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ICPE-33-1971_RES1-FR | 19. It would also be appropriate for teachers to become cultural facilitators within the community. | operative | |
ICPE-33-1971_RES1-FR | 20. In order to improve and strengthen collaboration between the school and the family, it would be appropriate for the school to have social workers and other specialists trained to engage with disadvantaged groups. The school should undertake and implement social action programs as well as parent education initiative... | operative | |
ICPE-33-1971_RES1-FR | 21. Teachers should be provided with the necessary training to organize their classes in a manner that ensures instruction of students in small groups, or to develop various forms of support for small groups, enabling them to meet the needs of each child. They could be assisted in this task by trainees, or by auxiliari... | operative | |
ICPE-33-1971_RES1-FR | 22. It is essential that the various measures mentioned in the preceding paragraphs be applied at all levels of education. In particular, it would be necessary to intensify them at the beginning of primary school and upon entry into secondary education. | operative | |
ICPE-33-1971_RES1-FR | Special attention should be given to the training of vocational education teachers, with particular emphasis on teaching methods for students from disadvantaged groups. | operative | |
ICPE-33-1971_RES1-FR | 24. The recruitment, selection, and assignment of competent teachers to disadvantaged areas should receive the utmost attention and should be encouraged by all means. Every effort should be made to minimize staff turnover in these areas. | operative | |
ICPE-33-1971_RES1-FR | 25. It is advisable to strengthen the teacher-student relationship at all levels of education and to devote the utmost attention to fostering a sense of shared responsibility among teachers, students, and parents. | operative | |
ICPE-33-1971_RES1-FR | 26. Specific training for managers and teachers in adult education should be systematically organized. Significant emphasis will be placed on researching methods appropriate to this type of education, as well as on the nature of the relationships between teachers and learners. It appears desirable that adults take on a... | operative | |
ICPE-33-1971_RES1-FR | 27. Innovation is desirable at all levels of education, particularly to help bridge the gap between the cultural life of disadvantaged communities and that of the school. To this end, it is important to undertake research and experiments to determine the most effective methods, taking into account the diverse needs of ... | operative | |
ICPE-33-1971_RES1-FR | 28. Plans and strategies should be established immediately to enhance the educational value of the major private and public media, both for young people and for parents. | operative | |
ICPE-33-1971_RES1-FR | 29. School reform and the general planning of education must take into account the findings obtained from experimentation on the democratization of education. | operative | |
ICPE-33-1971_RES1-FR | 30. The variables that influence a child's academic performance are complex and may differ from one society to another. Since these variables and their effects are still poorly understood, it is necessary to undertake new, in-depth research. | operative | |
ICPE-33-1971_RES1-FR | 31. Research and studies on the social environment of students should be coordinated with those of other concerned services, taking into account the intellectual, moral, and social development of children and adolescents. | operative | |
ICPE-33-1971_RES1-FR | 32. It is necessary to conduct studies on the complex elements of a given community (migration trends, the influence of traditions, linguistic problems, etc.), studies that would help to overcome the difficulties encountered in education. | operative | |
ICPE-33-1971_RES1-FR | 33. International cooperation is an important prerequisite for achieving the above objectives, which correspond to the goals of the Second Development Decade as set forth in Resolution 9.11 adopted by the General Conference at its sixteenth session. Given the necessity to continue efforts in educational research, the c... | operative | |
ICPE-33-1971_RES1-FR | 34. International organizations, and UNESCO in particular, should be encouraged to pay greater attention to the problems arising from the effects of the social environment on schooling by: (a) continuing their normative actions in favor of equal educational opportunities, notably regarding the education of girls, (b) p... | operative | |
ICPE-33-1971_RES1-FR | 35. Regional institutions should endeavor, to the extent deemed desirable, to harmonize their efforts on a regional basis, in order to mutually assist one another in resolving analogous problems linked by interactions that could, in one way or another, hinder the recognition and implementation of the concept of democra... | operative | |
ICPE-33-1971_RES1-FR | 36. Given the magnitude of the problems faced by developing countries, and the fact that many of them may be unable to carry out the necessary studies, experiments, and projects, concerted international action is required, involving in particular: (a) a more generous effort, both financial and technical, on the part of... | operative | |
