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ICPE-29-1966_RES1-FR | It is desirable that an increasing number of teachers be able to complete a period of service abroad, preferably after having acquired sufficient professional training and experience in their country of origin. Projects aimed at encouraging teaching abroad should take this objective into account. | operative | |
ICPE-29-1966_RES1-FR | 7. Projects related to teaching abroad should be considered not only with regard to the development of education in the countries concerned but also with respect to the individual training and professional development of the teacher, as well as within the broader framework of international cultural relations; account s... | operative | |
ICPE-29-1966_RES1-FR | 8. A teacher serving abroad should have employment and remuneration conditions at least equal to those of teachers in the host country who possess equivalent qualifications and experience. Furthermore, this teacher should normally receive certain special allowances and foreign service indemnities; their travel expenses... | operative | |
ICPE-29-1966_RES1-FR | 9. The situation of teachers serving abroad should be governed by a contract precisely specifying the rights and duties of the parties. This contract should only be subject to unilateral termination in truly exceptional cases. The host country should guarantee teachers all freedoms normally accorded to foreigners, incl... | operative | |
ICPE-29-1966_RES1-FR | 10. Teachers serving abroad must be guaranteed by the authorities of their home country the career rights and benefits related to their status and retain, upon their return, acquired rights such as maintenance of status, seniority rights, opportunities for advancement, and pension rights (provided that the correspondin... | operative | |
ICPE-29-1966_RES1-FR | 11. In each country, education planning should include programs for teaching abroad and, as far as possible, provide the necessary funding. Appropriate measures should also be taken to encourage private associations to send teachers abroad and to encourage teachers to travel individually to other countries. | operative | |
ICPE-29-1966_RES1-FR | 12. It is desirable that each country establish a responsible body that works in cooperation with other competent departments to develop a national program aimed at sending teachers abroad and welcoming teachers from other countries, taking into account both the differences between educational systems and the economic ... | operative | |
ICPE-29-1966_RES1-FR | 13. Such a program should take into account all aspects of the living and working conditions of both the foreign teachers received in the country and the teachers sent abroad, as defined above in Chapter III. | operative | |
ICPE-29-1966_RES1-FR | 14. In developing a comprehensive program for sending teachers abroad, consideration should be given to programs initiated by the private sector, such as teachers' associations, or by local or regional authorities. Complete information about the candidate should be provided to the host country or institution, and preci... | operative | |
ICPE-29-1966_RES1-FR | 15. It is desirable that teacher training colleges and institutes expand the traditional scope of their curricula by incorporating the concept of teaching abroad in order to engage prospective teachers in this idea. | operative | |
ICPE-29-1966_RES1-FR | 16. In order to facilitate the fulfillment of their duties, teachers departing abroad should receive special preparation, preferably with the assistance of the host country, concerning the country or region where they will perform their functions. This preparation would include an introduction to the local language up ... | operative | |
ICPE-29-1966_RES1-FR | 17. In order to facilitate the adaptation of teachers coming from abroad to their new task, as well as to the cultural and social environment in which they are called upon to live and teach, it would be appropriate to organize for them, in the host country, pedagogical conferences and training sessions, and to develop ... | operative | |
ICPE-29-1966_RES1-FR | 18. Teachers who are considering entering into a contract with a foreign institution or government, or who may be interested in a period of teaching abroad, should have the opportunity to consult the competent national services regarding the conditions to be included in the contract or to obtain information about avail... | operative | |
ICPE-29-1966_RES1-FR | 19. A period of leave, either partially or fully paid, granted after a certain number of years of service and in accordance with the regulations of each country, constitutes an excellent means of encouraging teachers to accept a position abroad, typically for one year; such a practice should be promoted whenever possib... | operative | |
ICPE-29-1966_RES1-FR | 20. Wide publicity (press, audiovisual media, professional associations, bulletins, and journals, etc.) should be ensured for teaching abroad programs. Teachers returning from assignments in their countries should be invited to present to the competent services, their colleagues, and even the public, with a focus on ob... | operative | |
