document stringclasses 44
values | text_en stringlengths 3 4.06k | label stringclasses 2
values | think stringclasses 1
value |
|---|---|---|---|
ICPE-45-1996_RES1-FR | 2.1 In all regions of the world, varying degrees of dissatisfaction with teacher initial training are observed. In some cases, there is a significant gap between the resources deployed for teacher training and the requirements that their professional activities should meet, particularly regarding: (i) their mastery of ... | operative | |
ICPE-45-1996_RES1-FR | 2.2 Initial training must be closely linked to in-service training. Across all regions of the world, it is necessary to establish an integrated system for the education of educators in which initial and in-service training constitute a continuous process. | operative | |
ICPE-45-1996_RES1-FR | 2.3 To further improve initial teacher training, the following measures are recommended: | operative | |
ICPE-45-1996_RES1-FR | 2.3.1 to link the mastery of the knowledge that the teacher must convey with the mastery of teaching and learning methods. In this regard, it is important to strengthen the capacities that enable future teachers to master a range of pedagogical strategies adapted to different situations and phases of the learning proce... | operative | |
ICPE-45-1996_RES1-FR | 2.3.2 strengthen the role of pedagogical practice in initial teacher training, through methods that encourage observation, discussion, and participation in both normal situations and innovative pedagogical experiments, as well as in educational research settings. Initial teacher training must give a predominant place t... | operative | |
ICPE-45-1996_RES1-FR | 2.3.3 develop in teachers the fundamental skills necessary for fulfilling their irreplaceable role, which consists, on the one hand, in organizing information so that it becomes knowledge, making choices, and fostering critical thinking, and on the other hand, transmitting culture, establishing personal and social rela... | operative | |
ICPE-45-1996_RES1-FR | 2.3.4 Ensure in particular that teachers adopt attitudes that promote effective learning, especially among students from disadvantaged groups (materially, socio-economically, and geographically) and from cultures different from the dominant culture. | operative | |
ICPE-45-1996_RES1-FR | 2.3.5 aim to train, both quantitatively and qualitatively, teachers capable of meeting the needs of different ethnic and cultural groups, individuals with special educational needs, those living in hard-to-reach areas, placed in conditions of extreme poverty, or affected by conflicts. | operative | |
ICPE-45-1996_RES1-FR | In a rapidly changing world, on-the-job training becomes a necessity for the practice of all activities and professions. Teachers are therefore required to continuously update their skills; they must also foster in their students the attitudes and competencies necessary to construct their own knowledge throughout life. | preambular | |
ICPE-45-1996_RES1-FR | 3.2 Regional analyses have shown that in-service training receives considerable attention from both the authorities and the teachers. Past experiences and future demands make it possible to envisage the following major directions for in-service training policies going forward: | operative | |
ICPE-45-1996_RES1-FR | 3.2.1 In-service training must be regarded both as a right and an obligation of educators. It is necessary to ensure that the balance between these two conceptions varies according to national circumstances and time periods; however, any policy on in-service training must guarantee a minimum level of training opportuni... | operative | |
ICPE-45-1996_RES1-FR | 3.2.2 in-service training should be organized to a greater extent at the school level and within teams, with the program developed through the active participation of the teachers themselves; | operative | |
ICPE-45-1996_RES1-FR | 3.2.3 Particular attention must be given to teachers at the beginning of their careers, as the initial positions they hold and the tasks they perform will play a decisive role in the continuation of their training and career. Tutoring and support systems in professional practice must be implemented during the early sta... | operative | |
ICPE-45-1996_RES1-FR | 3.2.4 Mechanisms must be established to enable initial training to benefit from the experience gained through in-service training, giving prospective teachers the opportunity to become familiar with the problems encountered and the solutions adopted in the professional context; | operative | |
ICPE-45-1996_RES1-FR | 3.2.5 In-service training must also be developed through professional support services, designed as problem-solving assistance centers to which all teachers must have access; | operative | |
ICPE-45-1996_RES1-FR | 3.2.6 Particular priority must be given to in-service training and to the education of staff responsible for mentoring, supervising, and evaluating teachers, so that they can not only fulfill administrative or supervisory roles but also become educational facilitators. | operative | |
