of the curricula, from sufficient freedom to choose the subjects and teaching methods that will allow them to work at a pace conducive both to themselves and to their pupils,",,
+ICPE-21-1958_RES1-FR,"Considering that educators unanimously condemn overwork and the excessive burden of primary education curricula,",,
+ICPE-21-1958_RES1-FR,"Considering that it is appropriate to protect primary school students from any tendency to impose on them studies and responsibilities that are incompatible with the age and abilities of each child,",,
+ICPE-21-1958_RES1-FR,"Considering that, despite similar aspirations, countries with very different situations must provide diverse solutions to the problem of the development and promulgation of primary education curricula,",,
+ICPE-21-1958_RES1-FR,Submits the following recommendation to the Ministries of Public Instruction of the various countries:,,
+ICPE-21-1958_RES1-FR,"PRINCIPLES GOVERNING THE DEVELOPMENT OF PRIMARY SCHOOL CURRICULA 1. A frequent confusion has arisen in various countries between the concept of primary school and that of compulsory education; wherever the two terms do not coincide, it is necessary to counter the tendency to assign to primary school objectives that do not belong to it, which often results in an overload of the school curricula;",,
+ICPE-21-1958_RES1-FR,"2. In every country, primary education must aim to: a) equip the child with the fundamental instruments of thought and action which, adapted to their age, will help them to live fully as an individual and citizen and to understand the world in which they are called to live; b) transmit a heritage and culture and provide the means to enrich them; c) train free individuals, aware of their responsibilities, respectful of themselves and others, and active, useful members of the national community;",,
+ICPE-21-1958_RES1-FR,"3. One of the principal objectives of modern education must be to prepare the child to participate consciously and actively, according to their age and level of development, in the life of the family, the community, and the nation, as well as in the advent of a more fraternal global community, rich in diverse aspects but united in the pursuit of common goals: peace, security, and fruitful collaboration among all human beings.",,
+ICPE-21-1958_RES1-FR,"4. Every curriculum should include three elements: the knowledge to be assimilated, the skills to be mastered, and the means to ensure physical development as well as to satisfy individual and social emotional, aesthetic, and spiritual needs.",,
+ICPE-21-1958_RES1-FR,"5. Curricula must be organized by grade level, taking into account the children's capacity for understanding and assimilation at different stages of their development, in order to ensure a rational intellectual education and schoolwork conducted at a normal pace;",,
+ICPE-21-1958_RES1-FR,"6. In establishing the content of the curricula, reference should be made not only to mental processes but also to the interests and needs of children, as well as to their emotional and physiological life;",,
+ICPE-21-1958_RES1-FR,7. Any teaching program must take into account the competence of the teachers and the actual working time available to both teachers and students;,,
+ICPE-21-1958_RES1-FR,"8. In developing the primary education curricula, it is important to assign the following objectives to the intellectual, emotional, and moral formation of the pupil: learning to learn, learning to think and to express oneself, learning to act, learning to conduct oneself.",,
+ICPE-21-1958_RES1-FR,9. The encyclopedic nature of the curricula should be replaced by the selection of essential concepts.,,
+ICPE-21-1958_RES1-FR,"PROCEDURE FOR THE DEVELOPMENT OF PRIMARY CURRICULA 10. Regardless of the school administration system in place in a given country, the development of curricula must be entrusted to specialized bodies, whether permanent organizations or temporary commissions;",,
+ICPE-21-1958_RES1-FR,"11. The bodies responsible for the development of primary curricula must include, alongside practitioners from various levels of education, specialists in educational sciences and child psychology;",,
+ICPE-21-1958_RES1-FR,"12. It would be beneficial in certain circumstances for the bodies responsible for the development and revision of primary curricula to work in cooperation with representatives of parents, cultural sectors, and the economy, whether employers or workers;",,
+ICPE-21-1958_RES1-FR,The attention of the responsible authorities is drawn to the dangers posed by a hasty and improvised procedure for the development and revision of primary education curricula.,,
+ICPE-21-1958_RES1-FR,"14. Any work on the development or revision of curricula requires a thorough effort of preliminary research and documentation: the needs of the country, the capabilities of the teaching staff, data on the specific pace of psychological development of children, comparative studies on primary education curricula in other countries, and the results of educational experiments;",,
+ICPE-21-1958_RES1-FR,"15. Experimental pedagogical research, being called upon to play a primary role in the work of reforming and revising primary education curricula, should see an increase in both the number of centers and teachers devoted to this research, as well as the resources made available to them.",,
+ICPE-21-1958_RES1-FR,16. It is important to intensify international exchanges concerning the revision of primary education curricula.,,
+ICPE-21-1958_RES1-FR,"PROMULGATION AND IMPLEMENTATION OF PRIMARY PROGRAMS 17. Experience has demonstrated the advantages of enacting programs only after subjecting them to a sufficiently long trial, either in experimental schools or in ordinary primary schools;",,
+ICPE-21-1958_RES1-FR,"18. The authorities responsible for the promulgation of primary education curricula necessarily vary according to the centralized or decentralized system in force in each country; in the former case, it is desirable that the legislative provisions regarding the promulgation of curricula allow for considerable flexibility to enable adaptation of these curricula to regional and local requirements;",,
+ICPE-21-1958_RES1-FR,"19. It is desirable that, in countries where primary curricula are mandatory, school principals or the teachers themselves be given the responsibility to interpret and adapt them.",,
+ICPE-21-1958_RES1-FR,"20. It is highly advantageous to present the curricula accompanied by methodological instructions which, while reminding the teacher of the objectives to be achieved, provide the necessary information for their practical application;",,
+ICPE-21-1958_RES1-FR,"21. When new curricula or new methodological instructions are promulgated, all means must be employed (conferences, pedagogical meetings, study groups, talks by inspectors, etc.) so that the teachers responsible for applying them are informed of the principles underlying the proposed changes;",,
+ICPE-21-1958_RES1-FR,22. All necessary measures should be taken to ensure the alignment of textbooks and other teaching materials with the new curricula.,,
+ICPE-21-1958_RES1-FR,"23. While acknowledging the impossibility of establishing limits applicable to all countries and all branches of education, and taking into account the advantages and disadvantages that program revisions may present when conducted too frequently or too infrequently, it is appropriate to provide for a periodic adjustment of the programs in relation to advances in pedagogy and culture and to social changes.",,
+ICPE-21-1958_RES1-FR,"The International Conference on Public Education, convened in Geneva by the United Nations Educational, Scientific and Cultural Organization and by the International Bureau of Education, and having met there on the seventh of July nineteen fifty-eight in its twenty-first session, adopts on the sixteenth of July nineteen fifty-eight the following recommendation: The Conference,",,
+ICPE-21-1958_RES1-FR,"Considering Recommendation No. 8 to the Ministries of Public Instruction on the organization of rural education, adopted on July 13, 1936, by the International Conference on Public Instruction convened in its fifth session,",,
+ICPE-21-1958_RES1-FR,"Considering that the ignorance of a large portion of rural populations, representing more than half of humanity, is a major cause of imbalance and inevitably hinders the progress of all nations,",,
+ICPE-21-1958_RES1-FR,"Considering that the situation faced by children in rural areas of certain countries is in blatant contradiction with the principle, affirmed by Article 26 of the Universal Declaration of Human Rights, of free and compulsory primary education for all,",,
+ICPE-21-1958_RES1-FR,"Considering that the unequal access to education from which many rural children are effectively suffering constitutes an injustice that urgently needs to be remedied,",,
+ICPE-21-1958_RES1-FR,"Considering that the increasingly advanced harmonization of rural and urban lifestyles, particularly in regions that have benefited from improvements in transportation means and information technologies, requires that rural youth have access to educational opportunities equal to those enjoyed by their urban peers,",,
+ICPE-21-1958_RES1-FR,"Considering that the rapid pace of cultural, economic, and social evolution of humanity requires the continuous adaptation of all individuals, and especially those belonging to rural communities,",,
+ICPE-21-1958_RES1-FR,"Considering that, given the particularly pronounced interdependence of cultural, economic, and social factors in underdeveloped rural regions, any effort to raise the standard of living requires",,
+ICPE-21-1958_RES1-FR,"Considering that the conservation and rational use of natural resources require constant attention in the interest of all humanity and that the rural population has particular concerns and responsibilities in this regard,",,
+ICPE-21-1958_RES1-FR,"Considering that the rural school, just like the urban school, constitutes for the entire community it serves a center of culture and economic and social progress,",,
+ICPE-21-1958_RES1-FR,"Considering that some countries have developed rural education as effective as their urban education, and that countries for whom the education of rural youth presents particularly acute challenges have made remarkable progress in this field,",,
+ICPE-21-1958_RES1-FR,"Considering that in regions experiencing rural exodus, the education of young rural inhabitants presents specific challenges dictated by the need to retain qualified teachers in the countryside, — 174",,
+ICPE-21-1958_RES1-FR,"Considering that international cooperation must contribute to improving rural education in all countries and that, to this end, it requires concrete assistance from both national and international organizations,",,
+ICPE-21-1958_RES1-FR,"Considering that despite similar aspirations, countries with very different situations must provide diverse solutions to the problem of access to education in rural areas,",,
+ICPE-21-1958_RES1-FR,Submits the following recommendation to the Ministries of Public Instruction of the various countries:,,
+ICPE-21-1958_RES1-FR,"1. The authorities responsible for school administration must organize education for all children in rural areas that is equivalent in level to that provided to children in urban areas. In this regard, their responsibilities specifically include: a) conducting an inventory of educational needs in rural areas; b) determining the particular characteristics that the organization of education, curricula, and methods to be adopted for rural areas must have; c) implementing a plan of achievements (programs, school buildings, teaching staff, equipment, supplementary school activities, etc.); d) allocating the necessary funds and ensuring their distribution, according to identified needs, between rural and urban areas; e) ensuring equal access for children from rural areas to guidance services and post-primary studies. It is desirable that the responsible authorities keep representatives of public opinion, particularly parents’ associations and teachers’ organizations, informed of their intentions and possibly involve them in their work;",,
+ICPE-21-1958_RES1-FR,"2. It is desirable that the authorities responsible for school administration organize campaigns aimed at the rapid elimination of factors of inequality between rural and urban areas (incomplete schooling, insufficient facilities, shortage of qualified teachers, etc.) and at raising awareness of the harm that this situation causes to the cultural and economic development of the country. They should also undertake campaigns to encourage rural communities to take an interest in the development of their own education and to mobilize their material and moral resources for this purpose.",,
+ICPE-21-1958_RES1-FR,"3. In countries where school administration is centralized and where rural schooling presents particularly difficult challenges, it may be advantageous to establish administrative bodies specifically tasked with promoting education in these areas, provided that this temporary separation of functions does not result in the entrenchment of existing forms of inequality in education.",,
+ICPE-21-1958_RES1-FR,"4. In order for rural schools to remain faithful to the principles underlying the entire education system, these administrative bodies must be subordinate to the public education administration; moreover, they must cooperate closely with ministries or departments tasked with accelerating the economic and social development of rural areas.",,
+ICPE-21-1958_RES1-FR,"5. These administrative bodies must be primarily concerned with progressively establishing rural primary education at the same level as that provided in urban areas, but they must also strive to offer rural students the same opportunities to pursue post-primary studies.",,
+ICPE-21-1958_RES1-FR,"6. Wherever it appears possible and appropriate, private initiative should be encouraged in all its forms, while maintaining it under the control of the public education administration.",,
+ICPE-21-1958_RES1-FR,7. It would be beneficial to establish special funds at the local or regional level intended to finance the construction of schools in rural areas;,,
+ICPE-21-1958_RES1-FR,"8. School inspection must take into account the particular characteristics of rural schools and respect their special operating modalities; when a specific inspection for rural education exists, it is important to prevent it from reinforcing any de facto discrimination to the detriment of rural schools.",,
+ICPE-21-1958_RES1-FR,"9. In decentralized countries where local authorities play a predominant role in the administration and organization of education, the use of special administrative bodies appears less essential; nevertheless, it remains desirable that these authorities are guided by the principles set forth above.",,
+ICPE-21-1958_RES1-FR,"10. It is appropriate to involve local authorities in rural education and encourage them to act effectively on its behalf; however, the higher authority must always exercise supervisory oversight, which may extend to full responsibility in the case of the least advantaged regions.",,
+ICPE-21-1958_RES1-FR,"11. Once the principle of rural education, which in quality as well as in scope cannot be inferior to that enjoyed by children in urban areas, is accepted, it is necessary to organize this education taking into account the advantages and disadvantages that rural areas may present; to this end, it is essential to adapt the schedules and holidays of rural schools to local living conditions;",,
+ICPE-21-1958_RES1-FR,"12. Every child has the right to a comprehensive education throughout the duration of compulsory schooling. To achieve this ideal, small communities will benefit, following the example of many developed countries, from adopting the single-teacher full primary school; through this system and the cooperation of the students themselves, the teacher can follow the curriculum for all the grades included in this schooling.",,
+ICPE-21-1958_RES1-FR,"The implementation of this system requires that the prospective teacher be introduced to its operation from the teacher training college; if the teacher is able to draw upon psycho-pedagogical principles, his school can become as active and effective as a school where students are grouped according to their age and knowledge.",,
+ICPE-21-1958_RES1-FR,"14. Another viable approach for certain rural areas is the central school system which, possessing an organization and equipment similar to that of the urban school, can offer a complete education to all the students within its jurisdiction;",,
+ICPE-21-1958_RES1-FR,"15. When the communication network allows, students of the central school must benefit from free or affordable transportation to return home every day, enabling a balance between the advantages of family life and those of school life.",,
+ICPE-21-1958_RES1-FR,"16. It is also possible to consider the establishment, near each central school, of a boarding facility staffed by personnel specially trained for this purpose; in such cases, measures should be taken to ensure regular contact between boarding students and their families.",,
+ICPE-21-1958_RES1-FR,"17. When circumstances permit (sufficient numbers, easy communications), it is appropriate to adopt a system combining a single teacher for the youngest pupils and transportation for the older ones to a central school;",,
+ICPE-21-1958_RES1-FR,18. Attendance at the rural school can be greatly facilitated by the establishment of school canteen and cloakroom services; these services may also have a beneficial impact on the health of the students and effectively contribute to the dissemination of hygiene principles among the population.,,
+ICPE-21-1958_RES1-FR,"19. If the parents of students have sufficient education to directly oversee their children's studies, correspondence education constitutes an appropriate means to ensure the full schooling of isolated children;",,
+ICPE-21-1958_RES1-FR,20. Education through radio or television can constitute an effective means of ensuring the education of children who are unable to attend school and of complementing the instruction received by others in the classroom.,,
+ICPE-21-1958_RES1-FR,"21. Correspondence education and education via radio or television should be supplemented by the periodic gathering of students under the direction of a teacher, at least once per term and for one week, in order to allow them to experience communal life and work.",,
+ICPE-21-1958_RES1-FR,"22. Every effort must be made to ensure that the curricula and programs of rural schools are not inferior in quality or scope to those of urban schools, thereby enabling students in rural primary education to acquire the basic skills, knowledge, and modes of thinking necessary to pursue uninterrupted secondary studies on an equal footing with their peers in urban schools;",,
+ICPE-21-1958_RES1-FR,"23. However, it is important that rural education, without becoming vocational education per se, draws inspiration from the living conditions and work of the countryside in order to provide its students with a practical mindset, contribute to the improvement of the population’s standard of living, and better highlight the connection between this improvement and the rational use of natural resources;",,
+ICPE-21-1958_RES1-FR,"24. Extracurricular groups (environmental study, scouting, young farmers, etc.) constitute a useful means to extend the educational action of the rural school;",,
+ICPE-21-1958_RES1-FR,25. The use of textbooks and educational materials specially designed for rural primary education can prove useful in countries that have the necessary resources;,,
+ICPE-21-1958_RES1-FR,"26. The conditions of the rural environment lend themselves, at least as much as those of the urban environment, to the use of active methods in teaching;",,
+ICPE-21-1958_RES1-FR,27. The organization of school radio or television programs can facilitate the professional development of the rural schoolteacher by enabling them to improve their teaching and to overcome their isolation.,,
+ICPE-21-1958_RES1-FR,"28. Equal access to education in rural areas should not be pursued solely at the primary level; it is necessary to develop, wherever feasible, both general and technical secondary education resources.",,
+ICPE-21-1958_RES1-FR,"29. When it is not possible to organize post-primary education in every rural community, it is appropriate to establish the necessary institutions in easily accessible centers serving a group of localities.",,
+ICPE-21-1958_RES1-FR,"30. Young people who, having passed the age of compulsory schooling, devote themselves to agricultural work must have the opportunity to attend part-time education aimed at strengthening the general knowledge they acquired at school and improving their professional training;",,
+ICPE-21-1958_RES1-FR,"31. It is essential for the improvement of living conditions in rural areas that the educational authorities, in collaboration with agricultural authorities and agricultural workers' organizations, take an interest in adult education;",,
+ICPE-21-1958_RES1-FR,"32. The various communities should have rural centers gathering, in dedicated premises, all the necessary documentation resources (cinema, radio, television, library, etc.).",,
+ICPE-21-1958_RES1-FR,"33. In developed regions, it is appropriate to establish information and professional development opportunities for all adults, without neglecting general education and a deeper understanding of the major issues of the modern world;",,
+ICPE-21-1958_RES1-FR,"34. In underdeveloped regions, adult education will take the form of literacy and basic education campaigns;",,
+ICPE-21-1958_RES1-FR,"35. In all regions, adult education must not neglect the organization of leisure activities, an important factor in combating rural exodus.",,
+ICPE-21-1958_RES1-FR,"36. Particular attention should be given to training, through courses, manuals, study workshops, etc., as many specialists in adult education as possible.",,
+ICPE-21-1958_RES1-FR,"37. In countries where rural primary school teachers receive separate training, the studies of rural pupil-teachers must not be shorter in duration or lower in level than those of their urban counterparts;",,
+ICPE-21-1958_RES1-FR,"38. In countries where all primary school teachers receive the same training, they should be introduced to the issues of rural school life and the practice of teaching in single-teacher schools;",,
+ICPE-21-1958_RES1-FR,"39. Equality or uniformity in training must ensure that all primary school teachers are granted the same rights regarding their professional status (conditions of appointment, remuneration, transfers, etc.);",,
+ICPE-21-1958_RES1-FR,"40. In countries where rural primary school teachers have received training of a lower level than that of urban primary school teachers, it is important to take measures (vacation courses, weekly advanced training courses, correspondence courses, etc.) to put an end to this state of inferiority;",,
+ICPE-21-1958_RES1-FR,"41. Appropriate measures should be taken (regular inspection visits, professional meetings and training seminars, library services and audiovisual resources, in-service training courses, correspondence courses, etc.) to remove any sense of isolation felt by rural primary school teachers;",,
+ICPE-21-1958_RES1-FR,"42. Given the generally unfavorable living conditions in rural areas and the extent of the responsibilities entrusted to rural primary school teachers, who are often called upon to participate in literacy and basic education campaigns, and considering the resulting recruitment difficulties, it is appropriate to grant them special benefits (housing, bonuses or special allowances, support for their children’s education and for maintaining their own general and professional development, etc.) and to offer them the same opportunities for advancement within the educational hierarchy on an equal basis with their urban colleagues.",,
+ICPE-21-1958_RES1-FR,"43. In recruiting primary school teachers, efforts should be made to attract candidates from rural areas; to ensure the recruitment of trainee teachers originating from rural backgrounds and possessing the required qualifications, it is necessary to establish supplementary or secondary courses wherever this proves necessary.",,
+ICPE-21-1958_RES1-FR,"41. Given the importance and specific nature of literacy and basic education, as well as post-school education and adult education in rural areas, it is essential to prepare specialized personnel for these various tasks who, in addition to the usual pedagogical qualifications, possess sufficient knowledge in social psychology and rural sociology.",,
+ICPE-21-1958_RES1-FR,"45. Given the importance of the issue of access to education in rural areas, it is highly desirable that it be the subject of regional conferences aimed at adapting the principles established by this recommendation to each major region;",,
+ICPE-21-1958_RES1-FR,"46. The attention of international organizations and their interested Member States involved in the expansion of education should be drawn to the importance of including in their projects the continuation and intensification of assistance provided to underdeveloped countries, so that these countries may have the necessary material and technical means for the education of children in rural areas.",,
+ICPE-21-1958_RES1-FR,"47. In regions where the single-teacher full school system is still unknown and where circumstances make the introduction of this system necessary or desirable to increase access to primary education, study days should be dedicated to it and the involvement of experts anticipated for its possible implementation.",,
+ICPE-22-1959_RES1-FR,"The International Conference on Public Instruction, convened in Geneva by the United Nations Educational, Scientific and Cultural Organization and by the International Bureau of Education, and having met there on the sixth of July nineteen hundred and fifty-nine in its twenty-second session, adopts on the fifteenth of July nineteen hundred and fifty-nine the following recommendation: The Conference,",,
+ICPE-22-1959_RES1-FR,"Considering that it is essential, both from a social and pedagogical standpoint, that no pupil should be deprived of the opportunity to have access to the textbooks used in each grade of the primary school,",,
+ICPE-22-1959_RES1-FR,"Considering that, although the primary role in the classroom unquestionably belongs to the teacher, the textbook remains for them one of the tools capable of promoting dynamic teaching,",,
+ICPE-22-1959_RES1-FR,"Considering that everywhere, and particularly where the teacher must work under difficult conditions (overcrowded classes, single-teacher schools, etc.), the textbook constitutes an indispensable tool for the educator,",,
+ICPE-22-1959_RES1-FR,"Considering that, in certain environments, the textbook is the first book to enter a household and should, in a way, form the nucleus of a small family library,",,
+ICPE-22-1959_RES1-FR,"Considering that the textbook is not only an auxiliary tool for teaching but also an important instrument of moral education, capable of fostering the student's social behavior and encouraging their sense of respect for work and brotherhood among peoples,",,
+ICPE-22-1959_RES1-FR,"Considering that the rapprochement and mutual understanding of peoples are achieved most easily and rapidly within the framework of education and culture, and that the textbook can contribute, just as much as the teacher’s attitude and speech, to a broader understanding among peoples,",,
+ICPE-22-1959_RES1-FR,"Considering that international mutual assistance and collaboration can contribute to the improvement of textbooks at the stages of development, publication, and use,",,
+ICPE-22-1959_RES1-FR,Submits the following recommendation to the Ministries of Public Instruction of the various countries:,,
+ICPE-22-1959_RES1-FR,"DEVELOPMENT OF TEXTBOOKS 1. Given the significant role that textbooks play in primary education, it is essential that, regardless of the system used for their development, educational authorities consistently pay greater attention to the value of these works from all perspectives.",,
+ICPE-22-1959_RES1-FR,"2. Especially in countries where the writing of textbooks is the responsibility of private initiative, it is essential to ensure that the works used in classrooms possess indisputable scientific, pedagogical, and aesthetic value.",,
+ICPE-22-1959_RES1-FR,"3. Given the requirements concerning both the content of the textbook and its didactic value, it is increasingly desirable that, during the development of textbooks, collaboration is established between experts in educational research, specialists in the relevant disciplines, and the teachers responsible for instructing them.",,
+ICPE-22-1959_RES1-FR,4. Competitions between authors or groups of authors can contribute to improving the quality of school textbooks.,,
+ICPE-22-1959_RES1-FR,5. It is particularly in countries where the publication of textbooks falls directly under the competent authority that the establishment of editorial commissions or committees responsible for their development is deemed desirable.,,
+ICPE-22-1959_RES1-FR,"6. When the preparation of school textbooks is entrusted to commissions or editorial committees, these bodies must include, among others, primary school teachers responsible for classes of the corresponding level in as diverse environments as possible.",,
+ICPE-22-1959_RES1-FR,"7. When circumstances permit, the use of the experimental method offers certain advantages; the prior use of a draft textbook in a limited number of classes allows for the collection of opinions, suggestions, and critiques from educators who have used it on a trial basis.",,
+ICPE-22-1959_RES1-FR,"PUBLISHING OF TEXTBOOKS 8. In countries where private initiative plays a role in the publishing of textbooks for primary schools, educational authorities could organize competitions among publishing houses with the aim of improving the quality of the published works and reducing their production costs.",,
+ICPE-22-1959_RES1-FR,"9. Regardless of the method chosen for the publication of school textbooks, every effort should be made to further enhance the improvements observed in recent years in terms of typography, illustration, binding, and so forth.",,
+ICPE-22-1959_RES1-FR,"10. In countries where low production does not allow every student to have the books required by the strict application of the curricula for each grade, it is essential to take urgent measures prioritizing the publication of textbooks over the production of less essential categories of school materials.",,
+ICPE-22-1959_RES1-FR,"11. In agreement with other concerned bodies (national economy, finance, customs, etc.), educational authorities should examine ways to maximize the rationalization of the production and, if necessary, the importation of textbooks, which should allow for a reduction in both production costs and sales prices without compromising quality.",,
+ICPE-22-1959_RES1-FR,"12. Countries whose limited publishing resources compel them to resort to foreign production have a strong interest in requiring that the textbooks they need to import be adapted, as far as possible, to their educational programs and national characteristics.",,
+ICPE-22-1959_RES1-FR,"13. In centralized countries where textbooks are published for use throughout the entire territory, it is advisable to provide for certain adaptations that take into account regional, if not local, differences, particularly in geography and natural sciences.",,
+ICPE-22-1959_RES1-FR,"14. In decentralized countries that have adopted the official publication of textbooks, the educational authorities of the different administrative districts should consult with one another to jointly publish textbooks covering certain subjects, in order to increase print runs and reduce production costs.",,
+ICPE-22-1959_RES1-FR,"15. Particular care should be given to legibility (choice of typeface and typographical layout), especially in the case of reading books intended for beginners.",,
+ICPE-22-1959_RES1-FR,"16. Although illustrations contribute to increasing the production cost of school textbooks, particularly when they are in color, consideration should be given to the assistance they can provide for the understanding and assimilation of the text, especially in certain disciplines of an abstract nature, where they are necessary, and in the case of textbooks intended for beginners.",,
+ICPE-22-1959_RES1-FR,"17. Since the artistic presentation of school textbooks constitutes one of the most direct elements of students’ aesthetic education, it would be appropriate to draw inspiration from the advances made in the fields of recreational and educational books.",,
+ICPE-22-1959_RES1-FR,"18. Given the constant use to which school textbooks are subjected, it is necessary to take into account the issue of the durability of the binding and the quality of the paper.",,
+ICPE-22-1959_RES1-FR,"SELECTION OF TEXTBOOKS 19. In countries where the publication of textbooks for primary schools is carried out by private initiative or is not exclusively under the authority of educational authorities, one of the best ways to ensure their quality is to establish and maintain updated lists of selected textbooks from which the final choice will be made for each school or group of schools.",,
+ICPE-22-1959_RES1-FR,"20. The committees responsible for establishing the lists of selected textbooks must act with complete objectivity, taking into account the educational and scientific merit of the works, their presentation, and their sale price, as well as any potential feedback from the students' parents; these committees must, in any case, include representatives of the primary teaching staff.",,
+ICPE-22-1959_RES1-FR,"21. When teachers have the freedom to choose their textbooks, it is appropriate, in the interest of the students and the quality of education, to take all necessary measures to ensure the validity of this choice and to maintain the normal progression of instruction from one grade to the next.",,
+ICPE-22-1959_RES1-FR,DISTRIBUTION AND ACQUISITION OF TEXTBOOKS 22. The free distribution of textbooks to all primary school students is the logical consequence of the principle of compulsory education.,,
+ICPE-22-1959_RES1-FR,"23. In countries where a lack of financial resources prevents the strict application of this principle, the free distribution of textbooks should be extended as widely as possible to all categories of children who face difficulties in obtaining them; to this end, the educational authorities and teaching staff, in collaboration with parents' associations and school cooperatives, must find ways to provide free textbooks to all students who cannot afford to purchase them.",,
+ICPE-22-1959_RES1-FR,"24. It is desirable that school textbooks, particularly those used in the final year of primary education, remain the property of the student so as to form the core of a small personal library that fosters at home a love and respect for books, as well as an appreciation for culture.",,
+ICPE-22-1959_RES1-FR,"25. When the free distribution of textbooks is carried out on a loan basis, appropriate hygiene measures must be applied before the books are put back into circulation; it must also be ensured that the condition of each volume allows it to be used again.",,
+ICPE-22-1959_RES1-FR,"26. When the acquisition of textbooks is the responsibility of the parents or guardians of the child, special provisions, which may include price regulation, must be implemented to ensure that the purchase of these textbooks does not constitute an undue financial burden.",,
+ICPE-22-1959_RES1-FR,"DIDACTIC ISSUES 27. Textbooks intended for primary schools must reflect the advances made in educational sciences, facilitate the use of methods suited to the child's psychology, and meet the needs of both teachers and students.",,
+ICPE-22-1959_RES1-FR,"28. In the development of textbooks, it is necessary not only to seek a logical presentation of the material but also, and above all, to take into account the interests and mental capacities of the students.",,
+ICPE-22-1959_RES1-FR,"29. Every school textbook must provide, through its content, a collection of facts, ideas, and suggestions (texts, documents, illustrations, maps, graphs, questions, etc.); it must also make possible or even necessary the use of methods that promote the exchange of ideas between the teacher and the students, as well as the practice of individual work.",,
+ICPE-22-1959_RES1-FR,"30. Every effort should be made to ensure that the content of school textbooks corresponds to the reality of the facts and is kept up to date, especially with regard to statistics and scientific knowledge.",,
+ICPE-22-1959_RES1-FR,31. Textbooks must not refer to concepts other than those included in the curriculum applied in the classes for which they are intended.,,
+ICPE-22-1959_RES1-FR,"The textbook is an aid for the teacher and their students and should not be regarded as a crutch; the teacher must help to explain and highlight the essential ideas of the book; students will find in it a supplement, a guide, and a memory aid.",,
+ICPE-22-1959_RES1-FR,"33. When the subject allows and the teaching method permits, it would be beneficial for each lesson or chapter of the textbook to be followed by a series of questions and topics for activities or practical work designed to ensure the assessment and consolidation of the knowledge acquired, and to contribute to the development of the child's mind and skills.",,
+ICPE-22-1959_RES1-FR,"34. The textbook should not be used solely for the assimilation of essential concepts and the memorization of indispensable elements; it must include, whenever the subject allows, a selection of excerpts from specialized works that promote personal acquisition of knowledge and broaden the mind’s horizons.",,
+ICPE-22-1959_RES1-FR,"Special care must be taken with the vocabulary and style used in textbooks intended for primary schools, so that reading does not present difficulties that add to those of the knowledge to be assimilated.",,
+ICPE-22-1959_RES1-FR,36. It would be appropriate to plan the simultaneous introduction of new textbooks and new curricula when the latter exhibit differences in approach or significant changes compared to those they replace.,,
+ICPE-22-1959_RES1-FR,"37. In addition to the textbooks distributed individually to primary school students, it is appropriate to provide them with consultation and reference works in order to cultivate in each pupil a taste for independent research; the school library or classroom library thus becomes an indispensable complement to the textbook.",,
+ICPE-22-1959_RES1-FR,"38. It is appropriate to encourage the emerging trend in several countries towards the widespread use of instructional manuals or teachers' books, works designed closely in connection with the textbooks adopted in the classroom.",,
+ICPE-22-1959_RES1-FR,"TEXTBOOKS AND INTERNATIONAL COOPERATION 39. Textbooks intended for use in primary schools must contribute positively to international understanding, with the aim of fostering universal brotherhood and effective collaboration among peoples; it is therefore important that all countries take measures to ensure that various textbooks are free from any elements that could harm understanding among peoples, social groups, races, and religions.",,
+ICPE-22-1959_RES1-FR,"40. It is highly desirable that, following the example already set by many countries, joint commissions of educators and experts on contentious issues be established with the aim of eliminating from textbooks anything that could hinder understanding between their respective peoples; international educational organizations are particularly well placed to promote the formation of such joint commissions.",,
+ICPE-22-1959_RES1-FR,"41. School textbooks must be thoroughly imbued with a spirit of sincere respect for other peoples and with the concept of international understanding and cooperation; when the subject matter permits, they should provide more detailed information about other countries and the role of international organizations.",,
+ICPE-22-1959_RES1-FR,"42. International collections of textbooks have provided, and are called upon to provide increasingly, significant services to authors and publishers; the existence of these international collections should be made known to educational authorities, teachers, authors, and publishers.",,
+ICPE-22-1959_RES1-FR,"43. There is an undeniable interest in ensuring that international collections of school textbooks are as complete or as representative as possible; procedures, which will not necessarily be the same for all countries, must be developed in order to achieve this objective and to keep these collections up to date.",,
+ICPE-22-1959_RES1-FR,44. National and international centers for educational documentation should maintain up-to-date collections of textbooks and organize exchanges of textbooks among the various interested countries.,,
+ICPE-22-1959_RES1-FR,"Temporary exhibitions of textbooks presenting, in addition to the textbooks used in the country, specimens of textbooks in use abroad, constitute one of the most effective means of promoting the improvement of textbooks in all respects.",,
+ICPE-22-1959_RES1-FR,"46. When undertaking the revision of their textbooks, those responsible for the new editions would do well either to send specialists to consult the existing international collections of textbooks or to request loans of specimens of textbooks in use in other countries.",,
+ICPE-22-1959_RES1-FR,"47. In their technical assistance programs, international organizations and intergovernmental bodies should arrange for the dispatch of experts specialized in the development and publication of textbooks for primary schools to countries that request such support.",,
+ICPE-22-1959_RES1-FR,"The International Conference on Public Instruction, convened in Geneva by the United Nations Educational, Scientific and Cultural Organization and by the International Bureau of Education, and having met there on July 6, 1959, in its twenty-second session, adopts on July 15, 1959, the following recommendation: The Conference,",,
+ICPE-22-1959_RES1-FR,"Considering that all countries are making increasingly systematic efforts to improve the living conditions of their populations both culturally and materially,",,
+ICPE-22-1959_RES1-FR,"Considering that at each stage of their development, peoples require an increasing number of technical and scientific personnel to achieve their objectives,",,
+ICPE-22-1959_RES1-FR,"Considering that the ever-accelerating development of science and technology requires a constant adaptation of training methods for executives,",,
+ICPE-22-1959_RES1-FR,"Considering that the very serious shortage from which certain countries suffer in this field risks perpetuating and increasing their economic lag,",,
+ICPE-22-1959_RES1-FR,"Considering that there are everywhere enough young people capable of providing good technical and scientific personnel, provided they receive the necessary training,",,
+ICPE-22-1959_RES1-FR,"Whereas, each year, the shortage of resources, instructors, and facilities prevents educational authorities from providing this training to a significant portion of the youth in their country,",,
+ICPE-22-1959_RES1-FR,"Considering that it is appropriate to guarantee women, in practice, the same rights and opportunities of access to technical and scientific positions,",,
+ICPE-22-1959_RES1-FR,"Considering that practical training always holds paramount importance in technical and scientific studies,",,
+ICPE-22-1959_RES1-FR,"Considering that, in technical and scientific education as in other levels of education, the teacher remains the essential element,",,
+ICPE-22-1959_RES1-FR,"Considering that any increase in the technical and scientific potential of nations that is not accompanied by a corresponding elevation of their cultural and moral level could threaten peace,",,
+ICPE-22-1959_RES1-FR,"Considering that it is necessary to increasingly direct technical and scientific activity towards peaceful purposes,",,
+ICPE-22-1959_RES1-FR,"Considering that knowledge of the current and future needs for the training of technical and scientific personnel is of great use for the development of training programs and plans that are in line with these needs,",,
+ICPE-22-1959_RES1-FR,"Considering that any discrimination preventing young people from certain backgrounds from accessing technical and scientific training institutions, whether resulting from unequal resources, disparities in the development of the educational system across regions, prejudices, or regulations, must be condemned as contrary to the Universal Declaration of Human Rights,",,
+ICPE-22-1959_RES1-FR,"Considering that all these issues present a particularly urgent priority in the least developed countries,",,
+ICPE-22-1959_RES1-FR,"Considering that the field of training technical and scientific executives provides countless opportunities for the spirit of mutual aid and international collaboration to manifest itself in a tangible and effective manner,",,
+ICPE-22-1959_RES1-FR,Submits to the Ministries of Public Education of the various countries the following recommendation:,,
+ICPE-22-1959_RES1-FR,"1. The scale of the shortage of technical and scientific personnel generally requires the adoption of special emergency measures aimed at accelerating the recruitment and training of such personnel; to enhance the effectiveness of these measures, the corresponding plans and programs should be based on a periodic study, as comprehensive and thorough as possible, of current and future needs for personnel at various levels (researchers, engineers, technicians, and skilled workers), without prejudice to any of them.",,
+ICPE-22-1959_RES1-FR,"2. Given the complexity of an inventory of current and future needs for technical and scientific personnel, all facilities should be provided to the specialists responsible for this task; it would be highly desirable that the responsible body be permanent in nature, have access to all information sources available at the national level, and operate in close coordination with the bodies responsible for establishing economic plans, where such bodies exist.",,
+ICPE-22-1959_RES1-FR,"3. A study of current and future needs for technical and scientific personnel should include, among other things: a) an inventory of the personnel currently in service, the existing deficit at present, and forecasts for the future; b) an inventory of degrees awarded in various disciplines during the previous year, as well as an inventory of personnel undergoing training (the number of students in secondary and higher education preparing to become technical and scientific personnel); c) an inventory of training resources (current capacities, including the number of institutions and available places, the number of instructors, etc.; forecasts regarding future requirements; current and future equipment); d) an estimate of the funds currently allocated to the training of technical and scientific personnel and the additional funding essential to meet current and future needs, as derived from the inventories mentioned above; e) an analysis of the possibilities for financing these needs, taking into account the probable development of national income and aid that regional or international organizations might provide.",,
+ICPE-22-1959_RES1-FR,"4. The conclusions of the study on current and future needs for technical and scientific personnel will be used to inform public opinion about any major initiatives in this field, in order to make clear the necessity of financial effort as well as the reforms and changes in habits that must result from the implementation of potential training plans and the continual adaptation of the structures of technical and scientific education to the requirements of the country’s overall development; these same conclusions will also serve to inform young people about the sectors of the economy where demand is strongest.",,
+ICPE-22-1959_RES1-FR,5. The number of years covered by the training plans for technical and scientific personnel will vary according to the specific conditions of the country; these plans must be sufficiently flexible to allow for modifications in light of experience.,,
+ICPE-22-1959_RES1-FR,"6. Countries responsible for the administration of other countries should, in their assessments, take into account the specific needs of the countries under their administration; when establishing expert commissions, it is advisable to include a sufficient number of nationals from the country concerned so that they can represent the national perspective and inform the local and national public opinion on the importance and appropriateness of the proposed reforms and adjustments, thereby fostering the wholehearted participation of national cadres in the effort towards technical development.",,
+ICPE-22-1959_RES1-FR,"7. It would be useful to establish a precise definition of terms, jobs, trades, and professions and to standardize them, at least at the national level; this standardization effort, if extended to the regional or international level, would greatly facilitate the exchange of personnel with neighboring countries and with other countries whose cooperation is sought.",,
+ICPE-22-1959_RES1-FR,It is important that school structures designed to meet the new requirements of technical and scientific training be sufficiently flexible to adapt to the rapid evolution of science and technology.,,
+ICPE-22-1959_RES1-FR,"9. The responsibility for promoting and coordinating measures aimed at stimulating the recruitment and training of technical and scientific personnel (action plans, curricula, documentation, etc.) should be entrusted to specialized bodies (general directorate of a ministry, ministerial or interministerial commission, planning commission, foundation, etc.) possessing the necessary authority and competence.",,
+ICPE-22-1959_RES1-FR,"10. It is highly desirable that these specialized bodies benefit from the cooperation of advisory organs representative of education, science and technology, industry, agriculture, and the world of labor.",,
+ICPE-22-1959_RES1-FR,"11. It would be appropriate for the organizations responsible for the training of technical and scientific executives to be able to participate in the development of the country’s educational, scientific, and economic policy.",,
+ICPE-22-1959_RES1-FR,"12. When there is a plurality of organizations or bodies responsible for the training of technical and scientific executives, whether they fall under different ministerial departments or are situated at the federal or central level as well as at the regional or local level, it is highly desirable to ensure, to the greatest extent possible, the harmonization of their activities in order to avoid any duplication of efforts.",,
+ICPE-22-1959_RES1-FR,"13. Regardless of their level of economic and cultural development, it is important that countries allocate an increasingly substantial financial effort to meet their growing needs for the training of technical and scientific personnel; although, as a general rule, this financial effort should not come at the expense of other levels of education, it may become necessary to review the school structures and the existing relationship between the various branches of education in order to avoid an excessive dominance of purely general or humanistic studies.",,
+ICPE-22-1959_RES1-FR,"14. Even in the least advantaged countries, where the required effort may seem disproportionate to the total available resources and to the scale of the results that could be achieved under the best circumstances, it is essential to do everything possible to ensure the training of technical and scientific personnel, an indispensable condition for any economic development.",,
+ICPE-22-1959_RES1-FR,"15. When determining the appropriations to be allocated to the training of technical and scientific personnel, particular attention must be paid to the increased requirements in the following areas: a) the establishment of new institutions in accordance with school enrollment figures and new technical and scientific specializations; b) the recruitment, training, engagement, and remuneration of teaching staff as well as laboratory and workshop personnel; c) an adequate number of buildings, including the necessary classrooms, laboratories, and workshops; d) the technical and scientific equipment essential for teaching and research; e) the maintenance and operation of the various facilities; f) student assistance, etc.",,
+ICPE-22-1959_RES1-FR,"16. Given the urgency presented, in most countries, by the need to increase the number of technical and scientific personnel, it may be necessary, in addition to ordinary budgetary forecasts, to adopt exceptional measures such as resorting to extraordinary budgets, establishing special national and international funds, calling for special contributions, etc.",,
+ICPE-22-1959_RES1-FR,"17. Efforts should be made to maximize the coordination of financial contributions made by the various organizations involved in the development of technical and scientific personnel, especially in countries where multiple ministerial departments or administrations contribute to the training of such personnel.",,
+ICPE-22-1959_RES1-FR,"18. In federal-type countries, more or less substantial assistance from the federal government may prove necessary; however, it is desirable that the cultural rights and characteristics specific to the various constituent elements of the federation be preserved.",,
+ICPE-22-1959_RES1-FR,"19. In countries with a centralized school system, it is advisable, when circumstances allow, to financially involve regional or local authorities in the measures taken to facilitate the recruitment and training of technical and scientific personnel.",,
+ICPE-22-1959_RES1-FR,"20. In countries where the economic system permits, production enterprises should be associated with this financial effort, as they will be the first to benefit from an increase in technical and scientific personnel; among the measures designed to encourage private enterprises in this direction, tax exemptions should be noted.",,
+ICPE-22-1959_RES1-FR,"21. Among the forms that private sector financial efforts may take, it is important to note: the establishment, on behalf of large companies, of training institutions for technical executives or scientific research institutes; the creation of special funds specific to a group of companies or participation in more general funds established by public authorities with the involvement of private initiative; the direct granting of subsidies to certain institutions; the payment of a special contribution intended to develop executive training; the institution of special scholarships aimed at encouraging certain studies or specific research work, etc.",,
+ICPE-22-1959_RES1-FR,"Every effort must be made to increase the number of institutions capable of providing training for technical and scientific executives, whether these are secondary education institutions or higher education establishments; efforts must also be made to raise the number of available places in existing institutions, while ensuring that this increase does not lead to a lowering of academic standards.",,
+ICPE-22-1959_RES1-FR,"To be complete, any education system must, in addition to the means intended to train researchers and engineers, include the creation of courses and diplomas aimed at technicians and skilled workers, whose value is fully recognized within the profession.",,
+ICPE-22-1959_RES1-FR,"24. As far as possible, institutions for the training of technical and scientific personnel should be distributed rationally across the entire territory; in the case of specialized education, the characteristics of the production in the regions where these institutions will be located must be taken into account.",,
+ICPE-22-1959_RES1-FR,"25. To the greatest extent possible, the training of technical and scientific personnel must be conducted in the national language, which alone allows the general population and workers to access the essential elements of science and technology.",,
+ICPE-22-1959_RES1-FR,"26. Scientific progress, on the one hand, and improvements and innovations in production techniques, on the other hand, require increasing specialization in technical education and consequently in qualifications; however, it is necessary to avoid excessive specialization, especially at the intermediate level of training, both to meet certain pedagogical requirements and to facilitate, later on, the transition from one professional activity to another.",,
+ICPE-22-1959_RES1-FR,"27. To meet the needs for technical and scientific personnel, it is not sufficient to increase the number of special courses; it is necessary to establish complete sections, departments, or, where appropriate, faculties.",,
+ICPE-22-1959_RES1-FR,"28. In addition to the specialized training provided by regular study cycles, it is advisable to encourage the establishment, following these cycles, of more advanced specialization studies at the post-secondary and post-graduate levels, as well as the introduction of a technical doctorate.",,
+ICPE-22-1959_RES1-FR,"29. In order to improve the training of technical and scientific personnel and to make it more effective, greater integration of practical experience with theory should be pursued by placing more emphasis on practical work within industrial enterprises, laboratories, and research institutes, while also increasing the number of advanced courses in physics and mathematics.",,
+ICPE-22-1959_RES1-FR,"30. The shortage of technical and scientific personnel exerts an adverse influence on the recruitment of instructors responsible for training such personnel; serious measures are necessary to attract or retain technicians, engineers, and researchers in education, who may be enticed by more favorable conditions in production, and to direct a sufficient proportion of the best male and female students from secondary or higher education towards teaching and research.",,
+ICPE-22-1959_RES1-FR,"31. Among the measures that could help increase the number of qualified teachers, particularly those who dedicate themselves solely to teaching, are provisions aimed at broadening recruitment and ensuring the training of staff for secondary and higher education, the adoption of adequate remuneration, increased recognition of the value and importance of the teacher’s work, and the improvement of social security for the teaching profession; aside from permanently employed personnel, it may be useful to entrust part-time teaching duties to members of the production and research sectors.",,
+ICPE-22-1959_RES1-FR,"32. Advanced training courses are generally necessary to keep personnel abreast of progress made in the fields of science and technology, as well as in the demonstration and teaching methods appropriate to them.",,
+ICPE-22-1959_RES1-FR,"33. In order to ensure the training of the technical and scientific personnel required by modern life, it is desirable that institutions of higher technical education and universities have access to advanced scientific working facilities and research resources that attract teaching staff, students, and graduate researchers, through the establishment of laboratories equipped with sophisticated scientific and technical equipment, as well as scientific and technical libraries.",,
+ICPE-22-1959_RES1-FR,"34. In order to increase, from primary school onwards, students' interest in technical and scientific studies, it is appropriate to use active methods designed to develop in them an experimental mindset.",,
+ICPE-22-1959_RES1-FR,"35. The rightful place must be reserved for mathematics and the sciences in the curricula of both primary and secondary schools, and adequate time must also be devoted to exercises and practical work, laboratory work, manual and agricultural activities, etc.",,
+ICPE-22-1959_RES1-FR,"36. The increasingly rapid development of science and technology requires that the equipment used in schools be adequate and kept up to date; there should be constant collaboration between teachers and scientists in their research to design and develop the equipment and — 204 — facilities necessary for the understanding of basic scientific concepts in secondary and higher education; it should be noted that mass communication technologies (radio, television, cinema, etc.) can greatly contribute to informing young people and stimulating their interest in scientific and technical careers.",,
+ICPE-22-1959_RES1-FR,"37. It is highly advantageous to establish, within primary and post-primary education, a school guidance service operating in connection with the vocational guidance service, as these two services are expected to play an increasingly important role in the identification and selection of future technical and scientific cadres; where proper guidance services do not exist, teachers should have the opportunity to familiarize themselves with techniques that can be successfully used to ensure the educational and vocational guidance of their students.",,
+ICPE-22-1959_RES1-FR,"38. To guide students and parents in their choice of studies and professions, it would be appropriate to prepare guides addressing secondary and higher education, the requirements for undertaking them, and the career opportunities to which they lead.",,
+ICPE-22-1959_RES1-FR,39. The structure of the school system must be designed to prevent the choice of the study track preparing for a particular profession from being made too early; this can be achieved notably through the creation of an orientation cycle at the entrance to secondary education.,,
+ICPE-22-1959_RES1-FR,"At a time when efforts are being made to intensify the specialized training of future technical and scientific executives, it is essential to accord the necessary importance, in the preparation of these executives, to general education subjects and to all that can contribute to cultivating the mind.",,
+ICPE-22-1959_RES1-FR,"It is important to provide workers who are already practicing a profession with all possible support (notably in the form of paid internships) so that they can undertake technical or scientific studies at the secondary or higher level, enabling them to access the functions assigned to managerial staff.",,
+ICPE-22-1959_RES1-FR,"42. Among the methods of part-time education intended for workers, evening courses on technical and scientific subjects have played and will continue to play a certain role; however, in many cases, the scope and complexity of modern technology require technical and scientific training for which evening courses alone cannot suffice.",,
+ICPE-22-1959_RES1-FR,43. It is appropriate to highlight the effectiveness of the system whereby employers grant certain workers paid leave for part of the week to enable them to attend part-time technical and scientific courses; another approach would be to consolidate the same number of leave days into one or more blocks to allow the individuals to follow their courses under better conditions.,,
+ICPE-22-1959_RES1-FR,"44. The system consisting of grouping theoretical instruction in technical education institutions and recognized practical training in enterprises should also be noted; this system normally includes periods of equal duration alternately devoted to practical training and theoretical instruction, both being carefully coordinated and supervised; it is common for the individuals concerned to be remunerated throughout the duration of their training by the enterprises responsible for their practical training.",,
+ICPE-22-1959_RES1-FR,"Correspondence courses, possibly supplemented by appropriate audiovisual means (radio, television, cinema, etc.), can effectively assist workers who wish to improve their technical or scientific knowledge in order to qualify for a higher position.",,
+ICPE-22-1959_RES1-FR,"46. Access to higher education and university should be granted not only to graduates of general secondary education but also, subject to a preparatory internship or an entrance examination, to graduates of technical secondary education and to workers currently employed.",,
+ICPE-22-1959_RES1-FR,"47. In general, any measure aimed at facilitating the general training and further education of workers while employed, an enrichment that benefits both enterprises and the workers themselves, should be regarded as an indirect contribution to the training of technical and scientific personnel and, as such, deserves strong encouragement.",,
+ICPE-22-1959_RES1-FR,48. Facilities should be provided to individuals who have completed secondary or higher education of a non-technical nature and wish to supplement their training in order to take up employment in a technical or scientific sector.,,
+ICPE-22-1959_RES1-FR,The granting of scholarships or subsidies for study and living expenses is one of the most effective means of increasing the number of candidates for technical and scientific studies.,,
+ICPE-22-1959_RES1-FR,"50. It is highly desirable that the amount of registration and tuition fees be kept as low as possible and that students from modest backgrounds be exempted from these fees either directly or indirectly; the ideal, with regard to public education, remains the total free provision of all types of studies at all levels.",,
+ICPE-22-1959_RES1-FR,"The expansion of the system of student residences with boarding facilities constitutes one of the best solutions to the housing problem, just as the expansion of school or university cafeterias helps to solve the problem of healthy and affordable nutrition.",,
+ICPE-22-1959_RES1-FR,"Among the measures that can also contribute to broadening the recruitment base of future technical and scientific executives, the responsible authorities should consider the possibility of granting students and trainees discounts on transportation costs, as well as enabling them to benefit from social security measures such as free medical care, free or reduced-price holiday stays, etc.",,
+ICPE-22-1959_RES1-FR,53. Paid work opportunities compatible with studies and preferably conducted in the form of internships complementary to coursework can be considered a form of social assistance that it would be desirable to utilize; it would also be appropriate to take all necessary measures to prevent any potential abuse by employers regarding the work or remuneration of students.,,
+ICPE-22-1959_RES1-FR,"Governmental or private organizations should be tasked with assisting young graduates in finding employment and facilitating their entry into their trade or profession; to safeguard the interests of both industry and the graduates, it is essential to ensure that the latter are consistently hired and employed at a level commensurate with their skills.",,
+ICPE-22-1959_RES1-FR,"55. In countries where young graduates are assigned to regions where their contribution is considered most useful, their preferences, place of origin, family circumstances, etc., must be taken into account; a system that deserves to be generalized is the allocation of young graduates based on job offers, the list of which is drawn up under the responsibility of technical schools and universities, provided that the individuals concerned have not been able to find employment on their own.",,
+ICPE-22-1959_RES1-FR,"Among the measures that can facilitate the beginning of a career or profession, mention should be made of: interest-free advances or loans, which help cover start-up expenses; discreet oversight of the reception given to young graduates in the company where they begin work; the organization, in regions where managerial staff are frequently trained abroad, of a placement and support system to assist their return to their country, etc.",,
+ICPE-22-1959_RES1-FR,"57. It is necessary to intensify, within the framework of technical assistance, the development of training for technical and scientific executives in the form of aid enabling the opening of new institutions, the expansion of existing establishments, and so forth.",,
+ICPE-22-1959_RES1-FR,"In certain cases, several countries would greatly benefit from pooling their resources to create regional technical or scientific institutions and, potentially, regional technical teacher training schools.",,
+ICPE-22-1959_RES1-FR,"59. Even in the case of the least favored countries, the sending of specialists and students abroad remains necessary because, although the required financial effort may seem incompatible with the country’s resources, it is nevertheless essential for its development; in this instance, as with the implementation of any other means that can be used to rapidly train technical and scientific personnel, financing difficulties can be partially resolved within the framework of technical assistance.",,
+ICPE-22-1959_RES1-FR,60. It is important to adopt special measures to provide modern scientific equipment to laboratories in countries where it is lacking.,,
+ICPE-22-1959_RES1-FR,"International, regional, or national organizations whose activity programs include the dispatch of experts on missions must pay particular attention to requests made for the secondment of specialists or professors aimed at training technical and scientific personnel; it is essential that the designated experts have a thorough understanding of the characteristics and needs of the country to which they are assigned.",,
+ICPE-22-1959_RES1-FR,"62. Initiatives undertaken by various international, regional, or national organizations, whether governmental or private, aimed at increasing the number of scholarships enabling young technical or scientific personnel either to pursue or complete their studies abroad, or to undertake practical training related to their education, should be encouraged.",,
+ICPE-22-1959_RES1-FR,"63. The international exchange of school administrators, technicians, and teachers responsible for instructing technical and scientific subjects also contributes to improving the training of future professionals; it holds great significance from the standpoint of understanding and cooperation among peoples.",,
+ICPE-23-1960_RES1-FR,"The International Conference on Public Instruction, convened in Geneva by the United Nations Educational, Scientific and Cultural Organization and by the International Bureau of Education, and having met there on the sixth of July nineteen hundred and sixty in its twenty-third session, adopts on the fourteenth of July nineteen hundred and sixty the following recommendation: The Conference,",,
+ICPE-23-1960_RES1-FR,"Considering the interest shown in the issue of curricula by international educational organizations and notably by the International Advisory Committee on School Curricula established by the United Nations Educational, Scientific and Cultural Organization,",,
+ICPE-23-1960_RES1-FR,"Considering Recommendation No. 46 to the Ministries of Public Instruction concerning the development and promulgation of primary education curricula, adopted on July 15, 1958, by the International Conference on Public Instruction convened in its twenty-first session,",,
+ICPE-23-1960_RES1-FR,"Considering that the growth crisis affecting secondary education necessitates not only structural changes but also the adaptation of curricula and school programs in accordance with the various needs felt at both the national and international levels,",,
+ICPE-23-1960_RES1-FR,"Whereas it appears from the reports submitted to the Conference by the Ministries of Public Instruction that more than half of the countries are currently engaged in the development or revision of secondary education curricula,",,
+ICPE-23-1960_RES1-FR,"Considering that general secondary education, which was until recently reserved for a minority, tends to accommodate an ever-increasing number of children whose intellectual abilities, social backgrounds, and future activities may be highly diverse,",,
+ICPE-23-1960_RES1-FR,"Whereas the expansion of secondary general education must not result in a lowering of the overall standard of studies and culture,",,
+ICPE-23-1960_RES1-FR,"Considering that, far from being limited to intellectual, moral, physical, and aesthetic domains, general secondary education must also prepare adolescents for life and socially useful work,",,
+ICPE-23-1960_RES1-FR,"Considering that the accelerated advances in science and technology call for renewed modes of thought and action,",,
+ICPE-23-1960_RES1-FR,"Considering that the body of knowledge has increased and continues to increase at an ever-accelerating pace, both in the fields of science and in those of literature and the arts,",,
+ICPE-23-1960_RES1-FR,"Considering that the most widespread concept of general secondary education is based on a proper balance between humanities education and scientific training,",,
+ICPE-23-1960_RES1-FR,"Considering that a recommendation of universal scope cannot take into account the multiple theoretical aspects that the issue of general secondary education curricula may present, and that, in order to be effective, such a recommendation must be limited to the statement of practical and achievable measures,",,
+ICPE-23-1960_RES1-FR,"Whereas, despite similar aspirations, countries with very different situations must provide diverse solutions to the problem of developing and promulgating curricula for general secondary education,",,
+ICPE-23-1960_RES1-FR,Submits to the Ministries of Public Instruction of the various countries the following recommendation:,,
+ICPE-23-1960_RES1-FR,"1. In the development of the general secondary education curricula, consideration must be given to: a) the various objectives assigned to this education; b) its structure, whether uniform or divided into cycles or sections; c) the relative importance to be accorded to each discipline or group of disciplines; d) the environment in which the children develop; e) the capacity for assimilation on the part of the students, as well as the needs and interests specific to their age and gender.",,
+ICPE-23-1960_RES1-FR,"2. In the absence of absolute principles that can be universally accepted and effectively applied in all countries, it is permissible to recommend that, when developing curricula and study programs, an appropriate balance be achieved between the various aspects of education (intellectual, moral, social, manual, physical, and aesthetic training) so as to ensure each student’s comprehensive and harmonious development.",,
+ICPE-23-1960_RES1-FR,"3. In order to achieve this balance, it is important to bear in mind during the development of curricula that each subject can, in various ways, contribute not only to enriching the student’s knowledge but also to developing their personality and guiding their behavior in relation to the world around them.",,
+ICPE-23-1960_RES1-FR,"4. It is essential to give moral education the prominence demanded by current circumstances and to require all teachers to highlight the moral and social significance of their teaching, as well as to take advantage of concrete situations that may arise for their students both within and outside the school.",,
+ICPE-23-1960_RES1-FR,"5. It is appropriate to encourage the dual trend of giving greater importance to the introduction to work and to practical and professional knowledge in general secondary education, and to intensify general culture instruction in technical and vocational secondary institutions.",,
+ICPE-23-1960_RES1-FR,"6. Without thereby adding a new subject to the curricula, it is important, when developing the programs, to emphasize the contribution that the teaching of certain disciplines can make to the understanding, peace, and good relations between peoples and races.",,
+ICPE-23-1960_RES1-FR,"7. The curricula of general secondary education should be regarded as the natural continuation of primary education curricula; consequently, provisions should be made both at the beginning of general secondary education and at the entry to the second cycle of this education, where such a cycle exists, to ensure the necessary transitions that will prevent students from facing an excessive adaptation effort, which can lead to discouragement and failure.",,
+ICPE-23-1960_RES1-FR,"8. When developing the curricula for general secondary education, account should be taken, to the fullest extent possible and without compromising the normal progress of the majority of students, of the requirements of post-secondary educational institutions.",,
+ICPE-23-1960_RES1-FR,"9. In countries where secondary education consists of two cycles, the programs must take into account the objectives assigned to each of them, the first cycle having a more general character and constituting the logical continuation and extension of primary studies, while the second cycle offers the opportunity to place greater emphasis on certain categories of subjects and can, to some extent, serve as preparation for more advanced studies.",,
+ICPE-23-1960_RES1-FR,"10. In countries where the first cycle of secondary general education constitutes, in whole or in part, a common orientation and general culture cycle for all students—a solution that deserves to be more widespread—the content and organization of the programs should facilitate students’ choice and the selection work of teachers or specialists responsible for this task.",,
+ICPE-23-1960_RES1-FR,"11. In countries where general secondary education is divided into sections and where the programmes naturally take into account the specific objectives assigned to each of them, it is important not to forget the more general objectives assigned to the entire education; similarly, in countries where the programmes include elective subjects to address the needs, interests, and aptitudes of the students, it is essential to ensure that the teaching of these subjects does not come at the expense of the disciplines indispensable to the general education of the students.",,
+ICPE-23-1960_RES1-FR,"12. In countries where general secondary education is not divided into sections and therefore presents a rather uniform character, provisions should be made to accommodate the adaptation of curricula to the needs, interests, and aptitudes of students.",,
+ICPE-23-1960_RES1-FR,"13. The curricula must be designed so that at the various levels of secondary education, students have the opportunity to move from one section to another or from general education to a specialized type of education, and vice versa.",,
+ICPE-23-1960_RES1-FR,"14. Programs must be established by academic year, taking into account the objectives assigned to each grade, the aptitudes, capacities, and interests of students at different ages, as well as the actual time that can be devoted to the corresponding instruction.",,
+ICPE-23-1960_RES1-FR,"15. To be effective, the curricula of general secondary education must be accessible to the students of the classes for which they are intended.",,
+ICPE-23-1960_RES1-FR,16. The content of the curriculum for a given subject must be consistent with the specific objectives of the teaching of that subject and with the general objectives assigned to the cycle or section in which it is taught.,,
+ICPE-23-1960_RES1-FR,"Determining the relative importance of each subject is an essential aspect of curriculum development, and the allocation of subjects must be periodically reviewed in light of evolving social conditions and the most recent findings of educational research.",,
+ICPE-23-1960_RES1-FR,"It goes without saying that, within the various sections of general secondary education, the disciplines that constitute the raison d'être of these sections must occupy a predominant place; however, this should not prevent other disciplines from being accorded the importance they deserve, even in cases where the studies in question are validated by a specialized type of examination.",,
+ICPE-23-1960_RES1-FR,"19. It is essential to ensure that impermeable barriers do not separate the curricula of the various subjects, but rather that the close relationships which may exist between different disciplines, as well as the possibilities they offer for mutual complementarity, are utilized, provided, of course, that any unnecessary overlap and repetition are avoided.",,
+ICPE-23-1960_RES1-FR,"20. The fairly common tendency to overload study plans and curricula, either by introducing new subjects or by expanding the content of each particular discipline, presents a real risk; to counter this risk, it is essential that the introduction of new concepts be offset by the removal of other concepts that have lost their relevance, and that a preference always be given to a selection of essential concepts rather than an encyclopedic approach to curricula.",,
+ICPE-23-1960_RES1-FR,"21. Regardless of the body responsible for general secondary education, the development of the corresponding curricula must fall within the remit of specialized bodies, within which representation of the teaching staff will always be ensured.",,
+ICPE-23-1960_RES1-FR,"22. It is essential that the development and revision of the curricula for each subject in secondary education be entrusted primarily to specialists in the subject concerned, taking into account the fact that, in the first cycle of this education, it may be preferable to assign several related subjects to the same teacher.",,
+ICPE-23-1960_RES1-FR,"23. When the development of curricula is entrusted to groups of specialists, it is essential to ensure coordination between these different groups and that they base their work on common principles; it should be recommended that these distinct working groups consider themselves as constituent parts of a single whole.",,
+ICPE-23-1960_RES1-FR,"24. The coordination of the work involved in the development of curricula must be ensured not only with regard to the various subjects included in the general secondary education study plans, but also in connection with the education that precedes it, follows it, and occupies a parallel position; to achieve this coordination, it is important to involve teachers belonging to other levels of education (primary education, teacher training, technical and vocational education, higher education).",,
+ICPE-23-1960_RES1-FR,25. It is important that the bodies responsible for the development of curricula have access to the advice of specialists in didactics and adolescent psychology.,,
+ICPE-23-1960_RES1-FR,"26. In order to strengthen the links between the school and the cultural, economic, and social environment, it is desirable that parents of students and representatives of the various bodies that are, in different capacities, interested in educational issues have the opportunity to express their views on the curricula.",,
+ICPE-23-1960_RES1-FR,"27. Given the importance of psycho-pedagogical research in the development and revision of secondary education programs, it is desirable to encourage the continuation of such research in centers equipped with appropriate resources, involving, to the greatest extent possible, teachers interested in this type of research.",,
+ICPE-23-1960_RES1-FR,"28. The bodies responsible for the development of curricula must provide for a preliminary stage of documentation, which includes, among other things: a) the characteristics and developmental pace of children at an age affected by the adolescent crisis; b) the most significant scientific advances achieved in the various fields forming the subjects of instruction; c) the new findings in both general and specialized didactics; d) the level of scientific and pedagogical preparation of the teachers responsible for instruction; e) the trends governing the cultural, social, and economic evolution of the modern world; f) comparative studies concerning curricula implemented in other countries; g) the results of experiments conducted in this regard either within the country itself or abroad.",,
+ICPE-23-1960_RES1-FR,"29. Before their final promulgation, the programs should, as far as possible, be subjected to carefully controlled trials, either in experimental-type schools or in ordinary secondary general education institutions selected for this purpose; in any case, their implementation should be carried out gradually, so as to allow for adjustments that may prove necessary.",,
+ICPE-23-1960_RES1-FR,"30. In countries where curricula are issued by the central authority, it is desirable to allow some flexibility to adapt these curricula to regional or local requirements.",,
+ICPE-23-1960_RES1-FR,"31. In countries with a decentralized educational system, it is advisable to encourage the various authorities responsible for the promulgation of curricula to reach an agreement among themselves to eliminate unjustified differences that may exist between the various curricula implemented within the same country, thereby reducing the disadvantages for students resulting from any change of residence.",,
+ICPE-23-1960_RES1-FR,"32. In view of the drawbacks that excessively frequent curriculum reforms may entail, it should not be forgotten that scientific advances achieved in certain disciplines require a more frequent updating of their curricula than is the case for other subjects taught.",,
+ICPE-23-1960_RES1-FR,"33. To better emphasize the close relationship between the method of teaching and the content of curricula, it is desirable that these be accompanied by a brief outline of the very conception of teaching each subject and by methodological suggestions drawn from work conducted in the fields of psychopedagogy and experimental pedagogy.",,
+ICPE-23-1960_RES1-FR,"The introduction of new curricula must be accompanied by practical workshops, pedagogical meetings, study groups, articles published in the press, etc., so that teachers can be informed of the principles underlying the proposed changes.",,
+ICPE-23-1960_RES1-FR,"35. The pedagogical training, both theoretical and practical, of secondary education teachers must include the study of the curricula they will be required to implement.",,
+ICPE-23-1960_RES1-FR,36. It is desirable that the curricula be regarded as a guide and a concrete orientation rather than as a rigid code excluding adaptations deemed appropriate and the well-understood discretion of the teacher.,,
+ICPE-23-1960_RES1-FR,"37. All necessary measures should be taken to ensure, as far as possible and taking into account the expenses that this entails, the alignment of textbooks with the new curricula.",,
+ICPE-23-1960_RES1-FR,"38. It is also necessary to take the required measures so that, whenever there is a change in the curricula, schools have at their disposal the specialized premises, equipment, and various teaching resources (laboratory apparatus, audiovisual aids, etc.) needed for the implementation of the new curricula.",,
+ICPE-23-1960_RES1-FR,"39. In implementing the curricula of a given discipline, it is essential not to lose sight of the needs of students whose pace of learning is slower or faster than average; various means may be employed for this purpose, notably personal assistance and encouragement during class, as well as the organization of extracurricular activities.",,
+ICPE-23-1960_RES1-FR,"40. The increasingly intense movement of exchanges of people between various countries sharply raises the issue of the equivalence of secondary education studies and diplomas; without in any way claiming to unify curricula, efforts must be made to achieve sufficient uniformity to facilitate the recognition of secondary studies completed abroad.",,
+ICPE-23-1960_RES1-FR,"41. Contacts aimed at establishing greater uniformity in the terminology used to designate the subjects taught, or enabling comparative studies on the essential similarities and differences that can be observed between the curricula of different countries, should help to resolve the issue of equivalencies.",,
+ICPE-23-1960_RES1-FR,"42. In addition to collections of textbooks, international collections of curricula would be of primary interest not only to specialists in curriculum development but also to educational authorities and teachers; consequently, national centers for educational documentation should be equipped to maintain such collections up to date.",,
+ICPE-23-1960_RES1-FR,"43. In national or international technical assistance plans, provision should be made for the designation of specialists who can actively participate in the development of curricula, intended for countries that request such support.",,
+ICPE-23-1960_RES1-FR,"The International Conference on Public Instruction, convened in Geneva by the United Nations Educational, Scientific and Cultural Organization and the International Bureau of Education, and having met there on July 6, 1960, at its twenty-third session, adopts on July 15, 1960, the following recommendation: The Conference,",,
