document stringclasses 44
values | text_en stringlengths 3 4.06k | label stringclasses 2
values | think stringclasses 1
value |
|---|---|---|---|
ICPE-18-1955_RES1-FR | 29. For the professional preparation of primary school teaching staff, great importance must be given to the artistic training of the future teacher; plastic arts and their history, as well as calligraphy, should be part of the curriculum in teacher training institutions; | operative | |
ICPE-18-1955_RES1-FR | 30. Teachers responsible for teaching visual arts in secondary schools must have training equivalent to that of their colleagues in other disciplines and enjoy the same status, consideration, and benefits; | operative | |
ICPE-18-1955_RES1-FR | 31. In the pedagogical training of teachers for both primary and secondary education, great importance must be given to psychology, and particularly to the psychology of spontaneous expression in children; | operative | |
ICPE-18-1955_RES1-FR | 32. The buildings, interior layout, and furnishings of teacher training institutions must contribute to creating an aesthetic environment around the student-teacher; visits to monuments or exhibitions, collections of drawings and school art works, etc., will serve to broaden the purely pedagogical preparation. | operative | |
ICPE-18-1955_RES1-FR | 33. To illustrate the methods and reforms concerning the teaching of visual arts, it is desirable to organize, within teacher training institutions, museums that gather artworks created by students from kindergarten through to the final year of studies; these museums should allocate space to drawings and school art pro... | operative | |
ICPE-18-1955_RES1-FR | 34. It is desirable that the teaching of visual arts continually benefit from the recommendations of specialized inspectors or artistic advisors; otherwise, it is essential that the inspectors strive to understand and fully develop this instruction. | operative | |
ICPE-18-1955_RES1-FR | 35. Provision should be made for lectures and advanced courses or workshops, organized both domestically and abroad, to enable teachers responsible for the instruction of visual arts to enhance their knowledge, stay informed of the various emerging trends in the fields of education and the arts, and exchange ideas on a... | operative | |
ICPE-18-1955_RES1-FR | 36. It is highly desirable that travel and internship grants be awarded to active professors to enable them to study firsthand the monuments of the past, contemporary works, and the pedagogical methods of other nations. | operative | |
ICPE-19-1956_RES1-FR | The International Conference on Public Instruction, convened in Geneva by the United Nations Educational, Scientific and Cultural Organization and by the International Bureau of Education, and having met there on July 9, 1956, in its nineteenth session, adopts on July 16, 1956, the following recommendation: The Confere... | preambular | |
ICPE-19-1956_RES1-FR | Considering the need to strengthen, clarify, and adapt to new situations the principles set out in Recommendation No. 10 concerning the inspection of education adopted on July 20, 1937, by the Sixth International Conference on Public Education, | preambular | |
ICPE-19-1956_RES1-FR | Considering the recent successes achieved through joint efforts to strengthen peace and to develop economic and cultural contacts between the various countries of the world, | preambular | |
ICPE-19-1956_RES1-FR | Considering that inspection must contribute to the development of education aimed at promoting the comprehensive education of children and youth and their moral, intellectual, and physical development in the service of the homeland, democracy, peace, and friendship among peoples, | preambular | |
ICPE-19-1956_RES1-FR | Considering that the increasingly important role given to education in the lives of peoples requires school authorities and educators to make every effort to rationalize the technical and administrative structure of education in order to advance educational services and enhance their effectiveness, | preambular | |
ICPE-19-1956_RES1-FR | Considering that the complexity, difficulty, and constant evolution of the functions incumbent upon the teacher require from the inspector specific knowledge and skills, | preambular | |
ICPE-19-1956_RES1-FR | Considering that the constant improvement and development of curricula, teaching methods, instructional materials, and means of evaluating outcomes require the teacher to continually enhance their professional skills and the inspector to contribute to this professional development, | preambular | |
ICPE-19-1956_RES1-FR | Considering that the inspector, regardless of the title given to them and the perception of the scope and nature of their functions, constitutes an important element for the proper functioning and effectiveness of school work and for the coordination of this work with extracurricular and out-of-school activities organi... | preambular | |