ICPE-45-1996_RES1-FR | 3.2.7 Teacher trainers and teacher training institutes must play a crucial role in strengthening the role of teachers. They must also actively participate in their in-service training. In this perspective, programs aimed at familiarizing teacher trainers with the outcomes of initial training and maintaining sustained c... | operative | |
ICPE-45-1996_RES1-FR | 3.2.8 Emergency measures must be implemented in areas where underqualified teachers without specific training are working. These measures should build on the skills acquired by these teachers as well as their motivation and knowledge of the local situation. In addition to providing a means of certifying competencies, t... | operative | |
ICPE-45-1996_RES1-FR | 4.1 The transformation of education, regardless of national specificities, is moving towards greater autonomy in decision-making related to education at the local authorities and school level, accompanied by an increased sense of responsibility regarding outcomes. | operative | |
ICPE-45-1996_RES1-FR | 4.2 To encourage the participation of teachers in the process of transforming education, the following measures could be implemented: | operative | |
ICPE-45-1996_RES1-FR | 4.2.1 Define educational objectives and reform orientations through consultation, coordination, and dialogue with teachers and their organizations, in accordance with the provisions set forth in the ILO/UNESCO Recommendation concerning the teaching personnel, and with other actors involved in the transformation of educ... | operative | |
ICPE-45-1996_RES1-FR | 4.2.2 provide educational institutions with a sufficient level of autonomy to enable them to make decisions regarding teaching and learning methods and the organization of pedagogical work, and to implement systems for evaluating outcomes, designed as factors for improving the quality of education and the efficiency of... | operative | |
ICPE-45-1996_RES1-FR | 4.2.3 propose and implement measures promoting pedagogical innovation both at the individual level and within educational institutions; | operative | |
ICPE-45-1996_RES1-FR | 4.2.4 Support the process of strengthening teacher participation through appropriate measures of training, equipment, and professional support services. | operative | |
ICPE-45-1996_RES1-FR | 5.1 Since the Jomtien Conference, there has been a general consensus to recognize that education is the responsibility of all, not solely of governments or teachers. Partnership has become a necessary condition for the transformation of education in a world where knowledge and information are central elements of the ec... | operative | |
ICPE-45-1996_RES1-FR | 5.2 In the specific context of each national situation, the following measures may be considered: | operative | |
ICPE-45-1996_RES1-FR | 5.2.1 the establishment of effective information systems, aimed at parents and other partners in educational action, concerning the objectives of school life and the outcomes of educational activities. The communication of clear information must be regarded as a priority in all policies intended to stimulate partnershi... | operative | |
ICPE-45-1996_RES1-FR | 5.2.2 the implementation of participation mechanisms in school life by families and other partners such as associations and parent-teacher councils, student councils, support committees, tripartite councils (government, parents, employers) in the case of vocational training schools, etc.; | operative | |
ICPE-45-1996_RES1-FR | 5.2.3 The opening of the school to society alongside the opening of societal institutions to the school. Cooperation between schools and businesses, the media, sports organizations, as well as religious and cultural organizations and other non-governmental organizations must be encouraged with a view to organizing trai... | operative | |
ICPE-45-1996_RES1-FR | 6.1 The new information and communication technologies are one of the central elements of this changing world. The report of the International Commission on Education for the Twenty-first Century clearly highlights the stakes of the impact of new technologies: "By abolishing distance, they powerfully contribute to shap... | operative | |
ICPE-45-1996_RES1-FR | 6.1.1 Furthermore, it is necessary to take into account the fact that the computerization of education is one of the most important means of achieving a new educational paradigm, within which the orientations are being revised: from pragmatic objectives of narrow specialization, there is a shift towards the acquisition... | operative | |
ICPE-45-1996_RES1-FR | 6.2 Panacea and threat are the two extreme terms that most frequently polarize the debate on new information technologies and education. The basis of these two attitudes is a lack of understanding of the real pedagogical potential of new technologies and the most appropriate forms of their use. Consequently, the educat... | operative | |
