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ICPE-38-1981_RES1-FR | Noting that the gradual blurring of the boundaries between manual labor and intellectual work constitutes a positive trend, | null | null |
ICPE-38-1981_RES1-FR | Aware that the forms which interaction between education and productive work may take vary from one country to another, | null | null |
ICPE-38-1981_RES1-FR | Considering that, given the rapid evolution taking place in the field of work, it is essential that training in new technology sectors be introduced simultaneously with the development of knowledge in traditional sectors, and that lifelong education provide young people and adults with opportunities to regularly update... | null | null |
ICPE-38-1981_RES1-FR | Considering further that it clearly emerges from the recommendations of the latest regional conferences of ministers of education organized by UNESCO that one of the most urgent needs of today's societies, particularly developing societies, is to produce a skilled workforce adapted to the employment situation and meeti... | null | null |
ICPE-38-1981_RES1-FR | Noting furthermore that developing countries, in particular, are far from having the resources necessary to meet the most legitimate demands aimed at ensuring the interaction between school, productive work, and the world of employment, and that many developing countries are concerned about the inadequacy of infrastruc... | null | null |
ICPE-38-1981_RES1-FR | Taking into account that there is a link between the right to education and the right to work, and recognizing that education must, in all societies, contribute effectively to material and cultural well-being as well as to socio-economic and cultural development, | null | null |
ICPE-38-1981_RES1-FR | Considering that the success of harmonious development in any society is fostered by the mobilization of all human resources, without distinction of gender, primarily involving the genuine promotion of equal opportunities in relation to education and technical and vocational training, which are factors of well-being, c... | null | null |
ICPE-38-1981_RES1-FR | Convinced that it is essential to further develop regional and international cooperation in the field of education to promote peace, mutual respect, and understanding among peoples, | null | null |
ICPE-38-1981_RES1-FR | And taking into account the constitutional provisions in force in the various Member States as well as their specific needs and educational systems, | null | null |
ICPE-38-1981_RES1-FR | Adopts, on November 19, 1981, the following recommendation, which it submits to the ministries of education, other competent authorities and institutions of the Member States, as well as to other institutions of the United Nations system with responsibilities in this field, and to interested non-governmental organizati... | null | null |
ICPE-38-1981_RES1-FR | 1. The interactions between education and productive work, the latter referring to material or intellectual goods or services useful to the individual or society without necessarily being remunerated, and taking into account the formative contribution of the productive sector itself, should be genuine and continuous, | null | null |
ICPE-38-1981_RES1-FR | 2. Efforts to ensure these interactions should be undertaken at all levels of education in all its forms and, while allowing for a certain independence of the elements involved, should emphasize the interdependence between theory and practice, the role and importance of productive work within social, aesthetic, cultura... | null | null |
ICPE-38-1981_RES1-FR | 3. Among the measures aimed at ensuring, strengthening, and promoting these interactions at various levels of education, there may be provisions intended to introduce or develop creative or productive activities within the curricula and participation in socially useful activities or in actual applied work inside or out... | null | null |
ICPE-38-1981_RES1-FR | 4. The interaction between education and productive work should be ensured mainly in two ways: (a) by introducing productive work into the educational process, in schools and other educational institutions; (b) by providing active individuals with more favorable conditions to continue their education without interrupti... | null | null |
ICPE-38-1981_RES1-FR | 5. The activities related to the world of work that are included in the curriculum of educational institutions (concretely creative activities and productive work within schools or participation in socially useful activities and productive work outside this framework) should, as appropriate in each case and in accordan... | null | null |
ICPE-38-1981_RES1-FR | 6. Provisions allowing children and young people to engage in productive work as part of their education should, in all cases, comply with national and international legislation and standards related to the employment of children and young people and, more specifically, with international conventions and recommendation... | null | null |
