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ICPE-16-1953_RES1-FR | 38. Where this has not yet been done, educational authorities must endeavor to take all necessary measures to ensure that teachers are fully paid during holidays and statutory leave. | null | null |
ICPE-16-1953_RES1-FR | 39. Where salary scales have not been adjusted to take into account the rising cost of living, primary school teachers must receive cost of living allowances, the rates of which are subject to periodic revisions. | null | null |
ICPE-16-1953_RES1-FR | 40. Special residency allowances must be provided for primary school teachers working either in a locality where living conditions are made difficult by isolation, climate, sanitary conditions, or other factors, or in an urban area where the cost of living index reaches a higher level; it is the responsibility of the c... | null | null |
ICPE-16-1953_RES1-FR | 41. The housing crisis, which prevails in most countries, makes it all the more desirable for the authorities to provide primary school teachers with free or reduced-rent housing, or to grant them a housing allowance. | null | null |
ICPE-16-1953_RES1-FR | 42. It is desirable to grant primary school teachers family allowances on the same basis and under the same conditions as other civil servants or employees of the same category. | null | null |
ICPE-16-1953_RES1-FR | 43. Where the needs of the service may require a primary school teacher to change location, the individual must be granted a travel allowance. | null | null |
ICPE-16-1953_RES1-FR | 44. Primary teaching staff must benefit from a social security scheme that covers the following contingencies: retirement, survivor assistance, disability, illness, and maternity. | null | null |
ICPE-16-1953_RES1-FR | Regardless of the managing entity (fund administered by public authorities, by an association of civil servants, or by a private insurance company), the public authorities must ensure that all guarantees are in place to meet the commitments made to the beneficiaries of the social security scheme. | null | null |
ICPE-16-1953_RES1-FR | 46. There are countries where no contributions are required from primary school teachers benefiting from a social security scheme; however, where such contributions are demanded, their amount should not exceed the contribution made by the public authorities. | null | null |
ICPE-16-1953_RES1-FR | At a given age or after a specified number of years of service, primary school teachers must be entitled either to a normal retirement pension, a lump-sum payment, or both; a proportionate retirement pension may be granted after a minimum number of years of service, provided that such a scheme does not encourage them t... | null | null |
ICPE-16-1953_RES1-FR | 48. In the event of disability or incapacity necessitating retirement, primary school teachers must receive a pension or allowance corresponding to the number of years of service; the rate of this benefit must, in any case, be sufficient to ensure that the individual does not fall into financial need. | null | null |
ICPE-16-1953_RES1-FR | 49. In the event of illness, primary school teachers must be granted paid leave of a determined duration, with their replacement ensured by the educational authorities; where no other provision exists for this purpose, it is desirable that an allowance for medical and pharmaceutical expenses be also granted to them; if... | null | null |
ICPE-16-1953_RES1-FR | 50. Every female primary school teacher must be entitled to paid maternity leave, the duration of which (divided between the period before and after childbirth) shall not be less than three months — longer leave, treated as sick leave, may be granted for medical reasons. | null | null |
ICPE-16-1953_RES1-FR | 51. In the event of the death of a member of the primary teaching staff, benefits must be paid to the surviving dependents of the deceased or, in any case, to his widow (provided she does not remarry) and to his children (up to an age that cannot be less than that of compulsory schooling, and up to a later age if the i... | null | null |
ICPE-16-1953_RES1-FR | It is highly desirable that representatives of the primary teaching staff participate in the development of social security regulations and be involved in the management of funds as well as in the resolution of any disputes. | null | null |
ICPE-16-1953_RES1-FR | 53. While taking into account the various factors underlying the provisions established to regulate the employment of foreigners, it is advisable to consider, particularly in countries experiencing a shortage of primary school teachers, the possibility of admitting foreign teachers to practice, subject to certain condi... | null | null |
ICPE-16-1953_RES1-FR | To be admitted to teach in public primary education, foreign teachers must hold the diplomas required of national citizens or possess qualifications recognized as equivalent. | null | null |
ICPE-16-1953_RES1-FR | 55. In federal-type countries, it is desirable to grant nationals of the various federated states, provinces, cantons, etc., all possible facilitation to practice throughout the entire territory of the federation. | null | null |
ICPE-17-1954_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 fifth of July, nineteen fifty-four, adopts on the tenth of July, nineteen fifty-four the following reco... | null | null |
ICPE-17-1954_RES1-FR | Considering the fundamental right of every person to receive all education allowed by their abilities, regardless of any consideration of class, race, sex, language, or opinion, | null | null |
ICPE-17-1954_RES1-FR | Considering the transformations taking place before our eyes in the conception and structure of secondary education, | null | null |
