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ICPE-28-1965_RES1-FR | 16. It is desirable, if conditions permit, to divide modern language classes into groups as small as possible. | operative | |
ICPE-28-1965_RES1-FR | 17. Supplementary activities that involve the active participation of students—such as games, songs, dramatization, language clubs, etc.—must be sufficiently numerous and varied to contribute to the consolidation and enrichment of the knowledge acquired. | operative | |
ICPE-28-1965_RES1-FR | 18. It is essential to implement all means to facilitate and increase student trips and stays in countries where the studied language is spoken; these stays may be undertaken individually or organized collectively in the form of exchanges led by responsible teachers, youth organizations, etc.; when such trips or stays ... | operative | |
ICPE-28-1965_RES1-FR | 19. Audio-visual means, which have proven particularly effective for the teaching of modern languages, should be made available to all secondary education institutions; it would also be desirable for language laboratories, specially designed for secondary education, to be installed in sufficient numbers to meet the ess... | operative | |
ICPE-28-1965_RES1-FR | 20. The usefulness of radio, television, and cinema as supplements to systematic language teaching also deserves to be emphasized; it is important that the programs and broadcast schedules of radio and television be coordinated closely with those of educational institutions, and that these institutions have access to t... | operative | |
ICPE-28-1965_RES1-FR | It is important that foreign language textbooks reflect the life and culture of the students’ own country as well as of the countries whose language they are learning, that they be attractive and illustrated with photographs and engravings, that they conform to the principles of the active methods generally recommended... | operative | |
ICPE-28-1965_RES1-FR | 22. Particular importance should be given, especially in the upper levels of secondary schools, to the reading of authors who can confer considerable general cultural value to the teaching of modern languages, even if only through commentary not of a grammatical nature but of an interpretative, cultural, and aesthetic ... | operative | |
ICPE-28-1965_RES1-FR | School libraries should be equipped with books, magazines, and newspapers in foreign languages, as well as any other documentation (including audiovisual materials) that can contribute to a better understanding of different countries; to this end, it would be highly beneficial to organize exchanges of all types of docu... | operative | |
ICPE-28-1965_RES1-FR | 24. It is important to emphasize and develop, to the fullest extent possible, the coordination between the teaching of modern languages and that of the mother tongue, history, geography, art history, and any other discipline that may be related to foreign languages. | operative | |
ICPE-28-1965_RES1-FR | 25. The experiment undertaken in some countries to teach a certain number of subjects in a specified foreign language appears to have yielded good results; this practice could potentially be extended to other countries and applied particularly in modern language sections being established in secondary schools or in cer... | operative | |
ICPE-28-1965_RES1-FR | 26. It is essential that modern language curricula undergo periodic review and adaptation to take into account the evolution of the language taught and the countries where it is spoken, as well as the development of modern methods and techniques available to schools and teachers. | operative | |
ICPE-28-1965_RES1-FR | III. TEACHING STAFF | operative | |
ICPE-28-1965_RES1-FR | 27. It is essential to provide future modern language teachers with training that is simultaneously general, linguistic, and pedagogical, both theoretical and practical, and that complies with advancements in linguistics, pedagogy, and modern audiovisual techniques. | operative | |
ICPE-28-1965_RES1-FR | 28. In order to expand the training of modern language teachers and increase the number of qualified teachers, it is advisable to employ foreign teachers who can contribute to the training of qualified national teachers. | operative | |
ICPE-28-1965_RES1-FR | 29. It is important to facilitate and encourage, for all language teachers, travel, stays, and studies abroad, and to provide scholarships as well as a system of exchanges and paid leave for this purpose. | operative | |
ICPE-28-1965_RES1-FR | 30. The professional development of teachers must also focus on the pedagogical aspects of their teaching; in this regard, it is recommended to organize national and international courses and seminars to keep them regularly informed of new methods and techniques, as well as to publish liaison bulletins enabling the com... | operative | |