ICPE-38-1981_RES1-FR | 7. Education and activities related to work should be equally accessible to persons of both sexes and should be chosen so as to combat prejudices in society in general and in the world of work in particular, while taking into account the relevant sociocultural specificities. | null | null |
ICPE-38-1981_RES1-FR | 8. The participation of school youth in productive activities should not involve any form of exploitation to their detriment. | null | null |
ICPE-38-1981_RES1-FR | 9. Programs facilitating interaction between education and productive work should be developed with a view to lifelong education. Provisions aimed at promoting interactions between the education of children and young people and active life should ensure the continuity of these interactions and apply to all relevant dis... | null | null |
ICPE-38-1981_RES1-FR | 10. National experiences in the field of interaction between education and productive work should be encouraged through technical, financial, and equipment assistance to production units within education and training centers. | null | null |
ICPE-38-1981_RES1-FR | 11. Research and the production of teaching manuals should be promoted to facilitate the development of the links between education and productive work. | null | null |
ICPE-38-1981_RES1-FR | 12. The authorities responsible for education should always, in agreement with social partners, participate in the supervision and control of the organization of general and technological training for youth and adults. | null | null |
ICPE-38-1981_RES1-FR | 13. Educational activities involving interaction between education and active life should: (a) stimulate the development of creative skills and attitudes and help to understand the importance of management, scientific activity, and research in the workplace within modern society; as far as possible, pupils and especial... | null | null |
ICPE-38-1981_RES1-FR | At the primary school level, they should primarily aim to familiarize children with the world of work in general, its various aspects and the broad categories of professions, as well as with the general social and material characteristics of different fields of economic activity, in particular ensuring that children be... | null | null |
ICPE-38-1981_RES1-FR | 15. The curriculum at this level must include an introduction to creative activities, to the most common tools and machines, to materials, to working methods and production processes, and provide a preliminary understanding of working and production conditions, as well as the fundamental principles of science and techn... | null | null |
ICPE-38-1981_RES1-FR | 16. Specific programs should provide for an initial study of the relationship between productive work and the areas to which children and adolescents attach value. | null | null |
ICPE-38-1981_RES1-FR | 17. At an appropriate level of the education system, the curricula could be more extensive and include the study of several types of activities and professions to prepare for the choice of an educational and vocational training pathway or a career. This more in-depth study of various economic sectors may include visits... | null | null |
ICPE-38-1981_RES1-FR | 18. Teaching programs may, where appropriate, include provisions for pre-vocational education and training aimed at acquiring the most suitable theoretical and practical knowledge with regard to the socio-economic environment or to professional fields to which the pupil or student wishes to gain access or may in fact h... | null | null |
ICPE-38-1981_RES1-FR | 19. Professional and technical education and training programmes should, as far as possible, be designed to prepare for occupations that are not narrowly specialised, so as to establish an interaction between general education, theoretical instruction, and practical training in workshops and other similar facilities, i... | null | null |
ICPE-38-1981_RES1-FR | 20. Apprentices and other individuals undergoing job training who are primarily or jointly under the responsibility of authorities outside the education sector or employers should necessarily have sufficient opportunities to attend school part-time or to take courses related to their training or of a more general natur... | null | null |
ICPE-38-1981_RES1-FR | 21. The participation of students in productive work should enable the acquisition of new knowledge and experiences, and not merely serve as a means to apply theoretical knowledge acquired during the educational process. This participation is considered desirable and should be encouraged through appropriate methods and... | null | null |
ICPE-38-1981_RES1-FR | 22. Secondary and higher education institutions should, when permitted by applicable education legislation, take into account the educational value of active work experience for the purposes of enrollment or re-enrollment in their courses, and establish the necessary programs to that end. | null | null |
ICPE-38-1981_RES1-FR | 23. In adult education, the interactions between productive work and education must be established: (a) by planning educational activities as an integral part of national plans and programs for technical and economic development, the reform of professional structures, the fight against underemployment and unemployment,... | null | null |
