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ICPE-16-1953_RES1-FR | 2. Given the increasing complexity of issues related to pedagogical training, it is highly beneficial to entrust a specialized body—whether a general directorate, department, or service—with the coordination of administrative, financial, and technical matters concerning this training. | null | null |
ICPE-16-1953_RES1-FR | 3. For addressing the issues within its competence, this specialized body shall rely on the collaboration of consultative organs, which will include representatives from the administration and teaching staff of teacher training institutions as well as representatives of serving primary school teachers. | null | null |
ICPE-16-1953_RES1-FR | Among the essential tasks assigned to this specialized body is the assessment and training of the number of primary school teachers required by the expansion of school education, taking into account the impacts that demographic trends, the extension of compulsory schooling, the reduction of the maximum number of pupils... | null | null |
ICPE-16-1953_RES1-FR | 5. Where compulsory schooling is not yet universal, this specialized body shall be responsible for developing, in coordination with the directly concerned bodies, plans providing for immediate measures and long-term measures to ensure the training of the number of primary schoolteachers required by the phased implement... | null | null |
ICPE-16-1953_RES1-FR | 6. Even where it is responsible for organizing teacher training and monitoring the effectiveness of pedagogical training institutions, the specialized body must grant the institutions concerned the autonomy and latitude necessary for the proper functioning of any establishment, particularly with regard to curricula and... | null | null |
ICPE-16-1953_RES1-FR | 7. The collaboration of professors and student teachers can greatly contribute to the smooth running of the institution; it is therefore desirable that both be associated with the responsibilities of the internal organization of their establishment. — 159 | null | null |
ICPE-16-1953_RES1-FR | 8. Regardless of the mode of financing for teacher training institutions, the funds allocated to this training must be sufficient to maintain a number of institutions proportional to the needs for primary school teachers, to ensure appropriate salaries for their professors, to provide these institutions with premises t... | null | null |
ICPE-16-1953_RES1-FR | 9. To facilitate this funding, it is desirable that the press, public opinion, legislative assemblies, and the bodies responsible for allocating credits be kept informed of the importance of primary teacher education. | null | null |
ICPE-16-1953_RES1-FR | 10. Among the various systems of pedagogical training (normal schools with or without boarding, intermediate-type pedagogical institutes, university institutes or faculties of pedagogy), each country will benefit from choosing the system or systems that, while ensuring the most comprehensive preparation possible, best ... | null | null |
ICPE-16-1953_RES1-FR | It is desirable that primary school teachers be granted every facility to pursue their studies at the university level and that the number of faculties or institutes of pedagogy be increased, with the qualifications awarded by these institutions allowing the holders to teach in secondary education. | null | null |
ICPE-16-1953_RES1-FR | 12. Without disputing that the coexistence, within the same country, of multiple training systems differing in terms of admission conditions and age, duration and level of studies, as well as the value of the qualifications awarded, is fully justified, it appears that an excessive diversity of training systems presents... | null | null |
ICPE-16-1953_RES1-FR | 13. Where there exists a distinct training system for rural teachers and for urban teachers, it is essential to ensure, through the equivalence of the level of studies, the equivalence of the qualifications conferred upon each. | null | null |
ICPE-16-1953_RES1-FR | 14. Teachers who intend to work in preschool education, in the education of children with disabilities or special needs (preferably after obtaining a special certificate), or in higher or supplementary primary education, must receive specialized training alongside their general preparation or as a complement to it; it ... | null | null |
ICPE-16-1953_RES1-FR | 15. In countries where the completion of secondary education is not required as a condition for admission to institutions providing training for primary school teachers, all facilities must be made available to holders of the baccalaureate to receive pedagogical training which, under no circumstances, should be inferio... | null | null |
ICPE-16-1953_RES1-FR | Every possible facility must also be provided to individuals who discover late their aptitude or vocation for the profession of educator, to receive or complete the general and professional training indispensable to this role. | null | null |
ICPE-16-1953_RES1-FR | 17. Without overlooking the services rendered by secondary-level normal schools, in certain countries, as general education institutions open to all, measures should be considered to gradually transform these schools into pedagogical training establishments primarily reserved for those who intend to pursue a career in ... | null | null |