ICPE-28-1965_RES1-FR | 31. To address the shortage of modern language teachers affecting a large number of countries, it is essential to implement all measures likely to facilitate and accelerate their recruitment and training; rather than limiting oneself to nationals of the country concerned, it would be appropriate, on occasion, to employ... | operative | |
ICPE-28-1965_RES1-FR | IV. INTERNATIONAL COOPERATION | operative | |
ICPE-28-1965_RES1-FR | 32. Within the framework of international action, it is desirable to undertake comparative studies and research concerning the teaching of modern languages as well as educational materials. In particular, it would be appropriate to collect, compare, and publish the results of experiments conducted in various countries ... | operative | |
ICPE-28-1965_RES1-FR | 33. The use of foreign assistants for spoken language practice appears to offer a dual advantage; on the one hand, it contributes to the improvement of pronunciation, intonation, and the knowledge of the everyday language; on the other hand, it provides these assistants with the opportunity to become acquainted with th... | operative | |
ICPE-28-1965_RES1-FR | It would be desirable for governments, international organizations, and other recognized institutions that may be interested in the matter to cooperate in establishing an international system for the exchange of teachers, assistants, and students, which would complement and strengthen the efforts already undertaken in ... | operative | |
ICPE-28-1965_RES1-FR | 35. Countries lacking financial resources and qualified personnel to ensure the organization or development of their modern language teaching should receive technical assistance, which could take the form of scholarships for study and research, material aid, the dispatch of experts, on-site courses, and so forth. | operative | |
ICPE-28-1965_RES1-FR | 36. To develop various forms of extracurricular activities that contribute both to improving the knowledge of a foreign language and to the understanding of the life and culture of other nations, as well as to raising youth in the spirit of international understanding and the maintenance of peace, it is desirable: a) t... | operative | |
ICPE-28-1965_RES1-FR | V. IMPLEMENTATION OF THIS RECOMMENDATION | operative | |
ICPE-28-1965_RES1-FR | 37. It is essential that the text of the present recommendation be widely disseminated by the ministries of public education, the school authorities of the most directly concerned educational level, universities and teacher training institutes, educational documentation centers, international and national federations o... | operative | |
ICPE-28-1965_RES1-FR | 38. In countries where it proves necessary, the ministries of public education are encouraged to entrust the competent bodies with carrying out various tasks, for example: a) examining this recommendation and comparing its content with the existing legal and factual situation in their country; b) considering the advant... | operative | |
ICPE-28-1965_RES1-FR | 39. The regional centers of UNESCO and other regional or international organizations of an educational and cultural nature are invited to facilitate, in collaboration with the relevant ministries, the regional review of this recommendation with a view to its adaptation to the characteristics of the region. | operative | |
ICPE-29-1966_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 7, 1966, for its twenty-ninth session, adopts on July 15, 1966, the following recommendation: The Conferenc... | preambular | |
ICPE-29-1966_RES1-FR | Considering that, from its earliest sessions, the International Conference on Public Education has emphasized in several of its recommendations the necessity of the methodical understanding of the child and of the human being in general as the starting point for all educational action, | preambular | |
ICPE-29-1966_RES1-FR | Considering also Recommendation No. 44 on the development of school buildings, and Recommendation No. 54 on educational planning, | preambular | |
ICPE-29-1966_RES1-FR | Considering the importance of scientific research — of which educational research is regarded as an integral part — in all fields related to the development of human activities and their improved efficiency, | preambular | |
ICPE-29-1966_RES1-FR | Considering that the sciences of education must aim to better ensure the full development (physical, intellectual, moral, aesthetic, and social) of the individual in order to achieve their best training and social integration, | preambular | |
ICPE-29-1966_RES1-FR | Considering that the solution to educational problems and the multiplicity of teaching reforms sooner or later call for objective research and experimentation, without neglecting the essential principles of the values that determine the true meaning and success of all education. | preambular | |
