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ICPE-42-1990_RES1-FR | 9. To achieve the objectives set for the 1990s within the required timeframe, one of the main measures to be taken will be to review the current literacy strategies and make the necessary modifications. The following measures could notably be considered when updating these strategies: (a) to generalize literacy, it wou... | operative | |
ICPE-42-1990_RES1-FR | 10. An effective policy to eliminate disparities between men and women in literacy and between boys and girls in access to primary education should be defined, with objectives accompanied by a timetable for implementation, in collaboration notably with women’s organizations. | operative | |
ICPE-42-1990_RES1-FR | Decisions of the same nature should be made concerning other specific groups such as inhabitants of slums, poor populations in rural areas, cultural and linguistic minorities, and persons with disabilities. | operative | |
ICPE-42-1990_RES1-FR | 12. The policy adopted regarding the language of literacy should be rigorously defined in multilingual contexts, particularly when the national or official language differs from local languages. The use of the mother tongue is desirable; however, in some cases, it will be appropriate to encourage bilingual literacy. | operative | |
ICPE-42-1990_RES1-FR | 13. A needs assessment procedure should be followed to determine the functional objectives and the content of literacy and education for children and adults. Basic education programs should be designed as means to meet the fundamental educational needs of all and to strengthen learners' motivation by directly addressin... | operative | |
ICPE-42-1990_RES1-FR | 14. It is appropriate to involve and engage potential young and adult participants in literacy programs in the identification and structuring of their fundamental educational needs, so that learning becomes more meaningful to them and they themselves become more strongly motivated. | operative | |
ICPE-42-1990_RES1-FR | 15. To increase the relevance of program content, its definition should take into account not only the needs of the learners but also various factors inherent to the environment and context. These factors may be professional or geographical in nature, relate to issues of the respective status of men and women, or be cu... | operative | |
ICPE-42-1990_RES1-FR | As a component of continuing literacy, post-literacy, functional literacy, and continuing education programs should facilitate the continuation of learning in various fields, in accordance with needs assessments, by building on the knowledge already acquired to continue learning and by applying the acquired skills in d... | operative | |
ICPE-42-1990_RES1-FR | 17. Teaching and learning methods should be developed, educational materials designed, and technologies and media used that are adapted to the pace and mode of learning for adults on the one hand, and children on the other. The quality of textbooks and other teaching and learning tools should be continuously improved t... | operative | |
ICPE-42-1990_RES1-FR | Educational technologies, including new technologies, should serve to complement the teacher’s work. New educational technologies, when available—such as microcomputers, television programs, videocassettes, and audiocassettes, etc., specially designed—could be used judiciously for teaching and to enhance motivation by ... | operative | |
ICPE-42-1990_RES1-FR | 19. Teaching and learning procedures should be made more dynamic by employing methods such as dialogue and mutual teaching, active learning in small groups, and self-instruction. All of these methods are likely to increase the motivation, autonomy, and self-confidence of the learner as well as the capacities of the tea... | operative | |
ICPE-42-1990_RES1-FR | 20. A robust infrastructure should be established to provide flexible and dynamic modes of operation for non-formal adult literacy, post-literacy, and functional literacy programs, as well as for non-formal primary education aimed at out-of-school children. The development of non-formal education, an approach that is b... | operative | |
ICPE-42-1990_RES1-FR | 21. For adult literacy and continuing education, assessment should be a positive process aimed at making the individual aware of their progress as well as helping them identify their shortcomings. It should be an integral part of all important aspects of literacy programs in order to contribute to their improvement. An... | operative | |
ICPE-42-1990_RES1-FR | 22. Evaluation should generally include: (a) an assessment of the learner’s outcomes; (b) an evaluation of the teaching program; (c) monitoring of program implementation to optimize its internal and external effectiveness; (d) from time to time, a comprehensive review of the program to renovate and strengthen its objec... | operative | |
ICPE-42-1990_RES1-FR | 23. A monitoring plan for the progress of the program should be established, particularly during its initial phases, as the implementation stage is the most critical and it is at this time that obstacles, problems, and unforeseen blockages multiply, which can distort the final outcome even if the literacy campaign has ... | operative | |
ICPE-42-1990_RES1-FR | 24. The evaluation of the impact of literacy and basic education at both individual and collective levels must demonstrate how, in given contexts or conditions, education and training contribute to improving health and hygiene, increasing life expectancy, reducing infant mortality, enhancing participation in vaccinatio... | operative | |