ICPE-38-1981_RES1-FR | 24. Efforts to ensure the interaction between education and productive work should also be made with regard to the education of migrant workers and their children. | null | null |
ICPE-38-1981_RES1-FR | Applicants to general education training institutions who have gained direct work experience outside the education system should have such experience taken into account at the selection stage, where the applicable education legislation allows. | null | null |
ICPE-38-1981_RES1-FR | Instructors in technical and vocational education, or teachers specializing in disciplines involving creative activities or other productive and socially useful activities, should have practical experience in the relevant field of work. The theoretical and practical knowledge thus acquired should be supplemented and up... | null | null |
ICPE-38-1981_RES1-FR | 27. Initial and continuing training programs for teachers in vocational or general education should include some form of applied work and emphasize the fundamental principles inherent in this work, notably its organization, interdisciplinary reflection, problem-solving, and teamwork. | null | null |
ICPE-38-1981_RES1-FR | 28. Teachers of general and specialized technical and vocational education should have the opportunity, at regular intervals, to update and enhance their knowledge and understanding of the world of work through various means such as workplace visits, seminars and workshops related to working life and its challenges, as... | null | null |
ICPE-38-1981_RES1-FR | 29. Teachers specialized in disciplines involving the conduct of creative activities or other practical activities in schools and other educational institutions, as well as instructors who supervise productive work outside these institutions, should receive special training for these tasks which includes, in addition t... | null | null |
ICPE-38-1981_RES1-FR | 30. In-service teacher training concerning the relationship between education and productive work should be promoted through various means such as refresher courses, seminars, conferences, study visits, and so forth. | null | null |
ICPE-38-1981_RES1-FR | 31. Instruction relating to production techniques should be established in teacher training courses and colleges to complement the training of teachers in the area of interaction between education and productive work. | null | null |
ICPE-38-1981_RES1-FR | Non-teaching staff involved in the organization and supervision of practical activities inside or outside educational institutions should be fully informed of the educational objectives of the activity in question and, where appropriate, receive specific training for this purpose. | null | null |
ICPE-38-1981_RES1-FR | 33. Measures aimed at improving the interactions between education and productive work, so as to involve the world of work both inside and outside the school, should be carefully planned and programmed. This planning and programming should, where appropriate, include the following steps: (a) determination of educationa... | null | null |
ICPE-38-1981_RES1-FR | 34. Practical activities, and more specifically productive work, should be carried out in appropriate settings specially arranged for this purpose within the educational institution in question and/or outside, such as gardens and fields attached to the institution for agricultural activities or areas and work teams spe... | null | null |
ICPE-38-1981_RES1-FR | 35. A broader practical collaboration should be ensured between schools, on the one hand, and enterprises, agricultural operations, and other production units, on the other, with a view to addressing the issues related to the education, training, and work of pupils and students. | null | null |
ICPE-38-1981_RES1-FR | 36. The tasks to be carried out within the framework of practical activities should be selected with full consideration of the physical and mental development level of the individuals and groups concerned, as well as their prior experience and personal interests in this regard. | null | null |
ICPE-38-1981_RES1-FR | 37. Teaching related to creative activities and other types of socially and individually useful and productive work should, depending on the type of task to be performed, emphasize measures concerning the safety and health of the individual and the group carrying out the tasks in question, focusing in particular on the... | null | null |
ICPE-38-1981_RES1-FR | 38. Member States should cooperate at the subregional, regional, and international levels in the development of programs and practices aimed at improving the interactions between education and the world of work within their territories. This cooperation should take the form of: (a) a systematic and ongoing exchange of ... | null | null |
ICPE-38-1981_RES1-FR | 39. Within the framework of its Regular Programme and its network of institutions for educational innovation for development—the Asian Programme of Educational Innovation for Development (APEID), the Network of Educational Innovation for Development in Africa (NEIDA), the Programme for Cooperation in Educational Innova... | null | null |
