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ICPE-11-1948_RES1-FR | 5. That students should not be classified solely according to the results provided by tests, but that an attempt should be made to determine the psychological characteristics of each child, taking into account their economic, social, and cultural environment, and to adapt their studies accordingly; | operative | |
ICPE-11-1948_RES1-FR | 6. That the number of students referred for examination by the psychologist should not be such as to prevent them from performing their duties with all the necessary care and attention; | operative | |
ICPE-11-1948_RES1-FR | 8. That the status granted to psychologists allows them to carry out their duties with the utmost efficiency; | operative | |
ICPE-11-1948_RES1-FR | 9. That the remuneration of school psychologists be commensurate with their level of specialization and their responsibilities; | operative | |
ICPE-11-1948_RES1-FR | 10. That the training of school psychologists should not only involve the acquisition of theoretical knowledge and a more or less extensive range of assessment techniques, but should always include independent research and internships, notably in medical-pedagogical consultation services and school guidance centers; | operative | |
ICPE-11-1948_RES1-FR | 11. That this preparation should not be exclusively psychological, but should also include all the essential pedagogical knowledge and internships within educational services, in order to enable fruitful collaboration with teachers, doctors, and families; | operative | |
ICPE-11-1948_RES1-FR | 12. That the training of specialist psychologists includes extensive practical experience and is certified by a diploma from a specialized institute or an academic degree; | operative | |
ICPE-11-1948_RES1-FR | 13. That advanced training internships be established for teachers who wish to provide more specialized support to school psychologists in their work. | operative | |
ICPE-12-1949_RES1-FR | The International Conference on Public Instruction, convened in Geneva by the United Nations Educational, Scientific and Cultural Organization and the International Bureau of Education, and having met there on July 4th in its twelfth session, adopts on July 8th, nineteen hundred and forty-nine, the following recommenda... | preambular | |
ICPE-12-1949_RES1-FR | Considering that the introductory report, written by French experts for the UNESCO Course devoted to the teaching of geography and its role in fostering better international understanding, was regarded as a useful working basis, | preambular | |
ICPE-12-1949_RES1-FR | That the definition of geography, as well as the principles and teaching methods proposed therein, have been adopted, subject to placing greater emphasis on the following issues: a) How to draft curricula and design examinations related to active, concrete, current, and comparative teaching; b) By what psychological an... | operative | |
ICPE-12-1949_RES1-FR | That UNESCO is determined to publish this introductory report in brochure form, taking into account the above observations, | operative | |
ICPE-12-1949_RES1-FR | Submits to the Ministries of Public Education of the various countries the following recommendation: | operative | |
ICPE-12-1949_RES1-FR | 1. Ensure the distribution of this brochure within educational circles so that teachers and instructors become aware of the issue, are able to discuss it, make suggestions, and carry out the necessary experiments; | operative | |
ICPE-12-1949_RES1-FR | 2. Designate as soon as possible the experts who, in 1950, will participate in the UNESCO Seminar, so that they can thoroughly, actively, and usefully prepare for this participation by establishing all necessary contacts with the various educational sectors in their own country. | operative | |
ICPE-12-1949_RES1-FR | The International Conference on Public Instruction, convened in Geneva by the United Nations Educational, Scientific and Cultural Organization and the International Bureau of Education, and having met there on July 4th in its twelfth session, adopts on July 9th, 1949, the following recommendation: The Conference, | preambular | |
ICPE-12-1949_RES1-FR | Considering, on the one hand, that cultivating a scientific mind of observation and experience, by utilizing the child's spontaneous interests, constitutes one of the essential goals of education, and that introduction to the natural sciences from the beginning of primary school is particularly well-suited to promote t... | preambular | |
ICPE-12-1949_RES1-FR | That, on the other hand, it is necessary to associate the school with a widespread effort to protect nature, | preambular | |
ICPE-12-1949_RES1-FR | Submits to the Ministries of Public Instruction of the various countries the following recommendation: | operative | |
