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ICPE-04-1935_REC-2-FR | The Conference, Considering: That, in almost all countries, secondary education is currently undergoing profound reforms and sometimes even a complete reorganization; That it is important to seize this opportunity to further improve, alongside the general education of future secondary school teachers, their professiona... | null |
ICPE-04-1935_REC-2-FR | 1) Draws the particular attention of the responsible educational authorities to the importance of this issue; | null |
ICPE-04-1935_REC-2-FR | 2) The Conference recognizes the necessity, for future secondary school teachers, of a highly developed scientific education, provided within universities or institutions of higher education; it consequently acknowledges that this scientific education must obligatorily include a certain degree of specialization; | null |
ICPE-04-1935_REC-2-FR | 3) However, it considers that this specialization should be neither premature nor too narrow; — that the preparation of future teachers should not be limited solely to the subjects they will teach; — that it should also include: a) a moral and methodical preparation for the duties of the educator; b) a sufficiently dev... | null |
ICPE-04-1935_REC-2-FR | 4) It expresses the wish that, in the preparation of future secondary school teachers for girls' education, due consideration be given to the role their students will have to play in the home, and that a place be assured, both in their training and in the curricula of girls' secondary education, for domestic economy, h... | null |
ICPE-04-1935_REC-2-FR | 5) It wishes that the duration of studies be sufficient to reconcile the demands of general preparation with those of theoretical pedagogical training and practical preparation, and that appropriate examinations be established to ensure that students who do not possess the required aptitudes are eliminated before obtai... | null |
ICPE-04-1935_REC-2-FR | 6) It recommends that, in the appointment procedures, consideration be given not only to the candidates' theoretical knowledge but especially to their moral character and professional abilities; | null |
ICPE-04-1935_REC-2-FR | 7) It draws the special attention of the educational authorities to the need to facilitate ongoing professional development for teaching staff already in service. 121 III. | null |
ICPE-05-1936_REC-FR | The International Conference on Public Education, Convened in Geneva by the International Bureau of Education, and having met there on July 13 in its fifth session, adopts on July 14, 1936, the following recommendation: The Conference, | null |
ICPE-05-1936_REC-FR | Considering that, while the percentage of deaf-mutes and especially the blind appears to decrease quite markedly, the number of intellectually abnormal individuals who are mentally retarded or unstable tends, on the contrary, to increase in alarming proportions; | null |
ICPE-05-1936_REC-FR | That it is the sole responsibility of the public authorities to take the necessary measures to address the causes of this increase (hereditary diseases, alcoholism, conditions of modern existence); | null |
ICPE-05-1936_REC-FR | But educators have the duty to be concerned with the conditions under which the physically abnormal, the blind and deaf-mutes on the one hand, and the mentally abnormal on the other, can be enabled, through appropriate education, to lead an economic and social life more beneficial to themselves and society—and prepared... | null |
ICPE-05-1936_REC-FR | Considering, on the other hand, that in the identification of mentally abnormal individuals, it is of utmost importance to exercise extreme caution, and to avoid the risk of prematurely classifying as abnormal children who will be able to lead a roughly normal life, thereby diminishing them for their entire existence b... | null |
ICPE-05-1936_REC-FR | Recommends to the Ministries of Public Education of the various countries, | null |
ICPE-05-1936_REC-FR | 1° That the establishment, wherever it is deemed necessary, of special classes or schools and, where appropriate, boarding facilities for the physically abnormal on one hand, and for the mentally abnormal on the other, be made mandatory for the authorities responsible for educational organization; that these institutio... | null |
ICPE-05-1936_REC-FR | 2° That the instruction provided therein be given under the same conditions of gratuity as the instruction given in regular classes to normal children; | null |
ICPE-05-1936_REC-FR | 3° That, for boarders, scholarships be generously granted to children from modest families; | null |
ICPE-05-1936_REC-FR | 4° That the education provided includes not only: a) the specialized instruction (for example, speech therapy and lip-reading for the deaf-mute, reading and writing for the blind) required by these children; b) general education, which should, as far as possible, be comparable to that received by other children; but al... | null |
ICPE-05-1936_REC-FR | 5° That the abilities of the children be given the utmost consideration; consequently, class sizes should be kept small, and the teaching methods used should — everywhere — be individual, active, and concrete methods, already in use in a number of countries; | null |
