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ICPE-36-1977_RES1-FR | Acknowledging the legal provisions of each Member State, | preambular | |
ICPE-36-1977_RES1-FR | Adopts, on September 7, 1977, and submits for the attention of ministers responsible for education and the competent authorities and bodies in the various Member States and the appropriate international organizations, the following recommendation: | operative | |
ICPE-36-1977_RES1-FR | A. BASIC PRINCIPLES | operative | |
ICPE-36-1977_RES1-FR | 1. The development and improvement of education information systems and services should be guided by the following principles: (a) Importance of the role of information in the decision-making process: in order to define education policies, prepare reforms, determine and implement priorities in the field of education, a... | operative | |
ICPE-36-1977_RES1-FR | B. PRACTICAL MEASURES AT THE NATIONAL LEVEL Policies and Legislation | operative | |
ICPE-36-1977_RES1-FR | 2. Clear guidelines on the policy adopted, involving users, are necessary in each country to demonstrate how educational information will relate to the existing information and education systems respectively. | operative | |
ICPE-36-1977_RES1-FR | 3. At the various stages of decision-making concerning education, it is essential to allocate a specific place for educational information, in order to clearly distribute responsibilities and roles, to indicate priorities, to allocate the necessary resources, and to ensure better coordination of efforts, so as to avoid... | operative | |
ICPE-36-1977_RES1-FR | 4. It is desirable to formalize these policies through properly enacted laws, regulations, or plans providing for the planned development of information services, in accordance with the country’s needs and priorities regarding the development of education and the allocation of resources. Regular evaluation should be sc... | operative | |
ICPE-36-1977_RES1-FR | Services and programs | operative | |
ICPE-36-1977_RES1-FR | 5. By establishing a plan and an action program leading progressively to the implementation of an education information system, education officials should: (a) take stock of existing education information systems and services and the user groups they serve; (b) create a coordination mechanism for activities at the loca... | operative | |
ICPE-36-1977_RES1-FR | 6. The purpose of a national education information system being to support the various groups interested in the improvement of education, priority should be given to studying the needs and preferences of users, including cost-benefit analyses of different methods of meeting these needs, as well as evaluating the effect... | operative | |
ICPE-36-1977_RES1-FR | 7. The flow of information should not be one-way, from the top down, but should operate bidirectionally through participation in planning. It must also function horizontally at all levels among the various organizations, institutions, groups, and individuals involved in or interested in the educational process, whether... | operative | |
ICPE-36-1977_RES1-FR | 8. The improvement of the various types of educational information services requires addressing the numerous technical issues related to information processing. Assuming the existence of an adequate institutional framework, with the necessary personnel and budget appropriations, it is necessary (a) to adopt standardize... | operative | |
ICPE-36-1977_RES1-FR | Status and training of education information specialists | operative | |
ICPE-36-1977_RES1-FR | 9. The improvement of education information services and their effectiveness should be accompanied by the establishment of a framework of specialists with appropriate theoretical and practical training, endowed with an administrative, social, and economic status corresponding to their role and function, and comparable ... | operative | |
ICPE-36-1977_RES1-FR | 10. In certain cases, it may be appropriate to enact a set of legislative and regulatory texts governing the professional status and training of librarians, documentalists, archivists, and other information specialists. | operative | |
ICPE-36-1977_RES1-FR | 11. To address the shortage of staff currently affecting developing countries and many developed countries in the field of education information, pre-service training programs should be initiated or existing ones developed, with the aim of providing, whenever possible and in accordance with the new concept of education... | operative | |
ICPE-36-1977_RES1-FR | 12. Information personnel in education who possess qualifications in either education or documentation, but not in both fields, should have the opportunity to receive training to acquire the knowledge and techniques necessary to attain dual qualifications. | operative | |
ICPE-36-1977_RES1-FR | 13. Specialists already in service who have appropriate theoretical and practical training should have the opportunity to enhance their professional qualifications. This can be ensured: (a) either through the organization of training and retraining courses based on methods adapted to the needs and characteristics of th... | operative | |
ICPE-36-1977_RES1-FR | 14. To ensure that the contribution of education information specialists is more widely recognized and to make better use of their skills and knowledge of quantitative and qualitative information sources, they should be given the opportunity to actively participate in the education development process by undertaking lo... | operative | |