ICPE-19-1956_RES1-FR | Considering that in almost all countries the inspector is an educational advisor, that in the majority of these countries they simultaneously exercise a supervisory role over the activities of the teaching staff and school administration, and that they must contribute to the improvement of instruction and education in ... | preambular | |
ICPE-19-1956_RES1-FR | Where opinions are far from unanimous regarding higher education, it is primarily in primary education, secondary education, and technical education that the organization of inspection appears necessary, | preambular | |
ICPE-19-1956_RES1-FR | Considering that, without denying the interest presented by the organization of inspection at its various levels—central or federal, regional, local—it is above all the category of inspectors who are in direct contact with the teaching staff that can be the subject of recommendations with more or less general applicabi... | preambular | |
ICPE-19-1956_RES1-FR | Whereas despite similar aspirations, countries with very different circumstances must provide diverse solutions to the problem of educational inspection, | preambular | |
ICPE-19-1956_RES1-FR | Submits the following recommendation to the Ministries of Public Education of the various countries: | operative | |
ICPE-19-1956_RES1-FR | 1. The primary purpose of the inspection must be to promote by all means the development and effectiveness of educational institutions and to ensure a two-way link between the educational authorities and the school communities; | operative | |
ICPE-19-1956_RES1-FR | 2. The inspection must be regarded as a service intended, on the one hand, to help teachers and the public understand both the educational policy of the authorities and modern educational concepts and methods, and, on the other hand, to inform the competent authorities about the experiences, needs, and aspirations of t... | operative | |
ICPE-19-1956_RES1-FR | 3. The inspection must contribute to providing teachers with the means of working that allow them to carry out their mission with dignity and efficiency, by facilitating their professional development, preventing their intellectual isolation, and ensuring respect for their personality and ideas in such a way as to enco... | operative | |
ICPE-19-1956_RES1-FR | 4. The inspection must do everything possible to create, around the teacher, among the parents of students, and within the entire community, an atmosphere of understanding, sympathy, and esteem, without which there can be no educational work nor moral and material participation of the community in the teacher’s efforts... | operative | |
ICPE-19-1956_RES1-FR | 5. Regardless of the system of school supervision and guidance for educators in place in a country, it must correspond to the administrative and pedagogical structure of that country; | operative | |
ICPE-19-1956_RES1-FR | 6. When, as is the case in certain countries, school supervision and the guidance of educators are the responsibility of bodies located at different levels of the inspection hierarchy or the educational administration, it is desirable that flexible and simplified coordination be established both among the various categ... | operative | |
ICPE-19-1956_RES1-FR | 7. In countries where the inspector is accountable both to their hierarchical superiors within the inspection framework and to the public authorities or local or regional educational authorities, any interference that might complicate the inspector’s duties should be avoided; | operative | |
ICPE-19-1956_RES1-FR | 8. The supervision of the inspector's activities by the authorities to which they report, whether their hierarchical superiors or school authorities at various levels, must be guided by the same principles of understanding and constructive encouragement that one rightfully expects from the inspector in their relations ... | operative | |
ICPE-19-1956_RES1-FR | 9. It is highly advantageous for the inspector to reside as close as possible to the schools and communities they are called upon to serve; | operative | |
ICPE-19-1956_RES1-FR | Whether the inspectors reside within their own district or are grouped together in a single center, it is essential that mutual contact allows them to harmonize their viewpoints, exchange ideas on teaching, and examine issues of common interest; | operative | |
ICPE-19-1956_RES1-FR | Given the importance of the relationships between primary education, secondary education, and technical education, it is desirable that inspectors of these various types of education meet from time to time to study the issues that concern them in common; | preambular | |
ICPE-19-1956_RES1-FR | 12. The organization of inspection by disciplines or groups of disciplines is naturally conceived within the framework of secondary education, technical education, or both simultaneously, provided, of course, that it safeguards the harmonious development of the student; | operative | |