ICPE-12-1949_RES1-FR | 1. That the introduction to natural sciences begins from the earliest grades of primary school; | operative | |
ICPE-12-1949_RES1-FR | 2. That, even if this initiation constitutes a distinct branch, the natural sciences be integrated with the teaching of other disciplines (language, drawing, manual work, etc.); | operative | |
ICPE-12-1949_RES1-FR | 3. That this initiation specifically achieves the following objectives: a) to develop the child's intellect through the use of active methods based, as far as possible, on individual observation and experience; b) to nurture the imagination and sensitivity of the pupil by fostering a love of nature and its beauties and... | operative | |
ICPE-12-1949_RES1-FR | 4. That in primary school, the initiation into natural sciences, which must be based on observation and experimentation, it is important to provide the pupil, both at school and outside of school, without ever neglecting the initiatives of the child himself: a) for direct observation, optical instruments (magnifying gl... | operative | |
ICPE-12-1949_RES1-FR | 5. That students be trained in collaborative research and mutual verification of their observations and the interpretation of the facts observed; | operative | |
ICPE-12-1949_RES1-FR | 6. That this research be accompanied by an effort in graphic and verbal expression; | operative | |
ICPE-12-1949_RES1-FR | 7. That children be encouraged to collect and contribute, with the materials gathered, to enriching the school or classroom museum, which will become all the more lively and engaging as it will be their own personal creation; | operative | |
ICPE-12-1949_RES1-FR | 8. That the organization of outdoor schooling be encouraged, as it is particularly suited to a genuinely educational teaching of natural sciences that complies with pedagogical requirements; | operative | |
ICPE-12-1949_RES1-FR | 9. The functional method, which consists of studying the organs and structure of living beings in relation to life, the challenges posed by the environment, and so forth, should always be preferred to the morphological and descriptive method; living beings should not be observed merely as isolated individuals, but rath... | operative | |
ICPE-12-1949_RES1-FR | 10. That the teaching of natural sciences should never begin with nomenclatures, definitions, classifications, systematizations, etc., which should rather be the ultimate conclusion of the accumulated concrete observations and experiments as well as the knowledge acquired. | operative | |
ICPE-12-1949_RES1-FR | 11. Given the foregoing requirements, that the curricula be sufficiently flexible to allow the adaptation of teaching to the resources of the local environment; | operative | |
ICPE-12-1949_RES1-FR | 12. Furthermore, if the local environment does not provide certain elements for observation, the student should be able to obtain them through interschool exchanges; | operative | |
ICPE-12-1949_RES1-FR | 13. That the books used in this teaching be primarily reference works designed to encourage students' own research and observations; — 120 — | operative | |
ICPE-12-1949_RES1-FR | 14. That among extracurricular activities (walks, excursions, naturalist clubs), a special place be reserved for those that can foster a love of nature and engage the child in its protection (reforestation, erosion control, protection of plants and animals, etc.); | operative | |
ICPE-12-1949_RES1-FR | 15. That teachers occasionally present the origins of discoveries and the significant aspects of the lives of scientists who have contributed to the advancement of natural sciences worldwide; | operative | |
ICPE-12-1949_RES1-FR | 16. Particular care should be given to the training of teachers, to inform them of the methods of teaching natural sciences and to familiarize them with the aspects of the child’s intellectual development that are relevant for use in this instruction; | operative | |
ICPE-12-1949_RES1-FR | 17. That meetings, conferences, and advanced training sessions periodically update teachers on the progress of science and didactics, as well as the results of experiments in the teaching of natural sciences. | operative | |
ICPE-12-1949_RES1-FR | The International Conference on Public Instruction, convened in Geneva by the United Nations Educational, Scientific and Cultural Organization and the International Bureau of Education, and having met there on the fourth of July in its twelfth session, adopts on the twelfth of July nineteen forty-nine the following rec... | operative | |
ICPE-12-1949_RES1-FR | Considering that reading is not only a basic teaching technique and a set of mental mechanisms, but also the principal tool for acquiring knowledge and all personal culture, | preambular | |
