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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 t... | null | null |
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 nece... | null | null |
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 psy... | null | null |
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; | null | null |
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 necess... | null | null |
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. | null | null |
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 ... | null | null |
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, | null | null |
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, | null | null |
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, | null | null |
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, | null | null |
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, | null | null |
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, | null | null |
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, | null | null |
ICPE-22-1959_RES1-FR | Submits the following recommendation to the Ministries of Public Instruction of the various countries: | null | null |
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. | null | null |
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. | null | null |
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 instructin... | null | null |
ICPE-22-1959_RES1-FR | 4. Competitions between authors or groups of authors can contribute to improving the quality of school textbooks. | null | null |
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. | null | null |
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. | null | null |
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. | null | null |
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. | null | null |
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. | null | null |
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. | null | null |
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 com... | null | null |
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. | null | null |
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. | null | null |
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. | null | null |
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. | null | null |
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 n... | null | null |
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. | null | null |
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. | null | null |
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 whi... | null | null |
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... | null | null |
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. | null | null |
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. | null | null |
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 colla... | null | null |
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. | null | null |
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. | null | null |
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. | null | null |
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. | null | null |
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. | null | null |
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... | null | null |
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. | null | null |
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. | null | null |
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. | null | null |
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 devel... | null | null |
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. | null | null |
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. | null | null |
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. | null | null |
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 text... | null | null |
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. | null | null |
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 variou... | null | null |
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 organizati... | null | null |
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. | null | null |
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. | null | null |
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. | null | null |
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. | null | null |
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. | null | null |
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. | null | null |
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. | null | null |
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 Conf... | null | null |
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, | null | null |
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, | null | null |
ICPE-22-1959_RES1-FR | Considering that the ever-accelerating development of science and technology requires a constant adaptation of training methods for executives, | null | null |
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, | null | null |
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, | null | null |
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, | null | null |
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, | null | null |
ICPE-22-1959_RES1-FR | Considering that practical training always holds paramount importance in technical and scientific studies, | null | null |
ICPE-22-1959_RES1-FR | Considering that, in technical and scientific education as in other levels of education, the teacher remains the essential element, | null | null |
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, | null | null |
ICPE-22-1959_RES1-FR | Considering that it is necessary to increasingly direct technical and scientific activity towards peaceful purposes, | null | null |
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, | null | null |
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... | null | null |
ICPE-22-1959_RES1-FR | Considering that all these issues present a particularly urgent priority in the least developed countries, | null | null |
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, | null | null |
ICPE-22-1959_RES1-FR | Submits to the Ministries of Public Education of the various countries the following recommendation: | null | null |
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,... | null | null |
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 t... | null | null |
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 w... | null | null |
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 implementati... | null | null |
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. | null | null |
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... | null | null |
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... | null | null |
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. | null | null |
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, p... | null | null |
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. | null | null |
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. | null | null |
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 grea... | null | null |
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 o... | null | null |
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... | null | null |
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 sp... | null | null |
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,... | null | null |
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. | null | null |
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. | null | null |
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. | null | null |
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 b... | null | null |
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 gener... | null | null |
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