ICPE-45-1996_RES1-FR | 6.3 In this context, decisions regarding the application of new information technologies and their use in education should be made with the aim of improving the quality of education for all and enabling teachers to fulfill their role as guides and promoters of learning among students. | operative | |
ICPE-45-1996_RES1-FR | 6.4 On this basis, the measures to be adopted could relate to the following aspects: | operative | |
ICPE-45-1996_RES1-FR | 6.4.1 not to limit exclusively the application of new information technologies to the learning process. The use of these technologies in the administration and management of the school and the local community can save time for teachers and other education officials, increase their efficiency, and allow them to focus mo... | operative | |
ICPE-45-1996_RES1-FR | 6.4.2 Within the framework of their initial education and training and their professional development throughout their careers, enable teachers not only to acquire mastery of new information technologies for pedagogical purposes, combining them with other educational technologies, but also to contribute to the developm... | operative | |
ICPE-45-1996_RES1-FR | 6.4.3 use new technologies to facilitate communication, networking, and exchange programs among teachers, students, and schools, both nationally and internationally; | operative | |
ICPE-45-1996_RES1-FR | 6.4.4 implement modalities for the use of new technologies based on the concept of technology resource centers serving everyone and allocate sufficient public funding to them. Utilize the potential of these technologies to create easily accessible services designed to assist and advise teachers in their daily professio... | operative | |
ICPE-45-1996_RES1-FR | 6.4.5 encourage and assist the least developed countries in acquiring and effectively using new information technologies in their education systems; | operative | |
ICPE-45-1996_RES1-FR | 6.4.6 Intensify joint efforts by governments, education authorities, teachers and teachers' associations, businesses, and industry to ensure that appropriate new technologies are available at all levels of education; | operative | |
ICPE-45-1996_RES1-FR | 6.4.7 Develop research and the exchange of information on the impact, role, and limitations of new information and communication technologies in education. | operative | |
ICPE-45-1996_RES1-FR | 7.1 Although the International Labour Organization is not the appropriate forum for analyzing teachers’ working conditions, it is nonetheless evident that working conditions cannot be dissociated from policies aimed at strengthening the role of teachers in a changing world. There is widespread concern regarding the det... | operative | |
ICPE-45-1996_RES1-FR | 7.2 Although national or regional situations vary greatly, the enhancement of teachers’ status often appears as a necessary condition for strengthening their role. However, this enhancement cannot be the result of a single measure or factor. In this respect, improving the material situation of teachers, particularly th... | operative | |
ICPE-45-1996_RES1-FR | 7.2.1 Promote teacher professionalism, particularly by ensuring them high-level initial training and ongoing professional development, establishing diversified career profiles supported by appropriate evaluation systems, and improving the material conditions and social status of teachers. | operative | |
ICPE-45-1996_RES1-FR | 7.2.2 provide the necessary resources to ensure this training at the university level; | operative | |
ICPE-45-1996_RES1-FR | 7.2.3 implement systematic strategies to promote, through the media, the innovations and successful experiences of teachers and groups of teachers; | operative | |
ICPE-45-1996_RES1-FR | 7.2.4 promote the effective use of educational research and the relevant utilization of existing information, both in the teaching and learning process and in decision-making; | operative | |
ICPE-45-1996_RES1-FR | 7.2.5 take incentive measures to encourage teachers to improve their performance. These incentives will not be solely financial in nature but may include opportunities for specialized training, public recognition, and career advancement opportunities: | operative | |
ICPE-45-1996_RES1-FR | 7.2.6 strike the right balance between the rights and responsibilities of teachers, as advocated by the ILO/UNESCO Recommendation concerning the Status of Teachers. | operative | |
ICPE-45-1996_RES1-FR | 8.1 In many countries, teachers are called upon to carry out their profession with specific populations (people without resources, marginalized groups, refugees, migrants, street children, offenders, women from certain traditional societies, etc.) or to work under particularly difficult conditions (remote, mountainous,... | operative | |
ICPE-45-1996_RES1-FR | 8.2 In such circumstances, schools and teachers first require moral and material support, and in the case of armed conflicts or natural disasters, expressions of solidarity from the national and international community, as well as prompt assistance and intervention. | operative | |