ICPE-19-1956_RES1-FR | 13. Primary education generally relies on inspectors who are not specialized in any particular discipline; however, concerning certain subjects such as physical education, artistic education, manual work, and domestic economy, it may be advantageous to employ specialized inspectors or to assign experts in the didactics... | operative | |
ICPE-19-1956_RES1-FR | 14. The increasingly specialized nature of certain types of institutions, such as nursery schools, schools for delayed or disabled children, and adult classes, justifies the use of specialized inspectors to oversee the teaching staff assigned to these institutions, in particular the employment of female inspectors for ... | operative | |
ICPE-19-1956_RES1-FR | 15. In order to ensure the coordination of education, both public and private schools must be inspected by the same body of official inspectors; | operative | |
ICPE-19-1956_RES1-FR | 16. Unable to formulate rules applicable to all situations, it can be accepted that the number of schools and teachers entrusted to the same inspector must depend, among other factors, on the dispersion of the educational establishments and the ease of communication, with contacts needing to be as effective with rural ... | operative | |
ICPE-19-1956_RES1-FR | 17. It is also not possible to set a minimum number of inspection visits since this number depends on factors such as the needs of the schools, the level of experience of the teachers, and the issues to be addressed; however, aside from more frequent visits that particular circumstances may render indispensable, there ... | operative | |
ICPE-19-1956_RES1-FR | 18. Without establishing strict standards regarding the duration of inspection visits, it is important to caution against the risks of overly rushed visits and to emphasize that it is through a spirit of relaxation and human contact that the inspector will succeed in gaining the teacher's trust and providing the assist... | operative | |
ICPE-19-1956_RES1-FR | 19. Although the inspector's role is to act as an educational advisor, this role should only be fulfilled in close collaboration with the school principal and, in certain cases, it would be beneficial to convene a meeting with part or all of the school staff. | operative | |
ICPE-19-1956_RES1-FR | 20. While acknowledging the validity of the trend to limit the inspector's role to that of an advisor and didactic guide, it should be noted that the majority of countries wish to retain other functions for the inspector, particularly in matters of school administration and equipment. | operative | |
ICPE-19-1956_RES1-FR | 21. Wherever the inspector is regarded both as a technician and an administrator responsible for promoting educational progress within their district, and given the difficulty of drawing a clear distinction between their administrative and managerial functions and their strictly pedagogical and guidance roles, it is ad... | operative | |
ICPE-19-1956_RES1-FR | 22. The assistance that the inspector should receive for secretarial tasks is all the more necessary when his responsibilities extend to matters such as the generalization of compulsory schooling, school construction and equipment, appointments, transfers, promotions, and disciplinary actions concerning teaching staff; | operative | |
ICPE-19-1956_RES1-FR | It is especially in the area of administrative responsibilities that the inspector risks duplicating efforts—or even coming into conflict with other bodies within the school administration; this is why any simplification or rationalization of the various administrative mechanisms and their operations can only be benefi... | operative | |
ICPE-19-1956_RES1-FR | 24. It is necessary to recall that, even in countries where the inspector is not entrusted with administrative responsibilities, they are called upon to play, especially at the local and regional levels, a promotional role with school authorities, whether it involves suggesting measures in favor of the quantitative or ... | operative | |
ICPE-19-1956_RES1-FR | As an educational advisor and facilitator, the inspector can contribute significantly to the training and professional development of teachers, particularly through the organization of national and international meetings, conferences, seminar work, and vacation courses; when the inspector participates in such activitie... | operative | |
ICPE-19-1956_RES1-FR | The inspector must ensure the implementation of official instructions and, where appropriate, explain to the teacher the methods of their application; he must also communicate to the higher authorities the wishes, desires, and aspirations of the teachers under his supervision. | operative | |
ICPE-19-1956_RES1-FR | 27. Without being directly responsible for it, and provided that a rationally designed service allows him the opportunity, the inspector should promote extracurricular and out-of-school activities of both social and educational nature (food aid for schoolchildren, holiday camps, contacts between family and school, etc.... | operative | |
