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ICPE-14-1951_RES1-FR | That, as far as possible, compulsory schooling should not entail additional expenses for the family; | operative | |
ICPE-14-1951_RES1-FR | That in many countries there is an increasing reliance on women working outside the home, and that a mother who works outside cannot adequately attend to meal preparation; | preambular | |
ICPE-14-1951_RES1-FR | That a rational diet is an essential factor for the health of the student, for their academic performance, and for the full and harmonious development of their personality; | operative | |
ICPE-14-1951_RES1-FR | That the dietary tradition of many families does not always conform to the principles established by dietary research and too often fails to recognize the necessity of providing the child with a portion supplying a sufficient quantity of calories and balanced in its quantitative and qualitative elements; | preambular | |
ICPE-14-1951_RES1-FR | That the school must provide the model and example of a scientifically designed diet; | operative | |
ICPE-14-1951_RES1-FR | Moreover, for equal quality, the collective organization of the school meal involves, even in cases where it is necessary to request a certain contribution from the family, an expense significantly lower than that of the meal taken at home; | operative | |
ICPE-14-1951_RES1-FR | That attending school necessitates that the child be properly shod and clothed so as to be protected against inclement weather, | preambular | |
ICPE-14-1951_RES1-FR | Submits to the Ministries of Public Instruction of the various countries the following recommendation: | operative | |
ICPE-14-1951_RES1-FR | 1. That a school canteen, or at least a multipurpose room for meal service, be provided for during the construction of a new school or new school complex; | operative | |
ICPE-14-1951_RES1-FR | 2. That, as far as possible, a school canteen be attached to every existing school or school group; | operative | |
ICPE-14-1951_RES1-FR | 3. That the construction of the premises where the canteen and its equipment will be installed shall be the responsibility of the authorities bearing the construction costs of the school; | operative | |
ICPE-14-1951_RES1-FR | 4. That the operating costs of the canteen shall be borne by the central or local authorities responsible for the operating expenses of the school; | operative | |
ICPE-14-1951_RES1-FR | 5. School canteens shall be arranged so as to create a welcoming and cheerful environment around the child, to promote relaxation following schoolwork, to allow for the same development as within the family setting, to cultivate aesthetic sense alongside habits of order and cleanliness, and to instill in the child habi... | operative | |
ICPE-14-1951_RES1-FR | 6. To this end, children should be distributed, as much as possible, into rooms with few individuals in each, and within each room, grouped in small clusters around separate tables, each resembling the family dining table. | operative | |
ICPE-14-1951_RES1-FR | 7. That the equipment and furniture, instead of having a rough and purely utilitarian character, be chosen with trust in the child, giving him the respect for beautiful and clean objects that he will like and take care of as his own; | operative | |
ICPE-14-1951_RES1-FR | 8. That school cafeterias be open to all children without distinction, due to the benefits they derive from them in terms of nutrition and education; | operative | |
ICPE-14-1951_RES1-FR | 9. That— insofar as full exemption cannot yet be envisaged—the contribution required from families should, as far as possible, take into account the parents' financial resources; it is desirable that this contribution does not exceed the cost of food products; | operative | |
ICPE-14-1951_RES1-FR | 10. That school canteens offer menus that are rationally composed so as to promote the growth and physiological development of the child; | operative | |
ICPE-14-1951_RES1-FR | 11. That a school cloakroom service operates in favor of students from economically disadvantaged families, insofar as the clothing needs of the child are not covered by family allowances or any other form of assistance to the family; | operative | |
ICPE-14-1951_RES1-FR | 12. That the funding of the school cloakroom be provided by the central or local authorities and that the bodies responsible for distribution proceed with the utmost tact and discretion; | operative | |
ICPE-14-1951_RES1-FR | 13. In order for these recommendations to be effective and likely to lead to concrete achievements, it is considered necessary: a) to provide training for experts in the field of nutrition; b) to exercise effective oversight of the school meal service, with such oversight being carried out by public authorities in the ... | operative | |
ICPE-15-1952_RES1-FR | The International Conference on Public Instruction, convened in Geneva by the United Nations Educational, Scientific and Cultural Organization and by the International Bureau of Education, and having met there on the seventh of July, nineteen fifty-two, in its fifteenth session, adopts on the fifteenth of July, ninetee... | preambular | |