ICPE-33-1971_RES1-FR | 37. The Conference recommends that UNESCO (IBE) develop a basic method to guide the complex research to be undertaken and to facilitate international cooperation in this field. | operative | |
ICPE-34-1973_RES1-FR | The International Conference on Education, Considering the relevant conventions, recommendations, and declarations adopted at the international level regarding education, notably by UNESCO, submits the following recommendation for the attention of ministers of education in the various States: | operative | |
ICPE-34-1973_RES1-FR | GENERAL PRINCIPLES 1. A coherent approach to education, training, and employment should be guided by the following principles. It should: (a) ensure equal opportunities for all young people in their preparation for life and their participation in the various activities of society; (b) provide all young people, as well ... | operative | |
ICPE-34-1973_RES1-FR | PRACTICAL MEASURES FOR A REVITALIZATION OF SECONDARY EDUCATION Objectives of the Reform 2. In view of the principles outlined above and the prevailing situation in most Member States concerning the education, training, and employment of youth, a radical reform of secondary education or the continuation of reforms alrea... | operative | |
ICPE-34-1973_RES1-FR | Development of personality and educational and vocational guidance 3. Secondary education should include as a cornerstone of its organization a program for the development of personality and educational and vocational guidance, both of which fully align with the interests of society. Far from being conceived as an anci... | operative | |
ICPE-34-1973_RES1-FR | Organization and Administration 4. The renovation of secondary education and the implementation of the principles set out above require a radical reform of the methods of organization and administration of education. Through the gradual elimination, where necessary, of dualism and elitism in the structure of the school... | operative | |
ICPE-34-1973_RES1-FR | 5. Similarly, through increasingly advanced coordination between the education-training sector and the employment sector, the reform, while maintaining the development of the individual as the fundamental goal of education, should be conceived as a continuous process aimed at adjusting youth training methods to the dem... | operative | |
ICPE-34-1973_RES1-FR | Structures 6. (a) Educational services at the secondary level should in principle be made available to all. These various services should be designed as a comprehensive education system intended for the cohort concerned and should include pathways between the different streams and other components of the whole. It is t... | operative | |
ICPE-34-1973_RES1-FR | Curricula, Methods, and Examinations
7. The reform of structures naturally entails a concurrent reform of the content of education. Based on reconciling, on one hand, the interests and needs of students, and on the other, the requirements of the economic and social development of each country, the new secondary educa... | operative | |
ICPE-34-1973_RES1-FR | 8. With regard to methods, just as the administrative structure should be governed by the democratic principle of participation, so too should the pedagogical structure, by breaking away from authoritarianism and dogmatism, aim at the active participation of students by developing in them a sense of responsibility, a s... | operative | |
ICPE-34-1973_RES1-FR | 9. In the perspective of lifelong education and the gradual use of non-formal education methods, the reform should notably emphasize modes of certification for knowledge and learning that would not necessarily be based on attendance at formal school education. | operative | |
ICPE-34-1973_RES1-FR | Training and Role of Teachers 10. The integration of general secondary education and technical and vocational education should result in a unified teaching profession at this level, both in terms of training and status. | operative | |
ICPE-34-1973_RES1-FR | 11. Furthermore, to meet the demands of the new secondary education reform, teacher training at this level should be inspired by all the principles outlined above; and since it is understood that the secondary education reform should be conceived as an ongoing reform, it would logically follow that the training of teac... | operative | |
ICPE-34-1973_RES1-FR | 12. However, such a perspective can only find its meaning in the deep conviction held by teachers that they assume an essential role not only in the process of educating youth but also in the selection and determination of the fundamental choices upon which the entire education and training system is based. Their sense... | operative | |
ICPE-34-1973_RES1-FR | Evaluation, research and innovation 13. (a) Any improvement in secondary education should be based on a system of continuous evaluation that would enable the identification of successful experiences in order to publicize them, as well as ineffective measures in order to abolish or modify them. Therefore, scientific eva... | operative | |
ICPE-34-1973_RES1-FR | 14. With the consent of national authorities, educational research centers should be associated with a network that would identify subjects not yet covered by studies at the international level: (a) in order to improve the methodology and auxiliary materials used in each center and to ensure the methodological training... | operative | |