ICPE-19-1956_RES1-FR | 28. When, during his visits, the inspector is led to make pedagogical suggestions, possibly by carrying out practical demonstrations, he must above all ensure respect for the teacher's intellectual freedom and initiative; | operative | |
ICPE-19-1956_RES1-FR | 29. It is desirable that the inspector take into account the pedagogical contributions from teachers or their professional organizations; | operative | |
ICPE-19-1956_RES1-FR | 30. In cases where the inspector is required to make a more or less direct judgment on the teacher’s work, this assessment must remain objective, be motivated by the desire to guide and encourage the teacher, and be communicated to the individual concerned; | operative | |
ICPE-19-1956_RES1-FR | All guarantees must be offered to the teacher so that they may appeal against any evaluations by the inspector which they consider unacceptable. | operative | |
ICPE-19-1956_RES1-FR | 32. Regardless of the body responsible for appointing an inspector, the professional skills and merits of the prospective inspector must be taken into account; | operative | |
ICPE-19-1956_RES1-FR | 33. The appointment of an inspector primarily depends on their professional qualities; any discrimination based on race, sex, beliefs, philosophical or political opinions, or the social origin of the candidates must be avoided. | operative | |
ICPE-19-1956_RES1-FR | 34. For the appointment of an inspector, special attention should be given to qualifications and diplomas, psychological and pedagogical knowledge, and teaching experience, with a minimum number of years of prior service considered essential; | operative | |
ICPE-19-1956_RES1-FR | 35. In addition to the intellectual and pedagogical knowledge legitimately expected of a prospective inspector, they must possess certain specific qualities: health, morality, impartiality, independence of character, kindness, benevolence, initiative, and enthusiasm; | operative | |
ICPE-19-1956_RES1-FR | 36. The professional training of inspectors offers advantages; in addition to advanced pedagogical and psychological knowledge, this training must include studies on the organization and national administration of schools as well as comparative education studies, enabling them to understand the realities and educationa... | operative | |
ICPE-19-1956_RES1-FR | 37. Inspectors must be granted the greatest opportunities for professional development (conferences and vacation courses, seminars, and especially scholarships and study trips abroad) and have access to courses on the use of audiovisual aids, a library specifically dedicated to the latest innovations in experiments, id... | operative | |
ICPE-19-1956_RES1-FR | 38. Inspectors’ remuneration must correspond to the importance of the mission entrusted to them and be equivalent to that granted to other officials holding administrative or social positions of the same level; they must benefit at least from the material and social advantages accorded to officials of the same rank. | operative | |
ICPE-19-1956_RES1-FR | 39. It is essential to facilitate to the greatest extent possible the travel inherent to the exercise of inspection; in this regard, travel and subsistence allowances must be commensurate with the dignity and requirements of the inspector’s functions. | operative | |
ICPE-19-1956_RES1-FR | 40. In order to motivate inspectors in the execution of their mission and to enable technical or administrative bodies to benefit from the understanding of educational realities that inspectors acquire throughout their careers, it is desirable that, in countries where such promotion is possible, inspectors have access ... | operative | |
ICPE-19-1956_RES1-FR | The International Conference on Public Instruction, convened in Geneva by the United Nations Educational, Scientific and Cultural Organization and the International Bureau of Education, and having met there on the ninth of July nineteen hundred and fifty-six in its nineteenth session, adopts on the seventeenth of July ... | operative | |
ICPE-19-1956_RES1-FR | Considering that mathematics has always had an indisputable cultural and practical value and an important role in scientific, technical, and economic development, and in particular, that our era presents an unprecedented mathematical situation in history, | preambular | |
ICPE-19-1956_RES1-FR | Considering that mathematical education is a right and a benefit for every human being, regardless of their race, sex, condition, or activities, | preambular | |
ICPE-19-1956_RES1-FR | Considering that, to ensure the progress and prosperity of peoples, the elevation of the general mathematical level must go hand in hand with superior technical and scientific development, | preambular | |
ICPE-19-1956_RES1-FR | Considering that various civilizations have played a role in the creation and development of mathematics, | preambular | |
ICPE-19-1956_RES1-FR | Considering that psychology acknowledges that every human being is capable of a certain level of mathematical activity and that, in particular, there is no reason to believe that girls are less capable than boys in studying mathematics, | preambular | |