+ICPE-23-1960_RES1-FR,"Considering the principles already set forth by the International Conference on Public Instruction regarding the organization of special education in its Recommendation No. 7 adopted on July 14, 1936, during its fifth session,",,
+ICPE-23-1960_RES1-FR,"Considering that the right to education, proclaimed by the Universal Declaration of Human Rights, applies to all individuals who are capable of benefiting from it, including those with lesser abilities,",,
+ICPE-23-1960_RES1-FR,"Considering that the idea of compulsory education for all is universally accepted and is already implemented in many countries,",,
+ICPE-23-1960_RES1-FR,"Considering the economic, social, and cultural handicap represented for a people by the existence within it of a group of mentally disabled individuals, many of whom could have become useful members if they had been properly educated,",,
+ICPE-23-1960_RES1-FR,"Considering that it is appropriate to make use of any particular ability demonstrated by a mentally disabled child, with a view to facilitating their education,",,
+ICPE-23-1960_RES1-FR,"Whereas, thanks to advances made in medicine, child psychology, and remedial pedagogy, there are means to identify children suffering from mental deficiency and to undertake their education using methods based on the differentiation and individualization of teaching,",,
+ICPE-23-1960_RES1-FR,"Considering that the application of differentiated educational methods should not lead to the complete isolation from the community of children who need to remain in contact with normal life in order to be able to integrate into it thereafter, and that a trained teacher can take advantage of this situation to cultivate in children with diverse abilities attitudes that promote better mutual understanding,",,
+ICPE-23-1960_RES1-FR,"Considering that, in each country, the issue of expanding special education for mentally disabled children is always linked to the level of advancement in the schooling of regular students and that, in organizing this special education, it is necessary to take into account the differences that may exist between large urban centers and smaller localities,",,
+ICPE-23-1960_RES1-FR,"Considering that special education issues must have an increasingly important place in cultural cooperation between nations and in technical assistance programs, especially since these issues, despite their urgency, have not yet been systematically addressed in certain countries,",,
+ICPE-23-1960_RES1-FR,"Considering that, despite similar aspirations, countries with very different circumstances must provide diverse solutions to the problem of organizing special education for the mentally retarded,",,
+ICPE-23-1960_RES1-FR,Submits to the Ministries of Public Instruction of the various countries the following recommendation:,,
+ICPE-23-1960_RES1-FR,"1. It is important that, wherever circumstances permit, the screening of mentally deficient children be carried out from the beginning of schooling and, if possible, from the preschool period.",,
+ICPE-23-1960_RES1-FR,"2. To this end, it is essential that the techniques of psychological observation and measurement, on the one hand, and the diagnostic tools available to various specialists, on the other hand, be refined so as to ensure a screening process that is as objective as possible, thereby avoiding, among other things, confusion between organic mental retardation and apparent mental retardation.",,
+ICPE-23-1960_RES1-FR,"3. It is also appropriate to take into account the behavior of children suspected of mental retardation within the family, social, and school environments.",,
+ICPE-23-1960_RES1-FR,"4. The decision to remove a child from regular education and the choice of the class or school to which the child will be assigned fall under the responsibility of the educational authorities, preferably with the consent of the family; it would be advisable for a period of observation to precede any decision.",,
+ICPE-23-1960_RES1-FR,5. All children with intellectual disabilities who are deemed educable have the right to education on the same basis as other children; it follows that the educational authorities have the imperative duty to provide them with an education appropriate to their needs.,,
+ICPE-23-1960_RES1-FR,6. The principle of compulsory schooling can only be invoked in relation to the mentally retarded child insofar as the school authorities are able to provide appropriate education; it is even highly desirable that this education extends beyond the legal limit of compulsory schooling.,,
+ICPE-23-1960_RES1-FR,"7. The principle of free education, being a corollary of compulsory schooling, should apply to mentally retarded children, even if special education requires a particular financial effort.",,
+ICPE-23-1960_RES1-FR,"8. When mentally handicapped children are required to attend a boarding school, funds should be allocated to assist parents whose financial means do not allow them to pay the boarding and transportation fees, whether the institution is public or private.",,
+ICPE-23-1960_RES1-FR,"9. In countries where the significance of special education justifies it, a specialized public education service should be entrusted with contributing to the development of education intended for all categories of maladapted children, notably by coordinating the efforts carried out in this field.",,
+ICPE-23-1960_RES1-FR,"10. With regard to mentally retarded individuals, the special education service should undertake, by its own means or with the assistance of documentation centers or educational research institutes: a) the establishment of precise definitions concerning the various categories of mentally retarded individuals; b) the development of statistics on the proportion of school-age children who fall into these different categories, as well as on their enrollment rates; c) studies on the needs that have been met and those that still need to be addressed in this field; d) the formulation of plans aimed at ensuring the rational and progressive expansion of special education; e) the examination of issues related to the vocational training of mentally retarded children and the conditions of their employment; f) the study of the different forms of post-school assistance to be provided to these same children, etc.",,
+ICPE-23-1960_RES1-FR,"11. The special education service should ensure the supervision of public and private institutions within its jurisdiction; as soon as the number of these establishments justifies it, supervision should be entrusted to specialized inspectors or advisors, capable of guiding teachers and contributing to the development of this form of education.",,
+ICPE-23-1960_RES1-FR,"12. Where there are no special education inspectors, ordinary inspectors, particularly those responsible for schools located in small communities and rural areas, should take an interest in the treatment of isolated cases of mental deficiency and encourage teachers, educational authorities, and social protection organizations to share this concern.",,
+ICPE-23-1960_RES1-FR,"13. The education of the mentally deficient appears to be an area where collaboration between private initiative and educational authorities can prove particularly effective; for this reason, wherever possible, efforts by private associations—which have often been at the forefront of the education and protection of the mentally deficient and which still sometimes help to compensate for the lack of official action in this field—should be supported.",,
+ICPE-23-1960_RES1-FR,"14. Given the variety of forms of mental deficiency and the particular circumstances of each case, it is important to provide various types of classes and institutions allowing for differentiated instruction.",,
+ICPE-23-1960_RES1-FR,"15. As far as possible, mentally disabled individuals should not be completely separated from their environment, particularly from more gifted children, without, however, placing them in competition with such children in activities where they would be at a disadvantage; for this reason, it is desirable to establish special classes within mainstream schools.",,
+ICPE-23-1960_RES1-FR,"16. For more severely mentally disabled individuals, special schools, with or without boarding facilities, appear to be more appropriate; boarding is especially necessary when the parents’ home is far from any specialized day school, when the family environment is inadequate, or when the mental disability is accompanied by behavioral disorders.",,
+ICPE-23-1960_RES1-FR,"17. In large towns of countries that have the necessary resources and have resolved the issues arising from the generalization of compulsory schooling at the primary level, it is appropriate to consider the gradual establishment of classes and schools of the type mentioned above.",,
+ICPE-23-1960_RES1-FR,"18. In small localities and in sparsely populated regions where it is not possible to open a special class or school, one of the following solutions may be considered: a) individualized teaching within regular classes; b) attendance at a special class or school in a neighboring locality, provided that transportation means and, where applicable, midday meals are ensured; c) home teaching and the system of itinerant teachers; d) attendance at a boarding school.",,
+ICPE-23-1960_RES1-FR,"19. In countries that do not yet have the means to systematically organize education for mentally retarded children, and even in countries where compulsory schooling is not yet fully enforced, at least pilot projects should be planned to enable the schooling of a certain number of mentally retarded children and to serve as a starting point for genuine special education.",,
+ICPE-23-1960_RES1-FR,"20. The education of mentally deficient individuals, more than any other, must be functional and concrete; therefore, it is appropriate to use methods that stimulate mental functions through activities engaging practical intelligence and enabling the acquisition of basic concepts.",,
+ICPE-23-1960_RES1-FR,"21. Teaching must be highly individualized to adapt to the aptitudes, needs, and learning pace specific to each child; furthermore, it must include group activities, whether work or play, to develop their social sense.",,
+ICPE-23-1960_RES1-FR,"22. For all these reasons, it is important not to assign more than about fifteen students to a single teacher, insofar as this is possible.",,
+ICPE-23-1960_RES1-FR,"23. One should not fear the use of review and repetition exercises that help consolidate the acquisition of basic skills and knowledge within the grasp of mentally deficient children, while also giving sufficient attention to character education and the formation of socially and morally acceptable habits and attitudes, so as to develop qualities in them that can compensate for their intellectual deficits and instill self-confidence.",,
+ICPE-23-1960_RES1-FR,24. It is important to emphasize the value of speech therapy as a means of rehabilitation for mentally deficient children.,,
+ICPE-23-1960_RES1-FR,"25. Play, physical and rhythmic education, choral singing and music, drawing and the visual arts must be an integral part of the education of mentally deficient children; these are means of expression that will help them to discipline themselves and to develop their personality harmoniously.",,
+ICPE-23-1960_RES1-FR,"26. Manual work will occupy, from the outset, an essential place in the education of mentally retarded children and may subsequently serve as a foundation for genuine vocational training.",,
+ICPE-23-1960_RES1-FR,"27. Collaboration between the school and the family is particularly necessary in the education of mentally disabled individuals; continuous efforts must be made by the teacher and, where appropriate, by the social worker to help parents or guardians understand the specific needs of their mentally disabled child; their participation in certain school or extracurricular activities should even be encouraged.",,
+ICPE-23-1960_RES1-FR,"28. If the special school cannot provide genuine vocational training, it would be useful to organize supplementary professional courses and apprenticeship workshops for mentally handicapped individuals, with apprenticeship periods of sufficiently long duration.",,
+ICPE-23-1960_RES1-FR,"29. It is important to increase activities specifically designed to facilitate adaptation to daily life and integration into the workforce; in some countries, it may be useful to adopt the ""school-work"" system, which allows part-time employment under the supervision of the school.",,
+ICPE-23-1960_RES1-FR,"30. Efforts must be made to assist young mentally handicapped individuals in finding suitable employment, so that all educational efforts are not interrupted after school and, through their wages, these adolescents do not become a burden on society; vocational guidance and placement services should conduct a systematic inventory of the positions best suited to mentally handicapped persons, particularly in industry.",,
+ICPE-23-1960_RES1-FR,"31. Post-school support for the mentally deficient is essential; the services intended to provide such support should be developed both officially and privately; they must maintain contact with mentally deficient youths and their families, take an interest in their well-being, and ensure they receive the social protection and guidance they need.",,
+ICPE-23-1960_RES1-FR,"Special education demands from both teachers and educators qualities of dedication, patience, and tact, without which even the most comprehensive specialized training could not yield its full benefits.",,
+ICPE-23-1960_RES1-FR,"33. The education of mentally handicapped individuals presenting particular pedagogical and psychological challenges requires the provision of specialization courses of sufficient duration for teachers who intend to work in this field, in order to complete their general pedagogical training; it would be desirable for practicing teachers to be invited to periodically attend refresher courses.",,
+ICPE-23-1960_RES1-FR,"34. Educators who are responsible for caring for children outside of class hours, particularly in boarding schools, play an essential role from a pedagogical standpoint; specialized training should also be provided for them, as is already practiced in several countries.",,
+ICPE-23-1960_RES1-FR,35. The salaries of teachers and educators working in special education should appropriately reflect the difficulties inherent in their tasks as well as the additional training they may have received.,,
+ICPE-23-1960_RES1-FR,"36. Given that the relationship between mainstream education and special education must remain very close and that a large number of regular teachers are likely to have children in their classes who face learning difficulties, it is of utmost importance that mainstream teachers and inspectors receive precise information on the issues related to intellectual disabilities.",,
+ICPE-23-1960_RES1-FR,"37. It would be desirable for special education inspectors to be recruited, as far as possible, from among the teachers of this type of education.",,
+ICPE-23-1960_RES1-FR,"Countries lacking financial resources and qualified personnel to ensure the organization or development of special education should receive technical assistance, which could take the form of scholarships and research grants, material aid, the dispatch of experts, and so forth.",,
+ICPE-23-1960_RES1-FR,"39. It is essential that UNESCO, acting in collaboration with relevant organizations and specialists interested in the matter, promptly establish a basic classification of the main categories of children with special needs.",,
+ICPE-23-1960_RES1-FR,"40. It would be desirable for UNESCO to participate in the establishment of an international body or to coordinate the work of existing international organizations with the aim of assisting special education services in all countries by providing documentation on achievements made in research, screening, observation, techniques, methods, teaching materials, administration, and other aspects related to special education.",,
+ICPE-23-1960_RES1-FR,"41. It would also be desirable for UNESCO, in collaboration with the International Bureau of Education and other interested international organizations, to assist countries in similar circumstances to compare their experiences in the field of special education.",,
+ICPE-24-1961_RES1-FR,"The International Conference on Public Education, convened in Geneva by the United Nations Educational, Scientific and Cultural Organization and the International Bureau of Education, and having met there on July 3, 1961, in its twenty-fourth session, adopts on July 13, 1961, the following recommendation: The Conference,",,
+ICPE-24-1961_RES1-FR,"Considering Recommendation No. 47 to the Ministries of Public Instruction concerning the possibilities of access to education in rural areas, adopted on July 16, 1958, by the International Conference on Public Instruction convened in its twenty-first session,",,
+ICPE-24-1961_RES1-FR,"Considering Article 26 of the Universal Declaration of Human Rights which proclaims that free and compulsory primary education shall be provided to all,",,
+ICPE-24-1961_RES1-FR,"Considering that it is important to overcome difficulties of all kinds so that children in small communities can access education under conditions equivalent to those afforded to their peers in larger localities, without being separated from their families,",,
+ICPE-24-1961_RES1-FR,"Considering that, in many countries, the establishment of single-teacher schools has facilitated the widespread implementation of compulsory education,",,
+ICPE-24-1961_RES1-FR,"Considering that, despite changes occurring in certain countries in the living conditions of small communities and the reduction in the number of single-teacher schools resulting from this evolution, millions of children still attend single-teacher primary schools,",,
+ICPE-24-1961_RES1-FR,"Considering that, in order to be able to ensure for its students the possible transition to another primary school and access to post-primary education, the single-teacher school must be ""complete,"" that is to say, have as many years of study as the standard primary school,",,
+ICPE-24-1961_RES1-FR,"Considering that it is urgent to transform incomplete single-teacher schools into complete single-teacher schools,",,
+ICPE-24-1961_RES1-FR,"Whereas the single-teacher full primary school is expected to continue to provide significant services, especially in countries that are currently concerned with organizing their own system of compulsory primary education, while the communication and transportation means available to them in certain regions remain insufficient,",,
+ICPE-24-1961_RES1-FR,"Considering that little importance has generally been given thus far to the study of the various issues involved in the proper functioning of single-teacher primary schools,",,
+ICPE-24-1961_RES1-FR,"Considering that, despite similar aspirations, countries with very different circumstances must provide diverse solutions to the problem of organizing single-teacher primary schools,",,
+ICPE-24-1961_RES1-FR,Submits to the Ministries of Public Education of the different countries the following recommendation:,,
+ICPE-24-1961_RES1-FR,"1. Regardless of whether a child’s place of origin and residence is urban or rural, every child attending a primary school—whether it is a multi-teacher school or a single-teacher school—must receive the minimum instruction necessary both to pursue studies beyond the primary level and to benefit from supplementary training that prepares them to fulfill their duties as an individual and as a citizen.",,
+ICPE-24-1961_RES1-FR,"2. When developing plans for the expansion of primary education or the generalization of compulsory schooling, special attention should be given to the contribution that the system of single-teacher comprehensive schools can make to the realization of these plans.",,
+ICPE-24-1961_RES1-FR,"3. Where the single-teacher primary school is ""incomplete,"" in the sense that the number of years of study is less than that required for other primary schools, it is important to provide its pupils with other means, taking local conditions into account, to complete their education without difficulty.",,
+ICPE-24-1961_RES1-FR,"4. Where it is still believed that a single-teacher school can only provide part of primary education, a vigorous effort must be made to convince educational authorities and teachers: a) that illiteracy has practically disappeared in countries where a system of single-teacher full schools has enabled universal schooling; b) that countries at the forefront of global educational development continue to use this system when transportation or funding difficulties do not allow them to consolidate students from small localities into central schools, with or without boarding facilities; c) that despite its shortcomings, the single-teacher full school offers undeniable advantages in three key areas: pedagogical (environmental study, group work, and individual work), human (family-like atmosphere, interpersonal relationships, and cooperation), and social (expansion of the school’s influence and its contribution to adult education).",,
+ICPE-24-1961_RES1-FR,"5. In developing countries and in underdeveloped regions of other countries where it is necessary to organize single-teacher schools, these should serve not only for the instruction of children but also for adult education and the implementation of economic and social development plans.",,
+ICPE-24-1961_RES1-FR,"It is desirable that the existing incomplete single-teacher schools, as well as those that may be established, be transformed as soon as possible and according to pre-established plans into complete single-teacher schools, or even into schools with two or more teachers if circumstances require.",,
+ICPE-24-1961_RES1-FR,7. Complete schools in which two or three years of study are grouped under the direction of each teacher can facilitate the transition to the standard primary school model.,,
+ICPE-24-1961_RES1-FR,"8. If single-teacher incomplete schools were to persist for local reasons, it is important to enable their students to complete their primary education in a regional school.",,
+ICPE-24-1961_RES1-FR,"9. In countries where, as a result of demographic changes or in an effort to rationalize the school network, there is a tendency to eliminate single-teacher primary schools, it would be advisable that before proceeding with the proposed consolidations, the wishes of the affected populations—particularly parents who wish to retain a school that often constitutes their only center of cultural and social life—be taken into account.",,
+ICPE-24-1961_RES1-FR,"10. In countries where the demographic situation and the way of life of small communities are evolving rapidly, it would be appropriate to periodically review the provisions governing single-teacher schools in order to adapt them to new circumstances.",,
+ICPE-24-1961_RES1-FR,"11. Although the conditions required for the opening of a single-teacher school vary considerably from country to country (population size, excessively long distances to another school, etc.), authorities should be guided by two essential principles: a) not to delay the opening of a school in a locality until the school enrollment justifies the presence of several teachers; b) to ensure that the regulatory requirements conditioning the opening of a single-teacher school are sufficiently flexible to facilitate, to the greatest extent possible, school attendance by all children in the country.",,
+ICPE-24-1961_RES1-FR,"Every effort should be made to break the isolation of the single-teacher school both in terms of the teacher (special attention from inspectors, educational advisors, classroom materials, study groups, sustained relationships with larger schools, etc.) and in terms of the pupils (visits from school doctors, interschool correspondence, school cooperation, excursions, student exchanges, participation in the same final examinations as pupils from other schools, etc.).",,
+ICPE-24-1961_RES1-FR,"It is highly desirable that the services of a mobile library be extended as widely as possible to single-teacher schools, in order to meet the needs of both the teacher and the community as well as those of the pupils; furthermore, the schools concerned should receive the necessary assistance to acquire for themselves the few essential reference works.",,
+ICPE-24-1961_RES1-FR,"14. It would be appropriate to establish, within the higher administration of primary education, an advisory body which, in collaboration with other ministries or departments and representatives of the teachers concerned, would be responsible for examining, from multiple perspectives, the issues related to the functioning of the single-teacher primary school.",,
+ICPE-24-1961_RES1-FR,"15. Such a consultative and study body should have the following functions in particular: a) to conduct an impartial and objective review of the advantages and disadvantages presented by the single-teacher school; b) to examine by what means, when the existence of these schools proves necessary, their drawbacks can be remedied and how their effectiveness can be improved; c) to study the financial, social, cultural, pedagogical, and other aspects of maintaining such schools or transforming them into multi-teacher schools; d) to consider actions aimed at encouraging teachers and facilitating their work.",,
+ICPE-24-1961_RES1-FR,"16. The head of a single-teacher school having to care for students of very different ages corresponding to several years of study, the number of pupils in such a school should not exceed the number normally entrusted to each teacher in a multi-teacher primary school; it should even be lower.",,
+ICPE-24-1961_RES1-FR,"17. When the teacher of a single-teacher school is unable to simultaneously attend to all the students, it is important to form groups that are as homogeneous as possible, taking into account the age, abilities, and knowledge of the children.",,
+ICPE-24-1961_RES1-FR,"18. Although the role of the pupil-monitor has diminished in importance within formal teaching, both the teacher and the children can still benefit from the direct assistance of the more advanced pupils, assistance which, in addition to its motivating effect, facilitates the overall organization of the class, the repetition exercises, the management of practical activities, as well as the conduct of games, sports, and outdoor activities.",,
+ICPE-24-1961_RES1-FR,"19. In a single-teacher primary school, the content of the curricula and programs, as well as the number of years of schooling, should not be less than those of a multi-teacher primary school, so that students from both types of schools have the same opportunities to access post-primary level studies.",,
+ICPE-24-1961_RES1-FR,"20. Given that the single-teacher school differs from the multiple-teacher school not in the demands of the curricula but in the internal organization of schoolwork, particular emphasis should be placed, in the instructions and guidelines intended for single-teacher schools, on the fact that these schools are much more suited than other types of schools to the application of certain psychopedagogical principles, such as individual work and group work.",,
+ICPE-24-1961_RES1-FR,"21. The development of teaching guides intended for the staff of single-teacher schools is fully justified; furthermore, it is appropriate to encourage educational journals to make suggestions directly relevant to the teachers of single-teacher schools.",,
+ICPE-24-1961_RES1-FR,"22. Although it is practically difficult to develop special textbooks for single-teacher schools, it is nevertheless important to provide these schools with audio-visual aids, collections of graded exercises, individual work sheets, and any other teaching materials adapted to simultaneous instruction.",,
+ICPE-24-1961_RES1-FR,"23. The single-teacher school building must be designed according to the specific needs of this type of school; in order to facilitate the simultaneous activities of different groups, it is appropriate to provide work areas or additional rooms arranged in such a way that the teacher can continuously supervise all of their students; wherever possible, there should be land available for gardening practice and the raising of small animals.",,
+ICPE-24-1961_RES1-FR,"24. Educational authorities must address the special requirements related to furniture and equipment specific to single-teacher schools (desks, tables, and chairs adapted to children of different ages, a greater number of blackboards needed by the teacher, etc.).",,
+ICPE-24-1961_RES1-FR,"25. Issues concerning the single-teacher school should be the subject of pedagogical research, with corresponding experimental studies aimed at advancing the knowledge of learning techniques in general.",,
+ICPE-24-1961_RES1-FR,"26. Regardless of the type of institution in which the teachers who will later be entrusted with a single-teacher school are trained, the duration and level of their studies should be the same as those of their colleagues assigned to work in a multi-teacher school; in this way, no legal obstacle could prevent the transfer of a single-teacher school holder to a rural or urban multi-teacher school, or vice versa.",,
+ICPE-24-1961_RES1-FR,"27. The study of the issues arising in a single-teacher school can be useful to all teachers who will work in a primary school, and it should be included, as far as possible, in the curriculum for the training of primary school teachers.",,
+ICPE-24-1961_RES1-FR,28. What is as important as theoretical knowledge about the organization of education in a single-teacher school is the opportunity for the student-teacher to practice teaching in such a school; such experience will be of great value for all future primary school teachers.,,
+ICPE-24-1961_RES1-FR,"29. The establishment of pilot single-teacher schools adapted to different regions may prove useful for certain countries; it would be advantageous for these schools to be attached to a teacher training institution, so that they can serve both as model schools for student teachers and as professional development centers for in-service teachers.",,
+ICPE-24-1961_RES1-FR,"30. Given their isolation, the professional development of teachers in single-teacher schools is even more necessary than that of their colleagues in multi-teacher schools; they should be given the opportunity to attend vacation courses, correspondence courses, radio courses, local pedagogical conferences, and to benefit from the services of a traveling library.",,
+ICPE-24-1961_RES1-FR,"31. In countries where holders of single-teacher schools have received training at a level lower than that of other primary school teachers, efforts undertaken for their professional development must also aim to place them on an equal footing with their colleagues, in order to eliminate disparities that may exist in conditions of appointment, remuneration, transfer, etc.",,
+ICPE-24-1961_RES1-FR,"32. Given the difficulties of their task and the additional responsibilities they bear, the working conditions of single-teacher school holders should be improved to the greatest extent possible; they should receive reasonable assistance regarding housing, medical services, and reimbursement of necessary travel expenses; the possibility of granting them a leadership allowance, as is already done in certain countries, should also be considered.",,
+ICPE-24-1961_RES1-FR,"33. It is highly desirable that specialists or female teachers with extensive experience in the organization of single-teacher comprehensive schools be invited to assist countries where this system, still imperfectly known, could help address the challenge of universalizing compulsory education.",,
+ICPE-24-1961_RES1-FR,34. Scholarship programs should provide opportunities for educators wishing to go abroad to study the single-teacher comprehensive school system or to improve their skills in its implementation.,,
+ICPE-24-1961_RES1-FR,"35. UNESCO, the International Bureau of Education, and regional educational organizations, as well as teachers' associations, should promote and encourage the exchange of documents of all kinds (official texts, reports, monographic studies, films, manuals, etc.) and the organization of professional meetings and study workshops dedicated to examining issues related to the single-teacher school (establishment and operation, teacher training, timetable distribution, appropriate methods, teaching materials, audiovisual aids, etc.).",,
+ICPE-24-1961_RES1-FR,"36. It is important that the text of this recommendation be widely disseminated by the ministries of public education, the educational authorities of the most directly concerned level of schooling, international or national teachers’ associations, and so forth; the educational press, whether official or private, must play a significant role in spreading this recommendation.",,
+ICPE-24-1961_RES1-FR,"37. The UNESCO regional centers are invited to facilitate, in collaboration with the relevant ministries, the regional-level review of this recommendation with a view to its adaptation to the characteristics of the region.",,
+ICPE-24-1961_RES1-FR,"38. In countries where it is deemed necessary, the ministries of public education are invited to assign the competent bodies to undertake various tasks, such as: a) reviewing the present recommendation and comparing its content with the existing legal and factual situation in their country; b) considering the advantages and disadvantages of the possible application of each article that is not yet in force; c) adapting each article to the country's situation, if its application is deemed useful; d) finally, proposing the practical provisions and measures to be taken to ensure the implementation of the article in question.",,
+ICPE-24-1961_RES1-FR,"The International Conference on Public Education, convened in Geneva by the United Nations Educational, Scientific and Cultural Organization and the International Bureau of Education, and having met there on the third of July, nineteen hundred and sixty-one, in its twenty-fourth session, adopts on the fourteenth of July, nineteen hundred and sixty-one, the following recommendation: The Conference,",,
+ICPE-24-1961_RES1-FR,"Considering the principles set out in Recommendation No. 17 concerning the organization of preschool education, adopted on July 19, 1939, by the International Conference on Public Education at its eighth session,",,
+ICPE-24-1961_RES1-FR,"Considering the necessity of providing the child, from the earliest age, with an education conducive to his or her complete spiritual, moral, intellectual, and physical development,",,
+ICPE-24-1961_RES1-FR,"Considering that the education of the very young child is a fundamental duty and an inalienable right of the parents,",,
+ICPE-24-1961_RES1-FR,"Considering that, although the family remains the most favorable environment for the child’s development, it nonetheless requires assistance because, even under the best conditions, it is no longer able to meet all the educational needs of the young child alone once the child approaches the age of four,",,
+ICPE-24-1961_RES1-FR,"Whereas, due to the increase in the number of women engaged in professional activities and those who, for various reasons, are burdened with domestic tasks, preschool education increasingly fulfills a social function in modern life by providing the child with the security they need and ensuring their comprehensive development,",,
+ICPE-24-1961_RES1-FR,"Whereas attending a preschool education institution facilitates the transition between family life and school life,",,
+ICPE-24-1961_RES1-FR,"Whereas attending a preschool institution facilitates the early detection of all physical and mental developmental disorders, whose improvement or cure will be all the more effectively ensured the sooner they are identified, and that it is also highly beneficial to physically disabled children by acquainting them at an early age with living alongside other children,",,
+ICPE-24-1961_RES1-FR,"Considering that the experience gained thus far provides a sufficient foundation for the development of the principles and methods of preschool education,",,
+ICPE-24-1961_RES1-FR,"Considering that preschool education requires caregivers who devote themselves to it to have special training, as well as particular qualities and aptitudes,",,
+ICPE-24-1961_RES1-FR,"Considering that, in each country, the issue of expanding preschool education appears to be linked to the level of advancement in the schooling of school-age children, and that account must be taken of the differences that may exist between regions, whether industrial or rural, where female labor is widely used, and other regions,",,
+ICPE-24-1961_RES1-FR,"Whereas, despite similar aspirations, countries with very different circumstances must provide diverse solutions to the problem of organizing preschool education,",,
+ICPE-24-1961_RES1-FR,Submits the following recommendation to the Ministries of Public Education of the various countries:,,
+ICPE-24-1961_RES1-FR,"1. It is important that the authorities responsible for education promote the creation, development, and advancement of preschool education, taking into account the level of progress of education in each country and the specific circumstances of the various localities.",,
+ICPE-24-1961_RES1-FR,"2. Wherever compulsory education is already provided to all children without exception, opportunities for preschool education should be made available to children of preschool age, provided that their number justifies the establishment of an institution or a class of the corresponding type.",,
+ICPE-24-1961_RES1-FR,"3. In countries where the universalization of compulsory education has not yet been achieved, priority should be given to the requirements of primary schooling, while also addressing the development of preschool education opportunities, particularly in industrial areas and in rural regions where female labor is extensively employed.",,
+ICPE-24-1961_RES1-FR,"4. It is important to take into account that preschool education, while maintaining its fundamentally educational nature, also addresses social needs that are becoming increasingly significant in a changing society; for this reason, close collaboration must be ensured between those responsible for public or private education, medical-social services, and parents.",,
+ICPE-24-1961_RES1-FR,5. It is desirable that enterprises and institutions employing female labor take an interest in creating and developing preschool education facilities in collaboration with the relevant educational authorities.,,
+ICPE-24-1961_RES1-FR,"6. In countries where preschool education is organized, a special service under the authority of public education must be charged with all matters pertaining to the development and improvement of preschool education institutions.",,
+ICPE-24-1961_RES1-FR,"7. The service responsible for preschool education should be entrusted with various tasks, including: a) assessing the number of preschool-age children and their distribution based on the demographic significance of the localities where they reside and the conditions of their family environment; b) gathering data on the number, type, and public or private status of existing preschool education establishments, as well as their attendance rates; c) investigating the possibilities for the development of preschool education and preparing corresponding plans; d) studying methodological issues related to preschool education; e) reviewing matters concerning the selection, training, and professional development of staff, as well as their professional status; f) developing pedagogical and technical standards and regulations for buildings and equipment intended for preschool education; g) strengthening collaboration between preschool educators and parents.",,
+ICPE-24-1961_RES1-FR,"8. The public education authorities have the duty to organize pedagogical and health inspections of all preschool education establishments, whether public or private.",,
+ICPE-24-1961_RES1-FR,"9. When the quantitative significance of preschool education establishments justifies it, their supervision should be ensured by specialized inspectors; in other cases, this supervision may be entrusted to primary education inspectors who have been trained for this purpose.",,
+ICPE-24-1961_RES1-FR,"10. The financing system for public preschool education institutions may vary according to the administrative structure of each country; however, it is desirable that the costs of this education be borne not only by local authorities but also by administrations at a higher level.",,
+ICPE-24-1961_RES1-FR,"11. Insofar as establishments under private initiative compensate for the lack of public preschool education resources and offer sufficient opportunities for education and social protection, these establishments should be able to rely on financial assistance from the authorities.",,
+ICPE-24-1961_RES1-FR,"12. Despite the benefits that children may gain from attending a preschool education establishment, such attendance must remain optional.",,
+ICPE-24-1961_RES1-FR,"13. When a preschool education institution is entirely funded by public authorities, it is desirable that children be admitted free of charge.",,
+ICPE-24-1961_RES1-FR,"14. The minimum age for admission to preschool educational institutions varies according to the characteristics of the different types of institutions; however, the age of exit must coincide with the regulatory age for entry into primary school.",,
+ICPE-24-1961_RES1-FR,"15. Where preschool education institutions are insufficient in number to meet all demands, the selection of children to be admitted should be guided primarily by their particular needs and family circumstances.",,
+ICPE-24-1961_RES1-FR,16. The number of children per preschool teacher must be lower than the size of a primary school class and should be even smaller the younger the children; it is desirable that the average number of children present does not exceed twenty-five.,,
+ICPE-24-1961_RES1-FR,"17. The preschool teacher should be assisted by an aide and essential service staff, especially in establishments where social services are particularly developed.",,
+ICPE-24-1961_RES1-FR,"18. The schedule of a preschool education establishment must be more flexible than that of the primary school, in order to better adapt to the needs of children and families; it is conceivable to have establishments open only in the morning, and others open all day providing customary meals and necessary rest periods.",,
+ICPE-24-1961_RES1-FR,"19. In rural areas and wherever circumstances allow, seasonal preschool education establishments that operate while parents are engaged in major agricultural or other work should become permanent in order to meet the educational needs of children throughout the year.",,
+ICPE-24-1961_RES1-FR,"20. Preschool education must employ methods that take into account the latest developments in young children’s psychology and advances in pedagogy; these methods will be based on activity, which most often takes the form of play, either free or guided; sensorimotor and manual activities, as well as the means of spontaneous expression offered to children (singing, drawing, rhythmic movement, etc.), promote the awakening of personality and help to provide them with a sound emotional and mental balance.",,
+ICPE-24-1961_RES1-FR,"Functional and individualized education, which is characteristic of early childhood education, should not exclude group activities that contribute to character formation, the education of feelings, and the development of social awareness.",,
+ICPE-24-1961_RES1-FR,"At the preschool level, it is important that intellectual education be based on the observation of the living environment and the development of language, and although formal instruction should be excluded from this education, it is possible, from the age of five and insofar as the child demonstrates maturity and interest, to provide an initial introduction to school techniques through graphic expression, the organization of concrete situations that can only be resolved by the use of measurement and number, and the use of specially designed materials for this purpose.",,
+ICPE-24-1961_RES1-FR,"23. Sufficient time should be allocated to outdoor activities, and a proper balance should be maintained between free activities and guided activities.",,
+ICPE-24-1961_RES1-FR,"24. Subject to the application of the principles set out above, preschool teachers must retain significant freedom in the choice of methods and in the development of their activity program, while being assured of having sufficiently varied materials and the essential equipment.",,
+ICPE-24-1961_RES1-FR,"25. Preschool education, playing an important role in protecting children's health, must instill good hygiene habits in them; moreover, it is essential that they benefit from medical and medico-educational services at least to the same extent as primary education students.",,
+ICPE-24-1961_RES1-FR,"26. Collaboration with the family is essential in preschool education; its purpose is to make parents aware of their educational responsibilities and to help them fulfill these duties. It should not be limited to a mere meeting with the parents accompanying their child, but should include regular interviews, discussions, parent groups, the possible participation of parents in certain school activities, their occasional visits during class hours, as well as home visits conducted by the preschool teacher and, if necessary, by the social worker.",,
+ICPE-24-1961_RES1-FR,"27. Psychological and pedagogical research on preschool education should be developed and deepened wherever possible; it is important that teaching staff, as well as parents, are informed of the practical results of this research through articles, lectures, radio talks, various publications, and so forth.",,
+ICPE-24-1961_RES1-FR,"28. The education of preschool children presenting particular psychological and pedagogical problems requires that those who intend to work in this field possess the necessary qualities and receive specialized training in addition to general pedagogical training, and it would be desirable to establish pilot institutions for this purpose attached to teacher training establishments.",,
+ICPE-24-1961_RES1-FR,29. The studies and qualifications of preschool teachers should be at least equivalent to those of primary school teaching staff.,,
+ICPE-24-1961_RES1-FR,"30. In cases where there is a shortage of qualified preschool teachers, it may be useful to organize accelerated specialization courses for individuals who already have pedagogical experience and the necessary aptitudes, followed subsequently by advanced training courses that would gradually bring them to the level of qualified preschool teachers.",,
+ICPE-24-1961_RES1-FR,"31. Preschool teachers should be offered opportunities for professional development, as with all other categories of educators, enabling them to enhance their skills and improve their methods, whether through vacation courses, correspondence or other means, pedagogical conferences, internships in pilot institutions, etc.",,
+ICPE-24-1961_RES1-FR,"32. Qualified preschool teachers should be granted the same status (salary, working conditions, leave, etc.) and the same benefits as primary school teaching staff.",,
+ICPE-24-1961_RES1-FR,"33. An equivalent level of education, as well as equality in status and remuneration, would help facilitate the transition of preschool teachers into primary education, or vice versa; where appropriate, retraining courses should be organized for interested personnel.",,
+ICPE-24-1961_RES1-FR,"All necessary measures must be taken to ensure the safety of children; in urban areas, preschool education facilities should be located close to the parents' homes in order to reduce traffic hazards and avoid the use of transportation.",,
+ICPE-24-1961_RES1-FR,"35. Every preschool educational establishment should be housed in a separate building and have a playground specially equipped to promote outdoor activities, as well as a garden which, in addition to its aesthetic value, would allow for the observation of nature, the raising of small animals, and gardening activities.",,
+ICPE-24-1961_RES1-FR,"36. If they cannot constitute a separate building, the premises intended for preschool education must be located on the ground floor, in rooms that are sufficiently spacious and well-lit, with an exit to a playground reserved for preschool-age children and specifically designed for them.",,
+ICPE-24-1961_RES1-FR,"37. When authorities grant a permit for the construction of a group of buildings, they should require, among other things, the construction of a sufficient number of preschool education facilities, each accompanied by a playground that could remain accessible to children outside the operating hours of their facility.",,
+ICPE-24-1961_RES1-FR,"38. Particular care must be taken regarding the decoration, furnishing, and equipment of preschool education establishments; these various elements must be adapted to the physiological, educational, and aesthetic needs of the children, according to their age; each room should include a free space, the larger the younger the children are.",,
+ICPE-24-1961_RES1-FR,"39. Hygiene and cleanliness care being an integral part of preschool education, special attention must be given to the supply of drinking water and to ensuring that sanitary facilities are suitable for the various ages of the children and are constantly maintained in perfect working order and cleanliness.",,
+ICPE-24-1961_RES1-FR,"40. Preschool education institutions that fulfill a social function and where children stay throughout the day must have the necessary facilities for the preparation and distribution of meals, as well as for the essential rest periods and the temporary isolation of any child who falls ill during the day.",,
+ICPE-24-1961_RES1-FR,41. It would be desirable for countries considering the establishment of a preschool education system to seek the assistance of experts from other countries in organizing pilot institutions and courses for the training of specialized personnel.,,
+ICPE-24-1961_RES1-FR,"42. It would be beneficial for all countries, including those where preschool education is already established, to organize international study visits and conferences dedicated to addressing the issues of early childhood and preschool education, and to facilitate the exchange of documents (official texts, reports, specialized works, films, children’s books, educational materials, etc.) among educators and specialists from different countries; to this end, the cooperation of UNESCO, the International Bureau of Education, the World Organization for Preschool Education, and other global or regional educational organizations and associations could be enlisted.",,
+ICPE-24-1961_RES1-FR,"43. A scholarship system should assist preschool education specialists in undertaking study visits or internships in countries where this type of education is particularly advanced, especially in those where demographic, economic, and other conditions most closely resemble those of their own country.",,
+ICPE-24-1961_RES1-FR,"44. It is essential that the text of the present recommendation be widely disseminated by ministries of public education, school authorities at the most directly concerned levels of education, international or national teachers' associations, etc.; educational, official, or private press must play a major role in the dissemination of this recommendation.",,
+ICPE-24-1961_RES1-FR,"45. The UNESCO regional centres are invited to facilitate, in collaboration with the relevant ministries, the regional review of this recommendation with a view to its adaptation to the characteristics of the region.",,
+ICPE-24-1961_RES1-FR,"46. In countries where it is deemed necessary, the ministries of public education are invited to commission the competent bodies to carry out various tasks, for example: a) to examine this recommendation and compare its content with the existing legal and factual situation in their country; b) to consider the advantages and disadvantages of the potential application of each provision not yet in force; c) to adapt each article to the country’s situation, if its application is considered useful; d) finally, to propose the practical provisions and measures to be taken to ensure the implementation of the article in question.",,
+ICPE-25-1962_RES1-FR,"The International Conference on Public Education, Convened in Geneva by the United Nations Educational, Scientific and Cultural Organization and the International Bureau of Education, and having met there on July 2, 1962, in its twenty-fifth session, adopts on July 12, 1962, the following recommendation: The Conference,",,
+ICPE-25-1962_RES1-FR,"Considering that education constitutes not only a means of elevating the dignity of the human person but also an essential factor in the cultural, scientific, technical, economic, and social development of peoples,",,
+ICPE-25-1962_RES1-FR,"Considering that the development of education ultimately depends on the economic, financial, and human resources available to the country concerned, and that effective planning of education allows for the optimal use of these resources,",,
+ICPE-25-1962_RES1-FR,"Considering that the multiplication of needs and the increasingly rapid evolution characterizing our era require an adaptation of education, in all its aspects, to the demands and possibilities of tomorrow,",,
+ICPE-25-1962_RES1-FR,"Considering that the bodies responsible for education must undertake systematic action aimed at establishing the needs and objectives for the development of education over a given period, and at determining the essential steps for achieving the corresponding tasks as well as the concrete means and measures necessary to address the problems posed,",,
+ICPE-25-1962_RES1-FR,"Considering that planning techniques which have proven effective in other sectors can, provided they are suitably adapted, contribute to solving educational problems, whose complexity is increasing,",,
+ICPE-25-1962_RES1-FR,"Considering that the acceptance of the principle of interdependence between the development of education and economic and social development must not overshadow the fact that education must retain its own distinct character, which is to shape the human personality and to harmoniously develop all its moral, intellectual, and physical capacities,",,
+ICPE-25-1962_RES1-FR,"Considering the importance accorded to education planning in UNESCO’s activities and the recommendations made in this regard by the international and regional conferences it has helped to organize,",,
+ICPE-25-1962_RES1-FR,"Considering that a large number of the recommendations approved in recent years by the International Conference on Public Education, and especially Recommendations Nos. 40, 44, and 49 concerning the financing of education, the development of school infrastructure, and the recruitment and training of technical and scientific personnel, propose rational measures to be taken in order to ensure the development of education in accordance with the needs of the present time,",,
+ICPE-25-1962_RES1-FR,"Considering that all countries must be able to understand the relationship between the educational situation and the demographic, economic, and social conditions in order to better identify their educational needs, determine the objectives to be achieved, and select the most appropriate means to attain them,",,
+ICPE-25-1962_RES1-FR,"Considering that cooperation in the field of education is an important factor for mutual enrichment and understanding among peoples,",,
+ICPE-25-1962_RES1-FR,"Considering the difficulty that may arise in formulating suggestions applicable to all countries, given, on the one hand, that planning is in a state of constant improvement, and, on the other hand, that the stance of educational authorities regarding this issue presents significant variations,",,
+ICPE-25-1962_RES1-FR,"Considering that despite similar aspirations, countries with very different situations must provide diverse solutions to the problem of educational planning,",,
+ICPE-25-1962_RES1-FR,Submits to the Ministries of Public Education of the different countries the following recommendation:,,
+ICPE-25-1962_RES1-FR,"SCOPE OF EDUCATIONAL PLANNING 1. Efforts to introduce, improve, or develop educational planning must take into account not only the level achieved by each country in terms of the rational and effective organization and administration of its education system but also the specific characteristics of the school system in question.",,
+ICPE-25-1962_RES1-FR,"2. In countries where planning exists for all State activities, it is essential that education planning be designed within the context of the economic and social development plan or program, and that the place assigned to education in this plan or program corresponds to the role it is expected to play in the comprehensive development of the country.",,
+ICPE-25-1962_RES1-FR,"3. In countries where there is no general planning of state activities but education is subject to planning, it is important to ensure close coordination between this planned education and the other sectors of activity.",,
+ICPE-25-1962_RES1-FR,"4. In countries where there is no planning for education, reforms aimed at the development and improvement of education should be guided by the general principles of planning concerning, for example, the projection of student enrollment, future needs for teachers and their training, school construction, and funding allocated to education.",,
+ICPE-25-1962_RES1-FR,"5. The increasing interdependence of various educational issues makes comprehensive education planning, commonly referred to as integral or general planning of education, increasingly desirable.",,
+ICPE-25-1962_RES1-FR,"6. When education planning is not comprehensive or general in nature, close coordination should be established among the various specific educational plans that have been or will be developed.",,
+ICPE-25-1962_RES1-FR,"7. Without attempting to determine the duration that education development plans should have, it is important to emphasize that these plans should cover a fairly long period, with the possibility of being divided into shorter periods to allow for adjustments to the forecasts contained in the long-term plans.",,
+ICPE-25-1962_RES1-FR,"Bodies Responsible for Education Planning 8. It is essential that each Ministry of Public Instruction has a body, by whatever name, responsible for education planning in close coordination with other ministerial departments, particularly those also involved in education and training.",,
+ICPE-25-1962_RES1-FR,"9. In addition to its own initiatives, the body responsible for educational planning should have the functions of coordinating and utilizing the work of other proven organizations: advisory bodies, reform commissions, documentation, study and research centers, statistical offices, school construction services, budget services, etc.",,
+ICPE-25-1962_RES1-FR,"10. Depending on whether the country has a centralized or decentralized structure, the body responsible for education planning should be situated at the national or federal level, which does not preclude the possible establishment of planning services or commissions at the regional or local level.",,
+ICPE-25-1962_RES1-FR,"11. It is essential to ensure close collaboration between specialists in educational planning and experts in planning from other sectors, particularly those most directly related to education.",,
+ICPE-25-1962_RES1-FR,"12. Regardless of the type of existing planning (education planning as part of a broader state activity planning or not, comprehensive or partial education planning, planning starting from the local level to reach the national level or vice versa), the preparation of an education plan must include, among other things: a) an analysis of the country's educational situation and its overall situation; b) the determination of educational needs to be met; c) the inventory of existing human and material resources; d) the setting of objectives to be achieved within a specified timeframe and the priorities to be observed; e) the statement of measures to be taken or changes to be made in order to achieve the set objectives.",,
+ICPE-25-1962_RES1-FR,"13. In the development of an education plan, it is not sufficient to consider only pedagogical factors, although their importance remains paramount; it is also necessary to take into account the influence exerted on the development of education by: a) the social structure of the country and the factors that tend to accelerate its evolution; b) the demographic evolution of the country, immigration, emigration, and internal population movements resulting from economic regrouping or any other cause; c) economic factors such as the production needs in human resources, particularly regarding qualified personnel and technical and scientific staff; d) fluctuations in school enrollments at various levels and the proportional relationships existing among attendance at institutions of different orders and degrees of education; e) the organization and functioning of the administrative system in general and of the school administration in particular; f) the financial resources available to education each year and the special budgetary programs, spread over several years, that could be established in its favor; g) cultural development concerning both activities driven by intellectual interests and scientific and technical discoveries.",,
+ICPE-25-1962_RES1-FR,"Given the very important role that the quantitative evaluation of the current situation and foreseeable needs plays in the development of an education plan, it is essential to have reliable and comparable statistical data available.",,
+ICPE-25-1962_RES1-FR,"15. The use of comparative education studies must be regarded as an indispensable element in the development of an education plan: such studies help to determine the position of the country concerned relative to that of other countries, they serve to establish educational standards of an international nature, and by highlighting trends in the educational movement, they facilitate the formulation of forecasts.",,
+ICPE-25-1962_RES1-FR,"16. In the development of an education plan, particular care should be given to establishing a hierarchy of priorities based not on the more or less spectacular nature of the recommended measures, but on the importance and urgency of educational needs and the possibilities of meeting them.",,
+ICPE-25-1962_RES1-FR,"17. The development of an education plan requires a certain flexibility, allowing for its adaptation to changes that may result from the evolution of the situation.",,
+ICPE-25-1962_RES1-FR,"18. In countries where private education holds a relatively significant position, the development of an education plan must take into account the needs and possibilities of this sector.",,
+ICPE-25-1962_RES1-FR,"19. In developing an education plan, it is appropriate to make use of documentation, information, research, and pedagogical study centers; furthermore, it may be useful to establish special bodies for study and consultation.",,
+ICPE-25-1962_RES1-FR,"20. The development of an education plan cannot be carried out without consulting those most directly involved in the financing and development of education, such as representatives of the teaching staff and educational organizations, federations of school boards, local and regional authorities, parent associations, and student associations.",,
+ICPE-25-1962_RES1-FR,"21. Since public interest and comments published in the press or expressed during informational meetings can greatly contribute to the effective implementation of education plans, it is important, through all appropriate means of communication, to keep public opinion informed of the projects developed.",,
+ICPE-25-1962_RES1-FR,"Special attention should be given to the formulation of the sections of the plan concerning the financing of education, school construction and equipment, teacher training, and the preparation of skilled workers and technical and scientific personnel.",,
+ICPE-25-1962_RES1-FR,"23. Where educational planning does not exist, the recommended procedure for the development of plans should be used for the preparation of specific school reforms.",,
+ICPE-25-1962_RES1-FR,"Adoption and implementation of education plans 24. Prior to the final adoption of an education plan, certain drafted projects should be subjected to preliminary experimentation or appropriate trials, in order to allow, if necessary, the refinement or even the elimination of specific parts of that education plan.",,
+ICPE-25-1962_RES1-FR,"25. Regardless of the importance attached to ensuring all necessary safeguards in the procedure for the adoption, implementation, and oversight of an education plan, the complexity of this procedure should not hinder or obstruct the practical application of the proposed plan.",,
+ICPE-25-1962_RES1-FR,"26. It is essential that the organizations and individuals involved in the implementation of an education plan be informed as fully as possible about its scope and characteristics, as well as the practical measures indispensable to its success.",,
+ICPE-25-1962_RES1-FR,27. The allocation of responsibilities during the implementation of an education plan may vary according to the administrative structure specific to each country; regional and local authorities can contribute to the realization of the plan by accurately assessing their own capacities and by making the best possible use of existing regional or local resources.,,
+ICPE-25-1962_RES1-FR,"28. The implementation of an education plan must exhibit a degree of flexibility, as its effectiveness partly depends on its adaptation to the characteristics of the various regions within the country in question and to any changes in circumstances.",,
+ICPE-25-1962_RES1-FR,"Special attention must be given to the financing arrangements of an education plan; not only must the cost of each project be carefully calculated, but it must also be ensured that the allocated funds can be committed at the required time.",,
+ICPE-25-1962_RES1-FR,"30. The oversight exercised over the implementation and potential adaptation of an education plan is also one of the determining factors of its success; in this regard, the collaboration of school inspectors at all levels, as well as that of local education authorities, must be regarded as indispensable.",,
+ICPE-25-1962_RES1-FR,"31. It is essential to make every effort to advance qualitative and quantitative evaluation techniques, which allow for systematic verification of the results obtained; this verification should facilitate the development of subsequent plans. TRAINING OF PERSONNEL RESPONSIBLE FOR PLANNING",,
+ICPE-25-1962_RES1-FR,"It is desirable that, in each country, particular attention be given to the training of specialists in the field of educational planning; furthermore, it is important to acquaint educational leaders and those responsible for school administration and organization with the principles underlying educational planning, the benefits it offers, and the challenges related to the development, adoption, implementation, and evaluation of various plans.",,
+ICPE-25-1962_RES1-FR,"33. In institutions that provide training for specialists in general planning, the curricula must allocate sufficient emphasis to the preparation of education planners.",,
+ICPE-25-1962_RES1-FR,"34. In countries where there are no institutions for the training of specialists in planning, it is important to organize university-level or higher courses covering, among other things, the specific issues of educational planning; the organization of such courses could be considered within the framework of international agreements.",,
+ICPE-25-1962_RES1-FR,"35. Concepts related to educational planning should be incorporated into the required training for school inspectors and administrators, as well as for the entire teaching staff.",,
+ICPE-25-1962_RES1-FR,"36. It is essential that educational planning bodies bring together specialists in the fields of education, planning, sociology, statistics, and economics, each possessing sufficient knowledge in these various areas to form an effective team. INTERNATIONAL COOPERATION",,
+ICPE-25-1962_RES1-FR,"37. While affirming the principle of cultural autonomy and independence of each country and the necessity of national education plans inspired by the experience and specific problems of each country, it is important to emphasize the value of international cooperation in support of educational planning that acknowledges the existence of diverse conceptions in this field and the advantage of drawing from varied sources to recruit qualified experts and obtain authoritative opinions.",,
+ICPE-25-1962_RES1-FR,"38. International cooperation should primarily focus on: a) granting scholarships for the training abroad of specialists in education planning; b) sending experts specialized in education planning to countries that request them; c) the dissemination of documents pertaining to all aspects of education planning; d) organizing study tours and visits that enable administrators and organizers of school systems in general, and of education planning in particular, to familiarize themselves with the educational concepts, issues, and achievements of other countries.",,
+ICPE-25-1962_RES1-FR,"39. International organizations should continue to cooperate in the scientific study and advancement of education planning techniques through regional or international training centers, study internships or expert meetings, publications, the granting of credits, and assistance, in various forms, to existing national training centers; consultation and collaboration with international teachers’ organizations could be sought to good effect.",,
+ICPE-25-1962_RES1-FR,"40. Whenever a specific necessity arises, it is important to convene regional conferences on educational needs and on the means to meet them, as such meetings greatly contribute to advancing the techniques of educational planning and serve to highlight the relationships that exist between educational development and the cultural, economic, and social development of peoples.",,
+ICPE-25-1962_RES1-FR,"41. International and national bodies, both public and private, have an important role to play in the dissemination of educational planning; to ensure the best possible use of the financial assistance they are able to provide, it is essential that the granting of such assistance is conditional upon the rational use of planning techniques.",,
+ICPE-25-1962_RES1-FR,"42. It is essential that the text of this recommendation be widely disseminated by ministries of public education, school authorities, educational documentation centers, international and national associations of teachers or parents, etc.; both official and private educational press must play a significant role in disseminating this recommendation to the relevant services, administrative and teaching staff, as well as to the general public.",,
+ICPE-25-1962_RES1-FR,"43. UNESCO regional centres are invited to facilitate, in collaboration with the relevant ministries, the review of this recommendation at the regional level with a view to adapting it to the characteristics of the region.",,
+ICPE-25-1962_RES1-FR,"44. In countries where it is deemed necessary, the ministries of public education are invited to assign the competent bodies to carry out various tasks, for example: a) to review this recommendation and compare its content with the existing legal and factual situation in their country; b) to consider the advantages and disadvantages of the possible implementation of each article not yet in force; c) to adapt each article to the country’s situation, applying it where deemed appropriate; d) finally, to propose practical provisions and measures to be taken to ensure the implementation of the article under consideration.",,
+ICPE-25-1962_RES1-FR,"The International Conference on Public Education. Convened in Geneva by the United Nations Educational, Scientific and Cultural Organization and the International Bureau of Education, and having met there on the second of July nineteen sixty-two in its twenty-fifth session, adopts on the thirteenth of July nineteen sixty-two the following recommendation: — 181 — The Conference,",,
+ICPE-25-1962_RES1-FR,"Considering that children in all countries have the right to be taught and educated by teachers who provide full guarantees in terms of general and pedagogical training,",,
+ICPE-25-1962_RES1-FR,"Considering the increasing complexity of the educational responsibilities of the school, the rapid advances in science, and the constant evolution of pedagogical theories and methods as well as culture in general,",,
+ICPE-25-1962_RES1-FR,"Whereas, throughout their career, every teacher must have the opportunity to broaden their horizons, enhance their general knowledge and pedagogical training, and, if necessary, acquire new professional qualifications,",,
+ICPE-25-1962_RES1-FR,"Considering that the number of insufficiently qualified teachers is increasing due to recruitment difficulties, it is all the more urgent to provide them with adequate general and professional training,",,
+ICPE-25-1962_RES1-FR,"Whereas the school authorities must do everything in their power to ensure or at least facilitate the professional development, in its various aspects, of the teaching staff in service,",,
+ICPE-25-1962_RES1-FR,"Considering that, for various reasons, and notably due to their financial situation, it is sometimes difficult for primary school teachers to benefit from the direct or indirect means of professional development that they require.",,
+ICPE-25-1962_RES1-FR,"Considering Recommendation No. 36 concerning the training of primary teaching staff, adopted in 1953 by the International Conference on Public Instruction during its sixteenth session, in particular articles 55 to 64 devoted to the in-service training of primary teachers,",,
+ICPE-25-1962_RES1-FR,"Considering that despite similar aspirations, countries with very different circumstances must provide diverse solutions to the problem of in-service training for primary school teachers,",,
+ICPE-25-1962_RES1-FR,Submits the following recommendation to the Ministries of Public Instruction of the various countries:,,
+ICPE-25-1962_RES1-FR,"Organization of training 1. It is becoming increasingly necessary to systematically organize the professional development of active primary school teachers, whether it involves completing the general and pedagogical education of instructors lacking sufficient preparation or enabling qualified teachers to keep abreast of new methods and techniques, broaden their general knowledge, and, where appropriate, acquire new qualifications.",,
+ICPE-25-1962_RES1-FR,"— 182 — 2. According to the education system specific to each country, the organization of professional development will be entrusted to one or the other of the existing primary education services, or to a special body operating in close connection with these services.",,
+ICPE-25-1962_RES1-FR,3. Educational authorities have every interest in seeking the advice and cooperation of teachers' associations and other institutions or groups expected to play an important role in the organization of further training.,,
+ICPE-25-1962_RES1-FR,4. Private initiative must receive the moral and material support of the school authorities wherever it effectively contributes to the professional development of practicing primary school teachers.,,
+ICPE-25-1962_RES1-FR,"5. Regardless of the organization of in-service training for primary school teachers, it is essential that the implementation and the evaluation of the results achieved involve in a close and coordinated manner the school principals, the teaching staff of institutions responsible for teacher training, educational advisors, primary education inspectors, university-level pedagogical institutes, as well as professors or specialists from other disciplines whose teaching could contribute to broadening the general knowledge of the teachers.",,
+ICPE-25-1962_RES1-FR,"Categories of beneficiaries 6. For the organization of the in-service training of primary school teachers, the responsible authorities must consider three main categories of beneficiaries: a) unqualified teachers; b) qualified teachers who need to complete their general knowledge and improve their teaching methods and techniques; c) qualified teachers who wish to acquire additional qualifications or prepare for new roles within the framework of education.",,
+ICPE-25-1962_RES1-FR,7. The need to provide adequate training to unqualified primary school teachers is imperative in all countries where the shortage of teaching staff compels educational authorities to recruit individuals who do not possess the normally required qualifications.,,
+ICPE-25-1962_RES1-FR,"8. Regardless of how comprehensive the professional training of primary teachers may be, the educational authorities must ensure that, throughout their careers, the individuals concerned have the opportunity to broaden and deepen their general education, update their pedagogical knowledge, and become familiar with new teaching methods and techniques.",,
+ICPE-25-1962_RES1-FR,"9. In the very interest of education, the school authorities must take the necessary measures to enable primary teachers who so desire to prepare for a higher-level diploma, to undertake specialized pedagogical studies, or to qualify for new functions within the framework of education.",,
+ICPE-25-1962_RES1-FR,"10. Whether participation in professional development activities is mandatory or optional should depend, in particular, on the category of beneficiaries and the modalities of the professional development.",,
+ICPE-25-1962_RES1-FR,"Methods of professional development 11. Given the increasing number of means that can facilitate the professional development of in-service primary school teachers, it would be advantageous to select those means that best meet: a) the specific needs of each category of beneficiaries; b) the available material or other resources; c) the characteristics and requirements of primary education in the country concerned.",,
+ICPE-25-1962_RES1-FR,"12. When it comes to providing adequate training for unqualified teachers, this training should be systematic and regular in nature, and its duration should primarily depend on the participants' level, with the establishment of specialized institutions being a possible consideration for this purpose.",,
+ICPE-25-1962_RES1-FR,"13. When it comes to supplementing or renewing the general or pedagogical knowledge of qualified teaching staff, it is also important to develop a systematic in-service training program.",,
+ICPE-25-1962_RES1-FR,"14. When it comes to enabling qualified primary school teachers to improve their qualifications or to prepare for other roles within the educational system, it is important to reconcile the additional studies undertaken by the individuals concerned with the demands of their regular school work.",,
+ICPE-25-1962_RES1-FR,"15. The in-service training programs for primary school teachers should not be exclusively theoretical in nature, but should also include a practical component featuring internships, demonstrations, model lessons, and so forth.",,
+ICPE-25-1962_RES1-FR,"16. It is highly desirable that development methods involving a structured program be complemented by the occasional organization of educational days, conferences, and colloquiums, visits to schools or other institutions, etc.",,
+ICPE-25-1962_RES1-FR,"17. It is appropriate to organize, within the framework of the school or at the local or regional level, discussion groups and study groups that allow teachers to exchange views and to engage, in a direct and active manner, with the resolution of the problems they encounter in carrying out their duties.",,
+ICPE-25-1962_RES1-FR,"18. It is essential to establish and develop correspondence courses for professional development, which have the particular advantage of being accessible even to isolated teachers, without requiring them to interrupt the performance of their duties.",,
+ICPE-25-1962_RES1-FR,Increased importance must be given to educational and cultural books and journals; their distribution should be as wide as possible so that teachers are able to receive them individually or consult them without difficulty.,,
+ICPE-25-1962_RES1-FR,"20. It is highly desirable that professional development activities make the most of the existence of educational resource centers and libraries, particularly pedagogical libraries; in this regard, the development of mobile libraries and lending services should be encouraged.",,
+ICPE-25-1962_RES1-FR,"21. It would be advisable to make judicious use of the various possibilities offered by the record, the tape recorder, cinema, broadcasting, and television.",,
+ICPE-25-1962_RES1-FR,"22. For their professional development, it is advisable to promote travel opportunities for primary school teachers within their own country and abroad, either in groups or individually.",,
+ICPE-25-1962_RES1-FR,"Facilities and benefits granted to TRAINING BENEFICIARIES 23. Provided that instruction is not compromised, educational authorities must grant the greatest possible facilities to encourage primary school teachers to take advantage of the various means of professional development, especially in the case of teachers who face difficulties arising from the isolation of their school.",,
+ICPE-25-1962_RES1-FR,"Among the multiple factors to be taken into account in determining the type of facilities to be granted to beneficiaries of improvement measures, the nature of the method of improvement used, the intended purpose, the compulsory or optional character of the participants' involvement, the duration of the interruption of teaching and the extent of travel must be noted.",,
+ICPE-25-1962_RES1-FR,"25. When a teacher is required to be absent from their school for a certain period in order to pursue professional development, the educational authorities must grant the necessary leave, ensure the full or partial payment of their salary, and bear the full cost of their replacement.",,
+ICPE-25-1962_RES1-FR,"26. When the travel required to participate in professional development opportunities is substantial, it is appropriate to provide for the reimbursement of all or part of the participants’ travel expenses.",,
+ICPE-25-1962_RES1-FR,"27. Wherever justified, those responsible for professional development must provide accommodation and maintenance for the participants or, as compensation, grant them allowances or subsidies.",,
+ICPE-25-1962_RES1-FR,"28. Unqualified teachers who have acquired the professional training they previously lacked must receive, after successfully passing the regulatory examinations, a certificate or diploma granting them access to the regular teaching staff framework with the statutory benefits associated with this integration.",,
+ICPE-25-1962_RES1-FR,"29. Depending on the extent of the professional development that qualified primary school teachers have benefited from, it is important to recognize their enhanced competence and to take it into account, particularly for promotions and transfers.",,
+ICPE-25-1962_RES1-FR,"30. Primary school teachers currently in service who have successfully completed further studies aimed at obtaining new academic degrees, or preparing for the roles of director, inspector, secondary school teacher, or specialized teacher, should be entitled to the benefits corresponding to the newly acquired grade or to the new functions for which they have prepared.",,
+ICPE-25-1962_RES1-FR,"International Cooperation 31. Due to the increasing number of countries requesting external assistance to ensure the professional development of their teachers, it is desirable that educational organizations with a global or regional scope be able to respond positively to such requests.",,
+ICPE-25-1962_RES1-FR,"32. Financial cooperation granted for this purpose should, for example, enable the establishment of institutions specialized in the training of unqualified primary school teachers and further promote certain other aspects of this training, such as educational research, travel, and internships abroad for those responsible for training programs.",,
+ICPE-25-1962_RES1-FR,"33. International cooperation may also take the form of providing, upon request, countries with experts or advisors on the organization of teacher training, instructors for training institutions, educational documentation, or other resources.",,
+ICPE-25-1962_RES1-FR,"34. The organization, on an international or regional scale, of pedagogical courses or practical training sessions of a more or less specialized nature should be regarded as a contribution to the in-service training of primary school teachers; in this regard, consideration should be given to the provision of facilities (such as scholarships) aimed at enabling a greater number of beneficiaries to attend these courses or training sessions.",,
+ICPE-25-1962_RES1-FR,35. International mutual assistance may also be manifested through the admission of nationals from other countries to activities organized within the framework of the professional development of national teachers.,,
+ICPE-25-1962_RES1-FR,"Implementation of this recommendation 36. It is essential that the text of this recommendation be widely disseminated by ministries of public education, educational authorities at the level of instruction most directly concerned, pedagogical documentation centers, international and national associations of teachers or parents, etc.; both official and private educational media must play a significant role in spreading this recommendation to the relevant services, administrative and teaching staff, as well as the general public.",,
+ICPE-25-1962_RES1-FR,"37. UNESCO regional centers are invited to facilitate, in collaboration with the relevant ministries, the examination of this recommendation at the regional level with a view to its adaptation to the characteristics of the region.",,
+ICPE-25-1962_RES1-FR,"38. In countries where it is deemed necessary, the ministries of public education are invited to assign the competent bodies to undertake various tasks, for example: a) review this recommendation and compare its content with the existing legal and factual situation in their country; b) consider the advantages and disadvantages of the possible implementation of each article that is not yet in force; c) adapt each article to the country’s situation, if the application is considered useful; d) finally, propose the practical provisions and measures to be taken to ensure the implementation of the article in question.",,
+ICPE-26-1963_RES1-FR,"The International Conference on Public Instruction, convened in Geneva by the United Nations Educational, Scientific and Cultural Organization and the International Bureau of Education, and having met there on the first of July nineteen sixty-three in its twenty-sixth session, adopts on the eleventh of July nineteen sixty-three the following recommendation: The Conference,",,
+ICPE-26-1963_RES1-FR,"Considering that educational and vocational guidance must enable each individual to fully develop their abilities, make full use of their capacity, and foster the growth of their personality,",,
+ICPE-26-1963_RES1-FR,"Considering that educational and vocational guidance is increasingly indispensable in order to address, through an elevation of the level of knowledge and qualifications, the situation created by the acceleration of technical, economic, and social evolution, and to ensure the rational utilization of all human resources.",,
+ICPE-26-1963_RES1-FR,"Considering that the development of society cannot be assured if the majority of individuals are unable to choose a profession in accordance with their interests and abilities and do not experience the satisfaction of succeeding in that profession,",,
+ICPE-26-1963_RES1-FR,"Considering that the concept of guidance is undergoing significant development and that guidance today appears as a continuous process closely linked to the educational activities of the school,",,
+ICPE-26-1963_RES1-FR,"Considering the steady increase in school enrollments and the necessity to provide individual guidance to students from the age at which they begin to become aware of their responsibilities towards the community in which they will be called upon to integrate and to fulfill their role as useful members,",,