ICPE-29-1966_RES1-FR | 21. The exchange of teachers and students would be greatly facilitated if educational authorities reached a reciprocal agreement on the equivalence of diplomas and qualifications required for teaching, where such equivalence actually exists. Bilateral and multilateral measures, such as the study being conducted by UNES... | operative | |
ICPE-29-1966_RES1-FR | 22. Teacher exchanges should, as far as possible, be the subject of reciprocal cultural agreements, whether general or specific, concluded on a bilateral and multilateral basis. | operative | |
ICPE-29-1966_RES1-FR | 23. Exchanges based on reciprocal "twinning" agreements between educational institutions should be encouraged as they facilitate the exchange of teachers and pedagogical experiences. | operative | |
ICPE-29-1966_RES1-FR | 24. It is desirable that the interested intergovernmental organizations create or expand information services that will allow close monitoring of any action taken in the country concerned relating to international cooperation in the exchange of teachers. These organizations should encourage the dispatch of teachers abr... | operative | |
ICPE-29-1966_RES1-FR | 25. The relevant intergovernmental organizations should advocate for and themselves take all possible measures to centralize and rapidly disseminate information relating, on the one hand, to vacancies and, on the other, to offers of service. Such action is particularly important in certain specific situations. | operative | |
ICPE-29-1966_RES1-FR | 26. The role of international non-governmental organizations in promoting teaching abroad and in the implementation of this recommendation should be duly recognized, as these organizations may be concerned either with the teaching profession as such or with groups of specialists in one or more disciplines. | operative | |
ICPE-29-1966_RES1-FR | 27. International non-governmental organizations should be encouraged to plan and finance teacher exchange programs as part of their own activities. | operative | |
ICPE-29-1966_RES1-FR | 28. All overseas teaching programs should recognize the role of local branches affiliated with international associations of the teaching profession and other interested organizations. For example, they could assist in facilitating the reception of foreign teachers (housing, making contacts, etc.). | operative | |
ICPE-29-1966_RES1-FR | 29. It is important that the text of this recommendation be widely disseminated by ministries of public education, educational authorities, teacher training centers, educational documentation centers, international and national teaching federations, teachers’ associations or parents’ associations, etc. The press in gen... | operative | |
ICPE-29-1966_RES1-FR | 30. The ministries of public education or other responsible bodies are invited to entrust the competent authorities with: a) examining this recommendation and comparing its content with the existing legal and factual situation in their country; b) considering the advantages and disadvantages of a possible implementatio... | operative | |
ICPE-29-1966_RES1-FR | 31. UNESCO is invited to facilitate, in collaboration with the relevant ministries, the regional-level review of this recommendation with a view to its adaptation to regional characteristics. | operative | |
ICPE-30-1967_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 6, 1967, in its thirtieth session, adopts on July 14, 1967, the following recommendation: The Conference, | preambular | |
ICPE-30-1967_RES1-FR | Considering the role of secondary education in the implementation of the principles defined in the Universal Declaration of Human Rights (Article 26), the Convention and Recommendation concerning the elimination of discrimination in the field of education (Articles 4 and 5a), and the International Covenant on Economic,... | preambular | |
ICPE-30-1967_RES1-FR | Considering that secondary education must simultaneously provide solutions to problems that are considerably more complex and numerous than those previously encountered, for example: — the continuous evolution of the role and objectives of this education from social, pedagogical, and professional perspectives; — the co... | preambular | |
ICPE-30-1967_RES1-FR | Considering that it is necessary to design and take appropriate measures to ensure the progress of education in developing countries, | preambular | |
ICPE-30-1967_RES1-FR | Considering that secondary education is an essential factor in the development of the human personality and modern society, | preambular | |
ICPE-30-1967_RES1-FR | Considering that the shortage of secondary school teaching staff particularly affects the countries where the increase in personnel training resources has not kept pace with the expansion of secondary education, | preambular | |
ICPE-30-1967_RES1-FR | Considering that the shortage of teachers is more acute in certain disciplines than in others, | preambular | |
ICPE-30-1967_RES1-FR | Considering that it is necessary to ensure the training of a sufficient number of qualified teachers, | preambular | |