ICPE-16-1953_RES1-FR | RECRUITMENT AND ADMISSION CONDITIONS 18. Every effort must be made to attract candidates to the teaching profession who, possessing the required aptitudes, might be tempted to devote themselves to other activities; however, it must not be forgotten that the improvement of the moral and material conditions of primary te... | null | null |
ICPE-16-1953_RES1-FR | 19. Equal opportunities for access to the primary teaching profession must be ensured for candidates of both sexes. | null | null |
ICPE-16-1953_RES1-FR | 20. Primary and secondary school teachers should be frequently reminded of the valuable assistance they can provide in recruiting candidates for primary education, by identifying young people who demonstrate the necessary qualities and encouraging them, through appropriate measures, to pursue this career. | null | null |
ICPE-16-1953_RES1-FR | 21. Vocational guidance offices can also constructively assist in recruiting future primary teaching staff; as they already do for other professions, they could produce and distribute explanatory notices on the conditions of a teaching career; within the framework of this campaign, they could also organize talks for st... | null | null |
ICPE-16-1953_RES1-FR | 22. In order to broaden the recruitment of candidates to all sectors of the population, it is desirable to grant trainee teachers either complete free tuition (including schooling, accommodation, and maintenance), scholarships, or a salary advance. | null | null |
ICPE-16-1953_RES1-FR | 23. When, in return for the material facilities granted during their studies, trainee teachers are required to commit to practicing for a specified number of years, this essential commitment must be sufficiently flexible, especially in the case of female personnel, so as not to constitute an obstacle to recruitment. | null | null |
ICPE-16-1953_RES1-FR | 24. The age of admission to teacher training institutions depends on the level (secondary, intermediate, or higher) of these institutions; given the impossibility of setting a limit applicable to all countries, one must not overlook the risks posed by admitting candidates who do not possess the required maturity of min... | null | null |
ICPE-16-1953_RES1-FR | 25. As the simplification of admission procedures appears desirable, it is appropriate to take into account the qualifications, certificates, and diplomas of candidates during the entrance examinations to which they are subjected. | null | null |
ICPE-16-1953_RES1-FR | 26. However, intellectual aptitudes and knowledge should not constitute the sole criteria for admission to teacher training studies: strength of character, physical and mental aptitudes, love of children, dedication, and social awareness are all criteria that must also be taken into account; for this reason, it is desi... | null | null |
ICPE-16-1953_RES1-FR | 27. Attention should also be given to mental characteristics, emotional balance, personal concerns, and adaptation difficulties; it is therefore desirable that every teacher training institution entrust the responsibility of conducting a course in mental hygiene to a professor, to whom trainee teachers may also turn fo... | null | null |
ICPE-16-1953_RES1-FR | CURRICULUMS 28. Representatives of the administration and teaching staff of teacher training institutions, as well as representatives of serving primary school teachers, should be involved in the development and revision of curricula and programs at institutions responsible for the training of primary school teaching p... | null | null |
ICPE-16-1953_RES1-FR | 29. The duration of studies in teacher training institutions depends on the nature of the instruction provided; when this instruction encompasses both general education and professional preparation proper, the duration of the studies must necessarily be longer. | null | null |
ICPE-16-1953_RES1-FR | 30. In secondary-level pedagogical training institutions, an appropriate balance should be achieved between general education and professional preparation. | null | null |
ICPE-16-1953_RES1-FR | Professional preparation proper must include not only psychological and pedagogical studies and the practice of teaching, but also special courses dealing, for example, with the study of social facts, domestic economy, hygiene, physical education, singing, drawing, manual work, agriculture, etc. | null | null |
ICPE-16-1953_RES1-FR | 32. The psychological and pedagogical training of primary school teaching staff must focus on the study of the nature of the child and their processes of knowledge acquisition, on the study of the relationships between education and society, and on the study of didactics and educational materials — all these matters be... | null | null |
ICPE-16-1953_RES1-FR | 33. The psychological studies required of trainee teachers must cover general psychology and child psychology; far from being limited to test techniques, they must include a qualitative study of the structure of the child's mind and its development; the oral courses should be accompanied by observations and experiments... | null | null |