ICPE-45-1996_RES1-FR | 8.3 Consequently, the following measures, adjusted to each specific case, could be considered: | operative | |
ICPE-45-1996_RES1-FR | 8.3.1 encourage teachers originating from difficult areas and those motivated to work in these areas by organizing initial and ongoing training directly in these locations, supported by a network of professional and psychological support; | operative | |
ICPE-45-1996_RES1-FR | 8.3.2 provide in the training of teachers intended to work in such environments with additional training, for example in educational psychology, psychology, and school rehabilitation. It also seems desirable to strengthen in their training the learning of communication, negotiation, and conflict resolution techniques; | operative | |
ICPE-45-1996_RES1-FR | 8.3.3 provide assistance to teachers and support service educators, notably specialists in school and vocational guidance and in psychopedagogy. This assistance could be provided, for example, by mobile consultative teams of specialists; | operative | |
ICPE-45-1996_RES1-FR | 8.3.4 In order to ensure the recruitment of experienced and motivated educational teams, implement incentive measures including, for example, allowances, benefits, an appropriate promotion system, and the possibility of transfer to calmer regions after a certain number of years of service in difficult environments or z... | operative | |
ICPE-45-1996_RES1-FR | 8.3.5 ensure the safety of educational staff; | operative | |
ICPE-45-1996_RES1-FR | 8.3.6 strengthen the ties and cooperation between teachers and the local community, particularly with families and parents' associations; | operative | |
ICPE-45-1996_RES1-FR | 8.3.7 develop all forms of national, regional, and international solidarity with teachers working under difficult conditions, both materially, technically, and morally. | operative | |
ICPE-45-1996_RES1-FR | 9.1 Participants in all regional meetings expressed the view that the strengthening of teachers' roles and their professional development require joint efforts at the national, regional, and international levels. Such cooperation can effectively support measures undertaken at the national level. | operative | |
ICPE-45-1996_RES1-FR | 9.2 Member States are encouraged to enhance the importance of teacher competence by strengthening international cooperation in the following areas of action: | operative | |
ICPE-45-1996_RES1-FR | 9.2.1 the establishment, primarily at the regional level, of networks of information centers and institutions for teacher training and educational research to encourage the exchange of experiences, information, and comparative research findings concerning pedagogical innovations and teacher training; | operative | |
ICPE-45-1996_RES1-FR | 9.2.2 the promotion of professional development placements, study visits, and teacher exchanges between countries, as well as partnerships between schools, teacher training institutions, and educational research institutes of different countries; | operative | |
ICPE-45-1996_RES1-FR | 9.2.3 the strengthening of technical and financial assistance to the least developed countries in the field of education, notably with a view to improving teaching materials and methods and creating centers for initial and continuing teacher training; | operative | |
ICPE-45-1996_RES1-FR | 9.2.4 the pursuit of specific opportunities aimed at improving the status of teachers in the least developed and most indebted countries, for example by alleviating their debt through amounts corresponding to the respective increases in their budgets; | operative | |
ICPE-45-1996_RES1-FR | 9.2.5 the promotion and strengthening of the participation of schools in UNESCO’s Associated Schools Network (ASPnet); | operative | |
ICPE-45-1996_RES1-FR | 9.2.6 the celebration of World Teachers’ Day on October 5, which is an opportunity to pay tribute to teachers, to share their experiences, and thereby contribute to enhancing the profession and improving the image of teachers; | operative | |
ICPE-45-1996_RES1-FR | 9.2.7 UNESCO and its partners should be invited to: strengthen their support to Member States with a view to developing their national systems of educational information and innovation as well as their teacher training systems, notably by making use of the opportunities offered by new technologies and existing regional... | operative | |
ICPE-45-1996_RES1-FR | C. Conclusions of the major debates The Conference considered that the two major plenary debates: “Teachers in search of new perspectives” and “The role of teachers in building a culture of peace,” made it possible to identify a number of key elements. These are part of the follow-up to the Declaration of the 44th sess... | operative | |