ICPE-05-1936_REC-FR | 6° That these children be regarded not as dependents, but as educable; consequently, that the institutions dedicated to them be affiliated with the Ministries responsible for Public Instruction in the various nations; | null |
ICPE-05-1936_REC-FR | 7° That a compulsory school medical inspection, implemented everywhere, encompass both the mental health and physical health of children, and that the screening of children with abnormalities be conducted through close collaboration among teachers, school doctors, and, if possible, psychiatrists and school psychologist... | null |
ICPE-05-1936_REC-FR | 8° That an initial introduction to the various special teachings be, if possible, provided to future teachers as early as in the teacher training college; that internships be established for those who later wish to dedicate themselves specifically to these teachings; and that access to these internships be facilitated ... | null |
ICPE-05-1936_REC-FR | 9° That an additional salary supplement be granted to teachers who, holding a certificate of aptitude for the education of children with special needs, actually teach in special classes. | null |
ICPE-03-1934_REC-1-FR | The Conference 1) Notes that the issue of compulsory schooling and its extension presents itself in very different ways across various countries and that no comprehensive measure can currently be recommended. | null |
ICPE-03-1934_REC-1-FR | 2) Recognizes that in countries where the number of schools does not yet correspond to the school-age population, the issue is not so much extending schooling as ensuring that every child has the opportunity to attend school for a minimum specified number of years. | null |
ICPE-03-1934_REC-1-FR | 3) While acknowledging that the number of compulsory school years may vary between countries, considers it desirable that the number of actual years of schooling should in no case be less than seven, and notes that this minimum is already exceeded in many countries. | null |
ICPE-03-1934_REC-1-FR | 4) Considers that the school leaving age should not be set before the point at which the physical, intellectual, and moral education of the child has been sufficiently ensured. | null |
ICPE-03-1934_REC-1-FR | 5) Draws the attention of Governments to the importance of ensuring that the adoption of the principle of compulsory schooling and sanctions for breaches of this principle are accompanied by the necessary effort on the part of the authorities to make full compliance with this obligation possible. | null |
ICPE-03-1934_REC-1-FR | 6) Considers that, in principle, and for the majority of countries, extending schooling beyond the age of 14 would offer indisputable advantages, except for temporary and short-duration exemptions that could be granted in certain cases, for example during agricultural work periods. | null |
ICPE-03-1934_REC-1-FR | 7) Proclaims that the issue of extending schooling must be resolved in conjunction with that of the age of admission to work. | null |
ICPE-03-1934_REC-1-FR | 8) Wishes that, at the national level, the most complete coordination exists, with regard to the measures to be taken, between the Departments of Public Education and those of Labor, and that, at the international level, studies concerning the minimum age for admission to employment be conducted concurrently with those... | null |
ICPE-03-1934_REC-1-FR | 9) Wishes that the education provided in the proper school setting be extended into a post-school education that is also compulsory; that the extended education, whether school-based or post-school, consist essentially of general training, drawing its interests and teaching content from the dominant concerns of the reg... | null |
ICPE-03-1934_REC-1-FR | 10) Considers it desirable that any measure concerning the extension of schooling be taken with due regard to the necessity of coordinating the various types of education and ensuring the continuity of their curricula. | null |
ICPE-03-1934_REC-1-FR | 11) Draws the attention of the educational authorities to the necessity of adapting the methods of extended education to the psychological conditions related to the age of the students. | null |
ICPE-03-1934_REC-1-FR | 12) Emphasizes that due to the specific characteristics of the curricula and methods to be applied in extended education, it is necessary to train teachers designated to provide it and to select them from among those educators who, during their previous professional practice, have demonstrated particular aptitude for t... | null |
ICPE-03-1934_RES1-FR | The Conference, considering that it would be dangerous to train for the future a generation of citizens insufficiently prepared physically, intellectually, and morally, and, consequently, incapable of finding solutions to the formidable problems posed by the reorganization of the world, | null |
ICPE-03-1934_RES1-FR | 1. Draws the attention of Governments to the serious consequences that budget cuts in the field of education may entail, and suggests that savings be sought in areas less directly related to material and spiritual progress. | null |
ICPE-03-1934_RES1-FR | 2. Takes note with satisfaction that resolutions to this effect have been adopted by the Executive Committee of the International Bureau of Education, by several major international educational associations or meetings, as well as by the International Commission for Intellectual Cooperation and by the Assembly of the L... | null |