ICPE-19-1956_RES1-FR | Considering that the pedagogy of mathematics is becoming increasingly scientific and effective each day, | preambular | |
ICPE-19-1956_RES1-FR | Considering that it is appropriate to extend Recommendation No. 31 concerning mathematical initiation in primary school adopted by the XIIIth International Conference on Public Instruction, | preambular | |
ICPE-19-1956_RES1-FR | Submits the following recommendation to the ministries of public instruction of the various countries: | operative | |
ICPE-19-1956_RES1-FR | 1. During secondary education, both technical and general, it is necessary to achieve, to the greatest possible extent, the educational objectives of mathematics teaching, which concern intellectual functions and character development. These objectives pertain to the processes of active logic (reflecting, analyzing, ab... | operative | |
ICPE-19-1956_RES1-FR | 2. Practical operations, adaptation to the natural environment, and the necessity of understanding the problems posed by technical, economic, and social life increasingly require common mathematical knowledge—such as arithmetic, basic geometry, geometric representations, formulas, equations, functions, tables, and grap... | operative | |
ICPE-19-1956_RES1-FR | Mathematics and the style of thinking inherent to them must be regarded as an essential element of the general culture of the modern individual, even if they do not engage in scientific or technical activities. It is desirable that the teaching of mathematics, in close connection with the instruction of other subjects,... | preambular | |
ICPE-19-1956_RES1-FR | One of the primary objectives of the advanced mathematics course in the final years of secondary education must be the preparation for higher scientific or technical studies whose mathematical foundation is growing day by day. | operative | |
ICPE-19-1956_RES1-FR | 5. Mathematics education, which is compulsory in the various grades of the lower cycle of secondary schools, must have an adequate number of hours; | operative | |
ICPE-19-1956_RES1-FR | 6. In the upper cycle of the scientific sections, the mathematics course must benefit from an extended schedule; | operative | |
ICPE-19-1956_RES1-FR | 7. It is desirable that students showing particular aptitude for scientific studies have the opportunity to follow a more advanced education and be able to engage in complementary personal studies; | operative | |
ICPE-19-1956_RES1-FR | 8. In countries where the teaching of mathematics is not mandatory in certain sections (literary sections, for example), instruction in mathematics with a cultural rather than purely technical mathematical orientation should be organized, at least on an optional basis; | operative | |
ICPE-19-1956_RES1-FR | 9. The weight assigned to mathematics in the assessment of students' results, regardless of how it is expressed, must be proportional to the value attributed to this discipline. When it is compulsory, and especially in scientific sections, it should be considered one of the principal subjects, particularly during class... | operative | |
ICPE-19-1956_RES1-FR | 10. The mathematics curriculum of a given section of secondary school must be consistent with the general aims of teaching this subject and with the specific objectives of the section; — 157 | operative | |
ICPE-19-1956_RES1-FR | 11. The curricula shall be kept up to date and adapted to the advances in science and the needs of technology and modern life by eliminating outdated topics. Particular consideration shall be given to the fact that, in order to raise the level of the curricula in higher classes, some countries have introduced analytic ... | operative | |
ICPE-19-1956_RES1-FR | 12. The difficulty and scope of the subjects to be taught shall correspond to the average mental age appropriate for each grade as well as to the interests and needs of the students. While it is appropriate to provide additional training for individuals gifted in mathematics, care must be taken to avoid discouraging we... | operative | |
ICPE-19-1956_RES1-FR | 13. Study plans should be designed to organize the teaching of mathematics around functional units that coordinate the various branches while highlighting the general concepts; | operative | |
ICPE-19-1956_RES1-FR | 14. In this regard, it is desirable to determine, through unbiased pedagogical trials, the extent to which the broadly versatile structures of modern mathematics can be utilized to improve secondary education. | operative | |
ICPE-19-1956_RES1-FR | 15. It would be desirable for teachers to have a certain degree of freedom to extend the basic programs with optional supplementary content. | operative | |
ICPE-19-1956_RES1-FR | 16. When methodological guidelines are provided, they should serve as advice and suggestions aimed at aligning teaching both with the advancements in the psychology of intelligence and the pedagogy of mathematics, as well as with the nature and use of mathematics, a theoretical science originating from reality and havi... | operative | |