ICPE-29-1966_RES1-FR | Considering the ever-increasing importance of reflection on educational issues and studies related to these issues for the development of the moral, cultural, social, and economic progress of humanity, | preambular | |
ICPE-29-1966_RES1-FR | Considering the increasing demands of curricula at the various stages of schooling and the serious consequences that this entails, in cases of abuse, for the physical and mental health of students and their progress in their subsequent studies, | preambular | |
ICPE-29-1966_RES1-FR | Considering the expansion of the field of education to include continuing education and adult education, which involves the use of new methods and techniques, | preambular | |
ICPE-29-1966_RES1-FR | Considering the increased demand in various countries for experts in school psychology, experimental pedagogy, education planning, school guidance, sociology of education, and developmental issues, etc., | preambular | |
ICPE-29-1966_RES1-FR | Considering the existence and activity, in several countries, of institutes of educational research, university laboratories of experimental pedagogy, and national and international non-governmental organizations engaged in research in pedagogy, | preambular | |
ICPE-29-1966_RES1-FR | Whereas, despite similar aspirations, it is appropriate to find diverse solutions to the problems of educational research that correspond to the conditions, possibilities, traditions, and structures specific to each country, | preambular | |
ICPE-29-1966_RES1-FR | Submits the following recommendation to the Ministries of Public Education of the different countries: | operative | |
ICPE-29-1966_RES1-FR | I. Goals of pedagogical research Introduction Education must continuously better define its objectives, constantly improve its means of action, its content, and its methods; it can only achieve this if pedagogical research is organized and developed. Pedagogical research is essential in order to base education on scien... | operative | |
ICPE-29-1966_RES1-FR | 1. The primary purpose of educational research is to discover the objective laws and principles of educational processes in order to thereby stimulate the revolution and progress of pedagogy. | operative | |
ICPE-29-1966_RES1-FR | 2. To this end, educational research must, first and foremost, be used to establish the theoretical and scientific foundations of a general education plan in order to determine the immediate and long-term educational goals at the national level. These goals should be based on objective studies related to historical res... | operative | |
ICPE-29-1966_RES1-FR | 3. From a pedagogical standpoint, the objective of research is to improve the quality and effectiveness of instruction through the continual refinement of curricula, methods, tools, and assessment procedures at all levels, taking into account at each new stage the concepts to be learned, the habits to be acquired, and ... | operative | |
ICPE-29-1966_RES1-FR | 4. Educational research also aims to study ways to improve: a) the quality of extracurricular education provided by the family, governmental and non-governmental youth organizations, boarding schools of all kinds, etc.; b) the effectiveness of school and vocational guidance methods; c) the quality and level of difficul... | operative | |
ICPE-29-1966_RES1-FR | 5. It is essential to study the consequences of non-educational factors on human development, such as mass media, general living, working, and leisure conditions, as well as the consequences of changes in the physical development of youth. | operative | |
ICPE-29-1966_RES1-FR | II ORGANIZATION OF EDUCATIONAL RESEARCH AND NATURE OF THE WORKS
6. Sufficient funding from both governmental bodies and private foundations must be made available to research institutions and qualified independent researchers whose work aligns with a general research plan, to ensure the proper execution and publicati... | operative | |
ICPE-29-1966_RES1-FR | 7. The value of research in pedagogy depends on the deliberate selection of study topics and working methods, the conditions of objectivity and control under which they are conducted, as well as the scientific rigor imposed by those who undertake them. | operative | |
ICPE-29-1966_RES1-FR | 8. The main fields of activity in educational research are defined by its objectives as a science. This includes studies of a psychological, sociological, physiological, and economic nature, as well as specific research focused on educational methods and means in all their forms, taking into account the needs and aptit... | operative | |
ICPE-29-1966_RES1-FR | Educational research can take place in laboratories, classrooms, or other activity settings. In all such investigations, it is essential to apply precise evaluation measures and theoretical explanations in order to distinguish genuine research from mere innovations. | preambular | |