ICPE-15-1952_RES1-FR | Considering that every individual, without distinction of sex, must enjoy all the rights and freedoms proclaimed by the Universal Declaration of Human Rights, and that this equality must extend to all fields, notably in the area of education; | preambular | |
ICPE-15-1952_RES1-FR | Considering that every individual, man or woman, must be able to receive an education that allows them to develop their abilities as fully as possible and to play an effective role as a member or citizen of their community, their country, and the world, and that they must be provided with the elements that meet the req... | preambular | |
ICPE-15-1952_RES1-FR | Whereas, in principle, women must be able, like men, to perform functions corresponding to their abilities; | preambular | |
ICPE-15-1952_RES1-FR | Considering that, under penalty of introducing or worsening social discrimination, the general education provided to girls must be equal in value to that offered to boys, taking into account the psycho-physiological developmental differences that may be observed between the two sexes; | preambular | |
ICPE-15-1952_RES1-FR | Considering that a varied education, both general and technical in nature, can only assist women in fulfilling their essential role within the family and society while simultaneously developing their special aptitudes; | preambular | |
ICPE-15-1952_RES1-FR | Whereas an ever-increasing number of women today are compelled to earn their livelihood or to contribute to the family’s means of subsistence, or even to provide fully for it; | preambular | |
ICPE-15-1952_RES1-FR | Considering that women are called upon to play an increasingly active role in social and civic life, and that their responsibility in this domain is engaged on the same basis as that of men; | preambular | |
ICPE-15-1952_RES1-FR | Considering that economic factors on the one hand, and certain attitudes and customs on the other, practically limit women's access to education, and that the measures envisaged must take these obstacles into account while seeking to reduce them to the greatest extent possible; | preambular | |
ICPE-15-1952_RES1-FR | Taking into account the need to adapt the proposed measures to the specific situation of each country, according to an appropriate pace of implementation, | operative | |
ICPE-15-1952_RES1-FR | Submits the following recommendation to the Ministries of Public Instruction of the various countries: | operative | |
ICPE-15-1952_RES1-FR | 1. Studies should be undertaken at the national level on the various aspects of the issue of women’s access to each level and type of education, as well as on the possibility of utilizing the qualifications awarded by these institutions; | operative | |
ICPE-15-1952_RES1-FR | 2. These studies should address, among other things: a) the legal aspect of women’s access to education, not limited solely to fundamental laws but also examining the regulations and practices of various schools, with regard to their exact conformity with these laws, especially concerning vocational and higher educatio... | operative | |
ICPE-15-1952_RES1-FR | 3. The bodies responsible for these studies should include not only representatives of educational authorities and educators but also representatives from the various concerned ministries, associations—both employer and worker—and specialists representing organizations more directly involved in ensuring equal access fo... | operative | |
ICPE-15-1952_RES1-FR | 4. Based on the results of these studies, it would be appropriate to develop plans aimed at the generalization of women's access to education, covering one or more levels or types of education, according to the specific situation of each country; | operative | |
ICPE-15-1952_RES1-FR | 5. In the development of these plans, close coordination should be ensured between the Ministry of Public Education and the other competent ministries; | operative | |
ICPE-15-1952_RES1-FR | 6. These plans should take into account family, social, economic, geographical conditions, etc., as well as the rate of progress observed in each country, and be sufficiently flexible to continuously adapt to the evolving needs in both urban and rural areas; | operative | |
ICPE-15-1952_RES1-FR | 7. These plans should be widely disseminated by all available means, in particular through adult education, to make the different aspects of the issue understood by the general population and parents in particular, and to involve them in the campaigns that should be undertaken in support of the actions to be carried ou... | operative | |
ICPE-15-1952_RES1-FR | 8. The financing of these plans, involving the opening of new schools, the increase in the number of teaching staff, and the construction of school buildings, should receive special consideration in the establishment of each State’s budget and should in no case be sacrificed to the education program for boys; | operative | |
ICPE-15-1952_RES1-FR | 9. The implementation of these plans should be carried out over a period as short as possible, taking into account the economic capabilities of each country and the achievements already made. | operative | |