ICPE-03-1934_RES1-FR | 3. Regretting that certain countries have been compelled, due to the circumstances of the economic crisis, to introduce often significant restrictions in the field of education, the Conference draws the attention of Governments to the following considerations: a) the most dangerous cuts are indiscriminate reductions ma... | null |
ICPE-04-1935_REC-1-FR | The Conference, Considering: That the current economic and social conditions and the development of knowledge have made the task of primary school teachers much more difficult and complex; That, in the educational endeavor, it is the personality of the teacher that constitutes the decisive factor, and that, consequentl... | null |
ICPE-04-1935_REC-1-FR | While taking into account the differences in preparation required by the various countries due to historical, geographical, economic, and social conditions, the Conference notes that there is a prevailing opinion in favor of training primary teaching staff at Universities or University-affiliated Pedagogical Institutes... | null |
ICPE-04-1935_REC-1-FR | III The Conference expresses the wish: That the age of admission to the position of primary school teacher, and consequently the age of admission to teacher training centers, be set in such a way that the young teacher, before beginning their duties, has acquired sufficient moral and intellectual maturity, and a full a... | null |
ICPE-04-1935_REC-1-FR | IV The Conference considers: That professional and specifically pedagogical training must be added to a good general education; That, consequently, the duration of studies must be sufficiently long to ensure that students, without excessive strain, acquire both a general education and an adequate professional training;... | null |
ICPE-04-1935_REC-1-FR | V The Conference considers it necessary: That, for the professional training of future teachers, the curricula and schedules should provide not only for the theoretical study of pedagogy and auxiliary sciences but also for very serious practical preparation; That a place should also be reserved for economic and artisti... | null |
ICPE-04-1935_REC-1-FR | VI The Conference considers that the training of urban teachers and rural teachers, where it seems necessary to differentiate, must be of the same level and confer the same rights; it notes that, in several countries, prospective teachers complement their general professional training with a specialization in certain s... | null |
ICPE-04-1935_REC-1-FR | VII The Conference considers that a permanent appointment should only be granted to young teachers after a sufficiently long, rationally organized, and duly supervised internship; It expresses the wish that the establishment of in-service training internships for active teachers be generalized and become the subject of... | null |
ICPE-UNKNOWN_REC-FR | The Conference, recognizing that there is an increasingly close interdependence between education and other aspects of the lives of peoples; recognizing that there is great advantage in involving as many interests and areas of expertise as possible in the work of public education, while acknowledging that the diversity... | null |
ICPE-UNKNOWN_REC-FR | 1) Emphasizes the value that bodies commonly known as Higher Councils of Public Instruction can offer; | null |
ICPE-UNKNOWN_REC-FR | 2) Notes that the advisory functions of these bodies can be of great benefit to the educational administrations of the various countries; | null |
ICPE-UNKNOWN_REC-FR | 3) Considers that the effectiveness of these bodies largely depends on the extent to which they collectively include representatives of the school administration, public opinion, parents, as well as representatives of the teaching staff and specialists in the field of education; | null |
ICPE-UNKNOWN_REC-FR | 4) Notes with interest that in several countries a place is made, within these Superior Councils, for members from the different categories of education; | null |
ICPE-UNKNOWN_REC-FR | 5) Considers that in countries where administrative organization permits, Regional or Provincial Councils of Public Instruction can provide significant services; | null |
ICPE-UNKNOWN_REC-FR | 6) Is convinced that, once again, the effectiveness of these Councils largely depends on their composition; | null |
ICPE-UNKNOWN_REC-FR | 7) Emphasizes the special importance that local School Councils or Commissions hold in certain countries for the life and development of the school; | null |
ICPE-UNKNOWN_REC-FR | 8) Considers that it is in the area of extracurricular activities and in the relationships between the school and the public that local school councils or commissions can be of greatest usefulness; | null |
ICPE-UNKNOWN_REC-FR | 9) Draws the attention of educational authorities to the valuable contributions that parent associations, whether officially recognized or not, can make to education through their participation in the Councils. | null |
ICPE-05-1936_REC-FR | The International Conference on Public Education, convened in Geneva by the International Bureau of Education, and having met there on July 13th in its fifth session, adopts on July 15th, 1936 the following recommendation: The Conference, | null |