ICPE-34-1973_RES1-FR | Secondary education and postsecondary training 15. Placed within the framework of lifelong education, secondary education should be designed to ensure better coordination with postsecondary training and higher education. Hence the necessity to rethink access modalities, in order to find ways to make this access possibl... | operative | |
ICPE-34-1973_RES1-FR | Coordination between institutions 16. The reform of secondary education requires the participation of various sectors of the administration responsible for education, employment, and economic and social development, making it advisable to establish interdisciplinary groups for this purpose. | operative | |
ICPE-34-1973_RES1-FR | 17. International and regional cooperation is an important condition for achieving the objectives described above. Regional institutions should endeavor, as far as possible, to harmonize efforts on a regional basis to enable the various states within the same region to take stock of their difficulties as well as their ... | operative | |
ICPE-34-1973_RES1-FR | 18. International organizations, particularly UNESCO and the ILO, should endeavor to: (a) promote the exchange of information among the various regional bodies and provide, when necessary, technical and financial assistance to facilitate the implementation of secondary education reforms; (b) continue to make recommenda... | operative | |
ICPE-34-1973_RES1-FR | ANNEX I Opening Speech by Mr. A. Y. Eke, Head of the Nigerian Delegation Mr. Director-General, Excellencies, Ladies and Gentlemen, As head of the Nigerian delegation, I have the great pleasure of declaring open the 34th session of the International Conference on Education. This conference has been convened by the Direc... | operative | |
ICPE-34-1973_RES1-FR | ANNEX II Address by Mr. René Maheu, Director-General of the United Nations Educational, Scientific and Cultural Organization
Mr. Chairman, Ministers, Mr. Chairman of the Council of the International Bureau of Education, Excellencies, Ladies and Gentlemen,
It is both an honor and a pleasure for me to join you at the o... | operative | |
ICPE-35-1975_RES1-FR | The International Conference on Education convened by the United Nations Educational, Scientific and Cultural Organization to hold its thirty-fifth session in Geneva from August 27 to September 4, 1975, Considering the relevant conventions, recommendations, and declarations adopted at the international level that apply... | preambular | |
ICPE-35-1975_RES1-FR | 1. A coherent policy and action in the field of teacher training, as well as in the area of their employment and working conditions, should be based on the following principles: (a) Whatever changes have been or may be made in the future to the education system, the teacher-student relationship will remain at the heart... | operative | |
ICPE-35-1975_RES1-FR | 2. Teachers and administrators of all categories and levels should be aware of the role that falls to them due to the current state and development of education. They should realize that these roles and functions are not fixed once and for all, but change under the influence of the transformations experienced by societ... | operative | |
ICPE-35-1975_RES1-FR | 3. Despite the diversity of educational systems and the organization of teacher training in different countries, it generally appears necessary to subject national policies and legislation governing the specific tasks and functions of teachers to a new, realistic, and thorough review at the national level. These nation... | operative | |
ICPE-35-1975_RES1-FR | 4. Measures should be taken to ensure that both practicing teachers and student teachers are aware of the evolving role of educators and are prepared to assume new duties and responsibilities: (a) Today, the teacher increasingly participates in the implementation of new educational methods by utilizing all the resource... | operative | |
ICPE-35-1975_RES1-FR | 5. With the continuous development, diversification, and expansion of the functions and programs of educational institutions at various levels, it may become necessary to involve other professionals and specialists within the education system who, whether full-time or part-time, work alongside teachers in the implement... | operative | |
ICPE-35-1975_RES1-FR | 6. In each case, it is important to analyze the country’s situation in order to define the categories of personnel it is desirable to involve in the educational process beyond the teachers themselves, and at the same time to identify and eliminate any administrative or institutional obstacles that may delay or hinder t... | operative | |
ICPE-35-1975_RES1-FR | The same analyses should be applied to other individuals responsible for assisting teachers and school administrators in carrying out non-pedagogical tasks of an administrative and technical nature, in order to enhance the efficiency of schools and teachers. | operative | |
ICPE-35-1975_RES1-FR | Professionals and specialists other than teachers, employed full-time or part-time in an educational institution, should receive pedagogical training before or while performing these functions. | operative | |
ICPE-35-1975_RES1-FR | 9. For education to meet current needs and those of the coming decades, it is essential that teacher training, in its organization, content, and methods, be continuously improved. In certain situations, it will be necessary to seek new strategies and educational designs, taking into account the special social and cultu... | operative | |