ICPE-42-1990_RES1-FR | 25. The training of teachers, both male and female, is one of the main components of quality primary education. In certain Member States, it would be beneficial for this training to include adult education in order to enable teachers, if necessary, to carry out some teaching tasks within this framework. Innovative meas... | operative | |
ICPE-42-1990_RES1-FR | 26. The variety of tasks assigned to literacy personnel requires specific skills. Literacy workers should therefore receive solid specialized training, including theoretical presentations, reflection, and practice in adult pedagogy. The same considerations should apply to those responsible for management, inspection, p... | operative | |
ICPE-42-1990_RES1-FR | 27. To maintain the quality and effectiveness of the entire program, continuous training for all personnel must be organized. Furthermore, to promote self-learning and continuing education among literacy workers, as well as trainers and other literacy staff, distance education programs, journals, bulletins, and other s... | operative | |
ICPE-42-1990_RES1-FR | 28. Public authorities must recognize that teachers play an essential role in all educational activities and, in accordance with Article 7 of the World Declaration on Education for All and Paragraph 33 of the Framework for Action to Meet Basic Learning Needs, as well as the joint ILO/UNESCO Recommendation concerning th... | operative | |
ICPE-42-1990_RES1-FR | 29. Awareness campaigns and the services currently provided in both industrialized and developing countries should be significantly expanded in order to meet the basic educational needs of all adults. A systematic study of the issue based on research should aim to identify groups and individuals with insufficient schoo... | operative | |
ICPE-42-1990_RES1-FR | 30. In both industrialized and developing countries, the public sector should sustainably play a central role in financing adult literacy. This literacy should continue to diversify to meet the specific needs of individuals and groups. Measures should be taken to establish a pedagogical partnership with the school educ... | operative | |
ICPE-42-1990_RES1-FR | 31. In all countries, efforts should be made to invest more in research to determine the best ways to meet the requirements for raising the fundamental skill levels of the population. Universities and other institutions should contribute to this field. | operative | |
ICPE-42-1990_RES1-FR | 32. Industrialized and developing countries should engage in exchanges of experiences concerning common issues they face at the stage of developing programs tailored to meet the needs of their populations: issues related to the language of instruction, the dispersion of populations, the existence of areas of extreme po... | operative | |
ICPE-42-1990_RES1-FR | 33. Considering a global decade of action in favor of literacy, the UNESCO General Conference, at its twenty-fourth session (1987), called upon Member States, intergovernmental organizations, and non-governmental organizations to take immediate measures to prepare programs and activities for the International Literacy ... | operative | |
ICPE-42-1990_RES1-FR | 34. While strengthening coordination and collaboration among partners within the country itself and making optimal use of available international resources, Member States should also take into account the financial support opportunities presented by the World Conference on Education for All held in Thailand in March 19... | operative | |
ICPE-42-1990_RES1-FR | 35. The action undertaken by UNESCO in favor of literacy and the universalization of primary education in the Least Developed Countries, notably through regional programs in Latin America and the Caribbean, Africa, Asia and the Pacific, and in Arab States, must be strengthened. | operative | |
ICPE-42-1990_RES1-FR | 36. Within the framework of conducting a study on the feasibility of a European cooperation programme as recommended by the UNESCO General Conference at its twenty-fifth session, it would be desirable to present a report on the issues of illiteracy in the Europe region. This report should be prepared in collaboration w... | operative | |
ICPE-42-1990_RES1-FR | At a time when the International Literacy Year (ILY) has created the psychological conditions for action based on renewed mobilization, many developing countries are unable to make sufficient progress due to a lack of financial resources. The burden of external debt, the increase in interest payments for servicing this... | operative | |
ICPE-42-1990_RES1-FR | 38. As the institution invited to implement the International Literacy Year and as an international organization dedicated to education, UNESCO should endeavor to (a) support Member States requesting assistance in the development of their action plans for Education for All; (b) strengthen its operational capacities and... | operative | |
ICPE-42-1990_RES1-FR | 39. The International Bureau of Education should, in collaboration and coordination with other UNESCO units: (a) monitor the present Conference and advise Member States requesting assistance on ways to implement this Recommendation in light of experiences gained by other countries, both developing and industrialized; (... | operative | |
ICPE-42-1990_RES1-FR | 40. The Conference recommends that a first report on the implementation of the present Recommendation be presented at the 43rd session of the IBE. | operative | |