ICPE-29-1966_RES1-FR | 10. As far as possible, pedagogical research concerning the general problems of education and teaching will be integrated into an overall and foreseeable planning framework, in order to strengthen the solidarity of researchers by clarifying their responsibilities. | operative | |
ICPE-29-1966_RES1-FR | 11. The rational organization of educational research at the national level requires the development of multi-year plans and annual plans for each scientific institution, as well as the coordination of plans among several scientific institutions collaborating on the study of the same issue. | operative | |
ICPE-29-1966_RES1-FR | 12. Any research or experimentation in the field of pedagogy must be designed and conducted in such a way that no harm is caused to the children, adolescents, or adults who are the subjects of the studies undertaken. | operative | |
ICPE-29-1966_RES1-FR | 13. Given that education in general and related research increasingly draw upon disciplines other than pedagogy, it is often important to give these studies an interdisciplinary character. Moreover, due to the complexity of the scientific study of educational phenomena, the assistance of physiologists, psychologists, s... | operative | |
ICPE-29-1966_RES1-FR | 14. It is recommended that pedagogical research centers and laboratories be established in countries that do not yet have them to ensure the effective organization of research. Furthermore, it is recommended that collaboration be organized, improved, and intensified between countries where such centers exist. | operative | |
ICPE-29-1966_RES1-FR | The activity of an experimental pedagogy laboratory depends on a number of material conditions. Pedagogical research centers must also receive all the essential material endowments for their proper functioning: equipment such as machinery, documentation, etc. However, it should be recalled that expensive equipment is n... | operative | |
ICPE-29-1966_RES1-FR | 16. In terms of work, the active participation of educational authorities and the teaching staff is essential. Taking into account the experience of certain countries, it is important to encourage the direct and active involvement of teachers at all levels and in all educational institutions, both school-based and extr... | operative | |
ICPE-29-1966_RES1-FR | 17. For the implementation of its results, educational research often requires broader and more sustained initiatives than those taken by the teacher concerned with improving their own teaching. To this end, experimental schools will be established where reforms will be studied collaboratively and carefully monitored. | operative | |
ICPE-29-1966_RES1-FR | 18. The problems that will be the subject of research must be carefully selected and evaluated to ensure the novelty of this research, its usefulness, and the feasibility of conducting it. | operative | |
ICPE-29-1966_RES1-FR | III. Dissemination and application of results 19. Scientific research can be considered complete when conclusive results are ready to be put into practice. The planning and organization of research will take into account that it must, in principle, lead to the practical implementation of its findings. | operative | |
ICPE-29-1966_RES1-FR | 20. In each country, mechanisms will be established to ensure the widest possible dissemination of the results of research and educational experiments through publications, conferences, exhibitions, model lessons, teacher retraining sessions, and so forth. Additional measures will then be taken to promptly proceed towa... | operative | |
ICPE-29-1966_RES1-FR | 21. As soon as the volume of work justifies it, the pedagogical research coordination service will regularly inventory ongoing studies, ensure their publication, and facilitate their dissemination both nationally and internationally. | operative | |
ICPE-29-1966_RES1-FR | 22. The dissemination of the results obtained takes two essential forms: a) articles, monographs, or books that present the facts and conclusions in such a way that researchers from other countries can assess the work accomplished and determine under what conditions the conclusions may be applied in their own country, ... | operative | |
ICPE-29-1966_RES1-FR | 23. It is essential that educational research be conducted in close connection with the schools themselves. | operative | |
ICPE-29-1966_RES1-FR | Educational research constitutes a means to achieve an objective and is not an end in itself. For this reason, the results it produces must be translated concretely into programs, methods, and practical measures that can be implemented. | operative | |
ICPE-29-1966_RES1-FR | 25. In the absence of specifically designated experimental schools, pilot classes within regular schools may be established to allow the gradual introduction of research findings into teaching. | operative | |
ICPE-29-1966_RES1-FR | 26. Lessons on ongoing educational research must be included in the curricula of teacher training institutes and all organizations or training courses for staff development. | operative | |