ICPE-19-1956_RES1-FR | 17. Every effort must be made to stimulate and encourage in the student the active learning of mathematics through the broadest possible personal participation in their development; | operative | |
ICPE-19-1956_RES1-FR | 18. It is necessary: a) to awaken and sustain students' interest both in mathematics itself and in its applications; b) to be attentive to the development of youthful mathematical thinking; c) to adapt teaching to the individual capacities and mental development of students and to differentiate it successively accordin... | operative | |
ICPE-19-1956_RES1-FR | 19. It is necessary: a) to start as much as possible from the concrete in order to reach the abstract, especially in the lower grades, and whenever useful, to call upon real, represented, or imagined experimentation to suggest definitions or demonstrations; b) to take into account that mathematical knowledge is born an... | operative | |
ICPE-19-1956_RES1-FR | 20. It is important: a) to lead the student to form concepts and to discover mathematical relations and properties independently, rather than imposing a ready-made adult way of thinking; b) to ensure the acquisition of concepts and operational processes before introducing formalism; c) to entrust automatism only with o... | operative | |
ICPE-19-1956_RES1-FR | 21. It is essential: a) to first enable the student to acquire experience of mathematical entities and relationships and then to initiate them into deductive reasoning; b) to progressively extend the deductive construction of mathematics; c) to teach how to formulate problems, seek data, utilize it, and evaluate result... | operative | |
ICPE-19-1956_RES1-FR | 22. It is necessary to: a) study students’ errors and view them as a means to understand their mathematical thinking; b) train students in the practice of self-monitoring and self-correction; c) impart a sense of approximation, order of magnitude, and the plausibility of results; d) prioritize reflection and reasoning ... | operative | |
ICPE-19-1956_RES1-FR | 23. It is important: a) to encourage personal modes of expression, even if approximate, and to improve them gradually; b) to lead the student to precision and rigor through the need for effective communication with others and a demand for clarity in their own thinking; c) to promote individual inquiry and initiative as... | operative | |
ICPE-19-1956_RES1-FR | 24. It is essential: a) to emphasize the intrinsic unity of mathematics, to avoid compartmentalizing its branches, and to bring together the various methods of solving a problem; b) to highlight the significant stages in the history of the mathematical concepts and theories studied; | operative | |
ICPE-19-1956_RES1-FR | 25. It is necessary: a) to maintain the coordination of mathematics with the sciences that make use of it; b) to take advantage of the demands of mathematical thinking to increase the precision, clarity, and conciseness of language; c) to keep mathematics connected with life and reality. | operative | |
ICPE-19-1956_RES1-FR | 26. The evolution of the methodology of mathematics calls for an adaptation of textbooks. Alongside introductory mathematics books that allow for a progressive approach to abstract concepts, students should have access to review materials in which previously acquired subjects are revisited and organized at a higher lev... | operative | |
ICPE-19-1956_RES1-FR | 27. Audio-visual aids and concrete mathematical models (borrowed from everyday life, constructed by students or teachers, or even manufactured by commercial firms), which occupy an increasingly significant place in teaching, should be utilized to enable students to actively acquire mathematical abstractions. | operative | |
ICPE-19-1956_RES1-FR | 28. In mathematics, perhaps more than in other subjects, the role of the teacher is paramount. The recruitment, training, and professional development of mathematics teachers must receive particular attention and care from the authorities responsible for youth education; | operative | |
ICPE-19-1956_RES1-FR | 29. Teachers responsible for teaching mathematics in secondary schools must possess mathematical training at a level significantly higher than that of their teaching. This training should include not only the study of theoretical mathematics, but also a component of applied mathematics, the general history of mathemati... | operative | |
ICPE-19-1956_RES1-FR | 30. Adequate pedagogical and psychological preparation must be an essential complement to the teacher's mathematical training and should be inspired by a clear and well-considered understanding of the general aims and principles of human education. This preparation should emphasize the structural development of intelli... | operative |
Subsets and Splits
No community queries yet
The top public SQL queries from the community will appear here once available.