ICPE-15-1952_RES1-FR | 10. Any new law or regulation relating to education should be guided by the principle of equal access to education for women and should aim to eliminate from existing provisions anything that might be contrary to this principle; | operative | |
ICPE-15-1952_RES1-FR | 11. The causes of girls not attending school or dropping out prematurely should be examined, and means to address these issues should be sought; | operative | |
ICPE-15-1952_RES1-FR | 12. Under no circumstances should sex segregation result in exclusion for girls; where there is only one school, it should either be coeducational or alternately open to both sexes; in any case, teachers should be trained to take into account both sex differences and individual differences, particularly in the pace of ... | operative | |
ICPE-15-1952_RES1-FR | 13. Under no circumstances should the duration of compulsory schooling be shorter for girls than for boys; | operative | |
ICPE-15-1952_RES1-FR | 14. The authorities responsible for ensuring compliance with compulsory education laws should give equal importance to the school attendance of both sexes; | operative | |
ICPE-15-1952_RES1-FR | 15. The extension of free education, a factor conducive to the implementation of the principle of equal access to education for women, should be considered to the fullest extent possible; | operative | |
ICPE-15-1952_RES1-FR | 16. Equal support (scholarships, family allowances, tuition fee exemptions, etc.) should be provided to both sexes to enable girls and women to continue their studies in secondary, vocational, technical, or higher education and to access these various levels of education; | operative | |
ICPE-15-1952_RES1-FR | 17. Within fixed or elective programs, the various subjects should be taught with equal value and equal duration for both girls and boys; | operative | |
ICPE-15-1952_RES1-FR | 18. Practical courses offered as options should be open equally to students of both sexes; furthermore, provision should be made, at all levels and types of education, for courses preparing women for their family role; | operative | |
ICPE-15-1952_RES1-FR | 19. Moral, civic, and social education, as well as education for family life, should be included at all levels in the education programs for girls and women, as well as for boys and men, in order to help them understand and assume the role and responsibilities of women in the family, local, national, and international ... | operative | |
ICPE-15-1952_RES1-FR | 20. Aesthetic education, which is essential to all human development, should receive particular attention in the case of girls and women, so that they may fully participate in the artistic life of the community and ensure, through their influence on family life, the transmission of aesthetic values. | operative | |
ICPE-15-1952_RES1-FR | 21. In basic education initiatives, great importance should be given to the education of women, in particular to ensure that they themselves experience the value of education and are thus encouraged to extend its benefits to their children; | operative | |
ICPE-15-1952_RES1-FR | 22. Women should be involved, to the greatest extent possible, in the development, organization, and management of basic education initiatives; | operative | |
ICPE-15-1952_RES1-FR | 23. Basic education should enable the close involvement of women in the activities and achievements of the community; | operative | |
ICPE-15-1952_RES1-FR | 24. Basic education should be designed and delivered in such a way as to ensure the participation of the entire community in all aspects of this education; it should enable women to acquire the same knowledge as men, while providing them with practical, emotional, and moral training that prepares them to better fulfill... | operative | |
ICPE-15-1952_RES1-FR | 25. For the dissemination of basic education, attention should be given to organizing temporary and permanent centers, in whose activities women should participate extensively, whether for staff training or for the coordination of the various categories of basic education personnel (instruction, social services, etc.);... | operative | |
ICPE-15-1952_RES1-FR | 26. In addition to State initiatives in the field of basic education, facilities could, where appropriate, be granted within the framework of each country’s legislation to private organizations engaged in education in the professional, civic, cultural, or recreational domains, so that they may contribute to the advance... | operative | |
ICPE-15-1952_RES1-FR | 27. Official or private organizations that provide basic education should consider the establishment of nurseries, which would serve, on the one hand, to care for the children of women participating in the various activities of these organizations and, on the other hand, to provide women with the necessary knowledge of... | operative | |
ICPE-15-1952_RES1-FR | 28. With regard to vocational training, students of either sex should have, in law and in practice, equal opportunities for training, taking into account their abilities; | operative | |
ICPE-15-1952_RES1-FR | 29. Information and publicity relating to various jobs, trades, and careers should not be limited to those traditionally considered female or to sectors employing a predominantly female workforce; | operative | |