ICPE-43-1992_RES1-FR | The International Conference on Education (ICE), convened by the United Nations Educational, Scientific and Cultural Organization, held in Geneva for its 43rd session, from September 14 to 19, 1992, | preambular | |
ICPE-43-1992_RES1-FR | Convinced of the primacy of the human being, not only as a factor but also as the ultimate goal of all development, and consequently of the necessity to promote their fulfillment in all its dimensions through, in particular, broader access to culture and education, | preambular | |
ICPE-43-1992_RES1-FR | Aware that the Constitutive Act of UNESCO, adopted on 16 November 1945, entrusts the Organization with the mission to give "a vigorous impetus to popular education and the dissemination of culture, and to ensure Member States the independence, integrity, and fruitful diversity of their cultures and education systems," | preambular | |
ICPE-43-1992_RES1-FR | Recalling that the Universal Declaration of Human Rights, adopted by the United Nations on December 10, 1948, proclaims the right of every person to freely participate in the cultural life of the community, to enjoy the arts, and to share in scientific advancement and its benefits (Article 27), | preambular | |
ICPE-43-1992_RES1-FR | Also bearing in mind the Declaration and recommendations adopted by the World Conference on Cultural Policies (Mexico, 1982), the Declaration on Principles of International Cultural Cooperation adopted by the UNESCO General Conference at its fourteenth session (Paris, 1966), and the United Nations Convention on the Rig... | preambular | |
ICPE-43-1992_RES1-FR | Recalling United Nations General Assembly resolution No. 41/187, which declared the period 1988-1997 as the World Decade for Cultural Development, with an Action Programme structured around four main objectives: taking into account the cultural dimension in development, affirming and enriching cultural identities, broa... | preambular | |
ICPE-43-1992_RES1-FR | Emphasizing that the affirmation and enrichment of cultural identities constitute an important objective of UNESCO, as demonstrated by its Third Medium-Term Plan (1990-1995), and that at the same time it is through fruitful dialogue and interaction among diverse cultures that these identities can be enriched and a cult... | preambular | |
ICPE-43-1992_RES1-FR | Recalling the "Earth Charter" and other documents adopted by the international community at the United Nations Conference on Environment and Development (UNCED) (Rio de Janeiro, Brazil, 1992), ED/MD/95 page 20 | preambular | |
ICPE-43-1992_RES1-FR | Recognizing the fundamental role of education in development, including cultural development, and also acknowledging the importance of education for understanding, cooperation, and international peace, as well as education on human rights and fundamental freedoms and education on the environment, with the aim of emphas... | preambular | |
ICPE-43-1992_RES1-FR | Taking into account the cultural aspects of education for all and literacy, as emphasized by both the World Conference on Education for All (Jomtien, Thailand, 1990) and the 42nd session of the International Commission on Education (Geneva, Switzerland, 1990), | preambular | |
ICPE-43-1992_RES1-FR | Aware of the significant changes that have recently occurred in the world, and of the effects that these changes could have in terms of the renewal of values and educational reforms with a view to the twenty-first century, | preambular | |
ICPE-43-1992_RES1-FR | Agrees that, in view of the current state of international reflection, the following framework of reference should support the measures to be undertaken at both the national and international levels: | operative | |
ICPE-43-1992_RES1-FR | 1. Culture: The definition adopted by the World Conference on Cultural Policies (Mexico, 1982) considers culture as "the set of distinctive spiritual and material, intellectual and emotional features that characterize a society or social group." It encompasses lifestyles, traditions and beliefs, the arts and literature... | operative | |
ICPE-43-1992_RES1-FR | 2. Development: This term denotes both an evolution and a change of state, progress, enrichment, or fulfillment. It is neither solely nor primarily measured by the increase in the quantity of goods and therefore cannot be equated with, nor reduced to, material growth. Development must be assessed as much by the improve... | operative | |
ICPE-43-1992_RES1-FR | 3. Cultural development: Cultural development as a dynamic process means the enrichment of culture, the strengthening of forms of cultural expression, and the extension of culture to everyone by promoting broad participation and creativity through appropriate means in a spirit of mutual respect and tolerance. | operative | |
ICPE-43-1992_RES1-FR | 4. Education: Implementation of a process of comprehensive human development that occurs throughout life and aims at the fullest possible development intellectually, physically, emotionally, morally, and spiritually. Educational actions have the duty not only to transmit knowledge, skills, values, and other components ... | operative | |
ICPE-43-1992_RES1-FR | 5. Education in culture: This term encompasses: (a) the initiation into the knowledge and appreciation of cultural heritage as well as the introduction to contemporary cultural life; (b) the familiarization with the processes of cultural dissemination and evolution; (c) the recognition of their equal dignity as well as... | operative | |