ICPE-45-1996_RES1-FR | The Conference recalls that education is the principal agent of societal development in the spirit of a culture of peace and that, in both initial and ongoing teacher training, significant emphasis must be placed on the study of the causes of exclusion, poverty, inequality, discrimination, racism, and xenophobia, which... | preambular | |
ICPE-45-1996_RES1-FR | The Conference considers that these activities should be undertaken within the framework of the follow-up to the findings and conclusions of the International Commission on Education for the Twenty-first Century. It recommends that educator training programs, at all levels, take into account the other pillars on which ... | operative | |
ICPE-45-1996_RES1-FR | D. Appeal from representatives of developing countries, particularly the nine highly populated countries 1. We, representatives of developing countries, and especially of the nine highly populated countries, call upon international organizations and donors to support education projects implemented in developing countri... | operative | |
ICPE-45-1996_RES1-FR | 2. We invite the International Conference on Education, at its 45th session, to join us in this appeal. | operative | |
ICPE-46-2001_RES1-FR | The International Bureau of Education, as UNESCO’s specialized center for educational content, structures, and methods, organized the 46th session of the International Conference on Education in Geneva from September 5 to 8, 2001. | preambular | |
ICPE-46-2001_RES1-FR | More than six hundred participants, including eighty ministers and ten deputy ministers of education from 127 UNESCO Member States, took part in the discussions, alongside representatives from nine intergovernmental organizations, thirteen non-governmental organizations, and three foundations. | preambular | |
ICPE-46-2001_RES1-FR | The objective of intensifying and enriching dialogue at the level of education policies on problems and potential solutions aimed at improving the quality of education for learning to live together was largely achieved. The conclusions and proposed actions that follow present the key points of the debates and preparato... | operative | |
ICPE-46-2001_RES1-FR | These conclusions, adopted on 8 September 2001, arise from the major debates, plenary sessions, and the six workshops held during the Conference. They are intended for governments, intergovernmental and non-governmental international organizations, educators and teaching profession organizations, the media, and all act... | operative | |
ICPE-46-2001_RES1-FR | Given the enormous complexity of the challenges faced by all societies, notably globalization and intolerable inequalities between and within countries, learning to live together, a concept developed by the International Commission on Education for the Twenty-first Century, is an imperative in all regions of the world. | preambular | |
ICPE-46-2001_RES1-FR | One of the major challenges facing educational systems remains ensuring and respecting the right to education for all. However, the right of children to freely access schools is far from being upheld everywhere in the world, especially in countries experiencing situations of war, occupation, violence, and intolerance. | preambular | |
ICPE-46-2001_RES1-FR | The call for education to address the challenges faced by societies is not a new phenomenon. However, expectations have become much more urgent today, giving the impression that education alone can solve the problems encountered within countries and on the international level. | preambular | |
ICPE-46-2001_RES1-FR | Formal education and non-formal education are essential tools for engaging in and promoting sustainable processes of building peace, democracy, and human rights, but they alone cannot provide solutions to the complexity, tensions, and even contradictions of the contemporary world. | preambular | |
ICPE-46-2001_RES1-FR | It is, however, essential, as emphasized by the Jomtien Declaration and the Dakar Framework for Action, to support efforts to develop education at both national and international levels with comprehensive strategies for poverty eradication and for participation in political, social, and cultural life. | preambular | |
ICPE-46-2001_RES1-FR | The achievement of the goal of education for all goes beyond the effort of universal schooling. Within the context of each country, the pursuit of social cohesion, the fight against inequalities, respect for cultural diversity, and access to a knowledge society—facilitated by information and communication technologies—... | preambular | |
ICPE-46-2001_RES1-FR | These policies must overcome the barriers caused by inequalities in access and the risks of exclusion in the fields of languages and science and technology. • Regarding languages, it is observed that the reality in many countries is multilingual, although only one language is recognized as the official language of comm... | operative | |
ICPE-46-2001_RES1-FR | Worldwide, there is a strong commitment among many governments and educators to adapt educational content, structures, and methods to the aforementioned challenges. | preambular | |