ICPE-16-1953_RES1-FR | 34. Within the framework of pedagogical studies, it is desirable to allocate a place to general pedagogy, the history of education, and comparative pedagogy, to experimental pedagogy, to the didactics of various subjects, to the organization, administration, and school legislation, and finally to the pedagogical issues... | null | null |
ICPE-16-1953_RES1-FR | 35. The teaching of general pedagogy and the history of education should aim to enable future teachers to grasp, in addition to the constants observed in various pedagogical theories, the evolution that has occurred both in terms of principles and in the organization of schooling; comparative pedagogy should instill in... | null | null |
ICPE-16-1953_RES1-FR | 36. In the curricula, significant emphasis must be placed on the teaching of didactics, both from the perspective of active methods and the various disciplines, particularly the methodology of reading, writing, and introductory mathematics; this methodological instruction should be provided in close correlation with co... | null | null |
ICPE-16-1953_RES1-FR | Theoretical courses of a pedagogical nature must be accompanied by seminar work, discussion groups, individual research, etc.; for this purpose, teacher training institutions must be equipped with teaching and psycho-pedagogical research materials and have a well-stocked library containing educational journals, works o... | null | null |
ICPE-16-1953_RES1-FR | 38. As soon as circumstances permit, optional or elective courses should be included in the curricula designed for trainee teachers, allowing them to deepen their knowledge in subjects more closely related to their personal preferences or interests. | null | null |
ICPE-16-1953_RES1-FR | 39. Practical training for student teachers, being one of the essential aspects of the professional preparation of primary teaching staff, should allocate a significant proportion of the time reserved for pedagogical studies to internships. | null | null |
ICPE-16-1953_RES1-FR | 40. The practical training of student teachers must be designed to enable them not only to observe model lessons and to personally and progressively become acquainted with teaching techniques and classroom responsibilities, but also to experience school life in all its facets. | null | null |
ICPE-16-1953_RES1-FR | 41. It is essential that institutions responsible for the training of primary school teachers have under their control one or more schools, preferably of an experimental type, where student teachers can complete part of their practical training placements. | null | null |
ICPE-16-1953_RES1-FR | 42. The practical training of trainee teachers should not be confined to placements in demonstration schools; it is desirable that they also gain experience in ordinary primary schools, where the challenges (premises, equipment, number of pupils per class, social environment, etc.) are of the same nature as those they ... | null | null |
ICPE-16-1953_RES1-FR | 43. Prospective teachers should have the opportunity to train both in single-teacher schools and in multi-class institutions; it is also advantageous for them to become acquainted, as far as possible, with schools located in different environments. | null | null |
ICPE-16-1953_RES1-FR | 44. In countries where primary school teachers are expected to be involved in adult education, for example in evening classes, student teachers should be introduced to the issues raised by this type of education and have the opportunity to practice in adult or basic education courses. | null | null |
ICPE-16-1953_RES1-FR | 45. Pedagogical training must also include courses on school hygiene, on care to be given to the child, and on precautions to be taken against contagious diseases and epidemics; primary teachers appointed to isolated posts must at least be capable of taking care of their own health and that of their family. | null | null |
ICPE-16-1953_RES1-FR | 46. Given the social role assigned to teachers, they must receive both theoretical and practical training to understand their place within community life; to this end, they should be introduced to activities such as the organization of leisure, the preparation of cultural events, the improvement of public hygiene condi... | null | null |
ICPE-16-1953_RES1-FR | 47. The development of the artistic sensibility of student teachers should be encouraged if the schools entrusted to them are to become centers of aesthetic influence in their turn; to achieve this, the location and layout of teacher training institutions must be carefully selected, and musical, theatrical, literary, a... | null | null |
ICPE-16-1953_RES1-FR | Opportunities must be provided for student teachers to become involved in extracurricular activities (school canteens and changing rooms, holiday camps, youth movements, parent-teacher associations, etc.). | null | null |
ICPE-16-1953_RES1-FR | 49. The behavior of student teachers largely depends on the organization of studies, the spirit underlying the teaching, and, where applicable, the conditions of housing and living; discipline must therefore be liberal in nature, based on respect for individuality and aimed at fostering the development of personal pote... | null | null |