ICPE-35-1975_RES1-FR | 10. Given the constant renewal and enrichment of general and pedagogical knowledge, combined with the increasingly creative nature of educational activities, it no longer seems possible to impart to trainee teachers knowledge and skills that will suffice for their entire professional life. Initial preparation for the t... | operative | |
ICPE-35-1975_RES1-FR | It is therefore essential to implement a comprehensive policy aimed at reorganizing teacher training so as to make it a coordinated and continuous process that begins with initial preparation and continues throughout the individual's career. Within such a system, initial training and further professional development mu... | operative | |
ICPE-35-1975_RES1-FR | 12. In-service training must ensure not only the updating of knowledge but also the necessary professional mobility, by preparing education personnel to assume new functions and responsibilities. | operative | |
ICPE-35-1975_RES1-FR | This comprehensive policy must include both initial and in-service training for all categories of education personnel at all levels, including educational inspectors, general inspectors, and other administrators, as well as other types of professionals and specialists involved in education. | operative | |
ICPE-35-1975_RES1-FR | 14. In terms of education policy regarding in-service training, it appears that the four essential principles to be implemented are as follows: (a) in-service training must be continuous, so that teachers are constantly kept informed of the developments in the education system and advances in the field of educational r... | operative | |
ICPE-35-1975_RES1-FR | 15. Acknowledging that changes occur and will continue to occur in all aspects of social and cultural life as well as educational activities, which will impact the role and functions of teachers, it is essential to make them aware of this evolution and to take it into account during their training. This observation par... | operative | |
ICPE-35-1975_RES1-FR | There should be sufficient flexibility in the current education legislation to allow for the adaptation of existing rules, regulations, and professional statutes in order to facilitate the gradual evolution of initial and ongoing teacher training, the establishment of educational teams within educational institutions t... | operative | |
ICPE-35-1975_RES1-FR | From a content perspective, initial training should enable future teachers to acquire the professional skills required by their new functions and roles, and should serve as a foundation for their ongoing professional development within the framework of lifelong education. The development of teacher training curricula s... | operative | |
ICPE-35-1975_RES1-FR | 18. From the standpoint of general principles and objectives, initial teacher training programs should (a) be closely related to the roles and functions currently assigned to teachers, preparing them not only for their teaching role but also for the varied missions and tasks that society and educational development dem... | operative | |
ICPE-35-1975_RES1-FR | In-service training should be an integral part of the teacher training process; it should therefore be organized on a regular basis for all categories of educational personnel. The procedures adopted should be as flexible as possible and able to adapt to the individual needs of teachers, as well as to the specific char... | operative | |
ICPE-35-1975_RES1-FR | The scope of action for teacher training institutions should be expanded so that, instead of providing only initial teacher preparation, they also make a significant contribution to their ongoing training; it is therefore desirable that these institutions provide both initial training and continuing education. | operative | |
ICPE-35-1975_RES1-FR | 21. Special regional centers should also be established for this purpose, which would provide on-the-job training at the initial stage to teachers who, especially in developing countries, have not been adequately prepared before taking up their duties. | operative | |
ICPE-35-1975_RES1-FR | Teachers' associations should be encouraged to cooperate in the continuing education of teachers by creating opportunities for educators to meet and study issues of common interest together. Conferences, seminars, and courses organized by these associations can do much to promote the self-improvement of the teaching st... | operative | |
ICPE-35-1975_RES1-FR | 23. Self-instruction should be regarded as an important component of in-service teacher training. Educational authorities and pedagogical research and documentation centers should assist teachers in organizing their individual in-service training by offering guidance, providing appropriate documentation and publication... | operative | |
ICPE-35-1975_RES1-FR | 24. In order to increase the effectiveness of continuing education and to extend its benefits to educators living in remote areas, extensive use should be made of radio, television, and correspondence teaching. To provide in-service training immediately to the majority of teachers, short full-time courses could in part... | operative | |
ICPE-35-1975_RES1-FR | 25. The development of in-service training for teachers working at all levels, from early childhood education to higher education and adult education, will require considerable efforts from education authorities. In particular, they will need to conduct quantitative analyses of teacher needs and resources at the nation... | operative | |