ICPE-36-1977_RES1-FR | 15. More generally, greater attention must be given to the theoretical and practical training of the various categories of personnel involved in education so that they understand how to produce and utilize information at every stage of the educational process. To this end, the following points should be considered: (a)... | operative | |
ICPE-36-1977_RES1-FR | C. REGIONAL AND INTERNATIONAL COOPERATION | operative | |
ICPE-36-1977_RES1-FR | 16. The regional and international exchange of information gives a new dimension and shape to international cooperation aimed at promoting endogenous development. In order to overcome the shortcomings in the regional and international circulation of relevant educational information and to enhance the exchange of experi... | operative | |
ICPE-36-1977_RES1-FR | 17. Since international networks are satisfactory only if they are based on national programs or systems, member states and their competent authorities should endeavor to: (a) promote national awareness of the importance of regional and international exchanges of information on education; (b) ensure that national educa... | operative | |
ICPE-36-1977_RES1-FR | 18. Considering the contribution that international cooperation can make to improving the content of education, and attaching great importance to the role of teaching materials of all kinds (curricula, textbooks, auxiliaries, etc.) in the dissemination of ideas of peace, mutual respect, and friendship among peoples, th... | operative | |
ICPE-36-1977_RES1-FR | 19. Although the national actions of public authorities and non-governmental organizations in favor of the effective transfer of experiential data and teaching methods remain the foundation of regional and international cooperation in this area, these national efforts should assist in achieving the objectives of UNESCO... | operative | |
ICPE-36-1977_RES1-FR | 20. The Conference recommends that UNESCO play a decisive role in this regard and undertake the specific task of developing a global educational information network plan in cooperation with other specialized institutions, and that the guiding principles for action in this respect should notably include the following: (... | operative | |
ICPE-36-1977_RES1-FR | 21. At the regional level, UNESCO programs and those of regional and subregional organizations concerned with education should promote and stimulate the exchange of information on education and strengthen national information capacities through their services for the collection, processing, analysis, and dissemination ... | operative | |
ICPE-36-1977_RES1-FR | 22. In developing regional networks, UNESCO and the competent regional and international organizations should seek to align their programs with national activities related to educational information, while ensuring compatibility with systems established in other regions. | operative | |
ICPE-36-1977_RES1-FR | 23. UNESCO should contribute even more to the development of national educational research and information services and make arrangements to: | operative | |
ICPE-37-1979_RES1-FR | The International Conference on Education, convened by the United Nations Educational, Scientific and Cultural Organization, to hold its thirty-seventh session in Geneva, from July 5 to 14, nineteen seventy-nine, | preambular | |
ICPE-37-1979_RES1-FR | Considering Article 26 of the Universal Declaration of Human Rights (1948), | preambular | |
ICPE-37-1979_RES1-FR | Considering the Declaration of the Rights of the Child (1959), | preambular | |
ICPE-37-1979_RES1-FR | Considering Article 5 of the Declaration on Race and Racial Prejudice adopted by the UNESCO General Conference at its twentieth session (1978), | preambular | |
ICPE-37-1979_RES1-FR | Considering the provisions of the Declaration concerning the promotion among youth of the ideals of peace, mutual respect, and understanding among peoples, adopted by the United Nations General Assembly in its resolution 2037 (XX) (1965), | preambular | |
ICPE-37-1979_RES1-FR | Considering the Convention and the Recommendation concerning the fight against discrimination in the field of education adopted by the General Conference of UNESCO at its eleventh session (1960), | preambular | |
ICPE-37-1979_RES1-FR | Considering the UNESCO/ILO Recommendation concerning the Status of Teachers (1966), | preambular | |
ICPE-37-1979_RES1-FR | Considering the Recommendation on Education for International Understanding, Cooperation and Peace and on Education relating to Human Rights and Fundamental Freedoms adopted by the UNESCO General Conference at its eighteenth session (1974), | preambular | |
ICPE-37-1979_RES1-FR | Considering the recommendations of the International Conference on Education Planning (1968), | preambular | |
ICPE-37-1979_RES1-FR | Considering the recommendations of the 3rd Regional Conference of Ministers of Education and Ministers responsible for Economic Planning in the Arab States (Marrakech, January 1970); those of the 3rd Regional Conference of Ministers of Education and Ministers responsible for Economic Planning in Asia (Singapore, May-Ju... | preambular | |
ICPE-37-1979_RES1-FR | Noting, in particular, that Recommendation No. 23 of the Colombo Conference and Recommendation No. 38 of the Abu Dhabi Conference emphasize the importance of research, exchanges, and cooperation at all levels in the fields of planning, management, and administration of education, | preambular | |
ICPE-37-1979_RES1-FR | Considering the relevant recommendations adopted by the International Conference on Education during its various sessions, notably Recommendation No. 66 concerning the improvement of the efficiency of education systems, particularly through the reduction of student dropout rates at all levels of schooling, and Recommen... | preambular | |