+ICPE-26-1963_RES1-FR,"Considering that guidance will be all the more effective when it is based on a thorough understanding of the child, observed over a sufficiently long period in the various aspects of his behavior and at the different stages of his development,",,
+ICPE-26-1963_RES1-FR,"Considering that guidance can serve as a link between school and work, influence the structure, organization, and content of education, and contribute to the success of the country's economic and social planning,",,
+ICPE-26-1963_RES1-FR,"Whereas an adult may, at certain points in their professional career, face the necessity to change their orientation or wish to acquire a higher qualification,",,
+ICPE-26-1963_RES1-FR,"Considering that the possibilities for expanding guidance are nevertheless linked to the level of advancement of education and economic and social development in the country concerned and in its various regions,",,
+ICPE-26-1963_RES1-FR,"Considering that educational and vocational guidance can only be effective on the condition that schooling is free of charge, material assistance is provided to students when necessary, and there is no discrimination of any kind, whether racial, social, or otherwise,",,
+ICPE-26-1963_RES1-FR,"Considering that several of the recommendations adopted in recent years by the International Conference on Public Education, notably Recommendation No. 25 concerning the development of school psychology services and Recommendation No. 49 concerning the recruitment and training of technical and scientific staff, adopted respectively on June 28, 1948, and July 5, 1954, foresee measures relating to the development of school and vocational guidance,",,
+ICPE-26-1963_RES1-FR,"Considering also the Recommendation concerning vocational guidance and vocational counselling adopted on June 8, 1949, by the General Conference of the International Labour Organization, the Recommendation concerning vocational training adopted on June 6, 1962, by the General Conference of the International Labour Organization, and the Recommendation concerning technical and vocational education adopted on December 11, 1962, by the General Conference of UNESCO,",,
+ICPE-26-1963_RES1-FR,"Also considering the various recommendations and resolutions adopted at the non-governmental level concerning one or more aspects of school and vocational guidance,",,
+ICPE-26-1963_RES1-FR,"Whereas, despite similar aspirations, different countries must provide different solutions to the problem of organizing school and vocational guidance,",,
+ICPE-26-1963_RES1-FR,Submits to the Ministries of Public Education of the various countries the following recommendation: — 171 — Nature of school and vocational guidance,,
+ICPE-26-1963_RES1-FR,"1. The responsible authorities are currently faced with different systems or conceptions of school and vocational guidance; these various systems, although responding to differing concerns and needs, can, in certain aspects, influence and even complement each other; therefore, they should not be considered incompatible. When making their selection, countries may take into account the characteristics specific to the main existing systems, namely: a) the system of extracurricular vocational guidance, which is based on a considerable experience in several countries; b) the system that bases the entire teaching program on vocational information and guidance, without resorting to special services, and inspired by an educational approach that promotes initiation to work and instills in the student an awareness of future responsibilities towards society; c) the system that integrates guidance into the very structure of secondary education, with an initial cycle comprising observation and orientation classes leading to differentiated studies at the second cycle level; this system is compatible with the existence of school and vocational guidance services external to the school but participating in guidance alongside it; d) the system of continuous school and vocational guidance, organized within the school in the form of consultation and counseling services that accompany students in their physical and intellectual development, help them resolve personal difficulties, and guide them in the decisions they will have to make concerning their future.",,
+ICPE-26-1963_RES1-FR,"2. In choosing a system of school and vocational guidance, the responsible authorities must take into account various factors, among which the following should be particularly noted: a) the structure of the school system, its current modalities, and its capacity for change; b) the measures already implemented in the field of guidance; c) the material and other resources available to the country to achieve the generalization of guidance; d) the characteristics of the country’s economic and social life, the stage it has reached, and the stage it aims to attain in its development.",,
+ICPE-26-1963_RES1-FR,"3. Regardless of the system of guidance currently adopted by the responsible authorities, it is important that they take into account certain general principles applicable to the various situations.",,
+ICPE-26-1963_RES1-FR,"4. Guidance must enable the individual to resolve the issues posed by the choice of studies and profession; it strives to determine through various means the individual's interests and capacities, both intellectual and physical; it teaches the individual to better understand themselves and provides information about occupations and the corresponding preparatory studies.",,
+ICPE-26-1963_RES1-FR,"5. On the other hand, guidance must take into account the social and economic development of the country and the current and future needs of society, while ensuring the individual's freedom of choice; this means that it must assume responsibility both towards the individual and towards society.",,
+ICPE-26-1963_RES1-FR,6. It is the duty of every country to provide educational and vocational guidance and to encourage students at all levels to make use of its advice; education must offer a sufficient range of options and connections so that everyone can at any time choose a path that corresponds to their interests and abilities.,,
+ICPE-26-1963_RES1-FR,"7. It is essential to ensure that school and vocational guidance services under public authority are provided free of charge, so that no individual wishing to use them is deterred by financial considerations; financial assistance may be considered for non-profit private guidance services.",,
+ICPE-26-1963_RES1-FR,"8. It is primarily the responsibility of the educational authorities to assume the duty of school guidance; however, with regard to vocational guidance, educational authorities should maintain contact with the authorities overseeing labor and industry services, social affairs, youth matters, and so forth.",,
+ICPE-26-1963_RES1-FR,"9. Whatever the orientation system in place, it would be advisable to establish a permanent advisory body comprising representatives of all interested parties.",,
+ICPE-26-1963_RES1-FR,"10. Sufficient resources should be allocated to enable the progressive expansion of the guidance system to all young people, in all regions, both rural and urban, and at all levels of education.",,
+ICPE-26-1963_RES1-FR,"Countries that do not yet have sufficient means to organize a widespread guidance system should attempt to implement it in a number of pilot centers or schools, which could serve as models and gradually be extended throughout the country.",,
+ICPE-26-1963_RES1-FR,"12. Regardless of the system adopted, it is essential that guidance be based on the study and observation of each individual, taking into account all aspects of their personality, intellectual, physical, and emotional development, academic performance, and the family and social circumstances that influence their behavior.",,
+ICPE-26-1963_RES1-FR,"13. Applied psychological tests designed to measure intelligence levels and to identify aptitudes and interests must be scientifically developed, sufficiently varied, and adapted to take into account the characteristics of the country and its various social and cultural levels.",,
+ICPE-26-1963_RES1-FR,"14. In any system of educational and vocational guidance, knowledge of the adolescent's development and potential must be based not only on what is revealed by psychological tests, but also on the results of knowledge tests, schoolwork, medical examination data, as well as family and social information; the cooperation of the parents is essential.",,
+ICPE-26-1963_RES1-FR,"15. The establishment of a student record following the pupil throughout their schooling and providing information on their academic progress and behavior is essential, provided that it is managed by sufficiently experienced educators; this record must remain confidential and can only be used to assist with educational and vocational guidance.",,
+ICPE-26-1963_RES1-FR,"16. In any guidance system, it is essential to provide a series of personal interviews aimed at gaining the trust of the adolescent and their parents; these interviews will also help the adolescent to better understand themselves and to comprehend the opportunities available to them.",,
+ICPE-26-1963_RES1-FR,"17. In any guidance system, it is essential to place great importance on information about professions and the studies that prepare for them; this information, which concerns both students and parents, must be integrated into the school and vocational guidance system and developed in collaboration with specialized services; it should be provided at school and widely disseminated to the public through brochures and lectures, as well as through the use of cinema, the press, radio, and television.",,
+ICPE-26-1963_RES1-FR,"18. In order to facilitate guidance, practical activities preparing for professional life may be organized within the school and possibly supplemented by visits or internships in companies.",,
+ICPE-26-1963_RES1-FR,"19. Despite the inevitable difficulties this entails, means should be found to monitor the individuals who have been guided; such oversight would not only be beneficial to those concerned but would also contribute to the systematic and continuous evaluation and improvement of guidance methods; this work should be entrusted to appropriate research services.",,
+ICPE-26-1963_RES1-FR,"20. Wherever psychological techniques are employed for school and career guidance, their application should be entrusted to individuals holding a qualification in psychology and having completed higher education studies.",,
+ICPE-26-1963_RES1-FR,"21. When there are school and vocational guidance services operating outside the school system, responsibility for them should be entrusted to individuals who have completed higher education and hold a diploma certifying training in the fields of psychology and its applications, economics or social sciences, and issues related to education, labor, and youth; these specialists may be assisted by persons with a lower level of qualification.",,
+ICPE-26-1963_RES1-FR,"22. In countries where vocational information and guidance are integrated into education, it is important that, in each school, one or more teaching staff members be trained for this work and be sufficiently knowledgeable about the various professions and the studies that prepare for them; furthermore, lessons on the principles, methods, and practice of school and vocational guidance should be included in teacher training programs.",,
+ICPE-26-1963_RES1-FR,"23. In countries where guidance is a separate element of the educational program, although sometimes entrusted to certain teachers, it is essential that these teachers be properly prepared for this specialized task; a fair balance must be ensured between their role as counselor and their role as teacher, so that they can devote sufficient time to both functions.",,
+ICPE-26-1963_RES1-FR,"24. Guidance specialists must always perform their duties in close collaboration with the teaching staff, as well as with the school doctor, psychologist, and social worker.",,
+ICPE-26-1963_RES1-FR,"25. Within the framework of a lower secondary education cycle designed as an orientation cycle, it is essential that the responsible personnel be familiar with the various techniques necessary to guide students towards the differentiated courses of the upper cycle.",,
+ICPE-26-1963_RES1-FR,"26. Since the methods of school and vocational guidance and information must be constantly renewed and updated, the personnel responsible for guidance should have sufficient resources and opportunities for professional development.",,
+ICPE-26-1963_RES1-FR,"27. Wherever school and vocational guidance services require the employment of specialized personnel who are not part of the teaching staff, it would be appropriate to establish a status regulating the terms of this profession and determining the salaries of such specialized personnel, taking into account the training and qualifications required for the performance of this function.",,
+ICPE-26-1963_RES1-FR,28. The authorities and specialized organizations responsible for school and vocational guidance services should develop professional ethical standards to guide them in the performance of their duties and in their professional relationships.,,
+ICPE-26-1963_RES1-FR,"29. Countries lacking financial resources and qualified personnel to ensure the organization or development of school and vocational guidance should be able to receive, from other countries or international organizations, technical assistance in the form of experts, scholarships and travel grants, equipment, credits, etc.",,
+ICPE-26-1963_RES1-FR,"30. All countries, regardless of the nature or level of development of their guidance systems, stand to benefit from taking into account the experience of others; it is therefore important to facilitate, in addition to the exchange of publications, personal contacts through reciprocal visits, as well as through conferences, study internships, or courses bringing together individuals from different countries interested in guidance issues.",,
+ICPE-26-1963_RES1-FR,"31. It is advisable to recommend the continuation of comparative studies highlighting the similarities and differences between the guidance systems currently in place; while clarifying the situation, this type of research could suggest the introduction of useful improvements in existing systems.",,
+ICPE-26-1963_RES1-FR,"32. It is important that the text of this recommendation be widely disseminated by ministries of public education, school authorities, educational documentation centers, international and national vocational guidance associations, teachers’ and parents’ organizations, and the like; both official and private educational press should play a major role in spreading this recommendation among the relevant services, administrative and teaching staff, as well as the general public.",,
+ICPE-26-1963_RES1-FR,"33. In countries where deemed necessary, Ministries of Public Education are invited to entrust the competent bodies with undertaking various tasks, for example: a) reviewing this recommendation and comparing its content with the existing legal and factual situation in their country; b) considering the advantages and disadvantages of the possible application of each article that is not yet in force; c) adapting each article to the country’s situation, should its application be considered useful; d) finally, proposing the practical provisions and measures to be taken to ensure the implementation of the article in question.",,
+ICPE-26-1963_RES1-FR,"34. The regional UNESCO centers are invited to facilitate, in collaboration with the relevant ministries, the review of this recommendation at the regional level with a view to its adaptation to the characteristics of the region.",,
+ICPE-26-1963_RES1-FR,"The International Conference on Public Education, convened in Geneva by the United Nations Educational, Scientific and Cultural Organization and the International Bureau of Education, and having met there on the first of July, nineteen hundred and sixty-three, in its twenty-sixth session, adopts on the twelfth of July, nineteen hundred and sixty-three, the following recommendation: The Conference,",,
+ICPE-26-1963_RES1-FR,"Considering that the shortage of primary school teachers and the resulting recruitment crisis are being felt in the vast majority of countries,",,
+ICPE-26-1963_RES1-FR,"Considering that this shortage of primary school teachers not only constitutes an obstacle to the quantitative development of schooling but also dangerously affects the quality of education,",,
+ICPE-26-1963_RES1-FR,"Considering that the recruitment crisis affecting primary education has serious consequences for all countries, particularly for those that have not yet reached the stage of compulsory schooling,",,
+ICPE-26-1963_RES1-FR,"Considering that, in most developing countries, primary school teachers will have a leading role with regard to the development of communities located in rural areas,",,
+ICPE-26-1963_RES1-FR,"Considering that it is of utmost urgency to thoroughly analyze the causes of all kinds as well as the extent and characteristics of the teacher shortage in each of the affected countries,",,
+ICPE-26-1963_RES1-FR,"Considering the intensity of educational needs and the continuous growth of school populations evident in all countries worldwide,",,
+ICPE-26-1963_RES1-FR,"Considering that, among the measures to be contemplated to address the shortage of primary school teachers, priority should be given to those that present the least disadvantages in terms of the quality of education,",,
+ICPE-26-1963_RES1-FR,"Considering its previous recommendations, notably Recommendations Nos. 36, 37, and 55, adopted during its sixteenth and twenty-fifth sessions, concerning respectively the training of primary teaching staff, the situation of primary teaching staff, and the further training of serving primary teachers,",,
+ICPE-26-1963_RES1-FR,"Considering that, despite similar aspirations, different countries must bring different solutions to the problem of the shortage of primary schoolteachers,",,
+ICPE-26-1963_RES1-FR,Submits to the Ministries of Public Education of the various countries the following recommendation: Study of the causes of the shortage of primary school teachers.,,
+ICPE-26-1963_RES1-FR,"1. Measures taken to remedy the shortage of primary school teachers must be based on objective data derived from research and scientific studies dedicated to the economic, social, and cultural causes underlying this shortage, as well as on the inherent advantages and disadvantages of each solution, particularly regarding the practical utility and appropriateness of the measures considered.",,
+ICPE-26-1963_RES1-FR,"2. In all countries suffering from a shortage of primary school teachers, and especially in those where it constitutes a serious threat to the development and effectiveness of primary education, it is essential to conduct such studies by involving all bodies capable of contributing their collaboration.",,
+ICPE-26-1963_RES1-FR,"3. In countries that have one or more bodies responsible for educational planning, such bodies appear to be best positioned to undertake or commission such studies and to consider the implementation of the necessary measures.",,
+ICPE-26-1963_RES1-FR,"4. Given the complexity of the issue, studies on the nature and evolution of the primary school teacher shortage cannot be limited to investigating causes of a purely educational nature and should also take into account other factors that may likewise contribute to this shortage.",,
+ICPE-26-1963_RES1-FR,"5. It is also necessary to seek to determine whether each of the identified causes is permanent or temporary, the relationships that may exist between them, and the likely direction their development will take: whether a trend towards worsening, stabilization, or resolution.",,
+ICPE-26-1963_RES1-FR,"6. The demographic situation constitutes one of the essential points on which any preliminary study of the shortage of primary school teachers must focus; it is therefore necessary to assess the extent to which the recruitment crisis is linked to variations in the birth rate and population movements, and to consider the consequences of subsequent demographic developments.",,
+ICPE-26-1963_RES1-FR,"7. In countries where the principle of compulsory schooling is not fully implemented, such studies on the shortage of primary school teachers must also determine the extent to which this shortage is likely to hinder or delay its realization.",,
+ICPE-26-1963_RES1-FR,"8. As for the countries where the extension of compulsory schooling constitutes one of the determining causes of the shortage of primary school teachers, they must undertake an analysis of the resulting needs for teachers.",,
+ICPE-26-1963_RES1-FR,"9. The living conditions provided to male and female primary school teachers, along with their often insufficient remuneration, are frequently considered one of the main causes of the shortage of primary school teachers; therefore, it is appropriate to promptly undertake studies comparing the situation of primary school teachers with that of members of other professions possessing equivalent qualifications and responsibilities.",,
+ICPE-26-1963_RES1-FR,"10. Since the shortage of teachers may manifest itself very unevenly within the same country, it is appropriate to consider studying its distribution either by regions or by urban or rural zones, and even within each of these zones; furthermore, it is important to determine whether it is more or less pronounced among male or female staff.",,
+ICPE-26-1963_RES1-FR,"11. It will ultimately be necessary to investigate other causes which, while not as broadly applicable as those listed above, may nevertheless play a role in the recruitment crisis affecting certain countries, such as the extension of the duration of study for teaching candidates, the reduction in class size, the decrease in service hours, the desire to pursue higher education, the transfer of primary school teachers to other functions, other levels or types of education, as well as to other occupations.",,
+ICPE-26-1963_RES1-FR,"Measures aimed at improving the situation of teachers 12. As long as primary school teachers in certain countries do not experience living conditions that correspond to their qualifications and responsibilities, difficulties in recruitment or a lack of interest in the teaching profession should be expected; therefore, among the measures designed to address the shortage of teachers, it is necessary to ensure that their material and social status is at least as good as that of other members of the community who have received the same training and assume equivalent responsibilities.",,
+ICPE-26-1963_RES1-FR,"13. The improvement of the material conditions of teachers is all the more justified in the eyes of those responsible for financing education since, according to unanimous opinion, investment in education now constitutes a fundamental element closely linked to the economic and social development of peoples.",,
+ICPE-26-1963_RES1-FR,"14. It is essential that all countries establish a statute concerning the economic, social, and professional conditions of teaching staff, a statute that can only greatly contribute to securing the rightful place of primary school teachers within the community.",,
+ICPE-26-1963_RES1-FR,"15. It is furthermore important that, wherever the status of teachers and the conditions of social security (health insurance, life insurance, retirement conditions, etc.) reveal the disadvantaged situation of teaching staff compared to other categories of public services, this detrimental inequality be eliminated as soon as possible.",,
+ICPE-26-1963_RES1-FR,"16. In countries where the shortage of primary school teachers is particularly acute in rural areas or isolated regions, it is appropriate to offer rural teachers compensatory incentives: special allowances, limitation of the duration of stay in isolated or unhealthy regions, housing and supply facilities, free transportation, free health services for their families, boarding and study facilities for their children, permission to freely cultivate a portion of the school grounds, etc.",,
+ICPE-26-1963_RES1-FR,"Measures Intended to Facilitate the Training AND RECRUITMENT OF TEACHERS 17. The maintenance of a necessary balance between current and future needs for teachers and the capacity to provide their regular training must be a constant concern of educational authorities; in particular, in countries where the shortage of primary school teachers is a consequence of the introduction, generalization, or extension of compulsory schooling, every effort should be made to create and progressively develop essential training institutions to strengthen the qualified cadres needed in the future.",,
+ICPE-26-1963_RES1-FR,"18. Since the shortage of primary school teachers is most frequently felt in rural areas, it is desirable that training institutions be established in these zones, with the understanding that their programs should take into account the characteristics of the environment specific to each region, without ever being inferior in scope and quality to those of training institutions located in urban areas; where it is not possible to create such institutions, mobile teams of school inspectors should be formed to facilitate the training and professional development of rural teachers and teachers working in isolated regions.",,
+ICPE-26-1963_RES1-FR,"19. Where the teaching profession attracts an insufficient number of candidates, it is desirable that the authorities responsible for the recruitment of student teachers, as well as professional associations and the teachers themselves, organize campaigns aimed at better publicizing the characteristics of this profession; this may involve the dissemination of publications, talks or lectures, press articles, radio and television broadcasts, school visits, and even short trial periods for prospective teachers, with the possible collaboration of career guidance services.",,
+ICPE-26-1963_RES1-FR,"20. It is important to closely monitor the experiments conducted in certain countries aimed at facilitating access to pedagogical studies for workers and employees, whether through evening teacher training colleges, training centers operating according to a suitable schedule, correspondence or radio courses, practical exercises, internships, seminars, or demonstrations; all possible support should be provided by the employers of the individuals concerned, in collaboration with the educational authorities where appropriate, to assist this category of candidates for primary teaching.",,
+ICPE-26-1963_RES1-FR,"21. An effective means of promoting the recruitment of candidates for primary education appears to be the provision of material assistance to student teachers: free tuition and materials, the awarding of scholarships, reduction or waiver of boarding fees, allowances intended to compensate for lost earnings or provide a presalary, etc.",,
+ICPE-26-1963_RES1-FR,"Emergency measures for accelerated training, IMPROVEMENT, AND RECRUITMENT OF TEACHERS 22. Despite its obvious shortcomings, the so-called accelerated or emergency training must be accepted in certain countries as a provisional solution until the cadres who have received regular training are completed; teachers who have undergone accelerated or emergency training should also be encouraged to complete their preparation at a later stage.",,
+ICPE-26-1963_RES1-FR,"23. As far as possible, the admission requirements for candidates to accelerated training should not be lower than those required in standard teacher training institutions.",,
+ICPE-26-1963_RES1-FR,"24. It is the duration of studies that distinguishes so-called emergency training from regular pedagogical courses; therefore, the duration of studies planned in emergency training should be reduced as little as possible.",,
+ICPE-26-1963_RES1-FR,"25. Particular attention should be given to the development of the curriculum and programs for accelerated courses; a rigorous selection of the subjects taught and their content will allow the elimination of knowledge deemed secondary, retaining only the essentials necessary to confer formative value to this intensive training. Given the inherent difficulties of this type of preparation, it is desirable that this training be entrusted to teachers who are particularly qualified and experienced, both culturally and didactically.",,
+ICPE-26-1963_RES1-FR,"In many cases, school authorities have been forced to resort to teachers who have received no professional training; however, it must be understood that this exceptional measure can only be a temporary expedient, especially in countries that have other means to address the shortage of primary school teachers.",,
+ICPE-26-1963_RES1-FR,"27. When the use of teachers without any professional training proves unavoidable, great care should be taken in the selection of candidates; it is essential that candidates possess a good general education and, demonstrating the required pedagogical aptitudes, feel attracted to teaching; candidates should have the opportunity to receive training or professional development while in service, in order to acquire the necessary qualifications and reach the required professional level.",,
+ICPE-26-1963_RES1-FR,"28. For the training of teachers who have not yet received any professional preparation, school authorities will need to choose the formula that best suits their country: regular courses, vacation courses, correspondence courses, seminars, internships, demonstrations, etc.; all facilities should be provided so that teaching staff in need can benefit from these training opportunities, without the regular recruitment of teachers being adversely affected by these exceptional measures.",,
+ICPE-26-1963_RES1-FR,"29. Teachers who have successfully completed an accelerated training course equivalent in level to a regular training course should be entitled to the same status and treatment as duly qualified teachers; those who, while following an accelerated training course, do not reach the level of a regular training course but subsequently compensate for their deficiencies through appropriate in-service training should be treated likewise; teachers without prior professional training who, while practicing, have successfully completed training courses organized for them should also be granted status and treatment equivalent to those of regularly qualified teachers.",,
+ICPE-26-1963_RES1-FR,"MISCELLANEOUS MEASURES 30. When there is an excessively marked imbalance in the recruitment of teachers of either sex, appropriate measures (such as awareness campaigns) must be taken to address this issue; among the measures recommended to counter the shortage of primary school teachers is the possibility of allowing married female teachers to continue in their positions or to be reinstated if they have left; furthermore, where applicable, they should be granted facilities such as transfer to a position near their home or their husband’s workplace.",,
+ICPE-26-1963_RES1-FR,"31. The re-employment of certain retirees appears, insofar as their intellectual capacities and health condition permit, to be one of the measures that can help address the shortage of primary school teachers; in countries suffering from such a shortage where teachers have the opportunity to retire at an age when they are still fully capable, it would be highly desirable to encourage them to remain in active service.",,
+ICPE-26-1963_RES1-FR,"— 182 — 32. Certain measures of school organization that can help improve the utilization of available teaching staff should be adopted where they appear appropriate; these measures notably include the restructuring of school districts, the consolidation of small schools when transportation means or the establishment of boarding facilities permit, the opening of full single-teacher schools where the student population does not require the presence of two or three teachers, recourse to coeducation as soon as the presence of both a male and a female teacher is no longer justified, etc.",,
+ICPE-26-1963_RES1-FR,"33. In cases of extreme necessity, primary school teachers specialized in the teaching of a single subject should be provided with the means to further their training so that they can deliver a more general education.",,
+ICPE-26-1963_RES1-FR,"34. To address the shortage of primary school teachers, it would be advisable to consider the implementation of new teaching methods that require fewer teachers than traditional methods, such as the monitor system and programmed instruction.",,
+ICPE-26-1963_RES1-FR,"35. Like many countries, evening classes for adults could be entrusted to primary school teachers in return for a special allowance that would help improve their material situation; where qualifications are equal, preference should be given to serving primary school teachers.",,
+ICPE-26-1963_RES1-FR,"36. In countries where the desire to rapidly universalize primary education has necessitated recourse to special measures such as increasing the number of pupils per class or per teacher, reducing the attendance hours of pupils at school, or adopting a system of alternating classes, it is important that these measures are regarded as entirely temporary due to the drawbacks they may entail for both teachers and pupils.",,
+ICPE-26-1963_RES1-FR,"INTERNATIONAL COLLABORATION 37. Any technical and financial assistance enabling the establishment of new primary teacher training institutions constitutes one of the most effective means of combating the shortage of teaching staff, particularly in countries where the universalization of compulsory schooling has not yet been achieved.",,
+ICPE-26-1963_RES1-FR,"38. It is desirable that international educational organizations such as UNESCO continue the experience already successfully undertaken in certain developing countries facing a shortage of teaching staff by providing, upon request, experts tasked with studying the various aspects of the problem and recommending the most appropriate measures to resolve it; the organization of advanced training courses for inadequately qualified teachers and the production of teaching materials adapted to the realities of the countries concerned should be among the activities assigned to these specialists, as well as the provision of documentation related to experiences carried out elsewhere.",,
+ICPE-26-1963_RES1-FR,"39. Technical assistance should focus on the professional development of teachers and on the necessity for each developing country to meet its own needs; despite the undeniable benefits of international exchanges of teachers in cases where it is necessary to employ foreign teaching staff, this measure should be accompanied by the intensive development of indigenous teacher training in order to prevent a country from becoming too heavily dependent on external assistance.",,
+ICPE-26-1963_RES1-FR,"Implementation of this recommendation 40. It is essential that the text of this recommendation be widely distributed by the ministries of public education, the educational authorities at the level of instruction most directly concerned, educational documentation centers, international and national associations of teachers or parents, etc.; the educational press, both official and private, must play a major role in disseminating this recommendation to the relevant services, administrative and teaching staff, as well as the general public.",,
+ICPE-26-1963_RES1-FR,"41. In countries where it is deemed necessary, the ministries of public education are invited to commission the competent bodies to undertake various tasks, for example: a) to review this recommendation and compare its content with the existing legal and factual situation in their country; b) to consider the advantages and disadvantages of the possible implementation of any articles not yet in force; c) to adapt each article to the country’s situation, if its application is deemed useful; d) finally, to propose practical provisions and measures to ensure the implementation of the article under consideration.",,
+ICPE-26-1963_RES1-FR,"42. The UNESCO regional centers are invited to facilitate, in collaboration with the relevant ministries, the regional-level review of this recommendation with a view to adapting it to the characteristics of the region.",,
+ICPE-28-1965_RES1-FR,"The International Conference on Public Instruction, having met on July 12, 1965, in its twenty-eighth session, adopts on July 23, 1965, the following recommendation: The Conference,",,
+ICPE-28-1965_RES1-FR,"Considering that the knowledge of one or more modern languages is part of the general culture and intellectual education of the student, at least on an equal footing with other subjects included in the secondary school curriculum, and that, in many countries, at least one foreign language constitutes an essential tool for a broader and deeper study of certain subjects included in the upper-level curricula,",,
+ICPE-28-1965_RES1-FR,"Considering that it is up to the peoples themselves to choose the foreign languages that should be taught,",,
+ICPE-28-1965_RES1-FR,"Whereas, however, in countries where the indigenous language has not hitherto been the language of instruction, it is necessary primarily to contribute to the development of the national languages, to their emancipation, and to the strengthening of their position in international relations,",,
+ICPE-28-1965_RES1-FR,"Considering that the knowledge of a foreign language, as well as that of the literature, history, civilization, and way of life specific to the countries where it is spoken, can have a significant influence on the improvement of international understanding and cooperation among peoples,",,
+ICPE-28-1965_RES1-FR,"Considering that the development of international relations in all fields and the improvement of means of transport and communication constantly increase the practical necessity of knowing at least one foreign language and being able to use it with ease,",,
+ICPE-28-1965_RES1-FR,"Considering that the knowledge of foreign languages accelerates the dissemination of scientific and technical discoveries and, as a result, effectively contributes to the economic and cultural development of countries,",,
+ICPE-28-1965_RES1-FR,"Considering that means of information, such as cinema, radio, and television, bring countries within each other's reach and that both young people and adults have access to these various means,",,
+ICPE-28-1965_RES1-FR,"Considering that opportunities for studying abroad and exchanges of students and specialists between countries that do not share the same language are also increasing in number,",,
+ICPE-28-1965_RES1-FR,"Considering that it is necessary to modernize the methods and means of teaching modern languages, taking into account the development of knowledge and technology,",,
+ICPE-28-1965_RES1-FR,"Considering the numerous recommendations made on the teaching of modern languages by various organizations, notably by the International Conference on Public Instruction in recommendation No. 11 adopted in 1937 during its sixth session,",,
+ICPE-28-1965_RES1-FR,"Considering that, to meet similar aspirations, different countries must provide different solutions to the problem of teaching modern languages in secondary schools,",,
+ICPE-28-1965_RES1-FR,Submits to the Ministries of Public Instruction of the various countries the following recommendation:,,
+ICPE-28-1965_RES1-FR,I. THE PLACE RESERVED FOR THE TEACHING OF MODERN LANGUAGES,,
+ICPE-28-1965_RES1-FR,1. The place given to the teaching of modern languages depends on the specific situation of each country; it is nevertheless recommended that the study of at least one foreign language is included in the curriculum of all grades in all types of secondary schools.,,
+ICPE-28-1965_RES1-FR,"2. The choice of the first foreign language can generally be determined by cultural, geographical, ethnic, economic, or other considerations; when a second foreign language is taught, it would be desirable, whenever resources permit, that students have the option to choose among several languages based on their own interests and needs.",,
+ICPE-28-1965_RES1-FR,3. It is recommended that the study of a second foreign language should only begin once the fundamental linguistic structures of the first language have been acquired.,,
+ICPE-28-1965_RES1-FR,"4. Since the study of foreign languages in secondary schools should not be limited to an elementary introduction, it is recommended that sufficient time be allocated to it in the weekly schedule.",,
+ICPE-28-1965_RES1-FR,"5. The effectiveness of teaching a foreign language being primarily dependent on the interest shown by the students, it would be appropriate to stimulate this interest by granting, among other measures, a suitable place to the modern language examination in the various secondary education assessments.",,
+ICPE-28-1965_RES1-FR,"6. In the context of the increasing specialization occurring at the beginning of the upper cycle of secondary schools, it is recommended to establish sections that include in-depth study of several foreign languages and award diplomas equivalent to those of other sections.",,
+ICPE-28-1965_RES1-FR,"7. Given the ease with which young children acquire languages and the benefits this learning presents for the study of foreign languages in secondary schools, it would be appropriate to encourage initiatives aimed at enabling the teaching of a foreign language before the start of secondary education, while taking all necessary precautions to ensure that the acquisition of this language does not compromise the mastery of the mother tongue.",,
+ICPE-28-1965_RES1-FR,"II. AIMS, PROGRAMMES, AND METHODS",,
+ICPE-28-1965_RES1-FR,"8. The objectives of teaching modern languages are both formative, educational, and practical; the intellectual education represented by learning a language must not come at the expense of the practical use of that language; similarly, practical applications should not hinder the thorough study of the language in its linguistic particularities.",,
+ICPE-28-1965_RES1-FR,"9. The teaching of modern languages is not an end in itself; rather, through its cultural and human aspects, it must serve the development of the mind and character and contribute to a better international understanding and the establishment of peaceful and friendly cooperation among peoples.",,
+ICPE-28-1965_RES1-FR,"10. It follows that alongside the oral and written study of the language itself, curricula must include not only literature but also objective information about the civilization of the countries where the language is spoken, while taking into account the intellectual capacities and interests of the students.",,
+ICPE-28-1965_RES1-FR,"11. Official guidelines regarding the choice of methods, techniques, and textbooks should, while directing the work of teachers, allow them sufficient room for freedom and initiative, compatible with recognized valid methods, in order to progressively improve the methods and textbooks used in the teaching of modern languages.",,
+ICPE-28-1965_RES1-FR,"12. The various active methods, which have long proven effective, appear to be the most suitable for acquiring a foreign language. New techniques for teaching modern languages, as well as programmed instruction, should be subject to study, research, and experimentation to ensure their appropriate and effective use.",,
+ICPE-28-1965_RES1-FR,"What is above all important is that the learning of the spoken language precedes that of the written language and that a significant emphasis be placed, from the outset, on listening, pronunciation, and conversation exercises, making as little use as possible of the mother tongue or the language of instruction.",,
+ICPE-28-1965_RES1-FR,"14. Nonetheless, grammar and syntax, as well as spelling, must not be neglected; efforts should be made to teach them in such a way that, far from being an end in themselves, they contribute to developing the correct use of the foreign language, both spoken and written.",,
+ICPE-28-1965_RES1-FR,15. The importance of research and experiments aimed at determining the most effective methods and modalities for teaching foreign languages within a given school system must not be underestimated; the specific characteristics of the environment and the students' mother tongue must be taken into account.,,
+ICPE-28-1965_RES1-FR,"16. It is desirable, if conditions permit, to divide modern language classes into groups as small as possible.",,
+ICPE-28-1965_RES1-FR,"17. Supplementary activities that involve the active participation of students—such as games, songs, dramatization, language clubs, etc.—must be sufficiently numerous and varied to contribute to the consolidation and enrichment of the knowledge acquired.",,
+ICPE-28-1965_RES1-FR,"18. It is essential to implement all means to facilitate and increase student trips and stays in countries where the studied language is spoken; these stays may be undertaken individually or organized collectively in the form of exchanges led by responsible teachers, youth organizations, etc.; when such trips or stays prove impossible, holiday camps should be organized locally with the participation of nationals from the countries where the language in question is spoken.",,
+ICPE-28-1965_RES1-FR,"19. Audio-visual means, which have proven particularly effective for the teaching of modern languages, should be made available to all secondary education institutions; it would also be desirable for language laboratories, specially designed for secondary education, to be installed in sufficient numbers to meet the essential needs of each country.",,
+ICPE-28-1965_RES1-FR,"20. The usefulness of radio, television, and cinema as supplements to systematic language teaching also deserves to be emphasized; it is important that the programs and broadcast schedules of radio and television be coordinated closely with those of educational institutions, and that these institutions have access to the necessary receiving equipment and supplementary visual materials; however, it should be stressed that radio, television, and cinema cannot replace the instruction provided by a teacher.",,
+ICPE-28-1965_RES1-FR,"It is important that foreign language textbooks reflect the life and culture of the students’ own country as well as of the countries whose language they are learning, that they be attractive and illustrated with photographs and engravings, that they conform to the principles of the active methods generally recommended, and that the work carried out in the field of linguistics be taken into account during their development. In certain countries where students learn a foreign language by using it as the medium of instruction, it is essential that the textbooks adopted for this purpose reflect the culture of the students’ own country.",,
+ICPE-28-1965_RES1-FR,"22. Particular importance should be given, especially in the upper levels of secondary schools, to the reading of authors who can confer considerable general cultural value to the teaching of modern languages, even if only through commentary not of a grammatical nature but of an interpretative, cultural, and aesthetic character.",,
+ICPE-28-1965_RES1-FR,"School libraries should be equipped with books, magazines, and newspapers in foreign languages, as well as any other documentation (including audiovisual materials) that can contribute to a better understanding of different countries; to this end, it would be highly beneficial to organize exchanges of all types of documentation between schools in the various interested countries.",,
+ICPE-28-1965_RES1-FR,"24. It is important to emphasize and develop, to the fullest extent possible, the coordination between the teaching of modern languages and that of the mother tongue, history, geography, art history, and any other discipline that may be related to foreign languages.",,
+ICPE-28-1965_RES1-FR,25. The experiment undertaken in some countries to teach a certain number of subjects in a specified foreign language appears to have yielded good results; this practice could potentially be extended to other countries and applied particularly in modern language sections being established in secondary schools or in certain specialized schools.,,
+ICPE-28-1965_RES1-FR,"26. It is essential that modern language curricula undergo periodic review and adaptation to take into account the evolution of the language taught and the countries where it is spoken, as well as the development of modern methods and techniques available to schools and teachers.",,
+ICPE-28-1965_RES1-FR,III. TEACHING STAFF,,
+ICPE-28-1965_RES1-FR,"27. It is essential to provide future modern language teachers with training that is simultaneously general, linguistic, and pedagogical, both theoretical and practical, and that complies with advancements in linguistics, pedagogy, and modern audiovisual techniques.",,
+ICPE-28-1965_RES1-FR,"28. In order to expand the training of modern language teachers and increase the number of qualified teachers, it is advisable to employ foreign teachers who can contribute to the training of qualified national teachers.",,
+ICPE-28-1965_RES1-FR,"29. It is important to facilitate and encourage, for all language teachers, travel, stays, and studies abroad, and to provide scholarships as well as a system of exchanges and paid leave for this purpose.",,
+ICPE-28-1965_RES1-FR,"30. The professional development of teachers must also focus on the pedagogical aspects of their teaching; in this regard, it is recommended to organize national and international courses and seminars to keep them regularly informed of new methods and techniques, as well as to publish liaison bulletins enabling the comparison of their methods and the sharing of achieved results.",,
+ICPE-28-1965_RES1-FR,"31. To address the shortage of modern language teachers affecting a large number of countries, it is essential to implement all measures likely to facilitate and accelerate their recruitment and training; rather than limiting oneself to nationals of the country concerned, it would be appropriate, on occasion, to employ personnel from the countries whose language is to be taught.",,
+ICPE-28-1965_RES1-FR,IV. INTERNATIONAL COOPERATION,,
+ICPE-28-1965_RES1-FR,"32. Within the framework of international action, it is desirable to undertake comparative studies and research concerning the teaching of modern languages as well as educational materials. In particular, it would be appropriate to collect, compare, and publish the results of experiments conducted in various countries involving the introduction of foreign language instruction prior to the commencement of secondary education.",,
+ICPE-28-1965_RES1-FR,"33. The use of foreign assistants for spoken language practice appears to offer a dual advantage; on the one hand, it contributes to the improvement of pronunciation, intonation, and the knowledge of the everyday language; on the other hand, it provides these assistants with the opportunity to become acquainted with the host country and to practice its language. However, all necessary measures should be taken to ensure that these assistants are adequately informed in advance about the task awaiting them and are prepared to fulfill it.",,
+ICPE-28-1965_RES1-FR,"It would be desirable for governments, international organizations, and other recognized institutions that may be interested in the matter to cooperate in establishing an international system for the exchange of teachers, assistants, and students, which would complement and strengthen the efforts already undertaken in this field.",,
+ICPE-28-1965_RES1-FR,"35. Countries lacking financial resources and qualified personnel to ensure the organization or development of their modern language teaching should receive technical assistance, which could take the form of scholarships for study and research, material aid, the dispatch of experts, on-site courses, and so forth.",,
+ICPE-28-1965_RES1-FR,"36. To develop various forms of extracurricular activities that contribute both to improving the knowledge of a foreign language and to the understanding of the life and culture of other nations, as well as to raising youth in the spirit of international understanding and the maintenance of peace, it is desirable: a) to develop the UNESCO Associated Schools system and the so-called twinned schools; b) to develop interschool correspondence between students from different countries; c) to organize colonies, holiday camps, and excursions with the participation of youth from different nations; d) to ensure the collaboration of specialized teachers and educators in the so-called language camps organized for young people who are already advanced in the study of a foreign language.",,
+ICPE-28-1965_RES1-FR,V. IMPLEMENTATION OF THIS RECOMMENDATION,,
+ICPE-28-1965_RES1-FR,"37. It is essential that the text of the present recommendation be widely disseminated by the ministries of public education, the school authorities of the most directly concerned educational level, universities and teacher training institutes, educational documentation centers, international and national federations of modern language teaching, associations of teachers or parents, etc.; the educational press must play a major role in disseminating this recommendation to the relevant services, administrative and teaching staff, as well as to the general public.",,
+ICPE-28-1965_RES1-FR,"38. In countries where it proves necessary, the ministries of public education are encouraged to entrust the competent bodies with carrying out various tasks, for example: a) examining this recommendation and comparing its content with the existing legal and factual situation in their country; b) considering the advantages and disadvantages of the possible application of each article that is not yet in force; c) adapting each article to the country’s situation, if its application is deemed useful; d) finally, proposing practical provisions and measures to be taken to ensure the implementation of the article under consideration.",,
+ICPE-28-1965_RES1-FR,"39. The regional centers of UNESCO and other regional or international organizations of an educational and cultural nature are invited to facilitate, in collaboration with the relevant ministries, the regional review of this recommendation with a view to its adaptation to the characteristics of the region.",,
+ICPE-29-1966_RES1-FR,"The International Conference on Public Education, convened in Geneva by the United Nations Educational, Scientific and Cultural Organization and the International Bureau of Education, and having met there on July 7, 1966, for its twenty-ninth session, adopts on July 15, 1966, the following recommendation: The Conference,",,
+ICPE-29-1966_RES1-FR,"Considering that, from its earliest sessions, the International Conference on Public Education has emphasized in several of its recommendations the necessity of the methodical understanding of the child and of the human being in general as the starting point for all educational action,",,
+ICPE-29-1966_RES1-FR,"Considering also Recommendation No. 44 on the development of school buildings, and Recommendation No. 54 on educational planning,",,
+ICPE-29-1966_RES1-FR,"Considering the importance of scientific research — of which educational research is regarded as an integral part — in all fields related to the development of human activities and their improved efficiency,",,
+ICPE-29-1966_RES1-FR,"Considering that the sciences of education must aim to better ensure the full development (physical, intellectual, moral, aesthetic, and social) of the individual in order to achieve their best training and social integration,",,
+ICPE-29-1966_RES1-FR,"Considering that the solution to educational problems and the multiplicity of teaching reforms sooner or later call for objective research and experimentation, without neglecting the essential principles of the values that determine the true meaning and success of all education.",,
+ICPE-29-1966_RES1-FR,"Considering the ever-increasing importance of reflection on educational issues and studies related to these issues for the development of the moral, cultural, social, and economic progress of humanity,",,
+ICPE-29-1966_RES1-FR,"Considering the increasing demands of curricula at the various stages of schooling and the serious consequences that this entails, in cases of abuse, for the physical and mental health of students and their progress in their subsequent studies,",,
+ICPE-29-1966_RES1-FR,"Considering the expansion of the field of education to include continuing education and adult education, which involves the use of new methods and techniques,",,
+ICPE-29-1966_RES1-FR,"Considering the increased demand in various countries for experts in school psychology, experimental pedagogy, education planning, school guidance, sociology of education, and developmental issues, etc.,",,
+ICPE-29-1966_RES1-FR,"Considering the existence and activity, in several countries, of institutes of educational research, university laboratories of experimental pedagogy, and national and international non-governmental organizations engaged in research in pedagogy,",,
+ICPE-29-1966_RES1-FR,"Whereas, despite similar aspirations, it is appropriate to find diverse solutions to the problems of educational research that correspond to the conditions, possibilities, traditions, and structures specific to each country,",,
+ICPE-29-1966_RES1-FR,Submits the following recommendation to the Ministries of Public Education of the different countries:,,
+ICPE-29-1966_RES1-FR,"I. Goals of pedagogical research Introduction Education must continuously better define its objectives, constantly improve its means of action, its content, and its methods; it can only achieve this if pedagogical research is organized and developed. Pedagogical research is essential in order to base education on scientific criteria derived from theoretical, historical, and interdisciplinary studies, objective observations and experiments, and the experience of educators.",,
+ICPE-29-1966_RES1-FR,1. The primary purpose of educational research is to discover the objective laws and principles of educational processes in order to thereby stimulate the revolution and progress of pedagogy.,,
+ICPE-29-1966_RES1-FR,"2. To this end, educational research must, first and foremost, be used to establish the theoretical and scientific foundations of a general education plan in order to determine the immediate and long-term educational goals at the national level. These goals should be based on objective studies related to historical resources and to both human and material needs, as well as to the possibilities for the improvement and more effective development of these resources.",,
+ICPE-29-1966_RES1-FR,"3. From a pedagogical standpoint, the objective of research is to improve the quality and effectiveness of instruction through the continual refinement of curricula, methods, tools, and assessment procedures at all levels, taking into account at each new stage the concepts to be learned, the habits to be acquired, and the students' capacity for improvement.",,
+ICPE-29-1966_RES1-FR,"4. Educational research also aims to study ways to improve: a) the quality of extracurricular education provided by the family, governmental and non-governmental youth organizations, boarding schools of all kinds, etc.; b) the effectiveness of school and vocational guidance methods; c) the quality and level of difficulty of textbooks. All of this research can be greatly supported by comparative education studies.",,
+ICPE-29-1966_RES1-FR,"5. It is essential to study the consequences of non-educational factors on human development, such as mass media, general living, working, and leisure conditions, as well as the consequences of changes in the physical development of youth.",,
+ICPE-29-1966_RES1-FR,"II ORGANIZATION OF EDUCATIONAL RESEARCH AND NATURE OF THE WORKS  
+6. Sufficient funding from both governmental bodies and private foundations must be made available to research institutions and qualified independent researchers whose work aligns with a general research plan, to ensure the proper execution and publication of their work under the best possible conditions.",,
+ICPE-29-1966_RES1-FR,"7. The value of research in pedagogy depends on the deliberate selection of study topics and working methods, the conditions of objectivity and control under which they are conducted, as well as the scientific rigor imposed by those who undertake them.",,
+ICPE-29-1966_RES1-FR,"8. The main fields of activity in educational research are defined by its objectives as a science. This includes studies of a psychological, sociological, physiological, and economic nature, as well as specific research focused on educational methods and means in all their forms, taking into account the needs and aptitudes of children, adolescents, or adults, as well as the needs and resources of society. Research concerning the laws and history of education also falls within the domain of educational research, provided it is conducted in accordance with its own scientific methodology.",,
+ICPE-29-1966_RES1-FR,"Educational research can take place in laboratories, classrooms, or other activity settings. In all such investigations, it is essential to apply precise evaluation measures and theoretical explanations in order to distinguish genuine research from mere innovations.",,
+ICPE-29-1966_RES1-FR,"10. As far as possible, pedagogical research concerning the general problems of education and teaching will be integrated into an overall and foreseeable planning framework, in order to strengthen the solidarity of researchers by clarifying their responsibilities.",,
+ICPE-29-1966_RES1-FR,"11. The rational organization of educational research at the national level requires the development of multi-year plans and annual plans for each scientific institution, as well as the coordination of plans among several scientific institutions collaborating on the study of the same issue.",,
+ICPE-29-1966_RES1-FR,"12. Any research or experimentation in the field of pedagogy must be designed and conducted in such a way that no harm is caused to the children, adolescents, or adults who are the subjects of the studies undertaken.",,
+ICPE-29-1966_RES1-FR,"13. Given that education in general and related research increasingly draw upon disciplines other than pedagogy, it is often important to give these studies an interdisciplinary character. Moreover, due to the complexity of the scientific study of educational phenomena, the assistance of physiologists, psychologists, sociologists, philosophers, and experts from other disciplines may be called upon. The interdisciplinary nature of pedagogical research is further emphasized by the growing interest in education as a whole among scientists and scholars from various fields.",,
+ICPE-29-1966_RES1-FR,"14. It is recommended that pedagogical research centers and laboratories be established in countries that do not yet have them to ensure the effective organization of research. Furthermore, it is recommended that collaboration be organized, improved, and intensified between countries where such centers exist.",,
+ICPE-29-1966_RES1-FR,"The activity of an experimental pedagogy laboratory depends on a number of material conditions. Pedagogical research centers must also receive all the essential material endowments for their proper functioning: equipment such as machinery, documentation, etc. However, it should be recalled that expensive equipment is not necessary to carry out a very large number of research projects.",,
+ICPE-29-1966_RES1-FR,"16. In terms of work, the active participation of educational authorities and the teaching staff is essential. Taking into account the experience of certain countries, it is important to encourage the direct and active involvement of teachers at all levels and in all educational institutions, both school-based and extracurricular, notably by inviting them to pose questions to the research centers, either directly or indirectly.",,
+ICPE-29-1966_RES1-FR,"17. For the implementation of its results, educational research often requires broader and more sustained initiatives than those taken by the teacher concerned with improving their own teaching. To this end, experimental schools will be established where reforms will be studied collaboratively and carefully monitored.",,
+ICPE-29-1966_RES1-FR,"18. The problems that will be the subject of research must be carefully selected and evaluated to ensure the novelty of this research, its usefulness, and the feasibility of conducting it.",,
+ICPE-29-1966_RES1-FR,"III. Dissemination and application of results 19. Scientific research can be considered complete when conclusive results are ready to be put into practice. The planning and organization of research will take into account that it must, in principle, lead to the practical implementation of its findings.",,
+ICPE-29-1966_RES1-FR,"20. In each country, mechanisms will be established to ensure the widest possible dissemination of the results of research and educational experiments through publications, conferences, exhibitions, model lessons, teacher retraining sessions, and so forth. Additional measures will then be taken to promptly proceed towards implementation.",,
+ICPE-29-1966_RES1-FR,"21. As soon as the volume of work justifies it, the pedagogical research coordination service will regularly inventory ongoing studies, ensure their publication, and facilitate their dissemination both nationally and internationally.",,
+ICPE-29-1966_RES1-FR,"22. The dissemination of the results obtained takes two essential forms: a) articles, monographs, or books that present the facts and conclusions in such a way that researchers from other countries can assess the work accomplished and determine under what conditions the conclusions may be applied in their own country, and b) articles and manuals intended for administrators of the teaching staff and other educators, as well as parents, in which the specialized language of the researcher will not be used.",,
+ICPE-29-1966_RES1-FR,23. It is essential that educational research be conducted in close connection with the schools themselves.,,
+ICPE-29-1966_RES1-FR,"Educational research constitutes a means to achieve an objective and is not an end in itself. For this reason, the results it produces must be translated concretely into programs, methods, and practical measures that can be implemented.",,
+ICPE-29-1966_RES1-FR,"25. In the absence of specifically designated experimental schools, pilot classes within regular schools may be established to allow the gradual introduction of research findings into teaching.",,
+ICPE-29-1966_RES1-FR,26. Lessons on ongoing educational research must be included in the curricula of teacher training institutes and all organizations or training courses for staff development.,,
+ICPE-29-1966_RES1-FR,A close collaboration between educational research centers and school authorities is essential for the successful dissemination and application of the results of scientific research.,,
+ICPE-29-1966_RES1-FR,"IV. Personnel Responsible for Educational Research 28. a) It is desirable that in all countries, taking into account the specific local conditions, traditions, and a certain degree of urgency, efforts be made to ensure that educational researchers receive the specific training they need; b) This training, of a satisfactory duration, should take place either at a university or in a pedagogical institute. It will include general theoretical studies (philosophy, history and theory of education, psychology, physiology of the nervous system, sociology, etc.) and an introduction to scientific research methods (logistics, statistics, cybernetics); c) The training of educational researchers should enable them to operate at all levels of teaching, in all fields of education, and in close relation with all educational institutions and educators.",,
+ICPE-29-1966_RES1-FR,"29. The problems that educational research is called upon to solve, having the complex characteristics of education itself, require educational research to promote teamwork so that specialists whose expertise is needed can collaborate in a spirit of complementarity: philosophers, biologists, neurophysiologists, psychologists, psychiatrists, sociologists, economists, architects, statisticians, etc.",,
+ICPE-29-1966_RES1-FR,"30. a) Pedagogical research centers—whether autonomous or affiliated with pedagogical institutes or universities—must be able to rely on the necessary specialized staff as well as a sufficient number of assistants and auxiliaries, all of whom should be capable of working in teams; b) Where no research center yet exists, ministries of public education should endeavor to collect and make available to teachers all relevant information originating from research centers in other countries.",,
+ICPE-29-1966_RES1-FR,"31. The status of educational researchers will be analogous to that of researchers in other sciences, both in terms of their working conditions, their obligations and prerogatives, as well as their basic training. Specific programs for the training of educational researchers should include university courses in the appropriate fields.",,
+ICPE-29-1966_RES1-FR,"32. Measures should be taken to ensure the participation of qualified teachers, either individually or in groups, in systematically organized research conducted by institutions specializing in the field of educational research. Such participation of actively serving staff in research is, moreover, an excellent means of ensuring the professional development of teachers and of enabling educational research to increasingly achieve its ultimate objective: the improvement of education.",,
+ICPE-29-1966_RES1-FR,"33. Teachers who assume responsibilities related to educational research and experimentation should be granted special benefits, such as a reduction in their teaching duties and appropriate remuneration.",,
+ICPE-29-1966_RES1-FR,34. It is essential that the pedagogical trials undertaken by teachers within their classrooms be conducted by particularly qualified educators who will receive technical guidance regarding both the methodology of administering the tests and that of educational research. The trials conducted by these teachers will be included in an overall research plan and subjected to appropriate controls capable of establishing their validity and value.,,
+ICPE-29-1966_RES1-FR,"35. Given the extent to which educational research is beginning to take hold among teachers, it would be desirable for both administrative and educational supervisory staff (inspectors) to have the opportunity to receive theoretical and practical training. This training should enable them to undertake, within their respective jurisdictions and under their responsibility, a limited, objectively controlled pedagogical experimentation, integrated into the broader body of work carried out by those responsible for educational research.",,
+ICPE-29-1966_RES1-FR,"36. During their studies (generally from the second or third year onward), future primary and secondary school teachers should acquire, at their level, knowledge of the principles and techniques specific to educational research. This training will also be relevant for teachers undergoing refresher courses. Efforts will be made to ensure that those involved can, through active participation in research work, understand the value of scientific investigation in pedagogy and be able to derive practical applications from it.",,
+ICPE-29-1966_RES1-FR,"V. International Cooperation 37. It is desirable that, within the international framework, collaboration develops between institutions, whether national, regional, or international, governmental or non-governmental, dedicated to educational research. This collaboration will have the effect of: a) intensifying exchanges between educational research centers through the establishment, notably, of a documentation service that ensures the systematic communication of inventories of research and their results in international educational journals; b) facilitating research in the field of comparative education and its methods; c) assisting in properly framing the problems that researchers are called upon to solve; d) enabling the definition of common research themes relevant to two or more countries (regional actions); e) avoiding duplication of efforts; f) eliminating dogmatism that often results from a lack of information.",,
+ICPE-29-1966_RES1-FR,"38. UNESCO and the IBE will combine their efforts to facilitate the coordination of work undertaken by pedagogical research centers by organizing, in particular, international and regional conferences and by ensuring the dissemination of information relating to pedagogical research through journals, monographs, films, the publication of a monograph concerning the methodology of pedagogical research, etc. The national reports submitted annually to the IBE for the purposes of the Annual Conference on Public Education should, as far as possible, include the most important research activities.",,
+ICPE-29-1966_RES1-FR,"39. It is important that countries at the forefront of educational research make arrangements to assist developing countries, notably: a) by providing them with qualified experts; b) by helping them establish national or regional research centers (for example, through technical assistance); c) by offering scholarships to those of their nationals who wish to engage in educational research; d) by admitting some of these individuals as trainees in their own research centers.",,
+ICPE-29-1966_RES1-FR,"VT. Implementation of this recommendation  
+40. It is essential that the text of this recommendation be widely disseminated by ministries of public education, educational authorities at the level of instruction most directly concerned, universities and pedagogical institutes, centers for educational research and documentation, international and national teaching federations, teachers’ and parents’ associations, etc.; both official and private educational press must play a significant role in disseminating this recommendation to the relevant services, administrative and teaching staff, as well as to the general public.",,
+ICPE-29-1966_RES1-FR,"41. UNESCO regional centers are encouraged to prioritize facilitating, in collaboration with the relevant ministries, the regional review of this recommendation with a view to adapting it to the needs and characteristics of the region.",,
+ICPE-29-1966_RES1-FR,"42. In countries where it proves necessary, the ministries of public education are invited to entrust the competent bodies with carrying out various tasks, for example: a) reviewing this recommendation and comparing its content with the existing legal and factual situation in their country; b) considering the advantages and disadvantages of the potential implementation of each article not yet in force; c) adapting each article to the country’s situation, if its application is deemed beneficial; d) finally, taking the legislative and practical measures required to ensure the implementation of the recommendation.",,
+ICPE-29-1966_RES1-FR,"43. It is recommended that not only the ministries of public education give importance to educational research, but that UNESCO also allocate a priority place to it in its assistance programs for member countries.",,
+ICPE-29-1966_RES1-FR,"The International Conference on Public Education, convened in Geneva by the United Nations Educational, Scientific and Cultural Organization and the International Bureau of Education, and having met there on July 7, 1966, in its twenty-ninth session, adopts on July 15, 1966, the following recommendation: The Conference,",,
+ICPE-29-1966_RES1-FR,"Considering that education constitutes one of the principal means for the long-term promotion of cultural cooperation among States,",,
+ICPE-29-1966_RES1-FR,"Considering that the international exchange of teaching personnel constitutes one of the most effective means to improve understanding among peoples and to raise the level of education,",,
+ICPE-29-1966_RES1-FR,"Considering that, in the current circumstances, the collaboration of teachers from abroad is fundamentally necessary for developing countries in order to help them train the personnel essential for economic and social progress, and that the more privileged countries have the moral responsibility to make available to developing countries the teaching staff they require,",,
+ICPE-29-1966_RES1-FR,"Considering that teachers who teach abroad acquire direct knowledge of other countries, which qualifies them to play an important role in the development of cultural cooperation among different States,",,
+ICPE-29-1966_RES1-FR,"Considering that this experience thus contributes in a highly effective manner to the advancement of education through the knowledge of foreign methods and techniques, particularly in disciplines such as modern languages, geography, history, and the arts,",,
+ICPE-29-1966_RES1-FR,"Considering that opportunities to serve abroad are closely linked to the issue of the status of teaching staff and can help establish more fruitful contacts between professional associations,",,
+ICPE-29-1966_RES1-FR,"Considering that, for these reasons, it is necessary to encourage, by appropriate means, teachers at various levels of education to temporarily carry out their duties in other countries, — 184 —",,
+ICPE-29-1966_RES1-FR,"Considering the necessity of providing teaching personnel assigned abroad with the maximum guarantee in terms of benefits and personal and professional security, both in the host country and in the country of origin,",,
+ICPE-29-1966_RES1-FR,"Considering Recommendation No. 29 of the thirteenth session of the International Conference on Public Education concerning the international exchange of educators,",,
+ICPE-29-1966_RES1-FR,Submits the following recommendation to the Ministries of Public Instruction of the various countries:,,
+ICPE-29-1966_RES1-FR,"1. For the purposes of this recommendation, the term ""teachers abroad"" shall designate persons who engage, for a determined period, in any educational activity in a country other than their country of origin.",,
+ICPE-29-1966_RES1-FR,"2. The term ""teacher"" primarily refers to individuals who perform teaching functions in preschool, primary, secondary, technical, and higher education institutions. Teachers may also be called upon to engage in school planning and administration, teacher training, the development of teaching materials, pedagogical and scientific research, and guidance in educational and vocational matters.",,
+ICPE-29-1966_RES1-FR,"3. This recommendation shall not apply to activities carried out by teachers during study trips or on the occasion of lectures, even during their period of teaching abroad.",,
+ICPE-29-1966_RES1-FR,"4. To define the categories of teachers abroad and the authorities to which they report, it is necessary to establish a distinction between: a) teachers sent by the authorities of a specific country who assume all or part of their remuneration and additional expenses; b) teachers attached to national-type institutions abroad whose structure, programs, and methods are reminiscent of those of the country of origin; c) teachers sent by universal or regional intergovernmental organizations and supported by these organizations; d) teachers engaged under contract either directly on-site, through representatives abroad of the host country, or through diplomatic or academic authorities of the country of origin; e) teachers participating in exchanges between two or more countries; f) teachers who go abroad under the auspices of private organizations (such as religious communities or international non-governmental organizations); g) personnel teaching abroad independently of any official administrative intervention and pursuant to agreements concluded directly between an educational institution and the teacher themselves, or between two educational institutions; h) individuals who go abroad under voluntary civil service programs aimed at contributing to the promotion of education in developing countries.",,
+ICPE-29-1966_RES1-FR,"5. The activities of teaching staff abroad may be considered: a) either as the normal exercise of teaching within the school and university framework, or as providing, for the benefit of the host country, specific expertise in other fields of teaching mentioned in Article 2 of Chapter I or in the fulfillment of advisory missions stipulated in technical cooperation programs; b) or as a positive contribution to the development of the host country; c) or as a means of broadening the knowledge and experience of teachers and ensuring a firmer foundation for the teaching they will provide upon their return to their country of origin, thereby improving international understanding.",,
+ICPE-29-1966_RES1-FR,"It is desirable that an increasing number of teachers be able to complete a period of service abroad, preferably after having acquired sufficient professional training and experience in their country of origin. Projects aimed at encouraging teaching abroad should take this objective into account.",,
+ICPE-29-1966_RES1-FR,"7. Projects related to teaching abroad should be considered not only with regard to the development of education in the countries concerned but also with respect to the individual training and professional development of the teacher, as well as within the broader framework of international cultural relations; account should also be taken of the benefits that pupils, educational institutions, and the entire community derive upon the teachers’ return to their country of origin.",,
+ICPE-29-1966_RES1-FR,"8. A teacher serving abroad should have employment and remuneration conditions at least equal to those of teachers in the host country who possess equivalent qualifications and experience. Furthermore, this teacher should normally receive certain special allowances and foreign service indemnities; their travel expenses (round-trip) between their home country and their place of work should be covered, as well as those of their family; and when their contract extends over several school years, certain facilities should be granted to enable them to return, especially during holidays, to their country of origin. Just as they benefit from the rights and privileges attached to their position (salary, allowances and indemnities, leave, social security, medical services, insurance, and housing facilities), the teacher must fulfill to the best of their ability the duties that arise therefrom.",,
+ICPE-29-1966_RES1-FR,"9. The situation of teachers serving abroad should be governed by a contract precisely specifying the rights and duties of the parties. This contract should only be subject to unilateral termination in truly exceptional cases. The host country should guarantee teachers all freedoms normally accorded to foreigners, including the necessary protection against any racial or religious discrimination, as well as security and freedom of conscience in the exercise of their teaching activities, while the teacher should commit to respecting the cultural values of the host country and refrain from interfering in its political affairs.",,
+ICPE-29-1966_RES1-FR,"10. Teachers serving abroad must be guaranteed by the authorities of their home country the career rights and benefits related to their status and retain, upon their return, acquired rights such as maintenance of status, seniority rights, opportunities for advancement, and pension rights (provided that the corresponding contributions have been paid). They should also be assured of a situation equivalent to what it would have been had they continued to work in their country. This applies to teachers recruited under international agreements, contracts directly negotiated with educational authorities, or employed by private organizations. Teachers sent abroad by private organizations should retain the same rights they enjoyed in their home country and benefit from additional advantages if the necessary arrangements have been made prior to their departure.",,
+ICPE-29-1966_RES1-FR,"11. In each country, education planning should include programs for teaching abroad and, as far as possible, provide the necessary funding. Appropriate measures should also be taken to encourage private associations to send teachers abroad and to encourage teachers to travel individually to other countries.",,
+ICPE-29-1966_RES1-FR,"12. It is desirable that each country establish a responsible body that works in cooperation with other competent departments to develop a national program aimed at sending teachers abroad and welcoming teachers from other countries, taking into account both the differences between educational systems and the economic and cultural development of the countries concerned.",,
+ICPE-29-1966_RES1-FR,"13. Such a program should take into account all aspects of the living and working conditions of both the foreign teachers received in the country and the teachers sent abroad, as defined above in Chapter III.",,
+ICPE-29-1966_RES1-FR,"14. In developing a comprehensive program for sending teachers abroad, consideration should be given to programs initiated by the private sector, such as teachers' associations, or by local or regional authorities. Complete information about the candidate should be provided to the host country or institution, and precise details about the position to be filled should be supplied to candidates whenever possible.",,
+ICPE-29-1966_RES1-FR,15. It is desirable that teacher training colleges and institutes expand the traditional scope of their curricula by incorporating the concept of teaching abroad in order to engage prospective teachers in this idea.,,
+ICPE-29-1966_RES1-FR,"16. In order to facilitate the fulfillment of their duties, teachers departing abroad should receive special preparation, preferably with the assistance of the host country, concerning the country or region where they will perform their functions. This preparation would include an introduction to the local language up to the level required by the nature of the teaching they will undertake, an overview of the physical environment, cultural, social, and economic conditions, lifestyle, history, and the education system (including textbooks used, schedules, and curricula). Within the framework of this general introduction, teachers should be advised not to engage in activities likely to cause misunderstandings or be interpreted as unfriendly behavior that could harm the interests, prestige, or culture of the host country.",,
+ICPE-29-1966_RES1-FR,"17. In order to facilitate the adaptation of teachers coming from abroad to their new task, as well as to the cultural and social environment in which they are called upon to live and teach, it would be appropriate to organize for them, in the host country, pedagogical conferences and training sessions, and to develop the institution of educational advisors.",,
+ICPE-29-1966_RES1-FR,"18. Teachers who are considering entering into a contract with a foreign institution or government, or who may be interested in a period of teaching abroad, should have the opportunity to consult the competent national services regarding the conditions to be included in the contract or to obtain information about available positions. National institutions or other responsible authorities recruiting foreign teachers should have the same opportunities.",,
+ICPE-29-1966_RES1-FR,"19. A period of leave, either partially or fully paid, granted after a certain number of years of service and in accordance with the regulations of each country, constitutes an excellent means of encouraging teachers to accept a position abroad, typically for one year; such a practice should be promoted whenever possible. Following this leave period, teachers are expected to return to their original institution.",,
+ICPE-29-1966_RES1-FR,"20. Wide publicity (press, audiovisual media, professional associations, bulletins, and journals, etc.) should be ensured for teaching abroad programs. Teachers returning from assignments in their countries should be invited to present to the competent services, their colleagues, and even the public, with a focus on objective information and in a spirit of understanding, the results of their experiences and the lessons that can be drawn from them. Oral or written reports of this kind or articles could be used within the framework of comparative education courses in teacher training institutions.",,