ICPE-38-1981_RES1-FR | 40. The International Bureau of Education should, in collaboration with other UNESCO units: (a) within the framework of the international educational information network, particularly promote and facilitate the exchange of information on the interactions between education, productive work, and the world of work in gene... | null | null |
ICPE-40-1986_RES1-FR | The International Conference on Education, convened by the United Nations Educational, Scientific and Cultural Organization, assembled in Geneva for its 40th session from 2 to 11 December 1986, | null | null |
ICPE-40-1986_RES1-FR | Having regard to the relevant conventions, recommendations, and declarations adopted at the international level, and more particularly by UNESCO, | null | null |
ICPE-40-1986_RES1-FR | Noting that the universal recognition of the fact that education is a fundamental right of the individual and a prerequisite for social progress has led, over the past twenty years, to an unprecedented development of education worldwide, particularly at the secondary and higher levels, | null | null |
ICPE-40-1986_RES1-FR | Recalling that the Convention and the Recommendation concerning the Fight against Discrimination in Education adopted by the General Conference of UNESCO at its eleventh session stipulate that secondary education in its various forms should be expanded and made accessible to all, | null | null |
ICPE-40-1986_RES1-FR | Recognizing the constitutional particularities of each Member State, as well as its specific needs and educational systems, | null | null |
ICPE-40-1986_RES1-FR | Emphasizing that secondary education should contribute both to the full development of the individual and to their preparation for life in cultural, social, and economic terms, and wishing to strengthen cooperation in the field of education and to explore new forms thereof, | null | null |
ICPE-40-1986_RES1-FR | Recognizing the importance of secondary education that is responsive to realities as a factor accelerating cultural, socio-economic, scientific, and technological development in all contemporary societies, | null | null |
ICPE-40-1986_RES1-FR | Recalling that Recommendation No. 68 adopted by the International Conference on Education at its 34th session called on Member States to reorganize secondary education by moving beyond its traditional academic character and by harmoniously and flexibly combining general, technical, and vocational education in a balance... | null | null |
ICPE-40-1986_RES1-FR | Noting that a trend towards the rapprochement and sometimes the merging of general education and vocational education has emerged in numerous Member States, | null | null |
ICPE-40-1986_RES1-FR | Noting furthermore that the structures and curricula of secondary education have been subject to profound reforms for about ten years and reaffirming the importance of strengthening the links between the various levels of education, | null | null |
ICPE-40-1986_RES1-FR | Recognizing that the rapid pace of scientific, technological, and social change presents new challenges that call for an improvement in secondary education in order to meet the needs of both the individual and society today and in the future, | null | null |
ICPE-40-1986_RES1-FR | Convinced that the precise definition of the goals and objectives of secondary education based on the national education objectives, and their reformulation according to the evolution of circumstances and needs, constitute significant progress towards the improvement of secondary education, | null | null |
ICPE-40-1986_RES1-FR | Recognizing that the improvement of secondary education requires adequate initial and ongoing training of teaching staff, the establishment and proper management of material resources, as well as the updating of curricula, textbooks, and teaching aids, and also the development of appropriate pedagogical approaches and ... | null | null |
ICPE-40-1986_RES1-FR | The International Conference on Education, | null | null |
ICPE-40-1986_RES1-FR | Noting that the world is grappling with a problem whose severity was only fully realized after the draft recommendation No. 75 on "the improvement of secondary education: its objectives, structures, content, and methods" had been sent by the UNESCO Secretariat to Member States: the AIDS pandemic, as recently described ... | null | null |
ICPE-40-1986_RES1-FR | Noting that many governments, as well as public opinion in general, are currently disarmed and lacking the minimum necessary information to face this new disease, | null | null |
ICPE-40-1986_RES1-FR | Considering that much remains to be done in the field of education, and undoubtedly at the school level, to urgently implement information programs on means of prevention, and in particular that this information should primarily target secondary school teachers and students, as well as the parents of these students, | null | null |
ICPE-40-1986_RES1-FR | Considering that UNESCO has an essential role to play in this regard in close cooperation with the WHO and other institutions, organizations, and bodies of the United Nations system, | null | null |