ICPE-43-1992_RES1-FR | 6. Interculturality/Multiculturalism: These terms refer to the knowledge and appreciation of different cultures and the establishment of positive relationships of exchange and mutual enrichment among cultural components within a country as well as between the diverse cultures of the world. Contemporary societies, owing... | operative | |
ICPE-43-1992_RES1-FR | 7. Intercultural/multicultural education: Addressed to all students and citizens, it aims to promote respect for cultural diversity, as well as mutual understanding and enrichment. Genuine intercultural/multicultural pedagogy should not be limited to additional content nor relegated to ancillary school activities or sp... | operative | |
ICPE-43-1992_RES1-FR | 8. Science, technology, and culture: The progress of all contemporary societies is profoundly shaped by science and technology, whose development is strongly influenced by social and cultural factors. In order to be truly free and to overcome the constraints of its natural and social environment, human beings need scie... | operative | |
ICPE-43-1992_RES1-FR | Considers that the following strategies and measures should be adopted at the national level: | operative | |
ICPE-43-1992_RES1-FR | 9. Coordination of education and culture development policies with those of development: Member States are called upon to strengthen this coordination. To better integrate education and culture, as well as both with development, the educational and cultural policies of Member States may be formulated and implemented wi... | operative | |
ICPE-43-1992_RES1-FR | 10. The Role of the School in Promoting Culture: To better meet the demands of contemporary societies and the challenges of the twenty-first century, the school must open itself to its social, economic, and cultural environment and become a place of fruitful dialogue by broadening its horizon to include the cultures of... | operative | |
ICPE-43-1992_RES1-FR | 11. Development of interdisciplinary and cooperative activities: The teaching of various disciplines should lead to interdisciplinary and cooperative work aimed at promoting cultural and intercultural education. To achieve better integration of cultural, intercultural, and interdisciplinary practices, the institution w... | operative | |
ICPE-43-1992_RES1-FR | 12. Taking into account the cultural and intercultural dimension in the curricula: It is essential to recognize the role of culture as the foundation upon which the content of education must be built. Consequently, the curricula of various disciplines, including scientific and technological fields, should be developed ... | operative | |
ICPE-43-1992_RES1-FR | 13. Introduction to the understanding and appreciation of cultural heritage: The educational presentation of heritage, which relies on various materials such as textbooks, guides, and audiovisual documents, must be accompanied, in collaboration with cultural institutions, by visits to cultural establishments, sites, an... | operative | |
ICPE-43-1992_RES1-FR | 14. Teaching and languages: The choice of one or more languages, whether native, national, or foreign, as a subject of study or as mediums for other disciplines is determined by the educational and cultural policy of each country. When selecting the language of instruction, particularly at the fundamental education lev... | operative | |
ICPE-43-1992_RES1-FR | 15. Teaching history: This teaching must provide each individual with a critical knowledge of their own culture while also enabling them to know and appreciate other contributions to national and global civilization. History education should include elements related to the development of culture, thought, and universal... | operative | |
ICPE-43-1992_RES1-FR | 16. Commemorations of historical events: Commemorations such as the Fifth Centenary of the Encounter of Two Worlds (1992), the fortieth anniversary of the Bandung Conference (1995), the fiftieth anniversary of the signing of the United Nations Charter (1995), and the fiftieth anniversary of the adoption by the United N... | operative | |
ICPE-43-1992_RES1-FR | 17. Preschool education: Given the decisive importance of the early years in the comprehensive formation of the human being, where cultural and moral aspects are essential, the network of preschool education institutions should be expanded by ensuring initial and ongoing training for teachers and equipping them with we... | operative | |
ICPE-43-1992_RES1-FR | 18. Aesthetic and artistic education: This education should aim not only at the development of personality and openness to other sensibilities but also at fostering aesthetic and artistic appreciation as well as stimulating creativity. It is necessary to intensify this education at various levels of study, highlight it... | operative | |
ICPE-43-1992_RES1-FR | 19. Development of ethical and civic values: The educational system must assume a fundamental role in ethical, civic, and moral formation, complementing the role played by families. Alongside other institutions, it should contribute to the promotion of human rights, the development of democratic behaviors, and the affi... | operative | |
ICPE-43-1992_RES1-FR | 20. Introduction to major contemporary world issues: In order to enhance learners’ understanding of the political, social, cultural, economic, demographic, environmental, and other problems faced by contemporary societies and to better prepare them to address these issues, teachers must be trained to handle and provide... | operative | |