+ICPE-29-1966_RES1-FR,"21. The exchange of teachers and students would be greatly facilitated if educational authorities reached a reciprocal agreement on the equivalence of diplomas and qualifications required for teaching, where such equivalence actually exists. Bilateral and multilateral measures, such as the study being conducted by UNESCO on this issue, should be encouraged. In the meantime, it would be desirable for the authorities responsible for education to agree to employ qualified foreign teachers or, where appropriate, teaching assistants, granting them temporary teaching authorizations and remunerating them according to the scale corresponding to their training and experience.",,
+ICPE-29-1966_RES1-FR,"22. Teacher exchanges should, as far as possible, be the subject of reciprocal cultural agreements, whether general or specific, concluded on a bilateral and multilateral basis.",,
+ICPE-29-1966_RES1-FR,"23. Exchanges based on reciprocal ""twinning"" agreements between educational institutions should be encouraged as they facilitate the exchange of teachers and pedagogical experiences.",,
+ICPE-29-1966_RES1-FR,"24. It is desirable that the interested intergovernmental organizations create or expand information services that will allow close monitoring of any action taken in the country concerned relating to international cooperation in the exchange of teachers. These organizations should encourage the dispatch of teachers abroad and facilitate the implementation of this recommendation. UNESCO's role is particularly important in this regard, as is that of the regional intergovernmental organizations.",,
+ICPE-29-1966_RES1-FR,"25. The relevant intergovernmental organizations should advocate for and themselves take all possible measures to centralize and rapidly disseminate information relating, on the one hand, to vacancies and, on the other, to offers of service. Such action is particularly important in certain specific situations.",,
+ICPE-29-1966_RES1-FR,"26. The role of international non-governmental organizations in promoting teaching abroad and in the implementation of this recommendation should be duly recognized, as these organizations may be concerned either with the teaching profession as such or with groups of specialists in one or more disciplines.",,
+ICPE-29-1966_RES1-FR,27. International non-governmental organizations should be encouraged to plan and finance teacher exchange programs as part of their own activities.,,
+ICPE-29-1966_RES1-FR,"28. All overseas teaching programs should recognize the role of local branches affiliated with international associations of the teaching profession and other interested organizations. For example, they could assist in facilitating the reception of foreign teachers (housing, making contacts, etc.).",,
+ICPE-29-1966_RES1-FR,"29. It is important that the text of this recommendation be widely disseminated by ministries of public education, educational authorities, teacher training centers, educational documentation centers, international and national teaching federations, teachers’ associations or parents’ associations, etc. The press in general, and the educational press in particular—both official and private—must play a significant role in distributing this recommendation to the relevant services, administrative and teaching personnel, as well as to the general public.",,
+ICPE-29-1966_RES1-FR,"30. The ministries of public education or other responsible bodies are invited to entrust the competent authorities with: a) examining this recommendation and comparing its content with the existing legal and factual situation in their country; b) considering the advantages and disadvantages of a possible implementation of each article not yet in force; c) adapting each article to the country’s situation if its application is deemed useful; d) finally, proposing the practical provisions and measures to be taken to ensure the implementation of the article in question.",,
+ICPE-29-1966_RES1-FR,"31. UNESCO is invited to facilitate, in collaboration with the relevant ministries, the regional-level review of this recommendation with a view to its adaptation to regional characteristics.",,
+ICPE-30-1967_RES1-FR,"The International Conference on Public Education, convened in Geneva by the United Nations Educational, Scientific and Cultural Organization and the International Bureau of Education, and having met there on July 6, 1967, in its thirtieth session, adopts on July 14, 1967, the following recommendation: The Conference,",,
+ICPE-30-1967_RES1-FR,"Considering the role of secondary education in the implementation of the principles defined in the Universal Declaration of Human Rights (Article 26), the Convention and Recommendation concerning the elimination of discrimination in the field of education (Articles 4 and 5a), and the International Covenant on Economic, Social and Cultural Rights (Article 13),",,
+ICPE-30-1967_RES1-FR,"Considering that secondary education must simultaneously provide solutions to problems that are considerably more complex and numerous than those previously encountered, for example: — the continuous evolution of the role and objectives of this education from social, pedagogical, and professional perspectives; — the constant increase in enrollment due to current demographic growth, wider access to education, and other social, economic, cultural, and political factors; — the necessity to review and update the content of education; — the urgent need to revise teaching methods in light of new knowledge, new technologies, and new social and economic demands; — the increased role of school guidance in secondary education,",,
+ICPE-30-1967_RES1-FR,"Considering that it is necessary to design and take appropriate measures to ensure the progress of education in developing countries,",,
+ICPE-30-1967_RES1-FR,"Considering that secondary education is an essential factor in the development of the human personality and modern society,",,
+ICPE-30-1967_RES1-FR,"Considering that the shortage of secondary school teaching staff particularly affects the countries where the increase in personnel training resources has not kept pace with the expansion of secondary education,",,
+ICPE-30-1967_RES1-FR,"Considering that the shortage of teachers is more acute in certain disciplines than in others,",,
+ICPE-30-1967_RES1-FR,"Considering that it is necessary to ensure the training of a sufficient number of qualified teachers,",,
+ICPE-30-1967_RES1-FR,"Considering that the increasing trend in enrollment makes it necessary to establish forecasting and planning mechanisms for the development of secondary education,",,
+ICPE-30-1967_RES1-FR,"Considering that the rapid transformations of the world increase the responsibilities of teachers and demand ever higher qualifications from them, both in terms of scientific and technical knowledge and pedagogical methods; consequently, the situation of education cannot be regarded as a ""static"" condition,",,
+ICPE-30-1967_RES1-FR,"Convinced that the implementation of the Recommendation concerning the status of teachers adopted by the Special Intergovernmental Conference organized by UNESCO in September-October 1966, of the recommendations regarding the training and status of teaching staff approved since 1935 by the International Conference on Public Instruction—organized until 1939 by the International Bureau of Education and thereafter jointly by the International Bureau of Education and UNESCO—and of the relevant conventions and recommendations adopted by the International Labour Organization, would greatly contribute to alleviating the shortage of secondary school teaching staff,",,
+ICPE-30-1967_RES1-FR,"Considering, moreover, that it is the responsibility of each country to provide solutions to these common problems that take into account their specific situation,",,
+ICPE-30-1967_RES1-FR,Submits to the Ministries of Public Education of the various countries the present recommendation:,,
+ICPE-30-1967_RES1-FR,"1. Measures taken to address the shortage of secondary school teachers should be based on an objective analysis of the causes underlying this shortage. Information gathered at the national level may be supplemented by a comparative study of the social, economic, and psychological school conditions that tend to exacerbate or alleviate the shortage in other countries.",,
+ICPE-30-1967_RES1-FR,"2. Planning services must play a significant role in studying the causes of the shortage and the means to address it. Where such services do not exist, priority should be given to their establishment.",,
+ICPE-30-1967_RES1-FR,"3. The implications of the increase in the birth rate, immigration, migrations to urban areas, and a flawed school distribution map—particularly with regard to the allocation of institutions between urban and rural regions—on secondary school enrollments and the resulting teacher shortage should be examined.",,
+ICPE-30-1967_RES1-FR,"4. Particular attention should be given to certain new characteristics of secondary education that affect the shortage of secondary school teachers. These include the need for diversification and specialization, changes made to curricula to provide new types of instruction, the demands of modern science and technology, the necessity to promote the study of modern languages and literary subjects, the concern to meet labor needs arising from economic and social development, and the new concept of educational guidance that exposes students to a wide range of intellectual and practical disciplines.",,
+ICPE-30-1967_RES1-FR,"5. Planning work must necessarily take into account all the factors that determine the need for teachers, including demographic changes, the extension of compulsory schooling, increased enrollment rates, and the improvement of the conditions under which education is provided.",,
+ICPE-30-1967_RES1-FR,"6. Educational authorities should determine the extent to which the increased opportunities available to adults for continuing their education or vocational training contribute to the expansion of the demand for secondary teaching staff, particularly when literacy campaigns have been successfully conducted.",,
+ICPE-30-1967_RES1-FR,"7. Efforts should be made to distinguish between the causes of short-term shortages and those of long-term shortages; the former require emergency measures, while the latter must be addressed through permanent measures.",,
+ICPE-30-1967_RES1-FR,8. It is important to examine to what extent and by what means higher education institutions can contribute to adequately training a sufficient number of secondary school teachers of the required quality.,,
+ICPE-30-1967_RES1-FR,"9. In view of the balance between the supply and demand for secondary school teaching staff, serious consideration should be given to developing plans aimed at ensuring better utilization of qualified teachers and increased effectiveness of their teaching.",,
+ICPE-30-1967_RES1-FR,"10. A study should be conducted on the optimal size of secondary education institutions in order to make the best use of teaching staff. Since it will unfortunately be impossible to avoid overcrowded classes for some time, it would be desirable for such a study to also address the use of new teaching techniques and classroom management methods applicable under such circumstances.",,
+ICPE-30-1967_RES1-FR,"11. It would be appropriate to determine the extent to which the shortage of candidates for secondary education teaching is attributable to the fact that other professions, requiring training and intellectual abilities of the same level, offer better remuneration and higher social status. The moral and human dignity of the teaching profession should also be highlighted.",,
+ICPE-30-1967_RES1-FR,"Authorities should recognize that the implementation of the principles and standards defined in the Recommendation concerning the Status of Teachers, particularly regarding their economic and social situation, constitutes an essential means of addressing the shortage of qualified teachers.",,
+ICPE-30-1967_RES1-FR,"13. In accordance with the provisions of the aforementioned Recommendation, attention should be paid not only to ensuring that the salaries and social security benefits of secondary school teachers compare favorably with those of other professions requiring similar and equivalent qualifications, but also that their living, working, and employment conditions, as well as their career prospects, are sufficiently attractive to draw a suitable number of fully qualified individuals into the teaching profession and to retain them therein.",,
+ICPE-30-1967_RES1-FR,"14. The conditions of service for the teaching profession should be sufficiently favorable to enable teachers with family responsibilities to continue their service and to allow those who have had to interrupt their teaching activity to resume it later, on a full-time or part-time basis, without financial or other detriment. The service obligations of female staff with family responsibilities should be adjusted so as to enable them to continue their teaching activity. Furthermore, the same staff should be allowed to resume their activity later if they are forced to interrupt it.",,
+ICPE-30-1967_RES1-FR,"15. If public interest so requires, it would be desirable to encourage teachers who have reached retirement age to continue providing their service full-time or part-time, provided they are physically and intellectually capable, and in particular to advise younger teachers in light of their experience.",,
+ICPE-30-1967_RES1-FR,"16. To address urgent needs, it would be appropriate to consider the possibility of temporarily or part-time employing specialists from other professions to teach subjects related to their training, pending the training of duly qualified personnel; it is desirable that short courses in methodology and psycho-pedagogy be organized for their benefit.",,
+ICPE-30-1967_RES1-FR,"17. In countries where the measures outlined above are insufficient to resolve the shortage problem, it would be advisable to resort to other emergency measures, also of a temporary nature, such as employing students from higher normal schools and other higher education institutions, who would be provided with the necessary pedagogical training and professional development.",,
+ICPE-30-1967_RES1-FR,18. It would be appropriate to ensure a balanced recruitment of teaching staff of both sexes.,,
+ICPE-30-1967_RES1-FR,"19. The recruitment of future secondary school teacher candidates could be encouraged through appropriate measures, such as talks aimed at students in the final years of secondary education about the role and opportunities offered by the teaching profession; meetings and discussions with experienced secondary school teachers capable of inspiring students’ interest in secondary education; visits to well-organized secondary schools. In this regard, secondary school teachers, through their example, the quality of their teaching, and their prestige, can play a significant role in encouraging young people to choose the teaching profession. Furthermore, professors from faculties of arts and sciences could be asked to draw students’ attention to the importance of secondary education and to encourage them to specialize in disciplines where needs are greatest.",,
+ICPE-30-1967_RES1-FR,"20. Authorities should recognize the essential role played by secondary school teachers and the value of their contribution to the development of the human personality and modern society. Furthermore, authorities should encourage secondary school teaching staff to propose measures aimed at improving their conditions and to actively participate in social and public life.",,
+ICPE-30-1967_RES1-FR,"21. It would be appropriate to strengthen the faculties of education at universities and the existing higher normal schools, as well as to establish new ones, in order to train a sufficient number of teachers and to provide specialized training in the disciplines most affected by shortages. A permanent mechanism to sustainably eliminate the shortage of secondary school teaching staff would thereby be established.",,
+ICPE-30-1967_RES1-FR,"22. Regardless of the measures taken for the emergency training of teaching staff, it is essential to maintain a satisfactory level of general culture, specialized knowledge, and pedagogical preparation, both theoretical and practical. Furthermore, it is important to provide for the continuing education of the personnel thus trained, in order to strengthen their foundational training and familiarize them with the latest advances in teaching methods and techniques.",,
+ICPE-30-1967_RES1-FR,"Special attention should be given to the training of teachers responsible for technical subjects in secondary education, dedicating both short-term sessions and full course cycles to this purpose.",,
+ICPE-30-1967_RES1-FR,"24. Certain stopgap measures intended to address the shortage of secondary school teaching staff (such as classes with excessive numbers of students or unreasonable increases in teaching hours demanded from teachers) are incompatible with the aims and objectives of education and detrimental both to students and teachers. Consequently, the competent authorities should urgently take all practical steps likely to remedy the situation that necessitates these measures.",,
+ICPE-30-1967_RES1-FR,"Means of training and professional development should be provided both to ensure the training of qualified teachers and to prepare specialists from other professions for secondary education. Higher education institutions offering agricultural and commercial training as well as engineering courses should also provide their students with pedagogical training, or encourage them to acquire such training, in order to make a larger pool of personnel available to specialized secondary schools and classes. Universities should offer secondary school teachers opportunities for intellectual engagement through professional development courses. The use of correspondence courses and evening classes should be examined for both initial training and ongoing professional development.",,
+ICPE-30-1967_RES1-FR,"26. Secondary school teachers responsible for teaching a single subject should, in cases of shortage, be prepared to teach related subjects. Higher education institutions for teacher training should strive to provide their students with versatile training in order to increase their effectiveness.",,
+ICPE-30-1967_RES1-FR,"27. Modern teaching aids, such as educational radio and television and programmed instruction, while not able to replace the teacher, can contribute to improving the quality of education. Combined with new forms of organization, such as team teaching, these aids can help the most competent teachers to manage a larger number of students. It is essential that provisions for the use of modern technology be guided by sound principles and thorough research and subjected to pilot studies, which will determine the most effective methods for large-scale implementation. Furthermore, the use of these methods should be extended to the training of teaching staff, and their initiation incorporated into the curriculum of teacher training colleges.",,
+ICPE-30-1967_RES1-FR,"28. In the interest of international cooperation, the more advanced countries should provide increased technical and financial assistance to developing countries to support the establishment of higher teacher training colleges, university faculties of education, and technical teacher training schools, particularly in countries that do not yet have such institutions. Technical assistance should also aim to strengthen regional action, notably for the planning and establishment of such institutions. Although assistance may be used for direct recruitment abroad, it should primarily be focused on awarding scholarships to teachers responsible for teacher training, in order to achieve a multiplying effect.",,
+ICPE-30-1967_RES1-FR,"29. Cooperation in the training and professional development of secondary school teachers should take place at bilateral, regional, and multilateral levels. International organizations, particularly UNESCO, as well as other institutions and bodies within the United Nations system concerned with teacher training, should increase their assistance in this area. Non-governmental organizations, professional bodies, voluntary associations, and private foundations should also be invited to continue their valuable work in order to contribute more effectively to the training of teachers and their trainers.",,
+ICPE-30-1967_RES1-FR,"30. International courses and seminars should be organized on disciplines whose content and didactics are evolving rapidly. Participants should be selected based on their experience in teacher training, which they would share with their colleagues. This would prepare them to lead in-service training courses in their respective countries. Measures should be taken at the international level to facilitate the exchange of teachers and the dissemination of ideas, information, and documentation related to teacher training and professional development. International collaboration between higher normal schools of different countries should be encouraged to promote international understanding, to provide broad access for less advantaged countries to the institutions of other countries, and to ensure a high level of professional competence.",,
+ICPE-30-1967_RES1-FR,31. UNESCO and the IBE are invited to conduct research on the issue of the shortage of secondary school teaching staff in countries where it has already occurred and to propose solutions that take into account the experience gained.,,
+ICPE-30-1967_RES1-FR,"32. Competent international organizations, notably UNESCO, should be invited to undertake a comprehensive effort of documentation, information dissemination, and publication regarding the issues encountered, studies conducted, solutions adopted, and measures taken concerning the shortage of secondary school teachers.",,
+ICPE-30-1967_RES1-FR,"33. This recommendation, aimed at finding solutions to the serious problem of the shortage of secondary school teachers, should be widely disseminated by the ministries of public education and the educational authorities of the most directly concerned level of instruction. Educational resource centers, international and national associations of teachers and parents, as well as both official and private educational press, should play a significant role in disseminating this recommendation to the relevant services, administrative and teaching staff, universities, and the general public.",,
+ICPE-30-1967_RES1-FR,"34. UNESCO and other competent international organizations are invited to facilitate, in collaboration with the ministries of the countries concerned, the review of this recommendation at the national or regional level with a view to its implementation in accordance with the characteristics of each region.",,
+ICPE-30-1967_RES1-FR,"35. It would be appropriate for the ministries of public education and other competent authorities to examine this recommendation now in relation to the legal and factual situation, as well as the ethnic and cultural conditions existing in their respective countries, in order to demonstrate creative imagination in the implementation of its various provisions where they have not yet been applied, and to adapt them as necessary to the different circumstances.",,
+ICPE-30-1967_RES1-FR,"36. Given the urgency of the issue addressed in this recommendation, UNESCO and the IBE are invited to send a questionnaire to the ministries of public education, before the end of 1969, requesting them to describe the measures taken to implement the provisions of this recommendation in their respective countries.",,
+ICPE-30-1967_RES1-FR,"The International Conference on Public Instruction, convened in Geneva by the United Nations Educational, Scientific and Cultural Organization and the International Bureau of Education, and having met there on July 6, 1967, in its thirtieth session, adopts on July 14, 1967, the following recommendation: The Conference,",,
+ICPE-30-1967_RES1-FR,"Considering that the proposals and suggestions contained in Recommendation No. 20, approved on July 8, 1946, by the Ninth International Conference on Public Education organized by the International Bureau of Education, concerning the teaching of hygiene in primary and secondary schools, remain of current relevance and interest,",,
+ICPE-30-1967_RES1-FR,"Considering, however, that in light of developments in pedagogy on the one hand, and the advances made in the field of health protection on the other, a comprehensive health education can and should replace the teaching of mere notions of hygiene,",,
+ICPE-30-1967_RES1-FR,"Whereas by health education is meant the totality of experiences that contribute to instilling good habits, solid knowledge, and an enlightened attitude regarding individual and collective health,",,
+ICPE-30-1967_RES1-FR,"Considering that the action of health education affects the physical, mental, and social development of the individual; that the scope of this health education may cover: individual health, community health, and environmental hygiene — familial, school, and professional —, issues of nutrition, mental health, sexual education, accident prevention, first aid, leisure hygiene, etc.,",,
+ICPE-30-1967_RES1-FR,"Considering that health education provided at school constitutes one of the important aspects of the general education of the child and one of the essential means of improving individual and collective health,",,
+ICPE-30-1967_RES1-FR,"Considering that this education must occupy a predominant place throughout the child's schooling, and notably in primary education,",,
+ICPE-30-1967_RES1-FR,182 Submits to the Ministries of Public Instruction of the various countries the following recommendation:,,
+ICPE-30-1967_RES1-FR,"1. That an age-appropriate health education, suited to the needs and interests of the students, initially practical, then both practical and theoretical, be provided by teachers in collaboration with the relevant school health services; that the programs, methods, and techniques of this education be defined through agreement among the various interested authorities.",,
+ICPE-30-1967_RES1-FR,"2. That this education not only instills in students the habits necessary to ensure their physical and mental balance but also helps them acquire, by teaching respect for the health and well-being of others as well as their own, a sense of individual and social responsibility.",,
+ICPE-30-1967_RES1-FR,"3. That this education should naturally be supported by the life and working conditions of the school; that these include a rational organization of the school day, based on a proper balance between work, play, and rest, as well as appropriate material and sanitary facilities.",,
+ICPE-30-1967_RES1-FR,"4. That this education be provided according to methods that appeal not only to the child’s memory and reasoning but also, and above all, to their imagination and spontaneous activities, including practices of a healthy lifestyle.",,
+ICPE-30-1967_RES1-FR,"5. That this education takes into account local circumstances (urban or rural environment), the climatic conditions of different countries, and social and economic development; that, according to these circumstances, education emphasizes the priority needs of different regions within the framework of hygiene and prevention; and that this education also introduces the child to the probable demands of the environment in which they will be called upon to live and work.",,
+ICPE-30-1967_RES1-FR,6. That teachers be adequately prepared for the tasks of health education during their training through specialized instruction that takes into account both the objectives and the methods of this specific form of education.,,
+ICPE-30-1967_RES1-FR,"7. That opportunities for professional development be provided to in-service teachers in order to keep them informed of the most recent improvements in methods and means of health education, as well as advancements in preventive medicine.",,
+ICPE-30-1967_RES1-FR,"8. That teachers be provided with the necessary materials for educating their students (textbooks, teaching aids, audio-visual resources) as well as the texts required for their own information (books and journals); that these materials, meeting the geographical, climatic, ethnic, and cultural requirements of the country, be developed through an agreement between those responsible for school curricula and the medical and health authorities.",,
+ICPE-30-1967_RES1-FR,9. That the effort to inform and educate parents be pursued simultaneously and systematically through the cooperation of teachers and medical and health authorities (such as regional or local information centers).,,
+ICPE-30-1967_RES1-FR,"10. That specialized personnel—health educators, doctors, nurses, etc.—assigned to the practice of health education in schools (medical examinations, etc.) or to the supervision of health education (medical inspectors) be adequately prepared for their task during their professional training through both health-related and pedagogical instruction.",,
+ICPE-30-1967_RES1-FR,"11. All initiatives, whether public or private, undertaken by young people or adults, within or outside of school, that are likely to promote health education or first aid training should be encouraged: in this respect, the actions of scout or pioneer groups, the Red Cross or Red Crescent, youth first aid clubs, etc., may be cited; their activities or various events—lectures, competitions, journals, exhibitions, etc.—should be supported.",,
+ICPE-30-1967_RES1-FR,"12. That all medico-pedagogical research aimed at identifying needs, evaluating the outcomes of measures taken and experiments conducted, and improving the methods and means employed in health education be supported.",,
+ICPE-30-1967_RES1-FR,"13. That, within the framework of planning specific to each country, health education be included among the fundamental objectives as an essential factor in economic, social, and cultural development.",,
+ICPE-30-1967_RES1-FR,"14. That permanent cooperation (bilateral or multilateral agreements, for example) be established among different countries to facilitate the exchange of specialists and information on research and experiments conducted.",,
+ICPE-30-1967_RES1-FR,"15. That technical assistance from specialized international organizations be called upon, where needed, in the form of advisory services, scholarships, and demonstration materials, with a view to helping the various countries establish their school health infrastructure, develop their curricula, design and produce their teaching materials, and train their personnel.",,
+ICPE-30-1967_RES1-FR,"16. It is essential that the text of this recommendation be widely disseminated by ministries of public education, school authorities, teacher training centers, educational documentation centers, international and national teaching federations, teachers’ associations, and parents' associations, among others. The press should be encouraged to play a significant role in promoting this recommendation to the relevant services, administrative and teaching staff, as well as the general public.",,
+ICPE-30-1967_RES1-FR,"17. The ministries of public education and the relevant ministerial departments are invited to mandate the competent bodies to: a) review this recommendation and compare its content with the existing legal and factual situation in their country; b) consider the advantages and disadvantages of potentially implementing each article not yet in force; c) adapt each article to the national context if its application is deemed beneficial; d) finally, propose the practical provisions and measures to be taken to ensure the implementation of the article in question.",,
+ICPE-30-1967_RES1-FR,"18. UNESCO, WHO, and other specialized international organizations are invited to facilitate, in cooperation with the relevant ministries, the regional-level examination of this recommendation with a view to its adaptation to regional characteristics.",,
+ICPE-31-1968_RES1-FR,"The International Conference on Public Education, convened in Geneva by the United Nations Educational, Scientific and Cultural Organization and the International Bureau of Education, and having met there on the first of July nineteen sixty-eight in its thirty-first session, adopts on the ninth of July nineteen sixty-eight the following recommendation: The Conference,",,
+ICPE-31-1968_RES1-FR,"Considering that the Universal Declaration of Human Rights proclaims that education ""shall promote understanding, tolerance and friendship among all nations, racial or religious groups, as well as the activities of the United Nations for the maintenance of peace,"" and that the suffering and humiliations witnessed and endured by individuals in many parts of the world are due to the violation of human rights,",,
+ICPE-31-1968_RES1-FR,"Considering that the United Nations Declaration on the Promotion among Youth of the Ideals of Peace, Mutual Understanding and Respect between Peoples states that ""all means of education, including, given its paramount importance, education provided by parents or the family and all means of teaching and information intended for youth, must promote among young people the ideals of peace, humanism, freedom and international solidarity, as well as all other ideals contributing to the rapprochement of peoples, and must make them aware of the role entrusted to the United Nations Organization as a means to preserve and maintain peace and to foster international understanding and cooperation,""",,
+ICPE-31-1968_RES1-FR,"Whereas one of the main objectives of UNESCO and the International Bureau of Education is to contribute to the maintenance of peace and security by strengthening collaboration between nations through education, and as stated in the UNESCO Constitution, “mutual misunderstanding among peoples has always been, throughout history, the root of suspicion and distrust between nations, whereby their disagreements have too often escalated into war,”",,
+ICPE-31-1968_RES1-FR,"Taking note of the resolutions of the International Conference on Human Rights held in Tehran in 1968, particularly concerning the education of young people,",,
+ICPE-31-1968_RES1-FR,"Considering Recommendation No. 24 concerning ""the development of international awareness among youth and education relating to international organizations,""",,
+ICPE-31-1968_RES1-FR,"Considering Recommendation No. 26 concerning ""the teaching of geography and international understanding,""",,
+ICPE-31-1968_RES1-FR,"Considering Recommendation No. 48 concerning ""the preparation, selection, and use of primary education textbooks,""",,
+ICPE-31-1968_RES1-FR,"Considering Recommendation No. 59 concerning ""the teaching of modern languages in secondary schools,""",,
+ICPE-31-1968_RES1-FR,"Considering the necessity of teaching all the peoples of the world, and particularly the youth, to work in favor of peace and to build an international community, in accordance with the spirit of the United Nations Charter, as well as to strive for the implementation of the principles of the Universal Declaration of Human Rights,",,
+ICPE-31-1968_RES1-FR,"Considering the necessity to translate these principles into practical action emphasizing the moral value of the individual and their right to strive for a better life based on respect for human dignity,",,
+ICPE-31-1968_RES1-FR,"Considering that education for international understanding plays a leading role in this field and that most States have not yet taken all the measures within their power under their jurisdiction to incorporate it into school curricula and school life,",,
+ICPE-31-1968_RES1-FR,"Considering that such education aims not only to impart knowledge, but also to shape attitudes and to encourage behaviors and activities conducive to international understanding and respect for human rights,",,
+ICPE-31-1968_RES1-FR,Recommends to the Ministries of Public Education of the various countries the following recommendation:,,
+ICPE-31-1968_RES1-FR,1. Education at all levels must contribute to international understanding.,,
+ICPE-31-1968_RES1-FR,"2. Education must help young people to gain a better understanding of the world and its inhabitants and to foster attitudes that develop in them a spirit of mutual appreciation and respect towards other cultures, races, and ways of life. Education must highlight the relationships between the environment and modes and standards of living. While presenting in an objective manner the differences that exist, particularly in political, economic, and social systems, it must emphasize the values, aspirations, and needs common to the existence and consciousness of different peoples.",,
+ICPE-31-1968_RES1-FR,3. Education must demonstrate that the advancement of human knowledge results from the contributions of the diverse peoples of the world and that all national cultures have been enriched by the influences of other cultures and continue to be so.,,
+ICPE-31-1968_RES1-FR,"4. Education must encourage respect for human rights and their observance in daily life. It should highlight the principle of the equality of all people and the spirit of justice as expressed in the Universal Declaration of Human Rights, emphasizing that this principle entails equal respect for all human beings, without distinction of race, color, sex, language, religion, political or other opinion, national or social origin, property, birth, or any other status.",,
+ICPE-31-1968_RES1-FR,"5. Education must help to instill in every pupil and student a sense of human dignity that opposes any domination of one person over another. It must do everything possible to awaken in young people the desire to understand the economic and social problems of their country and era, and provide them with an objective demonstration of the harmful effects of colonialism, neo-colonialism, racism, apartheid, slavery, and all forms of aggression.",,
+ICPE-31-1968_RES1-FR,"6. It is important that education emphasizes the equal right of all nations, large and small, to determine their own existence and to fully develop all their cultural and material resources.",,
+ICPE-31-1968_RES1-FR,"7. Education must foster a sense of international solidarity and the interdependence of all nations and all people. It must highlight the necessity of international cooperation in addressing global issues, and demonstrate that all nations, regardless of the differences in their political systems and ways of life, have the duty to collaborate for this purpose and stand to benefit from doing so. In this regard, the activities of the United Nations and related institutions should be studied in schools.",,
+ICPE-31-1968_RES1-FR,"8. Legislative texts or other official documents defining the general objectives of education must assign, at all levels, the development of the spirit of peace, mutual understanding among peoples, and respect for human rights as one of its goals. Official regulations, instructions, and recommendations addressed to teachers should articulate this objective in specific and detailed terms.",,
+ICPE-31-1968_RES1-FR,"9. General curricula and the curricula of various disciplines should include specific provisions concerning education for international understanding, adapted to the different courses and to the various educational levels, and ensuring that sufficient time is devoted to it. To this end, groups of specialists, mainly composed of practicing teachers, could be established where they do not yet exist, to review the place given to studies promoting international understanding within the curricula at different levels and across various teaching subjects. Teachers' organizations should be invited to participate in this task.",,
+ICPE-31-1968_RES1-FR,10. Examinations at the various levels of education should include questions related to the work carried out within the framework of education for international understanding.,,
+ICPE-31-1968_RES1-FR,"School administrators and inspectors, in the performance of their duties, should ensure that curricula, school activities, and teaching contribute to a better international understanding as well as to the respect for human rights.",,
+ICPE-31-1968_RES1-FR,"12. Most of the subjects ordinarily included in the curriculum of primary and secondary schools lend themselves to education for international understanding. It is appropriate to make use of the resources offered by each subject in a suitable manner, duly taking into account the age, abilities, and interests of the students. Experience shows that the key ideas can be assimilated at any age, throughout primary and secondary schooling, and by students with widely differing abilities, provided that these ideas are adapted to their age and presented adequately. The school must create an atmosphere that fosters in all members of the school community the acquisition of qualities such as fairness, impartiality, tolerance, and respect for people of all kinds and conditions.",,
+ICPE-31-1968_RES1-FR,"13. Education for international understanding should be designed and delivered as an integral part of school studies, with each discipline effectively contributing, through appropriate means, to a coordinated and continuous program that develops year after year.",,
+ICPE-31-1968_RES1-FR,"14. It is essential that general curricula and the curricula of each discipline be designed with sufficient flexibility to allow close connections between different subjects. In certain core subjects, such as the mother tongue, national literature, mathematics, sciences, and modern languages, the spirit of international understanding can be fostered by taking advantage of all suitable opportunities, even though there may not be a specific section dedicated to this in the programmes. Other disciplines, such as history and geography, provide particularly favourable grounds for education for international understanding; still others, like ethics, civic education, and the arts—including music, dance, and games—should include studies and activities directly related to international understanding within their own curricula.",,
+ICPE-31-1968_RES1-FR,"International issues should be addressed on a case-by-case basis, either within the framework of various teaching subjects or through separate courses. Each educational institution must have adequate documentation concerning international matters.",,
+ICPE-31-1968_RES1-FR,"16. Literature should be taught in a way that opens perspectives on human nature, the ideals and aspirations common to all humanity, its sufferings and struggles, on the characteristics of various national cultures as well as their particular contribution to world culture. The teaching of world literature in secondary schools should be encouraged.",,
+ICPE-31-1968_RES1-FR,"17. The teaching of modern languages should aim to provide full access to the cultures and ways of life of other countries, and to promote understanding thereof.",,
+ICPE-31-1968_RES1-FR,"18. In the teaching of mathematics, the contribution of different cultures to the development of this science should be highlighted. Certain applications of mathematics, such as statistics and data interpretation, should contribute to the study of issues of international interest, such as population growth, agricultural and industrial production, and expenditures on armaments and education.",,
+ICPE-31-1968_RES1-FR,"19. In general introductory science courses, the history of the development of scientific knowledge and the contributions made by different countries and cultures should be taught. Attention should also be given to the social consequences of the technological applications of science and to both the problems and benefits that arise for all humanity from the rapid advances in modern science and technology.",,
+ICPE-31-1968_RES1-FR,"20. a) In the teaching of biology, the study of the transmission and distribution of human characteristics, as well as the relationship between hereditary and cultural factors, must be conducted in a manner that removes any basis for prejudices based on distinctions of race, color, nationality, or culture. In this regard, the conclusions set forth in the declaration drafted by the International Committee of Experts on Race and Racial Prejudice organized by UNESCO in 1967 should be utilized.",,
+ICPE-31-1968_RES1-FR,"20. b) Insofar as biology approaches ecology, it should be taken, in correlation with geography, as the basis for studying lifestyles in the various regions of the world. In biology or hygiene, attention should be given to global health issues as well as international cooperation in the fight against diseases.",,
+ICPE-31-1968_RES1-FR,"21. The teaching of history should enable a better understanding of national history by connecting it to the history of civilizations and by giving increased attention to the social, economic, cultural, and scientific aspects of human development, while placing less emphasis on purely military aspects of history. National history and the history of other nations must be presented as objectively as possible, taking into account differences of opinion and interpretation and drawing on the recent conclusions of historical research. Special attention should be given to the history of struggles for human rights, including struggles for national liberation and social justice, and to the development of institutions of international cooperation aimed at promoting the well-being of humanity, as well as to the distinguished men and women of different countries whose work and achievements have benefited all of humanity.",,
+ICPE-31-1968_RES1-FR,"22. The teaching of geography should lead the child to think about the entire world and its inhabitants, to understand the relationships between humans and their environment, and to form an accurate understanding of the problems that need to be solved so that the resources available in the world contribute to improving the living conditions of humanity. In doing so, geography should convey the necessity of solidarity and cooperation among all the peoples of the world.",,
+ICPE-31-1968_RES1-FR,23. Geography and history courses should be designed to ensure a fair balance between the emphasis placed on national geography and history and that devoted to other countries.,,
+ICPE-31-1968_RES1-FR,"24. Civic education, whose purpose is to familiarize students with national institutions and to foster loyalty towards them, should also aim to acquaint students with the role played by international institutions in promoting the well-being of humanity, and to instill in them a sense of responsibility for ensuring the future effectiveness of these institutions. It is important to present the institutions and activities of the United Nations system in an objective and constructive spirit. Due attention should be given to the obstacles encountered by the United Nations and related institutions in the course of their work.",,
+ICPE-31-1968_RES1-FR,"25. Within religious instruction, moral education, or philosophy, it is essential that teaching for international understanding be direct and explicit, focusing on the ethical foundations of human solidarity. It should aim to develop a sense of moral and social responsibility toward others, a desire to act for the common good, and a commitment to peace.",,
+ICPE-31-1968_RES1-FR,"26. In the arts, music, dance, and games, skillful performance and aesthetic judgment should be enriched by drawing on themes from all parts of the world. These subjects should be approached from the perspective of their emotional as well as intellectual value.",,
+ICPE-31-1968_RES1-FR,"27. In education for international understanding, it is appropriate to use as wide a range as possible of teaching materials, including films, school broadcasting and television, and other audiovisual aids. New educational technology can serve the cause of international understanding usefully. It gives new dimensions to teaching in general and should provide the same services to disseminate information about other peoples and change attitudes towards them. Television programs should simultaneously raise awareness of the reality of different cultures and diverse ways of life and foster their acceptance. Space communications will increasingly facilitate such broadcasts.",,
+ICPE-31-1968_RES1-FR,"28. Teaching materials used must be regularly reviewed in terms of their contribution to international understanding and respect for human rights. When revising or developing teaching materials, particularly history and geography textbooks, it is essential to ensure that they present a balanced, objective, accurate, and current portrayal of other peoples and countries with different economic and political systems, as well as global issues. The comparison of various textbooks, especially for history and geography—already in use in several countries—can greatly contribute to eliminating errors, misunderstandings, and sometimes even differences in viewpoints that exist between two peoples. To this end, it would be appropriate to establish joint committees comprising representatives from two or more countries.",,
+ICPE-31-1968_RES1-FR,"29. It is desirable that the various countries, with the collaboration of national scientific and educational institutions and services, develop recommended lists of books, films, and other teaching materials, particularly for history and geography, which would be published from time to time.",,
+ICPE-31-1968_RES1-FR,"30. The production of material specifically designed for education for international understanding, including guides and teacher's books, should be encouraged. It is important that the responsible educational authorities plan to publish, in a form that allows their use in teacher training institutions, certain fundamental documents originating from the United Nations, UNESCO, and other international organizations, setting out the approved principles concerning human rights and international cooperation.",,
+ICPE-31-1968_RES1-FR,"31. In education for international understanding, it is appropriate to use, as far as possible, active methods that call upon the individual initiative, creativity, skill, aptitudes, and intelligence of the students themselves. These methods include: active participation in international mutual aid campaigns, free discussion, debates, critical studies of newspaper articles, films, and television documentaries, reports and individual or collective studies, preparation of albums, books, wall newspapers, and exhibitions, exchanges of correspondence and various documents with schools abroad, programs of meetings, excursions, concerts, meetings modeled on United Nations assemblies, community studies, international camps, as well as youth activities.",,
+ICPE-31-1968_RES1-FR,"32. It is important to reorganize, where appropriate, certain activities both within and outside the school curriculum, in order to complement and strengthen education for international understanding throughout the entire educational system. The range of these activities should be broad and varied enough to provide all students with opportunities to exercise and develop their particular skills and interests. It is desirable that among these activities there should be the organization of clubs or associations, such as UNESCO clubs, United Nations clubs, and international relations clubs whose main purpose is to promote international understanding, as well as the celebration of anniversaries of individuals who have made outstanding contributions to the scientific and cultural development of humanity, and commemorative days marking events of international significance, such as United Nations Day and Human Rights Day. The clubs should organize interschool activities and form national and regional associations. Initiatives taken by pupils and students, as well as their organizations, to undertake new activities should be encouraged. Awards given to the best students could, whenever possible, take the form of travel opportunities allowing them to visit other countries.",,
+ICPE-31-1968_RES1-FR,"33. The practice of sport should be utilized as a means to channel aggressive tendencies into healthy competition and to develop self-confidence, a sense of honor, and the spirit of fair play. It is important to avoid that, in international competitions, excessive nationalism undermines the respect due to athletes from other countries.",,
+ICPE-31-1968_RES1-FR,"34. The role of the school must be supported and strengthened by the family and the community. It is therefore essential not to miss any opportunity to ensure the collaboration of parents, extracurricular organizations for children and young people, and the community as a whole in such activities, both curricular and extracurricular, aimed at promoting international understanding.",,
+ICPE-31-1968_RES1-FR,"35. In the development of international understanding, the personality and attitudes of the teacher are of decisive importance and can largely determine the success of education directed towards this goal. This should be given the utmost consideration in teacher training.",,
+ICPE-31-1968_RES1-FR,"36. It is essential that teachers be prepared as comprehensively as possible from moral, psychological, and professional perspectives to effectively fulfill their role in education for international understanding. Appropriate methods should be studied to guide teacher training courses and education in general according to the objectives of international understanding. Teacher training must, in particular, aim to minimize the influence of their own prejudices and to develop mental and behavioral qualities that will enhance their effectiveness as educators for international understanding. Moreover, training should seek to awaken students’ interest in this aspect of education, convince them of its importance, and inspire in them the belief that they are capable of teaching in this spirit. An imaginative effort is required to develop new approaches for the preparation and continuing education of teachers. Institutions responsible for teacher preparation should be encouraged, with the participation of teachers and students, to design projects and educational programs for international understanding that are adapted to specific circumstances.",,
+ICPE-31-1968_RES1-FR,"37. It is desirable that teacher preparation programs provide in this area both the required knowledge base and the necessary professional training concerning the concepts, methods, and techniques to be applied so that education for international understanding may effectively influence the students.",,
+ICPE-31-1968_RES1-FR,"38. The methods, programs, and all teaching aids used in training courses should be employed by student teachers during their practical teaching internships.",,
+ICPE-31-1968_RES1-FR,"39. Every opportunity should be taken to utilize the activities of study internships and refresher courses organized for in-service teachers, in accordance with the objectives of education for international understanding. It is also important to regularly organize workshops and special courses on education for international understanding for in-service teachers.",,
+ICPE-31-1968_RES1-FR,"40. It is important to conduct research aimed at determining the role that education for international understanding can play in shaping and modifying attitudes, as well as the relative effectiveness of different concepts, methods, and types of material used in education for international understanding. The results of this research should be taken into account when developing or revising school curricula, the curricula of various disciplines, and teaching materials, as well as in the training and professional development of teaching staff. Teachers and their organizations should be involved in this research. International cooperation in research on international understanding should be encouraged.",,
+ICPE-31-1968_RES1-FR,"41. Experimental programs and pilot projects in education for international understanding, such as those undertaken by primary or secondary schools or teacher training institutions participating in the UNESCO Associated Schools system, should be encouraged and supported. Appropriate measures should also be taken to promote the widespread adoption and application in schools of the concepts, methods, and materials developed and tested through these initiatives.",,
+ICPE-31-1968_RES1-FR,42. It is desirable that research and studies in anthropology and other social sciences be pursued with the aim of eliminating racial myths that hinder international understanding.,,
+ICPE-31-1968_RES1-FR,"43. It is essential that the competent educational authorities stimulate and facilitate, on an international level, the exchange and dissemination of information and documentation related to education for international understanding.",,
+ICPE-31-1968_RES1-FR,"44. These authorities must support and encourage participation in bilateral, multilateral, and international programs and projects aimed at developing and improving education for international understanding.",,
+ICPE-31-1968_RES1-FR,"45. International exchanges of teachers, students, and pupils, as well as exchanges of school administrators and inspectors, should be encouraged and supported. Efforts should also be made to significantly increase opportunities for travel abroad offered to student teachers and practicing teachers, so that they can interact with pupils from other countries, visit educational institutions, and become familiar with other peoples and cultures. The competent authorities should also make a special effort to facilitate exchanges organized by youth movements. All school and extracurricular contacts between pupils and students from different nations and cultures should be promoted.",,
+ICPE-31-1968_RES1-FR,"46. Participation in activities of general interest alongside men and women from other countries constitutes one of the most effective forms of education for international understanding. Efforts should be made to encourage and assist, to the fullest extent possible, the travel of teachers and young people abroad to take part in voluntary activities promoting economic, social, cultural, and educational development. In this way, they can play an active role in combating illiteracy, famine, and disease, which afflict a large portion of the world’s population and pose a threat to peace.",,
+ICPE-31-1968_RES1-FR,"47. International contacts and exchanges between schools, such as through the Associated Schools system implementing an educational program for international understanding, deserve to be encouraged and supported.",,
+ICPE-31-1968_RES1-FR,"48. Educational authorities could encourage, in the spirit of the Olympic Games, the organization of international competitions for pupils and students in disciplines such as mathematics, physics, chemistry, and world literature. Meetings in athletics between schools from two or more countries, or of a broadly international nature, should also be organized.",,
+ICPE-31-1968_RES1-FR,"49. It is essential that this recommendation be widely disseminated by Ministries of Public Education and school authorities. Educational documentation centers, international and national associations of teachers and parents, and both official and private educational press should play a significant role in distributing this recommendation to the relevant departments, administrative and teaching staff, universities, as well as the general public. It is important that the Ministries of Public Education secure the support of teachers' organizations both to disseminate this recommendation and to participate in its implementation.",,
+ICPE-31-1968_RES1-FR,"50. UNESCO and other competent international organizations are invited to facilitate, in collaboration with the Ministries of the countries concerned, the review of this recommendation at the national or regional level for its implementation in accordance with the characteristics of each region.",,
+ICPE-31-1968_RES1-FR,"51. The Ministries of Public Instruction and other competent authorities are invited to examine this recommendation from now on in relation to the legal and factual situation, as well as to the existing ethnic and cultural conditions in their respective countries, with a view to applying the provisions where they are not yet in force and adapting them to the fullest extent necessary to the various national situations. The Ministries are also invited, within the framework of new measures envisaged in this field, to provide for the continuous evaluation of the actions undertaken.",,
+ICPE-31-1968_RES1-FR,Technical and financial assistance from international organizations should be sought for countries where the implementation of this recommendation necessitates the revision of teaching materials and the reorientation of teacher training programs.,,
+ICPE-31-1968_RES1-FR,"53. In view of the urgency of the issue addressed in the present recommendation, UNESCO and the International Bureau of Education are invited to send to the Ministries of Public Instruction, before the end of 1970, a questionnaire requesting them to describe the measures taken to implement the provisions of this recommendation in their respective countries.",,
+ICPE-31-1968_RES1-FR,"The International Conference on Public Education, convened in Geneva by the United Nations Educational, Scientific and Cultural Organization and the International Bureau of Education, and having met there on July 1, 1968, in its thirty-first session, adopts on July 10, 1968, the following recommendation: The Conference,",,
+ICPE-31-1968_RES1-FR,"Considering that children and adolescents grow and develop within a specific geographical area, at a given time in history, and within communities that have their own distinct characteristics, and that these factors necessarily influence their formation, education, and social behavior,",,
+ICPE-31-1968_RES1-FR,"Considering, moreover, that at the present time, the multiplicity and extent of means of information, as well as the ease and frequency of travel and exchanges, extend the environment far beyond the immediate surroundings of the schoolchild, and that this situation arouses interests and opens the mind to perspectives unknown to previous generations,",,
+ICPE-31-1968_RES1-FR,"Considering that one of the essential goals of education is to promote scientific methods through observations and experiments, that the spirit of analysis is a defining characteristic of contemporary culture, and that an active attitude of the intellect fosters an understanding of the realities of the current world,",,
+ICPE-31-1968_RES1-FR,"Considering that the study of the environment must inspire respect and love for nature, its riches and beauties, for regional folk traditions, historical monuments, and the entire heritage of the past,",,
+ICPE-31-1968_RES1-FR,"Noting that the study of the environment is gaining increasing importance in efforts to adapt education to the needs of society and the interests of students,",,
+ICPE-31-1968_RES1-FR,"Considering the difficulties that the study of the environment still encounters at all levels regarding its requirements for documentation, teacher competence, and initiative,",,
+ICPE-31-1968_RES1-FR,"Considering the importance of research and activities related to environmental sciences and ecology planned in UNESCO’s 1969-1970 program and budget project, and particularly the initiation of a project entitled: Man and His Environment,",,
+ICPE-31-1968_RES1-FR,"Considering that due to natural disasters, various forms of oppression contrary to the Charter of the United Nations and the Universal Declaration of Human Rights, or other circumstances, there are still children who are currently deprived",,
+ICPE-31-1968_RES1-FR,"Taking into account the relationships that exist between the objectives pursued by this recommendation and those of recommendations adopted by previous International Conferences on Public Education, notably Recommendation No. 18 concerning the teaching of geography in secondary schools, adopted in 1939, Recommendation No. 26 concerning the teaching of geography and international understanding, adopted in 1949, Recommendation No. 27 concerning the introduction to natural sciences in primary schools, adopted in 1949, Recommendation No. 35 concerning the teaching of natural sciences in secondary schools, adopted in 1952, and Recommendation No. 63 concerning health education in primary schools, adopted in 1967,",,
+ICPE-31-1968_RES1-FR,Submits the following recommendation to the Ministries of Public Instruction of the various countries:,,
+ICPE-31-1968_RES1-FR,"1. The term environment should be understood to encompass everything external to the human being, the more or less immediate surroundings, the entirety of actions and influences exerted upon him and to which he responds (actions and influences of nature and climate, life in urban or rural areas, family and school atmosphere, moral and social conditions, circumstances and events), the knowledge of which is conveyed to him through the various means of information at his disposal.",,
+ICPE-31-1968_RES1-FR,"2. The environment also includes the heritage of the past: customs, traditions; literature and history; law; scientific discoveries and their applications; the material and intellectual works of our predecessors who have enriched humanity's heritage through the transmission of cultural assets. The religious and ethical heritage of a people or country is an important element of the environment.",,
+ICPE-31-1968_RES1-FR,"3. Today, the environment is no longer limited to personal experiences and daily life. The variety, multiplicity, and speed of various means of communication have extended it to the world and the universe.",,
+ICPE-31-1968_RES1-FR,"4. The concept of environment also encompasses the objectives of society, which man strives to direct in its evolution.",,
+ICPE-31-1968_RES1-FR,"5. Knowledge of the environment thus emerges as an important, necessary, and complex field of study. Beyond the mere acquisition of knowledge, it asserts itself as one of the essential elements of general education and education for international understanding.",,
+ICPE-31-1968_RES1-FR,"6. The study of the environment cannot be confined to a particular discipline or a set of didactic practices. Rather, it constitutes a continuous methodological approach aimed at preparing young people to adapt to the life conditions that await them and encouraging them to act to improve these conditions. Consequently, the modern objective of environmental study must be the understanding of the environment in its various components, through the active and progressive acquisition of the relevant knowledge and ideas, according to the intellectual capacities and interests of students at different ages and by employing appropriate methods and means.",,
+ICPE-31-1968_RES1-FR,"7. In terms of teaching, the study of the environment ensures: a) a concrete foundation at various stages of knowledge acquisition; b) an initial scientific training through exercises in objective observation, analytical thinking, methods of discovery, reflection, and judgment; c) active participation in acquiring foundational knowledge followed by specialized disciplines addressed during schooling; d) a better understanding of human habitat and the interaction between humans and the physical environment.",,
+ICPE-31-1968_RES1-FR,"8. Due to the increase in the global population and ever-advancing industrialization, the study of the environment must strive to foster and intensify a love of nature, a desire to participate in the protection of its resources, to their augmentation through labor, and to the prudent use of these resources in order to better meet needs and improve living conditions.",,
+ICPE-31-1968_RES1-FR,"9. In terms of education, the study of the environment contributes: a) to inspiring respect and love for nature; b) to strengthening the links between manual and intellectual work; c) to preparing youth for their future responsibilities through a better understanding of the conditions and possibilities of human life in a rapidly changing world; d) to bringing the school environment closer to the family and social environment in order to establish better collaboration for the benefit of either; e) to harmoniously integrating the child, both the typical child and the child with disabilities, into their immediate surroundings, and the adolescent into the broader natural and economic environment; f) to improving classroom spirit by establishing closer relationships between teacher and students based on cooperation and solidarity; g) to guiding destinies through the revelation of tastes and aptitudes that manifest during various activities; h) to encouraging youth to become more aware of an ideal of international solidarity and an understanding of the serious problems of the current world, thereby contributing to the assumption of responsibility by individuals and communities in relation to these issues.",,
+ICPE-31-1968_RES1-FR,"10. The study of the environment should: a) pay particular attention to the problems of urban areas to ensure the protection of their inhabitants against the dangers that threaten them, for example: air and water pollution; b) make children in rural areas aware of the possibilities and difficulties of life in the countryside and of the necessity for its inhabitants to actively contribute to the improvement of their living conditions.",,
+ICPE-31-1968_RES1-FR,"A sound understanding of the environment and of the relationship between humans and their surroundings must form the basis for the development of curricula. These should be designed with due regard to the need to facilitate a smooth transition from traditional attitudes to those demanded by science and technology, while remaining adapted to the specific conditions of the various communities.",,
+ICPE-31-1968_RES1-FR,"12. The study and understanding of the environment should be approached through active methods that make the best use of the abilities of both students and teachers, as well as their working conditions within the framework of their class curriculum. They should give rise to interdisciplinary activities to enable comprehensive learning.",,
+ICPE-31-1968_RES1-FR,"13. Collective or individual observation exercises, whether free or guided, encourage intellectual curiosity and inquiry, fostering the desire and will to know and understand.",,
+ICPE-31-1968_RES1-FR,"14. Drawing and music, painting and games, the classroom’s “living corner” are all means likely to stimulate interest in a better understanding of the environment.",,
+ICPE-31-1968_RES1-FR,"15. The study of the neighborhood or village, guided visits to museums, public buildings, farms, factories, etc., will be facilitated as much as possible.",,
+ICPE-31-1968_RES1-FR,"16. Sufficient time should be allocated to educational walks and excursions, and provisions should even be made for students of different ages to stay for a certain period in another natural and social environment: snow, sea, and mountain classes, school camps bringing together children and adolescents from different regions or countries where direct and systematic study of the environment can take place.",,
+ICPE-31-1968_RES1-FR,"17. Inter-school correspondence, the lending of books, the exchange of documents, school newspapers, and local products with classes from other regions or countries should be encouraged as a contribution to the knowledge of a different environment and the development of international understanding.",,
+ICPE-31-1968_RES1-FR,"18. As a general rule, extracurricular or out-of-school activities that can facilitate the study and understanding of the environment should be utilized for this purpose by the teachers who oversee them.",,
+ICPE-31-1968_RES1-FR,"19. Audio-visual aids, including radio and television broadcasts, are particularly useful for supplementing the study of the immediate or distant environment. It would be desirable for sufficient funding to be allocated to develop these resources and make them more widely accessible to schools.",,
+ICPE-31-1968_RES1-FR,"20. The production of textbooks and reading books devoted to the environment, likely to enhance interest in its understanding, should be encouraged.",,
+ICPE-31-1968_RES1-FR,"21. Independently of the local resources that the teacher may find and the means they may create on their own initiative, it is essential that the materials, documentation, and necessary instruments be made available to both students and teachers for their information, observations, and experiments. Regional and central authorities, in collaboration with teachers' associations, should promote the establishment of educational documentation centers, field study centers, and the distribution of teaching materials capable of meeting these needs.",,
+ICPE-31-1968_RES1-FR,"22. The development of school cooperatives, student clubs (UNESCO clubs), and closer ties between schools and youth movements would be desirable, as their experiences and activities contribute to fostering in students a civic and community spirit in its broadest sense, moral education, and knowledge of nature. In this regard, it is appropriate to encourage young people to participate in social service programs, practical work and development experiences within the community, as well as initiatives aimed at improving the environment.",,
+ICPE-31-1968_RES1-FR,"23. The value and effectiveness of the study and knowledge of the environment primarily depend on the teachers' abilities, their information, and the interest they take in this teaching and its preparation. During their professional training, they must be informed of the objectives set for them and introduced to the active methods required by environmental study.",,
+ICPE-31-1968_RES1-FR,"24. Such preparation should include, for all teachers, knowledge of the fundamentals of ecology and the methodology for teaching about the environment across different disciplines. Teachers should also be informed about the psychological and sociological issues that may affect their students in adapting to a rapidly changing environment.",,
+ICPE-31-1968_RES1-FR,"25. School authorities should take all necessary measures to ensure the professional development of teachers: organizing courses, lectures, practical work days, and information camps; providing access to libraries, museums, exhibitions, etc. Study trips or stays in other regions of the country or abroad, through scholarships or possibly exchanges, facilitate specialization in the various fields of environmental knowledge.",,
+ICPE-31-1968_RES1-FR,"26. Educational materials, national and international teaching federations, teachers' and parents' associations, etc. The educational press, both official and private, should play a major role in disseminating this recommendation to the relevant administrative and teaching personnel as well as to the general public.",,
+ICPE-31-1968_RES1-FR,"27. UNESCO and other competent international organizations are invited to facilitate, in collaboration with the Ministries of the countries concerned, the review of this recommendation at the national or regional level with a view to its application in accordance with the characteristics of each region.",,
+ICPE-31-1968_RES1-FR,"28. It is appropriate that the Ministries of Public Education and other competent authorities immediately review this recommendation in relation to the legal and factual situation as well as the ethnic and cultural conditions existing in their respective countries, in order to demonstrate creative imagination in implementing its various provisions where they are not yet applied, and to adapt them as necessary to the diverse circumstances.",,
+ICPE-32-1970_RES1-FR,"The International Conference on Education, convened in Geneva by the United Nations Educational, Scientific and Cultural Organization, having met on July 1, 1970 for its 32nd session, adopts on July 8, 1970 the following recommendation: The Conference,",,
+ICPE-32-1970_RES1-FR,"Considering Article 26 of the Universal Declaration of Human Rights (1948),",,
+ICPE-32-1970_RES1-FR,"Considering the Declaration of the Rights of the Child (1959),",,
+ICPE-32-1970_RES1-FR,"Considering the Convention and Recommendation concerning the elimination of discrimination in the field of education adopted by the General Conference of UNESCO at its eleventh session (1960),",,
+ICPE-32-1970_RES1-FR,"Considering the Recommendation concerning Technical and Vocational Education adopted by the General Conference of UNESCO at its twelfth session (1962),",,
+ICPE-32-1970_RES1-FR,"Considering the Recommendation concerning the Status of Teachers adopted by the Special Intergovernmental Conference on the Status of Teachers (1966),",,
+ICPE-32-1970_RES1-FR,"Considering the Declaration of Principles on International Cultural Cooperation adopted by the UNESCO General Conference at its fourteenth session (1966),",,
+ICPE-32-1970_RES1-FR,"Considering the recommendations of the International Conference on Education Planning (1968),",,
+ICPE-32-1970_RES1-FR,Considering that we are entering the Second Development Decade,,
+ICPE-32-1970_RES1-FR,"Considering that the year 1970 has been proclaimed the International Year of Education,",,
+ICPE-32-1970_RES1-FR,"Considering the relevant recommendations adopted by the International Conference on Public Instruction during its various sessions,",,
+ICPE-32-1970_RES1-FR,"Considering that education aims not only to impart fundamental knowledge to the student but also, and above all, to develop all aspects of their personality, and that pedagogical methods should be adapted to this end,",,
+ICPE-32-1970_RES1-FR,"Considering that it is essential for each pupil to be enabled to complete the course of studies they have undertaken and that continuing education can be ensured, within the framework of lifelong education, for pupils who have left school prematurely,",,
+ICPE-32-1970_RES1-FR,"Considering that student attrition presents, in one form or another, serious problems in most countries and that statistical analysis clearly demonstrates the extent and distribution of attrition at various levels and stages of education systems,",,
+ICPE-32-1970_RES1-FR,"Considering that dropouts during the course of studies often constitute an unproductive expenditure and that grade repetition increases the cost of education, thereby hindering its qualitative and quantitative improvement, not to mention the disruptions they may cause for the students,",,
+ICPE-32-1970_RES1-FR,"Considering that improving the efficiency of education systems and, in particular, reducing student dropout rates are essential, on the one hand, to ensure that everyone can exercise the right to education and, on the other hand, to strengthen the contribution of education to the social and economic development of society,",,
+ICPE-32-1970_RES1-FR,Submits the following recommendation to the Ministries of Education of the various countries:,,
+ICPE-32-1970_RES1-FR,"1. The study of measures to be taken to reduce student dropout rates should be conducted within the framework of the following principles: (a) All aspects of the economic and social context and education systems influence school dropout; (b) The factors contributing to dropout at various levels of education are numerous and often differ from one country to another, particularly depending on the level of development. These can be grouped into the following categories: environment (i) the home and community: constraints related to geographical, social, economic, and cultural conditions (distance from school, disadvantaged environment, linguistic differences, underdevelopment, public mentality, etc.); (ii) the school system (administration, organization, curriculum, number and qualifications of teachers, relationship between family and school, buildings and materials, etc.); the child's personality (physical, mental, intellectual, and moral factors, motivations, etc.); (c) The factors related to school dropout generally occur in combination, and both their interactions and independent effects must be studied, relying in particular on lessons learned from experience within a given context.",,
+ICPE-32-1970_RES1-FR,"2. The renewal of education systems, driven by the evolution of civilization, should prompt a reassessment—taking into account the specific characteristics of each country—of the organization and updating of curricula (particularly in the early stages of schooling), the role of evaluation systems, and the methods of academic and vocational guidance, with the aim of reducing school dropout rates as well as failures encountered upon entry into working life.",,
+ICPE-32-1970_RES1-FR,"3. It is important to take a series of measures, some of a general nature, aimed at improving the effectiveness of education systems and ensuring their renewal by bringing them closer to life, economic and social needs, and individual aspirations, while others, more specific in nature, will address the various factors related to dropout rates.",,
+ICPE-32-1970_RES1-FR,"4. It is necessary to define the new objectives assigned to education in a rapidly transforming world, taking into account the contribution that education must make to social, economic, and human development, as well as the effective realization of the right to education.",,
+ICPE-32-1970_RES1-FR,"5. It seems desirable to draw on the perspective of lifelong education, which links education to life and ensures the continuous updating of knowledge, as well as the coordination of school education and extracurricular education. It is necessary to revise the structures of education towards greater flexibility and better integration of its various components, ensuring maximum continuity within the systems and facilitating transfers from one type of education to another and from one level to the next.",,
+ICPE-32-1970_RES1-FR,"6. Attention should also be given to ensuring that the content of teaching is inspired as much by the necessity to learn how to learn as by the delivery of instruction; that it allocates the desirable place to basic knowledge; adds, to the extent necessary, new subjects corresponding to advances in knowledge; and includes an introduction to practical life and technology as well as the development of attitudes applicable in the professional sphere.",,
+ICPE-32-1970_RES1-FR,"7. It is desirable to continuously improve teaching and educational methods by leveraging modern information technologies and educational technology on the one hand, and by drawing on the findings of pedagogical and psychological research to better adapt these methods to the needs of the child on the other.",,
+ICPE-32-1970_RES1-FR,"8. It is essential to improve the training and retraining of teachers as well as the measures taken to advise them, with particular emphasis on preparing them for their new role, given the need for a new form of relationship between teachers and students, and broad preparation for life.",,
+ICPE-32-1970_RES1-FR,"9. It is important to reexamine the procedures for selection, knowledge assessment, and evaluation of academic results, minimizing elements of arbitrariness and subjectivity; it is desirable to foster a positive attitude towards students and to take into account the affective and characterological aspects of each individual's personality. In this regard, it seems advisable to adopt measures to evaluate the overall effectiveness of educational institutions.",,
+ICPE-32-1970_RES1-FR,"10. It is necessary to develop and institutionalize school and career guidance services, with the aim of providing comprehensive information to the child, the family, and the public about the educational system and the opportunities it offers in terms of life and employment.",,
+ICPE-32-1970_RES1-FR,"11. It appears desirable to ensure close cooperation among administrators, educators and teachers, school psychologists, career guidance counselors, doctors and social workers, and parents.",,
+ICPE-32-1970_RES1-FR,"12. It is essential to ensure close cooperation between the school, the family, and the community.",,
+ICPE-32-1970_RES1-FR,"13. In order to compensate for certain social, economic, or geographical disadvantages likely to cause dropouts, it is appropriate to take certain measures, such as: (a) extending free education to all levels and expanding and improving the school network, with particular attention to the needs of rural areas and minority groups; (b) creating boarding schools, especially for children from sparsely populated regions; (c) establishing or developing social services or adopting measures to assist families or children (canteens, free distribution of food or clothing, school transportation or travel allowances, childcare centers during parents’ working hours, etc.); (d) developing school health and medical services; (e) expanding preschool education, particularly in rural areas and overcrowded neighborhoods in large urban centers; (f) granting scholarships and various educational grants on an equitable basis to relieve students from certain paid work incompatible with their studies; (g) offering optional supervised study sessions after school hours.",,
+ICPE-32-1970_RES1-FR,14. It would be desirable to provide for systematic and ongoing information campaigns to raise parents’ awareness of the importance of regular school attendance.,,
+ICPE-32-1970_RES1-FR,"15. It is necessary to take the required measures to establish compulsory schooling, ensuring the facilities that will allow all children to enroll in school and, furthermore, to prevent foreseeable and voluntary dropouts, particularly when they result from child labor.",,
+ICPE-32-1970_RES1-FR,"16. The establishment or development of screening services for children who are physically or mentally impaired, as well as institutions dedicated to their care, would be necessary.",,
+ICPE-32-1970_RES1-FR,17. It is important to improve the learning of the language of instruction both as a subject and as an instrument of knowledge.,,
+ICPE-32-1970_RES1-FR,18. Appropriate measures should be taken to eliminate the factors of dropout related to the use of a language other than the mother tongue as the language of instruction.,,
+ICPE-32-1970_RES1-FR,"19. It appears desirable to give particular attention to the teaching of basic subjects which are sometimes the cause of dropout: the mother tongue and mathematics, for example.",,
+ICPE-32-1970_RES1-FR,"20. Measures should be developed to reduce repetition rates during the early years of primary education, as these rates appear to be particularly high during this period.",,
+ICPE-32-1970_RES1-FR,"21. In revising the content of education, it is essential to introduce new subjects related to life, environment, and work, in order to strengthen students' motivation.",,
+ICPE-32-1970_RES1-FR,22. It also seems appropriate to enhance the child's interest in school through various extracurricular activities or activities outside the formal curriculum.,,
+ICPE-32-1970_RES1-FR,"23. It would be appropriate to create school psychology services, or to improve them, notably by redefining and expanding the role of the school psychologist.",,
+ICPE-32-1970_RES1-FR,"24. It is necessary to provide, within educational structures, complementary types of education that allow children who have dropped out of school or are suffering from a significant delay to acquire additional general knowledge and vocational or pre-vocational training, in order to reintegrate them into the education system or to insert them into the productive sector.",,
+ICPE-32-1970_RES1-FR,"25. It would be appropriate to study the possibility and advisability of introducing vocational training or introductory courses on working life into general education institutions, at the appropriate level.",,
+ICPE-32-1970_RES1-FR,"26. It is advisable to consider, during the revision of the content and structures of education, the possibility that school education provides the student, at an appropriate age, with practical experience of the world of work and production, as part of preparation for life.",,
+ICPE-32-1970_RES1-FR,"27. The material conditions of education (notably equipment and teaching materials), laboratories, and libraries should be improved.",,
+ICPE-32-1970_RES1-FR,"28. The significant factor of dropout caused by overcrowded classes should be eliminated by reducing their size according to a reasonable pupil-teacher ratio, in countries where circumstances permit, while ensuring that this measure is not applied in countries where it would worsen the situation regarding school attendance. For these countries, it would be appropriate for research authorities to develop methods whose implementation will improve the efficiency of these classes, thereby reducing dropout rates.",,