ICPE-12-1949_RES1-FR | That the child must learn to read fluently while understanding what he or she reads, | operative | |
ICPE-12-1949_RES1-FR | That the teaching of reading cannot be separated from the teaching of the mother tongue and its means of expression, nor from the learning of writing, | preambular | |
ICPE-12-1949_RES1-FR | That advances in psychology and pedagogy allow for the use of methods better adapted to the child's capabilities, | preambular | |
ICPE-12-1949_RES1-FR | Acknowledging that: a) synthetic methods satisfy the logical mind of the adult and facilitate the teacher’s work, but are based on elements that are less accessible to the child’s mind, b) so-called global methods, endorsed by psychology, better correspond to the child’s mental capacities and spontaneous interests; the... | preambular | |
ICPE-12-1949_RES1-FR | Further considering that the choice of methods for teaching reading may be influenced by the structure of the language, by the educational organization of each country, etc., | preambular | |
ICPE-12-1949_RES1-FR | Taking all these various elements into account, | operative | |
ICPE-12-1949_RES1-FR | Submits to the Ministries of Public Education of the various countries the following recommendation: | operative | |
ICPE-12-1949_RES1-FR | 1. One of the primary concerns of the educational authorities must be: a) to teach every school-aged child and every illiterate adult to read fluently, b) to improve teaching methods in this area by encouraging all useful experiences, c) to implement all means capable of ensuring that adolescents maintain fluent readin... | operative | |
ICPE-12-1949_RES1-FR | 2. The teaching of reading should only begin when the child, having enhanced their means of verbal expression and received adequate sensory education, has acquired the necessary mental development; | operative | |
ICPE-12-1949_RES1-FR | 3. The organization of schools should allow the same teacher to follow their students throughout the years of learning to read; | operative | |
ICPE-12-1949_RES1-FR | 4. It is desirable that the teacher draws inspiration from reading instruction methods developed based on the findings of educational sciences; | operative | |
ICPE-12-1949_RES1-FR | 5. The enjoyment of reading must be cultivated from the outset through the use of sentences and texts of genuine value, drawn from the realm of the child's immediate activities and interests; this enjoyment must be sustained throughout the course of schooling by the creation and continuous enhancement of school librari... | operative | |
ICPE-12-1949_RES1-FR | 6. The use of the school printing press, a valuable aid to teaching, deserves to be encouraged; | operative | |
ICPE-12-1949_RES1-FR | 7. Textbooks for learning to read and recreational books (for both children and adults learning to read) must be adapted to the mental development and interests of the reader. Particular care will be taken in the selection of the text, typefaces, and illustrations; | operative | |
ICPE-12-1949_RES1-FR | 8. Children who have difficulty learning to read should be able to benefit from supplementary instruction tailored to their needs; | operative | |
ICPE-12-1949_RES1-FR | 9. The use of objective tests of oral and silent reading is recommended in order to enable the monitoring of results achieved at different ages; | operative | |
ICPE-12-1949_RES1-FR | 10. Given the necessity of combating adult illiteracy in many regions, a concerted effort must be undertaken to develop language teaching techniques suited to the masses, to create appropriate materials for reading instruction, and to exchange the results of experiences conducted by nations facing this issue. | operative | |
ICPE-13-1950_RES1-FR | The International Conference on Public Instruction, convened in Geneva by the United Nations Educational, Scientific and Cultural Organization and the International Bureau of Education, and having met there on July 6th in its thirteenth session, adopts on July 7th, nineteen hundred and fifty, the following recommendati... | operative | |
ICPE-13-1950_RES1-FR | Convinced that the international exchange of teachers and educators is one of the most effective and practical means of fostering understanding between peoples and raising the standard of education, | preambular | |
ICPE-13-1950_RES1-FR | Considering that it is necessary for Governments to participate in an effort to organize missions abroad and exchanges of teachers and educators between countries, | preambular | |
ICPE-13-1950_RES1-FR | Submits the following recommendation to the Ministries of Public Instruction of the various countries: | operative | |
ICPE-13-1950_RES1-FR | 1. Ensure extensive promotion of exchange programs and overseas missions to governmental or private institutions and professional organizations interested in education and the enhancement of international understanding; | operative | |
