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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 professional and specifically pedagogical training;", | |
| ICPE-04-1935_REC-2-FR,1) Draws the particular attention of the responsible educational authorities to the importance of this issue;, | |
| 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;", | |
| 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 developed study of related disciplines; — c) theoretical pedagogical studies, the importance of which it wishes to emphasize, which should in particular focus on adolescent psychology and on modern methods of assessment concerning teaching outcomes; d) an equally essential practical preparation, which can be provided either in training schools or through methodically organized internships;", | |
| 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, home economics, hygiene, childcare, and family education.", | |
| 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 obtaining the final certificate;", | |
| 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;", | |
| 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., | |
| 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,", | |
| 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;", | |
| 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);", | |
| 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, like other children, to enjoy the moral, artistic, and intellectual riches that truly give value to human life;", | |
| 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 both in their own eyes and in the eyes of society;", | |
| ICPE-05-1936_REC-FR,"Recommends to the Ministries of Public Education of the various countries,", | |
| 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 institutions be created under conditions such that special education is not accessible solely to children from urban centers;", | |
| 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;, | |
| ICPE-05-1936_REC-FR,"3° That, for boarders, scholarships be generously granted to children from modest families;", | |
| 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 also appropriate vocational training, taking into account the state of the labor market;", | |
| 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;", | |
| 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;", | |
| 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 psychologists—and that this process be carried out with the utmost caution;", | |
| 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 through the provision of sufficient scholarships or by the maintenance of salary.", | |
| 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.", | |
| 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., | |
| 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.", | |
| 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.", | |
| 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.", | |
| 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., | |
| 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.", | |
| 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., | |
| 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 concerning compulsory schooling.", | |
| 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 region, whether rural, industrial, commercial, etc., and, for young girls, include home economics preparation; and that, by giving greater emphasis to practical exercises, it aims to awaken and develop the students' vocational abilities; a significant place should be reserved for physical and moral training.", | |
| 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., | |
| 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., | |
| 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 this type of instruction.", | |
| 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,", | |
| 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.", | |
| 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 League of Nations.", | |
| 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 made without regard to the utility and effectiveness of the institutions affected; b) it would be advisable that budgetary cuts in the field of Public Instruction not be imposed by the authorities responsible for the budget without prior examination by the authorities responsible for Public Instruction; c) the reduction of teachers' salaries constitutes a serious threat to the recruitment of its members, who must be men of excellence, since the very future of the nation is entrusted to them; d) no reduction should affect what contributes to the physical and moral health of children: hygienic school premises, school canteens, playgrounds, school camps, nor all social assistance services which have given a new direction to today’s school and which, in times of crisis, are more necessary than ever; e) any depletion of educational materials likely to compromise the quality of teaching should be avoided; f) class sizes should not be increased to the extent that the value of teaching is weakened and the health of students compromised; g) the functioning of school inspection, on which the quality of teaching in a country partly depends, should be maintained in such a way that its efficiency remains sufficient.", | |
| 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, consequently, the issue of the professional training of future teachers is of paramount importance; That, in this training, the greatest consideration must be given not only to general knowledge and strictly pedagogical knowledge, but also, and above all, to moral values; Welcomes the fact that the question of the preparation of primary school teachers constitutes, in almost all countries, one of the primary concerns of the educational authorities.", | |
| 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, or at Pedagogical Academies, following prior secondary education.", | |
| 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 awareness of the importance of their task and responsibilities; That the selection of candidates not only be based on acquired knowledge, but also take very seriously into account moral, intellectual, and physical aptitudes; That the studies of future primary school teachers be free of charge, or at least that scholarships be granted to deserving candidates in need.", | |
| 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; That, moreover, it is possible to initially provide this general education and then reserve the pedagogical training to the teacher training centers (Universities, Faculties of Education, University Pedagogical Institutes, Pedagogical Academies or Institutes, Normal Schools), at least in countries where it is not deemed feasible to provide both general education and pedagogical training within the same institution.", | |