ICPE-17-1954_RES1-FR | Considering that secondary education is aimed at an increasingly large number of students and tends to encompass, in various forms, all adolescents, | null | null |
ICPE-17-1954_RES1-FR | Considering that, due to the significant educational role of secondary school teachers in modern society, the recruitment and training of these teachers are paramount for the elevation of the general level of culture, | null | null |
ICPE-17-1954_RES1-FR | Considering that secondary education aims at a harmonious education of the individual on spiritual, intellectual, physical, and practical levels, and that consequently secondary school teachers themselves must receive training that meets the requirements of such humanism, | null | null |
ICPE-17-1954_RES1-FR | Considering the delicate mission of guidance entrusted to secondary school teachers, which must enable each student to be directed towards the form of education best suited to their abilities and social demands, | null | null |
ICPE-17-1954_RES1-FR | Considering the responsibility of secondary education teachers to develop the various elites necessary for our time, | null | null |
ICPE-17-1954_RES1-FR | Considering the necessity of adapting secondary education to the continuous contributions and needs of the modern world. | null | null |
ICPE-17-1954_RES1-FR | Considering, on the other hand, that despite similar aspirations, countries whose geographical, demographic, and social conditions, as well as historical and cultural development, may be very different, must provide diverse solutions to the problems of secondary teacher training, | null | null |
ICPE-17-1954_RES1-FR | Submits to the Ministries of Public Education of the various countries the following recommendation: | null | null |
ICPE-17-1954_RES1-FR | MODES OF TRAINING OF SECONDARY SCHOOL TEACHING STAFF 1. It is highly desirable that the competent authorities pay the utmost attention to the issues concerning the training of secondary school teachers, and strive to provide these teachers with the highest possible level of both general education and specialized traini... | null | null |
ICPE-17-1954_RES1-FR | 2. Representatives of institutions involved in the training of secondary teaching staff, as well as representatives of serving secondary school teachers, should be associated with the work of the bodies responsible for developing and revising the plans and programs related to this training; | null | null |
ICPE-17-1954_RES1-FR | 3. Among the systems for training secondary school teaching staff (training in a specialized institution, or university education supplemented by parallel or subsequent pedagogical training), each country will benefit from choosing the one that best corresponds to the structure of its higher education, its capabilities... | null | null |
ICPE-17-1954_RES1-FR | 4. Without disputing the value of the arguments in favor of the coexistence of different secondary teacher training systems within the same country, it is highly advantageous that, where this preparation differs in its modalities, it offers the greatest possible uniformity in the level to be achieved; when the general,... | null | null |
ICPE-17-1954_RES1-FR | 5. Teachers responsible for teaching subjects listed in the higher education curricula at secondary schools must possess university-level training; | null | null |
ICPE-17-1954_RES1-FR | 6. Any system for the training of secondary school teaching personnel must also aim to provide the highest possible level of training to teachers responsible for teaching other subjects, as well as to substitute teachers and, in countries where boarding schools exist, to all those involved in the operation of these ins... | null | null |
ICPE-17-1954_RES1-FR | 7. It is desirable that contacts and exchanges of experiences increase between the bodies responsible for the training of primary education staff and those responsible for the training of secondary education staff, in order to better ensure the continuity of education and the transition from one level of education to t... | null | null |
ICPE-17-1954_RES1-FR | RECRUITMENT AND ADMISSION CONDITIONS 8. As in other levels of education, every effort must be made to ensure a satisfactory social and economic status for secondary school teachers in order to attract candidates to this profession who, possessing the required abilities, might otherwise be inclined to pursue other activ... | null | null |
ICPE-17-1954_RES1-FR | 9. Measures should be taken (scholarships, stipends, etc.) to ensure that the lack of material resources does not constitute an obstacle for any candidate seeking admission to studies preparing for secondary school teaching; the provision of free boarding, in countries where this system is applied, can contribute to th... | null | null |
ICPE-17-1954_RES1-FR | 10. Equal opportunities for access to secondary teaching must be guaranteed to candidates of both sexes, and similar facilities must be provided to enable their preparation for this profession. | null | null |
ICPE-17-1954_RES1-FR | 11. When the training systems and the required qualifications for primary and secondary teaching staff differ, all facilities must be provided to primary school teachers so that, once they have obtained the required qualifications, they can access secondary teaching positions. | null | null |
ICPE-17-1954_RES1-FR | 12. In the recruitment and training of future secondary school teachers, it is essential to take into account not only the intellectual aptitudes and knowledge of the candidates but also their vocation and moral and pedagogical qualities, their character, their understanding of young people, their spirit of dedication,... | null | null |