ICPE-35-1975_RES1-FR | The existing rules, regulations, and statutes should be amended to acknowledge the importance, necessity, and impact of in-service training, to take into account the changes already undergone by its organization, and to recognize the statutory right of all educational personnel to receive such training. | operative | |
ICPE-35-1975_RES1-FR | Measures should be taken to provide all specialists from other professions involved in education, whether full-time or part-time, with the opportunity to receive in-service training, while simultaneously ensuring that their professional experience benefits other teachers. | operative | |
ICPE-35-1975_RES1-FR | 28. (a) It is important to recognize that the social and economic status of teachers, and the degree of regard given to their role, have a significant influence on the development and improvement of education. (b) Special attention should be paid to the condition of women teachers and their training opportunities, espe... | operative | |
ICPE-35-1975_RES1-FR | 29. It is desirable, however, that the improvement of teachers’ status in administrative and socio-economic terms and its adaptation to new needs also allow its benefits to be more widely extended, so that the teaching profession becomes accessible to a much larger number of qualified individuals available within the c... | operative | |
ICPE-35-1975_RES1-FR | 30. To this end, it is desirable to ensure that these specialists receive a status, from an administrative, social, and economic standpoint, that is consistent with their roles and functions. | operative | |
ICPE-35-1975_RES1-FR | 31. The Recommendation concerning the Status of Teachers (1966) should also be revised accordingly, and its thorough implementation encouraged. | operative | |
ICPE-35-1975_RES1-FR | Whatever improvements or reforms are intended for teacher training, the practical realization of such intentions will largely depend on the quality and initiative of the individuals involved in this activity: to prepare future teachers to assume new roles, these individuals must themselves be competent to train teacher... | preambular | |
ICPE-35-1975_RES1-FR | 33. Consequently, those responsible for education policy should generally pay greater attention to the issue of the individuals called upon to contribute to teacher training. The development of these agents is an essential aspect of the education strategy, which notably involves the contribution of universities and spe... | operative | |
ICPE-35-1975_RES1-FR | 34. Those responsible for teacher training must have all the necessary means to keep up to date with progress made in the field of education and with new methodologies and approaches related to their specific duties. | operative | |
ICPE-35-1975_RES1-FR | 35. Those responsible should be capable of preparing teachers and other categories of educational staff for various specializations and educational functions, as well as for the implications of professional mobility. They should also be able to foster a positive attitude towards innovation and lifelong education among ... | operative | |
ICPE-35-1975_RES1-FR | 36. Cooperation in the field of initial and in-service teacher training should be ensured at the bilateral, regional, and international levels. This will enable: (a) the promotion of the development and facilitation of the implementation of policies and plans for initial and recurrent training of teachers and other spe... | operative | |
ICPE-35-1975_RES1-FR | 37. Regional bodies and international organizations, such as UNESCO and more specifically the International Bureau of Education (IBE), which are involved in the training of educational personnel, should assist in creating a global network of documentation and information services designed to stimulate and support renov... | operative | |
ICPE-35-1975_RES1-FR | 38. UNESCO is invited to prioritize in its program key aspects of the training of education personnel, such as those mentioned in this Recommendation: the search for new strategies, the roles and functions of the various categories of personnel, continuing education, more frequent use of the participation of persons fr... | operative | |
ICPE-35-1975_RES1-FR | 39. It appears desirable that UNESCO examine, with the assistance of the competent authorities of the Member States, the possibility of extending the Recommendation concerning the Status of Teachers (1966) to various categories of educational personnel working full-time or part-time. | operative | |
ICPE-35-1975_RES1-FR | AND | operative | |
ICPE-35-1975_RES1-FR | 1. The working group met to examine the working document ED/BIE/CONFINTED 35/5 and the reference document ED/BIE/CONFINTED 35/Ref. 8 concerning ISCED. | operative | |
ICPE-35-1975_RES1-FR | 2. The working group included representatives from the following delegations: Germany (Federal Republic of), Bangladesh, Canada, Denmark, Egypt, Spain, Finland, France, Ghana, Hungary, Indonesia, Morocco, Nigeria, Oman, Uganda, Netherlands, Poland, Qatar, United Kingdom, Sweden, Switzerland, Togo, and Yugoslavia. A rep... | operative | |
