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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. | null | null |
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 advantage... | null | null |
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 Jul... | null | null |
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, | null | null |
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, | null | null |
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, | null | null |
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, | null | null |
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 deve... | null | null |
ICPE-24-1961_RES1-FR | Whereas attending a preschool education institution facilitates the transition between family life and school life, | null | null |
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... | null | null |
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, | null | null |
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, | null | null |
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 ot... | null | null |
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, | null | null |
ICPE-24-1961_RES1-FR | Submits the following recommendation to the Ministries of Public Education of the various countries: | null | null |
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. | null | null |
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. | null | null |
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 extensi... | null | null |
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 edu... | null | null |
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. | null | null |
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. | null | null |
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 th... | null | null |
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. | null | null |
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. | null | null |
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. | null | null |
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. | null | null |
ICPE-24-1961_RES1-FR | 12. Despite the benefits that children may gain from attending a preschool education establishment, such attendance must remain optional. | null | null |
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. | null | null |
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. | null | null |
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. | null | null |
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. | null | null |
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. | null | null |
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. | null | null |
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. | null | null |
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 spontan... | null | null |
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. | null | null |
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 inter... | null | null |
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. | null | null |
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. | null | null |
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. | null | null |
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, discussion... | null | null |
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. | null | null |
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 institution... | null | null |
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. | null | null |
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 ... | null | null |
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, et... | null | null |
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. | null | null |
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. | null | null |
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. | null | null |
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. | null | null |
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. | null | null |
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. | null | null |
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 younge... | null | null |
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. | null | null |
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. | null | null |
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. | null | null |
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, spec... | null | null |
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. | null | null |
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 d... | null | null |
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. | null | null |
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 advantage... | null | null |
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... | null | null |
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, | null | null |
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, | null | null |
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, | null | null |
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... | null | null |
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, | null | null |
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... | null | null |
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, | null | null |
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 scien... | null | null |
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, | null | null |
ICPE-25-1962_RES1-FR | Considering that cooperation in the field of education is an important factor for mutual enrichment and understanding among peoples, | null | null |
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, | null | null |
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, | null | null |
ICPE-25-1962_RES1-FR | Submits to the Ministries of Public Education of the different countries the following recommendation: | null | null |
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 ... | null | null |
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 comprehens... | null | null |
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. | null | null |
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 all... | null | null |
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. | null | null |
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. | null | null |
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. | null | null |
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. | null | null |
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 s... | null | null |
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. | null | null |
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. | null | null |
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: ... | null | null |
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 acc... | null | null |
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. | null | null |
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 hi... | null | null |
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. | null | null |
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. | null | null |
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. | null | null |
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. | null | null |
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, an... | null | null |
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. | null | null |
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. | null | null |
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. | null | null |
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. | null | null |
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. | null | null |
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