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ICPE-30-1967_RES1-FR | 18. UNESCO, WHO, and other specialized international organizations are invited to facilitate, in cooperation with the relevant ministries, the regional-level examination of this recommendation with a view to its adaptation to regional characteristics. | operative | |
ICPE-31-1968_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 the first of July nineteen sixty-eight in its thirty-first session, adopts on the ninth of July nineteen sixty-e... | operative | |
ICPE-31-1968_RES1-FR | Considering that the Universal Declaration of Human Rights proclaims that education "shall promote understanding, tolerance and friendship among all nations, racial or religious groups, as well as the activities of the United Nations for the maintenance of peace," and that the suffering and humiliations witnessed and e... | preambular | |
ICPE-31-1968_RES1-FR | Considering that the United Nations Declaration on the Promotion among Youth of the Ideals of Peace, Mutual Understanding and Respect between Peoples states that "all means of education, including, given its paramount importance, education provided by parents or the family and all means of teaching and information inte... | preambular | |
ICPE-31-1968_RES1-FR | Whereas one of the main objectives of UNESCO and the International Bureau of Education is to contribute to the maintenance of peace and security by strengthening collaboration between nations through education, and as stated in the UNESCO Constitution, “mutual misunderstanding among peoples has always been, throughout ... | preambular | |
ICPE-31-1968_RES1-FR | Taking note of the resolutions of the International Conference on Human Rights held in Tehran in 1968, particularly concerning the education of young people, | preambular | |
ICPE-31-1968_RES1-FR | Considering Recommendation No. 24 concerning "the development of international awareness among youth and education relating to international organizations," | preambular | |
ICPE-31-1968_RES1-FR | Considering Recommendation No. 26 concerning "the teaching of geography and international understanding," | preambular | |
ICPE-31-1968_RES1-FR | Considering Recommendation No. 48 concerning "the preparation, selection, and use of primary education textbooks," | preambular | |
ICPE-31-1968_RES1-FR | Considering Recommendation No. 59 concerning "the teaching of modern languages in secondary schools," | preambular | |
ICPE-31-1968_RES1-FR | Considering the necessity of teaching all the peoples of the world, and particularly the youth, to work in favor of peace and to build an international community, in accordance with the spirit of the United Nations Charter, as well as to strive for the implementation of the principles of the Universal Declaration of Hu... | preambular | |
ICPE-31-1968_RES1-FR | Considering the necessity to translate these principles into practical action emphasizing the moral value of the individual and their right to strive for a better life based on respect for human dignity, | preambular | |
ICPE-31-1968_RES1-FR | Considering that education for international understanding plays a leading role in this field and that most States have not yet taken all the measures within their power under their jurisdiction to incorporate it into school curricula and school life, | preambular | |
ICPE-31-1968_RES1-FR | Considering that such education aims not only to impart knowledge, but also to shape attitudes and to encourage behaviors and activities conducive to international understanding and respect for human rights, | preambular | |
ICPE-31-1968_RES1-FR | Recommends to the Ministries of Public Education of the various countries the following recommendation: | operative | |
ICPE-31-1968_RES1-FR | 1. Education at all levels must contribute to international understanding. | operative | |
ICPE-31-1968_RES1-FR | 2. Education must help young people to gain a better understanding of the world and its inhabitants and to foster attitudes that develop in them a spirit of mutual appreciation and respect towards other cultures, races, and ways of life. Education must highlight the relationships between the environment and modes and s... | operative | |
ICPE-31-1968_RES1-FR | 3. Education must demonstrate that the advancement of human knowledge results from the contributions of the diverse peoples of the world and that all national cultures have been enriched by the influences of other cultures and continue to be so. | operative | |
ICPE-31-1968_RES1-FR | 4. Education must encourage respect for human rights and their observance in daily life. It should highlight the principle of the equality of all people and the spirit of justice as expressed in the Universal Declaration of Human Rights, emphasizing that this principle entails equal respect for all human beings, withou... | operative | |
