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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. | null | null |
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 developme... | null | null |
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; | null | null |
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. | null | null |
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. | null | null |
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... | null | null |
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, ninetee... | null | null |
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, | null | null |
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, | null | null |
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, | null | null |
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 | null | null |
ICPE-20-1957_RES1-FR | Considering that the shortage of school buildings affects all countries, regardless of their level of material and cultural development, | null | null |
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, | null | null |
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, | null | null |
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, | null | null |
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, | null | null |
ICPE-20-1957_RES1-FR | The Conference submits to the United Nations, its specialized agencies, and intergovernmental organizations the following recommendation: | null | null |
ICPE-20-1957_RES1-FR | Submits the following recommendation to the Ministries of Public Instruction of the various countries: | null | null |
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; | null | null |
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 populat... | null | null |
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 th... | null | null |
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 fina... | null | null |
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. | null | null |
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; | null | null |
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. | null | null |
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. | null | null |
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 sectio... | null | null |
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 | null | null |
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. | null | null |
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; | null | null |
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; | null | null |
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 reser... | null | null |
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. | null | null |
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 teac... | null | null |
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 | null | null |
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; | null | null |
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. | null | null |
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... | null | null |
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. | null | null |
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 ar... | null | null |
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; | null | null |
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; | null | null |
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. | null | null |
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... | null | null |
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. | null | null |
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; | null | null |
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 wo... | null | null |
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. | null | null |
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. | null | null |
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; | null | null |
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 s... | null | null |
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 — | null | null |
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 reaso... | null | null |
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 UNES... | null | null |
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; | null | null |
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; | null | null |
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; | null | null |
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; | null | null |
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. | null | null |
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. | null | null |
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... | null | null |
ICPE-20-1957_RES1-FR | Considering the rapid pace of economic, technical, and social development in the contemporary world, | null | null |
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 quali... | null | null |
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, | null | null |
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, | null | null |
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, | null | null |
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, | null | null |
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, | null | null |
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, | null | null |
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, | null | null |
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, | null | null |
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, | null | null |
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, | null | null |
ICPE-20-1957_RES1-FR | Considering that modern society increasingly demands international collaboration and mutual understanding, | null | null |
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, | null | null |
ICPE-20-1957_RES1-FR | Submits to the Ministries of Public Instruction of the various countries the following recommendation: | null | null |
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... | null | null |
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 o... | null | null |
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 hi... | null | null |
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. | null | null |
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. | null | null |
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. | null | null |
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; | null | null |
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. | null | null |
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. | null | null |
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... | null | null |
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. | null | null |
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; | null | null |
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. | null | null |
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. | null | null |
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 edu... | null | null |
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. | null | null |
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 relocatio... | null | null |
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 ... | null | null |
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; | null | null |
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; | null | null |
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. | null | null |
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 an... | null | null |
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. | null | null |
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; | null | null |
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