ICPE-37-1979_RES1-FR | Considering all relevant recommendations adopted by the General Conference at its various sessions, particularly those concerning the relationship between the full implementation of the right to education and the democratization of teaching, social progress, and the resolution of fundamental problems facing humanity, n... | preambular | |
ICPE-37-1979_RES1-FR | Considering that, in this International Year of the Child, and in the years to come, full attention must be given to the insufficiency of educational provision that is observed at many levels and still persists in various parts of the world, | preambular | |
ICPE-37-1979_RES1-FR | Considering the resolutions of the General Conference and the decisions of the Executive Board of UNESCO regarding the rights to education and culture in the occupied Arab territories, | preambular | |
ICPE-37-1979_RES1-FR | Considering that the right to education is a fundamental right of the human person and that no measure likely to contribute to its expansion should be neglected, | preambular | |
ICPE-37-1979_RES1-FR | Considering that the issues of management and administration of education currently constitute a serious concern for most Member States, | preambular | |
ICPE-37-1979_RES1-FR | Considering that the improvement and enhancement of methods of planning, management, and administration of education are likely to contribute to a very great extent to the democratization of education, | preambular | |
ICPE-37-1979_RES1-FR | Considering that the considerable progress already made in the fields of planning, management, and administration of education can be strengthened and further developed through regional and international cooperation | preambular | |
ICPE-37-1979_RES1-FR | Considering that development concerns not only things but above all human beings, the revision and renovation of education systems must necessarily encompass, in addition to the impacts of the rapid evolution of technology and the data of a new international economic order, the cultural and educational dimensions inher... | preambular | |
ICPE-37-1979_RES1-FR | Acknowledging that these areas require increased efficiency in the mobilization of resources and their administration, in order to achieve the broadest possible democratization of education, | preambular | |
ICPE-37-1979_RES1-FR | Recognizing the legal provisions of each Member State and its particular needs in the field of education, | preambular | |
ICPE-37-1979_RES1-FR | Submits the following Recommendation for the attention of ministers responsible for education and the competent authorities and bodies in the various Member States: | operative | |
ICPE-37-1979_RES1-FR | A. Underlying Principles
1. The improvement of the organization and management of the education system, in order to increase its efficiency and thereby generalize the right to education, must be based on the following principles:
a) The presentation of the objectives of policies related to the development and stren... | operative | |
ICPE-37-1979_RES1-FR | B. Practical measures at the national level I. National objectives and policies 2. The goals and objectives stated in national education policy declarations must explicitly include the aim of extending the right to education to all, without distinction of race, nationality, language, sex, religion, or other characteris... | operative | |
ICPE-37-1979_RES1-FR | 3. Legislative provisions concerning free and/or compulsory schooling at certain levels of formal and non-formal types of education must be expressly specified, as appropriate. | operative | |
ICPE-37-1979_RES1-FR | The importance of the special educational needs of disadvantaged groups within the community must be duly recognized wherever they exist. Disadvantaged groups notably include ethnic and migrant minorities, illiterate adults, children from rural areas, etc. Equal importance must also be accorded to the education of indi... | preambular | |
ICPE-37-1979_RES1-FR | 5. Education policies must, within the framework of the overall objective of nation-building, emphasize cultural, scientific, and technological aspects. | operative | |
ICPE-37-1979_RES1-FR | 6. The particular needs of the preschool-age child must also be expressly acknowledged. | operative | |
ICPE-37-1979_RES1-FR | 7. The importance of lifelong education and, consequently, that of non-formal education as a complement to formal education must be recognized. | operative | |
ICPE-37-1979_RES1-FR | 8. The importance of education as a fundamental component of the nation's socio-economic development as an overarching objective must be emphasized. At the same time, the relationship between social conditions and the widespread implementation of the right to education must not be overlooked. | operative | |
ICPE-37-1979_RES1-FR | 9. To facilitate the implementation of national policies that are framed within a long-term perspective, it is necessary to identify current priorities for a more effective achievement of short- and medium-term objectives. | operative | |
ICPE-37-1979_RES1-FR | 10. A periodic review of priorities is also necessary for the redeployment of resources in order to optimize their use, based on an assessment of current needs. | operative | |
ICPE-37-1979_RES1-FR | 11. To promote an effective strategy that takes into account the needs, potential, and development prospects of education, proper emphasis must be placed on research and innovative activities that contribute to this effort. | operative | |