+ICPE-32-1970_RES1-FR,"It is important to disseminate and generalize the results of the experience gained by teachers and educational institutions that have succeeded in significantly reducing, or even eliminating, dropout rates.",,
+ICPE-32-1970_RES1-FR,"30. It is essential, in the reform of education systems and the development of specific measures aimed at reducing dropout rates, to acknowledge the role that educational research and the sciences of education can play.",,
+ICPE-32-1970_RES1-FR,"31. It would be appropriate to standardize and systematically organize the collection of data for national purposes. To this end, for the calculation of dropout and repetition rates and/or to estimate the effectiveness of education systems, one could draw inspiration from, and improve upon, the methods used in the UNESCO survey on the statistical measurement of school dropout (1969) and potentially make use of modern computer technologies.",,
+ICPE-32-1970_RES1-FR,"32. It would be appropriate to conduct new studies using the case study method at the national level, with the assistance of international aid. If possible, UNESCO should take the initiative to promote these studies, in which the regional offices and centers for education could play an active role. The studies should focus on the following points, taking into account the work of various regional organizations: (a) improving the accuracy of data collection; (b) verifying the reliability of dropout indices and the conclusions drawn from them; (c) developing techniques for assessing dropout rates in school systems without repetition or dropout; (d) developing dropout indicators for simulation purposes based on alternative hypotheses; (e) examining the nature and impact of dropout in higher education.",,
+ICPE-32-1970_RES1-FR,"33. It appears necessary to refine the methodologies and conduct in-depth studies on the various aspects of the issue of school dropout rates, notably concerning the causes of academic delay, the process of knowledge acquisition, and motivations in diverse contexts and locations.",,
+ICPE-32-1970_RES1-FR,34. It would be appropriate to redefine the goals and fundamental principles of education systems in order to ensure that they retain the maximum number of students in classrooms without compromising the quality of educational outcomes.,,
+ICPE-32-1970_RES1-FR,"35. It would also be advisable to conduct studies and research on the criteria and procedures for promotion and assessment of academic results, particularly with regard to automatic promotion.",,
+ICPE-32-1970_RES1-FR,"36. It is important to promote international cooperation in the exchange of information, statistical data, research results, and experiences, as well as in the free circulation of tests that have proven effective in school practice.",,
+ICPE-32-1970_RES1-FR,"37. It would be desirable for the regional conferences of Ministers of Education convened by UNESCO to examine the issue of school dropouts, their causes, and possible remedies.",,
+ICPE-32-1970_RES1-FR,"38. It would be desirable for UNESCO to develop coordinated programs for the study of dropout issues at the national and regional levels, involving the IBE, the IIEP, the UNESCO Institute for Education in Hamburg, as well as regional offices and centers.",,
+ICPE-32-1970_RES1-FR,"39. It would be desirable for UNESCO to provide Member States, upon their request, with assistance for the preparation of studies on the issue of school dropouts and the training of specialists to examine this problem. Scholarships made available to governments under external aid programs could be used for this purpose. Member States could also make use of external aid to ensure the collection and standardization of statistical data.",,
+ICPE-33-1971_RES1-FR,"The International Conference on Education, convened in Geneva by the United Nations Educational, Scientific and Cultural Organization, having met for its 33rd session, adopts the following recommendation: The Conference,",,
+ICPE-33-1971_RES1-FR,"Considering the objectives of UNESCO, as set forth in Article I 2 b of its Constitutive Act, with regard to equal access to education,",,
+ICPE-33-1971_RES1-FR,"Considering Article 26 of the Universal Declaration of Human Rights (1948),",,
+ICPE-33-1971_RES1-FR,"Considering the Declaration of the Rights of the Child (1959),",,
+ICPE-33-1971_RES1-FR,"Considering the Convention and the Recommendation concerning the fight against discrimination in the field of education, adopted by the General Conference of UNESCO at its eleventh session (1960),",,
+ICPE-33-1971_RES1-FR,"Considering the Recommendation concerning Technical and Vocational Education adopted by the General Conference of UNESCO at its twelfth session (1962),",,
+ICPE-33-1971_RES1-FR,"Considering the Declaration of Principles on International Cultural Cooperation adopted by the General Conference of UNESCO at its fourteenth session (1966),",,
+ICPE-33-1971_RES1-FR,"Considering the recommendations of the International Conference on Educational Planning held in Paris in 1968,",,
+ICPE-33-1971_RES1-FR,"Considering the relevant recommendations adopted by the International Conference on Education during its various sessions,",,
+ICPE-33-1971_RES1-FR,"Considering that every educational system must not only ensure the right to education for all, but also promote equality of educational opportunity,",,
+ICPE-33-1971_RES1-FR,"Considering that the principle of equal educational opportunities corresponds to a principle of social justice and fundamental human rights,",,
+ICPE-33-1971_RES1-FR,"Considering the objective necessity to ensure the quantitative expansion of education and to raise its qualitative standards for all children,",,
+ICPE-33-1971_RES1-FR,"Considering that, even though the objectives and aspirations are similar, strategies and criteria may differ from one country to another, particularly between technologically advanced countries and developing countries,",,
+ICPE-33-1971_RES1-FR,"Considering that the democratization of education involves political, socio-economic, and cultural decisions regarding the course of action to be followed in order to reduce, and ultimately eliminate, inequality of opportunity in the field of education.",,
+ICPE-33-1971_RES1-FR,"Considering that the social environment can lead to significant disparities in access to primary or secondary education, influence academic outcomes, and prevent many adolescents from receiving vocational training in accordance with their abilities,",,
+ICPE-33-1971_RES1-FR,"Considering that the economic and social development of society requires that all the potential capacities of youth be utilized,",,
+ICPE-33-1971_RES1-FR,"Considering that all measures aimed at ensuring equal opportunities can ultimately only enhance the effectiveness of education systems,",,
+ICPE-33-1971_RES1-FR,Submits to the Ministries of Education of the various countries the following recommendation:,,
+ICPE-33-1971_RES1-FR,"1. The study of measures to be taken to ensure equal educational opportunities should take into account the following principles: (a) The social and economic structure of a society and the economic, social, and cultural policies of a government have a direct influence on an individual's educational opportunities; (b) Inequality may be related to the complex, often overlapping and interdependent actions of numerous factors whose significance and specific nature vary from one country to another. These can be grouped under the following categories: (i) the social system, the socio-economic components of the environment, the socio-economic background of the students (parents’ occupation, family income, living conditions, health status, etc.); (ii) socio-cultural factors (parents’ educational level, cultural level of the environment, mother tongue and status of ethnic and linguistic minorities, religious beliefs and the influence of certain traditions, etc.); (iii) geographical and demographic factors (place of residence, population density and its distribution over the territory, density of the school network, means of transport, etc.); (iv) school factors (structures of the education system, language of instruction, curricula, methods, assessment and examinations, teachers’ attitudes and competence, etc.); (v) The student’s awareness of their place in the education system and of the opportunities it offers, etc.; (vi) the child’s level of psychological development. (c) Since the impact of these various factors is often poorly understood, interdisciplinary research and studies are necessary in order to clarify their role and respective importance as well as to analyze their interactions. Such studies, inquiries, and research should not exempt the implementation of immediate measures whereby progressive adjustments, leading to new and effective solutions, would save time and resources.",,
+ICPE-33-1971_RES1-FR,"2. Education planning must be conceived as an integral part of overall national planning. It should include various measures aimed at promoting equal educational opportunities, ensure that children of both sexes, in urban and rural areas, have equal access to all types of schools at all levels, provide the necessary coordination in this regard, and establish priorities according to the resources, needs, and services specific to each local, regional, and national context.",,
+ICPE-33-1971_RES1-FR,"3. If, in the final analysis, equal educational opportunities largely depend on the economic and social structure of society, efforts should be made to improve curricula, teaching methods, and teacher training in order to promote this equality within the education system.",,
+ICPE-33-1971_RES1-FR,"4. The structure of an education system must take into account the influence of the social environment on students' academic trajectories and, subsequently, their adaptation to society as a whole and the labor market. In this regard, further development of school and vocational social guidance is necessary. Studies should be undertaken to identify the measures best suited to harness all positive factors inherent in the condition of disadvantaged individuals while counterbalancing their adverse effects.",,
+ICPE-33-1971_RES1-FR,"5. From this perspective, it appears that education provided prior to entry into primary school plays a decisive role. It is therefore important to establish or develop preschool education and make it accessible to all children, both in rural areas and in cities, particularly in connection with development programs. This would place all children on an equal footing when they begin their studies,",,
+ICPE-33-1971_RES1-FR,"6. If, for economic reasons, the creation or expansion of this education proves difficult, it is essential that the organization, curriculum, and methods of primary school during the first two years of study take this situation into account.",,
+ICPE-33-1971_RES1-FR,"7. In order to prevent disparities in access to secondary education, it seems necessary to reconsider not only the admission conditions but also the entire organization of secondary education; it is appropriate to study the possibility of modifying its structure to ensure greater flexibility and facilitate the mobility of students within the system.",,
+ICPE-33-1971_RES1-FR,"8. General and vocational secondary education, whether full-time or part-time, should be accessible to every student according to their age, aptitudes, and abilities, as well as the country’s labor needs. Therefore, it is necessary to provide a flexible and diversified organization of these types of education in order to reduce the number of students receiving no training and to facilitate young girls’ access to technical secondary and higher education. Multifunctional educational and cultural centers should also be established at this level where possible and necessary.",,
+ICPE-33-1971_RES1-FR,"9. Regardless of the organization of the education system, certain individuals do not receive training that is most suited to their abilities and the needs of society. Consequently, as part of the efforts made to make lifelong education available to all, it is necessary to address the needs that have been neglected by the education system, notably by making the fullest use of existing opportunities.",,
+ICPE-33-1971_RES1-FR,"10. The disparity in access to education at all levels largely depends on the distribution of various types of schools throughout the national territory. It seems necessary to study the density of the school network and, if required, to plan for the establishment of new educational and cultural centers. These centers should be designed to enable the development and enrichment of the cultural life of the community.",,
+ICPE-33-1971_RES1-FR,"11. In regions of a country that are difficult to access, educational opportunities should be provided to isolated children by using all appropriate means.",,
+ICPE-33-1971_RES1-FR,"12. While waiting for all countries to achieve the goal of free education for all, governments should, where necessary, make arrangements to cover partially or fully the expenses related to: (a) tuition, (b) books, supplies, and materials used in class, (c) school meals, (d) transportation for students who have to travel long distances, (e) boarding schools.",,
+ICPE-33-1971_RES1-FR,"13. Expenses not covered by the aforementioned measures (child maintenance, loss of income, etc.) shall be compensated through subsidies and scholarships, and it is important to simplify the administrative procedures for their allocation, to inform parents, and to increase the funds available for this purpose in order to benefit a larger proportion of the disadvantaged population.",,
+ICPE-33-1971_RES1-FR,"14. It is important to acknowledge the significant influence that the community and environment exert on the family and, consequently, on equal access to education. However, adequate attention should be given to the influence of all cultural groups within the community, their varying levels of development, and the composite value systems that tend to create differences in objectives and methods. The community (institutions, socio-cultural organizations, enterprises, etc.) should be encouraged to place a high value on education and to take an active interest in promoting equal educational opportunities. In particular, it appears desirable to invite parents to participate in the cultural development of the community, to collaborate regularly with the school, and to maintain constant contact with it.",,
+ICPE-33-1971_RES1-FR,"15. It appears necessary to subject the content of curricula to a critical review, considering ways to adapt them to the aspirations, needs, and abilities of all children, particularly those who are disadvantaged.",,
+ICPE-33-1971_RES1-FR,"16. To address the considerable variations in individual characteristics regarding knowledge acquisition and academic success, as well as social background and motivations, the school must have an appropriate range of guidance and teaching resources. In the emerging cybernetic era, specialized knowledge and skills may be no more important than the general ability to solve problems and process information, to promote human relations, and to resolve conflicts without resorting to violence. Adapting curricula for these purposes, as well as to foster attitudes imbued with wisdom, compassion, and humanity, is of increasing importance.",,
+ICPE-33-1971_RES1-FR,17. Great importance should be given to social and vocational guidance services in order to mitigate disadvantages arising from the environment.,,
+ICPE-33-1971_RES1-FR,"18. Prospective teachers and those currently in service should have the opportunity to study the various components of the social environment and their influence on the school career. It appears desirable that some teachers be specially trained to teach children with disabilities and those who are socially disadvantaged; and that the specific needs of disadvantaged and disabled children be included in the training programs for all teachers. To this end, they should receive special psycho-pedagogical and sociological training.",,
+ICPE-33-1971_RES1-FR,19. It would also be appropriate for teachers to become cultural facilitators within the community.,,
+ICPE-33-1971_RES1-FR,"20. In order to improve and strengthen collaboration between the school and the family, it would be appropriate for the school to have social workers and other specialists trained to engage with disadvantaged groups. The school should undertake and implement social action programs as well as parent education initiatives.",,
+ICPE-33-1971_RES1-FR,"21. Teachers should be provided with the necessary training to organize their classes in a manner that ensures instruction of students in small groups, or to develop various forms of support for small groups, enabling them to meet the needs of each child. They could be assisted in this task by trainees, or by auxiliaries or aides specifically trained for this purpose.",,
+ICPE-33-1971_RES1-FR,"22. It is essential that the various measures mentioned in the preceding paragraphs be applied at all levels of education. In particular, it would be necessary to intensify them at the beginning of primary school and upon entry into secondary education.",,
+ICPE-33-1971_RES1-FR,"Special attention should be given to the training of vocational education teachers, with particular emphasis on teaching methods for students from disadvantaged groups.",,
+ICPE-33-1971_RES1-FR,"24. The recruitment, selection, and assignment of competent teachers to disadvantaged areas should receive the utmost attention and should be encouraged by all means. Every effort should be made to minimize staff turnover in these areas.",,
+ICPE-33-1971_RES1-FR,"25. It is advisable to strengthen the teacher-student relationship at all levels of education and to devote the utmost attention to fostering a sense of shared responsibility among teachers, students, and parents.",,
+ICPE-33-1971_RES1-FR,"26. Specific training for managers and teachers in adult education should be systematically organized. Significant emphasis will be placed on researching methods appropriate to this type of education, as well as on the nature of the relationships between teachers and learners. It appears desirable that adults take on a share of the responsibilities related to their own education.",,
+ICPE-33-1971_RES1-FR,"27. Innovation is desirable at all levels of education, particularly to help bridge the gap between the cultural life of disadvantaged communities and that of the school. To this end, it is important to undertake research and experiments to determine the most effective methods, taking into account the diverse needs of the communities concerned. It is considered desirable that the strategies implemented vary from one region to another, and from one community to another, in accordance with the specific characteristics of each.",,
+ICPE-33-1971_RES1-FR,"28. Plans and strategies should be established immediately to enhance the educational value of the major private and public media, both for young people and for parents.",,
+ICPE-33-1971_RES1-FR,29. School reform and the general planning of education must take into account the findings obtained from experimentation on the democratization of education.,,
+ICPE-33-1971_RES1-FR,"30. The variables that influence a child's academic performance are complex and may differ from one society to another. Since these variables and their effects are still poorly understood, it is necessary to undertake new, in-depth research.",,
+ICPE-33-1971_RES1-FR,"31. Research and studies on the social environment of students should be coordinated with those of other concerned services, taking into account the intellectual, moral, and social development of children and adolescents.",,
+ICPE-33-1971_RES1-FR,"32. It is necessary to conduct studies on the complex elements of a given community (migration trends, the influence of traditions, linguistic problems, etc.), studies that would help to overcome the difficulties encountered in education.",,
+ICPE-33-1971_RES1-FR,"33. International cooperation is an important prerequisite for achieving the above objectives, which correspond to the goals of the Second Development Decade as set forth in Resolution 9.11 adopted by the General Conference at its sixteenth session. Given the necessity to continue efforts in educational research, the competent international, regional, and national organizations should strengthen their cooperation for this purpose.",,
+ICPE-33-1971_RES1-FR,"34. International organizations, and UNESCO in particular, should be encouraged to pay greater attention to the problems arising from the effects of the social environment on schooling by: (a) continuing their normative actions in favor of equal educational opportunities, notably regarding the education of girls, (b) promoting studies that highlight the nature and severity of these problems, (c) coordinating and contributing to the financing of research in member states on concrete measures that would better adapt education to the needs of the community and individuals, (d) encouraging, in member states and at regional and international levels, the collection, processing, summarization, and dissemination of information on research concerning the various stages of the democratization of education and the improvement of educational opportunities for governments, education specialists, teachers, and ultimately children worldwide. Consideration should be given to establishing a more dynamic system for the exchange of research information, taking into account existing systems at the regional level, (e) promoting, both bilaterally and multilaterally, in terms of both quality and quantity, the continuation and increase of international material aid in certain specific basic areas, such as the provision of food and textbooks to students, the construction of boarding schools, rural schools, etc.",,
+ICPE-33-1971_RES1-FR,"35. Regional institutions should endeavor, to the extent deemed desirable, to harmonize their efforts on a regional basis, in order to mutually assist one another in resolving analogous problems linked by interactions that could, in one way or another, hinder the recognition and implementation of the concept of democratization of educational institutions.",,
+ICPE-33-1971_RES1-FR,"36. Given the magnitude of the problems faced by developing countries, and the fact that many of them may be unable to carry out the necessary studies, experiments, and projects, concerted international action is required, involving in particular: (a) a more generous effort, both financial and technical, on the part of technically advanced countries; (b) measures at the international level, especially in technically advanced countries, to enable developing countries to benefit from the experience acquired by more advanced countries; (c) studies to be undertaken or sponsored by UNESCO, particularly by the IIEP, in cooperation with other international and regional institutions concerned with education, to enable developing countries to develop a more democratic policy of admitting children to available places in educational institutions, and to develop and improve selection and identification methods in order to better understand students’ aptitude to continue their studies; (d) assistance from UNESCO to facilitate, at the stages of organization and practical implementation, collaboration among Member States for the planning and execution of research programs intended to determine: (i) the nature of the relationships between the social environment and academic achievement; (ii) which of these relationships are pedagogically most important; (iii) the relative plasticity of these various relationships and their constituent elements; (iv) how and in what direction these relationships should be modified to ensure optimal development, and for what purposes, with particular emphasis on the improvement of content and methods; (e) assistance from UNESCO for the training, in appropriate institutions, of specialists in educational research, education planning administrators, educational advisers, and other specialists.",,
+ICPE-33-1971_RES1-FR,37. The Conference recommends that UNESCO (IBE) develop a basic method to guide the complex research to be undertaken and to facilitate international cooperation in this field.,,
+ICPE-34-1973_RES1-FR,"The International Conference on Education, Considering the relevant conventions, recommendations, and declarations adopted at the international level regarding education, notably by UNESCO, submits the following recommendation for the attention of ministers of education in the various States:",,
+ICPE-34-1973_RES1-FR,"GENERAL PRINCIPLES 1. A coherent approach to education, training, and employment should be guided by the following principles. It should: (a) ensure equal opportunities for all young people in their preparation for life and their participation in the various activities of society; (b) provide all young people, as well as adults, with the means for full development in accordance with their aspirations, within the framework of harmonious development responding to the needs of the community to which they belong; (c) define, within a continuous process, a system of lifelong education, comprising, alongside an initial training phase, a continuing training phase that throughout the individual's life associates participation in productive work with the pursuit of physical, intellectual, and cultural development, in order to respond to the rapid changes of society and the demands of active contribution by each person to this evolution; (d) carry out a coherent action, coordinating in a perspective that respects the economic and social objectives of the community, the policies of education, training, and employment, which requires, in terms of employment, a foresighted policy both in qualitative and quantitative terms, where work would lose its frustrating character; (e) ensure, so that the education-training process is fully assumed and not imposed, the participation of students, teachers, and parents in the pedagogical and administrative management of secondary education and, to fully ensure linkage with employment policy, the participation of representatives of different sectors of the community; (f) reorganize, in light of these principles, secondary education by breaking with its traditional academic character, which is a source of elitism and segregation, and by harmoniously and flexibly associating diverse general, technical, and vocational teachings that contribute to the individual training of the young person and to their integration into society; (g) ensure that education, at the secondary level, continues to develop the spirit of peace, understanding, and solidarity among peoples.",,
+ICPE-34-1973_RES1-FR,"PRACTICAL MEASURES FOR A REVITALIZATION OF SECONDARY EDUCATION Objectives of the Reform 2. In view of the principles outlined above and the prevailing situation in most Member States concerning the education, training, and employment of youth, a radical reform of secondary education or the continuation of reforms already underway in many countries appears necessary. Such reforms should aim to: (a) mobilize all the physical, intellectual, and emotional resources of young people by facilitating the development of their talents and abilities and by encouraging their interests; (b) meet the needs of economic and social development regarding the training of qualified personnel, while facilitating the realization of the individual aspirations of the student and their full subsequent participation in the development of society; (c) contribute fully to the implementation of employment policies. To this end, it is essential, among other things, to fully consider the links between formal and non-formal systems and the possibilities of ensuring great flexibility.",,
+ICPE-34-1973_RES1-FR,"Development of personality and educational and vocational guidance 3. Secondary education should include as a cornerstone of its organization a program for the development of personality and educational and vocational guidance, both of which fully align with the interests of society. Far from being conceived as an ancillary service operating occasionally, this guidance and information program should be an integral part of school life throughout primary and secondary education. It is also necessary to establish various forms of extracurricular guidance. The involvement of students, teachers, parents, employers, and other representatives of the labor market, as well as qualified specialists, in guidance activities is essential. All educational or vocational guidance should be designed as a choice as broad as possible for the student, based both on an awareness of their aptitudes and abilities and on a thorough and effective knowledge of the options available as well as future employment opportunities and their requirements in the countries concerned. Guidance should also aim to assist students in addressing their current psychological and moral needs as well as other individual needs.",,
+ICPE-34-1973_RES1-FR,"Organization and Administration 4. The renovation of secondary education and the implementation of the principles set out above require a radical reform of the methods of organization and administration of education. Through the gradual elimination, where necessary, of dualism and elitism in the structure of the school system—on which the distinction between general secondary education and technical and vocational education has often been based until now—as well as through the integration of the various types of institutions and the revision of their methods of administration and management, the reform of secondary education should eliminate any discrimination arising from the education system in the education and training of youth and contribute to the removal of discrimination in education resulting from external factors.",,
+ICPE-34-1973_RES1-FR,"5. Similarly, through increasingly advanced coordination between the education-training sector and the employment sector, the reform, while maintaining the development of the individual as the fundamental goal of education, should be conceived as a continuous process aimed at adjusting youth training methods to the demands of scientific, technical, economic, and social changes, with the understanding that it is the responsibility of the education-training system to assist young people in adapting as fully as possible to the rapid evolution of society.",,
+ICPE-34-1973_RES1-FR,"Structures 6. (a) Educational services at the secondary level should in principle be made available to all. These various services should be designed as a comprehensive education system intended for the cohort concerned and should include pathways between the different streams and other components of the whole. It is therefore necessary to re-examine the conditions of this access, as well as to rethink the entire structure of the system to ensure genuine equality of opportunity for access and success for all students. This reform of the structures should be based on the principle of complete integration of intellectual and manual activities to allow for a harmonious development of all aspects of personality. (b) Professional specialization should be deferred to a later stage, so as to provide young people first with a broader scientific, technical, and cultural education as the foundation for such specialization. Any specialization or pre-specialization of this kind should be offered through a sufficiently wide range of streams to meet both the needs of society and those of the learners. Means should be made available to provide appropriate education to disadvantaged or handicapped children leaving primary school so that these students can continue secondary education to the best of their abilities.",,
+ICPE-34-1973_RES1-FR,"Curricula, Methods, and Examinations  
+7. The reform of structures naturally entails a concurrent reform of the content of education. Based on reconciling, on one hand, the interests and needs of students, and on the other, the requirements of the economic and social development of each country, the new secondary education curricula should be designed within an integrated teaching perspective aimed at making students aware of the essential unity of the various aspects of their activity. These curricula should prioritize training over mere information. Through a judicious balance of difficulty and a motivating presentation of concepts, they should enable students to aspire to ever-improving results. The content of instruction, both general and vocational, should be linked to community development and adapted to recent advances in production and social progress. Within the curricula, theoretical and practical teaching should be closely connected, taking into account their interaction and interdependence. In both cases, emphasis should be placed on knowledge elements that are fundamental and capable of diverse applications.",,
+ICPE-34-1973_RES1-FR,"8. With regard to methods, just as the administrative structure should be governed by the democratic principle of participation, so too should the pedagogical structure, by breaking away from authoritarianism and dogmatism, aim at the active participation of students by developing in them a sense of responsibility, a spirit of solidarity, a sense of effort, and a taste for inquiry, constantly appealing to their spontaneity and stimulating their creativity. The learning process should be developed based on sound principles and other relevant behavioral sciences, and supported by appropriate methods, including the transformation of the teacher/student relationship within the learning process to enable the development in young people of attitudes that prepare them for both teamwork and individual tasks. The progressive and reasonable use of new teaching tools and techniques should aim for the same objective; furthermore, teaching and training methods should be supported by new developments in educational technology, evolving in tandem with technological and industrial sectors and fully benefiting from their multiple innovations. To this end, the world of work should be associated in a more systematic and closer manner with the tasks of national education.",,
+ICPE-34-1973_RES1-FR,"9. In the perspective of lifelong education and the gradual use of non-formal education methods, the reform should notably emphasize modes of certification for knowledge and learning that would not necessarily be based on attendance at formal school education.",,
+ICPE-34-1973_RES1-FR,"Training and Role of Teachers 10. The integration of general secondary education and technical and vocational education should result in a unified teaching profession at this level, both in terms of training and status.",,
+ICPE-34-1973_RES1-FR,"11. Furthermore, to meet the demands of the new secondary education reform, teacher training at this level should be inspired by all the principles outlined above; and since it is understood that the secondary education reform should be conceived as an ongoing reform, it would logically follow that the training of teaching staff should be continuous, enabling the entire education-training system to remain in constant connection with society and the labor market. Consequently, and considering that secondary schools have adopted new methods and established bridging classes based on direct experience, teacher training programs should include innovative and experimental courses that could, for example, involve internships designed to provide practical work experience. Such an innovation would also have the advantage of mitigating the currently overly academic and sequential nature of most existing pedagogical training courses.",,
+ICPE-34-1973_RES1-FR,"12. However, such a perspective can only find its meaning in the deep conviction held by teachers that they assume an essential role not only in the process of educating youth but also in the selection and determination of the fundamental choices upon which the entire education and training system is based. Their sense of responsibility would undoubtedly be enhanced as a result.",,
+ICPE-34-1973_RES1-FR,"Evaluation, research and innovation 13. (a) Any improvement in secondary education should be based on a system of continuous evaluation that would enable the identification of successful experiences in order to publicize them, as well as ineffective measures in order to abolish or modify them. Therefore, scientific evaluation concerning both the performance of the education and training system and the relevance of this performance in relation to the demands of the labour market would be necessary within the framework of secondary education reform. To be effective, this evaluation should benefit from the results of educational science research and rely on experimentation as broad as possible. Hence, the promotion of innovation, experimentation and research, as well as the multiplication of experimental institutions, should be considered as necessary means for the balance and progress of the entire education and training system. (b) Adequate measures should be taken to disseminate the results of innovation and research and to extend their benefits to the training of teachers, career guidance specialists, and secondary education administrators. The same measures or those mentioned above also apply to representatives from sectors outside of the school environment, particularly those from the world of work, who are responsible for students’ training or who in some way share educational responsibilities with the school (parent or student associations, professional groups, etc.).",,
+ICPE-34-1973_RES1-FR,"14. With the consent of national authorities, educational research centers should be associated with a network that would identify subjects not yet covered by studies at the international level: (a) in order to improve the methodology and auxiliary materials used in each center and to ensure the methodological training of the researchers assigned to them; (b) in order to propose, for this purpose, research useful to the national community, in the short or medium term; (c) in order to examine more precisely the immediate operational application of research data by the competent national institutions. UNESCO should consider the possibility of providing such a network with services for its functioning, these services receiving high priority; to provide budgetary provisions to support this network; and to make staffing resources available to it. Such a network should have a steering committee representing a number of interested governments or institutions and should convene as soon as possible.",,
+ICPE-34-1973_RES1-FR,"Secondary education and postsecondary training 15. Placed within the framework of lifelong education, secondary education should be designed to ensure better coordination with postsecondary training and higher education. Hence the necessity to rethink access modalities, in order to find ways to make this access possible even for those who have completed full secondary education, as well as the structures, methods, and curricula of these education levels. Any reform of secondary education based on, on the one hand, the principle of integrating general education and vocational training (or even the integration of training and effective participation in active life) and, on the other hand, on lifelong education, would be ineffective if the postsecondary training sector does not undergo the same transformations and in the same spirit.",,
+ICPE-34-1973_RES1-FR,"Coordination between institutions 16. The reform of secondary education requires the participation of various sectors of the administration responsible for education, employment, and economic and social development, making it advisable to establish interdisciplinary groups for this purpose.",,
+ICPE-34-1973_RES1-FR,"17. International and regional cooperation is an important condition for achieving the objectives described above. Regional institutions should endeavor, as far as possible, to harmonize efforts on a regional basis to enable the various states within the same region to take stock of their difficulties as well as their common resources in order to conduct experiments or research aimed at facilitating the process of reforming secondary education. Regional organizations and international institutions, particularly UNESCO and the ILO, as well as national agencies providing educational assistance, should strengthen their collaboration in order to harmonize their actions and support in the fields of education, training, and employment.",,
+ICPE-34-1973_RES1-FR,"18. International organizations, particularly UNESCO and the ILO, should endeavor to: (a) promote the exchange of information among the various regional bodies and provide, when necessary, technical and financial assistance to facilitate the implementation of secondary education reforms; (b) continue to make recommendations aimed at integrating general secondary education with technical and vocational education, while coordinating education policy with employment policy within the framework of economic and social policies; (c) notably, assist member states in finding means, appropriate to their own context, to better coordinate youth education systems and adult training in order to realize the concept of lifelong education (recurrent education); (d) coordinate and stimulate research and experimentation in member states aimed at the renovation of education and to facilitate the desired coordination among member states; (e) establish a global information and documentation network capable of broadening and stimulating the various reform initiatives undertaken by different states; (f) collect and disseminate all relevant documentation regarding innovations at the secondary education level; (g) encourage and conduct case studies and syntheses related to reform and innovation in secondary education, training, and employment; (h) increase the technical and financial cooperation offered to developing countries to improve their secondary education systems, particularly concerning teacher training; (i) encourage the efforts of developing countries to provide technical education in the mother tongue.",,
+ICPE-34-1973_RES1-FR,"ANNEX I Opening Speech by Mr. A. Y. Eke, Head of the Nigerian Delegation Mr. Director-General, Excellencies, Ladies and Gentlemen, As head of the Nigerian delegation, I have the great pleasure of declaring open the 34th session of the International Conference on Education. This conference has been convened by the Director-General pursuant to a decision taken by the General Conference of UNESCO at its last session; I am pleased to see that many Member States have been represented by substantial delegations and that numerous organizations have deemed it appropriate to send observers. The wide response to the Director-General’s invitation attests to the vitality of our Organization; it further demonstrates that in our national ministries, we find it useful to come periodically to Geneva to exchange views and the fruits of our experience. At the opening of a conference such as this, it is appropriate to devote a few moments to reflecting on the purpose of our meeting. One of UNESCO’s principal goals is the promotion of international cooperation, and one of the main means of achieving cooperation and understanding is to bring partners together to discuss among themselves and get to know one another. We all share a common trait—we all represent the educational administrations of our countries. Our meeting thus does not simply have the character of a social gathering. It is part of our professional activities and gives us the opportunity to leave our files and offices behind to examine our ideas, aspirations, problems, and plans among friends. The special interest of the International Conference on Education organized under UNESCO’s aegis lies in the breadth of professional representation present. Each country must develop a policy and an educational system that are its own, adapted to its cultural and socio-economic conditions. However, despite the differences that separate us, we share a fundamental concern: the youth for whom our education is intended. Just as human nature knows no borders, neither does the learning process. That is why every educator attending this conference from any country has something to offer—his or her experience—and something to learn: how other countries view the educational process, the problems they encounter, and the solutions they devise. Certainly, our conference is devoted to education, but I believe it must also be an educational experience. Before giving the floor to the Director-General, I must make an official announcement. The validity of the Conference’s Rules of Procedure is extended from one session to the next. Since the Director-General has received no proposals for amendment, the existing Rules of Procedure will apply during the present session.",,
+ICPE-34-1973_RES1-FR,"ANNEX II Address by Mr. René Maheu, Director-General of the United Nations Educational, Scientific and Cultural Organization
+
+Mr. Chairman, Ministers, Mr. Chairman of the Council of the International Bureau of Education, Excellencies, Ladies and Gentlemen,
+
+It is both an honor and a pleasure for me to join you at the opening of the 34th session of the International Conference on Education. On this occasion, I would first of all like to express my sincere gratitude to the dignitaries representing here the Swiss federal authorities and the authorities of the Republic and Canton of Geneva for the generous hospitality they have always extended to the International Bureau of Education and to your conference.
+
+In this regard, I consider it highly significant that the holding of this 34th session, dedicated to the renewal of education and the strengthening of international cooperation, coincides with the centenary celebration of one who was both the precursor and founder of the IBE and also one of the earliest advocates of international cooperation in the fields of education and science.
+
+The life and work of Édouard Claparède take on today, in the light of the orientations of UNESCO’s education programme and notably the work of your conference, a particular meaning and dimension. It is well known what progress experimental psychology, special pedagogy, and educational psychology owe to him, as well as the tireless battle he waged against dogmatism for the advent of a “tailor-made school.” His internationalist convictions were based on his qualities as a scholar, which gave them their full force. It was this that allowed his friend Pierre Bovet, first director of the IBE from 1925, to state that “the conditions of international understanding are, for Claparède, the very conditions of loyal thought.”
+
+Is there today any field more conducive to such international understanding than that of education? Is not the diversity of contexts, situations, and problems specific to each State—which we certainly must neither deny nor minimize—largely compensated for by the community of needs, by the convergence of aspirations and future prospects that ever more closely bridge the distances between peoples? And are we not justified in considering what some call the “crisis in education” as one of the great problems of modern society, calling for a concerted reflection by the international community?
+
+The agenda of this session includes two elements: on the one hand, a general debate devoted to certain major problems emerging from an analysis of broad trends in education; on the other hand, the study of a very important theme, namely the links between education, training, and employment, particularly with regard to secondary education.
+
+This formula, which has governed the organization of the Conference since its 34th session, allows you both to take stock, in general terms, of the principal needs and aspirations of Member States regarding education and to deepen a particular issue that regional conferences of Ministers of Education and the experience of the Secretariat show is of the highest concern to education leaders in many countries.
+
+I would first like to outline the perspective within which this year’s general debate must be situated, enabling you, educators and education administrators from around the world, to confront your views on the most recent trends in the development of education.
+
+As you know, the General Conference of UNESCO, at its seventeenth session, adopted a resolution inviting Member States to examine the orientations and recommendations of the International Commission on the Development of Education and to communicate the results of their work to the Director-General for submission to the International Conference on Education at its 34th session. This is the subject of agenda item 6.1.
+
+To facilitate this examination, I requested information from the governments of Member States. The replies received from 22 of them before 15 August 1973 are analyzed in document ED/BIE/CONFINTED 34/4.",,
+ICPE-35-1975_RES1-FR,"The International Conference on Education convened by the United Nations Educational, Scientific and Cultural Organization to hold its thirty-fifth session in Geneva from August 27 to September 4, 1975, Considering the relevant conventions, recommendations, and declarations adopted at the international level that apply to education personnel, in particular the Recommendation concerning the Status of Teachers adopted by the Special Intergovernmental Conference (1966) and the Revised Recommendation concerning Technical and Vocational Education adopted by the UNESCO General Conference at its eighteenth session (1974), Taking into account the rapid changes brought about by economic, scientific, technological, cultural, and social progress in modern societies, as well as national aspirations, Recognizing that the evolving role of teachers due to societal and educational developments affects the initial and ongoing training of various categories of teachers and other education personnel, as well as their status and working conditions, Adopts on September 3, 1975, and submits for the attention of ministers responsible for education, competent authorities and bodies in various States, and appropriate international organizations, the following recommendation:",,
+ICPE-35-1975_RES1-FR,"1. A coherent policy and action in the field of teacher training, as well as in the area of their employment and working conditions, should be based on the following principles: (a) Whatever changes have been or may be made in the future to the education system, the teacher-student relationship will remain at the heart of the educational process; therefore, improved preparation of education personnel must be regarded as one of the essential factors for the development of education and an important condition for any reform in this domain; (b) for education to contribute more effectively to international, national, social, economic, and cultural development, new efforts in teacher training are indispensable, but this presupposes that the education authorities of Member States take into account the directions in which the role of the teacher is evolving and the factors involved; (c) all concerned social forces should cooperate in defining the aims and objectives of education and, consequently, teacher training: teachers and their associations or groups should share responsibility in defining these aims and objectives; (d) teacher training, and in particular access to such training, should not involve any form of discrimination based on race, color, sex, religion, political opinions, social origin, economic status, etc.; (e) representatives of other professions and other members of the community should be appropriately associated with the educational process.",,
+ICPE-35-1975_RES1-FR,"2. Teachers and administrators of all categories and levels should be aware of the role that falls to them due to the current state and development of education. They should realize that these roles and functions are not fixed once and for all, but change under the influence of the transformations experienced by society and by the education system itself.",,
+ICPE-35-1975_RES1-FR,"3. Despite the diversity of educational systems and the organization of teacher training in different countries, it generally appears necessary to subject national policies and legislation governing the specific tasks and functions of teachers to a new, realistic, and thorough review at the national level. These national studies, conducted with the participation of the teachers themselves, should lead to the establishment, for all categories of teachers and other education personnel, of professional profiles containing precise definitions of the roles and functions assigned to them by society.",,
+ICPE-35-1975_RES1-FR,"4. Measures should be taken to ensure that both practicing teachers and student teachers are aware of the evolving role of educators and are prepared to assume new duties and responsibilities: (a) Today, the teacher increasingly participates in the implementation of new educational methods by utilizing all the resources of modern educational means and techniques. The teacher acts as an advisor and mentor dedicated to developing the abilities and interests of their students, rather than merely serving as a source of information and a transmitter of knowledge; a primary role is assigned to the teacher responsible for instilling in students a scientific conception of the world; (b) Since the school no longer confines itself to imparting instruction, the teacher must now, in addition to their teaching duties, assume broader responsibilities, in collaboration with other community educators, aimed at preparing youth for collective life, family life, productive activity, and so forth. The teacher should more frequently be given opportunities to participate in extracurricular and out-of-school activities, provide guidance and counseling to students and their parents, as well as contribute to the organization of leisure activities; (c) Teachers should be aware of the significance of their mission within the local community, both professionally and civically, as agents of development and change, and means to fulfill this role should be made available to them; (d) It is advisable to recognize that the effectiveness of school education largely depends on establishing new relationships between the teacher and their students, who must now take a more active role in the educational process; between the teacher, their colleagues, and other specialists who may collaborate with them; and between the teacher, students' parents, and other members of the community who are involved in the educational process.",,
+ICPE-35-1975_RES1-FR,"5. With the continuous development, diversification, and expansion of the functions and programs of educational institutions at various levels, it may become necessary to involve other professionals and specialists within the education system who, whether full-time or part-time, work alongside teachers in the implementation of educational programs. This practice should be encouraged, based on the experience of Member States; its generalization should be recommended where positive results have been achieved, provided that the ultimate responsibility for education remains entrusted to qualified educators.",,
+ICPE-35-1975_RES1-FR,"6. In each case, it is important to analyze the country’s situation in order to define the categories of personnel it is desirable to involve in the educational process beyond the teachers themselves, and at the same time to identify and eliminate any administrative or institutional obstacles that may delay or hinder the active participation of this personnel in the educational process.",,
+ICPE-35-1975_RES1-FR,"The same analyses should be applied to other individuals responsible for assisting teachers and school administrators in carrying out non-pedagogical tasks of an administrative and technical nature, in order to enhance the efficiency of schools and teachers.",,
+ICPE-35-1975_RES1-FR,"Professionals and specialists other than teachers, employed full-time or part-time in an educational institution, should receive pedagogical training before or while performing these functions.",,
+ICPE-35-1975_RES1-FR,"9. For education to meet current needs and those of the coming decades, it is essential that teacher training, in its organization, content, and methods, be continuously improved. In certain situations, it will be necessary to seek new strategies and educational designs, taking into account the special social and cultural conditions under which the school and the teacher must fulfill their essential functions.",,
+ICPE-35-1975_RES1-FR,"10. Given the constant renewal and enrichment of general and pedagogical knowledge, combined with the increasingly creative nature of educational activities, it no longer seems possible to impart to trainee teachers knowledge and skills that will suffice for their entire professional life. Initial preparation for the teaching profession, that is, the theoretical and practical training received before entering service, must therefore be considered only as a first essential stage of the continuous training of teachers.",,
+ICPE-35-1975_RES1-FR,"It is therefore essential to implement a comprehensive policy aimed at reorganizing teacher training so as to make it a coordinated and continuous process that begins with initial preparation and continues throughout the individual's career. Within such a system, initial training and further professional development must be integrated, in consideration of the concept of lifelong education and the necessity of ""recurring"" training.",,
+ICPE-35-1975_RES1-FR,"12. In-service training must ensure not only the updating of knowledge but also the necessary professional mobility, by preparing education personnel to assume new functions and responsibilities.",,
+ICPE-35-1975_RES1-FR,"This comprehensive policy must include both initial and in-service training for all categories of education personnel at all levels, including educational inspectors, general inspectors, and other administrators, as well as other types of professionals and specialists involved in education.",,
+ICPE-35-1975_RES1-FR,"14. In terms of education policy regarding in-service training, it appears that the four essential principles to be implemented are as follows: (a) in-service training must be continuous, so that teachers are constantly kept informed of the developments in the education system and advances in the field of educational research, and can expand their theoretical and practical knowledge in their respective subjects; (b) it must have a sufficiently broad scope so that all those involved in the educational process—teachers of various categories, administrators and school inspectors, teacher trainers, etc.—can benefit from it; (c) an institutional framework, equipped with an appropriate budget and personnel, must be established to enable all educators to participate in various modes of in-service training and facilitate the mobilization of all resources likely to contribute to this training, in collaboration with all interested institutions; (d) the various categories of education personnel must be associated with the definition and implementation of policy, objectives, and teacher training programs as well as educational research.",,
+ICPE-35-1975_RES1-FR,"15. Acknowledging that changes occur and will continue to occur in all aspects of social and cultural life as well as educational activities, which will impact the role and functions of teachers, it is essential to make them aware of this evolution and to take it into account during their training. This observation particularly highlights the importance of developing the personality of student teachers and fostering in them the ability and willingness to educate and improve themselves thereafter independently.",,
+ICPE-35-1975_RES1-FR,"There should be sufficient flexibility in the current education legislation to allow for the adaptation of existing rules, regulations, and professional statutes in order to facilitate the gradual evolution of initial and ongoing teacher training, the establishment of educational teams within educational institutions that include individuals responsible for appropriate educational tasks, the use of incentive measures designed to make employment conditions and career profiles more attractive, and so forth. The methods of accreditation and issuance of qualification certificates should be adapted to the new roles of teachers.",,
+ICPE-35-1975_RES1-FR,"From a content perspective, initial training should enable future teachers to acquire the professional skills required by their new functions and roles, and should serve as a foundation for their ongoing professional development within the framework of lifelong education. The development of teacher training curricula should be closely linked to the design of school curricula.",,
+ICPE-35-1975_RES1-FR,"18. From the standpoint of general principles and objectives, initial teacher training programs should (a) be closely related to the roles and functions currently assigned to teachers, preparing them not only for their teaching role but also for the varied missions and tasks that society and educational development demand of them. Teachers are increasingly engaged in diverse extracurricular and out-of-school activities, and their training must enable them to integrate instruction with education within a unified process of developing children’s personalities; (b) prepare future teachers to make effective use, for the benefit of their students, of all the facilities and resources offered by the local social and cultural environment; (c) provide student teachers with opportunities to familiarize themselves with these new functions and roles during their training, by entrusting them with responsibilities in the management of training institutions, by establishing closer links with various educational establishments, and by providing practical training that fosters initiative, receptiveness, ingenuity, adaptability to changes, thereby enabling them to assume any new role or function in the future; (d) foresee and ensure the personal and professional self-development of student teachers, encouraging them to continue learning and improving either through independent study or by attending courses, while also preparing them to cultivate the same abilities in their own students; (e) adequately ensure the general and professional preparation, both theoretical and practical, of teachers. Specialization studies should be modern and interdisciplinary in nature and cover, for each subject, not only factual knowledge but also basic concepts, principles, and structures, so as to instill in student teachers an interdisciplinary body of knowledge within which they can continue to educate themselves throughout their professional lives, taking into account the latest advances in their fields of specialization; (f) offer wide opportunities for professional development, both theoretical and practical, notably by introducing student teachers to issues of educational research and its applications, as well as experimental techniques in education, to facilitate their participation in educational research and to strengthen the links between training and research; (g) prepare teachers for the effective use of educational technology, particularly mass communication tools.",,
+ICPE-35-1975_RES1-FR,"In-service training should be an integral part of the teacher training process; it should therefore be organized on a regular basis for all categories of educational personnel. The procedures adopted should be as flexible as possible and able to adapt to the individual needs of teachers, as well as to the specific characteristics of each region, taking into account the evolution of different disciplines and advances in knowledge.",,
+ICPE-35-1975_RES1-FR,"The scope of action for teacher training institutions should be expanded so that, instead of providing only initial teacher preparation, they also make a significant contribution to their ongoing training; it is therefore desirable that these institutions provide both initial training and continuing education.",,
+ICPE-35-1975_RES1-FR,"21. Special regional centers should also be established for this purpose, which would provide on-the-job training at the initial stage to teachers who, especially in developing countries, have not been adequately prepared before taking up their duties.",,
+ICPE-35-1975_RES1-FR,"Teachers' associations should be encouraged to cooperate in the continuing education of teachers by creating opportunities for educators to meet and study issues of common interest together. Conferences, seminars, and courses organized by these associations can do much to promote the self-improvement of the teaching staff.",,
+ICPE-35-1975_RES1-FR,"23. Self-instruction should be regarded as an important component of in-service teacher training. Educational authorities and pedagogical research and documentation centers should assist teachers in organizing their individual in-service training by offering guidance, providing appropriate documentation and publications, establishing library services, and so forth, as well as allocating the necessary time.",,
+ICPE-35-1975_RES1-FR,"24. In order to increase the effectiveness of continuing education and to extend its benefits to educators living in remote areas, extensive use should be made of radio, television, and correspondence teaching. To provide in-service training immediately to the majority of teachers, short full-time courses could in particular be combined with multimedia programs that include radio, television, or correspondence courses spread over long periods.",,
+ICPE-35-1975_RES1-FR,"25. The development of in-service training for teachers working at all levels, from early childhood education to higher education and adult education, will require considerable efforts from education authorities. In particular, they will need to conduct quantitative analyses of teacher needs and resources at the national level and develop national or regional teacher development plans.",,
+ICPE-35-1975_RES1-FR,"The existing rules, regulations, and statutes should be amended to acknowledge the importance, necessity, and impact of in-service training, to take into account the changes already undergone by its organization, and to recognize the statutory right of all educational personnel to receive such training.",,
+ICPE-35-1975_RES1-FR,"Measures should be taken to provide all specialists from other professions involved in education, whether full-time or part-time, with the opportunity to receive in-service training, while simultaneously ensuring that their professional experience benefits other teachers.",,
+ICPE-35-1975_RES1-FR,"28. (a) It is important to recognize that the social and economic status of teachers, and the degree of regard given to their role, have a significant influence on the development and improvement of education. (b) Special attention should be paid to the condition of women teachers and their training opportunities, especially when they return to teaching after an absence due to family responsibilities.",,
+ICPE-35-1975_RES1-FR,"29. It is desirable, however, that the improvement of teachers’ status in administrative and socio-economic terms and its adaptation to new needs also allow its benefits to be more widely extended, so that the teaching profession becomes accessible to a much larger number of qualified individuals available within the community who could participate, at least on a part-time basis, in educational activities.",,
+ICPE-35-1975_RES1-FR,"30. To this end, it is desirable to ensure that these specialists receive a status, from an administrative, social, and economic standpoint, that is consistent with their roles and functions.",,
+ICPE-35-1975_RES1-FR,"31. The Recommendation concerning the Status of Teachers (1966) should also be revised accordingly, and its thorough implementation encouraged.",,
+ICPE-35-1975_RES1-FR,"Whatever improvements or reforms are intended for teacher training, the practical realization of such intentions will largely depend on the quality and initiative of the individuals involved in this activity: to prepare future teachers to assume new roles, these individuals must themselves be competent to train teachers in psychological, scientific, academic, and practical terms.",,
+ICPE-35-1975_RES1-FR,"33. Consequently, those responsible for education policy should generally pay greater attention to the issue of the individuals called upon to contribute to teacher training. The development of these agents is an essential aspect of the education strategy, which notably involves the contribution of universities and specialized institutions. Resources devoted to this use are likely to have a maximal multiplying effect.",,
+ICPE-35-1975_RES1-FR,34. Those responsible for teacher training must have all the necessary means to keep up to date with progress made in the field of education and with new methodologies and approaches related to their specific duties.,,
+ICPE-35-1975_RES1-FR,"35. Those responsible should be capable of preparing teachers and other categories of educational staff for various specializations and educational functions, as well as for the implications of professional mobility. They should also be able to foster a positive attitude towards innovation and lifelong education among them.",,
+ICPE-35-1975_RES1-FR,"36. Cooperation in the field of initial and in-service teacher training should be ensured at the bilateral, regional, and international levels. This will enable: (a) the promotion of the development and facilitation of the implementation of policies and plans for initial and recurrent training of teachers and other specialists at all levels and in all branches of education, so that education systems contribute more effectively to economic, scientific, technological, social, and cultural progress; (b) the facilitation of organizing programs and activities aimed at training teachers, those responsible for their training, and the various types of specialists working full-time or part-time who are needed to improve formal and non-formal education at all levels; (c) the promotion of structures, programs, and methods intended to foster the introduction of appropriate innovations in the initial and ongoing training of all those who may have responsibilities in education; (d) encouraging member States to gather and disseminate all possible information concerning their policies and plans related to teacher training, as well as to undertake monographic and comparative studies on these policies and plans; (e) the recognition of the diversity of situations in education development, the formulation of corresponding strategies in the field of teacher training, and the intensification of aid policies in this regard.",,
+ICPE-35-1975_RES1-FR,"37. Regional bodies and international organizations, such as UNESCO and more specifically the International Bureau of Education (IBE), which are involved in the training of educational personnel, should assist in creating a global network of documentation and information services designed to stimulate and support renovation activities undertaken in various States and to encourage, notably among institutions and services responsible for the initial and continuing training of educational staff, exchanges of information regarding innovations introduced in this field.",,
+ICPE-35-1975_RES1-FR,"38. UNESCO is invited to prioritize in its program key aspects of the training of education personnel, such as those mentioned in this Recommendation: the search for new strategies, the roles and functions of the various categories of personnel, continuing education, more frequent use of the participation of persons from outside the teaching profession in education, etc. In particular, UNESCO should seek to intensify coordinated international action to support developing countries in their efforts to provide their teachers with systems for continuing education.",,
+ICPE-35-1975_RES1-FR,"39. It appears desirable that UNESCO examine, with the assistance of the competent authorities of the Member States, the possibility of extending the Recommendation concerning the Status of Teachers (1966) to various categories of educational personnel working full-time or part-time.",,
+ICPE-35-1975_RES1-FR,AND,,
+ICPE-35-1975_RES1-FR,1. The working group met to examine the working document ED/BIE/CONFINTED 35/5 and the reference document ED/BIE/CONFINTED 35/Ref. 8 concerning ISCED.,,
+ICPE-35-1975_RES1-FR,"2. The working group included representatives from the following delegations: Germany (Federal Republic of), Bangladesh, Canada, Denmark, Egypt, Spain, Finland, France, Ghana, Hungary, Indonesia, Morocco, Nigeria, Oman, Uganda, Netherlands, Poland, Qatar, United Kingdom, Sweden, Switzerland, Togo, and Yugoslavia. A representative of the United Nations also participated in its work. Mr. P. Himmelstrup (Denmark) was elected as chairperson and Professor N. O. Anini (Ghana) as rapporteur.",,
+ICPE-35-1975_RES1-FR,"3. The working group reviewed and discussed certain issues raised by the study of the International Standard Classification of Education (ISCED) and its implications, approved ISCED as an appropriate instrument or framework for the compilation and comparison of education statistics, emphasized the benefits that ISCED could bring to education planning, research, and documentation, noted that ISCED would greatly facilitate the compilation and international comparison of education statistics as such, as well as their use in conjunction with labor force statistics and other economic statistics, stressed that greater efforts should be made at both the national and international levels to improve education statistics and that ISCED would be a useful instrument for this purpose, approved the general criteria used for fields and levels of education as the best indicators currently available, but highlighted the necessity to review the proposed criteria or other possible criteria that would allow for differentiation between levels of higher education in light of experience gained from applying ISCED as well as specific studies, and considered that the position taken by the International Conference on Education in favor of ISCED would require the revision of the Recommendation concerning the International Standardization of Education Statistics adopted by UNESCO in 1958.",,
+ICPE-35-1975_RES1-FR,"Recommendation No. 70 The International Conference on Education, convened at its 35th session (27 August–4 September 1975), Having examined the issue of the International Standard Classification of Education (ISCED), as placed on its agenda by the Director-General,",,
+ICPE-35-1975_RES1-FR,"Adopts and submits to the Director-General, for appropriate action, the following recommendation: 1. THAT MEMBER STATES, UNESCO, AND OTHER INTERNATIONAL AND REGIONAL ORGANIZATIONS: adopt and apply ISCED as the fundamental standard in all international communications of education statistics.",,
+ICPE-35-1975_RES1-FR,"2. THAT MEMBER STATES: (i) consider adopting and applying the ISCED or a classification system compatible with ISCED for national purposes, and (ii) provide UNESCO, upon request, with a table or description of their education systems showing the links to the ISCED structure, for use in publications.",,
+ICPE-35-1975_RES1-FR,"3. THAT UNESCO (i) provides the necessary support to Member States in the implementation of ISCED and undertakes, in collaboration with Member States, a work program aimed at improving ISCED, particularly regarding the criteria used to define the category-levels of higher education, the application of the system to adult education, and other methodological issues related to the use of ISCED, and (ii) initiates the legal procedure to revise the 1958 Recommendation concerning the international standardization of education statistics in order to make it compatible with ISCED.",,
+ICPE-36-1977_RES1-FR,"The International Conference on Education, convened by the United Nations Educational, Scientific and Cultural Organization to hold its thirty-sixth session in Geneva from August 30 to September 8, 1977,",,
+ICPE-36-1977_RES1-FR,"Noting that General Resolutions 9.1 and 9.2 adopted by the UNESCO General Conference at its nineteenth session on the establishment of a new international economic order and the Second Development Decade have drawn attention to the need to strengthen mechanisms for the exchange of scientific and technical information important for development, which will constitute a major step in the process of transferring and adapting techniques appropriate to the needs of developing countries.",,
+ICPE-36-1977_RES1-FR,"Noting that resolution 5.1 adopted by the UNESCO General Conference at its nineteenth session on the General Information Programme committed UNESCO to contributing to the development of international, regional, and national information systems and services, an essential factor for international cooperation and national development.",,
+ICPE-36-1977_RES1-FR,"Taking into account the relevant conventions, recommendations, and declarations adopted at the international and regional levels, which are applicable to the issue of information at the national and international levels raised by the improvement of educational systems",,
+ICPE-36-1977_RES1-FR,"Interpreting information on education in the broadest sense as encompassing the development, recording, and communication of ideas, opinions, theories, facts, regulations, statistics, and other information or data related to education systems, educational processes, or cultural and artistic activities, which are likely to contribute to the quality of education, in all forms of communication, taking into particular account the essential characteristic of communication as being bidirectional,",,
+ICPE-36-1977_RES1-FR,"Considering that the development of sound policies, plans, and programs in the field of education requires a wide range of information, and that the reform, improvement, and even the mere understanding of education systems presuppose a continuous exchange of information, in both directions, among all groups involved in educational action: policymakers, administrators, researchers, teacher trainers, teachers, students, parents, pupils, adult learners in continuing education, and members of the community at large,",,
+ICPE-36-1977_RES1-FR,"Considering that the challenges posed by the development of national education systems can be more effectively addressed by drawing on similar experiences gained by other countries, particularly through technical cooperation among developing countries,",,
+ICPE-36-1977_RES1-FR,"Considering that the creation of a global network, structured according to the conceptual framework of UNISIST, including linkages and interconnections with existing or forthcoming regional and national systems, is now both feasible and desirable with regard to educational information, serving both as a basis for international cooperation in education and as a means to further improve national education systems,",,
+ICPE-36-1977_RES1-FR,"Considering that educational information in national languages constitutes a decisive factor for development in any country,",,
+ICPE-36-1977_RES1-FR,"At the same time acknowledging the problems posed by obstacles to the circulation of information on education, both within and between countries, the gaps in existing services, and the inefficiency of decisions made on the basis of insufficient, inaccurate, or outdated information,",,
+ICPE-36-1977_RES1-FR,"Also recognizing that the development of regional and international cooperation in the field of the exchange of information on education contributes not only to the improvement of education but also to a better understanding among educators from various countries and thus serves the cause of peace among all nations,",,
+ICPE-36-1977_RES1-FR,"Recognizing that all countries have a vital need for an appropriate global information system, and that comprehensive data processing and the establishment and maintenance of international links are often too costly for the economic capacities of many developing countries,",,
+ICPE-36-1977_RES1-FR,"Acknowledging the legal provisions of each Member State,",,
+ICPE-36-1977_RES1-FR,"Adopts, on September 7, 1977, and submits for the attention of ministers responsible for education and the competent authorities and bodies in the various Member States and the appropriate international organizations, the following recommendation:",,
+ICPE-36-1977_RES1-FR,A. BASIC PRINCIPLES,,
+ICPE-36-1977_RES1-FR,"1. The development and improvement of education information systems and services should be guided by the following principles: (a) Importance of the role of information in the decision-making process: in order to define education policies, prepare reforms, determine and implement priorities in the field of education, and improve the existing educational system and policy, it is essential to identify the vital information and information flows that can guide action, and to take the necessary measures to ensure they are taken into account. As a corollary to this principle, users at all levels should have the right to access this information in order to better utilize existing systems and participate in their development. No obstacles should be placed on the process of transmission and dissemination of information that belongs to the public domain and is intended to help people cultivate themselves or improve their situation; (b) Establishment of cooperative networks: when developing and implementing an information system, one of the objectives is to pool available resources by creating a network of centers and institutions that provide education-related information services; (c) Standardization: with a view to economy and compatibility, standardized procedures should be introduced whenever possible into education information programs, taking into account the International Standard Classification of Education (ISCED) as the basis for education statistical reporting procedures; the information standards adopted by the International Organization for Standardization (ISO); internationally standardized terminology such as the UNESCO/IBE and EUDISED thesauri; and the various manuals and guidance produced within the framework of the UNISIST program; (d) Specialization: due to its importance, education information should be recognized as a specialty within the broader field of information science and librarianship, and the staff working in this area should be adequately trained and granted appropriate status; (e) International cooperation: national development of education information should take into account the necessity to ensure compatibility with regional and international networks and programs, so that Member States can participate in the transfer of educational experience.",,
+ICPE-36-1977_RES1-FR,B. PRACTICAL MEASURES AT THE NATIONAL LEVEL Policies and Legislation,,
+ICPE-36-1977_RES1-FR,"2. Clear guidelines on the policy adopted, involving users, are necessary in each country to demonstrate how educational information will relate to the existing information and education systems respectively.",,
+ICPE-36-1977_RES1-FR,"3. At the various stages of decision-making concerning education, it is essential to allocate a specific place for educational information, in order to clearly distribute responsibilities and roles, to indicate priorities, to allocate the necessary resources, and to ensure better coordination of efforts, so as to avoid gaps in information flow and a waste of resources.",,
+ICPE-36-1977_RES1-FR,"4. It is desirable to formalize these policies through properly enacted laws, regulations, or plans providing for the planned development of information services, in accordance with the country’s needs and priorities regarding the development of education and the allocation of resources. Regular evaluation should be scheduled in order to eliminate actions that no longer meet a need, and to make necessary adjustments to better serve users.",,
+ICPE-36-1977_RES1-FR,Services and programs,,
+ICPE-36-1977_RES1-FR,"5. By establishing a plan and an action program leading progressively to the implementation of an education information system, education officials should: (a) take stock of existing education information systems and services and the user groups they serve; (b) create a coordination mechanism for activities at the local, provincial, and national levels; (c) select, when national conditions permit, a national center that will serve as a convergence point both for the national education information network and for international contacts and exchanges in this field; (d) include the collection, organization, and communication of facts, statistics, and theories related to education systems and the educational process; (e) focus analysis on areas such as the situation, trends, and prospects of social and economic development in connection with educational development: education policy, its foundations, evolution, and implementation; the content of teaching and education; (f) disseminate to all partners in the education system, using all means of communication, information and explanations that enable them to understand and appreciate the chosen orientations, innovations, and changes in educational policy; (g) ensure the necessary resources for the national education information program; (h) secure sufficient personnel, including teachers trained for this purpose, and, where appropriate, undertake training programs accordingly; (i) use, if applicable, education information systems to strengthen literacy development in their respective countries; (j) take into account that, in countries where there is significant social and cultural heterogeneity within the same user category, needs differ both in nature and extent.",,
+ICPE-36-1977_RES1-FR,"6. The purpose of a national education information system being to support the various groups interested in the improvement of education, priority should be given to studying the needs and preferences of users, including cost-benefit analyses of different methods of meeting these needs, as well as evaluating the effectiveness of services, programs, and information components. (a) Policy makers and administrators should be aware of the important role they play as both producers and users of information. (b) Teachers and their organizations constitute a very significant group within the educational community; therefore, their participation in education information processes should be facilitated at every stage so that countries can benefit from successful pedagogical experiences. (c) Researchers are generally regarded as important producers and users of information. Consequently, particular emphasis should be placed on: (i) encouraging interdisciplinary research related to the needs and priorities of education development; (ii) providing adequate support for research; (iii) ensuring appropriate dissemination of research findings among all concerned groups. (d) National agencies responsible for information and documentation in the field of education should serve as a bridge between educational research and practice. (e) Students, parents, pupils, and adults engaged in lifelong learning should also be regarded as users and sources of information. (f) Educators should be fully informed of the various systematic professional works and bibliographic tools, such as analytic abstracts, indexes, indexing bulletins, etc., which are prepared by librarians, archivists, documentalists, and information specialists and which are of great use to the educational community.",,
+ICPE-36-1977_RES1-FR,"7. The flow of information should not be one-way, from the top down, but should operate bidirectionally through participation in planning. It must also function horizontally at all levels among the various organizations, institutions, groups, and individuals involved in or interested in the educational process, whether as sources or users: education administrators, researchers, teachers, parents, pupils and students, and various other users.",,