ICPE-40-1986_RES1-FR | Adopts, on December 11, 1986, and submits for review to the Ministries of Education and the competent bodies and organizations of the various Member States, to the United Nations system institutions responsible in this field, and to the interested intergovernmental and non-governmental organizations, the following reco... | null | null |
ICPE-40-1986_RES1-FR | 1. Secondary education is a phase of education during which young people are gradually led to become autonomous and responsible adults. During this period, young people acquire the knowledge and skills necessary for their preparation for life in all its aspects. | null | null |
ICPE-40-1986_RES1-FR | 2. The improvement of secondary education should be viewed within the framework of lifelong education. The organization of this education should be sufficiently flexible to ensure continuity and complementarity between institutions that form the formal system of general and vocational secondary schools, as well as extr... | null | null |
ICPE-40-1986_RES1-FR | 3. The selection of the objectives, structures, content, and methods of secondary education should be guided by the following general principles and key concepts: (a) Aim for the complete and harmonious development of the individual by providing the conditions necessary for intellectual, moral, spiritual, physical, aes... | null | null |
ICPE-40-1986_RES1-FR | 4. National education policies should promote the improvement of secondary education and prioritize it when appropriate by employing the following means: (a) continuous reflection on the objectives of secondary education; (b) adoption of legislative, administrative, financial, social, and educational measures aimed at ... | null | null |
ICPE-40-1986_RES1-FR | 5. (a) Mechanisms should be established or strengthened to promote the optimal use of available resources, particularly to ensure greater continuity and complementarity between the different types of secondary education. (b) Furthermore, training should be encouraged in the fields of management and education, especiall... | null | null |
ICPE-40-1986_RES1-FR | 6. A thorough review of existing structures is necessary within the framework of efforts to ensure the overall improvement of secondary education. Whenever appropriate, concrete measures should be taken to: (a) ensure that the structures are better adapted to the cultural, socio-economic, scientific, and technical deve... | null | null |
ICPE-40-1986_RES1-FR | 7. Educational structures should be developed with sufficient flexibility to: (a) respond to the evolving needs of society while maintaining their continuity and coherence and ensuring equal opportunities for access and the widest possibilities for success; (b) offer students, through appropriate procedures, the possib... | null | null |
ICPE-40-1986_RES1-FR | 8. The improvement of secondary education should lead to a significant elevation of the scientific level of its entire content, ensuring that it is forward-looking and aligned with the achievements and imperatives of social, scientific, and technological progress, so as to create the conditions for new types of profess... | null | null |
ICPE-40-1986_RES1-FR | 9. Balanced curricula are essential for the overall development of students, and their personal abilities and interests must also be taken into account. Continuous evaluation and updating of these curricula are necessary to avoid overload and imbalances. The subjects taught should include languages, mathematics, exact ... | null | null |
ICPE-40-1986_RES1-FR | 10. The development of curricula should involve a broad process of research, evaluation, and consultation, engaging teachers and their organizations, parents, students, and representatives from various sectors of cultural and socio-economic life. The introduction of new elements into a curriculum should be subject to p... | null | null |
ICPE-40-1986_RES1-FR | 11. The restructuring of curricula should allow for the removal of outdated content to make way for new elements (for example, education related to the environment and ecology, computer science, new technologies, etc.) necessary to address scientific and technological challenges. These elements may be incorporated into... | null | null |
ICPE-40-1986_RES1-FR | 12. Curricula, particularly those of the upper secondary cycle, should allow for creativity, flexibility, and diversification. Optional subjects and various extracurricular activities should be added to the core curriculum of compulsory disciplines. | null | null |
ICPE-40-1986_RES1-FR | 13. Attention should be given not only to the content of teaching but also to the manner in which it is delivered. Consequently, the modes and methods of instruction as well as the teaching materials must be continuously reviewed. | null | null |
ICPE-40-1986_RES1-FR | 14. Methods should be developed and implemented that encourage the active participation of students in the teaching and learning process and that foster their self-learning abilities, their desire to learn, and their love of knowledge. | null | null |