ICPE-29-1966_RES1-FR | A close collaboration between educational research centers and school authorities is essential for the successful dissemination and application of the results of scientific research. | operative | |
ICPE-29-1966_RES1-FR | IV. Personnel Responsible for Educational Research 28. a) It is desirable that in all countries, taking into account the specific local conditions, traditions, and a certain degree of urgency, efforts be made to ensure that educational researchers receive the specific training they need; b) This training, of a satisfac... | operative | |
ICPE-29-1966_RES1-FR | 29. The problems that educational research is called upon to solve, having the complex characteristics of education itself, require educational research to promote teamwork so that specialists whose expertise is needed can collaborate in a spirit of complementarity: philosophers, biologists, neurophysiologists, psychol... | operative | |
ICPE-29-1966_RES1-FR | 30. a) Pedagogical research centers—whether autonomous or affiliated with pedagogical institutes or universities—must be able to rely on the necessary specialized staff as well as a sufficient number of assistants and auxiliaries, all of whom should be capable of working in teams; b) Where no research center yet exists... | operative | |
ICPE-29-1966_RES1-FR | 31. The status of educational researchers will be analogous to that of researchers in other sciences, both in terms of their working conditions, their obligations and prerogatives, as well as their basic training. Specific programs for the training of educational researchers should include university courses in the app... | operative | |
ICPE-29-1966_RES1-FR | 32. Measures should be taken to ensure the participation of qualified teachers, either individually or in groups, in systematically organized research conducted by institutions specializing in the field of educational research. Such participation of actively serving staff in research is, moreover, an excellent means of... | operative | |
ICPE-29-1966_RES1-FR | 33. Teachers who assume responsibilities related to educational research and experimentation should be granted special benefits, such as a reduction in their teaching duties and appropriate remuneration. | operative | |
ICPE-29-1966_RES1-FR | 34. It is essential that the pedagogical trials undertaken by teachers within their classrooms be conducted by particularly qualified educators who will receive technical guidance regarding both the methodology of administering the tests and that of educational research. The trials conducted by these teachers will be i... | operative | |
ICPE-29-1966_RES1-FR | 35. Given the extent to which educational research is beginning to take hold among teachers, it would be desirable for both administrative and educational supervisory staff (inspectors) to have the opportunity to receive theoretical and practical training. This training should enable them to undertake, within their res... | operative | |
ICPE-29-1966_RES1-FR | 36. During their studies (generally from the second or third year onward), future primary and secondary school teachers should acquire, at their level, knowledge of the principles and techniques specific to educational research. This training will also be relevant for teachers undergoing refresher courses. Efforts will... | operative | |
ICPE-29-1966_RES1-FR | V. International Cooperation 37. It is desirable that, within the international framework, collaboration develops between institutions, whether national, regional, or international, governmental or non-governmental, dedicated to educational research. This collaboration will have the effect of: a) intensifying exchanges... | operative | |
ICPE-29-1966_RES1-FR | 38. UNESCO and the IBE will combine their efforts to facilitate the coordination of work undertaken by pedagogical research centers by organizing, in particular, international and regional conferences and by ensuring the dissemination of information relating to pedagogical research through journals, monographs, films, ... | operative | |
ICPE-29-1966_RES1-FR | 39. It is important that countries at the forefront of educational research make arrangements to assist developing countries, notably: a) by providing them with qualified experts; b) by helping them establish national or regional research centers (for example, through technical assistance); c) by offering scholarships ... | operative | |
ICPE-29-1966_RES1-FR | VT. Implementation of this recommendation
40. It is essential that the text of this recommendation be widely disseminated by ministries of public education, educational authorities at the level of instruction most directly concerned, universities and pedagogical institutes, centers for educational research and docume... | operative | |