ICPE-30-1967_RES1-FR | Considering that the increasing trend in enrollment makes it necessary to establish forecasting and planning mechanisms for the development of secondary education, | preambular | |
ICPE-30-1967_RES1-FR | Considering that the rapid transformations of the world increase the responsibilities of teachers and demand ever higher qualifications from them, both in terms of scientific and technical knowledge and pedagogical methods; consequently, the situation of education cannot be regarded as a "static" condition, | preambular | |
ICPE-30-1967_RES1-FR | Convinced that the implementation of the Recommendation concerning the status of teachers adopted by the Special Intergovernmental Conference organized by UNESCO in September-October 1966, of the recommendations regarding the training and status of teaching staff approved since 1935 by the International Conference on P... | preambular | |
ICPE-30-1967_RES1-FR | Considering, moreover, that it is the responsibility of each country to provide solutions to these common problems that take into account their specific situation, | preambular | |
ICPE-30-1967_RES1-FR | Submits to the Ministries of Public Education of the various countries the present recommendation: | operative | |
ICPE-30-1967_RES1-FR | 1. Measures taken to address the shortage of secondary school teachers should be based on an objective analysis of the causes underlying this shortage. Information gathered at the national level may be supplemented by a comparative study of the social, economic, and psychological school conditions that tend to exacerba... | operative | |
ICPE-30-1967_RES1-FR | 2. Planning services must play a significant role in studying the causes of the shortage and the means to address it. Where such services do not exist, priority should be given to their establishment. | operative | |
ICPE-30-1967_RES1-FR | 3. The implications of the increase in the birth rate, immigration, migrations to urban areas, and a flawed school distribution map—particularly with regard to the allocation of institutions between urban and rural regions—on secondary school enrollments and the resulting teacher shortage should be examined. | operative | |
ICPE-30-1967_RES1-FR | 4. Particular attention should be given to certain new characteristics of secondary education that affect the shortage of secondary school teachers. These include the need for diversification and specialization, changes made to curricula to provide new types of instruction, the demands of modern science and technology,... | operative | |
ICPE-30-1967_RES1-FR | 5. Planning work must necessarily take into account all the factors that determine the need for teachers, including demographic changes, the extension of compulsory schooling, increased enrollment rates, and the improvement of the conditions under which education is provided. | operative | |
ICPE-30-1967_RES1-FR | 6. Educational authorities should determine the extent to which the increased opportunities available to adults for continuing their education or vocational training contribute to the expansion of the demand for secondary teaching staff, particularly when literacy campaigns have been successfully conducted. | operative | |
ICPE-30-1967_RES1-FR | 7. Efforts should be made to distinguish between the causes of short-term shortages and those of long-term shortages; the former require emergency measures, while the latter must be addressed through permanent measures. | operative | |
ICPE-30-1967_RES1-FR | 8. It is important to examine to what extent and by what means higher education institutions can contribute to adequately training a sufficient number of secondary school teachers of the required quality. | operative | |
ICPE-30-1967_RES1-FR | 9. In view of the balance between the supply and demand for secondary school teaching staff, serious consideration should be given to developing plans aimed at ensuring better utilization of qualified teachers and increased effectiveness of their teaching. | operative | |
ICPE-30-1967_RES1-FR | 10. A study should be conducted on the optimal size of secondary education institutions in order to make the best use of teaching staff. Since it will unfortunately be impossible to avoid overcrowded classes for some time, it would be desirable for such a study to also address the use of new teaching techniques and cla... | operative | |
ICPE-30-1967_RES1-FR | 11. It would be appropriate to determine the extent to which the shortage of candidates for secondary education teaching is attributable to the fact that other professions, requiring training and intellectual abilities of the same level, offer better remuneration and higher social status. The moral and human dignity of... | operative | |
ICPE-30-1967_RES1-FR | Authorities should recognize that the implementation of the principles and standards defined in the Recommendation concerning the Status of Teachers, particularly regarding their economic and social situation, constitutes an essential means of addressing the shortage of qualified teachers. | operative | |