ICPE-31-1968_RES1-FR | 5. Education must help to instill in every pupil and student a sense of human dignity that opposes any domination of one person over another. It must do everything possible to awaken in young people the desire to understand the economic and social problems of their country and era, and provide them with an objective de... | operative | |
ICPE-31-1968_RES1-FR | 6. It is important that education emphasizes the equal right of all nations, large and small, to determine their own existence and to fully develop all their cultural and material resources. | operative | |
ICPE-31-1968_RES1-FR | 7. Education must foster a sense of international solidarity and the interdependence of all nations and all people. It must highlight the necessity of international cooperation in addressing global issues, and demonstrate that all nations, regardless of the differences in their political systems and ways of life, have ... | operative | |
ICPE-31-1968_RES1-FR | 8. Legislative texts or other official documents defining the general objectives of education must assign, at all levels, the development of the spirit of peace, mutual understanding among peoples, and respect for human rights as one of its goals. Official regulations, instructions, and recommendations addressed to tea... | operative | |
ICPE-31-1968_RES1-FR | 9. General curricula and the curricula of various disciplines should include specific provisions concerning education for international understanding, adapted to the different courses and to the various educational levels, and ensuring that sufficient time is devoted to it. To this end, groups of specialists, mainly co... | operative | |
ICPE-31-1968_RES1-FR | 10. Examinations at the various levels of education should include questions related to the work carried out within the framework of education for international understanding. | operative | |
ICPE-31-1968_RES1-FR | School administrators and inspectors, in the performance of their duties, should ensure that curricula, school activities, and teaching contribute to a better international understanding as well as to the respect for human rights. | operative | |
ICPE-31-1968_RES1-FR | 12. Most of the subjects ordinarily included in the curriculum of primary and secondary schools lend themselves to education for international understanding. It is appropriate to make use of the resources offered by each subject in a suitable manner, duly taking into account the age, abilities, and interests of the stu... | operative | |
ICPE-31-1968_RES1-FR | 13. Education for international understanding should be designed and delivered as an integral part of school studies, with each discipline effectively contributing, through appropriate means, to a coordinated and continuous program that develops year after year. | operative | |
ICPE-31-1968_RES1-FR | 14. It is essential that general curricula and the curricula of each discipline be designed with sufficient flexibility to allow close connections between different subjects. In certain core subjects, such as the mother tongue, national literature, mathematics, sciences, and modern languages, the spirit of internationa... | operative | |
ICPE-31-1968_RES1-FR | International issues should be addressed on a case-by-case basis, either within the framework of various teaching subjects or through separate courses. Each educational institution must have adequate documentation concerning international matters. | operative | |
ICPE-31-1968_RES1-FR | 16. Literature should be taught in a way that opens perspectives on human nature, the ideals and aspirations common to all humanity, its sufferings and struggles, on the characteristics of various national cultures as well as their particular contribution to world culture. The teaching of world literature in secondary ... | operative | |
ICPE-31-1968_RES1-FR | 17. The teaching of modern languages should aim to provide full access to the cultures and ways of life of other countries, and to promote understanding thereof. | operative | |
ICPE-31-1968_RES1-FR | 18. In the teaching of mathematics, the contribution of different cultures to the development of this science should be highlighted. Certain applications of mathematics, such as statistics and data interpretation, should contribute to the study of issues of international interest, such as population growth, agricultura... | operative | |
ICPE-31-1968_RES1-FR | 19. In general introductory science courses, the history of the development of scientific knowledge and the contributions made by different countries and cultures should be taught. Attention should also be given to the social consequences of the technological applications of science and to both the problems and benefit... | operative | |
ICPE-31-1968_RES1-FR | 20. a) In the teaching of biology, the study of the transmission and distribution of human characteristics, as well as the relationship between hereditary and cultural factors, must be conducted in a manner that removes any basis for prejudices based on distinctions of race, color, nationality, or culture. In this rega... | operative | |