ICPE-37-1979_RES1-FR | 12. Accordingly, provision should be made, as appropriate to the organization of national systems, for institutional means to effectively carry out the planning and research activities necessary for the systematic development of education within the framework of overall national development plans. | operative | |
ICPE-37-1979_RES1-FR | 13. Access to up-to-date information on contemporary developments in education and in relevant related fields, not only at the national level but also internationally, is essential for the sound formulation of education policy. | operative | |
ICPE-37-1979_RES1-FR | II. Improvement of Education Management 14. Although it is evident that one of the essential objectives of better management is to achieve optimal results for a given set of resources, it must also be considered that educational activities should not be evaluated solely from the perspective of costs and benefits, but t... | operative | |
ICPE-37-1979_RES1-FR | 15. It must also be acknowledged that the procedures for the administration and management of education necessarily vary from one country to another, depending on each country’s historical, social, and cultural background as well as existing socio-economic structures. | operative | |
ICPE-37-1979_RES1-FR | 16. Certain general criteria should be established with a view to more effective management of education, notably the following: | operative | |
ICPE-37-1979_RES1-FR | 17. Educational Planning a) In defining the objectives and strategies of education plans, it is necessary to take into account immediate and long-term demographic developments and their likely impact on the development of education and on national budgets, as well as the results of sociological and economic research re... | operative | |
ICPE-37-1979_RES1-FR | 18. Centralization/Decentralization a) Education administrators are encouraged to make the best use of the optimal combination of the effects of centralization and decentralization, respecting national systems, in order to broaden the financial base of education and to encourage the population to participate more activ... | operative | |
ICPE-37-1979_RES1-FR | 19. Personnel a) Adequate measures, including the allocation of necessary resources, aimed at ensuring job security through training opportunities and appropriate incentives, are essential to raise and maintain staff morale and improve the quality of education; b) These measures are particularly important when introduc... | operative | |
ICPE-37-1979_RES1-FR | 20. Evaluation a) A clear definition of objectives being essential to proper evaluation, the analysis of the expected outcomes of each activity or group of planned activities in the implementation of the program is necessary both for ongoing monitoring and for final evaluations; in order to successfully apply a compreh... | operative | |
ICPE-37-1979_RES1-FR | III. Role and training of education administrators 21. It is acknowledged that the increasing complexity of administration itself, as well as the needs of contemporary society, impose new requirements regarding the skills and, consequently, the training of education administrators. | operative | |
ICPE-37-1979_RES1-FR | 22. Since it is desirable that the training provided to education administrators aligns with the principle of lifelong education, meaning that it should be dynamic and continuous, this training must, as far as possible, aim to foster an understanding of major social and economic issues, both national and international,... | operative | |
ICPE-37-1979_RES1-FR | 23. At the individual level, an analysis of the qualifications required for the positions is desirable, to enable the competent authorities to develop a professional profile for each category of education administrator, in order to better define their role in the education process and to evaluate the results achieved i... | operative | |
ICPE-37-1979_RES1-FR | 24. This analysis is also necessary to establish a better-designed administrative structure, based on the division of labor and specialization of tasks, where areas of responsibility are clearly defined without losing sight of the whole. | operative | |
ICPE-37-1979_RES1-FR | 25. In recognition of the fact that education is an integral part of community and national development, due consideration must be given, within the content of training programs, to the supporting role that education administrators may be called upon to play in this regard, particularly in achieving the objective of pr... | operative | |
ICPE-37-1979_RES1-FR | 26. In view of national priorities and conditions, it is recommended to institutionalize the specialized training of education administrators by creating the necessary means for pre-service and in-service training, in order to establish a strong administrative framework in the service of education. | operative | |
ICPE-37-1979_RES1-FR | 27. In accordance with the principle of democratizing access to educational opportunities, the selection of candidates for specialized training should be based not only on their qualifications and professional status but also on defined criteria and substantial practical experience. | operative | |
ICPE-37-1979_RES1-FR | 28. Based on previous experience, a practical incentive scheme (including non-financial incentives) should be established to attract candidates for specialized training. | operative | |
ICPE-37-1979_RES1-FR | IV. Mobilization and Use of Resources 29. Effective planning and budgeting for the development of education require conducting periodic comprehensive inventories of the financial, human, and material resources available for education programs. | operative | |