+ICPE-36-1977_RES1-FR,"8. The improvement of the various types of educational information services requires addressing the numerous technical issues related to information processing. Assuming the existence of an adequate institutional framework, with the necessary personnel and budget appropriations, it is necessary (a) to adopt standardized procedures as far as possible for all activities encompassed by information processing; (b) to apply modern technologies wherever national conditions permit or where the use of educational technologies is already established, for example telecommunications, the use of computers for storage and automatic information retrieval, and audiovisual means for dissemination; (c) despite the value of these technologies, it should also be possible to make significant improvements by making better use of simpler means of information processing. In particular, efforts should aim at establishing bibliographic control, publishing reference works, encouraging educational periodicals, producing bulletins, etc.; (d) to diversify the processing and presentation of data and information in order to broaden the range of users and make them more accessible through conciseness, an appealing presentation, illustrations, and other methods.",,
+ICPE-36-1977_RES1-FR,Status and training of education information specialists,,
+ICPE-36-1977_RES1-FR,"9. The improvement of education information services and their effectiveness should be accompanied by the establishment of a framework of specialists with appropriate theoretical and practical training, endowed with an administrative, social, and economic status corresponding to their role and function, and comparable to that of information personnel in other specialized sectors.",,
+ICPE-36-1977_RES1-FR,"10. In certain cases, it may be appropriate to enact a set of legislative and regulatory texts governing the professional status and training of librarians, documentalists, archivists, and other information specialists.",,
+ICPE-36-1977_RES1-FR,"11. To address the shortage of staff currently affecting developing countries and many developed countries in the field of education information, pre-service training programs should be initiated or existing ones developed, with the aim of providing, whenever possible and in accordance with the new concept of education information, both theoretical and practical training for a new type of specialist knowledgeable in both education and information matters.",,
+ICPE-36-1977_RES1-FR,"12. Information personnel in education who possess qualifications in either education or documentation, but not in both fields, should have the opportunity to receive training to acquire the knowledge and techniques necessary to attain dual qualifications.",,
+ICPE-36-1977_RES1-FR,13. Specialists already in service who have appropriate theoretical and practical training should have the opportunity to enhance their professional qualifications. This can be ensured: (a) either through the organization of training and retraining courses based on methods adapted to the needs and characteristics of the country; (b) or through the organization of regional training and retraining courses by the joint efforts of the competent authorities of the member states in the region and with the assistance of international organizations; (c) or by granting scholarships for advanced studies within the country or abroad.,,
+ICPE-36-1977_RES1-FR,"14. To ensure that the contribution of education information specialists is more widely recognized and to make better use of their skills and knowledge of quantitative and qualitative information sources, they should be given the opportunity to actively participate in the education development process by undertaking long-term training internships and attending meetings, symposia, seminars, and conferences at the national, regional, or international levels.",,
+ICPE-36-1977_RES1-FR,"15. More generally, greater attention must be given to the theoretical and practical training of the various categories of personnel involved in education so that they understand how to produce and utilize information at every stage of the educational process. To this end, the following points should be considered: (a) curricula at all levels of education, including teachers’ training colleges, should include short courses on information resources and the use of documentation; (b) both pre-service and in-service training for education administrators, as well as professional development programs and courses for serving teachers, should introduce them to the use of educational information; (c) school inspectors and staff of teachers’ training colleges should play an important role in encouraging the exchange of information among teachers, educational institutions, and research centers, while providing more in-depth training on how to use educational information; teachers’ organizations and other professional associations can also contribute in this regard by organizing meetings, seminars, and practical workshops, and by promoting information exchanges through their publications.",,
+ICPE-36-1977_RES1-FR,C. REGIONAL AND INTERNATIONAL COOPERATION,,
+ICPE-36-1977_RES1-FR,"16. The regional and international exchange of information gives a new dimension and shape to international cooperation aimed at promoting endogenous development. In order to overcome the shortcomings in the regional and international circulation of relevant educational information and to enhance the exchange of experiential data in pedagogy, coherent action is essential at the national, bilateral, regional, and international levels. Consequently, the Conference calls upon all competent national, regional, and international authorities, organizations, and institutions to collaborate in improving regional and international information exchanges, with a view to establishing, within the next decade, a global educational information network capable of contributing to the establishment of a new international economic order.",,
+ICPE-36-1977_RES1-FR,"17. Since international networks are satisfactory only if they are based on national programs or systems, member states and their competent authorities should endeavor to: (a) promote national awareness of the importance of regional and international exchanges of information on education; (b) ensure that national education information policies include appropriate provisions to gather and disseminate in the country up-to-date information on educational developments in other countries; (c) establish adequate national infrastructures with mechanisms to secure links and exchanges of information at the regional and international levels to facilitate the country’s participation in regional and international networks in the field of education; (d) place greater emphasis on developing and strengthening national services for bibliography, analytical abstracts, and translation; (e) encourage countries to use the International Standard Classification of Education (ISCED) for the preparation of national and international statistical reports; (f) ensure that new legislative or regulatory texts governing the exchange of information reflect, as far as possible, changes in this field, so as to promote the circulation of educational materials between countries and facilitate translation and adaptation work; (g) determine the content of information intended for international exchanges so that it corresponds to the priorities of the country or region, giving due attention in particular to principal legislative texts and reforms concerning education, educational development planning, curricula and syllabi, information on innovations aimed at improving education, and the results of educational research; (h) give due importance to the establishment and development of national and local information infrastructures when formulating requests for international technical assistance in the field of education.",,
+ICPE-36-1977_RES1-FR,"18. Considering the contribution that international cooperation can make to improving the content of education, and attaching great importance to the role of teaching materials of all kinds (curricula, textbooks, auxiliaries, etc.) in the dissemination of ideas of peace, mutual respect, and friendship among peoples, the Conference recommends that Member States and their competent bodies more extensively engage in the exchange of information on the content of education and, through joint efforts, improve teaching materials in order to foster in students an interest in and respect for the history and culture of all countries and peoples.",,
+ICPE-36-1977_RES1-FR,"19. Although the national actions of public authorities and non-governmental organizations in favor of the effective transfer of experiential data and teaching methods remain the foundation of regional and international cooperation in this area, these national efforts should assist in achieving the objectives of UNESCO in the field of education and should converge within the programs of international and regional organizations, particularly UNESCO.",,
+ICPE-36-1977_RES1-FR,"20. The Conference recommends that UNESCO play a decisive role in this regard and undertake the specific task of developing a global educational information network plan in cooperation with other specialized institutions, and that the guiding principles for action in this respect should notably include the following: (a) addressing the issue from a network perspective, that is, linking and integrating existing or new regional information programmes into a global network; (b) adoption by national centres and regional programmes of common standards and procedures so that the exchange of educational information can be carried out using modern techniques; (c) encouragement of cooperation, both for the free sharing of pedagogical experience data among countries and for supporting the growth of information services in countries where they are still weak.",,
+ICPE-36-1977_RES1-FR,"21. At the regional level, UNESCO programs and those of regional and subregional organizations concerned with education should promote and stimulate the exchange of information on education and strengthen national information capacities through their services for the collection, processing, analysis, and dissemination of information. The objective should be to establish in each region an effective system, fed by national systems, that responds to the priorities and the situation of education in the countries concerned. Where such systems are already in place or effectively functioning, appropriate measures should be sought to connect them to the global network.",,
+ICPE-36-1977_RES1-FR,"22. In developing regional networks, UNESCO and the competent regional and international organizations should seek to align their programs with national activities related to educational information, while ensuring compatibility with systems established in other regions.",,
+ICPE-36-1977_RES1-FR,23. UNESCO should contribute even more to the development of national educational research and information services and make arrangements to:,,
+ICPE-37-1979_RES1-FR,"The International Conference on Education, convened by the United Nations Educational, Scientific and Cultural Organization, to hold its thirty-seventh session in Geneva, from July 5 to 14, nineteen seventy-nine,",,
+ICPE-37-1979_RES1-FR,"Considering Article 26 of the Universal Declaration of Human Rights (1948),",,
+ICPE-37-1979_RES1-FR,"Considering the Declaration of the Rights of the Child (1959),",,
+ICPE-37-1979_RES1-FR,"Considering Article 5 of the Declaration on Race and Racial Prejudice adopted by the UNESCO General Conference at its twentieth session (1978),",,
+ICPE-37-1979_RES1-FR,"Considering the provisions of the Declaration concerning the promotion among youth of the ideals of peace, mutual respect, and understanding among peoples, adopted by the United Nations General Assembly in its resolution 2037 (XX) (1965),",,
+ICPE-37-1979_RES1-FR,"Considering the Convention and the Recommendation concerning the fight against discrimination in the field of education adopted by the General Conference of UNESCO at its eleventh session (1960),",,
+ICPE-37-1979_RES1-FR,"Considering the UNESCO/ILO Recommendation concerning the Status of Teachers (1966),",,
+ICPE-37-1979_RES1-FR,"Considering the Recommendation on Education for International Understanding, Cooperation and Peace and on Education relating to Human Rights and Fundamental Freedoms adopted by the UNESCO General Conference at its eighteenth session (1974),",,
+ICPE-37-1979_RES1-FR,"Considering the recommendations of the International Conference on Education Planning (1968),",,
+ICPE-37-1979_RES1-FR,"Considering the recommendations of the 3rd Regional Conference of Ministers of Education and Ministers responsible for Economic Planning in the Arab States (Marrakech, January 1970); those of the 3rd Regional Conference of Ministers of Education and Ministers responsible for Economic Planning in Asia (Singapore, May-June 1971); those of the Conference of Ministers of Education and Ministers responsible for the Application of Science and Technology to Development in Latin America and the Caribbean region (Venezuela, December 1971); those of the 2nd Conference of Ministers of Education of the Member States of Europe (Bucharest, November-December 1973); those of the Final Act of the Conference on Security and Cooperation in Europe (Helsinki, 1975); those of the Meeting of Senior Officials from the Ministries of Education of the 25 Least Developed Countries (Paris, 8-16 September 1975); those of the 4th Conference of Ministers of Education of the Member States of Africa (Lagos, January-February 1976); those of the Conference of Ministers of Education and Ministers responsible for Economic Planning in the Arab States (Abu Dhabi, November 1977); and those of the 4th Regional Conference of Ministers of Education and Ministers responsible for Economic Planning in Asia and Oceania (Colombo, July-August 1978),",,
+ICPE-37-1979_RES1-FR,"Noting, in particular, that Recommendation No. 23 of the Colombo Conference and Recommendation No. 38 of the Abu Dhabi Conference emphasize the importance of research, exchanges, and cooperation at all levels in the fields of planning, management, and administration of education,",,
+ICPE-37-1979_RES1-FR,"Considering the relevant recommendations adopted by the International Conference on Education during its various sessions, notably Recommendation No. 66 concerning the improvement of the efficiency of education systems, particularly through the reduction of student dropout rates at all levels of schooling, and Recommendation No. 67 concerning the social environment of students and their chances of success at school,",,
+ICPE-37-1979_RES1-FR,"Considering all relevant recommendations adopted by the General Conference at its various sessions, particularly those concerning the relationship between the full implementation of the right to education and the democratization of teaching, social progress, and the resolution of fundamental problems facing humanity, notably the strengthening of peace, the move towards disarmament, and the promotion of human rights,",,
+ICPE-37-1979_RES1-FR,"Considering that, in this International Year of the Child, and in the years to come, full attention must be given to the insufficiency of educational provision that is observed at many levels and still persists in various parts of the world,",,
+ICPE-37-1979_RES1-FR,"Considering the resolutions of the General Conference and the decisions of the Executive Board of UNESCO regarding the rights to education and culture in the occupied Arab territories,",,
+ICPE-37-1979_RES1-FR,"Considering that the right to education is a fundamental right of the human person and that no measure likely to contribute to its expansion should be neglected,",,
+ICPE-37-1979_RES1-FR,"Considering that the issues of management and administration of education currently constitute a serious concern for most Member States,",,
+ICPE-37-1979_RES1-FR,"Considering that the improvement and enhancement of methods of planning, management, and administration of education are likely to contribute to a very great extent to the democratization of education,",,
+ICPE-37-1979_RES1-FR,"Considering that the considerable progress already made in the fields of planning, management, and administration of education can be strengthened and further developed through regional and international cooperation",,
+ICPE-37-1979_RES1-FR,"Considering that development concerns not only things but above all human beings, the revision and renovation of education systems must necessarily encompass, in addition to the impacts of the rapid evolution of technology and the data of a new international economic order, the cultural and educational dimensions inherent to the development of individuals,",,
+ICPE-37-1979_RES1-FR,"Acknowledging that these areas require increased efficiency in the mobilization of resources and their administration, in order to achieve the broadest possible democratization of education,",,
+ICPE-37-1979_RES1-FR,"Recognizing the legal provisions of each Member State and its particular needs in the field of education,",,
+ICPE-37-1979_RES1-FR,Submits the following Recommendation for the attention of ministers responsible for education and the competent authorities and bodies in the various Member States:,,
+ICPE-37-1979_RES1-FR,"A. Underlying Principles  
+1. The improvement of the organization and management of the education system, in order to increase its efficiency and thereby generalize the right to education, must be based on the following principles:  
+a) The presentation of the objectives of policies related to the development and strengthening of the right to education, as well as the means necessary for their implementation, must ensure that all responsible administrators understand the goals pursued and enable them to clearly define their role in the execution of these policies;  
+b) Education systems must respond to the imperatives of this policy orientation and, for this purpose, must be reviewed periodically to ensure that policies concerning the expansion of the right to education are implemented optimally and that priorities arising from these policies are applied;  
+c) Broad participation of all population groups in appropriate aspects of the educational process is essential for the expanded and effective exercise of the right to education, and the organization and management of education must reflect the necessity of maximizing this participation;  
+d) The optimal combination of centralization and decentralization in organization and management, taking into account the national systems in place, should be regarded as an important means to broaden participation, provided these measures maintain or enhance the efficiency of education systems;  
+e) The mobilization and utilization of resources must be a primary concern at all levels of education management, so as to make the best possible use of available financial, material, and human resources to extend the right to education;  
+f) The selection and training of administrative personnel at all levels is a key element in improving education management, as the expansion of the right to education requires this personnel to develop their specialized knowledge and adopt creative approaches to educational issues;  
+g) International cooperation is indispensable to strengthen the exchange of information among Member States on improving organization and management, and to support efforts to provide the necessary training.",,
+ICPE-37-1979_RES1-FR,"B. Practical measures at the national level I. National objectives and policies 2. The goals and objectives stated in national education policy declarations must explicitly include the aim of extending the right to education to all, without distinction of race, nationality, language, sex, religion, or other characteristics.",,
+ICPE-37-1979_RES1-FR,"3. Legislative provisions concerning free and/or compulsory schooling at certain levels of formal and non-formal types of education must be expressly specified, as appropriate.",,
+ICPE-37-1979_RES1-FR,"The importance of the special educational needs of disadvantaged groups within the community must be duly recognized wherever they exist. Disadvantaged groups notably include ethnic and migrant minorities, illiterate adults, children from rural areas, etc. Equal importance must also be accorded to the education of individuals with physical or mental disabilities. Appropriate legislative measures should be taken to guarantee women and girls the right to equal opportunities in the field of education.",,
+ICPE-37-1979_RES1-FR,"5. Education policies must, within the framework of the overall objective of nation-building, emphasize cultural, scientific, and technological aspects.",,
+ICPE-37-1979_RES1-FR,6. The particular needs of the preschool-age child must also be expressly acknowledged.,,
+ICPE-37-1979_RES1-FR,"7. The importance of lifelong education and, consequently, that of non-formal education as a complement to formal education must be recognized.",,
+ICPE-37-1979_RES1-FR,"8. The importance of education as a fundamental component of the nation's socio-economic development as an overarching objective must be emphasized. At the same time, the relationship between social conditions and the widespread implementation of the right to education must not be overlooked.",,
+ICPE-37-1979_RES1-FR,"9. To facilitate the implementation of national policies that are framed within a long-term perspective, it is necessary to identify current priorities for a more effective achievement of short- and medium-term objectives.",,
+ICPE-37-1979_RES1-FR,"10. A periodic review of priorities is also necessary for the redeployment of resources in order to optimize their use, based on an assessment of current needs.",,
+ICPE-37-1979_RES1-FR,"11. To promote an effective strategy that takes into account the needs, potential, and development prospects of education, proper emphasis must be placed on research and innovative activities that contribute to this effort.",,
+ICPE-37-1979_RES1-FR,"12. Accordingly, provision should be made, as appropriate to the organization of national systems, for institutional means to effectively carry out the planning and research activities necessary for the systematic development of education within the framework of overall national development plans.",,
+ICPE-37-1979_RES1-FR,"13. Access to up-to-date information on contemporary developments in education and in relevant related fields, not only at the national level but also internationally, is essential for the sound formulation of education policy.",,
+ICPE-37-1979_RES1-FR,"II. Improvement of Education Management 14. Although it is evident that one of the essential objectives of better management is to achieve optimal results for a given set of resources, it must also be considered that educational activities should not be evaluated solely from the perspective of costs and benefits, but that immaterial and non-quantifiable aspects of education must also be taken into account.",,
+ICPE-37-1979_RES1-FR,"15. It must also be acknowledged that the procedures for the administration and management of education necessarily vary from one country to another, depending on each country’s historical, social, and cultural background as well as existing socio-economic structures.",,
+ICPE-37-1979_RES1-FR,"16. Certain general criteria should be established with a view to more effective management of education, notably the following:",,
+ICPE-37-1979_RES1-FR,"17. Educational Planning a) In defining the objectives and strategies of education plans, it is necessary to take into account immediate and long-term demographic developments and their likely impact on the development of education and on national budgets, as well as the results of sociological and economic research related to the conditions for educational development; b) An information system must be established to enable more effective educational planning based on a sound understanding of past experience in decision-making; c) A review of the education sector in relation to other sectors of the economy, aimed at determining human resource needs, is also necessary within a comprehensive planning perspective; d) Coordination among all institutions providing educational services is essential to avoid duplication of efforts and waste of material resources, as well as to provide students with optimal environmental conditions for their studies, both inside and outside of school, within the education system; e) More effective liaison and communication between the relevant governmental and non-governmental organizations are necessary in both the formal and non-formal education fields; f) It must also be acknowledged that better management of all education resources can lead to profound changes in the guiding principles of education and training; thus, education administrators must be prepared for these changes; g) In financing education, investment priorities must be integrated within the framework of an overall development program.",,
+ICPE-37-1979_RES1-FR,"18. Centralization/Decentralization a) Education administrators are encouraged to make the best use of the optimal combination of the effects of centralization and decentralization, respecting national systems, in order to broaden the financial base of education and to encourage the population to participate more actively in the management of education at the local level; b) Advisory councils, parent-teacher associations, community assemblies, and similar advisory bodies should be regarded as means to promote more active community participation; c) Among the consequences of the optimal combination of the effects of centralization and decentralization, and within a comprehensive perspective, should be the guarantee of mobility for students and staff; d) Any decentralization project must include adequate provisions to protect the interests of economically disadvantaged communities that may lack sufficient resources to meet their obligations; e) It must also be recognized that the overall efficiency of the system requires centralization of certain functions within the administration of education, for example the compatibility of qualifications and service privileges.",,
+ICPE-37-1979_RES1-FR,"19. Personnel a) Adequate measures, including the allocation of necessary resources, aimed at ensuring job security through training opportunities and appropriate incentives, are essential to raise and maintain staff morale and improve the quality of education; b) These measures are particularly important when introducing innovations and other educational reforms, the success of which depends on the full and active cooperation of all concerned personnel; c) Effective communication at all levels of staff responsibility is essential to ensure that common objectives and their significance are well understood, thereby guaranteeing the achievement of these objectives; d) The role of teachers, heads of educational institutions, and all those directly involved in the school and extracurricular education process is of paramount importance in this regard; e) It is desirable that heads of institutions and other senior staff, such as school inspectors, who have leadership roles in this context, are not overburdened with routine administrative tasks; f) Without disregarding the importance of the principle of division of labor and task specialization, or the need for reasonable stability and continuity in assignments, these must be reconciled with the necessity of ensuring cooperation among staff members and services, as well as the need to modify staff assignments under certain circumstances; g) There are other related matters, such as job satisfaction and rotation in positions with difficult conditions, which call for an empirical and judicious approach, inspired by established service principles; h) It is also recommended to learn from practices in other countries or regions facing similar issues.",,
+ICPE-37-1979_RES1-FR,"20. Evaluation a) A clear definition of objectives being essential to proper evaluation, the analysis of the expected outcomes of each activity or group of planned activities in the implementation of the program is necessary both for ongoing monitoring and for final evaluations; in order to successfully apply a comprehensive national plan or achieve the objectives concerning education, it is useful to establish common evaluation parameters; b) It is desirable that this evaluation also extend to the education administrators themselves; c) The need for a system to monitor the implementation of programs must be recognized so as to allow for necessary adjustments and modifications, thereby improving overall progress and results; d) Since these controls are based on data provided through continuous evaluation and feedback, national and regional networks responsible for collecting and disseminating education statistics and other information must be capable of effectively performing their tasks; e) The standardization of administrative practices within a given system or subsystem should be encouraged to facilitate compatibility in information exchange; f) Whenever possible, modern techniques should be employed to ensure satisfactory administration of education.",,
+ICPE-37-1979_RES1-FR,"III. Role and training of education administrators 21. It is acknowledged that the increasing complexity of administration itself, as well as the needs of contemporary society, impose new requirements regarding the skills and, consequently, the training of education administrators.",,
+ICPE-37-1979_RES1-FR,"22. Since it is desirable that the training provided to education administrators aligns with the principle of lifelong education, meaning that it should be dynamic and continuous, this training must, as far as possible, aim to foster an understanding of major social and economic issues, both national and international, while also addressing the administrative and technical aspects of education.",,
+ICPE-37-1979_RES1-FR,"23. At the individual level, an analysis of the qualifications required for the positions is desirable, to enable the competent authorities to develop a professional profile for each category of education administrator, in order to better define their role in the education process and to evaluate the results achieved in relation to the responsibilities entrusted.",,
+ICPE-37-1979_RES1-FR,"24. This analysis is also necessary to establish a better-designed administrative structure, based on the division of labor and specialization of tasks, where areas of responsibility are clearly defined without losing sight of the whole.",,
+ICPE-37-1979_RES1-FR,"25. In recognition of the fact that education is an integral part of community and national development, due consideration must be given, within the content of training programs, to the supporting role that education administrators may be called upon to play in this regard, particularly in achieving the objective of promoting community participation in the development of education.",,
+ICPE-37-1979_RES1-FR,"26. In view of national priorities and conditions, it is recommended to institutionalize the specialized training of education administrators by creating the necessary means for pre-service and in-service training, in order to establish a strong administrative framework in the service of education.",,
+ICPE-37-1979_RES1-FR,"27. In accordance with the principle of democratizing access to educational opportunities, the selection of candidates for specialized training should be based not only on their qualifications and professional status but also on defined criteria and substantial practical experience.",,
+ICPE-37-1979_RES1-FR,"28. Based on previous experience, a practical incentive scheme (including non-financial incentives) should be established to attract candidates for specialized training.",,
+ICPE-37-1979_RES1-FR,"IV. Mobilization and Use of Resources 29. Effective planning and budgeting for the development of education require conducting periodic comprehensive inventories of the financial, human, and material resources available for education programs.",,
+ICPE-37-1979_RES1-FR,"30. Efforts should be made to encourage broader community involvement, including that of parents, civic associations, and industrial or commercial enterprises, both to democratize opportunities for access to education and to strengthen the ties between education and society.",,
+ICPE-37-1979_RES1-FR,"31. Public participation, including that of all socio-economic sectors, is also desirable to elicit contributions to the development of education that would otherwise not have been obtained.",,
+ICPE-37-1979_RES1-FR,"32. Voluntary participation in extracurricular activities by parents and other individuals offering their assistance to educational institutions should be encouraged, within the limits of their personal abilities, with the same aim of valuing and utilizing the community's latent resources.",,
+ICPE-37-1979_RES1-FR,"33. New educational technologies based on distance learning, external study programs leading to diplomas, independent studies, correspondence courses, and other similar programs must be further developed because of their particular relevance to rural education and the opportunities they provide to give adults seeking to educate themselves a new chance, through various types of courses at all levels.",,
+ICPE-37-1979_RES1-FR,"34. Endogenous methods, less dependent on technical auxiliaries, should continue to be practiced where local conditions permit.",,
+ICPE-37-1979_RES1-FR,"C. International Cooperation 35. International and regional cooperation aimed at facilitating the achievement of the objectives of this Recommendation should be guided by the following suggestions, made by Member States that responded to the preliminary questionnaire for the Conference: a) There is a recognized need for analytical case studies on current efforts to achieve a better balance among the various levels and types of education, within the context of the overall goal of universalizing education; b) These studies should highlight concrete and practical aspects and provide examples of different types of education administration and management, emphasizing elements of common interest that are applicable to other countries or regions and can be adapted to their needs; c) An approach focused on issues such as increasing the efficiency of education, raising the standard of rural primary schools, reforming secondary education to meet current needs, the role of facilitators and other teacher auxiliaries, closer university participation in education development, criteria for selecting and determining the content of education, the role of schools in preparing young generations for life, the needs to be met so that education leads to the full development of personality, and the relationship between uniformity and differentiation in education should be adopted; d) From the perspective of lifelong or iterative education, it is important to assess major future trends, such as the evolution of the relationship between vocational training and general education; e) A pragmatic system of critical indicators should also be developed to evaluate the extent to which an education system responds to the demands of social change, insofar as such indicators can be established; f) The role of examinations and related tests, which serve to assess study results or progress made, offers another area for fruitful cooperation among countries; g) There is a similar need for a body of information on the availability and usefulness of modern techniques in education administration, including the use of new teaching auxiliaries, particularly regarding the special professional qualifications required to introduce and maintain this infrastructure; h) Regional centers for educational innovations focused on development are strongly encouraged to prepare training modules and other teaching materials for use by national specialized staff training institutions; i) National and regional information networks should be strengthened to ensure effective services for collecting and disseminating up-to-date information on countries’ experiences in this field.",,
+ICPE-37-1979_RES1-FR,"36. UNESCO should be invited to assist Member States, notably through the International Bureau of Education (IBE) and in close collaboration with other institutions and international organizations, to improve their education systems with the overall aim of democratizing and revitalizing education, by intensifying action in the following areas: a) Supporting action-oriented research in Member States, particularly for innovative projects aimed at increasing access opportunities to education; b) Documenting this research and disseminating the results and other relevant information to facilitate the exchange of experiential data among Member States; c) Establishing means to train specialists in planning, research, evaluation, administration, and management in the field of education, adapted to the conditions and needs of Member States; d) Convening regional and international expert meetings for the detailed study of specific education management issues related to the universalization of education;",,
+ICPE-37-1979_RES1-FR,"37. UNESCO's Regional Education Bureaus should also continue to encourage and support the activities of regional networks of educational innovations aimed at development, while providing training and advisory services in related fields. Courses on the economics of education should be included in the programs of regional centers, particularly those dedicated to developing countries.",,
+ICPE-37-1979_RES1-FR,"38. The Conference also suggests: a) That the International Institute for Educational Planning continue its program of training and research activities, with a particular focus on the needs of developing countries; b) That the International Bureau of Education continue to develop its current documentation and information services on education and, in particular, assist in coordinating educational information networks to establish a viable global network disseminating up-to-date information for the use of education administrators and other specialists in Member States; c) That Member States, the High Commissioner for Refugees, the United Nations Relief and Works Agency for Palestine Refugees, and other competent institutions be invited to intensify their efforts on behalf of refugee children and to expand the educational and social services provided to them.",,
+ICPE-37-1979_RES1-FR,"39. Finally, the Conference emphasizes, in this International Year of the Child, the importance of joint action by UNESCO and other United Nations institutions, notably UNICEF, so that the school, the family, and the community can continue to play a significant role in the education and well-being of the child, particularly in territories affected by war, foreign occupation, famine, or disease, as well as in regions where the scourges of racism and racial discrimination persist. The primary objective is to provide all children who are victims of war or military occupation, refugee children, and children affected by natural disasters with greater opportunities and means to fully enjoy the right to education and to a safe and stable life, and to assist them in realizing their cultural identity through national education programs inspired by their culture and heritage.",,
+ICPE-38-1981_RES1-FR,"The International Conference on Education, the thirty-eighth session of which was convened in Geneva by the United Nations Educational, Scientific and Cultural Organization from 10 to 19 November 1981,",,
+ICPE-38-1981_RES1-FR,"Noting that the General Conference of UNESCO has repeatedly emphasized, in particular in its resolutions 100, adopted at its nineteenth session, 102, adopted at its twentieth session, and 1/01, adopted at its twenty-first session, the necessity of improving the interactions between education and productive work,",,
+ICPE-38-1981_RES1-FR,"Having regard to the conventions, recommendations, and declarations adopted at the international level concerning the interaction between education and productive and socially useful work and between education and the world of work, and in particular to the Revised Recommendation concerning Technical and Vocational Education, adopted by the General Conference of UNESCO at its eighteenth session (1974), the Recommendation concerning the Development of Adult Education, adopted by the General Conference of UNESCO at its nineteenth session (1976), Convention No. 142 and Recommendation No. 150 concerning the role of vocational guidance and training in the development of human resources, adopted by the International Labour Conference at its sixtieth session (1975), Recommendation No. 136 concerning special employment and training programmes for youth aimed at development, adopted by the International Labour Conference at its fifty-fourth session (1970), and Recommendation No. 68 concerning the links between education, training and employment, particularly as regards secondary education, its objectives, structure, and content, adopted by the International Conference on Education at its thirty-fourth session (1973),",,
+ICPE-38-1981_RES1-FR,"Having regard to the recommendations and declarations of the recent regional conferences of ministers of education and economic planning officials in the Member States of UNESCO,",,
+ICPE-38-1981_RES1-FR,"Noting in particular that the importance of the interaction between education and working life, at various levels and in different forms, is emphasized in recommendations 3 and 5 and the declaration of the Lagos Conference (1976), recommendations 11 to 16 of the Abu Dhabi Conference (1977), recommendations 14 to 18 and the declaration of the Colombo Conference (1978), recommendations 9 to 12 and the declaration of the Mexico Conference (1979), and recommendation III/3 of the Sofia Conference (1980),",,
+ICPE-38-1981_RES1-FR,"Considering that every person has an inalienable right to receive an education and to continue it,",,
+ICPE-38-1981_RES1-FR,"Considering that it is important, both for the individual and for society, that real interactions be established between education and working life, in order to respond to the needs expressed in terms of updating education and the ongoing adaptation of its structures, curricula, and content to changing economic, cultural, and social situations and working conditions, to adequately prepare all children and young people for their future profession and for a fulfilling life, and to increase the usefulness of lifelong education programs,",,
+ICPE-38-1981_RES1-FR,"Considering that the application of theoretical knowledge to reality and the productive work carried out by pupils or students either inside or outside the educational institution are an important factor in modern education, that they promote personal development and character formation through increased contact with the outside world, notably the world of work, and that, moreover, they help the individual and the group to understand social, moral, aesthetic, and economic values,",,
+ICPE-38-1981_RES1-FR,"Noting that the gradual blurring of the boundaries between manual labor and intellectual work constitutes a positive trend,",,
+ICPE-38-1981_RES1-FR,"Aware that the forms which interaction between education and productive work may take vary from one country to another,",,
+ICPE-38-1981_RES1-FR,"Considering that, given the rapid evolution taking place in the field of work, it is essential that training in new technology sectors be introduced simultaneously with the development of knowledge in traditional sectors, and that lifelong education provide young people and adults with opportunities to regularly update and improve their theoretical and practical knowledge in accordance with scientific, technical, economic, cultural, and social progress,",,
+ICPE-38-1981_RES1-FR,"Considering further that it clearly emerges from the recommendations of the latest regional conferences of ministers of education organized by UNESCO that one of the most urgent needs of today's societies, particularly developing societies, is to produce a skilled workforce adapted to the employment situation and meeting the requirements of development, these being notably defined in light of the national economic and technical development plans and programs of the societies in question,",,
+ICPE-38-1981_RES1-FR,"Noting furthermore that developing countries, in particular, are far from having the resources necessary to meet the most legitimate demands aimed at ensuring the interaction between school, productive work, and the world of employment, and that many developing countries are concerned about the inadequacy of infrastructures resulting from the lack of resources needed to acquire the simplest tools and equipment, to construct facilities suitable for practical activities, or to guarantee a steady supply of essential materials for the implementation of the most rudimentary forms of productive work,",,
+ICPE-38-1981_RES1-FR,"Taking into account that there is a link between the right to education and the right to work, and recognizing that education must, in all societies, contribute effectively to material and cultural well-being as well as to socio-economic and cultural development,",,
+ICPE-38-1981_RES1-FR,"Considering that the success of harmonious development in any society is fostered by the mobilization of all human resources, without distinction of gender, primarily involving the genuine promotion of equal opportunities in relation to education and technical and vocational training, which are factors of well-being, cultural, social, technological, and economic progress,",,
+ICPE-38-1981_RES1-FR,"Convinced that it is essential to further develop regional and international cooperation in the field of education to promote peace, mutual respect, and understanding among peoples,",,
+ICPE-38-1981_RES1-FR,"And taking into account the constitutional provisions in force in the various Member States as well as their specific needs and educational systems,",,
+ICPE-38-1981_RES1-FR,"Adopts, on November 19, 1981, the following recommendation, which it submits to the ministries of education, other competent authorities and institutions of the Member States, as well as to other institutions of the United Nations system with responsibilities in this field, and to interested non-governmental organizations:",,
+ICPE-38-1981_RES1-FR,"1. The interactions between education and productive work, the latter referring to material or intellectual goods or services useful to the individual or society without necessarily being remunerated, and taking into account the formative contribution of the productive sector itself, should be genuine and continuous,",,
+ICPE-38-1981_RES1-FR,"2. Efforts to ensure these interactions should be undertaken at all levels of education in all its forms and, while allowing for a certain independence of the elements involved, should emphasize the interdependence between theory and practice, the role and importance of productive work within social, aesthetic, cultural, economic, and individual values, and the best possible general and professional training.",,
+ICPE-38-1981_RES1-FR,"3. Among the measures aimed at ensuring, strengthening, and promoting these interactions at various levels of education, there may be provisions intended to introduce or develop creative or productive activities within the curricula and participation in socially useful activities or in actual applied work inside or outside educational institutions,",,
+ICPE-38-1981_RES1-FR,"4. The interaction between education and productive work should be ensured mainly in two ways: (a) by introducing productive work into the educational process, in schools and other educational institutions; (b) by providing active individuals with more favorable conditions to continue their education without interrupting their professional activity.",,
+ICPE-38-1981_RES1-FR,"5. The activities related to the world of work that are included in the curriculum of educational institutions (concretely creative activities and productive work within schools or participation in socially useful activities and productive work outside this framework) should, as appropriate in each case and in accordance with national education structures: (a) correspond to the aims and objectives of education, be an integral part of the educational process, and seek to maintain an appropriate teaching framework or improve the factors determining this framework; (b) aim to ensure the balanced development of each individual’s physical, affective, and mental aptitudes, as well as their moral and aesthetic values, for their own benefit and that of society; (c) teach pupils and students to appreciate the economic and social value of different types of work and to instill through education respect for workers and the world of work in general, while developing each person’s ability to appropriately and freely choose their field of study, work, and career through guidance and counseling services within institutions and at the national level; (d) contribute to the relevance of curricula and to promoting the economic, cultural, and social development of the community, region, or country concerned, as well as the development of the individual and the groups involved; (e) contribute to improving employment and career prospects for every individual, regardless of gender, by offering equal opportunities to access all levels of formal and non-formal education and vocational and technological training in various sectors of urban and rural economies; (f) promote research concerning the planning and implementation of curricula, their assessment and development, as well as financing, administration, methods, materials, and teacher training; (g) promote understanding of the fundamental scientific principles applied across the diverse sectors of production. The activities in question should be framed within education for understanding, international cooperation and peace, and education relating to human rights and fundamental freedoms.",,
+ICPE-38-1981_RES1-FR,"6. Provisions allowing children and young people to engage in productive work as part of their education should, in all cases, comply with national and international legislation and standards related to the employment of children and young people and, more specifically, with international conventions and recommendations concerning the minimum age for entering the workforce, as well as with national and international legislation and standards regarding the protection of children, young people, and other categories of individuals.",,
+ICPE-38-1981_RES1-FR,"7. Education and activities related to work should be equally accessible to persons of both sexes and should be chosen so as to combat prejudices in society in general and in the world of work in particular, while taking into account the relevant sociocultural specificities.",,
+ICPE-38-1981_RES1-FR,8. The participation of school youth in productive activities should not involve any form of exploitation to their detriment.,,
+ICPE-38-1981_RES1-FR,9. Programs facilitating interaction between education and productive work should be developed with a view to lifelong education. Provisions aimed at promoting interactions between the education of children and young people and active life should ensure the continuity of these interactions and apply to all relevant disciplines.,,
+ICPE-38-1981_RES1-FR,"10. National experiences in the field of interaction between education and productive work should be encouraged through technical, financial, and equipment assistance to production units within education and training centers.",,
+ICPE-38-1981_RES1-FR,11. Research and the production of teaching manuals should be promoted to facilitate the development of the links between education and productive work.,,
+ICPE-38-1981_RES1-FR,"12. The authorities responsible for education should always, in agreement with social partners, participate in the supervision and control of the organization of general and technological training for youth and adults.",,
+ICPE-38-1981_RES1-FR,"13. Educational activities involving interaction between education and active life should: (a) stimulate the development of creative skills and attitudes and help to understand the importance of management, scientific activity, and research in the workplace within modern society; as far as possible, pupils and especially students should be associated with more comprehensive practical activities, scientific research, study projects, medical, technical, and organizational assistance, as well as socio-cultural activities, in collaboration with teaching staff and other specialists, thereby contributing to national development; (b) familiarize pupils and students with the living and working conditions related to a wide range of economic activities corresponding to the current and future needs of the community or region and society as a whole; (c) expand the theoretical and practical knowledge and experience necessary for the correct and safe handling of tools, machines, and other equipment and materials that may be used in work; (d) help to better understand the economic and social relations established in active life with particular attention to the preservation of the physical environment and encourage the active participation of pupils and students in economic and social life; (e) emphasize the acquisition of socially useful theoretical and practical knowledge, the understanding of the interest and constraints of teamwork, and the development of problem-solving and management skills; (f) ensure the active participation of pupils and students in the organization of group work as well as in the planning of work processes and the evaluation of their results, by developing various forms of management; (g) encourage the transmission of national artisanal traditions to younger generations by organizing optional professional initiation courses.",,
+ICPE-38-1981_RES1-FR,"At the primary school level, they should primarily aim to familiarize children with the world of work in general, its various aspects and the broad categories of professions, as well as with the general social and material characteristics of different fields of economic activity, in particular ensuring that children become aware of the social value of all types of work and are introduced to group work, problem-solving, and research on issues affecting their own environment.",,
+ICPE-38-1981_RES1-FR,"15. The curriculum at this level must include an introduction to creative activities, to the most common tools and machines, to materials, to working methods and production processes, and provide a preliminary understanding of working and production conditions, as well as the fundamental principles of science and technology as they apply to major economic sectors, along with the formative value of their products and services.",,
+ICPE-38-1981_RES1-FR,16. Specific programs should provide for an initial study of the relationship between productive work and the areas to which children and adolescents attach value.,,
+ICPE-38-1981_RES1-FR,"17. At an appropriate level of the education system, the curricula could be more extensive and include the study of several types of activities and professions to prepare for the choice of an educational and vocational training pathway or a career. This more in-depth study of various economic sectors may include visits to workplaces, meetings with workers, and, where applicable, direct participation in production, alongside the study of fundamental principles concerning the economy of production, social and economic relations in professional activities, career prospects in various professions, as well as other issues that may be useful to pupils and students in selecting an educational and vocational training pathway, a job, or a profession.",,
+ICPE-38-1981_RES1-FR,"18. Teaching programs may, where appropriate, include provisions for pre-vocational education and training aimed at acquiring the most suitable theoretical and practical knowledge with regard to the socio-economic environment or to professional fields to which the pupil or student wishes to gain access or may in fact have access later. They may also provide for direct participation in professional activities having particular educational value.",,
+ICPE-38-1981_RES1-FR,"19. Professional and technical education and training programmes should, as far as possible, be designed to prepare for occupations that are not narrowly specialised, so as to establish an interaction between general education, theoretical instruction, and practical training in workshops and other similar facilities, including fieldwork. For this purpose, the involvement of specialists is desirable.",,
+ICPE-38-1981_RES1-FR,"20. Apprentices and other individuals undergoing job training who are primarily or jointly under the responsibility of authorities outside the education sector or employers should necessarily have sufficient opportunities to attend school part-time or to take courses related to their training or of a more general nature. This can be facilitated through a system of staggered or grouped leave, alternating courses, or other similar arrangements. The conditions of apprentices should be improved, both regarding their rights and obligations as workers and their right to comprehensive education. Training supervisors should duly consider the educational needs of those entrusted to their care, including the necessity of ensuring their future mobility. Education authorities and educational institutions should take measures to gradually introduce these opportunities or participate in the development and ensure the implementation of such measures.",,
+ICPE-38-1981_RES1-FR,"21. The participation of students in productive work should enable the acquisition of new knowledge and experiences, and not merely serve as a means to apply theoretical knowledge acquired during the educational process. This participation is considered desirable and should be encouraged through appropriate methods and to an extent that it becomes an integral part of their education.",,
+ICPE-38-1981_RES1-FR,"22. Secondary and higher education institutions should, when permitted by applicable education legislation, take into account the educational value of active work experience for the purposes of enrollment or re-enrollment in their courses, and establish the necessary programs to that end.",,
+ICPE-38-1981_RES1-FR,"23. In adult education, the interactions between productive work and education must be established: (a) by planning educational activities as an integral part of national plans and programs for technical and economic development, the reform of professional structures, the fight against underemployment and unemployment, and the development of new economic activities; (b) by offering educational opportunities that meet the needs of countries on the one hand, and of individuals and groups striving for better jobs or improved advancement prospects on the other; (c) by appropriately applying the principles of functional teaching of reading and arithmetic, as well as creativity and critical thinking.",,
+ICPE-38-1981_RES1-FR,24. Efforts to ensure the interaction between education and productive work should also be made with regard to the education of migrant workers and their children.,,
+ICPE-38-1981_RES1-FR,"Applicants to general education training institutions who have gained direct work experience outside the education system should have such experience taken into account at the selection stage, where the applicable education legislation allows.",,
+ICPE-38-1981_RES1-FR,"Instructors in technical and vocational education, or teachers specializing in disciplines involving creative activities or other productive and socially useful activities, should have practical experience in the relevant field of work. The theoretical and practical knowledge thus acquired should be supplemented and updated through initial and ongoing training programs.",,
+ICPE-38-1981_RES1-FR,"27. Initial and continuing training programs for teachers in vocational or general education should include some form of applied work and emphasize the fundamental principles inherent in this work, notably its organization, interdisciplinary reflection, problem-solving, and teamwork.",,
+ICPE-38-1981_RES1-FR,"28. Teachers of general and specialized technical and vocational education should have the opportunity, at regular intervals, to update and enhance their knowledge and understanding of the world of work through various means such as workplace visits, seminars and workshops related to working life and its challenges, as well as more or less extended secondments to productive units. Opportunities of this kind should be offered particularly frequently to teachers specializing in disciplines directly connected with working life, personnel responsible for educational and vocational guidance, and those in charge of organizing and supervising practical activities within the educational institution or externally.",,
+ICPE-38-1981_RES1-FR,"29. Teachers specialized in disciplines involving the conduct of creative activities or other practical activities in schools and other educational institutions, as well as instructors who supervise productive work outside these institutions, should receive special training for these tasks which includes, in addition to acquiring theoretical and practical knowledge related to the techniques used in their discipline, adequate pedagogical training.",,
+ICPE-38-1981_RES1-FR,"30. In-service teacher training concerning the relationship between education and productive work should be promoted through various means such as refresher courses, seminars, conferences, study visits, and so forth.",,
+ICPE-38-1981_RES1-FR,31. Instruction relating to production techniques should be established in teacher training courses and colleges to complement the training of teachers in the area of interaction between education and productive work.,,
+ICPE-38-1981_RES1-FR,"Non-teaching staff involved in the organization and supervision of practical activities inside or outside educational institutions should be fully informed of the educational objectives of the activity in question and, where appropriate, receive specific training for this purpose.",,
+ICPE-38-1981_RES1-FR,"33. Measures aimed at improving the interactions between education and productive work, so as to involve the world of work both inside and outside the school, should be carefully planned and programmed. This planning and programming should, where appropriate, include the following steps: (a) determination of educational objectives at all levels; (b) consultation with the competent government authorities, educational organizations, employers’ and workers’ organizations, parents’ associations, teachers and students, and other relevant bodies to ensure that the pre-vocational and vocational educational programs provided by the school, on the one hand, and the initial training programs offered by industrial and agricultural enterprises, on the other hand, complement each other and are well designed; (c) informing the general public, parents, competent authorities, and other relevant bodies about the objectives pursued and the main orientations of the programs and their implementation; (d) planning and research, including, where appropriate, pilot programs and continuous evaluation of the cost, performance, and effectiveness of these programs; (e) identification of links between disciplines and, where appropriate, modification of curricula; (f) plans for the generalization of the program to the entire targeted population, including, as appropriate, budget allocations, agreements with employers and workers, arrangements for the reception and placement of trainees or students, training and information for all those within and outside the participating educational institutions, and training of teaching staff, including teachers of related subjects; (g) modification, where appropriate, of administrative provisions applicable to the actions of the educational authorities and institutions concerned, in order to facilitate exchanges and permanent dialogue between these authorities, other competent educational bodies, and the world of work; (h) agreements with representatives of the world of work so that they, on their part, make corresponding arrangements; (i) provisions for the programming and support of research activities aimed at improving program design, the selection and design of creative work and other practical activities within educational institutions or corresponding arrangements outside, the definition of standards for such arrangements, evaluation of programs and projects, and other relevant purposes; (j) involvement of pupils and students in the programming and execution of productive work as well as in the evaluation of its results through the application of various forms of participation and management; (k) promotion of the introduction, within the field of educational sciences and higher education centers, of courses linking education and productive work; (l) promotion, within technical training centers, of various types of courses related to production techniques.",,
+ICPE-38-1981_RES1-FR,"34. Practical activities, and more specifically productive work, should be carried out in appropriate settings specially arranged for this purpose within the educational institution in question and/or outside, such as gardens and fields attached to the institution for agricultural activities or areas and work teams specially selected for this purpose. Depending on local possibilities and conditions, pupils and students should also be familiarized with production processes in industry, agriculture, construction, etc.",,
+ICPE-38-1981_RES1-FR,"35. A broader practical collaboration should be ensured between schools, on the one hand, and enterprises, agricultural operations, and other production units, on the other, with a view to addressing the issues related to the education, training, and work of pupils and students.",,
+ICPE-38-1981_RES1-FR,"36. The tasks to be carried out within the framework of practical activities should be selected with full consideration of the physical and mental development level of the individuals and groups concerned, as well as their prior experience and personal interests in this regard.",,
+ICPE-38-1981_RES1-FR,"37. Teaching related to creative activities and other types of socially and individually useful and productive work should, depending on the type of task to be performed, emphasize measures concerning the safety and health of the individual and the group carrying out the tasks in question, focusing in particular on the posture to be adopted and precautions to be taken to avoid accidents or health deterioration. Representatives of teachers, workers, parents, and students, as well as those of enterprises, should be able to participate in monitoring the implementation of appropriate protection, safety, and health examination measures at sites of creative activities and practical work.",,
+ICPE-38-1981_RES1-FR,"38. Member States should cooperate at the subregional, regional, and international levels in the development of programs and practices aimed at improving the interactions between education and the world of work within their territories. This cooperation should take the form of: (a) a systematic and ongoing exchange of information and experiences through, in particular, seminars, meetings, and conferences organized at the national, subregional, regional, or international level, focusing on the principles and practices related to the design and implementation of programs intended to enhance the connections between education, productive work, and the world of work in general; (b) joint experiences in the implementation of these programs and the evaluation of their performance, effectiveness, and impact; (c) the exchange of administrators and teachers involved in programs promoting interaction between education, productive work, and the world of work in general; (d) subregional, regional, and international cooperation in the field of educational research; (e) the promotion of regional meetings where national experiences in this area may be compared.",,
+ICPE-38-1981_RES1-FR,"39. Within the framework of its Regular Programme and its network of institutions for educational innovation for development—the Asian Programme of Educational Innovation for Development (APEID), the Network of Educational Innovation for Development in Africa (NEIDA), the Programme for Cooperation in Educational Innovation Research and Development in South-East Europe (CODIESEE), the Educational Innovation Programme for Development in Arab States (EIPDAS), the Network of Educational Innovation for Development in the Caribbean (CARNEID)—and in collaboration with other international and regional institutions and organizations, particularly the International Labour Organization, the Food and Agriculture Organization, the United Nations Development Programme, and UNICEF, UNESCO should take the necessary measures to ensure (a) an organized exchange of information and documentation on measures taken in various countries and regions to improve interactions between education and work, including the provision of detailed information on the design, methodology, implementation modalities, and evaluation of projects related to the interaction between education and productive work, making use of opportunities offered by computers and other modern information technologies; (b) technical cooperation services, provided upon request, to facilitate the planning, organization, and implementation of programs developed for this purpose, as well as the evaluation of their performance, effectiveness, and impact; (c) the organization at the international or regional level of conferences, meetings, and seminars on issues and problems related to the creation and development of interactions between education and working life in general or regarding specific groups of people and different types and levels of education.",,
+ICPE-38-1981_RES1-FR,"40. The International Bureau of Education should, in collaboration with other UNESCO units: (a) within the framework of the international educational information network, particularly promote and facilitate the exchange of information on the interactions between education, productive work, and the world of work in general, notably regarding national experiences in this field; (b) prepare and publish studies, directories, terminologies, and bibliographies on this subject to serve as reference works for those working in this area; (c) work closely with national, subregional, regional, and international organizations, in particular the International Labour Organization, the Food and Agriculture Organization, and UNICEF, as well as with non-governmental organizations, to ensure that useful information is available on programs aimed at improving the interactions between education and productive work.",,
+ICPE-40-1986_RES1-FR,"The International Conference on Education, convened by the United Nations Educational, Scientific and Cultural Organization, assembled in Geneva for its 40th session from 2 to 11 December 1986,",,
+ICPE-40-1986_RES1-FR,"Having regard to the relevant conventions, recommendations, and declarations adopted at the international level, and more particularly by UNESCO,",,
+ICPE-40-1986_RES1-FR,"Noting that the universal recognition of the fact that education is a fundamental right of the individual and a prerequisite for social progress has led, over the past twenty years, to an unprecedented development of education worldwide, particularly at the secondary and higher levels,",,
+ICPE-40-1986_RES1-FR,"Recalling that the Convention and the Recommendation concerning the Fight against Discrimination in Education adopted by the General Conference of UNESCO at its eleventh session stipulate that secondary education in its various forms should be expanded and made accessible to all,",,
+ICPE-40-1986_RES1-FR,"Recognizing the constitutional particularities of each Member State, as well as its specific needs and educational systems,",,
+ICPE-40-1986_RES1-FR,"Emphasizing that secondary education should contribute both to the full development of the individual and to their preparation for life in cultural, social, and economic terms, and wishing to strengthen cooperation in the field of education and to explore new forms thereof,",,
+ICPE-40-1986_RES1-FR,"Recognizing the importance of secondary education that is responsive to realities as a factor accelerating cultural, socio-economic, scientific, and technological development in all contemporary societies,",,
+ICPE-40-1986_RES1-FR,"Recalling that Recommendation No. 68 adopted by the International Conference on Education at its 34th session called on Member States to reorganize secondary education by moving beyond its traditional academic character and by harmoniously and flexibly combining general, technical, and vocational education in a balanced manner contributing to training,",,
+ICPE-40-1986_RES1-FR,"Noting that a trend towards the rapprochement and sometimes the merging of general education and vocational education has emerged in numerous Member States,",,
+ICPE-40-1986_RES1-FR,"Noting furthermore that the structures and curricula of secondary education have been subject to profound reforms for about ten years and reaffirming the importance of strengthening the links between the various levels of education,",,
+ICPE-40-1986_RES1-FR,"Recognizing that the rapid pace of scientific, technological, and social change presents new challenges that call for an improvement in secondary education in order to meet the needs of both the individual and society today and in the future,",,
+ICPE-40-1986_RES1-FR,"Convinced that the precise definition of the goals and objectives of secondary education based on the national education objectives, and their reformulation according to the evolution of circumstances and needs, constitute significant progress towards the improvement of secondary education,",,
+ICPE-40-1986_RES1-FR,"Recognizing that the improvement of secondary education requires adequate initial and ongoing training of teaching staff, the establishment and proper management of material resources, as well as the updating of curricula, textbooks, and teaching aids, and also the development of appropriate pedagogical approaches and methods,",,
+ICPE-40-1986_RES1-FR,"The International Conference on Education,",,
+ICPE-40-1986_RES1-FR,"Noting that the world is grappling with a problem whose severity was only fully realized after the draft recommendation No. 75 on ""the improvement of secondary education: its objectives, structures, content, and methods"" had been sent by the UNESCO Secretariat to Member States: the AIDS pandemic, as recently described by the Director-General of the World Health Organization (WHO),",,
+ICPE-40-1986_RES1-FR,"Noting that many governments, as well as public opinion in general, are currently disarmed and lacking the minimum necessary information to face this new disease,",,
+ICPE-40-1986_RES1-FR,"Considering that much remains to be done in the field of education, and undoubtedly at the school level, to urgently implement information programs on means of prevention, and in particular that this information should primarily target secondary school teachers and students, as well as the parents of these students,",,
+ICPE-40-1986_RES1-FR,"Considering that UNESCO has an essential role to play in this regard in close cooperation with the WHO and other institutions, organizations, and bodies of the United Nations system,",,
+ICPE-40-1986_RES1-FR,"Adopts, on December 11, 1986, and submits for review to the Ministries of Education and the competent bodies and organizations of the various Member States, to the United Nations system institutions responsible in this field, and to the interested intergovernmental and non-governmental organizations, the following recommendation:",,
+ICPE-40-1986_RES1-FR,"1. Secondary education is a phase of education during which young people are gradually led to become autonomous and responsible adults. During this period, young people acquire the knowledge and skills necessary for their preparation for life in all its aspects.",,
+ICPE-40-1986_RES1-FR,"2. The improvement of secondary education should be viewed within the framework of lifelong education. The organization of this education should be sufficiently flexible to ensure continuity and complementarity between institutions that form the formal system of general and vocational secondary schools, as well as extracurricular institutions and programs, while also providing those who have not completed or have never begun secondary education the opportunity to pursue or resume such studies.",,
+ICPE-40-1986_RES1-FR,"3. The selection of the objectives, structures, content, and methods of secondary education should be guided by the following general principles and key concepts: (a) Aim for the complete and harmonious development of the individual by providing the conditions necessary for intellectual, moral, spiritual, physical, aesthetic, and social formation, as well as preparation for life in society; train young people in a spirit of peace, international understanding, cooperation, and mutual respect; (b) Encourage the participation of the entire population in the strategy for the development of secondary education, either directly or through educational management bodies, including institutions with cultural or scientific missions; (c) Offer each individual genuine equality of opportunity and the broadest possibilities for success; (d) Respond to the needs of cultural, socio-economic, scientific, and technological development while taking national specificities into account; respect, in the case of territories still under foreign occupation, the right of the population to education adapted to their needs. Their national and cultural identity must be preserved, and no modifications should be made to national educational programs that could alter this identity; (e) Ensure the high quality of teaching and education, which should be regarded as a primary task in the context of the rapid expansion and generalization of secondary education; (f) Regularly evaluate, revise, and adjust curricula, textbooks, methods, and teaching and learning processes to improve educational quality, keep pace with the accelerated progress of science and technology, and the evolving knowledge and skills arising therefrom, to train individuals capable of self-directed learning who can navigate changes in industrial, agricultural, and social processes, promote these changes and progress within society, and actively participate in them; (g) Define the objectives, structures, content, forms, and methods of secondary education in a continuous process of reflection; (h) Employ approaches and technologies in the educational and training process that correspond to those prevailing in society, taking into account the need to integrate modern technical and scientific achievements; (i) Develop and update the teaching of science and technology, encourage an interdisciplinary approach to this teaching, while maintaining the importance of strengthening students’ humanistic education to ensure their harmonious development; (j) Consider the fundamental role of general education while promoting closer links between general and technical and vocational education, particularly with a view to enhancing the latter; (k) Ensure close coordination between the training provided by schools themselves and the multiple resources offered by the extracurricular environment; (l) Promote interaction between education and work in accordance with the general principles, programs, and measures set forth in Recommendation No. 73 adopted by the International Conference on Education at its 38th session; (m) Implement, as far as possible, the principles set out in other recommendations relating to secondary education adopted by the International Conference on Education.",,
+ICPE-40-1986_RES1-FR,"4. National education policies should promote the improvement of secondary education and prioritize it when appropriate by employing the following means: (a) continuous reflection on the objectives of secondary education; (b) adoption of legislative, administrative, financial, social, and educational measures aimed at ensuring the continuation of the democratization process of secondary education and the enhancement of its objectives, content, structures, and methods; (c) reconsideration of the portion of the total education budget allocated to secondary education; (d) strengthening educational efforts in favor of disadvantaged population groups and underprivileged regions in the country, as well as efforts to develop and implement special measures such as a better distribution of schools to serve rural and suburban areas; (e) guaranteeing migrants and national minorities equal rights to secondary education while enabling them to maintain ties with their original culture and mother tongue, notably through their instruction; (f) adoption of appropriate measures for the education of young persons with disabilities, including theoretical and practical training for teaching staff; (g) development and improvement of technical and vocational secondary education to address, in particular, the evolving demand for skilled labor resulting from scientific and technological progress and the country’s development; (h) creation or expansion of evening courses outside of school hours and the formal education system, as well as distance education programs (for example, by correspondence, radio, and television); (i) implementation of measures to encourage and motivate young people and adults, within society, industrial and agricultural enterprises, and families, to attain secondary education; (j) promoting wider access for girls and women to scientific studies and technical and vocational secondary education and encouraging them, through appropriate measures, to continue their studies, especially in disciplines that enable their participation in all sectors of the national economy.",,
+ICPE-40-1986_RES1-FR,"5. (a) Mechanisms should be established or strengthened to promote the optimal use of available resources, particularly to ensure greater continuity and complementarity between the different types of secondary education. (b) Furthermore, training should be encouraged in the fields of management and education, especially for intermediate-level personnel at the local level and within institutions.",,
+ICPE-40-1986_RES1-FR,"6. A thorough review of existing structures is necessary within the framework of efforts to ensure the overall improvement of secondary education. Whenever appropriate, concrete measures should be taken to: (a) ensure that the structures are better adapted to the cultural, socio-economic, scientific, and technical development of the country; (b) comprehensively develop the structures, institutions, and cycles most suitable for achieving the national goals and objectives of secondary education, in line with the current trend toward closer integration between general education and technical and vocational education.",,
+ICPE-40-1986_RES1-FR,"7. Educational structures should be developed with sufficient flexibility to: (a) respond to the evolving needs of society while maintaining their continuity and coherence and ensuring equal opportunities for access and the widest possibilities for success; (b) offer students, through appropriate procedures, the possibility of moving from one track or form of education to another, so that a choice among various options remains more readily open to them throughout their schooling; (c) enable the integration of education, science, culture, and production; ensure continuous linkage between education and work; (d) improve examination and assessment techniques, the latter being conceived as an integral part of the teaching and learning process, so as to provide ongoing monitoring of the progress made and the results achieved by students with regard to the objectives of instruction; (e) establish guidance and selection procedures that do not involve any form of discrimination.",,
+ICPE-40-1986_RES1-FR,"8. The improvement of secondary education should lead to a significant elevation of the scientific level of its entire content, ensuring that it is forward-looking and aligned with the achievements and imperatives of social, scientific, and technological progress, so as to create the conditions for new types of professional qualifications based on mastery of integrated technologies.",,
+ICPE-40-1986_RES1-FR,"9. Balanced curricula are essential for the overall development of students, and their personal abilities and interests must also be taken into account. Continuous evaluation and updating of these curricula are necessary to avoid overload and imbalances. The subjects taught should include languages, mathematics, exact and natural sciences, technology, and social sciences. Cultural, moral, spiritual, aesthetic, and physical education should have their place, as should education related to new modes of thinking adapted to the nuclear and space age. These elements should prepare the student for life and work within the community. The content of secondary education should highlight the culture and intellectual tradition of each country. It should also aim to reinforce respect for human rights, fundamental freedoms, and the rights of peoples; promote peace, international understanding, and friendship among all nations; and combat racial segregation and discrimination based on race, sex, or religion.",,
+ICPE-40-1986_RES1-FR,"10. The development of curricula should involve a broad process of research, evaluation, and consultation, engaging teachers and their organizations, parents, students, and representatives from various sectors of cultural and socio-economic life. The introduction of new elements into a curriculum should be subject to preliminary studies and evaluations.",,
+ICPE-40-1986_RES1-FR,"11. The restructuring of curricula should allow for the removal of outdated content to make way for new elements (for example, education related to the environment and ecology, computer science, new technologies, etc.) necessary to address scientific and technological challenges. These elements may be incorporated into integrated or interdisciplinary teachings, so as to maintain the coherence of the curricula and avoid overloading them.",,
+ICPE-40-1986_RES1-FR,"12. Curricula, particularly those of the upper secondary cycle, should allow for creativity, flexibility, and diversification. Optional subjects and various extracurricular activities should be added to the core curriculum of compulsory disciplines.",,
+ICPE-40-1986_RES1-FR,"13. Attention should be given not only to the content of teaching but also to the manner in which it is delivered. Consequently, the modes and methods of instruction as well as the teaching materials must be continuously reviewed.",,
+ICPE-40-1986_RES1-FR,"14. Methods should be developed and implemented that encourage the active participation of students in the teaching and learning process and that foster their self-learning abilities, their desire to learn, and their love of knowledge.",,
+ICPE-40-1986_RES1-FR,"15. The teaching and learning process should give considerable emphasis to activities aimed at ""learning to learn."" To this end, methods suited to this objective and appropriate modes of organizing students' work, such as group work, self-directed learning, and other forms of personalized learning, should be employed.",,
+ICPE-40-1986_RES1-FR,"The inclusion of work experience or familiarization with the world of work in general education curricula also calls for a shift in priorities among the various methods used: visits, educational outings, and hands-on introductions to work outside the classroom setting should be organized. External experts should also be invited more frequently to schools.",,
+ICPE-40-1986_RES1-FR,"17. The teaching of science and technology involves an increase in all types of experimental activities and practical work, particularly in laboratories, which are likely to encourage more active participation of students in the processes of scientific exploration and technological development. Likewise, the teaching of the humanities should be connected to the use of sources and cultural resources, such as museums, archives, and libraries.",,
+ICPE-40-1986_RES1-FR,"18. Modern technologies, such as microcomputing, can provide significant support in improving the teaching and learning process, promote personalized learning, and contribute to the development of the student's personality. Based on an analysis of the concrete results of the use of computer technology in schools, appropriate modifications should be made to the content of courses involving computers. Educational authorities should assess the value of new equipment before proceeding with its acquisition.",,
+ICPE-40-1986_RES1-FR,"Measures should be taken to increase the national capacity to produce educational materials and equipment, including textbooks, software, and other tools for the teaching of science and technology, at reasonable costs.",,