ICPE-31-1968_RES1-FR | 20. b) Insofar as biology approaches ecology, it should be taken, in correlation with geography, as the basis for studying lifestyles in the various regions of the world. In biology or hygiene, attention should be given to global health issues as well as international cooperation in the fight against diseases. | operative | |
ICPE-31-1968_RES1-FR | 21. The teaching of history should enable a better understanding of national history by connecting it to the history of civilizations and by giving increased attention to the social, economic, cultural, and scientific aspects of human development, while placing less emphasis on purely military aspects of history. Natio... | operative | |
ICPE-31-1968_RES1-FR | 22. The teaching of geography should lead the child to think about the entire world and its inhabitants, to understand the relationships between humans and their environment, and to form an accurate understanding of the problems that need to be solved so that the resources available in the world contribute to improving... | operative | |
ICPE-31-1968_RES1-FR | 23. Geography and history courses should be designed to ensure a fair balance between the emphasis placed on national geography and history and that devoted to other countries. | operative | |
ICPE-31-1968_RES1-FR | 24. Civic education, whose purpose is to familiarize students with national institutions and to foster loyalty towards them, should also aim to acquaint students with the role played by international institutions in promoting the well-being of humanity, and to instill in them a sense of responsibility for ensuring the ... | operative | |
ICPE-31-1968_RES1-FR | 25. Within religious instruction, moral education, or philosophy, it is essential that teaching for international understanding be direct and explicit, focusing on the ethical foundations of human solidarity. It should aim to develop a sense of moral and social responsibility toward others, a desire to act for the comm... | operative | |
ICPE-31-1968_RES1-FR | 26. In the arts, music, dance, and games, skillful performance and aesthetic judgment should be enriched by drawing on themes from all parts of the world. These subjects should be approached from the perspective of their emotional as well as intellectual value. | operative | |
ICPE-31-1968_RES1-FR | 27. In education for international understanding, it is appropriate to use as wide a range as possible of teaching materials, including films, school broadcasting and television, and other audiovisual aids. New educational technology can serve the cause of international understanding usefully. It gives new dimensions t... | operative | |
ICPE-31-1968_RES1-FR | 28. Teaching materials used must be regularly reviewed in terms of their contribution to international understanding and respect for human rights. When revising or developing teaching materials, particularly history and geography textbooks, it is essential to ensure that they present a balanced, objective, accurate, an... | operative | |
ICPE-31-1968_RES1-FR | 29. It is desirable that the various countries, with the collaboration of national scientific and educational institutions and services, develop recommended lists of books, films, and other teaching materials, particularly for history and geography, which would be published from time to time. | operative | |
ICPE-31-1968_RES1-FR | 30. The production of material specifically designed for education for international understanding, including guides and teacher's books, should be encouraged. It is important that the responsible educational authorities plan to publish, in a form that allows their use in teacher training institutions, certain fundamen... | operative | |
ICPE-31-1968_RES1-FR | 31. In education for international understanding, it is appropriate to use, as far as possible, active methods that call upon the individual initiative, creativity, skill, aptitudes, and intelligence of the students themselves. These methods include: active participation in international mutual aid campaigns, free disc... | operative | |
ICPE-31-1968_RES1-FR | 32. It is important to reorganize, where appropriate, certain activities both within and outside the school curriculum, in order to complement and strengthen education for international understanding throughout the entire educational system. The range of these activities should be broad and varied enough to provide all... | operative | |
ICPE-31-1968_RES1-FR | 33. The practice of sport should be utilized as a means to channel aggressive tendencies into healthy competition and to develop self-confidence, a sense of honor, and the spirit of fair play. It is important to avoid that, in international competitions, excessive nationalism undermines the respect due to athletes from... | operative | |
ICPE-31-1968_RES1-FR | 34. The role of the school must be supported and strengthened by the family and the community. It is therefore essential not to miss any opportunity to ensure the collaboration of parents, extracurricular organizations for children and young people, and the community as a whole in such activities, both curricular and e... | operative | |