ICPE-30-1967_RES1-FR | 13. In accordance with the provisions of the aforementioned Recommendation, attention should be paid not only to ensuring that the salaries and social security benefits of secondary school teachers compare favorably with those of other professions requiring similar and equivalent qualifications, but also that their liv... | operative | |
ICPE-30-1967_RES1-FR | 14. The conditions of service for the teaching profession should be sufficiently favorable to enable teachers with family responsibilities to continue their service and to allow those who have had to interrupt their teaching activity to resume it later, on a full-time or part-time basis, without financial or other detr... | operative | |
ICPE-30-1967_RES1-FR | 15. If public interest so requires, it would be desirable to encourage teachers who have reached retirement age to continue providing their service full-time or part-time, provided they are physically and intellectually capable, and in particular to advise younger teachers in light of their experience. | operative | |
ICPE-30-1967_RES1-FR | 16. To address urgent needs, it would be appropriate to consider the possibility of temporarily or part-time employing specialists from other professions to teach subjects related to their training, pending the training of duly qualified personnel; it is desirable that short courses in methodology and psycho-pedagogy b... | operative | |
ICPE-30-1967_RES1-FR | 17. In countries where the measures outlined above are insufficient to resolve the shortage problem, it would be advisable to resort to other emergency measures, also of a temporary nature, such as employing students from higher normal schools and other higher education institutions, who would be provided with the nece... | operative | |
ICPE-30-1967_RES1-FR | 18. It would be appropriate to ensure a balanced recruitment of teaching staff of both sexes. | operative | |
ICPE-30-1967_RES1-FR | 19. The recruitment of future secondary school teacher candidates could be encouraged through appropriate measures, such as talks aimed at students in the final years of secondary education about the role and opportunities offered by the teaching profession; meetings and discussions with experienced secondary school te... | operative | |
ICPE-30-1967_RES1-FR | 20. Authorities should recognize the essential role played by secondary school teachers and the value of their contribution to the development of the human personality and modern society. Furthermore, authorities should encourage secondary school teaching staff to propose measures aimed at improving their conditions an... | operative | |
ICPE-30-1967_RES1-FR | 21. It would be appropriate to strengthen the faculties of education at universities and the existing higher normal schools, as well as to establish new ones, in order to train a sufficient number of teachers and to provide specialized training in the disciplines most affected by shortages. A permanent mechanism to sus... | operative | |
ICPE-30-1967_RES1-FR | 22. Regardless of the measures taken for the emergency training of teaching staff, it is essential to maintain a satisfactory level of general culture, specialized knowledge, and pedagogical preparation, both theoretical and practical. Furthermore, it is important to provide for the continuing education of the personne... | operative | |
ICPE-30-1967_RES1-FR | Special attention should be given to the training of teachers responsible for technical subjects in secondary education, dedicating both short-term sessions and full course cycles to this purpose. | operative | |
ICPE-30-1967_RES1-FR | 24. Certain stopgap measures intended to address the shortage of secondary school teaching staff (such as classes with excessive numbers of students or unreasonable increases in teaching hours demanded from teachers) are incompatible with the aims and objectives of education and detrimental both to students and teacher... | operative | |
ICPE-30-1967_RES1-FR | Means of training and professional development should be provided both to ensure the training of qualified teachers and to prepare specialists from other professions for secondary education. Higher education institutions offering agricultural and commercial training as well as engineering courses should also provide th... | operative | |
ICPE-30-1967_RES1-FR | 26. Secondary school teachers responsible for teaching a single subject should, in cases of shortage, be prepared to teach related subjects. Higher education institutions for teacher training should strive to provide their students with versatile training in order to increase their effectiveness. | operative | |
ICPE-30-1967_RES1-FR | 27. Modern teaching aids, such as educational radio and television and programmed instruction, while not able to replace the teacher, can contribute to improving the quality of education. Combined with new forms of organization, such as team teaching, these aids can help the most competent teachers to manage a larger n... | operative | |
ICPE-30-1967_RES1-FR | 28. In the interest of international cooperation, the more advanced countries should provide increased technical and financial assistance to developing countries to support the establishment of higher teacher training colleges, university faculties of education, and technical teacher training schools, particularly in c... | operative | |