ICPE-37-1979_RES1-FR | 30. Efforts should be made to encourage broader community involvement, including that of parents, civic associations, and industrial or commercial enterprises, both to democratize opportunities for access to education and to strengthen the ties between education and society. | operative | |
ICPE-37-1979_RES1-FR | 31. Public participation, including that of all socio-economic sectors, is also desirable to elicit contributions to the development of education that would otherwise not have been obtained. | operative | |
ICPE-37-1979_RES1-FR | 32. Voluntary participation in extracurricular activities by parents and other individuals offering their assistance to educational institutions should be encouraged, within the limits of their personal abilities, with the same aim of valuing and utilizing the community's latent resources. | operative | |
ICPE-37-1979_RES1-FR | 33. New educational technologies based on distance learning, external study programs leading to diplomas, independent studies, correspondence courses, and other similar programs must be further developed because of their particular relevance to rural education and the opportunities they provide to give adults seeking t... | operative | |
ICPE-37-1979_RES1-FR | 34. Endogenous methods, less dependent on technical auxiliaries, should continue to be practiced where local conditions permit. | operative | |
ICPE-37-1979_RES1-FR | C. International Cooperation 35. International and regional cooperation aimed at facilitating the achievement of the objectives of this Recommendation should be guided by the following suggestions, made by Member States that responded to the preliminary questionnaire for the Conference: a) There is a recognized need fo... | operative | |
ICPE-37-1979_RES1-FR | 36. UNESCO should be invited to assist Member States, notably through the International Bureau of Education (IBE) and in close collaboration with other institutions and international organizations, to improve their education systems with the overall aim of democratizing and revitalizing education, by intensifying actio... | operative | |
ICPE-37-1979_RES1-FR | 37. UNESCO's Regional Education Bureaus should also continue to encourage and support the activities of regional networks of educational innovations aimed at development, while providing training and advisory services in related fields. Courses on the economics of education should be included in the programs of regiona... | operative | |
ICPE-37-1979_RES1-FR | 38. The Conference also suggests: a) That the International Institute for Educational Planning continue its program of training and research activities, with a particular focus on the needs of developing countries; b) That the International Bureau of Education continue to develop its current documentation and informati... | operative | |
ICPE-37-1979_RES1-FR | 39. Finally, the Conference emphasizes, in this International Year of the Child, the importance of joint action by UNESCO and other United Nations institutions, notably UNICEF, so that the school, the family, and the community can continue to play a significant role in the education and well-being of the child, particu... | operative | |
ICPE-38-1981_RES1-FR | The International Conference on Education, the thirty-eighth session of which was convened in Geneva by the United Nations Educational, Scientific and Cultural Organization from 10 to 19 November 1981, | preambular | |
ICPE-38-1981_RES1-FR | Noting that the General Conference of UNESCO has repeatedly emphasized, in particular in its resolutions 100, adopted at its nineteenth session, 102, adopted at its twentieth session, and 1/01, adopted at its twenty-first session, the necessity of improving the interactions between education and productive work, | preambular | |
ICPE-38-1981_RES1-FR | Having regard to the conventions, recommendations, and declarations adopted at the international level concerning the interaction between education and productive and socially useful work and between education and the world of work, and in particular to the Revised Recommendation concerning Technical and Vocational Edu... | preambular | |
ICPE-38-1981_RES1-FR | Having regard to the recommendations and declarations of the recent regional conferences of ministers of education and economic planning officials in the Member States of UNESCO, | preambular | |
ICPE-38-1981_RES1-FR | Noting in particular that the importance of the interaction between education and working life, at various levels and in different forms, is emphasized in recommendations 3 and 5 and the declaration of the Lagos Conference (1976), recommendations 11 to 16 of the Abu Dhabi Conference (1977), recommendations 14 to 18 and... | preambular | |
ICPE-38-1981_RES1-FR | Considering that every person has an inalienable right to receive an education and to continue it, | preambular | |
ICPE-38-1981_RES1-FR | Considering that it is important, both for the individual and for society, that real interactions be established between education and working life, in order to respond to the needs expressed in terms of updating education and the ongoing adaptation of its structures, curricula, and content to changing economic, cultur... | preambular | |
ICPE-38-1981_RES1-FR | Considering that the application of theoretical knowledge to reality and the productive work carried out by pupils or students either inside or outside the educational institution are an important factor in modern education, that they promote personal development and character formation through increased contact with t... | preambular |
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