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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; | null | null |
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; | null | null |
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. | null | null |
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, ... | null | null |
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; | null | null |
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... | null | null |
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 p... | null | null |
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 know... | null | null |
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 ... | null | null |
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... | null | null |
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, | null | null |
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, | null | null |
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, | null | null |
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, | null | null |
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, | null | null |
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, | null | null |
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, | null | null |
ICPE-21-1958_RES1-FR | Considering that educators unanimously condemn overwork and the excessive burden of primary education curricula, | null | null |
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, | null | null |
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, | null | null |
ICPE-21-1958_RES1-FR | Submits the following recommendation to the Ministries of Public Instruction of the various countries: | null | null |
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 ... | null | null |
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 provid... | null | null |
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 b... | null | null |
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. | null | null |
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; | null | null |
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; | null | null |
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; | null | null |
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. | null | null |
ICPE-21-1958_RES1-FR | 9. The encyclopedic nature of the curricula should be replaced by the selection of essential concepts. | null | null |
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; | null | null |
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; | null | null |
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; | null | null |
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. | null | null |
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... | null | null |
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. | null | null |
ICPE-21-1958_RES1-FR | 16. It is important to intensify international exchanges concerning the revision of primary education curricula. | null | null |
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; | null | null |
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 flexibili... | null | null |
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. | null | null |
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; | null | null |
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; | null | null |
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. | null | null |
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 adjustmen... | null | null |
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 ninetee... | null | null |
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, | null | null |
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, | null | null |
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, | null | null |
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, | null | null |
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, | null | null |
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, | null | null |
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 | null | null |
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, | null | null |
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, | null | null |
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, | null | null |
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 | null | null |
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, | null | null |
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, | null | null |
ICPE-21-1958_RES1-FR | Submits the following recommendation to the Ministries of Public Instruction of the various countries: | null | null |
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) determ... | null | null |
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 situ... | null | null |
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 ... | null | null |
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 develop... | null | null |
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. | null | null |
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. | null | null |
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; | null | null |
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. | null | null |
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. | null | null |
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. | null | null |
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 ... | null | null |
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 stude... | null | null |
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 kno... | null | null |
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; | null | null |
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. | null | null |
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. | null | null |
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; | null | null |
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. | null | null |
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; | null | null |
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. | null | null |
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. | null | null |
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 ... | null | null |
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 ... | null | null |
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; | null | null |
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; | null | null |
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; | null | null |
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. | null | null |
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. | null | null |
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. | null | null |
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; | null | null |
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; | null | null |
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.). | null | null |
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; | null | null |
ICPE-21-1958_RES1-FR | 34. In underdeveloped regions, adult education will take the form of literacy and basic education campaigns; | null | null |
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. | null | null |
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. | null | null |
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; | null | null |
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; | null | null |
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.); | null | null |
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; | null | null |
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; | null | null |
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