ICPE-40-1986_RES1-FR | 15. The teaching and learning process should give considerable emphasis to activities aimed at "learning to learn." To this end, methods suited to this objective and appropriate modes of organizing students' work, such as group work, self-directed learning, and other forms of personalized learning, should be employed. | null | null |
ICPE-40-1986_RES1-FR | The inclusion of work experience or familiarization with the world of work in general education curricula also calls for a shift in priorities among the various methods used: visits, educational outings, and hands-on introductions to work outside the classroom setting should be organized. External experts should also b... | null | null |
ICPE-40-1986_RES1-FR | 17. The teaching of science and technology involves an increase in all types of experimental activities and practical work, particularly in laboratories, which are likely to encourage more active participation of students in the processes of scientific exploration and technological development. Likewise, the teaching o... | null | null |
ICPE-40-1986_RES1-FR | 18. Modern technologies, such as microcomputing, can provide significant support in improving the teaching and learning process, promote personalized learning, and contribute to the development of the student's personality. Based on an analysis of the concrete results of the use of computer technology in schools, appro... | null | null |
ICPE-40-1986_RES1-FR | Measures should be taken to increase the national capacity to produce educational materials and equipment, including textbooks, software, and other tools for the teaching of science and technology, at reasonable costs. | null | null |
ICPE-40-1986_RES1-FR | 20. Teachers should be involved in the development of necessary materials as this is a means of enhancing their professional competence. | null | null |
ICPE-40-1986_RES1-FR | 21. Guidance services should be developed and made available to all secondary schools and students. School and vocational guidance should, as far as possible, become an integral component of secondary education. Girls should be encouraged to pursue further studies leading to scientific and technological careers and, mo... | null | null |
ICPE-40-1986_RES1-FR | 22. It is also essential to develop extracurricular guidance activities such as, for example, visits to industrial and agricultural enterprises and other workplaces. | null | null |
ICPE-40-1986_RES1-FR | The desired support should be provided for the development of educational research as a tool whose contribution is essential to achieving the defined objectives. Educational research and innovative activities should be encouraged at all levels and taken into account in policy decisions and educational practice. | null | null |
ICPE-40-1986_RES1-FR | 24. In order to enhance the contribution that research can make to the improvement of secondary education, appropriate measures should be taken to better disseminate the results of educational research and the innovations it can provide. These results should be taken into account in the initial and ongoing training of ... | null | null |
ICPE-40-1986_RES1-FR | 25. The development, particularly through training, of management capacities at the national, local, and institutional levels is likely to enhance the effectiveness of secondary education administration methods. The participation of teachers and parents is also desirable in this regard. | null | null |
ICPE-40-1986_RES1-FR | 26. An increased and more judicious use of modern technologies should have a positive impact on education management and its effectiveness. The establishment of technical support centers for management and information systems for management use should be considered an important means of improving secondary education. | null | null |
ICPE-40-1986_RES1-FR | 27. Each country should determine which administrative functions are best assigned respectively to central, regional, and local services, in order to ensure a more rational use of available resources, more effective participation of all groups, and improved flow of information and communication between the various admi... | null | null |
ICPE-40-1986_RES1-FR | 28. Management should include an evaluation of how secondary education is supervised. To this end, well-designed monitoring and control systems should be in place for all aspects of secondary education. | null | null |
ICPE-40-1986_RES1-FR | 29. It is essential to promote, at the policy level, and to ensure, in practice, broader participation of all sectors of the population in both the democratization and the improvement of secondary education. | null | null |
ICPE-40-1986_RES1-FR | 30. The improvement of secondary education requires the training of a sufficient number of teachers and other educational personnel while raising the quality of training. | null | null |
ICPE-40-1986_RES1-FR | 31. In this regard, it would be appropriate to define long- and medium-term policies and objectives concerning teacher training and to provide concrete measures that could notably aim to: (a) encourage the most motivated young people to choose the teaching profession; (b) reorient teacher training methods and programs ... | null | null |
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