ICPE-29-1966_RES1-FR | 41. UNESCO regional centers are encouraged to prioritize facilitating, in collaboration with the relevant ministries, the regional review of this recommendation with a view to adapting it to the needs and characteristics of the region. | operative | |
ICPE-29-1966_RES1-FR | 42. In countries where it proves necessary, the ministries of public education are invited to entrust the competent bodies with carrying out various tasks, for example: a) reviewing this recommendation and comparing its content with the existing legal and factual situation in their country; b) considering the advantage... | operative | |
ICPE-29-1966_RES1-FR | 43. It is recommended that not only the ministries of public education give importance to educational research, but that UNESCO also allocate a priority place to it in its assistance programs for member countries. | operative | |
ICPE-29-1966_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 7, 1966, in its twenty-ninth session, adopts on July 15, 1966, the following recommendation: The Conference... | preambular | |
ICPE-29-1966_RES1-FR | Considering that education constitutes one of the principal means for the long-term promotion of cultural cooperation among States, | preambular | |
ICPE-29-1966_RES1-FR | Considering that the international exchange of teaching personnel constitutes one of the most effective means to improve understanding among peoples and to raise the level of education, | preambular | |
ICPE-29-1966_RES1-FR | Considering that, in the current circumstances, the collaboration of teachers from abroad is fundamentally necessary for developing countries in order to help them train the personnel essential for economic and social progress, and that the more privileged countries have the moral responsibility to make available to de... | preambular | |
ICPE-29-1966_RES1-FR | Considering that teachers who teach abroad acquire direct knowledge of other countries, which qualifies them to play an important role in the development of cultural cooperation among different States, | preambular | |
ICPE-29-1966_RES1-FR | Considering that this experience thus contributes in a highly effective manner to the advancement of education through the knowledge of foreign methods and techniques, particularly in disciplines such as modern languages, geography, history, and the arts, | preambular | |
ICPE-29-1966_RES1-FR | Considering that opportunities to serve abroad are closely linked to the issue of the status of teaching staff and can help establish more fruitful contacts between professional associations, | preambular | |
ICPE-29-1966_RES1-FR | Considering that, for these reasons, it is necessary to encourage, by appropriate means, teachers at various levels of education to temporarily carry out their duties in other countries, — 184 — | preambular | |
ICPE-29-1966_RES1-FR | Considering the necessity of providing teaching personnel assigned abroad with the maximum guarantee in terms of benefits and personal and professional security, both in the host country and in the country of origin, | preambular | |
ICPE-29-1966_RES1-FR | Considering Recommendation No. 29 of the thirteenth session of the International Conference on Public Education concerning the international exchange of educators, | preambular | |
ICPE-29-1966_RES1-FR | Submits the following recommendation to the Ministries of Public Instruction of the various countries: | operative | |
ICPE-29-1966_RES1-FR | 1. For the purposes of this recommendation, the term "teachers abroad" shall designate persons who engage, for a determined period, in any educational activity in a country other than their country of origin. | operative | |
ICPE-29-1966_RES1-FR | 2. The term "teacher" primarily refers to individuals who perform teaching functions in preschool, primary, secondary, technical, and higher education institutions. Teachers may also be called upon to engage in school planning and administration, teacher training, the development of teaching materials, pedagogical and ... | operative | |
ICPE-29-1966_RES1-FR | 3. This recommendation shall not apply to activities carried out by teachers during study trips or on the occasion of lectures, even during their period of teaching abroad. | operative | |
ICPE-29-1966_RES1-FR | 4. To define the categories of teachers abroad and the authorities to which they report, it is necessary to establish a distinction between: a) teachers sent by the authorities of a specific country who assume all or part of their remuneration and additional expenses; b) teachers attached to national-type institutions ... | operative | |
ICPE-29-1966_RES1-FR | 5. The activities of teaching staff abroad may be considered: a) either as the normal exercise of teaching within the school and university framework, or as providing, for the benefit of the host country, specific expertise in other fields of teaching mentioned in Article 2 of Chapter I or in the fulfillment of advisor... | operative |
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