ICPE-05-1936_REC-FR | Considering that the peasant class constitutes in various countries a reservoir of physical health and an element of moral strength whose integrity must be safeguarded everywhere by combating, where they prevail, rural exodus and the depopulation of the countryside; | null |
ICPE-05-1936_REC-FR | That the conditions of modern civilization and the advances in agricultural technology make it possible to organize rural life in a manner that is both more comfortable and more convenient; | null |
ICPE-05-1936_REC-FR | That, although the development of education has undoubtedly not contributed as much as some have claimed to divert rural youth from the land, this criticism has at times been justly directed at the school; | null |
ICPE-05-1936_REC-FR | That the rural school, on the contrary, without aiming to provide strictly agricultural education, can and must enable children from the countryside to understand the importance and the social and intellectual dignity of rural life, and provide them with the basic scientific knowledge that today’s intelligent exercise ... | null |
ICPE-05-1936_REC-FR | Considering that overall, and for reasons that may vary, the issue of rural schooling is currently being raised in almost every country; | null |
ICPE-05-1936_REC-FR | — 137 Recommends to the Ministries of Public Instruction of the various countries: | null |
ICPE-05-1936_REC-FR | 1° That the education provided to children in rural schools shall, in principle, be in no way inferior to that given to children in urban schools, and shall enable them to gain access to secondary schools; | null |
ICPE-05-1936_REC-FR | 2° That, in practice and to ensure greater fairness in the field of education, efforts be made to remedy, as far as possible, the adverse conditions in which rural schools may find themselves; | null |
ICPE-05-1936_REC-FR | 3° That an equivalent level of instruction be ensured in rural and urban schools, with teachers naturally having the duty to adapt the curricula to local conditions and, in particular, to derive their "centers of interest" from the environment in which their students live; | null |
ICPE-05-1936_REC-FR | 4° Efforts should be made to adapt the very organization of the rural school (holidays, vacations, schedules, as well as curricula) by taking into account the local or regional living conditions; | null |
ICPE-05-1936_REC-FR | 5° That, to ensure a more complete sense of unity between urban and rural schools, both shall be under the authority of the same Ministry; | null |
ICPE-05-1936_REC-FR | 6° That the general curricula of primary schools allocate sufficient space to concepts relating to rural life; | null |
ICPE-05-1936_REC-FR | 7° That rural schoolteachers utilize the specific educational resources offered by their environment to give their teaching a concrete and lively character, thereby fostering in their pupils an appreciation for rural life; | null |
ICPE-05-1936_REC-FR | 8° That, for the older students in rural classes, without providing strictly agricultural instruction, scientific teaching should focus in particular on the concepts that cultivators must possess today for an intelligent and fruitful practice of their profession; | null |
ICPE-05-1936_REC-FR | 9° That, in order to enable rural schools to provide children with the full education to which they are entitled, the maximum number of pupils admitted to single-class schools be very strictly limited; | null |
ICPE-05-1936_REC-FR | 10° Efforts should be made, through the creation of "central" schools, to reduce, as far as possible, the number of single-class schools; if these are retained for the youngest children, "central" classes should at least be established for older boys and girls; the necessary transportation services and cafeterias for t... | null |
ICPE-05-1936_REC-FR | 11° That, for young people from rural families who may continue their studies for a time without seeking specifically agricultural education, sections should be established within higher primary education institutions, or their equivalents, alongside the general preparatory sections for the diploma, where particular em... | null |
ICPE-05-1936_REC-FR | 12° That rural schoolteachers shall not be regarded as inferior to those in urban schools; to this end, a general and professional training of the same level shall be provided to both, either within common institutions or within specialized institutions for urban or rural teachers, ensuring in all cases adequate emphas... | null |
ICPE-05-1936_REC-FR | 13° That agricultural or domestic training internships be established for male and female teachers who wish to devote themselves specifically to post-school or supplementary rural education; | null |
ICPE-05-1936_REC-FR | 14° That, in order to ensure, to some extent, the stability of the situation of rural teachers by compensating for the inconveniences and disadvantages of living outside the city, special benefits be granted to them; | null |
ICPE-05-1936_REC-FR | 139 — 15° That the work of the school be supplemented or facilitated by the organization of extracurricular and post-school activities, such as young farmers’ clubs, traveling libraries, rural radio or educational film sessions, pedagogical and cultural missions, correspondence courses, etc. | null |