ICPE-13-1950_RES1-FR | 2. Pay particular attention, within the framework of programs encouraging international cultural relations, to the reciprocal exchange of educators and the establishment of temporary assignments for foreign educators; | operative | |
ICPE-13-1950_RES1-FR | 3. To extend such exchange and mission plans, whenever possible, to other countries and regions and to broaden them so that they include all categories of teachers or professors; | operative | |
ICPE-13-1950_RES1-FR | 4. Ensure that teachers sent abroad, whether on a mission or within the framework of a reciprocal exchange agreement, do not lose their status, retirement rights, etc., during their period of teaching abroad; | operative | |
ICPE-13-1950_RES1-FR | 5. Encourage educational institutions to receive professors coming from abroad and to assign professors who can thus teach in other countries and, for this purpose, study the possibility of removing legal and administrative obstacles to such movements; | operative | |
ICPE-13-1950_RES1-FR | 6. Remove restrictions on the export or import of currency for individuals exchanged or on mission abroad and, if necessary, establish special conditions regarding taxes for this category of personnel. | operative | |
ICPE-13-1950_RES1-FR | 7. Provide financial assistance for exchange or mission programs whose implementation is hindered by a lack of funds for transportation costs, differences in cost of living, or other essential expenses. | operative | |
ICPE-13-1950_RES1-FR | Takes note, while supporting them, of the following recommendations proposed to the Director-General of UNESCO by the meeting of experts on the international exchange of educators, convened by this Organization, recommendations thus formulated: | operative | |
ICPE-13-1950_RES1-FR | The Committee of Experts recommends that the Director-General continue to promote the international exchange of educators and overseas assignments: a) by drawing the attention of governments to the importance of these exchanges as a means of fostering international understanding; b) by widely disseminating information ... | operative | |
ICPE-13-1950_RES1-FR | e) by making its information services available to individuals seeking information on the structure of the educational systems of other countries and on the value of academic qualifications; | operative | |
ICPE-13-1950_RES1-FR | f) by enabling experts on reciprocal exchanges to meet periodically in order to monitor the development of exchanges and overseas assignments and to study how to address emerging problems and new needs. | operative | |
ICPE-13-1950_RES1-FR | The Committee is particularly concerned with the needs of certain areas that are insufficiently developed in specialized teaching personnel coming from abroad. | preambular | |
ICPE-13-1950_RES1-FR | The Committee recommends that the Director-General assist in the recruitment of qualified personnel within the Organization’s means and specifically suggests: | operative | |
ICPE-13-1950_RES1-FR | a) to invite Member States to take stock of and communicate their needs to him; | operative | |
ICPE-13-1950_RES1-FR | b) to widely publicize these needs; | operative | |
ICPE-13-1950_RES1-FR | c) to explore various possibilities for the recruitment of exchange personnel; | operative | |
ICPE-13-1950_RES1-FR | d) to undertake, in exceptional cases and upon special request, the direct recruitment of exchange personnel on behalf of the Member States. » 151 | operative | |
ICPE-13-1950_RES1-FR | The International Conference on Public Education, convened in Geneva by the United Nations Educational, Scientific and Cultural Organization and by the International Bureau of Education, and having met on the sixth of July in its thirteenth session, adopts on the twelfth of July nineteen hundred and fifty, the followin... | operative | |
ICPE-13-1950_RES1-FR | Considering that advances in the educational sciences demonstrate the necessity of utilizing all opportunities for the development of the child and adolescent in order to achieve a complete and harmonious fulfillment of personality, | preambular | |
ICPE-13-1950_RES1-FR | This is a principle valid for the entire period of an individual's development and not only for the period of primary education. | preambular | |
ICPE-13-1950_RES1-FR | That educational manual activities are indispensable for correcting the effects of an often overly theoretical education among secondary school youth by giving them a greater sense of reality, by making use of their innate need to act, and by inspiring in them respect for human labor in all its aspects, | preambular | |