ICPE-16-1953_RES1-FR | 50. One of the greatest problems that humanity still has to resolve is that of its relationships with others; it is therefore appropriate to cultivate in the future primary school teacher the tastes, attitudes, knowledge, and skills necessary to develop good human relations (mutual understanding, tolerance, and solidar... | null | null |
ICPE-16-1953_RES1-FR | 51. Particular attention should be given to the selection of teaching staff in teacher training institutions and practice schools, as their human qualities must make them the model teacher presented as an example to trainee teachers. | null | null |
ICPE-16-1953_RES1-FR | 52. Professors of pedagogy and psychology must possess high theoretical and practical qualifications; as for professors responsible for teaching other disciplines, they must not only have a thorough command of their own specialty but also understand the psychological, pedagogical, and social aspects of its instruction. | null | null |
ICPE-16-1953_RES1-FR | 53. The contact between the teacher training institutions and the trainee teachers should not cease upon their obtaining the normal school diploma; therefore, it is necessary to maintain this contact and to enable practicing primary school teachers to benefit from the influence of these institutions. | null | null |
ICPE-16-1953_RES1-FR | 54. Psychological and pedagogical research organizations must be established to facilitate — in collaboration with teacher training institutions and, where applicable, with their affiliated and practice schools or any other primary schools — the continuous improvement of methods and the enhancement of work tools necess... | null | null |
ICPE-16-1953_RES1-FR | PROFESSIONAL DEVELOPMENT OF ACTIVE PRIMARY SCHOOL TEACHERS 55. All necessary measures should be taken to ensure that active primary school teachers can pursue professional development throughout their careers, in order to stay informed about new theories and techniques. | null | null |
ICPE-16-1953_RES1-FR | 56. The organization of a system for professional development proves to be especially necessary for primary school teachers who have received accelerated training, which is therefore brief and incomplete, as well as for those who have been appointed without possessing all the usual qualifications. | null | null |
ICPE-16-1953_RES1-FR | 57. In addition to the increased efficiency and morale that primary teaching staff may derive from in-service training courses, these courses must, where remuneration depends on qualifications and credentials, enhance the opportunities for advancement of anyone who has successfully completed them. | null | null |
ICPE-16-1953_RES1-FR | 58. Regardless of the means employed to contribute to the professional development of primary teaching staff (lectures, model lessons, discussion groups, study internships, holiday courses, correspondence courses, radio broadcasts, etc.), a predominant role in organizing these activities must be assigned to the school ... | null | null |
ICPE-16-1953_RES1-FR | 59. When the educational authorities do not assume responsibility for organizing the professional development of primary school teachers, subsidies must be granted to teachers' associations or other institutions and groups capable of successfully carrying out this task. | null | null |
ICPE-16-1953_RES1-FR | The greatest facilities (leave, allowances, etc.) must be granted to primary school teachers so that they can benefit from initiatives aimed at their professional development; these facilities are even more necessary when it concerns the improvement of teachers working in rural areas who do not possess all the required... | null | null |
ICPE-16-1953_RES1-FR | 61. In addition to the initiatives taken by the school authorities or by other institutions and groups aimed at the professional development of primary school teachers, it is necessary to encourage the latter to form working groups or study circles to jointly examine educational problems, both theoretical and practical... | null | null |
ICPE-16-1953_RES1-FR | 62. Individual or group study trips, both domestically and abroad, should be regarded as one of the most effective means to raise the professional level of teachers, broaden their perspective on educational issues, and encourage them to improve their methods; for this reason, a sufficient number of scholarships must be... | null | null |
ICPE-16-1953_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-three, in its sixteenth session, adopts on the fourteenth of ... | null | null |
ICPE-16-1953_RES1-FR | Submits the following recommendation to the Ministries of Public Education of the various countries: | null | null |
ICPE-16-1953_RES1-FR | 1. When primary teaching staff hold civil servant status, the general rights and guarantees conferred by this status must in no case be inferior to those granted to other categories of civil servants of the same level. | null | null |
ICPE-16-1953_RES1-FR | 2. Where members of the primary teaching staff are not considered civil servants, they must hold a contract whose general clauses do not place them at a disadvantage compared to similar personnel in other services subject to the same contractual regime. | null | null |