ICPE-17-1954_RES1-FR | CURRICULA 13. While it is true that the training of secondary school teachers must be sufficiently specialized so that they have a thorough command of the subject they will be required to teach, it remains essential to seek a balance between specialized preparation and general culture; elective courses can contribute t... | null | null |
ICPE-17-1954_RES1-FR | 14. The professional preparation itself must include not only psychological and pedagogical studies (including the philosophy of education) and teaching practice, but also special courses focusing, for example, on the study of social facts and relationships, professional ethics, international understanding, etc., in or... | null | null |
ICPE-17-1954_RES1-FR | 15. In the curricula for the training of secondary school teachers, the utmost attention should be given to issues of international cooperation in order to promote the spirit of understanding and tolerance, as well as the respect for the freedom and independence of all peoples; | null | null |
ICPE-17-1954_RES1-FR | 16. It is necessary that, in the studies of psychology and pedagogy, significant importance be given to practical research in psychology and pedagogy, adolescent psychology, the didactics of each specific subject, as well as to the organization, administration, and school legislation, and to the pedagogical issues spec... | null | null |
ICPE-17-1954_RES1-FR | 17. All institutions involved in the training of secondary school teaching staff, whether specialized institutions or universities, must have a sufficient number of chairs and laboratories in psychology and pedagogy and be able to provide their pupils and students with collections of psychopedagogical books and journal... | null | null |
ICPE-17-1954_RES1-FR | 18. Great importance should be given to the practical training of the future secondary school teacher; it is not sufficient to have them merely attend lessons given by other teachers or to have them teach lessons themselves; it is preferable for them to complete internships in various classes across different instituti... | null | null |
ICPE-17-1954_RES1-FR | 19. While acknowledging that training schools can provide valuable services for the practical preparation of the future secondary school teacher, it is desirable that the majority of the professional internship take place in ordinary secondary schools, so that the candidate becomes familiar with a school environment id... | null | null |
ICPE-17-1954_RES1-FR | 20. It is important to introduce the future secondary school teacher not to a single method of education, but to the diversity of means and methods possible at this level, so that he can choose for himself the method that best suits the teaching for which he will be responsible; for this, participation in educational r... | null | null |
ICPE-17-1954_RES1-FR | 21. The practical training of the future secondary school teacher should include an introduction to social activities such as the organization of leisure activities, the preparation of cultural events, the leadership of youth movements, participation in parent-teacher associations, and the like. | null | null |
ICPE-17-1954_RES1-FR | 22. It is important that those responsible for the training of secondary education teaching staff be selected not only based on their academic qualifications but also according to their personal merit and teaching experience. | null | null |
ICPE-17-1954_RES1-FR | IMPROVEMENT OF IN-SERVICE TEACHERS 23. All necessary measures should be taken to ensure that secondary school teachers in service can improve their skills throughout their careers, both in the subjects they teach and in the principles and methods of pedagogy; | null | null |
ICPE-17-1954_RES1-FR | 24. Whatever means are employed to contribute to the professional development of secondary teaching staff (lectures, working or discussion groups, study courses, vacation courses, etc.), a predominant role in organizing these activities must be accorded to the inspectorate, the administration and teaching staff of teac... | null | null |
ICPE-17-1954_RES1-FR | 25. When the school authorities do not take responsibility for organizing the professional development of secondary school teachers, grants must be awarded to teachers' associations or other institutions and groups capable of successfully carrying out this task; | null | null |
ICPE-17-1954_RES1-FR | 26. The greatest facilities (scholarships, allowances, leave) must be granted to secondary school teachers so that they may benefit from initiatives aimed at their professional development; for this purpose, it would be generally desirable, if compatible with service requirements, to grant paid leave of several months ... | null | null |
ICPE-17-1954_RES1-FR | 27. In addition to individual or group study trips, both domestically and abroad, the exchange of secondary school teachers from one country to another should be considered as a means that can contribute to their professional development; in such cases, Recommendation No. 29 concerning the international exchange of edu... | null | null |
ICPE-17-1954_RES1-FR | 28. The publication of books and periodicals that meet the needs of secondary school teachers should be encouraged, and measures should be taken to facilitate their reading and discussion; teacher training institutions, documentation centers, and psychological and pedagogical research organizations appear particularly ... | null | null |