ICPE-13-1950_RES1-FR | That manual work is a valuable component for the moral, social, and aesthetic education of the child and adolescent, | preambular | |
ICPE-13-1950_RES1-FR | They provide students with an inexhaustible source of interests and significant means of expression, observation, and discovery, as well as offer various subjects a possibility for concrete expression and coordination. | operative | |
ICPE-13-1950_RES1-FR | That manual work is of particular importance for understanding the personality of the adolescent, identifying their aptitudes, and thereby facilitating their educational and vocational guidance, | preambular | |
ICPE-13-1950_RES1-FR | Submits to the Ministries of Public Instruction of the various countries the following recommendation: | operative | |
ICPE-13-1950_RES1-FR | 1. That, as far as possible, the teaching of manual work be included in the curriculum of the various sections of all secondary schools: a) as a compulsory subject in the lower grades, b) as an optional subject at least in the upper grades, and that, in cases where it is optional, participation in manual work courses b... | operative | |
ICPE-13-1950_RES1-FR | 2. That the time allocated in the schedules for manual work be sufficient to avoid dispersing interest and that, in the event this instruction is considered a distinct subject rather than integrated with other disciplines, the hours reserved for it be properly grouped to allow for sufficiently continuous activity; | operative | |
ICPE-13-1950_RES1-FR | 3. That the manual education program include not only the activities usually envisioned (wood and ironwork, sewing and household tasks, cardboard work, etc.) but also other types of activities such as bookbinding, weaving, leatherwork, ceramics, pottery, modeling, not forgetting gardening, animal husbandry, or agricult... | operative | |
ICPE-13-1950_RES1-FR | 4. That in the selection of activities offered to students, consideration be given to the resources and needs specific to each local, regional, and national environment, utilizing the means available within that environment; two modes of practice. | operative | |
ICPE-13-1950_RES1-FR | 5. That a broader opportunity be granted to pupils of both sexes to engage in certain manual tasks that have hitherto been almost exclusively reserved for one sex; | operative | |
ICPE-13-1950_RES1-FR | 6. That the methods employed appeal to the creative freedom of the adolescent and offer the creation of complete and usable objects adapted to the interests of their age, their individual capabilities, and the needs of the various disciplines; | operative | |
ICPE-13-1950_RES1-FR | 7. That educational manual work should not be confused with vocational training, but should avoid allowing students to develop incorrect habits from a professional standpoint; | operative | |
ICPE-13-1950_RES1-FR | 8. That, as far as possible, teachers who teach manual work strive to obtain results that are not only useful but also beautiful, and take this as an opportunity to develop their students' artistic taste; | operative | |
ICPE-13-1950_RES1-FR | 9. That manual work is carried out as often as possible in teams in order to give students the habit of working together and a sense of solidarity; | operative | |
ICPE-13-1950_RES1-FR | 10. That, if possible, the manual work classes in secondary education take responsibility for the making of useful objects for their school or simple educational materials that can be made available to nursery or primary schools, thereby creating a link and a spirit of cooperation between the various levels of educatio... | operative | |
ICPE-13-1950_RES1-FR | 11. That manual work teachers maintain close contact with those of other disciplines in order to provide them with concrete support; | operative | |
ICPE-13-1950_RES1-FR | 12. That work sheets as well as documentation intended to guide students and inform teachers about the methodology of this instruction should be published; | operative | |
ICPE-13-1950_RES1-FR | 13. That an effort be made to ensure that each secondary education institution is provided with a properly installed and equipped workshop and, if possible, a plot of land designated for gardening or agricultural work; | operative | |
ICPE-13-1950_RES1-FR | 14. That the workshops and tools used for manual work education take into account the age, hygiene, and physical abilities of the students; | operative | |
ICPE-13-1950_RES1-FR | 15. That the provision of supplies be ensured free of charge to the greatest extent possible; | operative | |
ICPE-13-1950_RES1-FR | 16. That the teaching of manual work be entrusted to teaching staff who are qualified both pedagogically and in terms of the technical knowledge specific to this discipline; | operative |
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