ICPE-16-1953_RES1-FR | 3. Without seeking to establish a uniform system, it is appropriate to encourage initiatives taken, in decentralized countries, to reduce as much as possible the glaring inequalities that may exist within the same country regarding the situation of primary teaching staff, particularly in terms of remuneration. | null | null |
ICPE-16-1953_RES1-FR | 4. Where primary teaching staff are administratively accountable to local authorities, it is important to ensure that these authorities, especially in the case of small rural communities, are capable of guaranteeing the rights of the teachers they employ, particularly regarding the regular payment of their remuneration... | null | null |
ICPE-16-1953_RES1-FR | Maximum job security must be guaranteed to members of the primary teaching staff, except in cases of serious misconduct sanctioned, in accordance with the applicable regulations in the matter, by dismissal from service or contract termination; as soon as a primary school teacher meets the required conditions, a lifetim... | null | null |
ICPE-16-1953_RES1-FR | 6. The duly recognized bodies are competent to enforce the regulations concerning the rights and duties of primary teaching personnel, free from any external pressure, regardless of its nature. | null | null |
ICPE-16-1953_RES1-FR | 7. In the event of professional misconduct, regulatory sanctions must be applied impartially, with the individual retaining the right to appeal to the competent authorities if they consider the measure taken against them to be unjustified. | null | null |
ICPE-16-1953_RES1-FR | 8. This right of appeal must also be granted to any member of the primary teaching staff who considers themselves aggrieved by the application to them of administrative measures provided for by law or regulations. | null | null |
ICPE-16-1953_RES1-FR | 9. In principle, authorized delegates of the primary teaching staff should be part of the bodies responsible for reviewing appeals that teachers may file against decisions taken concerning them by school authorities in disciplinary matters and professional qualifications. | null | null |
ICPE-16-1953_RES1-FR | 10. Members of the primary teaching staff, or their representatives, must be granted the right to participate in the development of guidelines concerning their working conditions and in educational conferences addressing issues related to the functions of the primary teacher. | null | null |
ICPE-16-1953_RES1-FR | 11. Teachers should be recognized the right to associate in professional organizations of their choice, qualified to represent them on all occasions. | null | null |
ICPE-16-1953_RES1-FR | 12. The procedures for appointing members of the primary teaching staff must be as simple as possible and provide all guarantees of objectivity. | null | null |
ICPE-16-1953_RES1-FR | In this regard, the automatic appointment of teachers who have obtained the required qualifications presents advantages, particularly where there is a shortage of teaching staff; in filling positions for which male and female primary teachers hold equivalent qualifications and equally meet the established conditions, a... | null | null |
ICPE-16-1953_RES1-FR | 14. Where automatic appointment is not applicable, a selection system should be used that offers all guarantees to the candidates and takes into account their overall grades and the evaluations made during their teacher training, their qualifications, extracurricular activities, as well as the results of the tests and ... | null | null |
ICPE-16-1953_RES1-FR | 15. In principle, the procedures used by certain countries to determine promotion or transfer to a higher position should be based on the same process, while also taking into account the service records of the individuals concerned. | null | null |
ICPE-16-1953_RES1-FR | 16. When a probationary period must precede tenure, it should not be unduly extended, so as to allow primary school teachers to enjoy the full extent of their rights as soon as possible. | null | null |
ICPE-16-1953_RES1-FR | Among the means to encourage teachers to remain in the same position and to address the disadvantages inherent in excessively frequent changes of incumbents, especially in rural areas, measures should be considered to facilitate the appointment of teachers in their own locality or in a neighboring locality, if that is ... | null | null |
ICPE-16-1953_RES1-FR | 18. When both spouses are members of the teaching staff, every effort should be made to facilitate their appointment in the same locality or in neighboring localities. | null | null |
ICPE-16-1953_RES1-FR | 19. Where feasible, it is desirable that teachers be able to benefit from advancement on the salary scale without being required to change location. | null | null |
ICPE-16-1953_RES1-FR | 20. The psychophysiological capacities of the pupil and the tasks that the primary school teacher is required to perform in addition to teaching their class dictate that the weekly teaching schedule must not exceed thirty hours: the teacher must be able to prepare lessons, correct assignments, engage in extracurricular... | null | null |