ICPE-15-1952_RES1-FR | 30. School and vocational guidance services should be organized that are equally valid for girls and boys, taking into account both the characteristics of each sex and individual aptitudes as well as labor market conditions; | operative | |
ICPE-15-1952_RES1-FR | 31. It would be appropriate to undertake and develop broad efforts aimed at making women understand the advantage for them of acquiring the most advanced vocational training possible in fields that correspond to their individual aptitudes and interests. | operative | |
ICPE-15-1952_RES1-FR | 32. Opportunities for complementary vocational training, preparing women to access positions of responsibility and leadership, should be offered to both women and men. | operative | |
ICPE-15-1952_RES1-FR | 33. To facilitate her access to higher education as well as the utilization of her capacities for the greater benefit of society, the organization of university studies should allow women to specialize in fields particularly suited to their abilities and ensure them a more adequate preparation for the new careers that ... | operative | |
ICPE-15-1952_RES1-FR | 34. In fact, both in practice and in law, the teaching profession, school leadership, as well as administrative and inspection functions should be broadly accessible to women at all levels of education, including vocational education and higher education; | operative | |
ICPE-15-1952_RES1-FR | 35. The same level of training should be required of teachers, whether men or women, for each degree and type of education; | operative | |
ICPE-15-1952_RES1-FR | 36. On an equal basis, the status of teaching staff, including the conditions of appointment and retention in employment, salaries and pensions, etc., should be identical for all members of the teaching profession, including administrative and inspection personnel; | operative | |
ICPE-15-1952_RES1-FR | 37. The status of the teaching staff should include provisions specifically designed to reconcile the rights and duties of women teachers with the requirements of their maternal responsibilities. | operative | |
ICPE-15-1952_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 7, 1952, at its fifteenth session, adopts on July 16, 1952, the following recommendation: The Conference, | preambular | |
ICPE-15-1952_RES1-FR | Considering that education is incomplete without the study of the natural sciences; | preambular | |
ICPE-15-1952_RES1-FR | Considering that modern existence requires all men to have basic scientific knowledge so that they may better understand their natural environment and more effectively apply scientific discoveries to the improvement of general living conditions; | preambular | |
ICPE-15-1952_RES1-FR | Considering that the study of natural sciences holds genuine value for the development of moral qualities; | preambular | |
ICPE-15-1952_RES1-FR | Considering finally that this study highlights the beneficial outcomes of international collaboration in the field of scientific research and thus tends to improve relations among people; | preambular | |
ICPE-15-1952_RES1-FR | Recalling the recommendation concerning the introduction to natural sciences in primary education adopted in 1949 by the 12th International Conference on Public Education, | preambular | |
ICPE-15-1952_RES1-FR | Submits to the Ministries of Public Education of the various countries the following recommendation: | operative | |
ICPE-15-1952_RES1-FR | 1. It is desirable that the teaching of natural sciences in secondary school classes be as extensive as possible and that, in all cases, it provide all students between the ages of eleven and fifteen with a common foundation of fundamental concepts, and provide certain categories of older students with broader and more... | operative | |
ICPE-15-1952_RES1-FR | 2. The teaching of natural sciences in secondary classes must provide students with basic knowledge concerning the world and humanity, train them in scientific methods, enrich their general culture and sensitivity. Such teaching aims to achieve the following objectives: a) to make the child (human, creator of other hum... | operative | |
ICPE-15-1952_RES1-FR | b) to develop the child's intellect through active methods aimed at cultivating and, when appropriate, awakening the capacities for observation, description, and judgment (discovery, invention, comparison, classification); to foster a love of truth and intellectual honesty, the satisfaction of well-done work, and a con... | operative | |
ICPE-15-1952_RES1-FR | 3. The specific nature of natural sciences requires: a) that the curricula take ample account of the needs and possibilities of each region by giving priority to the knowledge of man and the conditions of his existence; b) that they allocate significant importance to practical issues related to nutrition, individual an... | operative | |
ICPE-15-1952_RES1-FR | 4. A rational teaching of natural sciences requires from the students the most comprehensive activity possible, training in the observation of facts and the study of their interrelations, experimentation, and the discussion of results in order to be able to ascend from concrete cases to abstract laws; | operative | |