ICPE-31-1968_RES1-FR | 35. In the development of international understanding, the personality and attitudes of the teacher are of decisive importance and can largely determine the success of education directed towards this goal. This should be given the utmost consideration in teacher training. | operative | |
ICPE-31-1968_RES1-FR | 36. It is essential that teachers be prepared as comprehensively as possible from moral, psychological, and professional perspectives to effectively fulfill their role in education for international understanding. Appropriate methods should be studied to guide teacher training courses and education in general according... | operative | |
ICPE-31-1968_RES1-FR | 37. It is desirable that teacher preparation programs provide in this area both the required knowledge base and the necessary professional training concerning the concepts, methods, and techniques to be applied so that education for international understanding may effectively influence the students. | operative | |
ICPE-31-1968_RES1-FR | 38. The methods, programs, and all teaching aids used in training courses should be employed by student teachers during their practical teaching internships. | operative | |
ICPE-31-1968_RES1-FR | 39. Every opportunity should be taken to utilize the activities of study internships and refresher courses organized for in-service teachers, in accordance with the objectives of education for international understanding. It is also important to regularly organize workshops and special courses on education for internat... | operative | |
ICPE-31-1968_RES1-FR | 40. It is important to conduct research aimed at determining the role that education for international understanding can play in shaping and modifying attitudes, as well as the relative effectiveness of different concepts, methods, and types of material used in education for international understanding. The results of ... | operative | |
ICPE-31-1968_RES1-FR | 41. Experimental programs and pilot projects in education for international understanding, such as those undertaken by primary or secondary schools or teacher training institutions participating in the UNESCO Associated Schools system, should be encouraged and supported. Appropriate measures should also be taken to pro... | operative | |
ICPE-31-1968_RES1-FR | 42. It is desirable that research and studies in anthropology and other social sciences be pursued with the aim of eliminating racial myths that hinder international understanding. | operative | |
ICPE-31-1968_RES1-FR | 43. It is essential that the competent educational authorities stimulate and facilitate, on an international level, the exchange and dissemination of information and documentation related to education for international understanding. | operative | |
ICPE-31-1968_RES1-FR | 44. These authorities must support and encourage participation in bilateral, multilateral, and international programs and projects aimed at developing and improving education for international understanding. | operative | |
ICPE-31-1968_RES1-FR | 45. International exchanges of teachers, students, and pupils, as well as exchanges of school administrators and inspectors, should be encouraged and supported. Efforts should also be made to significantly increase opportunities for travel abroad offered to student teachers and practicing teachers, so that they can int... | operative | |
ICPE-31-1968_RES1-FR | 46. Participation in activities of general interest alongside men and women from other countries constitutes one of the most effective forms of education for international understanding. Efforts should be made to encourage and assist, to the fullest extent possible, the travel of teachers and young people abroad to tak... | operative | |
ICPE-31-1968_RES1-FR | 47. International contacts and exchanges between schools, such as through the Associated Schools system implementing an educational program for international understanding, deserve to be encouraged and supported. | operative | |
ICPE-31-1968_RES1-FR | 48. Educational authorities could encourage, in the spirit of the Olympic Games, the organization of international competitions for pupils and students in disciplines such as mathematics, physics, chemistry, and world literature. Meetings in athletics between schools from two or more countries, or of a broadly internat... | operative | |
ICPE-31-1968_RES1-FR | 49. It is essential that this recommendation be widely disseminated by Ministries of Public Education and school authorities. Educational documentation centers, international and national associations of teachers and parents, and both official and private educational press should play a significant role in distributing... | operative | |
ICPE-31-1968_RES1-FR | 50. 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 for its implementation in accordance with the characteristics of each region. | operative | |