ICPE-46-2001_RES1-FR | The experiences of educational policies and practices highlight the necessity of viewing reforms more as processes than as products. These reforms can arise from both government decisions and initiatives from other stakeholders. The manner in which they are implemented, through the mobilization of all actors, is as imp... | preambular | |
ICPE-46-2001_RES1-FR | Fundamental agreements within the international community exist regarding courses of action likely to promote the capacity and the will to live together. National education policy leaders clearly affirm their determination to continue implementing these agreements. | preambular | |
ICPE-46-2001_RES1-FR | The evaluation of reform processes and "best practices," while highlighting the conditions specific to each cultural context, also makes it possible to identify certain common characteristics. | operative | |
ICPE-46-2001_RES1-FR | The wide range of didactic and pedagogical practices related to "living together" needs to be better known, more widely disseminated, and utilized in order to strengthen the endogenous capacities of the countries. | preambular | |
ICPE-46-2001_RES1-FR | A significant effort in training for political dialogue is essential to achieve the major objective of improving the quality of education for all. | preambular | |
ICPE-46-2001_RES1-FR | Reform processes should be pursued or undertaken in the following areas: > Content • By adapting curricula and updating content to take into account: the economic and social changes brought about, in particular, by globalization, migration, and cultural diversity; the ethical dimension of scientific and technological d... | operative | |
ICPE-46-2001_RES1-FR | Partnerships > Education is not the sole response to the challenge of Learning to Live Together; its improvement requires the commitment not only of schools but also of all stakeholders involved. It therefore entails the establishment or strengthening of genuine partnerships with the entire society: teachers, public au... | operative | |
ICPE-46-2001_RES1-FR | Learning to live together requires lifelong learning development policies that begin in early childhood and pay particular attention to the adolescent period (12-18 years). | preambular | |
ICPE-46-2001_RES1-FR | The development of international cooperation activities in support of improving the quality of education for all to Learn to Live Together should be structured around six main axes: > strengthening the International Bureau of Education as an observatory of trends as well as its role in developing easily accessible data... | operative | |
ICPE-46-2001_RES1-FR | The conclusions of the 46th session of the International Conference on Education are submitted to the 31st session of the General Conference of the Organization to be taken into account in order to enrich reflection and to strengthen, in the short, medium, and long term, the action programs of UNESCO, its International... | operative | |
ICPE-47-2004_RES1-FR | Gathered in Geneva from 8 to 11 September 2004 for the 47th session of the UNESCO International Conference on Education, we, Ministers, heads of delegation and delegates from 137 Member States, engaged in rich, frank, and open discussions on the theme: "Quality Education for All Young People: Challenges, Trends and Pri... | preambular | |
ICPE-47-2004_RES1-FR | This theme allowed us to express our concerns, share our difficulties, jointly seek potential solutions, affirm our hopes, and strengthen international dialogue on educational policies. Our work was central to the issue of Education for All (EFA) and the commitments made at Jomtien and Dakar, as well as, fundamentally,... | preambular | |
ICPE-47-2004_RES1-FR | 1. Promoting quality education and training for all young people aged 12 to 18/20 is a commitment to a better future and an antidote to social exclusion at the local, national, and global levels. As both a fundamental right and a public good, this education must meet the needs of all young people, in order to ensure th... | operative | |
ICPE-47-2004_RES1-FR | 2. This Conference has enabled us, in particular, to reach international agreement on several fundamental elements for the construction and strengthening of our educational policies. Among these are the need to: • recognize that, although all countries, both in the North and the South, face difficulties, the situation ... | operative | |
ICPE-47-2004_RES1-FR | Our educational systems, often inherited from the past, no longer allow, in many countries, to meet all the challenges they face. New, broader, and more diverse paths must be found, and it is clear that improving the quality of education for young people cannot be the responsibility solely of public authorities, teache... | preambular |
Subsets and Splits
No community queries yet
The top public SQL queries from the community will appear here once available.