+ICPE-40-1986_RES1-FR,20. Teachers should be involved in the development of necessary materials as this is a means of enhancing their professional competence.,,
+ICPE-40-1986_RES1-FR,"21. Guidance services should be developed and made available to all secondary schools and students. School and vocational guidance should, as far as possible, become an integral component of secondary education. Girls should be encouraged to pursue further studies leading to scientific and technological careers and, more generally, to careers in which they are underrepresented.",,
+ICPE-40-1986_RES1-FR,"22. It is also essential to develop extracurricular guidance activities such as, for example, visits to industrial and agricultural enterprises and other workplaces.",,
+ICPE-40-1986_RES1-FR,The desired support should be provided for the development of educational research as a tool whose contribution is essential to achieving the defined objectives. Educational research and innovative activities should be encouraged at all levels and taken into account in policy decisions and educational practice.,,
+ICPE-40-1986_RES1-FR,"24. In order to enhance the contribution that research can make to the improvement of secondary education, appropriate measures should be taken to better disseminate the results of educational research and the innovations it can provide. These results should be taken into account in the initial and ongoing training of teachers, administrators, and other secondary education personnel.",,
+ICPE-40-1986_RES1-FR,"25. The development, particularly through training, of management capacities at the national, local, and institutional levels is likely to enhance the effectiveness of secondary education administration methods. The participation of teachers and parents is also desirable in this regard.",,
+ICPE-40-1986_RES1-FR,26. An increased and more judicious use of modern technologies should have a positive impact on education management and its effectiveness. The establishment of technical support centers for management and information systems for management use should be considered an important means of improving secondary education.,,
+ICPE-40-1986_RES1-FR,"27. Each country should determine which administrative functions are best assigned respectively to central, regional, and local services, in order to ensure a more rational use of available resources, more effective participation of all groups, and improved flow of information and communication between the various administrative levels.",,
+ICPE-40-1986_RES1-FR,"28. Management should include an evaluation of how secondary education is supervised. To this end, well-designed monitoring and control systems should be in place for all aspects of secondary education.",,
+ICPE-40-1986_RES1-FR,"29. It is essential to promote, at the policy level, and to ensure, in practice, broader participation of all sectors of the population in both the democratization and the improvement of secondary education.",,
+ICPE-40-1986_RES1-FR,30. The improvement of secondary education requires the training of a sufficient number of teachers and other educational personnel while raising the quality of training.,,
+ICPE-40-1986_RES1-FR,"31. In this regard, it would be appropriate to define long- and medium-term policies and objectives concerning teacher training and to provide concrete measures that could notably aim to: (a) encourage the most motivated young people to choose the teaching profession; (b) reorient teacher training methods and programs towards a better balance between disciplinary content and psychopedagogical aspects, so as to ensure teachers a harmonious professional preparation; this preparation should be based on effective teaching practice serving as a foundation for the analysis and evaluation of educational activity. It should also allow for a reasonable reduction in the adaptation period for young teachers; (c) align the supply and demand for teachers, particularly in the fields of science and technology, as well as, where applicable, in other areas where staff numbers appear insufficient; (d) develop a systematic approach to continuing education by organizing regular activities aimed at enhancing, updating, and, more generally, improving the knowledge and professional qualifications of the different categories of secondary education personnel. This approach should be differentiated according to the qualification level of the various categories of teachers, the concrete requirements of pedagogical practice, and encourage the exchange of innovative experiences, research, and pedagogical reflection; (e) provide teaching staff in a timely manner with scientific and technical information, documentation, visual aids, and necessary teaching materials.",,
+ICPE-40-1986_RES1-FR,"Other education personnel—administrators, school principals, inspectors, and guidance counselors, etc.—should undergo initial and continuing training corresponding to the tasks they perform in secondary education.",,
+ICPE-40-1986_RES1-FR,"33. Given the variety and scope of the problems and questions raised by the development and improvement of secondary education, particularly but not exclusively in developing countries, a coordinated international and regional approach could assist Member States in providing solutions and responses.",,
+ICPE-40-1986_RES1-FR,"34. Member States should continue to strengthen and develop bilateral, regional, and international cooperation in order to improve secondary education and provide all necessary support to the regional educational innovation programs implemented by UNESCO in service of development. Such cooperation is particularly desirable with regard to the teaching of modern languages as a tool for education in international understanding.",,
+ICPE-40-1986_RES1-FR,"35. UNESCO, as an international organization playing a leading role in the field of education, should endeavor (a) to give particular attention to the development and improvement of secondary education in its programs for the coming years; (b) to further encourage international and regional cooperation in the field of secondary education through its various international and regional programs and projects; (c) to promote, notably through its regional networks of educational innovation for development, closer cooperation among Member States in order to improve secondary education; (d) to encourage international and regional cooperation in the training and upgrading of qualifications of teachers and personnel responsible for the administration of secondary education by establishing various international and regional programs and projects; (e) to support efforts aimed at developing Associated Schools.",,
+ICPE-40-1986_RES1-FR,"36. UNESCO and the International Bureau of Education, as a specialized agency of UNESCO, should also endeavor to: (a) facilitate the exchange of information and experiences between countries in the field of secondary education, including the exchange of curricula, teaching materials, and specialists. In this regard, the documentation service of the IBE should fully perform its role; (b) promote research and studies aimed at improving secondary education; (c) undertake activities to follow up on the present Conference and, upon request, advise Member States on ways to implement this recommendation in accordance with the specific realities of each country.",,
+ICPE-40-1986_RES1-FR,"37. UNESCO, in cooperation with other international organizations, should strengthen activities concerning education for international understanding, cooperation, and peace, as well as education related to human rights and fundamental freedoms. They should also promote, within Member States, innovative measures aimed at restructuring secondary education curricula from this perspective and encouraging the mutual revision of textbooks to eliminate prejudices and any incitement to racial hatred and hostility towards other peoples. The international exchange of information on the results achieved should be encouraged.",,
+ICPE-40-1986_RES1-FR,"38. In cooperation with other international organizations, regional bodies, and interested international non-governmental organizations, UNESCO should further encourage joint activities and effectively contribute to the systematic exchange of ideas, information, and experiences concerning the improvement of secondary education by utilizing various means: promoting the organization of regional and international conferences, workshops, seminars, and meetings dedicated to examining various aspects of secondary education improvement, supporting the exchange of education personnel to study the experiences of other countries, etc.",,
+ICPE-40-1986_RES1-FR,"39. The International Bureau of Education, in cooperation and coordination with other UNESCO units, should (a) within the framework of its program of pedagogical documentation and information, give appropriate attention to secondary education and its improvement by collecting information related to secondary education programs and reforms as well as innovative experiences undertaken at this level, analyzing this information, disseminating it, and making it available to Member States; (b) within its research activities, particularly its series of studies and surveys in comparative education, study in collaboration with national research institutes the means and methods to improve secondary education; (c) pay particular attention to the system of training educational staff and the improvement of qualifications, as well as to trends observed in this regard in national programs, gather information on school documentation and innovative experiences in teacher training and professional practice, and communicate this information to Member States.",,
+ICPE-40-1986_RES1-FR,"Recommends that the Director-General of UNESCO examine the possibility of promptly developing, in cooperation with other competent international bodies within the United Nations system, an emergency programme concerning education and information to be provided in schools for the prevention of AIDS, and submit to the next session of the UNESCO General Conference the proposals he deems appropriate;",,
+ICPE-40-1986_RES1-FR,"Also wishes that this program become operational in all Member States as soon as possible and that, through it, rapid cooperation be established among Member States that already have experience in this field.",,
+ICPE-40-1986_RES1-FR,"Makes an urgent appeal to institutions, organizations, and foundations with funding resources to provide UNESCO with the necessary resources for the implementation of this important aspect of the fight against AIDS, namely educational action.",,
+ICPE-40-1986_RES1-FR,"ANNEXES A. INTERNATIONAL CONFERENCE ON EDUCATION A I Agenda A II Opening speech by Mrs. Ruth Lerner de Almea, Chairperson of the 39th session of the International Conference on Education A III Inaugural speech by Mr. Dominique Föllmi, State Councillor in charge of the Department of Public Instruction of the Canton of Geneva and Head of the Swiss delegation A IV Opening address by Mr. Amadou-Mahtar M'Bow, Director-General of UNESCO A V Opening speech by Mr. Isidore Hakizimana, Minister of National Education of Burundi, President of the Conference A VI Closing speech by Mr. Amadou-Mahtar M'Bow, Director-General of UNESCO A VII Closing speeches by representatives of regional groups: Group I Closing speech by Mr. J.R. Steinle, Director-General of Education of South Australia Group II Closing speech by Mr. Vladimir D. Tchadrikov, Deputy Minister of Education of the USSR Group III Closing speech by Mr. José Alberto Buendia Florer, Minister of Education of El Salvador Group IV Closing speech by Mr. Fumitagke Kishida, Member of Parliament and Vice Minister of Education of Japan Group Va Closing speech by Mr. Peter Oloo-Aringo, Minister of Education, Science and Technology of Kenya Group Vb Closing speech by Mr. Abdul Kader Izzidin Hamoudi, Minister of Education of Iraq A VIII Closing speech by Mr. Isidore Hakizimana, Minister of National Education of Burundi, President of the Conference A IX List of Conference documents and national reports distributed during the session A X List of participants A XI Conference Secretariat",,
+ICPE-40-1986_RES1-FR,"B. CELEBRATION OF THE FORTIETH ANNIVERSARY OF THE FOUNDATION OF UNESCO  
+B I Address by Mr. Amadou-Mahtar M'Bow, Director-General of UNESCO  
+B II Statement by Mr. Isidore Hakizimana, Minister of National Education of Burundi, President of the Conference  
+B III Speech by Mr. Charles Hummel, Representative of the Swiss Government  
+B IV Speech by Mr. Yves Brunsvick, President of the International Bureau of Education Council  
+B V Speeches by representatives of the regional groups:  
+Group I Address by Mr. Joaquin Arango Vila-Belda, Vice-Minister of Education and Sciences of Spain  
+Group II Speech by Mr. Gunter Heidorn, Vice-Minister of Higher and Technical Education of the German Democratic Republic  
+Group III Speech by Mr. Jorge Konder Bornhausen, Minister of Education of Brazil  
+Group IV Speech by Mr. Yang Haibo, Vice-President of the State Commission for Education of the People's Republic of China  
+Group Va Speech by Mr. Joshoua Mayanja-Nkangi, Minister of Education of Uganda  
+Group Vb Speech by Mr. Abdul Kader Izziddin Hamoudi, Minister of Education of Iraq",,
+ICPE-41-1989_RES1-FR,"The International Conference on Education convened by the United Nations Educational, Scientific and Cultural Organization, assembled in Geneva for its 4th session from January 9 to 17, 1989,",,
+ICPE-41-1989_RES1-FR,"Recalling the objectives and mission of UNESCO clearly defined in the Constitutive Act, particularly with regard to education and international cultural cooperation,",,
+ICPE-41-1989_RES1-FR,"Recalling resolutions 24 C/4.1, 4.2, and 4.3, by which the General Conference formulated guidelines concerning the design and implementation of education policies, taking into account the specific functions of the International Bureau of Education and the 4th session of the International Conference on Education in the application of UNESCO’s programs in this field,",,
+ICPE-41-1989_RES1-FR,"Noting paragraph 15 of decision 4.1 concerning the third Medium-Term Plan, adopted by the Executive Board at its 130th session, in which the Board considered that the coherence of the major programme area ""Education and the Future"" should be strengthened,",,
+ICPE-41-1989_RES1-FR,"Recognizing the value of postsecondary education in the development and implementation of education for understanding, cooperation, and international peace, as well as education concerning human rights and fundamental freedoms.",,
+ICPE-41-1989_RES1-FR,"Noting the great importance of improving the international political climate and the initiatives of Member States striving to develop postsecondary education through resources made available as a result of concrete progress achieved toward disarmament and the cessation of regional conflicts,",,
+ICPE-41-1989_RES1-FR,"Recognizing the role of postsecondary education in enhancing intellectual, practical, and creative capacities at both the individual and collective levels, as well as its importance as a factor in promoting and accelerating cultural, socio-economic, scientific, and technological development in all contemporary societies,",,
+ICPE-41-1989_RES1-FR,"Emphasizing that postsecondary education should contribute both to the full development of the individual and to their preparation for active life in cultural, social, and economic terms,",,
+ICPE-41-1989_RES1-FR,"Noting that the universal recognition of the fact that education is a fundamental right of the individual and a prerequisite for social progress has led, over the past forty years, to an unprecedented expansion of education worldwide, including postsecondary and technological education,",,
+ICPE-41-1989_RES1-FR,"Recognizing that the rapid pace of scientific and socio-economic change presents new challenges that call for both the expansion and the qualitative improvement of postsecondary education, particularly through structural modifications, in order to meet the needs of the individual, the labor market, and society as a whole,",,
+ICPE-41-1989_RES1-FR,"Emphasizing the role of post-secondary education in addressing the global problems of humanity and in developing sustainable development models in accordance with the recommendations of the World Commission on Environment and Development,",,
+ICPE-41-1989_RES1-FR,"Noting that the structures and programs of postsecondary education have for many years been subject to profound reforms or less extensive changes both to increase their efficiency, to better adapt them to the demands of new population groups, and to diversify their fields and programs in response to the changing needs of the labor market,",,
+ICPE-41-1989_RES1-FR,"Mindful, however, of the imbalance that exists in many countries between the supply and demand for highly qualified labor, which results, on the one hand, from the rapid expansion of student enrollment and, on the other hand, from their training being insufficiently adapted to the needs of the economy as well as the limited absorption capacity of the latter,",,
+ICPE-41-1989_RES1-FR,"Also noting that the problems of unemployment and underemployment affect the entire population in many countries,",,
+ICPE-41-1989_RES1-FR,"Being aware in this regard of the importance of taking additional concrete and carefully planned measures in order to ensure a better quantitative and qualitative alignment between post-secondary education and training and employment,",,
+ICPE-41-1989_RES1-FR,"Recognizing that the diversification of postsecondary education is an important means to achieve the dual objective of, on the one hand, training highly qualified individuals with a comprehensive education and, on the other hand, meeting the cultural and educational needs of the various national communities and diverse professional groups, age groups, and other groupings, as well as individuals, with a view to creating conditions conducive to spiritual development and free expression, the humanization and intellectualization of work, human contacts, and leisure.",,
+ICPE-41-1989_RES1-FR,"Convinced that the exchange of information and knowledge, including on the most innovative experiences of Member States concerning the improvement and diversification of postsecondary education, taking into account the new employment situations, will significantly contribute to the advancement of ideas and practices in a vital area for the development of all nations,",,
+ICPE-41-1989_RES1-FR,"Considering that the strategies to be adopted to implement the Recommendation will depend on the stage and the level of development of each country,",,
+ICPE-41-1989_RES1-FR,"In view of the relevant conventions, recommendations, and declarations adopted at the international level, and more specifically by UNESCO,",,
+ICPE-41-1989_RES1-FR,"Adopted on 17 January 1989, this Recommendation is submitted for consideration to the ministries responsible for post-secondary education, as well as to other relevant bodies and agencies of the various Member States, United Nations system institutions with responsibilities in this field, and interested intergovernmental and non-governmental organizations.",,
+ICPE-41-1989_RES1-FR,"1. Postsecondary education comprises all forms of formal and non-formal teaching, training, and research systems provided by both university and non-university institutions, whether belonging to the public or private sector.",,
+ICPE-41-1989_RES1-FR,"2. The diversification of postsecondary education necessarily results from scientific and technological development, the need to provide access to this level of education to all, including new population groups, and the new demands of the employment situation. In turn, it influences scientific and technological development. It is manifested by the creation of new institutions, programs, and disciplines, as well as new facilities; it profoundly affects the objectives, content, learning methods, admission and recognition procedures of studies, as well as the management and funding means of institutions.",,
+ICPE-41-1989_RES1-FR,"3. The diversification of postsecondary education should be guided by the following general principles and key concepts: (a) actively contributing to cultural, socio-economic, and technological development, promoting sustainable development based on scientific foundations, while taking into account national specificities and the cultural identity of each people; (b) constructively contributing to defining the development prospects of postsecondary education and the means to diversify it in light of the interests of humanity as a whole and global issues, in addressing which postsecondary education can play a positive role; (c) ensuring high-level teaching, training, and research, which should be regarded as a primary task amid the rapid expansion of postsecondary enrollment; (d) guaranteeing equal opportunities for all those with the required capacities to access this level of education, in preparation for life and, more specifically, for professional life, as well as in participation in the various activities of society; (e) promoting the flourishing and harmonious development of the individual by providing the necessary conditions for intellectual, moral, professional, spiritual, physical, aesthetic, and social formation; (f) aiming for better quantitative and qualitative alignment of the education provided with the continually evolving demands of the employment situation; (g) involving various social and economic partners more closely in the effective functioning and development of this level of education; (h) increasing the contribution of postsecondary education, especially universities, to the strengthening and expansion of lifelong education; (i) enhancing the contribution of postsecondary education to the development of other levels and forms of education within the framework of lifelong learning, particularly its contribution to training and research efforts aimed at the substantial reduction of illiteracy; (j) encouraging universities and other higher education institutions to also function as centers for individual and distance learning within the perspective of lifelong education; (k) promoting education for understanding, cooperation, and international peace, as well as education relating to human rights and fundamental freedoms; (l) contributing to highlighting the culture and cultural identity of each country; (m) contributing to the solution of global problems faced by society and to international intellectual cooperation; (n) promoting the mobility of teachers and students at the international level.",,
+ICPE-41-1989_RES1-FR,"4. It would be appropriate to regularly review the objectives and functions of postsecondary education to ensure that they meet new social, economic, and cultural needs as well as technological developments. Given the significant changes in the composition of the student population, and to remain aligned with advances in science and technology and the resulting transformation of the labor market, postsecondary educational institutions should adopt a more flexible and adaptable structure, particularly regarding admission criteria, the duration of studies, curricula, teaching methods, and standards and methods of practical training.",,
+ICPE-41-1989_RES1-FR,"5. The policies intended to govern postsecondary education in the 1990s should take into account the anticipated developments up to the year 2000 and beyond, which will likely result in radical changes in the size and composition of the workforce, with numerous implications for postsecondary education. Adequate solutions should also be developed to address unemployment arising from the application of technology and the advanced automation of production and services, by broadly expanding access to lifelong education and retraining courses.",,
+ICPE-41-1989_RES1-FR,"6. In determining the resources to be allocated to postsecondary education and the distribution of these resources among the various sectors, disciplines, and institutions, full attention must be given to long-term objectives, so that this education can adapt to evolving needs and fulfill its fundamental role within society.",,
+ICPE-41-1989_RES1-FR,"At this level of education, it is essential not only to promote a more equitable distribution of educational resources between youth and adult workers but also to ensure the extension of access to these resources to remote areas as well as to marginalized, minority, and disadvantaged groups and to persons with disabilities, particularly through local development programs and organizations. Postsecondary education institutions should take the necessary measures to accommodate the increasing numbers of non-traditional students, such as part-time adult students, students from modest socio-economic backgrounds, and workers requiring stimulation through courses for updating their knowledge, skill development, or retraining. Furthermore, it is necessary to respect the right of populations in affected territories to preserve their national and cultural identity.",,
+ICPE-41-1989_RES1-FR,"8. With regard to the expansion of postsecondary education, priority should be given, both in teaching and research, to disciplines experiencing rapid development due to advances in science and technology, as well as to meeting labor market demands and other essential societal needs.",,
+ICPE-41-1989_RES1-FR,"9. Within the framework of national priorities, efforts in planning as well as coordination and harmonization by public authorities should ensure an orderly development of postsecondary education. It would be appropriate to improve the coherence of the entire postsecondary system, particularly regarding universities and their relationships with other institutions focused on professional training, in order to ensure better complementarity between the different types of postsecondary education. To this end, it may be advisable to consider the establishment of permanent coordination mechanisms.",,
+ICPE-41-1989_RES1-FR,"10. Better articulation and continuity between secondary education and postsecondary education should be sought. Measures should also be taken to increase the contribution of postsecondary education to other levels of education, particularly regarding staff training and the development of educational research.",,
+ICPE-41-1989_RES1-FR,"The development of policies and strategies, as well as the planning of postsecondary education development, should involve a broad process of research, evaluation, and consultation, involving not only the authorities responsible for this education but also representatives from various sectors of socio-economic life.",,
+ICPE-41-1989_RES1-FR,"12. The planning of postsecondary education should, whenever possible, take into account forecasts concerning future labor market needs. It would be desirable to improve the quality of forecasts of the demand for highly skilled labor; this information should be regularly made available to the authorities responsible for postsecondary education.",,
+ICPE-41-1989_RES1-FR,"13. It would be desirable to establish multidimensional criteria for admission to postsecondary educational institutions. These criteria should aim to ensure fairness, objectivity, and the consideration of all factors, as well as a balance between the interests of individuals and the needs of society.",,
+ICPE-41-1989_RES1-FR,"14. It is important that the skills required by the employment sector, particularly due to the use of computers and information technologies—such as versatility and adaptability, a broad general and technological culture, the ability to work in a group, communicate, and cooperate, a sense of responsibility and initiative, a taste for autonomous learning, etc.—be developed among future specialists.",,
+ICPE-41-1989_RES1-FR,"15. Programs, textbooks, and teaching and learning methods should be regularly evaluated, revised, and adjusted, and new forms of university pedagogy should be explored to ensure they are adapted to changes in industrial, agricultural, and social processes, keep pace with the accelerated progress of scientific and technological advancement, and the resulting evolution of knowledge and skills. To this end, among other measures, an optimal balance should be sought for each field of study between general theoretical and practical instruction and training, practical internships in companies should be guaranteed for students, as well as an alternation between study and work periods. Interdisciplinary and multidisciplinary programs should be encouraged. It is desirable that theoretical and practical training be combined, as much as possible, with students’ initiation into research work, and that new technological options be used to enable students to acquire knowledge in a self-directed manner.",,
+ICPE-41-1989_RES1-FR,"16. It is important that postsecondary educational institutions now organize their teaching in connection with professional environments. To this end, representatives from economic and social sectors could be integrated as external experts on institutional boards, on expert committees responsible for developing study plans, and, where appropriate, on final evaluation panels.",,
+ICPE-41-1989_RES1-FR,It is desirable that postsecondary educational institutions engage specialists from the labor market and research establishments as instructors and that appropriate legislative measures be taken to encourage such engagement.,,
+ICPE-41-1989_RES1-FR,"18. At the same time, while ensuring that they enjoy the best conditions and appropriate means for the fulfillment of their mission, opportunities should be offered to full-time teachers and trainers in postsecondary educational institutions, particularly the younger ones, to undergo retraining, to supplement their knowledge, and to stay abreast of advances in science and technology under the actual conditions of the production process. To this end, the organization of internships in enterprises and research institutions intended for teachers and trainers should be encouraged.",,
+ICPE-41-1989_RES1-FR,"19. In general, when developing policies and strategies for postsecondary education, and particularly when establishing new fields or programs in this area, the training and professional development of teachers, educators, and other categories of educational staff should be given serious consideration. The creation of new institutions, fields, or programs should be accompanied by adequate support from qualified teaching and auxiliary personnel.",,
+ICPE-41-1989_RES1-FR,"20. In order to achieve better coordination and integration between education, training, production, and research, it is desirable to facilitate, through appropriate measures, the establishment of cooperative relationships between postsecondary educational institutions, enterprises, and research establishments. These relationships should be mutually beneficial, particularly regarding the production, dissemination, and utilization of knowledge. Moreover, greater linkage between societal issues and the research themes of higher education should also be encouraged.",,
+ICPE-41-1989_RES1-FR,"Adequate material and financial resources should be ensured to support the proper development of infrastructure, laboratories, specialized equipment, and libraries so that staff and students remain motivated to promote quality education. In this regard, increased contributions from various socio-economic sectors would be desirable. Beyond seeking new funding sources, particular attention should be given to streamlining the processes of mobilizing, allocating, and utilizing available resources, as well as strengthening international and regional cooperation for the production of low-cost equipment and materials intended for teaching and research institutions. Existing institutions should be reinforced and modernized, rather than encouraging the proliferation of new ones.",,
+ICPE-41-1989_RES1-FR,"22. For postsecondary education as a whole, it is essential to preserve university autonomy and academic freedoms, notably: the freedom of teaching and scientific research; freedom of expression, association, and publication; and free access to any publication. The exercise of these freedoms should be in accordance with the International Covenants on Economic, Social and Cultural Rights and on Civil and Political Rights adopted on 16 December 1966.",,
+ICPE-41-1989_RES1-FR,"23. The evolution of the roles and functions of higher education institutions requires significant changes in their management. In this regard, it is desirable to modernize the management of postsecondary education institutions in order to enhance their efficiency and their capacity to use new techniques as well as improved equipment and methods that enable them to make rational decisions in a timely manner. Efforts should be intensified in ongoing research on how to make the management and administration of postsecondary education more effective.",,
+ICPE-41-1989_RES1-FR,"24. The diversification of postsecondary education, however timely and desirable, must under no circumstances result in lowering the standards of postsecondary teaching and training. In particular, caution should be exercised regarding the dangers of excessive fragmentation of vocational training, which may arise from a profusion of low-cost courses of poor quality purportedly designed to meet the ""immediate needs"" of job preparation. Attention must also be drawn to the risk that higher education, when relying on the industrial sector for financial support, may become subject to undue pressure from business leaders.",,
+ICPE-41-1989_RES1-FR,"25. To successfully combat unemployment and underemployment among graduates, coordinated measures are essential from all concerned parties: government authorities, postsecondary educational institutions, public and private enterprises, and other societal organizations.",,
+ICPE-41-1989_RES1-FR,"26. It is of fundamental importance, particularly in developing countries, that industrial or other investment projects related to postsecondary education, which involve new technologies or the use of new scientific processes or equipment, be carefully evaluated prior to their implementation, especially with regard to the practical conditions for the transfer of technology and scientific information, as well as the impact of the investment program on training and employment.",,
+ICPE-41-1989_RES1-FR,"27. It is important to improve the effectiveness of career information and guidance services. In particular, student information should be developed in order to better guide them towards the various streams of postsecondary education and to facilitate their choices. It is especially desirable that specialized services responsible for the integration of graduates into professional life at the end of their training be organized.",,
+ICPE-41-1989_RES1-FR,"The rapid obsolescence of knowledge and techniques requires that postsecondary education offer various types of continuing education and retraining courses. Postsecondary education institutions should provide all individuals who already hold a basic university degree or professional qualification the opportunity to retrain, specialize, or change careers without having to interrupt their professional activities. They should also offer those who have completed their professional careers and all adults with free time the possibility to remain connected with the world of science, new technologies, and culture, enabling them to continue actively participating in the development of their society.",,
+ICPE-41-1989_RES1-FR,"29. It is appropriate that the knowledge acquired through professional development and continuing education be officially certified in order to allow, without discrimination, those who have benefited from it to potentially improve their position and mobility in the labor market based on their new qualifications.",,
+ICPE-41-1989_RES1-FR,"30. It is essential to strengthen the links between postsecondary education and the community and society it serves, particularly with regard to: (a) the promotion of fundamental and applied research as well as advisory services; (b) participation in national development efforts; (c) expanding adult access to various forms of education; (d) involvement in efforts to democratize education, with particular attention to disadvantaged groups; (e) improving the practical training of students within businesses; (f) the ongoing updating and enhancement of the qualifications of postsecondary education staff.",,
+ICPE-41-1989_RES1-FR,"31. In terms of research, post-secondary educational institutions, and particularly universities, have a significant role to play. They are called upon to make a major contribution to the training of researchers. Since research, especially fundamental research, is often very costly, these institutions should pool their resources, whether human or otherwise, within the framework of cooperative projects.",,
+ICPE-41-1989_RES1-FR,"Measures should be taken to prevent all forms of discrimination, including any distinction, exclusion, limitation, or preference based on race, color, sex, language, religion, political or other opinion, national or social origin, economic status, or birth, which aims to destroy or impair equality of treatment in the field of education. To this end, it is essential to implement measures to ensure that students who meet the required criteria and whose economic situation necessitates it are granted scholarships, loans, or other forms of social and financial assistance. Special attention should be given to vocational training for women and girls. Accordingly, the enrollment of girls in scientific and technical disciplines should be encouraged. Greater emphasis should also be placed on recruiting female professors in postsecondary education.",,
+ICPE-41-1989_RES1-FR,"Distance education, correspondence courses, evening classes, as well as other forms of part-time postsecondary education should be encouraged and diversified to better meet the educational and training needs of various population groups, particularly adult workers. Special attention should be given to improving the quality of this education.",,
+ICPE-41-1989_RES1-FR,"34. Postsecondary education should make all students aware of the major current and future issues faced today by national and international communities, such as violations of human rights, the arms race, racism, the deterioration of the physical and natural environment and cultural heritage, the persistence in most parts of the world of poverty, hunger, malnutrition, illiteracy, and all forms of exploitation, and should stimulate their willingness to contribute effectively to their resolution.",,
+ICPE-41-1989_RES1-FR,"35. Given the increasing importance of diversifying postsecondary education in response to the new employment situation, socio-economic changes, and the continuous challenges posed by advances in science and technology, a coordinated regional and international approach is essential to assist Member States in better fulfilling their responsibilities regarding the development and improvement of this education.",,
+ICPE-41-1989_RES1-FR,"36. Member States should take measures to foster an intellectual climate and material conditions conducive to the mobility of teachers, students, researchers, and members of intellectual professions, and to help overcome the difficulties encountered by those returning to their home countries after studying abroad.",,
+ICPE-41-1989_RES1-FR,"37. Member States should continue to strengthen and develop bilateral, regional, and international cooperation in order to better adapt postsecondary education to socio-economic needs and to provide all necessary support to higher education centers established by the United Nations and UNESCO, to interuniversity cooperation networks for the continuing education of higher education personnel, as well as to regional educational innovation programs established by UNESCO, insofar as these programs apply to postsecondary education.",,
+ICPE-41-1989_RES1-FR,"38. Due to the diversity of experiences gained, Member States should initiate or develop, on a subregional, regional, or interregional basis, the essential institutional cooperation for the implementation and strengthening of forms of diversification relevant to addressing socio-economic development issues.",,
+ICPE-41-1989_RES1-FR,"39. The various centers of excellence in the fields of science and knowledge should be encouraged to find appropriate ways to participate in actions aimed at reducing the gap between countries in terms of research and technology. International cooperation among scientists should be promoted in order to address the human problems facing the planet. It is imperative that scientists demonstrate a sense of responsibility concerning their own work, the use of science in general, and the strengthening of its humanistic vocation.",,
+ICPE-41-1989_RES1-FR,"40. UNESCO, as an international organization playing a leading role in the fields of education and science, should endeavor to: (a) provide technical support for the design and implementation of policies and structural reforms, curricula, and study programs, with the aim of enabling diversification and improvement of post-secondary education in its various forms and, in this regard, facilitate the exchange of information and experiences among countries, strengthen educational innovation programs, and support networks engaged in these activities; (b) pay particular attention to the numerous and serious difficulties developing countries face in accessing sciences and technologies and incorporating them into post-secondary education and training, expanding the range of employment opportunities, as well as effectively utilizing new technologies; (c) promote exchanges of administrators, teachers, and students within the framework of cooperation among Member States and thus encourage collaboration in research and training; (d) foster more frequent granting of scholarships for advanced training and short-term research internships for the benefit of developing countries; (e) take necessary measures to promote the application of regional conventions on the recognition of studies, degrees, and diplomas of higher education that have been adopted so far under UNESCO’s auspices.",,
+ICPE-41-1989_RES1-FR,"41. UNESCO, including the International Bureau of Education (IBE) and the regional centres for higher education it has established, as well as specialized non-governmental organizations, should also endeavour: (a) to provide all possible assistance, including by negotiating extrabudgetary resource contributions, to enable developing countries to implement the policies and practical recommendations adopted by this Conference; (b) to intensify the exchange, synthesis, and dissemination of information and experiences on postsecondary education and to promote cooperative projects with appropriate partners at the country and regional levels; (c) to promote research and studies aimed at diversifying and improving postsecondary education, particularly concerning new methods of recognizing prior learning; to develop evaluation criteria and to establish a database to be disseminated among Member States concerning the definition of the content of each stage of education; (d) within their documentation programmes, to accord appropriate emphasis to postsecondary education, reform projects, improvements and diversification of this education, and any other relevant information in this field, to analyse the information thus collected, and to make it available to Member States; (e) to conduct activities aimed at following up on this Conference and to advise Member States, upon their request, on ways to implement this recommendation in accordance with the specific realities of each country.",,
+ICPE-41-1989_RES1-FR,"42. IIEP, in cooperation with other UNESCO units, particularly those outside Headquarters, including the regional centres for higher education, as well as relevant intergovernmental and non-governmental organizations, will place even greater emphasis on the production and dissemination of information relating to the diversification of postsecondary education systems and the sharing of national experiences aimed at aligning this education with socio-economic needs. Based on such information and in addition to studies already conducted, IIEP will undertake comparative studies and research on innovative experiences attempted in this field. To improve communication and comparability of statistical information concerning the development and increasing diversification of postsecondary education, it will be necessary to update the International Standard Classification of Education, particularly with regard to tertiary education.",,
+ICPE-41-1989_RES1-FR,"40.43. When establishing the third Medium-Term Plan, the Director-General may consider whether it would be desirable to include an interdisciplinary international action plan, within which a UNESCO global program on the development of postsecondary education could be integrated. This program would aim to improve the quality and relevance of postsecondary education, promote cooperation, and study and address the new demands that postsecondary education places on secondary education. This includes defining and applying a conception of knowledge with a higher qualitative level and broader content, combining cognitive aspects and cultural values, in line with humanity’s development perspectives within the emerging new world of scientific information. UNESCO, in collaboration with Member States and interested international organizations, is called upon to encourage the establishment of new mechanisms, structures, and cooperative programs in postsecondary education, such as the proposed creation of the University of the Peoples of Europe. The fourth Conference of Ministers from the Member States in the Europe region recommended conducting a feasibility study for this project, aimed at deepening the understanding of the shared historical destiny of humanity, the intrinsic value of the cultural diversity of peoples, and the necessity of working together to harness the potential of education, science, and postsecondary training to address global and regional challenges.",,
+ICPE-41-1989_RES1-FR,"44. UNESCO, in cooperation with other international organizations, should strengthen activities related to education for understanding, cooperation, and international peace, as well as education concerning human rights and fundamental freedoms, sustainable development, and environmental protection. It should also promote, within Member States, innovative measures aimed at establishing or reorganizing postsecondary education programs from this perspective and encourage the revision and updating of textbooks and educational materials for this purpose.",,
+ICPE-42-1990_RES1-FR,"The International Conference on Education convened by the United Nations Educational, Scientific and Cultural Organization, meeting in Geneva for its 42nd session from 3 to 8 September 1990,",,
+ICPE-42-1990_RES1-FR,"Taking note of the decision made by the United Nations General Assembly to entrust UNESCO with the implementation of the International Literacy Year,",,
+ICPE-42-1990_RES1-FR,"Recalling the role played by UNESCO in the fight against illiteracy and in the promotion of education for all in accordance with its mandate,",,
+ICPE-42-1990_RES1-FR,"Welcoming the paramount priority that the General Conference of UNESCO at its twenty-fifth session has accorded to education for all, both in its third Medium-Term Plan and in the action plan it adopted with a view to eliminating illiteracy, particularly among girls and women,",,
+ICPE-42-1990_RES1-FR,"Endorsing the World Declaration on Education for All and taking note of the Framework for Action to Meet Basic Learning Needs, adopted by the World Conference on Education for All (Jomtien, Thailand, 5-9 March 1990), organized by the World Bank, UNDP, UNESCO, and UNICEF, and recalling the priority to be given to developing countries, particularly the least developed countries,",,
+ICPE-42-1990_RES1-FR,"Convinced that it is necessary and urgent to ensure the systematic follow-up of the World Conference on Education for All and that UNESCO has a specific role to play in this regard,",,
+ICPE-42-1990_RES1-FR,"Taking into consideration the Universal Declaration of Human Rights and all relevant conventions, recommendations, and declarations adopted at the regional and international levels, particularly by UNESCO,",,
+ICPE-42-1990_RES1-FR,"Convinced that the development of education for all is crucial in the fight against poverty, malnutrition, disease, socio-economic marginalization, and drug abuse,",,
+ICPE-42-1990_RES1-FR,"Convinced that education for all is essential to ensure the overall development of individuals and their families, justice and equality between men and women, and to guarantee a better quality of life for all,",,
+ICPE-42-1990_RES1-FR,"Recognizing that over the past 25 years there has most frequently been an increase in enrollment rates in primary education institutions and in adult literacy courses, while noting, however, that in absolute numbers, the number of illiterates continues to rise in many developing countries,",,
+ICPE-42-1990_RES1-FR,"Noting that universal access to schooling has not yet been fully achieved, that dropout rates in primary education remain high in many countries, and that a significant percentage of pupils who have dropped out and newly literate adults relapse into illiteracy or do not attain sufficient proficiency in reading, writing, or arithmetic,",,
+ICPE-42-1990_RES1-FR,"Aware that various communities face major obstacles—growing external debt, unfavorable trade structures, environmental degradation, high military expenditures, etc.—which have a negative impact on the implementation of large-scale programs that are essential in the fields of primary education and adult literacy,",,
+ICPE-42-1990_RES1-FR,"Recognizing the need to undertake concrete actions at the national level to ensure education for all,",,
+ICPE-42-1990_RES1-FR,"Further recognizing the importance in the 1990s of collective and concerted action at the international level,",,
+ICPE-42-1990_RES1-FR,"Adopted on September 8, 1990, and submitted for review to the ministries responsible for literacy and primary education, as well as to other competent bodies and agencies of the Member States, United Nations system institutions with responsibilities in this field, and interested intergovernmental and non-governmental organizations, the following Recommendation:",,
+ICPE-42-1990_RES1-FR,"1. The right to education is a fundamental condition upon which the personal, social, and economic well-being and the cultural development of all children, adolescents, and adults depend. Literacy and preschool and primary education constitute an indispensable stage in the broader process of lifelong education and human development.",,
+ICPE-42-1990_RES1-FR,"2. In order to universalize access to education for all children, all adolescents, and all adults, it is advisable to adopt a comprehensive approach involving both, and in interaction, (i) literacy programs for adolescent and adult women and men, as well as (ii) education and training programs addressing other essential needs.",,
+ICPE-42-1990_RES1-FR,"The complete eradication of illiteracy requires the universalization of quality primary education. Efforts in favor of primary education should include establishing links with learning within the family from a very early age and with preschool education, ensuring that all children have the opportunity to reach a satisfactory level of knowledge acquisition.",,
+ICPE-42-1990_RES1-FR,"4. Children not enrolled in the formal education system must no longer remain outside the educational system. The establishment of non-formal, non-traditional, innovative, and flexible structures constitutes a positive response to the formal system, provided that their quality is not inferior to that of regular schools, which they are intended to complement.",,
+ICPE-42-1990_RES1-FR,"5. The acquisition of knowledge and skills, attitudes, and fundamental values can only be successful and sustainable if it constitutes an integral part of lifelong education.",,
+ICPE-42-1990_RES1-FR,"6. The content of literacy and basic education is inherently linked to the geographical, social, and cultural context and is intended to evolve over time in accordance with changes occurring within societies.",,
+ICPE-42-1990_RES1-FR,"7. Mastery of reading, writing, and arithmetic constitutes the core of any educational or training activity whose ethical foundations are based on the awakening of consciousness, judgment, the notion of cultural identity, and the development of critical faculties. Conceived from this perspective, literacy programs encompass not only fundamental learning (reading, writing, arithmetic) but also the understanding of the world and the ability to play a role in its transformation towards greater justice and equity.",,
+ICPE-42-1990_RES1-FR,"8. In order to develop literacy and basic education for all, it would be appropriate for each country to: (a) affirm a firm national political will to eradicate illiteracy by setting priorities and objectives, and by developing material means, where necessary, so as to expand access to education; (b) raise awareness among the entire population and encourage the participation of both the community and individuals themselves; (c) conduct a diagnostic study of the current situation and past experiences in literacy and primary education, particularly within the context of the socio-economic and cultural dynamics of society; (d) determine, based on local conditions, the educational needs of the populations in terms of basic education; (e) set clear objectives and a precise timetable for the current decade, with the highest priority being to ensure access to education for girls and women, improve the quality of that education, and remove all obstacles hindering their active participation; (f) adopt modes of organization, structures, financial, social, and legal measures, as well as clearly defined and genuinely applicable strategies, endowed with specific financial and human resources, capable of realistically achieving these objectives; (g) attach utmost importance to the quality and monitoring of educational services, emphasizing successful learning outcomes; (h) adopt a broad approach to identify potential learner groups and to encourage recruitment efforts among age peers, colleagues at work, and others within the learner’s natural environment; (j) link literacy to relevant community development activities, in areas such as health and nutrition, childcare and preschool education, family protection—particularly of children—increasing productivity, income generation, environmental protection, peace, human rights, fundamental freedoms, and preparation for entry into the workforce as well as participation in economic, civic, and cultural life; (j) establish an appropriate framework and mechanisms for monitoring and evaluation capable of providing information to help progress toward literacy objectives; (k) establish new and more effective partnerships among all those interested at national, regional, and international levels in planning, implementing, and managing programs, so as to improve integration and coordination of efforts and thereby increase their cost-effectiveness and impact; (l) encourage, by appropriate means, research that constitutes a vital contribution to the renewal of policies, strategies, structures, content, and methods.",,
+ICPE-42-1990_RES1-FR,"9. To achieve the objectives set for the 1990s within the required timeframe, one of the main measures to be taken will be to review the current literacy strategies and make the necessary modifications. The following measures could notably be considered when updating these strategies: (a) to generalize literacy, it would be appropriate to encourage a two-pronged interactive approach: (i) expansion of pre-primary and primary education and enhancement of their quality, particularly through the development or improvement of teacher training; (ii) action in favor of adult literacy and continuing education. This dual approach is firmly integrated within the framework of lifelong learning; (b) the quality and relevance of primary education should be improved to prevent any recurrence of illiteracy in any form. Thus, the revised strategy should aim not only to ensure school enrollment for all children, but also to secure their successful progress through primary education, culminating in the satisfactory mastery of basic knowledge and skills; (c) dropout rates and losses should be drastically reduced and ultimately eliminated in primary schools, and regular attendance ensured through both administrative and social measures such as effective inspection and guidance, engagement with parents, active community cooperation, establishment of childcare and support services for young girls, provision of midday meals and other benefits when possible, fostering a conducive environment, and raising public awareness through the media and other means; (d) complementary support solutions, informal and flexible in nature, should be established to provide non-enrolled children with fundamental education. Adequate infrastructure, potentially supported by the formal schooling system, should be created to ensure their effectiveness. The program, pedagogical methods, and schedules should be adapted to the learning needs and priorities of non-enrolled children; (e) for adult education, an approach combining decentralization with the maintenance of national mechanisms or other appropriate coordination mechanisms should be pursued. Local communities should be encouraged to determine their own goals and responsibilities in precise terms; (f) volunteer organizations within the associative sector should be encouraged to collaborate closely with public sector bodies involved in literacy efforts at various levels; (g) the involvement of the media should be solicited to foster social commitment among the population, encourage potential learners to participate in literacy programs, generate and sustain political will, and mobilize financial and human resources; (h) a systematic procedure for monitoring progress at different levels and across various administrative, financial, and educational functions should be established on reliable grounds, both in formal and non-formal primary education as well as in adult literacy, post-literacy, and continuing education programs.",,
+ICPE-42-1990_RES1-FR,"10. An effective policy to eliminate disparities between men and women in literacy and between boys and girls in access to primary education should be defined, with objectives accompanied by a timetable for implementation, in collaboration notably with women’s organizations.",,
+ICPE-42-1990_RES1-FR,"Decisions of the same nature should be made concerning other specific groups such as inhabitants of slums, poor populations in rural areas, cultural and linguistic minorities, and persons with disabilities.",,
+ICPE-42-1990_RES1-FR,"12. The policy adopted regarding the language of literacy should be rigorously defined in multilingual contexts, particularly when the national or official language differs from local languages. The use of the mother tongue is desirable; however, in some cases, it will be appropriate to encourage bilingual literacy.",,
+ICPE-42-1990_RES1-FR,13. A needs assessment procedure should be followed to determine the functional objectives and the content of literacy and education for children and adults. Basic education programs should be designed as means to meet the fundamental educational needs of all and to strengthen learners' motivation by directly addressing the concerns of their daily lives.,,
+ICPE-42-1990_RES1-FR,"14. It is appropriate to involve and engage potential young and adult participants in literacy programs in the identification and structuring of their fundamental educational needs, so that learning becomes more meaningful to them and they themselves become more strongly motivated.",,
+ICPE-42-1990_RES1-FR,"15. To increase the relevance of program content, its definition should take into account not only the needs of the learners but also various factors inherent to the environment and context. These factors may be professional or geographical in nature, relate to issues of the respective status of men and women, or be cultural, technological, or otherwise.",,
+ICPE-42-1990_RES1-FR,"As a component of continuing literacy, post-literacy, functional literacy, and continuing education programs should facilitate the continuation of learning in various fields, in accordance with needs assessments, by building on the knowledge already acquired to continue learning and by applying the acquired skills in diverse situations in support of personal, social, and economic development.",,
+ICPE-42-1990_RES1-FR,"17. Teaching and learning methods should be developed, educational materials designed, and technologies and media used that are adapted to the pace and mode of learning for adults on the one hand, and children on the other. The quality of textbooks and other teaching and learning tools should be continuously improved through the evaluation of the education system as a whole.",,
+ICPE-42-1990_RES1-FR,"Educational technologies, including new technologies, should serve to complement the teacher’s work. New educational technologies, when available—such as microcomputers, television programs, videocassettes, and audiocassettes, etc., specially designed—could be used judiciously for teaching and to enhance motivation by discussing them to analyze and interpret. Similarly, new information and communication technologies could be employed, where appropriate, for distance learning, in order to benefit those living in rural or remote regions with literacy and education programs.",,
+ICPE-42-1990_RES1-FR,"19. Teaching and learning procedures should be made more dynamic by employing methods such as dialogue and mutual teaching, active learning in small groups, and self-instruction. All of these methods are likely to increase the motivation, autonomy, and self-confidence of the learner as well as the capacities of the teacher. The atmosphere of adult literacy classes should be made more lively and attractive, incorporating creative and local cultural activities that encourage learners to continue attending these classes.",,
+ICPE-42-1990_RES1-FR,"20. A robust infrastructure should be established to provide flexible and dynamic modes of operation for non-formal adult literacy, post-literacy, and functional literacy programs, as well as for non-formal primary education aimed at out-of-school children. The development of non-formal education, an approach that is beginning to emerge in some countries, should be considered within the framework of adult education structures in collaboration with enterprises, social services, agricultural extension units, and so forth.",,
+ICPE-42-1990_RES1-FR,"21. For adult literacy and continuing education, assessment should be a positive process aimed at making the individual aware of their progress as well as helping them identify their shortcomings. It should be an integral part of all important aspects of literacy programs in order to contribute to their improvement. An appropriate cumulative evaluation mechanism should be developed and implemented with this objective in mind. Efforts should be made to award a certificate to participants who have successfully completed a literacy course.",,
+ICPE-42-1990_RES1-FR,"22. Evaluation should generally include: (a) an assessment of the learner’s outcomes; (b) an evaluation of the teaching program; (c) monitoring of program implementation to optimize its internal and external effectiveness; (d) from time to time, a comprehensive review of the program to renovate and strengthen its objectives, organization and management, communication channels, effectiveness of structures, etc.; (e) a cost evaluation; (f) an impact assessment to understand and enhance the effects of literacy on the learner’s life, their family, the community to which they belong, and society as a whole.",,
+ICPE-42-1990_RES1-FR,"23. A monitoring plan for the progress of the program should be established, particularly during its initial phases, as the implementation stage is the most critical and it is at this time that obstacles, problems, and unforeseen blockages multiply, which can distort the final outcome even if the literacy campaign has been well prepared. By periodically observing how educational, administrative, and financial functions are performed at the national, intermediate, and local levels, a robust monitoring system should identify implementation shortcomings, thereby allowing timely corrective measures to optimize the program’s results and thus ensure its success.",,
+ICPE-42-1990_RES1-FR,"24. The evaluation of the impact of literacy and basic education at both individual and collective levels must demonstrate how, in given contexts or conditions, education and training contribute to improving health and hygiene, increasing life expectancy, reducing infant mortality, enhancing participation in vaccination campaigns, improving childcare, raising family income, boosting self-confidence and autonomy, intensifying social, economic, and cultural participation, and enabling the full exercise of civic rights and duties. It is essential to understand the factors that produce these effects in order to achieve national development objectives.",,
+ICPE-42-1990_RES1-FR,"25. The training of teachers, both male and female, is one of the main components of quality primary education. In certain Member States, it would be beneficial for this training to include adult education in order to enable teachers, if necessary, to carry out some teaching tasks within this framework. Innovative measures for recruitment and specific training should be implemented, allowing professional mobility for motivated teachers and the recognition of skills acquired in the field by literacy practitioners.",,
+ICPE-42-1990_RES1-FR,"26. The variety of tasks assigned to literacy personnel requires specific skills. Literacy workers should therefore receive solid specialized training, including theoretical presentations, reflection, and practice in adult pedagogy. The same considerations should apply to those responsible for management, inspection, program development, or other pedagogical functions.",,
+ICPE-42-1990_RES1-FR,"27. To maintain the quality and effectiveness of the entire program, continuous training for all personnel must be organized. Furthermore, to promote self-learning and continuing education among literacy workers, as well as trainers and other literacy staff, distance education programs, journals, bulletins, and other similar resources should be made available to them. Higher education institutions, faculties of education, and regional training centers that collaborate with UNESCO, such as CREFAL and ASFEC, as well as national training centers, must participate in the initial and ongoing training of teachers and other officials working in the field of literacy.",,
+ICPE-42-1990_RES1-FR,"28. Public authorities must recognize that teachers play an essential role in all educational activities and, in accordance with Article 7 of the World Declaration on Education for All and Paragraph 33 of the Framework for Action to Meet Basic Learning Needs, as well as the joint ILO/UNESCO Recommendation concerning the Status of Teachers, should actively address their social status, living conditions, and remuneration, so that they can devote themselves fully to education and thereby avoid the wastage of their potential that would result if they were forced to seek other means of livelihood.",,
+ICPE-42-1990_RES1-FR,"29. Awareness campaigns and the services currently provided in both industrialized and developing countries should be significantly expanded in order to meet the basic educational needs of all adults. A systematic study of the issue based on research should aim to identify groups and individuals with insufficient schooling levels, including migrant workers and their families, while respecting their linguistic and cultural identity, to determine the quantitative significance of these groups and to establish reliable statistical data. It would also be appropriate to define the nature and extent of the basic educational needs of these various groups and individuals, taking into account cumulative factors such as unemployment, poverty, social marginalization, etc. With changes in employment structure, demographic evolution, and technological progress, these needs become recurrent, generating a permanent demand for fundamental learning in the form of flexible and sustainable educational services, calling for a long-term commitment from public authorities in both industrialized and developing countries.",,
+ICPE-42-1990_RES1-FR,"30. In both industrialized and developing countries, the public sector should sustainably play a central role in financing adult literacy. This literacy should continue to diversify to meet the specific needs of individuals and groups. Measures should be taken to establish a pedagogical partnership with the school education system, including post-secondary institutions and workplace training programs as well as programs focused on community needs. Furthermore, additional measures could be implemented to establish an institutional partnership involving multiple ministries (education, labor, agriculture, etc.), as well as businesses, local authorities, communities, the volunteer sector, and other non-governmental institutions. Where they do not already exist, appropriate infrastructures should be established at the national, regional, and local levels to guide research, develop services both quantitatively and qualitatively, and ensure that suitable systems for concrete field action receive the necessary support.",,
+ICPE-42-1990_RES1-FR,"31. In all countries, efforts should be made to invest more in research to determine the best ways to meet the requirements for raising the fundamental skill levels of the population. Universities and other institutions should contribute to this field.",,
+ICPE-42-1990_RES1-FR,"32. Industrialized and developing countries should engage in exchanges of experiences concerning common issues they face at the stage of developing programs tailored to meet the needs of their populations: issues related to the language of instruction, the dispersion of populations, the existence of areas of extreme poverty, the diversity of groups to be literate, and so forth.",,
+ICPE-42-1990_RES1-FR,"33. Considering a global decade of action in favor of literacy, the UNESCO General Conference, at its twenty-fourth session (1987), called upon Member States, intergovernmental organizations, and non-governmental organizations to take immediate measures to prepare programs and activities for the International Literacy Year in the context of the action plan to eradicate illiteracy by the year 2000. In view of this appeal and other international and national developments, it is recommended that UNESCO, together with its Member States, undertake new concerted measures to eliminate illiteracy and ensure education for all during the current decade. UNESCO, in close cooperation with Member States and other United Nations agencies, should implement measures throughout the decade aimed at achieving basic education for all to eradicate illiteracy and universalize education.",,
+ICPE-42-1990_RES1-FR,"34. While strengthening coordination and collaboration among partners within the country itself and making optimal use of available international resources, Member States should also take into account the financial support opportunities presented by the World Conference on Education for All held in Thailand in March 1990. In doing so, they should further reinforce and develop bilateral, regional, and international cooperation, with the aim of adopting and implementing renewed policies and strategies for education for all, and actively participate in the regional programs and projects established by UNESCO to achieve this objective through collective effort. They should also provide necessary support to regional networks for research, innovation, and development working to improve the quality of education.",,
+ICPE-42-1990_RES1-FR,"35. The action undertaken by UNESCO in favor of literacy and the universalization of primary education in the Least Developed Countries, notably through regional programs in Latin America and the Caribbean, Africa, Asia and the Pacific, and in Arab States, must be strengthened.",,
+ICPE-42-1990_RES1-FR,"36. Within the framework of conducting a study on the feasibility of a European cooperation programme as recommended by the UNESCO General Conference at its twenty-fifth session, it would be desirable to present a report on the issues of illiteracy in the Europe region. This report should be prepared in collaboration with other international institutions, networks, and non-governmental organizations, taking into account their activities.",,
+ICPE-42-1990_RES1-FR,"At a time when the International Literacy Year (ILY) has created the psychological conditions for action based on renewed mobilization, many developing countries are unable to make sufficient progress due to a lack of financial resources. The burden of external debt, the increase in interest payments for servicing this debt, and various other economic factors have hindered educational progress in many of these countries. The support they will need during the 1990s in the form of educational materials, staff training, exchanges of innovative experiences, and fund mobilization must be seriously considered by bilateral donors and other multilateral and international financial institutions. In this context, donor agencies and recipient countries together might consider redefining their priorities and, where possible, simplifying their technical cooperation procedures, as well as exploring the possibility of reallocating certain funds currently devoted by developing countries to debt servicing toward the financing of basic education.",,
+ICPE-42-1990_RES1-FR,"38. As the institution invited to implement the International Literacy Year and as an international organization dedicated to education, UNESCO should endeavor to (a) support Member States requesting assistance in the development of their action plans for Education for All; (b) strengthen its operational capacities and the implementation of coordinated actions with other organizations (UNICEF, UNDP, World Bank, bilateral agencies, NGOs, etc.) in the field, in accordance with the World Declaration on Education for All and the Framework for Action to Meet Basic Learning Needs; (c) encourage larger-scale personnel training in the areas of planning and management, curricula and teaching, research and evaluation, and other related fields, in order to enhance the quality of literacy and basic education efforts in Member States through both formal and non-formal approaches; (d) take the initiative, at the request of the respective governments, in each country where widespread illiteracy persists, to implement appropriate programmes and projects; (e) organize the dissemination of information and expert exchanges as well as the sharing of ideas and materials within the framework of seminars and workshops bringing together various officials from Member States and through the establishment and strengthening of regional and international information exchange networks; (f) reinforce the capacities of its regional offices and international institutes, namely the International Bureau of Education (IBE), the International Institute for Educational Planning (IIEP), and the International Institute for Higher Education in Latin America and the Caribbean (IESALC), so as to be able to stimulate research, innovation, and evaluation programmes in Member States; (g) promote closer cooperation among Member States themselves through its regional innovation networks, regional offices, and international institutes such as the Asian Cultural Centre for UNESCO (ACCU), the Regional Centre for Adult Education and Functional Literacy in Latin America (CREFAL), and the Arab Organization for Adult Literacy and Education (ARLO); (h) encourage cooperation among non-governmental organizations working at various levels and seek their collaboration and participation in UNESCO’s activities in this field; (i) develop during the 1990s, in cooperation with Member States and the relevant United Nations demographic services, mechanisms to improve the reliability of literacy statistics and to monitor progress in different regions, as well as internationally, in order to periodically provide Member States and other entities with information on progress towards Education for All, the obstacles and blockages identified, where applicable, in specific regions or subregions, and the necessary adjustments to plans and programmes to achieve the goals set for the decade; (j) evaluate globally the impact of the International Literacy Year with a view to stimulating action throughout the remainder of the decade; (k) provide, upon request, Member States and interested non-governmental organizations with information and assistance to help them identify external sources of funding for their major programmes and projects to reduce illiteracy and promote basic education.",,
+ICPE-42-1990_RES1-FR,"39. The International Bureau of Education should, in collaboration and coordination with other UNESCO units: (a) monitor the present Conference and advise Member States requesting assistance on ways to implement this Recommendation in light of experiences gained by other countries, both developing and industrialized; (b) further strengthen its activities related to documentation and the worldwide dissemination of publications on literacy and education for all; (c) conduct comparative research and monitor progress made by different Member States and regions to ensure ""Education for All"" by the year 2000, utilizing, among other resources, the documents of the World Conference on Education for All of which it is the custodian, as well as information gathered through national reports; (d) assist developing countries by organizing training programs for the establishment of regional and national networks for documentation exchange; (e) publish additional booklets in the series ""Literacy? Let’s Talk About It!"" in various languages and widely distribute them throughout the 1990s;",,
+ICPE-42-1990_RES1-FR,40. The Conference recommends that a first report on the implementation of the present Recommendation be presented at the 43rd session of the IBE.,,
+ICPE-43-1992_RES1-FR,"The International Conference on Education (ICE), convened by the United Nations Educational, Scientific and Cultural Organization, held in Geneva for its 43rd session, from September 14 to 19, 1992,",,
+ICPE-43-1992_RES1-FR,"Convinced of the primacy of the human being, not only as a factor but also as the ultimate goal of all development, and consequently of the necessity to promote their fulfillment in all its dimensions through, in particular, broader access to culture and education,",,
+ICPE-43-1992_RES1-FR,"Aware that the Constitutive Act of UNESCO, adopted on 16 November 1945, entrusts the Organization with the mission to give ""a vigorous impetus to popular education and the dissemination of culture, and to ensure Member States the independence, integrity, and fruitful diversity of their cultures and education systems,""",,
+ICPE-43-1992_RES1-FR,"Recalling that the Universal Declaration of Human Rights, adopted by the United Nations on December 10, 1948, proclaims the right of every person to freely participate in the cultural life of the community, to enjoy the arts, and to share in scientific advancement and its benefits (Article 27),",,
+ICPE-43-1992_RES1-FR,"Also bearing in mind the Declaration and recommendations adopted by the World Conference on Cultural Policies (Mexico, 1982), the Declaration on Principles of International Cultural Cooperation adopted by the UNESCO General Conference at its fourteenth session (Paris, 1966), and the United Nations Convention on the Rights of the Child,",,
+ICPE-43-1992_RES1-FR,"Recalling United Nations General Assembly resolution No. 41/187, which declared the period 1988-1997 as the World Decade for Cultural Development, with an Action Programme structured around four main objectives: taking into account the cultural dimension in development, affirming and enriching cultural identities, broadening participation in cultural life, and promoting international cultural cooperation,",,
+ICPE-43-1992_RES1-FR,"Emphasizing that the affirmation and enrichment of cultural identities constitute an important objective of UNESCO, as demonstrated by its Third Medium-Term Plan (1990-1995), and that at the same time it is through fruitful dialogue and interaction among diverse cultures that these identities can be enriched and a culture of international understanding and peace can be achieved,",,
+ICPE-43-1992_RES1-FR,"Recalling the ""Earth Charter"" and other documents adopted by the international community at the United Nations Conference on Environment and Development (UNCED) (Rio de Janeiro, Brazil, 1992), ED/MD/95 page 20",,
+ICPE-43-1992_RES1-FR,"Recognizing the fundamental role of education in development, including cultural development, and also acknowledging the importance of education for understanding, cooperation, and international peace, as well as education on human rights and fundamental freedoms and education on the environment, with the aim of emphasizing humanistic values,",,
+ICPE-43-1992_RES1-FR,"Taking into account the cultural aspects of education for all and literacy, as emphasized by both the World Conference on Education for All (Jomtien, Thailand, 1990) and the 42nd session of the International Commission on Education (Geneva, Switzerland, 1990),",,
+ICPE-43-1992_RES1-FR,"Aware of the significant changes that have recently occurred in the world, and of the effects that these changes could have in terms of the renewal of values and educational reforms with a view to the twenty-first century,",,
+ICPE-43-1992_RES1-FR,"Agrees that, in view of the current state of international reflection, the following framework of reference should support the measures to be undertaken at both the national and international levels:",,
+ICPE-43-1992_RES1-FR,"1. Culture: The definition adopted by the World Conference on Cultural Policies (Mexico, 1982) considers culture as ""the set of distinctive spiritual and material, intellectual and emotional features that characterize a society or social group."" It encompasses lifestyles, traditions and beliefs, the arts and literature, while integrating fundamental human rights into its value system. The culture of a country is not limited to learned culture; it also includes popular culture. It is not confined to heritage but is enriched and developed both through creativity and memory. To remain alive, it cannot turn inward. It is through exchanges that it is fertilized. Finally, scientific culture constitutes an increasingly important part of humanity’s culture, to which it contributes by establishing universality.",,
+ICPE-43-1992_RES1-FR,"2. Development: This term denotes both an evolution and a change of state, progress, enrichment, or fulfillment. It is neither solely nor primarily measured by the increase in the quantity of goods and therefore cannot be equated with, nor reduced to, material growth. Development must be assessed as much by the improvement it brings to the richness of the human being as by the quality of their life. Nowadays, it is recognized that the cultural dimension constitutes an essential aspect of any policy for socio-economic, technological, scientific, or other forms of development.",,
+ICPE-43-1992_RES1-FR,"3. Cultural development: Cultural development as a dynamic process means the enrichment of culture, the strengthening of forms of cultural expression, and the extension of culture to everyone by promoting broad participation and creativity through appropriate means in a spirit of mutual respect and tolerance.",,
+ICPE-43-1992_RES1-FR,"4. Education: Implementation of a process of comprehensive human development that occurs throughout life and aims at the fullest possible development intellectually, physically, emotionally, morally, and spiritually. Educational actions have the duty not only to transmit knowledge, skills, values, and other components of the culture to which the individual belongs, but also to promote their autonomy and creativity. By fostering an open and discerning mind, education increases the individual’s capacity to enrich both their own culture and others’. It also contributes to a better integration of the individual into cultural, social, and economic life and, accordingly, to the formation of human resources upon which all moral and material development depends. Regardless of the diverse paths it may take, education must maintain dynamic interactive relations with culture. To effectively fulfill its role as an agent of cultural development and better prepare individuals for life in a society enriched by multiple cultures, education requires freedom of expression, freedom of participation, free exchanges among people, the benefits of science, and cultural creations. It requires equal access to the learning process as well as a democratic cultural life of which it is one of the principal means of creation and improvement.",,
+ICPE-43-1992_RES1-FR,5. Education in culture: This term encompasses: (a) the initiation into the knowledge and appreciation of cultural heritage as well as the introduction to contemporary cultural life; (b) the familiarization with the processes of cultural dissemination and evolution; (c) the recognition of their equal dignity as well as the indissoluble link binding cultural heritage and contemporary culture; (d) artistic and aesthetic education; (e) training in ethical and civic values; (f) media education; (g) intercultural/multicultural education.,,
+ICPE-43-1992_RES1-FR,"6. Interculturality/Multiculturalism: These terms refer to the knowledge and appreciation of different cultures and the establishment of positive relationships of exchange and mutual enrichment among cultural components within a country as well as between the diverse cultures of the world. Contemporary societies, owing to a variety of factors specific to the modern world, face the multicultural phenomenon to varying degrees. Given this trend toward greater cultural diversity, multiculturalism presupposes surpassing both assimilationism and the passive coexistence of multiple cultures, while fostering self-respect alongside respect for and understanding of the cultures of others.",,
+ICPE-43-1992_RES1-FR,"7. Intercultural/multicultural education: Addressed to all students and citizens, it aims to promote respect for cultural diversity, as well as mutual understanding and enrichment. Genuine intercultural/multicultural pedagogy should not be limited to additional content nor relegated to ancillary school activities or specific subjects; it must permeate all teaching and the entire educational structure. This education involves the joint responsibility of educators and all relevant partners, including families, cultural institutions, and the media. It generally encompasses programs, courses, or activities aimed at all learners that seek, within an educational context, to promote respect for cultural diversity and enhance understanding of the cultures of different identifiable groups. Moreover, it fosters integration and academic success, improves international understanding, and combats all forms of exclusion. The objective should be to move from understanding one’s own culture to appreciating the cultures of neighboring peoples and, ultimately, to that of world culture.",,
+ICPE-43-1992_RES1-FR,"8. Science, technology, and culture: The progress of all contemporary societies is profoundly shaped by science and technology, whose development is strongly influenced by social and cultural factors. In order to be truly free and to overcome the constraints of its natural and social environment, human beings need science and technology. However, for science and technology to be liberating, scientific and technological culture must be connected to ethical and humanistic values. The ultimate goal remains the flourishing and future of the human being, that is to say, each individual who constitutes the human community.",,
+ICPE-43-1992_RES1-FR,Considers that the following strategies and measures should be adopted at the national level:,,