ICPE-31-1968_RES1-FR | 51. The Ministries of Public Instruction and other competent authorities are invited to examine this recommendation from now on in relation to the legal and factual situation, as well as to the existing ethnic and cultural conditions in their respective countries, with a view to applying the provisions where they are n... | operative | |
ICPE-31-1968_RES1-FR | Technical and financial assistance from international organizations should be sought for countries where the implementation of this recommendation necessitates the revision of teaching materials and the reorientation of teacher training programs. | operative | |
ICPE-31-1968_RES1-FR | 53. In view of the urgency of the issue addressed in the present recommendation, UNESCO and the International Bureau of Education are invited to send to the Ministries of Public Instruction, before the end of 1970, a questionnaire requesting them to describe the measures taken to implement the provisions of this recomm... | operative | |
ICPE-31-1968_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 1, 1968, in its thirty-first session, adopts on July 10, 1968, the following recommendation: The Conference... | preambular | |
ICPE-31-1968_RES1-FR | Considering that children and adolescents grow and develop within a specific geographical area, at a given time in history, and within communities that have their own distinct characteristics, and that these factors necessarily influence their formation, education, and social behavior, | preambular | |
ICPE-31-1968_RES1-FR | Considering, moreover, that at the present time, the multiplicity and extent of means of information, as well as the ease and frequency of travel and exchanges, extend the environment far beyond the immediate surroundings of the schoolchild, and that this situation arouses interests and opens the mind to perspectives u... | preambular | |
ICPE-31-1968_RES1-FR | Considering that one of the essential goals of education is to promote scientific methods through observations and experiments, that the spirit of analysis is a defining characteristic of contemporary culture, and that an active attitude of the intellect fosters an understanding of the realities of the current world, | preambular | |
ICPE-31-1968_RES1-FR | Considering that the study of the environment must inspire respect and love for nature, its riches and beauties, for regional folk traditions, historical monuments, and the entire heritage of the past, | preambular | |
ICPE-31-1968_RES1-FR | Noting that the study of the environment is gaining increasing importance in efforts to adapt education to the needs of society and the interests of students, | preambular | |
ICPE-31-1968_RES1-FR | Considering the difficulties that the study of the environment still encounters at all levels regarding its requirements for documentation, teacher competence, and initiative, | preambular | |
ICPE-31-1968_RES1-FR | Considering the importance of research and activities related to environmental sciences and ecology planned in UNESCO’s 1969-1970 program and budget project, and particularly the initiation of a project entitled: Man and His Environment, | preambular | |
ICPE-31-1968_RES1-FR | Considering that due to natural disasters, various forms of oppression contrary to the Charter of the United Nations and the Universal Declaration of Human Rights, or other circumstances, there are still children who are currently deprived | preambular | |
ICPE-31-1968_RES1-FR | Taking into account the relationships that exist between the objectives pursued by this recommendation and those of recommendations adopted by previous International Conferences on Public Education, notably Recommendation No. 18 concerning the teaching of geography in secondary schools, adopted in 1939, Recommendation ... | preambular | |
ICPE-31-1968_RES1-FR | Submits the following recommendation to the Ministries of Public Instruction of the various countries: | operative | |
ICPE-31-1968_RES1-FR | 1. The term environment should be understood to encompass everything external to the human being, the more or less immediate surroundings, the entirety of actions and influences exerted upon him and to which he responds (actions and influences of nature and climate, life in urban or rural areas, family and school atmos... | operative | |
ICPE-31-1968_RES1-FR | 2. The environment also includes the heritage of the past: customs, traditions; literature and history; law; scientific discoveries and their applications; the material and intellectual works of our predecessors who have enriched humanity's heritage through the transmission of cultural assets. The religious and ethical... | operative | |
ICPE-31-1968_RES1-FR | 3. Today, the environment is no longer limited to personal experiences and daily life. The variety, multiplicity, and speed of various means of communication have extended it to the world and the universe. | operative | |
ICPE-31-1968_RES1-FR | 4. The concept of environment also encompasses the objectives of society, which man strives to direct in its evolution. | operative | |