ICPE-30-1967_RES1-FR | 29. Cooperation in the training and professional development of secondary school teachers should take place at bilateral, regional, and multilateral levels. International organizations, particularly UNESCO, as well as other institutions and bodies within the United Nations system concerned with teacher training, should... | operative | |
ICPE-30-1967_RES1-FR | 30. International courses and seminars should be organized on disciplines whose content and didactics are evolving rapidly. Participants should be selected based on their experience in teacher training, which they would share with their colleagues. This would prepare them to lead in-service training courses in their re... | operative | |
ICPE-30-1967_RES1-FR | 31. UNESCO and the IBE are invited to conduct research on the issue of the shortage of secondary school teaching staff in countries where it has already occurred and to propose solutions that take into account the experience gained. | operative | |
ICPE-30-1967_RES1-FR | 32. Competent international organizations, notably UNESCO, should be invited to undertake a comprehensive effort of documentation, information dissemination, and publication regarding the issues encountered, studies conducted, solutions adopted, and measures taken concerning the shortage of secondary school teachers. | operative | |
ICPE-30-1967_RES1-FR | 33. This recommendation, aimed at finding solutions to the serious problem of the shortage of secondary school teachers, should be widely disseminated by the ministries of public education and the educational authorities of the most directly concerned level of instruction. Educational resource centers, international an... | operative | |
ICPE-30-1967_RES1-FR | 34. UNESCO and other competent international organizations are invited to facilitate, in collaboration with the ministries of the countries concerned, the review of this recommendation at the national or regional level with a view to its implementation in accordance with the characteristics of each region. | operative | |
ICPE-30-1967_RES1-FR | 35. It would be appropriate for the ministries of public education and other competent authorities to examine this recommendation now in relation to the legal and factual situation, as well as the ethnic and cultural conditions existing in their respective countries, in order to demonstrate creative imagination in the ... | operative | |
ICPE-30-1967_RES1-FR | 36. Given the urgency of the issue addressed in this recommendation, UNESCO and the IBE are invited to send a questionnaire to the ministries of public education, before the end of 1969, requesting them to describe the measures taken to implement the provisions of this recommendation in their respective countries. | operative | |
ICPE-30-1967_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 July 6, 1967, in its thirtieth session, adopts on July 14, 1967, the following recommendation: The Conference, | preambular | |
ICPE-30-1967_RES1-FR | Considering that the proposals and suggestions contained in Recommendation No. 20, approved on July 8, 1946, by the Ninth International Conference on Public Education organized by the International Bureau of Education, concerning the teaching of hygiene in primary and secondary schools, remain of current relevance and ... | preambular | |
ICPE-30-1967_RES1-FR | Considering, however, that in light of developments in pedagogy on the one hand, and the advances made in the field of health protection on the other, a comprehensive health education can and should replace the teaching of mere notions of hygiene, | preambular | |
ICPE-30-1967_RES1-FR | Whereas by health education is meant the totality of experiences that contribute to instilling good habits, solid knowledge, and an enlightened attitude regarding individual and collective health, | preambular | |
ICPE-30-1967_RES1-FR | Considering that the action of health education affects the physical, mental, and social development of the individual; that the scope of this health education may cover: individual health, community health, and environmental hygiene — familial, school, and professional —, issues of nutrition, mental health, sexual edu... | preambular | |
ICPE-30-1967_RES1-FR | Considering that health education provided at school constitutes one of the important aspects of the general education of the child and one of the essential means of improving individual and collective health, | preambular | |
ICPE-30-1967_RES1-FR | Considering that this education must occupy a predominant place throughout the child's schooling, and notably in primary education, | preambular | |
ICPE-30-1967_RES1-FR | 182 Submits to the Ministries of Public Instruction of the various countries the following recommendation: | operative | |
ICPE-30-1967_RES1-FR | 1. That an age-appropriate health education, suited to the needs and interests of the students, initially practical, then both practical and theoretical, be provided by teachers in collaboration with the relevant school health services; that the programs, methods, and techniques of this education be defined through agr... | operative | |