ICPE-16-1953_RES1-FR | 21. In principle, the length and distribution of holidays and leave should be guided by similar considerations, taking into account the rest and leisure time that both teachers and pupils equally require. | null | null |
ICPE-16-1953_RES1-FR | 22. In localities where the alternating class system is implemented and where primary school teachers must, consequently, teach two different groups of students each day, it is necessary to provide sufficient staff to maintain the workload of each teacher within the limits recommended in Article 20. | null | null |
ICPE-16-1953_RES1-FR | 23. In principle, the economic situation of the primary school teacher should allow them to devote themselves entirely to their educational and extracurricular or social activities; outside of their normal duties, they should not undertake paid work that could undermine the operation of the service for which they are r... | null | null |
ICPE-16-1953_RES1-FR | 24. Given that the insufficiency of the professional qualifications of teachers in both public and private education is often the cause of inadequate working conditions and remuneration granted to them, which consequently harms the interests of the pupils entrusted to their care, it is desirable that the public authori... | null | null |
ICPE-16-1953_RES1-FR | 25. Primary school teaching staff must receive remuneration that corresponds to the importance of their mission and is at least equal to that of various categories of civil servants or employees who have undergone similar training or occupy a social position of the same level. | null | null |
ICPE-16-1953_RES1-FR | 26. The minimum salary must be sufficient to ensure that the teacher, from the very beginning of their career, enjoys living conditions that motivate them in their work and notably allow them to establish a household; | null | null |
ICPE-16-1953_RES1-FR | 27. Salary scales must be designed as simply as possible, while ensuring that the proportion of teachers receiving a salary below the average rate is kept to a minimum. | null | null |
ICPE-16-1953_RES1-FR | 28. While acknowledging that methods of remuneration may vary from one country to another, it appears preferable that the gap between the minimum and maximum rates within the same scale should not be too large, provided that both rates ensure a fair remuneration for teachers. | null | null |
ICPE-16-1953_RES1-FR | 29. Where there are multiple systems of professional training for primary school teachers, it is equitable that teachers whose qualifications or diplomas have required a longer and more comprehensive preparation be remunerated at a higher rate. | null | null |
ICPE-16-1953_RES1-FR | 30. It is highly desirable that, with equal qualifications and equal work, the remuneration rate for female primary teachers be identical to that of their male counterparts; where this principle is not applied, all measures should be taken to progressively reduce the existing gap between the remuneration rates of the t... | null | null |
ICPE-16-1953_RES1-FR | 31. Promotion should enable the primary school teacher to reach the average salary scale in a reasonable time and to obtain, at the end of their career, where the retirement rate is based on the amount of the salary, an optimal pension or allowance. | null | null |
ICPE-16-1953_RES1-FR | 32. When advancement is primarily based on selection, all necessary measures must be taken to prevent arbitrariness by the responsible authorities: only qualifications, service records, abilities, efficiency, and merit of the candidates should be taken into account. | null | null |
ICPE-16-1953_RES1-FR | 33. In decentralized countries where primary teaching staff are subject to various remuneration methods and different salary scales, efforts must be made, by the most appropriate means deemed necessary, to minimize as much as possible the significant disparities that may exist within the same country regarding remunera... | null | null |
ICPE-16-1953_RES1-FR | 34. In countries where, for equivalent training, the remuneration rate of preschool institution teaching staff is lower than that of primary school teachers, it is legitimate to consider the elimination of this anomaly. | null | null |
ICPE-16-1953_RES1-FR | 35. When teaching in a practice school affiliated with a teacher training institution, in an upper primary school, in a supplementary course, or in a school for children with disabilities requires additional or specialized professional qualifications or preparation, the remuneration rate for teachers in this category m... | null | null |
ICPE-16-1953_RES1-FR | 36. The responsibilities inherent to the position of primary school principal must entitle the holder to an increase in the rate of remuneration, which, where appropriate, could be proportional to the size of the institution concerned. | null | null |
ICPE-16-1953_RES1-FR | 37. Trainee teachers, substitute teachers, and interim teachers, as well as teachers who do not hold all the required qualifications, are entitled to remuneration which, while remaining lower than that of certified teachers, must provide them with adequate means of livelihood. | null | null |
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