ICPE-31-1968_RES1-FR | 5. Knowledge of the environment thus emerges as an important, necessary, and complex field of study. Beyond the mere acquisition of knowledge, it asserts itself as one of the essential elements of general education and education for international understanding. | operative | |
ICPE-31-1968_RES1-FR | 6. The study of the environment cannot be confined to a particular discipline or a set of didactic practices. Rather, it constitutes a continuous methodological approach aimed at preparing young people to adapt to the life conditions that await them and encouraging them to act to improve these conditions. Consequently,... | operative | |
ICPE-31-1968_RES1-FR | 7. In terms of teaching, the study of the environment ensures: a) a concrete foundation at various stages of knowledge acquisition; b) an initial scientific training through exercises in objective observation, analytical thinking, methods of discovery, reflection, and judgment; c) active participation in acquiring foun... | operative | |
ICPE-31-1968_RES1-FR | 8. Due to the increase in the global population and ever-advancing industrialization, the study of the environment must strive to foster and intensify a love of nature, a desire to participate in the protection of its resources, to their augmentation through labor, and to the prudent use of these resources in order to ... | operative | |
ICPE-31-1968_RES1-FR | 9. In terms of education, the study of the environment contributes: a) to inspiring respect and love for nature; b) to strengthening the links between manual and intellectual work; c) to preparing youth for their future responsibilities through a better understanding of the conditions and possibilities of human life in... | operative | |
ICPE-31-1968_RES1-FR | 10. The study of the environment should: a) pay particular attention to the problems of urban areas to ensure the protection of their inhabitants against the dangers that threaten them, for example: air and water pollution; b) make children in rural areas aware of the possibilities and difficulties of life in the count... | operative | |
ICPE-31-1968_RES1-FR | A sound understanding of the environment and of the relationship between humans and their surroundings must form the basis for the development of curricula. These should be designed with due regard to the need to facilitate a smooth transition from traditional attitudes to those demanded by science and technology, whil... | preambular | |
ICPE-31-1968_RES1-FR | 12. The study and understanding of the environment should be approached through active methods that make the best use of the abilities of both students and teachers, as well as their working conditions within the framework of their class curriculum. They should give rise to interdisciplinary activities to enable compre... | operative | |
ICPE-31-1968_RES1-FR | 13. Collective or individual observation exercises, whether free or guided, encourage intellectual curiosity and inquiry, fostering the desire and will to know and understand. | operative | |
ICPE-31-1968_RES1-FR | 14. Drawing and music, painting and games, the classroom’s “living corner” are all means likely to stimulate interest in a better understanding of the environment. | operative | |
ICPE-31-1968_RES1-FR | 15. The study of the neighborhood or village, guided visits to museums, public buildings, farms, factories, etc., will be facilitated as much as possible. | operative | |
ICPE-31-1968_RES1-FR | 16. Sufficient time should be allocated to educational walks and excursions, and provisions should even be made for students of different ages to stay for a certain period in another natural and social environment: snow, sea, and mountain classes, school camps bringing together children and adolescents from different r... | operative | |
ICPE-31-1968_RES1-FR | 17. Inter-school correspondence, the lending of books, the exchange of documents, school newspapers, and local products with classes from other regions or countries should be encouraged as a contribution to the knowledge of a different environment and the development of international understanding. | operative | |
ICPE-31-1968_RES1-FR | 18. As a general rule, extracurricular or out-of-school activities that can facilitate the study and understanding of the environment should be utilized for this purpose by the teachers who oversee them. | operative | |
ICPE-31-1968_RES1-FR | 19. Audio-visual aids, including radio and television broadcasts, are particularly useful for supplementing the study of the immediate or distant environment. It would be desirable for sufficient funding to be allocated to develop these resources and make them more widely accessible to schools. | operative | |
ICPE-31-1968_RES1-FR | 20. The production of textbooks and reading books devoted to the environment, likely to enhance interest in its understanding, should be encouraged. | operative |
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