ICPE-30-1967_RES1-FR | 2. That this education not only instills in students the habits necessary to ensure their physical and mental balance but also helps them acquire, by teaching respect for the health and well-being of others as well as their own, a sense of individual and social responsibility. | operative | |
ICPE-30-1967_RES1-FR | 3. That this education should naturally be supported by the life and working conditions of the school; that these include a rational organization of the school day, based on a proper balance between work, play, and rest, as well as appropriate material and sanitary facilities. | operative | |
ICPE-30-1967_RES1-FR | 4. That this education be provided according to methods that appeal not only to the child’s memory and reasoning but also, and above all, to their imagination and spontaneous activities, including practices of a healthy lifestyle. | operative | |
ICPE-30-1967_RES1-FR | 5. That this education takes into account local circumstances (urban or rural environment), the climatic conditions of different countries, and social and economic development; that, according to these circumstances, education emphasizes the priority needs of different regions within the framework of hygiene and preven... | operative | |
ICPE-30-1967_RES1-FR | 6. That teachers be adequately prepared for the tasks of health education during their training through specialized instruction that takes into account both the objectives and the methods of this specific form of education. | operative | |
ICPE-30-1967_RES1-FR | 7. That opportunities for professional development be provided to in-service teachers in order to keep them informed of the most recent improvements in methods and means of health education, as well as advancements in preventive medicine. | operative | |
ICPE-30-1967_RES1-FR | 8. That teachers be provided with the necessary materials for educating their students (textbooks, teaching aids, audio-visual resources) as well as the texts required for their own information (books and journals); that these materials, meeting the geographical, climatic, ethnic, and cultural requirements of the count... | operative | |
ICPE-30-1967_RES1-FR | 9. That the effort to inform and educate parents be pursued simultaneously and systematically through the cooperation of teachers and medical and health authorities (such as regional or local information centers). | operative | |
ICPE-30-1967_RES1-FR | 10. That specialized personnel—health educators, doctors, nurses, etc.—assigned to the practice of health education in schools (medical examinations, etc.) or to the supervision of health education (medical inspectors) be adequately prepared for their task during their professional training through both health-related ... | operative | |
ICPE-30-1967_RES1-FR | 11. All initiatives, whether public or private, undertaken by young people or adults, within or outside of school, that are likely to promote health education or first aid training should be encouraged: in this respect, the actions of scout or pioneer groups, the Red Cross or Red Crescent, youth first aid clubs, etc., ... | operative | |
ICPE-30-1967_RES1-FR | 12. That all medico-pedagogical research aimed at identifying needs, evaluating the outcomes of measures taken and experiments conducted, and improving the methods and means employed in health education be supported. | operative | |
ICPE-30-1967_RES1-FR | 13. That, within the framework of planning specific to each country, health education be included among the fundamental objectives as an essential factor in economic, social, and cultural development. | operative | |
ICPE-30-1967_RES1-FR | 14. That permanent cooperation (bilateral or multilateral agreements, for example) be established among different countries to facilitate the exchange of specialists and information on research and experiments conducted. | operative | |
ICPE-30-1967_RES1-FR | 15. That technical assistance from specialized international organizations be called upon, where needed, in the form of advisory services, scholarships, and demonstration materials, with a view to helping the various countries establish their school health infrastructure, develop their curricula, design and produce the... | operative | |
ICPE-30-1967_RES1-FR | 16. It is essential that the text of this recommendation be widely disseminated by ministries of public education, school authorities, teacher training centers, educational documentation centers, international and national teaching federations, teachers’ associations, and parents' associations, among others. The press ... | operative | |
ICPE-30-1967_RES1-FR | 17. The ministries of public education and the relevant ministerial departments are invited to mandate the competent bodies to: a) review this recommendation and compare its content with the existing legal and factual situation in their country; b) consider the advantages and disadvantages of potentially implementing e... | operative |
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