ICPE-43-1992_RES1-FR | 21. Development of attitudes favorable to environmental protection: The formal and non-formal educational process should raise awareness among young people and adults about environmental issues and the increasing deterioration of the natural and cultural environment. The educational system must also foster a sense of r... | operative | |
ICPE-43-1992_RES1-FR | 22. Access to education and cultural life for disadvantaged or disabled persons: Public authorities and other responsible bodies must take the necessary measures to ensure access to education and cultural life, and guarantee equal opportunities for persons who are socially or economically disadvantaged, the elderly, as... | operative | |
ICPE-43-1992_RES1-FR | 23. Cultural development through the interaction of the school, the community, and society: As part of the local community, the school should, on the one hand, prepare students to participate in the socio-economic and cultural life of the community and, on the other hand, serve as a center for education and cultural ac... | operative | |
ICPE-43-1992_RES1-FR | 24. Role of the educational system with regard to women and girls: Equal opportunities for girls and boys in access to education, continuation of their studies, and their academic and professional orientations should be made effective. Women play a crucial role in the transmission of cultural and moral values. In adult... | operative | |
ICPE-43-1992_RES1-FR | 25. Educational role of the media: The ever-increasing role of the media in human life necessitates both the expansion and improvement of their use for educational purposes. To this end, media managers, whether public or private, are invited, in collaboration with educational and cultural institutions, to: (a) increase... | operative | |
ICPE-43-1992_RES1-FR | 26. Media education: The educational system must, for its part, allocate a greater emphasis to media education. This education could be recognized as having a dual function: (a) to foster a better understanding of the role, operation, and effects of the media on individuals and society, and to develop the capacity to i... | operative | |
ICPE-43-1992_RES1-FR | 27. Associated Schools: Numerous significant innovations in the integration of cultures into the learning process have emerged thanks to the UNESCO Associated Schools Network (ASPnet) and other projects. Educational authorities should strengthen their support for these initiatives. It is desirable that these schools co... | operative | |
ICPE-43-1992_RES1-FR | 28. Role and training of teachers: The teacher plays a unique and essential role in promoting the contribution of education to cultural development. In this regard, it is indispensable that the teacher genuinely understands the significance of their mission. Their services must therefore be recognized and valued by the... | operative | |
ICPE-43-1992_RES1-FR | Considers that regional and international cooperation should be strengthened in the following areas: | operative | |
ICPE-43-1992_RES1-FR | 29. Action for cooperation at the regional and sub-regional levels: Given the specificity of each region or sub-region, cooperation at these levels concerning the contribution to cultural development could be focused on: (a) teacher training; (b) pedagogical research, notably through the initiation of pilot projects. | operative | |
ICPE-43-1992_RES1-FR | 30. Actions for the promotion of intercultural/multicultural education: For a better mutual understanding of diverse cultures, it is essential that national, regional, and international bodies encourage between countries: (a) exchanges of pupils, students, children, youth, teachers, youth workers, researchers, and spec... | operative | |
ICPE-43-1992_RES1-FR | 31. External aid to promote intercultural/multicultural education: Within the framework of development aid, Member States, international organizations, and other relevant institutions should strengthen and better coordinate their assistance to promote the cultural and intercultural aspects of education, particularly at... | operative | |
ICPE-43-1992_RES1-FR | 32. Recommends that UNESCO, in cooperation with the relevant intergovernmental and non-governmental organizations, and with a view to ensuring a greater emphasis on the cultural and intercultural aspects of education: (i) strengthen, through an intersectoral and multidisciplinary approach, projects and programs falling... | operative | |
ICPE-43-1992_RES1-FR | 33. Recommends that the International Bureau of Education, particularly in the context of preparing for the 44th session of the International Conference on Education (1994), conduct a comparative analysis of aspects of educational reforms related to cultural and intercultural education and international education, and ... | operative | |
ICPE-43-1992_RES1-FR | 34. Invites Member States to take this Recommendation into account when adopting their policies on education and culture and to report on its monitoring and implementation in the national reports they will prepare for the forthcoming sessions of the International Conference on Education. | operative | |
ICPE-43-1992_RES1-FR | Adopts, on September 19, 1992, and submits for the consideration of the ministries responsible for education and culture, other relevant authorities and bodies of the Member States, institutions of the United Nations system, and interested intergovernmental and non-governmental organizations, this Recommendation No. 78... | operative | |