ICPE-05-1936_REC-FR | The International Conference on Public Instruction, convened in Geneva by the International Bureau of Education, and having met there on July 13th in its fifth session, adopts on July 17th, 1936, the following recommendation: The Conference, | null |
ICPE-05-1936_REC-FR | Considering that the modern school must provide the child with a lively education, which makes extensive use not only of books and memory but also of observation of the environment and the child's various activities; that it must widely utilize the new means of information made available by modern science (phonograph, ... | null |
ICPE-05-1936_REC-FR | Moreover, it can no longer limit its purpose to the acquisition of the "tools of the intellect" (reading, writing, arithmetic, drawing) — and the essential knowledge that no person is permitted to ignore; it must also ensure the most complete physical, intellectual, moral, and social development possible of the childre... | null |
ICPE-05-1936_REC-FR | It must consequently guarantee them healthy school living conditions, supervise their physical development by providing the necessary supplemental nutrition, and at the same time strive to instill good hygiene habits. | null |
ICPE-05-1936_REC-FR | That, in order to ensure a harmonious development of their intellectual faculties and physical capabilities, and to enable a well-informed professional orientation for the older children on the verge of leaving school, proper emphasis must be given to manual activities; | null |
ICPE-05-1936_REC-FR | That the moral and artistic education of children involves the organization of meetings and festivities which must continue beyond school hours, with the school premises always remaining the center; | null |
ICPE-05-1936_REC-FR | That the development of new school buildings can contribute, in many countries, to the fight against unemployment and economic stagnation; | null |
ICPE-05-1936_REC-FR | The Conference Recommends to the Ministries of Public Education: | null |
ICPE-05-1936_REC-FR | 1° That, in the development of school construction plans, while giving architectural and hygienic needs the importance they deserve, priority be given to the interests of education and to the fullest extent possible to the opinions of educational authorities and pedagogues; | null |
ICPE-05-1936_REC-FR | 2° That primary schools be, as far as possible, established not within city centers, but in locations that allow for spacious premises, extensive playgrounds, and the provision of sports fields; | null |
ICPE-05-1936_REC-FR | ..?° That in the arrangement of premises (orientation and size of classrooms, access conditions, ventilation, lighting, heating), both local conditions and the need to maintain a certain harmony between the school facilities and the environment be taken into account, but above all the necessities of hygiene. | null |
ICPE-05-1936_REC-FR | 4° That the size of the classrooms, as well as the nature and arrangement of the furniture and educational materials, be determined in consideration of the specific needs of the active school. | null |
ICPE-05-1936_REC-FR | 5° That the installation and necessary equipment for the establishment of libraries and the use of the phonograph, school radio, still or animated projection, etc., be provided; | null |
ICPE-05-1936_REC-FR | 6° That the school be provided with a school garden, demonstration fields, and grounds intended for outdoor teaching; | null |
ICPE-05-1936_REC-FR | 7° That it also has an independent drawing room, a workshop, and, for girls, rooms and facilities for domestic education (in particular sewing, cooking, and ironing); | null |
ICPE-05-1936_REC-FR | 8° That, to ensure the proper physical development of children, the school be equipped in any case with a dining hall or school canteen, a medical office with the necessary facilities and equipment, a playground, a physical education room, as well as washbasins and a bathroom with showers; | null |
ICPE-05-1936_REC-FR | g° That premises be arranged for educational activities both during and after school hours (reading room, projection room, assembly hall), allowing, for smaller schools, the possibility of using the same room for several of these purposes; | null |
ICPE-05-1936_REC-FR | 10° That, as far as possible, these desiderata apply not only to urban schools but also to rural schools, with the State providing the necessary assistance to rural municipalities; | null |
ICPE-05-1936_REC-FR | 11° That new school construction programs be included among the public works projects undertaken to combat the economic crisis. | null |
ICPE-06-1937_REC-FR | The International Conference on Public Education, Convened in Geneva by the International Bureau of Education, and having met there on July 19th in its sixth session, adopts on July 20th, 1937, the following recommendation: The Conference, | null |
ICPE-06-1937_REC-FR | Considering that it is of utmost importance that discoveries resulting from a more precise understanding of child psychology and the sciences of education be translated as quickly and as fully as possible into the adoption of methods that are increasingly active, intuitive, and concrete; | null |
ICPE-06-1937_REC-FR | That for this purpose, it is not sufficient to provide tomorrow's educators, in pedagogical institutes and normal schools, with training more precisely adapted to their mission; | null |
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