ICPE-35-1975_RES1-FR | 3. The working group reviewed and discussed certain issues raised by the study of the International Standard Classification of Education (ISCED) and its implications, approved ISCED as an appropriate instrument or framework for the compilation and comparison of education statistics, emphasized the benefits that ISCED c... | operative | |
ICPE-35-1975_RES1-FR | Recommendation No. 70 The International Conference on Education, convened at its 35th session (27 August–4 September 1975), Having examined the issue of the International Standard Classification of Education (ISCED), as placed on its agenda by the Director-General, | operative | |
ICPE-35-1975_RES1-FR | Adopts and submits to the Director-General, for appropriate action, the following recommendation: 1. THAT MEMBER STATES, UNESCO, AND OTHER INTERNATIONAL AND REGIONAL ORGANIZATIONS: adopt and apply ISCED as the fundamental standard in all international communications of education statistics. | operative | |
ICPE-35-1975_RES1-FR | 2. THAT MEMBER STATES: (i) consider adopting and applying the ISCED or a classification system compatible with ISCED for national purposes, and (ii) provide UNESCO, upon request, with a table or description of their education systems showing the links to the ISCED structure, for use in publications. | operative | |
ICPE-35-1975_RES1-FR | 3. THAT UNESCO (i) provides the necessary support to Member States in the implementation of ISCED and undertakes, in collaboration with Member States, a work program aimed at improving ISCED, particularly regarding the criteria used to define the category-levels of higher education, the application of the system to adu... | operative | |
ICPE-36-1977_RES1-FR | The International Conference on Education, convened by the United Nations Educational, Scientific and Cultural Organization to hold its thirty-sixth session in Geneva from August 30 to September 8, 1977, | preambular | |
ICPE-36-1977_RES1-FR | Noting that General Resolutions 9.1 and 9.2 adopted by the UNESCO General Conference at its nineteenth session on the establishment of a new international economic order and the Second Development Decade have drawn attention to the need to strengthen mechanisms for the exchange of scientific and technical information i... | preambular | |
ICPE-36-1977_RES1-FR | Noting that resolution 5.1 adopted by the UNESCO General Conference at its nineteenth session on the General Information Programme committed UNESCO to contributing to the development of international, regional, and national information systems and services, an essential factor for international cooperation and national... | preambular | |
ICPE-36-1977_RES1-FR | Taking into account the relevant conventions, recommendations, and declarations adopted at the international and regional levels, which are applicable to the issue of information at the national and international levels raised by the improvement of educational systems | preambular | |
ICPE-36-1977_RES1-FR | Interpreting information on education in the broadest sense as encompassing the development, recording, and communication of ideas, opinions, theories, facts, regulations, statistics, and other information or data related to education systems, educational processes, or cultural and artistic activities, which are likely... | preambular | |
ICPE-36-1977_RES1-FR | Considering that the development of sound policies, plans, and programs in the field of education requires a wide range of information, and that the reform, improvement, and even the mere understanding of education systems presuppose a continuous exchange of information, in both directions, among all groups involved in... | preambular | |
ICPE-36-1977_RES1-FR | Considering that the challenges posed by the development of national education systems can be more effectively addressed by drawing on similar experiences gained by other countries, particularly through technical cooperation among developing countries, | preambular | |
ICPE-36-1977_RES1-FR | Considering that the creation of a global network, structured according to the conceptual framework of UNISIST, including linkages and interconnections with existing or forthcoming regional and national systems, is now both feasible and desirable with regard to educational information, serving both as a basis for inter... | preambular | |
ICPE-36-1977_RES1-FR | Considering that educational information in national languages constitutes a decisive factor for development in any country, | preambular | |
ICPE-36-1977_RES1-FR | At the same time acknowledging the problems posed by obstacles to the circulation of information on education, both within and between countries, the gaps in existing services, and the inefficiency of decisions made on the basis of insufficient, inaccurate, or outdated information, | preambular | |
ICPE-36-1977_RES1-FR | Also recognizing that the development of regional and international cooperation in the field of the exchange of information on education contributes not only to the improvement of education but also to a better understanding among educators from various countries and thus serves the cause of peace among all nations, | preambular | |
ICPE-36-1977_RES1-FR | Recognizing that all countries have a vital need for an appropriate global information system, and that comprehensive data processing and the establishment and maintenance of international links are often too costly for the economic capacities of many developing countries, | preambular |
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