ICPE-17-1954_RES1-FR | ACCELERATED TRAINING 29. In cases where, due to a more or less sudden increase in student numbers, the use of accelerated training for secondary teaching staff appears justified as an exception, candidates should be required to have an adequate level of general education and professional preparation before being entrus... | null | null |
ICPE-17-1954_RES1-FR | 30. Recipients of accelerated training who have demonstrated the required aptitudes must be able to complete their professional training in order to be admitted into the secondary education system. | null | null |
ICPE-17-1954_RES1-FR | CONTRIBUTION OF INTERNATIONAL ORGANIZATIONS 31. It is highly desirable that UNESCO, the International Bureau of Education, and regional organizations contribute to the promotion of the training and professional development of secondary teaching staff. — 138 — | null | null |
ICPE-17-1954_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 5, 1954, adopts on July 13, 1954, the following recommendation: The Conference, | null | null |
ICPE-17-1954_RES1-FR | Considering, on the one hand, that apart from his duties and without distinction of sex, race, color, religion, opinion, or personal beliefs, the secondary school teacher must enjoy, like any educator, the free exercise of his civil rights, in accordance with the Universal Declaration of Human Rights, but that, on the ... | null | null |
ICPE-17-1954_RES1-FR | Considering that the situation of the teaching staff, taken as a whole, largely depends on its intrinsic unity, the good relations it maintains with the educational authorities, the extent to which its members are consulted on matters relating to their working conditions, the quality and content of their teaching, as w... | null | null |
ICPE-17-1954_RES1-FR | Considering that the secondary school teacher, like the entire teaching staff, contributes to the prestige of the profession through the quality of their spiritual and intellectual contribution to national life by assuming, as a citizen, their share of responsibilities in the social life of the community and by demonst... | null | null |
ICPE-17-1954_RES1-FR | Considering that good working conditions are necessary to attract sufficiently gifted young men and women to the teaching profession in order to meet the growing aspirations and needs of the modern world in the field of secondary education, | null | null |
ICPE-17-1954_RES1-FR | Considering that the future of thought and culture depends to a large extent on the quality of secondary school teachers, it is essential to do everything possible to ensure this quality both at the outset and throughout their careers, | null | null |
ICPE-17-1954_RES1-FR | Considering that the situation of secondary school teaching staff is closely linked to their professional training, a subject which is addressed in Recommendation No. 38 concerning the training of secondary school teaching staff, adopted by the Conference at its present session, | null | null |
ICPE-17-1954_RES1-FR | Considering that educational authorities are obliged to provide secondary school teachers with all the means necessary to keep abreast of the continuous developments in the subject matter of the various disciplines and the methods appropriate to their teaching, | null | null |
ICPE-17-1954_RES1-FR | Submits the following recommendation to the Ministries of Public Education of the various countries: | null | null |
ICPE-17-1954_RES1-FR | 1. The administrative status of public secondary education teachers must be governed by law and regulations; | null | null |
ICPE-17-1954_RES1-FR | 2. Authorized delegates of secondary education teachers must be invited to participate in the development of guidelines concerning working conditions in this sector. | null | null |
ICPE-17-1954_RES1-FR | 3. In terms of administrative and professional status, no member of the secondary teaching staff, whether a civil servant or not, shall be placed at a disadvantage compared to other categories of civil servants or employees whose qualifications, training, and responsibilities are of the same level; | null | null |
ICPE-17-1954_RES1-FR | 4. The maximum job security must be guaranteed to members of the secondary teaching staff; where the principle of lifelong employment does not appear to be applicable, the proposed engagement should be for a long-term period, with the possibility of renewal; | null | null |
ICPE-17-1954_RES1-FR | 5. Secondary school teachers should freely enjoy all civil rights, and in particular, be recognized the right to associate in professional organizations of their choice, qualified to represent them; | null | null |
ICPE-17-1954_RES1-FR | Duly constituted bodies have the authority to enforce regulations concerning the rights and duties of secondary teaching staff, free from any external pressure, regardless of its nature. | null | null |
ICPE-17-1954_RES1-FR | 7. Every member of the secondary teaching staff must be informed of the official notes and evaluations issued concerning them; these must be communicated exclusively to the individual concerned and their direct superiors, and, in the case of an unfavorable judgment, the individual must have the right to request an impa... | null | null |
ICPE-17-1954_RES1-FR | 8. In the event of professional misconduct, regulatory sanctions must be applied with complete objectivity, the individual retaining the right to appeal to the duly constituted bodies if they consider the measure taken against them unjustified; 140 — | null | null |
ICPE-17-1954_RES1-FR | 9. This right of appeal must also be recognized for any member of the secondary teaching staff who considers themselves aggrieved by the application, to their detriment, of administrative measures provided for by law or regulations; | null | null |