ICPE-15-1952_RES1-FR | 5. For such teaching, material resources must be generously provided, in the most varied forms: a) basic collections and the materials necessary for their maintenance and enrichment; b) funds allowing the availability of living or fresh material (aquarium, vivarium, terrarium); c) laboratory equipment, dissection and o... | operative | |
ICPE-15-1952_RES1-FR | 6. The use of audiovisual tools can be recommended, provided that these tools form an integral part of the teaching. | operative | |
ICPE-15-1952_RES1-FR | 7. The teaching of natural sciences must engage students in the protection of fauna and flora and in the establishment of reserves to safeguard natural environments from the expansion of agriculture or human habitation; | operative | |
ICPE-15-1952_RES1-FR | 8. It is desirable that students be encouraged and trained to express their thoughts in language that is always correct and precise and, where appropriate, by all means of graphic or artistic representation. | operative | |
ICPE-15-1952_RES1-FR | 9. It is desirable that strictly educational activities be complemented by the organization of leisure activities, particularly through the creation of clubs or societies of young naturalists, which would allow teachers and young students, through discussions, personal projects, excursions, etc., to get to know each ot... | operative | |
ICPE-15-1952_RES1-FR | 10. The teaching of natural sciences requires teachers to possess exceptional qualities as naturalists; it is therefore important that even classes at the lower level be entrusted to professors who are fundamentally qualified by their knowledge and their abilities as facilitators. | operative | |
ICPE-15-1952_RES1-FR | 11. A desirable institution is that of educational advisors, that is to say, teachers with recognized proven abilities whose mission is to guide a certain number of colleagues who are still inexperienced; | operative | |
ICPE-15-1952_RES1-FR | 12. Independently of the continuous effort in personal development that can rightfully be expected of them, it is necessary to offer in-service teachers the opportunity to verify and refresh their knowledge through training courses or the organization of study days; | operative | |
ICPE-15-1952_RES1-FR | 13: It is essential to never lose sight of the need to connect the teaching of natural sciences with that of other disciplines such as geography, economics, the history of civilization, philosophy, and even literature through the reading of writers who have devoted their finest pages to the phenomena or problems of nat... | operative | |
ICPE-16-1953_RES1-FR | The International Conference on Public Instruction, convened in Geneva by the United Nations Educational, Scientific and Cultural Organization and by the International Bureau of Education, and having met there on July 6, 1953, in its sixteenth session, adopts on July 14, 1953, the following recommendation: The Conferen... | preambular | |
ICPE-16-1953_RES1-FR | Considering the needs arising from the extension of compulsory schooling, as addressed in Recommendation No. 32 concerning compulsory schooling and its extension, adopted in 1951, | preambular | |
ICPE-16-1953_RES1-FR | Considering that children in all countries have the right to be taught and educated by teachers who provide all necessary assurances from the physical, psychological, and moral perspectives, as well as in terms of intellectual and pedagogical training, | preambular | |
ICPE-16-1953_RES1-FR | Considering that the professional training of the primary school teacher must increasingly be based on a solid general education of the level required for access to higher education, | preambular | |
ICPE-16-1953_RES1-FR | Considering that no one may be called upon to teach, even temporarily, unless they possess a recognized professional qualification, | preambular | |
ICPE-16-1953_RES1-FR | Considering that the primary school teacher is an active member of the community, and as such must be prepared to participate in the cultural and social life of that community, | preambular | |
ICPE-16-1953_RES1-FR | Considering that advances in the sciences of education (genetic and social psychology, affective psychology, experimental pedagogy and comparative pedagogy, mental hygiene, etc.) provide the primary school teacher with perspectives and information likely to significantly improve their teaching techniques, | preambular | |
ICPE-16-1953_RES1-FR | Considering that, despite similar aspirations, countries whose geographical, demographic, and social situations as well as historical and cultural developments may be very different, must provide diverse solutions to the problems of primary teacher training; | preambular | |
ICPE-16-1953_RES1-FR | Submits the following recommendation to the Ministries of Public Instruction of the various countries: | operative | |
ICPE-16-1953_RES1-FR | ORGANIZATION AND ADMINISTRATION OF PRIMARY TEACHER TRAINING 1. The development of education and the expansion of schooling require that primary teacher training be the subject of continuous study and that it be periodically adapted to new circumstances and emerging needs. | operative |
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