+ICPE-43-1992_RES1-FR,"9. Coordination of education and culture development policies with those of development: Member States are called upon to strengthen this coordination. To better integrate education and culture, as well as both with development, the educational and cultural policies of Member States may be formulated and implemented with the participation and cooperation of other societal institutions that contribute to cultural and socio-economic development. These policies may be based on the following considerations: (a) strengthening cooperation between formal and non-formal educational institutions and cultural institutions; (b) increasing the participation of cultural institution personnel in the educational process; (c) expanding the network of cultural establishments, coordinated with the improvement of initial and ongoing training for the personnel of this network; (d) strengthening educational programs delivered through the media; (e) taking into account, in the allocation of public and private resources, the mutual needs of education and culture.",,
+ICPE-43-1992_RES1-FR,"10. The Role of the School in Promoting Culture: To better meet the demands of contemporary societies and the challenges of the twenty-first century, the school must open itself to its social, economic, and cultural environment and become a place of fruitful dialogue by broadening its horizon to include the cultures of the world, whether regional, national, or local. Beyond the development of intelligence, powers of observation, critical reasoning, and problem-solving skills, the school must achieve a balance between the intellectual and analytical qualities and the affective, spiritual, and moral qualities of learners. It must become more responsive to the needs of the community and society as a whole.",,
+ICPE-43-1992_RES1-FR,"11. Development of interdisciplinary and cooperative activities: The teaching of various disciplines should lead to interdisciplinary and cooperative work aimed at promoting cultural and intercultural education. To achieve better integration of cultural, intercultural, and interdisciplinary practices, the institution would benefit from adopting a project-based approach. The project is intended to encourage teamwork around common objectives. Organizing cooperation with artistic and cultural partners through twinning arrangements between educational and cultural institutions could enhance the effectiveness of teaching.",,
+ICPE-43-1992_RES1-FR,"12. Taking into account the cultural and intercultural dimension in the curricula: It is essential to recognize the role of culture as the foundation upon which the content of education must be built. Consequently, the curricula of various disciplines, including scientific and technological fields, should be developed with the participation of specialists in education sciences, cultural matters, as well as anthropologists, sociologists, psychologists, and others.",,
+ICPE-43-1992_RES1-FR,"13. Introduction to the understanding and appreciation of cultural heritage: The educational presentation of heritage, which relies on various materials such as textbooks, guides, and audiovisual documents, must be accompanied, in collaboration with cultural institutions, by visits to cultural establishments, sites, and monuments, as well as practical activities. This presentation constitutes the cultural foundation upon which each people base their unique identity and their contribution to human civilization. This appreciation of cultural heritage should encourage students to ask questions that go beyond the mere material dimension of culture, addressing the symbolic value and meaning of this heritage, considered in relation to the contemporary world and universal values.",,
+ICPE-43-1992_RES1-FR,"14. Teaching and languages: The choice of one or more languages, whether native, national, or foreign, as a subject of study or as mediums for other disciplines is determined by the educational and cultural policy of each country. When selecting the language of instruction, particularly at the fundamental education level, both the effectiveness of the educational process and the right of individuals and different ethnic groups to preserve their cultural identity, of which language is one of the most important vehicles, should be taken into account. The views of these groups should be considered as fully as possible when decisions concerning them are made. It is desirable that the educational system, notably through extracurricular cultural and educational activities, contributes to the preservation and development of minority languages, especially those that are unwritten. In this perspective, research should be conducted in fields such as pedagogy, linguistics, anthropology, and history, and efforts should be encouraged to develop teaching materials in the mother tongue.",,
+ICPE-43-1992_RES1-FR,"15. Teaching history: This teaching must provide each individual with a critical knowledge of their own culture while also enabling them to know and appreciate other contributions to national and global civilization. History education should include elements related to the development of culture, thought, and universal creativity and avoid presenting history solely in terms of power struggles and conflicts. The study of religions in a spirit of tolerance could constitute one aspect of the study of cultural creation. Drawing on research results, textbook authors and history teachers should strive for the highest intellectual rigor when imparting historical knowledge to students and ensure that clichés which have fueled conflicts between human communities are not perpetuated. In the teaching of different disciplines, appropriate attention must be given to the history of the development of science and technology within the broader context of social and cultural development.",,
+ICPE-43-1992_RES1-FR,"16. Commemorations of historical events: Commemorations such as the Fifth Centenary of the Encounter of Two Worlds (1992), the fortieth anniversary of the Bandung Conference (1995), the fiftieth anniversary of the signing of the United Nations Charter (1995), and the fiftieth anniversary of the adoption by the United Nations of the Universal Declaration of Human Rights (1998) should provide an opportunity for teachers to encourage their students to reflect on mutual enrichment, interaction, and complementarity of cultures, as well as on the contribution of all peoples to world civilization.",,
+ICPE-43-1992_RES1-FR,"17. Preschool education: Given the decisive importance of the early years in the comprehensive formation of the human being, where cultural and moral aspects are essential, the network of preschool education institutions should be expanded by ensuring initial and ongoing training for teachers and equipping them with well-trained pedagogues, psychologists, and sociocultural facilitators. To take into account the children’s environment, schools are also called upon to coordinate their actions with those of families, assisting them in adopting better educational practices for their children through a well-defined lifelong education policy. At school and within the family environment, the utmost attention should be paid to health education.",,
+ICPE-43-1992_RES1-FR,"18. Aesthetic and artistic education: This education should aim not only at the development of personality and openness to other sensibilities but also at fostering aesthetic and artistic appreciation as well as stimulating creativity. It is necessary to intensify this education at various levels of study, highlight its cognitive effects, notably through an interdisciplinary approach, and restore its academic importance. Artistic education must facilitate access to different cultural expressions, whether local, national, regional, or universal, in order to appreciate the diversity of values and meanings they convey. It could serve as a stage for further training in artistic professions. It is important to provide young people with opportunities to actively participate in artistic and cultural activities and to become familiar with these fields. Adequate training of teachers in aesthetic and artistic disciplines must also be organized. Cultural institutions and non-governmental organizations specializing in culture should make their resources as widely available as possible to schools and communities to thereby strengthen their educational functions.",,
+ICPE-43-1992_RES1-FR,"19. Development of ethical and civic values: The educational system must assume a fundamental role in ethical, civic, and moral formation, complementing the role played by families. Alongside other institutions, it should contribute to the promotion of human rights, the development of democratic behaviors, and the affirmation of values that are more urgently needed today than ever before, such as respect for human dignity, tolerance, dialogue, solidarity, and mutual assistance. To develop these qualities, teachers could engage with their students in solidarity and mutual aid activities in support of the sick, the disadvantaged or socially deprived, the elderly, and victims of disasters; students could also act as facilitators in educational, sports, and other activities aimed at younger students and out-of-school children. It is important to provide learners with examples of moral behavior aligned with the values enumerated above. In the teaching of science and technology, special attention will be given to ethical aspects and behaviors.",,
+ICPE-43-1992_RES1-FR,"20. Introduction to major contemporary world issues: In order to enhance learners’ understanding of the political, social, cultural, economic, demographic, environmental, and other problems faced by contemporary societies and to better prepare them to address these issues, teachers must be trained to handle and provide information within the teaching process and to explain its historical background, evolution, and consequences, while assisting learners, both young and adult, within formal and non-formal educational structures, to form their own personal opinions. It is important that each learner does not remain indifferent to events occurring beyond their own country or region but develops a spirit of solidarity and shared responsibility toward common global problems. The media can be useful tools to achieve this objective.",,
+ICPE-43-1992_RES1-FR,"21. Development of attitudes favorable to environmental protection: The formal and non-formal educational process should raise awareness among young people and adults about environmental issues and the increasing deterioration of the natural and cultural environment. The educational system must also foster a sense of responsibility in learners and develop in them a new behavioral model aimed at enabling them to contribute individually to the preservation and improvement of the environment. It should also sensitize them to certain issues such as the production, treatment, and transfer of toxic waste, as well as their ecological and cultural consequences.",,
+ICPE-43-1992_RES1-FR,"22. Access to education and cultural life for disadvantaged or disabled persons: Public authorities and other responsible bodies must take the necessary measures to ensure access to education and cultural life, and guarantee equal opportunities for persons who are socially or economically disadvantaged, the elderly, as well as those with physical or mental disabilities. Social and physical barriers, as well as attitudes that hinder full participation on an equal footing in educational and cultural programs, must be eliminated.",,
+ICPE-43-1992_RES1-FR,"23. Cultural development through the interaction of the school, the community, and society: As part of the local community, the school should, on the one hand, prepare students to participate in the socio-economic and cultural life of the community and, on the other hand, serve as a center for education and cultural activities. To make the school an effective instrument of community cohesion, especially in rural areas, it is necessary to establish consultation and cooperation between educational authorities and all partners: parents, authorities, local associations and businesses, as well as cultural institutions, which should assist schools in strengthening their cultural engagement with the community.",,
+ICPE-43-1992_RES1-FR,"24. Role of the educational system with regard to women and girls: Equal opportunities for girls and boys in access to education, continuation of their studies, and their academic and professional orientations should be made effective. Women play a crucial role in the transmission of cultural and moral values. In adult education, the educational system must find ways to organize literacy, general culture, pedagogy, civic education, health education, and sports activities for both sexes; these activities should have the effect, among other things, of abandoning certain traditional practices that harm the health and dignity of women and girls.",,
+ICPE-43-1992_RES1-FR,"25. Educational role of the media: The ever-increasing role of the media in human life necessitates both the expansion and improvement of their use for educational purposes. To this end, media managers, whether public or private, are invited, in collaboration with educational and cultural institutions, to: (a) increase the quantity and diversity of their educational and cultural programs aimed at different categories of learners and the general population; ensure these programs maintain adequate pedagogical quality; (b) provide schools and non-formal education centers with the necessary teaching materials and other resources to promote media education.",,
+ICPE-43-1992_RES1-FR,"26. Media education: The educational system must, for its part, allocate a greater emphasis to media education. This education could be recognized as having a dual function: (a) to foster a better understanding of the role, operation, and effects of the media on individuals and society, and to develop the capacity to independently and critically interpret the messages received from the media; (b) as a pedagogical tool aimed at improving the quality of teaching. ED/MD/95 page 26",,
+ICPE-43-1992_RES1-FR,27. Associated Schools: Numerous significant innovations in the integration of cultures into the learning process have emerged thanks to the UNESCO Associated Schools Network (ASPnet) and other projects. Educational authorities should strengthen their support for these initiatives. It is desirable that these schools collaborate with pedagogical research institutions and universities to ensure a solid theoretical foundation for their innovative experience. The outcomes of this collaboration should be disseminated throughout the teaching community to enhance the multiplier effect of pioneering projects.,,
+ICPE-43-1992_RES1-FR,"28. Role and training of teachers: The teacher plays a unique and essential role in promoting the contribution of education to cultural development. In this regard, it is indispensable that the teacher genuinely understands the significance of their mission. Their services must therefore be recognized and valued by the community. The cultural dimension must be taken into account in the initial and ongoing training of all teachers. One of the objectives of this training should be to provide them with a broader and deeper knowledge of cultures in their diverse expressions within the country and around the world. Teacher training should also take into consideration the importance of media education, as well as technological instruction and environmental education. Furthermore, it should equip them with the necessary skills to integrate students from non-dominant cultures into the learning process. Intercultural and/or multicultural education requires specific competencies related to its innovative nature. It involves the implementation of adapted pedagogies that must intelligently and tactfully account for the heterogeneity of the audiences addressed. It also demands appropriate evaluation systems. Mastery of methods and techniques of observation, listening, and intercultural communication, proficiency in several working languages where appropriate, and a basic understanding of anthropological analysis will enable teachers to better fulfill their professional duties within the complex reality of cultural plurality. This training must be supported by centers of pedagogical and cultural research, cultural institutions, higher education establishments, and the media. It will rely, whenever possible, on local cultural resources.",,
+ICPE-43-1992_RES1-FR,Considers that regional and international cooperation should be strengthened in the following areas:,,
+ICPE-43-1992_RES1-FR,"29. Action for cooperation at the regional and sub-regional levels: Given the specificity of each region or sub-region, cooperation at these levels concerning the contribution to cultural development could be focused on: (a) teacher training; (b) pedagogical research, notably through the initiation of pilot projects.",,
+ICPE-43-1992_RES1-FR,"30. Actions for the promotion of intercultural/multicultural education: For a better mutual understanding of diverse cultures, it is essential that national, regional, and international bodies encourage between countries: (a) exchanges of pupils, students, children, youth, teachers, youth workers, researchers, and specialists in cultural matters, including training programs abroad; (b) exchanges between schools and youth organizations; (c) the learning of modern foreign languages; (d) the exchange of teaching and audiovisual materials, scientific equipment, and research programs in education; (e) the promotion of educational and cultural programs of common interest. To promote these activities, the aforementioned authorities could utilize UNESCO networks.",,
+ICPE-43-1992_RES1-FR,"31. External aid to promote intercultural/multicultural education: Within the framework of development aid, Member States, international organizations, and other relevant institutions should strengthen and better coordinate their assistance to promote the cultural and intercultural aspects of education, particularly at the fundamental education level, paying special attention to cultures that are subjected to occupation or repression or those threatened with eradication, so as to ensure their protection, freedom of expression, and development.",,
+ICPE-43-1992_RES1-FR,"32. Recommends that UNESCO, in cooperation with the relevant intergovernmental and non-governmental organizations, and with a view to ensuring a greater emphasis on the cultural and intercultural aspects of education: (i) strengthen, through an intersectoral and multidisciplinary approach, projects and programs falling within these areas; and accord priority in the next Medium-Term Plan to the role of education in cultural development; (ii) encourage the collection, analysis, and dissemination of information and experiences concerning innovations in cultural and intercultural education, notably those of the Associated Schools Network; (iii) stimulate the definition of quality criteria regarding intercultural/multicultural education; (iv) support the efforts of national education systems to promote intercultural education and related research; also support the study, production, and dissemination of teaching materials for intercultural education, particularly history textbooks (including the history of science and technology), as well as teacher training; (vi) draw the attention of the Intergovernmental Committee for the World Decade for Cultural Development, the World Commission on Culture and Development, and the International Commission on Education for the Twenty-first Century to the reflections on the contribution of education to cultural development carried out during this 43rd session of the International Conference on Education.",,
+ICPE-43-1992_RES1-FR,"33. Recommends that the International Bureau of Education, particularly in the context of preparing for the 44th session of the International Conference on Education (1994), conduct a comparative analysis of aspects of educational reforms related to cultural and intercultural education and international education, and prepare a comparative study on the experience of Associated Schools and other innovative institutions in this field. The IBE shall assist in monitoring the implementation of this Recommendation, including through the analytical and evaluative presentation of national reports to be prepared for the upcoming sessions of the International Conference on Education.",,
+ICPE-43-1992_RES1-FR,34. Invites Member States to take this Recommendation into account when adopting their policies on education and culture and to report on its monitoring and implementation in the national reports they will prepare for the forthcoming sessions of the International Conference on Education.,,
+ICPE-43-1992_RES1-FR,"Adopts, on September 19, 1992, and submits for the consideration of the ministries responsible for education and culture, other relevant authorities and bodies of the Member States, institutions of the United Nations system, and interested intergovernmental and non-governmental organizations, this Recommendation No. 78.",,
+ICPE-44-1994_RES1-FR,"The International Conference on Education, at its 44th session on the theme ""Assessment and Prospects of Education for International Understanding,"" convened in Geneva from 3 to 8 October 1994,",,
+ICPE-44-1994_RES1-FR,"Recalling resolution 27 C/5.7, paragraphs 2 and 3, by which the General Conference invited the Director-General to ensure that the 44th session of the International Conference on Education carry out an evaluation of the implementation of the 1974 Recommendation concerning Education for International Understanding, Cooperation and Peace and Education relating to Human Rights and Fundamental Freedoms, and to examine the possibility of its revision, as well as to review the Integrated Action Plan concerning Education for Peace, Human Rights and Democracy,",,
+ICPE-44-1994_RES1-FR,"Recognizing the full relevance of the 1974 Recommendation, in light of UNESCO's ethical, educational, and intellectual mission,",,
+ICPE-44-1994_RES1-FR,"Taking into consideration the fact that, in their responses to the IBE questionnaire concerning the evaluation of the implementation and possible updating of the 1974 Recommendation, Member States emphasized the important role played by the Recommendation in the promotion of education,",,
+ICPE-44-1994_RES1-FR,"Fully aware at the same time, as indicated by the Member States and experts of the regional preparatory meetings, that recent changes at the international and national levels, as well as emerging trends and new needs of societies and humanity as a whole, make the role of education more crucial than ever for promoting a culture of peace, human rights, and democracy, thereby necessitating the review of a possible updating of the 1974 Recommendation, which was adopted in a different socio-historical context,",,
+ICPE-44-1994_RES1-FR,"Considering that the Declaration and the Integrated Framework for Action of the 1994 International Conference on Education could constitute the most relevant and appropriate form of updating the objectives, strategies, and courses of action in the field of education for international understanding,",,
+ICPE-44-1994_RES1-FR,"Taking note of the work of the Committee of Governmental Experts (Geneva, 3-4 October 1994),",,
+ICPE-44-1994_RES1-FR,"1. Considers that the Recommendation on Education for International Understanding, Cooperation and Peace and Education relating to Human Rights and Fundamental Freedoms adopted by the General Conference of UNESCO at its eighteenth session (Paris, 1974) has played an important role in promoting education for international understanding;",,
+ICPE-44-1994_RES1-FR,"2. Further considers that the 1974 Recommendation remains an instrument that will continue to inspire the implementation of education for peace, human rights, and democracy;",,
+ICPE-44-1994_RES1-FR,"3. Invites the Director-General of UNESCO to undertake, as appropriate, consultations on the draft Integrated Framework for Action concerning education for peace, human rights, and democracy, and to submit it, through the Executive Board, to the General Conference at its twenty-eighth session;",,
+ICPE-44-1994_RES1-FR,"4. Also invites the Director-General of UNESCO to submit to the twenty-eighth session of the General Conference the text of the Declaration of the 44th session of the International Conference on Education, so that the General Conference may take it into consideration when the text of the Integrated Framework for Action is submitted to it for approval in accordance with resolution 27 C/5.7.",,
+ICPE-45-1996_RES1-FR,"1.1 The recruitment of future teachers concerns authorities and education specialists in several regions of the world. Although national situations vary greatly, all the regional expert meetings preparing for the ICSE have noted that the teaching profession is often rather unattractive in terms of social status and career advancement prospects.",,
+ICPE-45-1996_RES1-FR,"1.2 The criteria for recruiting future teachers should not be based solely on the candidates' body of knowledge. Personal qualities such as moral rigor, a sense of responsibility and solidarity, motivation and predisposition for teamwork, as well as communication skills, are also necessary.",,
+ICPE-45-1996_RES1-FR,"In this regard, the following measures are recommended:",,
+ICPE-45-1996_RES1-FR,"1.3.1 implement actions aimed at raising young people's awareness of the importance of the teaching profession and guiding them towards it, including meetings with distinguished teachers, public recognition of teachers, open days at schools and teacher training institutes, and the dissemination through the media of experiences from innovative schools and teachers;",,
+ICPE-45-1996_RES1-FR,1.3.2 provide incentives and scholarships to pupils and students who have demonstrated outstanding academic and extracurricular abilities and wish to choose teaching as a career;,,
+ICPE-45-1996_RES1-FR,1.3.3 promote gender equality by seeking a more balanced representation of women and men within the teaching staff at all levels of education and in all disciplines;,,
+ICPE-45-1996_RES1-FR,"1.3.4 encourage the access to teaching for qualified individuals coming from other professional backgrounds, in order to address potential shortages of teaching staff and to establish appropriate recruitment and training procedures for this purpose;",,
+ICPE-45-1996_RES1-FR,"1.3.5 develop and offer intellectually stimulating teacher training programs, in order to equip them with appropriate academic and professional qualifications and to attract the most competent young people to the teaching profession.",,
+ICPE-45-1996_RES1-FR,"2.1 In all regions of the world, varying degrees of dissatisfaction with teacher initial training are observed. In some cases, there is a significant gap between the resources deployed for teacher training and the requirements that their professional activities should meet, particularly regarding: (i) their mastery of the subject they teach; (ii) their knowledge of the full range of didactic action strategies, considering the roles they are expected to play and the diversity of teaching and learning situations; (iii) their strong interest in continuing education; (iv) their capacity to innovate and work in teams; and (v) their adherence to professional ethics.",,
+ICPE-45-1996_RES1-FR,"2.2 Initial training must be closely linked to in-service training. Across all regions of the world, it is necessary to establish an integrated system for the education of educators in which initial and in-service training constitute a continuous process.",,
+ICPE-45-1996_RES1-FR,"2.3 To further improve initial teacher training, the following measures are recommended:",,
+ICPE-45-1996_RES1-FR,"2.3.1 to link the mastery of the knowledge that the teacher must convey with the mastery of teaching and learning methods. In this regard, it is important to strengthen the capacities that enable future teachers to master a range of pedagogical strategies adapted to different situations and phases of the learning process, by applying to their training the active pedagogy that they will be expected to use in their professional careers,",,
+ICPE-45-1996_RES1-FR,"2.3.2 strengthen the role of pedagogical practice in initial teacher training, through methods that encourage observation, discussion, and participation in both normal situations and innovative pedagogical experiments, as well as in educational research settings. Initial teacher training must give a predominant place to solving key problems in each education system, such as training in the teaching of reading, writing, and mathematics in both multilingual and monolingual contexts, training for teaching in multi-level and multicultural classrooms, and training in modern methods of learning assessment;",,
+ICPE-45-1996_RES1-FR,"2.3.3 develop in teachers the fundamental skills necessary for fulfilling their irreplaceable role, which consists, on the one hand, in organizing information so that it becomes knowledge, making choices, and fostering critical thinking, and on the other hand, transmitting culture, establishing personal and social relationships, reaching out to others, prioritizing communal life, and fostering awareness of differences and shared values. These competencies particularly concern: in-service training: mastery of concepts and knowledge related to the subject taught, as well as pedagogical skills and the integration of attitudes necessary for the continuous updating of their professional qualifications, enabling them to adapt to the evolving process of knowledge and the diversity of educational challenges to be addressed; teamwork: fostering attitudes conducive to dialogue and cooperation with colleagues and other educational staff at all levels, essential conditions for collective professionalism that defines the teaching profession; innovation and experimentation: development of scientific thinking, basic training in the methods of educational research, and active participation in the evaluation of experiments; respect for others, human rights, peace, and democracy: personal commitment and professional capacities to teach students to live together, to prevent and resolve conflicts through dialogue and negotiation, and to reject violence and intolerance towards others; cultural diversity: consideration of cultural diversity, essential for mutual understanding in an intercultural/multicultural environment; respect for nature: increased awareness of the challenges facing our environment and acquisition of professional skills enabling students to act both personally and collectively to protect it.",,
+ICPE-45-1996_RES1-FR,"2.3.4 Ensure in particular that teachers adopt attitudes that promote effective learning, especially among students from disadvantaged groups (materially, socio-economically, and geographically) and from cultures different from the dominant culture.",,
+ICPE-45-1996_RES1-FR,"2.3.5 aim to train, both quantitatively and qualitatively, teachers capable of meeting the needs of different ethnic and cultural groups, individuals with special educational needs, those living in hard-to-reach areas, placed in conditions of extreme poverty, or affected by conflicts.",,
+ICPE-45-1996_RES1-FR,"In a rapidly changing world, on-the-job training becomes a necessity for the practice of all activities and professions. Teachers are therefore required to continuously update their skills; they must also foster in their students the attitudes and competencies necessary to construct their own knowledge throughout life.",,
+ICPE-45-1996_RES1-FR,3.2 Regional analyses have shown that in-service training receives considerable attention from both the authorities and the teachers. Past experiences and future demands make it possible to envisage the following major directions for in-service training policies going forward:,,
+ICPE-45-1996_RES1-FR,"3.2.1 In-service training must be regarded both as a right and an obligation of educators. It is necessary to ensure that the balance between these two conceptions varies according to national circumstances and time periods; however, any policy on in-service training must guarantee a minimum level of training opportunities for all teachers;",,
+ICPE-45-1996_RES1-FR,"3.2.2 in-service training should be organized to a greater extent at the school level and within teams, with the program developed through the active participation of the teachers themselves;",,
+ICPE-45-1996_RES1-FR,"3.2.3 Particular attention must be given to teachers at the beginning of their careers, as the initial positions they hold and the tasks they perform will play a decisive role in the continuation of their training and career. Tutoring and support systems in professional practice must be implemented during the early stages of the career;",,
+ICPE-45-1996_RES1-FR,"3.2.4 Mechanisms must be established to enable initial training to benefit from the experience gained through in-service training, giving prospective teachers the opportunity to become familiar with the problems encountered and the solutions adopted in the professional context;",,
+ICPE-45-1996_RES1-FR,"3.2.5 In-service training must also be developed through professional support services, designed as problem-solving assistance centers to which all teachers must have access;",,
+ICPE-45-1996_RES1-FR,"3.2.6 Particular priority must be given to in-service training and to the education of staff responsible for mentoring, supervising, and evaluating teachers, so that they can not only fulfill administrative or supervisory roles but also become educational facilitators.",,
+ICPE-45-1996_RES1-FR,"3.2.7 Teacher trainers and teacher training institutes must play a crucial role in strengthening the role of teachers. They must also actively participate in their in-service training. In this perspective, programs aimed at familiarizing teacher trainers with the outcomes of initial training and maintaining sustained contact with researchers and scientists, in order to ensure the continuous updating of their training, must be designed and implemented;",,
+ICPE-45-1996_RES1-FR,"3.2.8 Emergency measures must be implemented in areas where underqualified teachers without specific training are working. These measures should build on the skills acquired by these teachers as well as their motivation and knowledge of the local situation. In addition to providing a means of certifying competencies, these emergency measures must strengthen their professional qualifications and improve their understanding of developments in pedagogy and subject matter. Thus, in-service training will become a continuous process of educational renewal.",,
+ICPE-45-1996_RES1-FR,"4.1 The transformation of education, regardless of national specificities, is moving towards greater autonomy in decision-making related to education at the local authorities and school level, accompanied by an increased sense of responsibility regarding outcomes.",,
+ICPE-45-1996_RES1-FR,"4.2 To encourage the participation of teachers in the process of transforming education, the following measures could be implemented:",,
+ICPE-45-1996_RES1-FR,"4.2.1 Define educational objectives and reform orientations through consultation, coordination, and dialogue with teachers and their organizations, in accordance with the provisions set forth in the ILO/UNESCO Recommendation concerning the teaching personnel, and with other actors involved in the transformation of education such as families, parent associations, businesses, employers, workers' organizations, the media, moral and spiritual authorities, and the scientific community. This consultation and coordination must not be limited to the implementation phase of projects or reforms but must also encompass their development, initiation, monitoring, and evaluation;",,
+ICPE-45-1996_RES1-FR,"4.2.2 provide educational institutions with a sufficient level of autonomy to enable them to make decisions regarding teaching and learning methods and the organization of pedagogical work, and to implement systems for evaluating outcomes, designed as factors for improving the quality of education and the efficiency of the allocation of financial and human resources; simultaneously, strengthen the advisory role of municipal and local authorities to schools, so that the latter can make better use of their autonomy;",,
+ICPE-45-1996_RES1-FR,4.2.3 propose and implement measures promoting pedagogical innovation both at the individual level and within educational institutions;,,
+ICPE-45-1996_RES1-FR,"4.2.4 Support the process of strengthening teacher participation through appropriate measures of training, equipment, and professional support services.",,
+ICPE-45-1996_RES1-FR,"5.1 Since the Jomtien Conference, there has been a general consensus to recognize that education is the responsibility of all, not solely of governments or teachers. Partnership has become a necessary condition for the transformation of education in a world where knowledge and information are central elements of the economy, and where respect for cultural diversity, gender equality, and other human rights is crucial for democratic stability. Certainly, the forms of partnership vary according to cultural, political, and administrative traditions, but regional discussions have identified two main courses of action: opening schools to the needs and demands of the community and, on the other hand, enabling schools to participate in community development activities. However, partnership experiences show that this is not a simple or easy course of action: ""Partnership succeeds or fails: partners either agree or disagree. The path of partnership is not without difficulties, but it provides a viable solution compared to the isolationist option."" Partnership must be conceived as a factor for improving the quality of education; it must therefore be perceived not as an end in itself, nor as a source of abdication of responsibilities by the State, teachers, or even the community, but rather as an effective form of stakeholder participation and the exercise of shared responsibilities.",,
+ICPE-45-1996_RES1-FR,"5.2 In the specific context of each national situation, the following measures may be considered:",,
+ICPE-45-1996_RES1-FR,"5.2.1 the establishment of effective information systems, aimed at parents and other partners in educational action, concerning the objectives of school life and the outcomes of educational activities. The communication of clear information must be regarded as a priority in all policies intended to stimulate partnership in education and to encourage the mobilization of community resources;",,
+ICPE-45-1996_RES1-FR,"5.2.2 the implementation of participation mechanisms in school life by families and other partners such as associations and parent-teacher councils, student councils, support committees, tripartite councils (government, parents, employers) in the case of vocational training schools, etc.;",,
+ICPE-45-1996_RES1-FR,"5.2.3 The opening of the school to society alongside the opening of societal institutions to the school. Cooperation between schools and businesses, the media, sports organizations, as well as religious and cultural organizations and other non-governmental organizations must be encouraged with a view to organizing training internships and other educational activities.",,
+ICPE-45-1996_RES1-FR,"6.1 The new information and communication technologies are one of the central elements of this changing world. The report of the International Commission on Education for the Twenty-first Century clearly highlights the stakes of the impact of new technologies: ""By abolishing distance, they powerfully contribute to shaping the societies of tomorrow, which will not conform, because of them, to any model of the past... The most precise and up-to-date information can be made available to anyone on the surface of the globe"" (but) ""It must not be forgotten, however, that a still very large disadvantaged population remains excluded from this evolution.",,
+ICPE-45-1996_RES1-FR,"6.1.1 Furthermore, it is necessary to take into account the fact that the computerization of education is one of the most important means of achieving a new educational paradigm, within which the orientations are being revised: from pragmatic objectives of narrow specialization, there is a shift towards the acquisition of fundamental interdisciplinary knowledge. This new paradigm must significantly enhance the social value of education by enabling a renewal of its content.",,
+ICPE-45-1996_RES1-FR,"6.2 Panacea and threat are the two extreme terms that most frequently polarize the debate on new information technologies and education. The basis of these two attitudes is a lack of understanding of the real pedagogical potential of new technologies and the most appropriate forms of their use. Consequently, the educational system must learn to master them in order to avoid any technological, cultural, and economic enslavement, as well as any marginalization of the school in relation to other sectors.",,
+ICPE-45-1996_RES1-FR,"6.3 In this context, decisions regarding the application of new information technologies and their use in education should be made with the aim of improving the quality of education for all and enabling teachers to fulfill their role as guides and promoters of learning among students.",,
+ICPE-45-1996_RES1-FR,"6.4 On this basis, the measures to be adopted could relate to the following aspects:",,
+ICPE-45-1996_RES1-FR,"6.4.1 not to limit exclusively the application of new information technologies to the learning process. The use of these technologies in the administration and management of the school and the local community can save time for teachers and other education officials, increase their efficiency, and allow them to focus more on solving students' learning difficulties;",,
+ICPE-45-1996_RES1-FR,"6.4.2 Within the framework of their initial education and training and their professional development throughout their careers, enable teachers not only to acquire mastery of new information technologies for pedagogical purposes, combining them with other educational technologies, but also to contribute to the development of educational software methods and programs. Special attention should be given to distance learning as part of the professionalization of teachers.",,
+ICPE-45-1996_RES1-FR,"6.4.3 use new technologies to facilitate communication, networking, and exchange programs among teachers, students, and schools, both nationally and internationally;",,
+ICPE-45-1996_RES1-FR,6.4.4 implement modalities for the use of new technologies based on the concept of technology resource centers serving everyone and allocate sufficient public funding to them. Utilize the potential of these technologies to create easily accessible services designed to assist and advise teachers in their daily professional lives;,,
+ICPE-45-1996_RES1-FR,6.4.5 encourage and assist the least developed countries in acquiring and effectively using new information technologies in their education systems;,,
+ICPE-45-1996_RES1-FR,"6.4.6 Intensify joint efforts by governments, education authorities, teachers and teachers' associations, businesses, and industry to ensure that appropriate new technologies are available at all levels of education;",,
+ICPE-45-1996_RES1-FR,"6.4.7 Develop research and the exchange of information on the impact, role, and limitations of new information and communication technologies in education.",,
+ICPE-45-1996_RES1-FR,"7.1 Although the International Labour Organization is not the appropriate forum for analyzing teachers’ working conditions, it is nonetheless evident that working conditions cannot be dissociated from policies aimed at strengthening the role of teachers in a changing world. There is widespread concern regarding the deterioration of the status of teachers.",,
+ICPE-45-1996_RES1-FR,"7.2 Although national or regional situations vary greatly, the enhancement of teachers’ status often appears as a necessary condition for strengthening their role. However, this enhancement cannot be the result of a single measure or factor. In this respect, improving the material situation of teachers, particularly their salary and other social benefits, is a necessary but not sufficient condition for the enhancement of their status: it is the entire set of educational factors that must be improved. In an integrated policy for the enhancement of teachers’ status, professionalization constitutes the most promising strategy in the medium and long term. In addition to the recommendations made regarding their recruitment, training, participation in management, and autonomy in pedagogical decision-making, the enhancement of teachers’ status can proceed according to the following lines of action:",,
+ICPE-45-1996_RES1-FR,"7.2.1 Promote teacher professionalism, particularly by ensuring them high-level initial training and ongoing professional development, establishing diversified career profiles supported by appropriate evaluation systems, and improving the material conditions and social status of teachers.",,
+ICPE-45-1996_RES1-FR,7.2.2 provide the necessary resources to ensure this training at the university level;,,
+ICPE-45-1996_RES1-FR,"7.2.3 implement systematic strategies to promote, through the media, the innovations and successful experiences of teachers and groups of teachers;",,
+ICPE-45-1996_RES1-FR,"7.2.4 promote the effective use of educational research and the relevant utilization of existing information, both in the teaching and learning process and in decision-making;",,
+ICPE-45-1996_RES1-FR,"7.2.5 take incentive measures to encourage teachers to improve their performance. These incentives will not be solely financial in nature but may include opportunities for specialized training, public recognition, and career advancement opportunities:",,
+ICPE-45-1996_RES1-FR,"7.2.6 strike the right balance between the rights and responsibilities of teachers, as advocated by the ILO/UNESCO Recommendation concerning the Status of Teachers.",,
+ICPE-45-1996_RES1-FR,"8.1 In many countries, teachers are called upon to carry out their profession with specific populations (people without resources, marginalized groups, refugees, migrants, street children, offenders, women from certain traditional societies, etc.) or to work under particularly difficult conditions (remote, mountainous, or rural regions, multi-grade or overcrowded classes, etc.). Armed conflicts, very often with cross-border dimensions, constitute a particularly concerning situation. Children are always the most traumatized victims of these conflicts, whose psychological and moral consequences will follow them throughout their lives. Whatever the situation, whether it involves special population groups, hard-to-reach areas, or zones affected by armed conflicts, an integrated and priority strategy should be adopted to address the concrete pedagogical specificities. Although variable in scale and nature, all these situations require from the teacher, more than elsewhere, the mobilization of all their emotional and psychological capacities, diversified skills—in short, true versatility. Yet, as has been observed, teachers are little or not at all prepared for life and work in difficult contexts.",,
+ICPE-45-1996_RES1-FR,"8.2 In such circumstances, schools and teachers first require moral and material support, and in the case of armed conflicts or natural disasters, expressions of solidarity from the national and international community, as well as prompt assistance and intervention.",,
+ICPE-45-1996_RES1-FR,"8.3 Consequently, the following measures, adjusted to each specific case, could be considered:",,
+ICPE-45-1996_RES1-FR,"8.3.1 encourage teachers originating from difficult areas and those motivated to work in these areas by organizing initial and ongoing training directly in these locations, supported by a network of professional and psychological support;",,
+ICPE-45-1996_RES1-FR,"8.3.2 provide in the training of teachers intended to work in such environments with additional training, for example in educational psychology, psychology, and school rehabilitation. It also seems desirable to strengthen in their training the learning of communication, negotiation, and conflict resolution techniques;",,
+ICPE-45-1996_RES1-FR,"8.3.3 provide assistance to teachers and support service educators, notably specialists in school and vocational guidance and in psychopedagogy. This assistance could be provided, for example, by mobile consultative teams of specialists;",,
+ICPE-45-1996_RES1-FR,"8.3.4 In order to ensure the recruitment of experienced and motivated educational teams, implement incentive measures including, for example, allowances, benefits, an appropriate promotion system, and the possibility of transfer to calmer regions after a certain number of years of service in difficult environments or zones.",,
+ICPE-45-1996_RES1-FR,8.3.5 ensure the safety of educational staff;,,
+ICPE-45-1996_RES1-FR,"8.3.6 strengthen the ties and cooperation between teachers and the local community, particularly with families and parents' associations;",,
+ICPE-45-1996_RES1-FR,"8.3.7 develop all forms of national, regional, and international solidarity with teachers working under difficult conditions, both materially, technically, and morally.",,
+ICPE-45-1996_RES1-FR,"9.1 Participants in all regional meetings expressed the view that the strengthening of teachers' roles and their professional development require joint efforts at the national, regional, and international levels. Such cooperation can effectively support measures undertaken at the national level.",,
+ICPE-45-1996_RES1-FR,9.2 Member States are encouraged to enhance the importance of teacher competence by strengthening international cooperation in the following areas of action:,,
+ICPE-45-1996_RES1-FR,"9.2.1 the establishment, primarily at the regional level, of networks of information centers and institutions for teacher training and educational research to encourage the exchange of experiences, information, and comparative research findings concerning pedagogical innovations and teacher training;",,
+ICPE-45-1996_RES1-FR,"9.2.2 the promotion of professional development placements, study visits, and teacher exchanges between countries, as well as partnerships between schools, teacher training institutions, and educational research institutes of different countries;",,
+ICPE-45-1996_RES1-FR,"9.2.3 the strengthening of technical and financial assistance to the least developed countries in the field of education, notably with a view to improving teaching materials and methods and creating centers for initial and continuing teacher training;",,
+ICPE-45-1996_RES1-FR,"9.2.4 the pursuit of specific opportunities aimed at improving the status of teachers in the least developed and most indebted countries, for example by alleviating their debt through amounts corresponding to the respective increases in their budgets;",,
+ICPE-45-1996_RES1-FR,9.2.5 the promotion and strengthening of the participation of schools in UNESCO’s Associated Schools Network (ASPnet);,,
+ICPE-45-1996_RES1-FR,"9.2.6 the celebration of World Teachers’ Day on October 5, which is an opportunity to pay tribute to teachers, to share their experiences, and thereby contribute to enhancing the profession and improving the image of teachers;",,
+ICPE-45-1996_RES1-FR,"9.2.7 UNESCO and its partners should be invited to: strengthen their support to Member States with a view to developing their national systems of educational information and innovation as well as their teacher training systems, notably by making use of the opportunities offered by new technologies and existing regional and sub-regional networks; inform Member States of the results of comparative studies on innovations concerning teacher training and the methods of using new information and communication technologies in education; assist Member States in implementing the ILO/UNESCO Recommendation concerning the Status of Teachers (1966).",,
+ICPE-45-1996_RES1-FR,"C. Conclusions of the major debates The Conference considered that the two major plenary debates: “Teachers in search of new perspectives” and “The role of teachers in building a culture of peace,” made it possible to identify a number of key elements. These are part of the follow-up to the Declaration of the 44th session of the International Conference on Education. They enrich the Declaration and recommendations of this 45th session of the International Conference on Education with a series of conclusions. These respond to society’s expectations regarding its teachers and the major role education must play as a national priority in promoting socio-economic development, peace, justice, and democratic principles.",,
+ICPE-45-1996_RES1-FR,"The Conference recalls that education is the principal agent of societal development in the spirit of a culture of peace and that, in both initial and ongoing teacher training, significant emphasis must be placed on the study of the causes of exclusion, poverty, inequality, discrimination, racism, and xenophobia, which are at the root of conflicts, as well as on the sharing of experiences and innovative practices concerning their prevention and resolution.",,
+ICPE-45-1996_RES1-FR,"The Conference considers that these activities should be undertaken within the framework of the follow-up to the findings and conclusions of the International Commission on Education for the Twenty-first Century. It recommends that educator training programs, at all levels, take into account the other pillars on which the Commission’s report is based, particularly the one emphasizing the need to ""learn to live together.""",,
+ICPE-45-1996_RES1-FR,"D. Appeal from representatives of developing countries, particularly the nine highly populated countries 1. We, representatives of developing countries, and especially of the nine highly populated countries, call upon international organizations and donors to support education projects implemented in developing countries across all regions of the world, and especially in Africa, in particular the Education for All project and the initiative of the nine highly populated countries concerning learning without borders (distance education), in order to empower teachers to meet the multiple challenges of the coming millennium.",,
+ICPE-45-1996_RES1-FR,"2. We invite the International Conference on Education, at its 45th session, to join us in this appeal.",,
+ICPE-46-2001_RES1-FR,"The International Bureau of Education, as UNESCO’s specialized center for educational content, structures, and methods, organized the 46th session of the International Conference on Education in Geneva from September 5 to 8, 2001.",,
+ICPE-46-2001_RES1-FR,"More than six hundred participants, including eighty ministers and ten deputy ministers of education from 127 UNESCO Member States, took part in the discussions, alongside representatives from nine intergovernmental organizations, thirteen non-governmental organizations, and three foundations.",,
+ICPE-46-2001_RES1-FR,"The objective of intensifying and enriching dialogue at the level of education policies on problems and potential solutions aimed at improving the quality of education for learning to live together was largely achieved. The conclusions and proposed actions that follow present the key points of the debates and preparatory work (Netforum, messages from ministers, national reports, best practices, etc.). The entirety will be highlighted in the general report, workshop reports, as well as in other documents to be published after the Conference.",,
+ICPE-46-2001_RES1-FR,"These conclusions, adopted on 8 September 2001, arise from the major debates, plenary sessions, and the six workshops held during the Conference. They are intended for governments, intergovernmental and non-governmental international organizations, educators and teaching profession organizations, the media, and all actors in civil society who are engaged in efforts to improve the quality of education, promote dialogue, and develop the capacity to live together.",,
+ICPE-46-2001_RES1-FR,"Given the enormous complexity of the challenges faced by all societies, notably globalization and intolerable inequalities between and within countries, learning to live together, a concept developed by the International Commission on Education for the Twenty-first Century, is an imperative in all regions of the world.",,
+ICPE-46-2001_RES1-FR,"One of the major challenges facing educational systems remains ensuring and respecting the right to education for all. However, the right of children to freely access schools is far from being upheld everywhere in the world, especially in countries experiencing situations of war, occupation, violence, and intolerance.",,
+ICPE-46-2001_RES1-FR,"The call for education to address the challenges faced by societies is not a new phenomenon. However, expectations have become much more urgent today, giving the impression that education alone can solve the problems encountered within countries and on the international level.",,
+ICPE-46-2001_RES1-FR,"Formal education and non-formal education are essential tools for engaging in and promoting sustainable processes of building peace, democracy, and human rights, but they alone cannot provide solutions to the complexity, tensions, and even contradictions of the contemporary world.",,
+ICPE-46-2001_RES1-FR,"It is, however, essential, as emphasized by the Jomtien Declaration and the Dakar Framework for Action, to support efforts to develop education at both national and international levels with comprehensive strategies for poverty eradication and for participation in political, social, and cultural life.",,
+ICPE-46-2001_RES1-FR,"The achievement of the goal of education for all goes beyond the effort of universal schooling. Within the context of each country, the pursuit of social cohesion, the fight against inequalities, respect for cultural diversity, and access to a knowledge society—facilitated by information and communication technologies—will be realized through policies focused on improving the quality of education.",,
+ICPE-46-2001_RES1-FR,"These policies must overcome the barriers caused by inequalities in access and the risks of exclusion in the fields of languages and science and technology. • Regarding languages, it is observed that the reality in many countries is multilingual, although only one language is recognized as the official language of communication. • Concerning science and technology, especially information and communication technologies, the gap is widening due to unequal access to the most recent advances.",,
+ICPE-46-2001_RES1-FR,"Worldwide, there is a strong commitment among many governments and educators to adapt educational content, structures, and methods to the aforementioned challenges.",,
+ICPE-46-2001_RES1-FR,"The experiences of educational policies and practices highlight the necessity of viewing reforms more as processes than as products. These reforms can arise from both government decisions and initiatives from other stakeholders. The manner in which they are implemented, through the mobilization of all actors, is as important as their content.",,
+ICPE-46-2001_RES1-FR,Fundamental agreements within the international community exist regarding courses of action likely to promote the capacity and the will to live together. National education policy leaders clearly affirm their determination to continue implementing these agreements.,,
+ICPE-46-2001_RES1-FR,"The evaluation of reform processes and ""best practices,"" while highlighting the conditions specific to each cultural context, also makes it possible to identify certain common characteristics.",,
+ICPE-46-2001_RES1-FR,"The wide range of didactic and pedagogical practices related to ""living together"" needs to be better known, more widely disseminated, and utilized in order to strengthen the endogenous capacities of the countries.",,
+ICPE-46-2001_RES1-FR,A significant effort in training for political dialogue is essential to achieve the major objective of improving the quality of education for all.,,
+ICPE-46-2001_RES1-FR,"Reform processes should be pursued or undertaken in the following areas: > Content • By adapting curricula and updating content to take into account: the economic and social changes brought about, in particular, by globalization, migration, and cultural diversity; the ethical dimension of scientific and technological developments; the growing importance of communication, expression, the ability to listen and engage in dialogue, first in the mother tongue, then in the country’s official language, as well as in one or more foreign languages; the positive contribution that the integration of technologies can bring to learning processes. • By developing not only disciplinary but also interdisciplinary approaches and skills. • By encouraging and supporting innovations. • By seeking, in curriculum development, to ensure their relevance at local, national, and international levels. > Methods • By prioritizing active learning methods and teamwork. • By fostering a comprehensive and balanced development of the personality, preparing the individual for the practice of active citizenship open to the world. > Teachers • By facilitating genuine teacher participation in decision-making within the institution, through training and other means. • By improving teacher training so that they can develop in students behaviors oriented toward values of solidarity and tolerance, preparing them to prevent and peacefully resolve conflicts as well as to respect cultural diversity. By evolving the teacher-student relationship in light of societal changes. • By enhancing the use of information and communication technologies in teacher training and classroom practice. > Daily life in educational institutions • By creating a climate of tolerance and respect at school that fosters the development of a democratic culture. • By offering a mode of school operation that encourages student participation in decision-making. • By proposing a shared definition of projects and learning activities. > Educational research • By developing research that clarifies the concept of Learning to Live Together and its impact on educational policies and practices. • By promoting research on the evolution of content and methodologies related to Learning to Live Together. • By stimulating the conduct of comparative studies to be implemented within subregional, regional, and trans-regional frameworks.",,
+ICPE-46-2001_RES1-FR,"Partnerships > Education is not the sole response to the challenge of Learning to Live Together; its improvement requires the commitment not only of schools but also of all stakeholders involved. It therefore entails the establishment or strengthening of genuine partnerships with the entire society: teachers, public authorities, families, the economic sector, the media, NGOs, and intellectual and spiritual authorities. > Partnerships are also necessary to broaden access to information and communication technologies and to ensure their effective use.",,
+ICPE-46-2001_RES1-FR,Learning to live together requires lifelong learning development policies that begin in early childhood and pay particular attention to the adolescent period (12-18 years).,,
+ICPE-46-2001_RES1-FR,"The development of international cooperation activities in support of improving the quality of education for all to Learn to Live Together should be structured around six main axes: > strengthening the International Bureau of Education as an observatory of trends as well as its role in developing easily accessible databases and information systems; > collecting research findings in education on the evolution of content, promoting comparative studies at subregional and regional levels, and disseminating them at the international level; > creating cooperation networks at international, regional, and subregional levels to facilitate the exchange of experiences and the implementation of joint projects in order to strengthen endogenous capacities; > training policymakers in educational systems in political dialogue to promote the definition of convergent objectives, the search for consensus, and the mobilization of stakeholders; > renewing the modalities of technical assistance provided by bilateral or multilateral cooperation agencies to better take into account not only the North-South dimension but also South-South cooperation; > strengthening partnerships between UNESCO and other relevant intergovernmental organizations.",,
+ICPE-46-2001_RES1-FR,"The conclusions of the 46th session of the International Conference on Education are submitted to the 31st session of the General Conference of the Organization to be taken into account in order to enrich reflection and to strengthen, in the short, medium, and long term, the action programs of UNESCO, its International Bureau of Education, and its other specialized institutes with a view to improving the quality of education.",,
+ICPE-47-2004_RES1-FR,"Gathered in Geneva from 8 to 11 September 2004 for the 47th session of the UNESCO International Conference on Education, we, Ministers, heads of delegation and delegates from 137 Member States, engaged in rich, frank, and open discussions on the theme: ""Quality Education for All Young People: Challenges, Trends and Priorities,"" alongside representatives from 14 intergovernmental organizations and 21 NGOs and foundations. The young people present throughout the Conference also expressed their desire to benefit from education that meets their expectations and conveyed all the hopes they place in our actions.",,
+ICPE-47-2004_RES1-FR,"This theme allowed us to express our concerns, share our difficulties, jointly seek potential solutions, affirm our hopes, and strengthen international dialogue on educational policies. Our work was central to the issue of Education for All (EFA) and the commitments made at Jomtien and Dakar, as well as, fundamentally, to the Millennium Declaration, the United Nations Decade of Education for Sustainable Development, and the Decade of Literacy. It is increasingly clear that basic education cannot be limited, regardless of the region of the world, to primary schooling alone.",,
+ICPE-47-2004_RES1-FR,"1. Promoting quality education and training for all young people aged 12 to 18/20 is a commitment to a better future and an antidote to social exclusion at the local, national, and global levels. As both a fundamental right and a public good, this education must meet the needs of all young people, in order to ensure their personal development, their integration into the workforce, as well as their ability to participate in an active and responsible civic life.",,
+ICPE-47-2004_RES1-FR,"2. This Conference has enabled us, in particular, to reach international agreement on several fundamental elements for the construction and strengthening of our educational policies. Among these are the need to: • recognize that, although all countries, both in the North and the South, face difficulties, the situation of youth education is particularly dire in many developing countries, whose educational systems appear inadequately adapted both to the needs of young people and those of societies; • assist young people in confronting an increasingly challenging world, characterized in particular by the challenges of humanizing globalization, by the significant role of information and knowledge as factors of production and development, by the increase in population movements, by the fragilization and marginalization of numerous social groups, as well as by the worsening inequalities and poverty within countries and globally; • continue, in a more practical and effective manner, actions aimed at improving access to and retention of girls in education, gender equality, and equity; • ensure that all young people acquire skills for personal autonomy and citizenship, for integration into the world of work, and for social life, with a view to respecting their identity and being open to the world and to social and cultural diversity; • strengthen, through education for active and responsible citizenship, the will to live together and to build peace in a world marked by inter- and intra-state conflicts and the emergence of all forms of violence and warfare; • reaffirm the irreplaceable role of teachers and trainers, whose professionalism must be enhanced, both through the elevation of their status and through their initial and ongoing training, so that they are able to meet the new demands that young people and societies place upon them.",,
+ICPE-47-2004_RES1-FR,"Our educational systems, often inherited from the past, no longer allow, in many countries, to meet all the challenges they face. New, broader, and more diverse paths must be found, and it is clear that improving the quality of education for young people cannot be the responsibility solely of public authorities, teachers, and formal educational systems. Education is the concern of all.",,
+ICPE-47-2004_RES1-FR,"4. At the conclusion of this Conference, we reaffirm the paramount importance of education in our national development policies. Consequently, we call for the mobilization of all partners to be able to meet the immense challenges of youth education for a human-faced globalization and sustainable development of our societies and the entire planet. Only new alliances and effective partnerships will make it possible to find diverse and appropriate responses to the current and future needs of young people and to improve the quality of their education. These alliances must be built and strengthened within the States themselves, among governments, civil society, the economic sector, the media, and the youth themselves. They must also be realized and reinforced at regional and international levels, among all development partners so that the commitments made by the international community to support the improvement of education quality can be fulfilled.",,
+ICPE-47-2004_RES1-FR,"5. We also express the hope that the Conclusions and Priority Proposals for Action, which we adopted unanimously on September 11, 2004, may genuinely become a source of inspiration for our educational policies and serve to bring about a strong and lasting improvement in the quality of education for all young people worldwide, for peace, justice, and sustainable development.",,
+ICPE-47-2004_RES1-FR,"6. Impressive figures: Currently, half of the world’s population is under the age of 25. The world is home to the largest youth generation it has ever known. More than one billion people are between the ages of 12 and 20. By 2020, 87% of young people worldwide will live in developing countries, where they are already the majority today. Meanwhile, developed countries will face the demographic challenge of an increasingly aging population.",,
+ICPE-47-2004_RES1-FR,"7. Broader access and opportunities, but still significant challenges: The number of young people completing primary education is continuously increasing. The number of enrollments in secondary education worldwide has multiplied tenfold over the past 50 years. While global secondary school enrollment rates have risen from 56% to 77.5% during the last decade, this average conceals the reality of millions of young people, particularly in the Global South, who, despite finishing primary school, are still deprived of the opportunity to earn a living or continue their education. Moreover, a large number of them have not even completed primary education. Girls are especially affected.",,
+ICPE-47-2004_RES1-FR,"8. Improving the quality of education for the twenty-first century: Too many young people do not have the opportunity to acquire the knowledge, attitudes, and values necessary to live in the twenty-first century. There is a growing demand for education to be more relevant to the modern world and for individuals to continue learning throughout their lives. Consequently, the issues related to the quality of education for this age group have now become central to national and international priorities.",,
+ICPE-47-2004_RES1-FR,"9. Gender equality: In most regions of the world, there are unacceptable gender disparities in access to and retention in education, learning opportunities, and their outcomes. This situation reflects the limited capacity of many education systems to be sufficiently responsive to gender issues.",,
+ICPE-47-2004_RES1-FR,"10. Life skills: Currently, education systems, including technical and vocational education and training, do not provide young people with the opportunity to acquire and strengthen the complex skills necessary for life. Many of these skills are essential to overcoming contemporary challenges such as HIV/AIDS and other pandemics, transitioning from education to the labor market, as well as social and political disengagement. The lack of technical and vocational training, including entrepreneurial spirit and the desire to create, hinders the possibility of finding employment.",,
+ICPE-47-2004_RES1-FR,"11. Social inclusion: In an increasingly shrinking world due to globalization and information and communication technologies, exclusion is on the rise. Factors such as poverty, gender, abilities, origin, language, culture, and various forms of discrimination can constitute obstacles to effective learning.",,
+ICPE-47-2004_RES1-FR,"12. Conditions facilitating the lives of teachers: In many parts of the world, training, resources, support, materials, and adequate working conditions are lacking for teachers and trainers. As a result, they cannot be effective in guiding the learning of young people.",,
+ICPE-47-2004_RES1-FR,13. Anticipating the future: The rapid and unpredictable changes in today’s world have rendered the current provision of education insufficiently appropriate.,,
+ICPE-47-2004_RES1-FR,"14. Resource allocation: In many regions of the world, the educational needs of young people are not always a priority for economic and social reasons. Consequently, there are insufficient resources allocated to this important age group, both by countries and by the entire community of development partners.",,
+ICPE-47-2004_RES1-FR,"15. Alliances and partnerships: The mobilization of effective alliances for quality education for all young people is insufficient among students, teachers, parents, communities, civil society, the media, businesses, the community as a whole, and stakeholders. In particular, in many situations, young people do not have enough opportunities to be active partners in the development and evolution of their education.",,
+ICPE-47-2004_RES1-FR,"16. Peace, sustainable development, and social justice: Young people must have access to quality education and training in order to expand their capacity to be agents of sustainable development and builders of a world of peace and justice. Education must reflect the nature of cultures and languages, the value of the individual in a broader context, as well as the importance of living in a way that promotes equality and encourages a non-violent and sustainable future.",,
+ICPE-47-2004_RES1-FR,"17. Develop a comprehensive strategy. To achieve development, peace, and justice globally, it is essential to implement a comprehensive strategy that ensures the learning needs of all young people are met through equitable access to learning programs that promote the acquisition of life skills and adequate training encompassing all aspects of education quality.",,
+ICPE-47-2004_RES1-FR,"18. Increase access and equity for all young people. New ways of designing education, involving creative organizational and pedagogical methods and the use of ICT, must be implemented to increase access and retention of young people in education. It is important to recognize the correlation between formal and non-formal learning. Governments are encouraged to establish systems for the validation of non-formal learning.",,
+ICPE-47-2004_RES1-FR,"19. Improve the methods of innovation and creation. Governments, teachers and trainers, as well as all other stakeholders involved, should promote renewed national objectives focused on the relevance of education in the 21st century. This involves fostering the strengthening, evaluation, innovation, diversification, and reform of current educational delivery methods and their appropriateness in each context, particularly those characterized by poverty and post-conflict countries.",,
+ICPE-47-2004_RES1-FR,"20. Take decisive action to address gender inequality. In many situations, it will be necessary to undertake concerted and positive actions aimed at compensating for historical and contemporary inequalities. A substantial body of research, knowledge, and good practices exists, and these must be prioritized to generalize gender equality at the national, regional, and global levels.",,
+ICPE-47-2004_RES1-FR,"21. Establish strategies that prioritize life skills. To learn how to solve problems and take action, skills must be better defined, particularly for preventing HIV/AIDS, enhancing employability, and fostering active citizenship. Proven practices include conflict resolution, peacebuilding, and cultivating the desire to read and write meaningful texts.",,
+ICPE-47-2004_RES1-FR,22. Focus on the most common reasons for exclusion. It is essential to take action to identify the factors that exclude young people from learning.,,
+ICPE-47-2004_RES1-FR,"23. Recognize the importance of teachers and trainers. It is necessary to establish increased opportunities for the continuous professional development of teachers. Furthermore, working conditions, career prospects, and salaries that make the teaching profession attractive should be ensured to strengthen the social status of teachers. Effective management is required to support teachers.",,
+ICPE-47-2004_RES1-FR,"24. Utilize existing knowledge and promote research. In the development of educational policies, forecasts derived from research and alternative future trends should be taken into account in order to make informed choices.",,
+ICPE-47-2004_RES1-FR,"25. Improving the use of resources. Governments and civil society are encouraged to find new and creative mechanisms to finance quality education for all young people (for example, by exploring the possibilities of converting debt repayments into investments in education). This should go hand in hand with an increased capacity for innovation and transformation.",,
+ICPE-47-2004_RES1-FR,"26. Promote alliances and partnerships at all levels. Incentive measures and appropriate legislation could facilitate the effective functioning of more efficient partnerships. Governments are encouraged to continue engaging stakeholders such as students, teachers, parents, NGOs, the media, social partners including teachers' unions, and other decision-makers. A cross-sectoral approach is desirable. UNESCO's role as the lead agency in enhancing the quality of education for all young people is essential.",,
+ICPE-47-2004_RES1-FR,"27. Educate for sustainable development, peace, and social justice. Significant efforts must be made to implement effective strategies, policies, and practices to ensure quality education for all young people. the United Nations Decade of Education for Sustainable Development and the United Nations Literacy Decade should provide unique opportunities to strengthen efforts in this area.",,
+ICPE-47-2004_RES1-FR,"28. This document, resulting from the work of the 47th session of the International Conference on Education, will be taken into account to enrich reflection and strengthen, in the short, medium, and long term, the action programs of UNESCO, its International Bureau of Education, and its other specialized institutes, with a view to contributing to the improvement of the quality of education for all faiths.",,
+ICPE-48-2008_RES1-FR,"Gathered for the 48th session of the International Conference on Education (Geneva, 25-28 November 2008), we, Ministers of Education, heads of delegation, and delegates from 153 member States, alongside representatives of 20 intergovernmental organizations, 25 NGOs, foundations, and other civil society institutions, participated in constructive and stimulating discussions on the theme ""Education for Inclusion: The Way of the Future.""",,
+ICPE-48-2008_RES1-FR,"At the conclusion of our work, the participants recalled Article 26 of the United Nations Universal Declaration of Human Rights, which states that everyone has the right to education.",,
+ICPE-48-2008_RES1-FR,"We affirm that quality inclusive education for all is essential to ensure human, social, and economic development.",,
+ICPE-48-2008_RES1-FR,"We unanimously agree that governments, like all other social actors, have an important role to play in providing quality education for all, and in doing so, should recognize that it is essential to have an expanded concept of inclusive education that can address the diverse needs of all learners and is both relevant, equitable, and effective.",,
+ICPE-48-2008_RES1-FR,"All forecasts indicate that the global financial crisis will have disproportionate effects on the poor, who are the least responsible for this situation.",,
+ICPE-48-2008_RES1-FR,"In this context, we reaffirm the importance of inclusive education to combat poverty, improve health, income, and livelihoods.",,
+ICPE-48-2008_RES1-FR,"Therefore, despite the current global financial crisis, we emphasize the need to give the highest priority to the financing of education and not to use this financial crisis as a justification for reducing resources allocated to education at both the national and international levels.",,
+ICPE-48-2008_RES1-FR,"Drawing on the outcomes of the nine preparatory meetings and the four regional conferences on education for inclusion organized by the UNESCO International Bureau of Education, and based on the results of the plenary sessions and workshop deliberations of this Conference, we call upon Member States to adopt the approach of education for inclusion in the design, implementation, monitoring, and evaluation of educational policies, as a means to further accelerate the achievement of the Education for All (EFA) goals and thereby contribute to the construction of more inclusive societies.",,
+ICPE-48-2008_RES1-FR,"To this end, the expanded concept of education for inclusion can be envisaged as an overarching guiding principle aimed at strengthening education for sustainable development and lifelong learning for all, as well as ensuring equal access for all segments of society to learning opportunities, in order to implement the principles of education for inclusion.",,
+ICPE-48-2008_RES1-FR,"Therefore, we recommend that all Member States:",,
+ICPE-48-2008_RES1-FR,"1. Recognize that education for inclusion is a long-term process aimed at providing quality education for all, respecting diversity as well as the different needs and capacities, characteristics, and learning expectations of students and communities, and eliminating all forms of discrimination.",,
+ICPE-48-2008_RES1-FR,"2. Treat social inequality and poverty levels as priorities, as they constitute major obstacles to the implementation of policies and strategies related to education for inclusion, and address these issues within the framework of intersectoral policies.",,
+ICPE-48-2008_RES1-FR,"3. Promote child-friendly school cultures and environments that are conducive to effective and inclusive learning for all, healthy and protective, attentive to gender equality, and encourage the active role and participation of learners themselves, their families, and their communities.",,
+ICPE-48-2008_RES1-FR,"4. Collect and utilize relevant data on excluded groups of all categories in order to improve educational policies and reforms aimed at their inclusion, and to design national monitoring and evaluation mechanisms.",,
+ICPE-48-2008_RES1-FR,"5. Consider the ratification of all international conventions related to inclusion as judicious, in particular the Convention on the Rights of Persons with Disabilities adopted in December 2006.",,
+ICPE-48-2008_RES1-FR,"6. Provide education in consideration of the public interest and strengthen the capacity of governments to guide, promote, and monitor the implementation of equitable, high-quality education, in close collaboration with civil society and the private sector.",,
+ICPE-48-2008_RES1-FR,Develop policies that provide educational support to the different categories of learners in order to facilitate their development in regular schools.,,
+ICPE-48-2008_RES1-FR,8. Consider linguistic and cultural diversity in the classroom as a valuable resource and promote the use of the mother tongue during the early years of schooling.,,
+ICPE-48-2008_RES1-FR,"9. Encourage education stakeholders to design genuine curricular frameworks from early childhood, while adopting a flexible approach that takes into account local needs and situations and diversifies pedagogical practices.",,
+ICPE-48-2008_RES1-FR,"10. Ensure the participation and consultation of all stakeholders in decision-making processes, given that the overall responsibility for promoting inclusion requires the active involvement of all social actors, with the government playing a leading and regulatory role, in accordance, where applicable, with national legislation.",,
+ICPE-48-2008_RES1-FR,11. Strengthen the links between schools and society in such a way as to enable families and communities to participate in and contribute to the educational process.,,
+ICPE-48-2008_RES1-FR,"12. Develop early childhood protection and education programs (ECPE) that promote inclusion, as well as mechanisms for early detection and intervention regarding the overall development of the child.",,
+ICPE-48-2008_RES1-FR,"13. Strengthen the use of ICT in order to ensure broader access to learning opportunities, particularly in rural, remote, and disadvantaged areas.",,
+ICPE-48-2008_RES1-FR,14. Provide the opportunity to acquire high-quality non-formal education that leads to the formal recognition of skills acquired in non-formal settings.,,
+ICPE-48-2008_RES1-FR,"15. Increase efforts to reduce illiteracy as a mechanism of inclusion, taking into account the important role that educated parents can play in the education of their children.",,
+ICPE-48-2008_RES1-FR,"16. Strengthen the role of teachers by striving to improve their status and working conditions, and develop mechanisms to recruit qualified candidates and retain competent teachers who are open to the diverse demands of learning.",,
+ICPE-48-2008_RES1-FR,"17. Train teachers by providing them with the appropriate skills and materials to teach diverse groups of students and to meet the varied learning needs of learners through methods such as school-based professional development, initial training related to inclusion, and instruction attentive to the development and strengths of each learner.",,
+ICPE-48-2008_RES1-FR,"18. Strengthen the strategic role of higher education in the initial and ongoing training of teachers regarding inclusive education practices, notably by providing sufficient resources.",,
+ICPE-48-2008_RES1-FR,19. Encourage innovative research on teaching and learning methods related to inclusive education.,,
+ICPE-48-2008_RES1-FR,20. Equip school administrators with the necessary skills to effectively respond to the diverse needs of all learners and to promote education for inclusion within their institutions.,,
+ICPE-48-2008_RES1-FR,"21. Take into account the protection of learners, teachers, and educational institutions during periods of conflict.",,
+ICPE-48-2008_RES1-FR,"22. Recognize UNESCO's leadership role in the field of education for inclusion through the following actions: • Encourage exchanges and dissemination of good practices; • Provide countries, upon request, with advice on how they can develop and implement policies for education for inclusion; • Promote South-South and North-South-South cooperation to advance education for inclusion; • Support efforts to increase resources allocated to education at both national and international levels; • Make special efforts to assist the Least Developed Countries and countries affected by conflicts in the implementation of these recommendations.",,
+ICPE-48-2008_RES1-FR,"23. Call upon other international organizations to also provide support to Member States, based on their needs, for the implementation of these recommendations.",,
+ICPE-48-2008_RES1-FR,"24. Disseminate the Conclusions and recommendations unanimously adopted at the closing of the work of the forty-eighth session of the International Conference on Education by the actors and partners of the international educational community, in order to inspire, guide, support, and develop renewed and resolutely inclusive educational policies.",,