ICPE-44-1994_RES1-FR | The International Conference on Education, at its 44th session on the theme "Assessment and Prospects of Education for International Understanding," convened in Geneva from 3 to 8 October 1994, | preambular | |
ICPE-44-1994_RES1-FR | Recalling resolution 27 C/5.7, paragraphs 2 and 3, by which the General Conference invited the Director-General to ensure that the 44th session of the International Conference on Education carry out an evaluation of the implementation of the 1974 Recommendation concerning Education for International Understanding, Coop... | preambular | |
ICPE-44-1994_RES1-FR | Recognizing the full relevance of the 1974 Recommendation, in light of UNESCO's ethical, educational, and intellectual mission, | preambular | |
ICPE-44-1994_RES1-FR | Taking into consideration the fact that, in their responses to the IBE questionnaire concerning the evaluation of the implementation and possible updating of the 1974 Recommendation, Member States emphasized the important role played by the Recommendation in the promotion of education, | preambular | |
ICPE-44-1994_RES1-FR | Fully aware at the same time, as indicated by the Member States and experts of the regional preparatory meetings, that recent changes at the international and national levels, as well as emerging trends and new needs of societies and humanity as a whole, make the role of education more crucial than ever for promoting a... | preambular | |
ICPE-44-1994_RES1-FR | Considering that the Declaration and the Integrated Framework for Action of the 1994 International Conference on Education could constitute the most relevant and appropriate form of updating the objectives, strategies, and courses of action in the field of education for international understanding, | preambular | |
ICPE-44-1994_RES1-FR | Taking note of the work of the Committee of Governmental Experts (Geneva, 3-4 October 1994), | preambular | |
ICPE-44-1994_RES1-FR | 1. Considers that the Recommendation on Education for International Understanding, Cooperation and Peace and Education relating to Human Rights and Fundamental Freedoms adopted by the General Conference of UNESCO at its eighteenth session (Paris, 1974) has played an important role in promoting education for internation... | operative | |
ICPE-44-1994_RES1-FR | 2. Further considers that the 1974 Recommendation remains an instrument that will continue to inspire the implementation of education for peace, human rights, and democracy; | operative | |
ICPE-44-1994_RES1-FR | 3. Invites the Director-General of UNESCO to undertake, as appropriate, consultations on the draft Integrated Framework for Action concerning education for peace, human rights, and democracy, and to submit it, through the Executive Board, to the General Conference at its twenty-eighth session; | operative | |
ICPE-44-1994_RES1-FR | 4. Also invites the Director-General of UNESCO to submit to the twenty-eighth session of the General Conference the text of the Declaration of the 44th session of the International Conference on Education, so that the General Conference may take it into consideration when the text of the Integrated Framework for Action... | operative | |
ICPE-45-1996_RES1-FR | 1.1 The recruitment of future teachers concerns authorities and education specialists in several regions of the world. Although national situations vary greatly, all the regional expert meetings preparing for the ICSE have noted that the teaching profession is often rather unattractive in terms of social status and car... | operative | |
ICPE-45-1996_RES1-FR | 1.2 The criteria for recruiting future teachers should not be based solely on the candidates' body of knowledge. Personal qualities such as moral rigor, a sense of responsibility and solidarity, motivation and predisposition for teamwork, as well as communication skills, are also necessary. | operative | |
ICPE-45-1996_RES1-FR | In this regard, the following measures are recommended: | operative | |
ICPE-45-1996_RES1-FR | 1.3.1 implement actions aimed at raising young people's awareness of the importance of the teaching profession and guiding them towards it, including meetings with distinguished teachers, public recognition of teachers, open days at schools and teacher training institutes, and the dissemination through the media of exp... | operative | |
ICPE-45-1996_RES1-FR | 1.3.2 provide incentives and scholarships to pupils and students who have demonstrated outstanding academic and extracurricular abilities and wish to choose teaching as a career; | operative | |
ICPE-45-1996_RES1-FR | 1.3.3 promote gender equality by seeking a more balanced representation of women and men within the teaching staff at all levels of education and in all disciplines; | operative | |
ICPE-45-1996_RES1-FR | 1.3.4 encourage the access to teaching for qualified individuals coming from other professional backgrounds, in order to address potential shortages of teaching staff and to establish appropriate recruitment and training procedures for this purpose; | operative | |
ICPE-45-1996_RES1-FR | 1.3.5 develop and offer intellectually stimulating teacher training programs, in order to equip them with appropriate academic and professional qualifications and to attract the most competent young people to the teaching profession. | operative |
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