ICPE-17-1954_RES1-FR | 10. In principle, authorized delegates of the secondary teaching staff should be part of the bodies responsible for examining appeals that secondary school teachers may lodge against decisions taken concerning them by the educational authorities. | null | null |
ICPE-17-1954_RES1-FR | The appointment procedures for members of the secondary teaching staff must be as simple as possible and provide all guarantees of objectivity; they must take into account, among other things, the qualifications of the candidates and their aptitudes, with the minimum required qualifications to be established by law; | null | null |
ICPE-17-1954_RES1-FR | 12. When filling positions for which secondary school teachers possess equal qualifications and meet the required conditions equally, any discrimination based on gender should be avoided; | null | null |
ICPE-17-1954_RES1-FR | 13. In filling positions, care must be taken to ensure that no unjustified distinction is made between candidates on the grounds of race, religion, color, or nationality. | null | null |
ICPE-17-1954_RES1-FR | 14. Because they possess the necessary qualifications and experience, secondary school teachers must be able to assume all responsibilities related to their teaching, from the base to the top of the administrative and ministerial hierarchy; | null | null |
ICPE-17-1954_RES1-FR | 15. With regard to promotion, all measures must be taken to ensure that the responsible authorities apply a clearly defined procedure that takes into account only qualifications, credentials, and records of service. | null | null |
ICPE-17-1954_RES1-FR | 16. When a probationary period must precede tenure, it should not be unduly extended; | null | null |
ICPE-17-1954_RES1-FR | 17. In countries where unemployment affects teaching staff, measures should be taken to assist teachers in finding employment corresponding to their qualifications. | null | null |
ICPE-17-1954_RES1-FR | 18. When setting the weekly work schedule, it is important to take into account that the secondary school teacher must be able to prepare lessons, grade assignments, maintain contact with students’ parents, and pursue both professional and cultural development; | null | null |
ICPE-17-1954_RES1-FR | 19. After a specified number of years of service, twenty years for example, the teaching hours assigned to the secondary school teacher should be reduced without affecting their advancement; the teacher could then participate in activities such as advisory committees, competition and examination panels, etc.; | null | null |
ICPE-17-1954_RES1-FR | 20. The duration and distribution of holidays and leave must take into account the rest and leisure time that both teachers and students also require; | null | null |
ICPE-17-1954_RES1-FR | 21. When compatible with the needs of the service, the secondary education teacher should be granted paid leave of several months after a certain number of years of service; | null | null |
ICPE-17-1954_RES1-FR | 22. The economic situation afforded to the secondary education teacher must enable them to devote themselves fully to their profession; outside of their teaching duties, they must not undertake paid work that could undermine the functioning of the service they are responsible for or the moral authority they must enjoy ... | null | null |
ICPE-17-1954_RES1-FR | 23. Marriage should not constitute an obstacle to the engagement or retention of women in secondary education. | null | null |
ICPE-17-1954_RES1-FR | 24. Secondary teaching staff must receive remuneration commensurate with the importance of their mission and at least equal to that of various categories of civil servants or employees whose titles, training, and responsibilities are of the same level; | null | null |
ICPE-17-1954_RES1-FR | 25. In view of the high moral value of the family, secondary school teachers should enjoy sufficient financial means to be able to establish and maintain a household; | null | null |
ICPE-17-1954_RES1-FR | 26. Salary scales must be designed to be as simple as possible; they must include a basic scale that guarantees every secondary school teacher, whether at the lower or upper level, a standard of living consistent with the corresponding stages of their career; the rate of advancement should allow reaching the upper leve... | null | null |
ICPE-17-1954_RES1-FR | 27. Teachers who hold higher university degrees or more advanced training, and those entrusted with positions involving special responsibilities, should, as far as possible, receive remuneration superior to that of the basic scale; | null | null |
ICPE-17-1954_RES1-FR | 28. The responsibilities inherent to the position of head of institution shall entitle the holder to an increment in the rate of remuneration. | null | null |
ICPE-17-1954_RES1-FR | 29. For equal qualifications and equal work, the remuneration rate of female secondary school teachers must be identical to that of their male colleagues; where this principle is not yet applied, immediate measures should be taken to eliminate the existing pay gap between them. | null | null |
ICPE-17-1954_RES1-FR | 30. In decentralized countries where secondary teaching staff are subject to various remuneration methods and different salary scales, efforts must be made, by the most appropriate means deemed necessary, to reduce as much as possible the significant disparities that may exist within the same country in terms of remune... | null | null |
ICPE-17-1954_RES1-FR | 31. Any part-time secondary school teacher paid by the hour must receive remuneration proportional to that which a full-time teacher performing the same type of service would receive; | null | null |
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