| 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 artistic disciplines, which teachers will later need to introduce to the children entrusted to them, either in the formal school setting or in out-of-school educational organizations, and that due consideration be given to the important role of physical education in personality development; It wishes that the professional preparation (pedagogical, psychological, social, and practical) of future teachers be inspired by the principles of the Active School, provide sufficient opportunities for individual research work, and considers that professional training should ensure close contact between future teachers and the populations among whom they will teach, particularly in rural areas; It expresses the wish that particular importance be accorded to annexed model schools, which should include both rural and urban schools.", | |
| 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 specific subjects, which they may subsequently teach, at least to the older pupils of elementary primary school.", | |
| 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 permanent regulatory measures.", | |
| 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 of circumstances requires different organizations in different countries,", | |
| ICPE-UNKNOWN_REC-FR,1) Emphasizes the value that bodies commonly known as Higher Councils of Public Instruction can offer;, | |
| 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;, | |
| 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;", | |
| 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;", | |
| ICPE-UNKNOWN_REC-FR,"5) Considers that in countries where administrative organization permits, Regional or Provincial Councils of Public Instruction can provide significant services;", | |
| ICPE-UNKNOWN_REC-FR,"6) Is convinced that, once again, the effectiveness of these Councils largely depends on their composition;", | |
| 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;, | |
| 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;, | |
| 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.", | |
| 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,", | |
| 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;", | |
| 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;, | |
| 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;", | |
| 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 of rural professions requires;", | |
| 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;", | |
| ICPE-05-1936_REC-FR,— 137 Recommends to the Ministries of Public Instruction of the various countries:, | |
| 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;", | |
| 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;", | |
| 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;", | |
| 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;", | |
| 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;", | |
| ICPE-05-1936_REC-FR,6° That the general curricula of primary schools allocate sufficient space to concepts relating to rural life;, | |
| 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;", | |
| 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;", | |
| 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;", | |
| 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 this purpose should be organized;", | |
| 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 emphasis is placed on notions preparatory to rural life;", | |
| 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 emphasis on rural knowledge, and, for female teachers, on household management knowledge.", | |
| 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;, | |
| 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;", | |
| 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.", | |
| 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,", | |
| 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, radio, still and animated projections, etc.);", | |
| 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 children entrusted to it.", | |
| 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.", | |
| 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;", | |
| 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;", | |
| 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;", | |
| ICPE-05-1936_REC-FR,The Conference Recommends to the Ministries of Public Education:, | |
| 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;", | |
| 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;", | |
| 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.", | |
| 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.", | |
| 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;", | |
| ICPE-05-1936_REC-FR,"6° That the school be provided with a school garden, demonstration fields, and grounds intended for outdoor teaching;", | |
| 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);", | |
| 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;", | |
| 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;", | |
| 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;", | |
| ICPE-05-1936_REC-FR,11° That new school construction programs be included among the public works projects undertaken to combat the economic crisis., | |
| 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,", | |
| 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;", | |
| 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;", | |
| ICPE-06-1937_REC-FR,"That educators in service may also need to be supported, encouraged, and guided;", | |
| ICPE-06-1937_REC-FR,That this role must fundamentally be that of inspectors at all levels of education and within the hierarchy;, | |
| ICPE-06-1937_REC-FR,"Considering, furthermore, that what gives teaching and education their true effectiveness is neither externally imposed authority nor empirical methods and recipes, but the commitment of educators to their mission;", | |
| ICPE-06-1937_REC-FR,"That they must therefore enjoy, at all levels, considerable freedom in the choice and application of their methods, while at the same time having the right to the respect of their intellectual freedom;", | |
| ICPE-06-1937_REC-FR,"That, in any case, the authority of inspectors is exercised under conditions that provide their subordinates with the necessary safeguards against arbitrariness and injustice;", | |
| ICPE-06-1937_REC-FR,"That, to be worthy of their task, inspectors need not only thorough pedagogical and psychological knowledge, but also moral and intellectual qualities that enable them to understand and guide the teachers under their responsibility with a spirit of sympathy:", | |
| ICPE-06-1937_REC-FR,"That inspection is regarded, in the vast majority of countries, as necessary for primary, secondary, and vocational education, but is generally not considered appropriate for higher education;", | |
| ICPE-06-1937_REC-FR,Recommends to the Ministries of Public Instruction of the various countries:, | |
| ICPE-06-1937_REC-FR,1) That the selection of inspectors at all levels be subject to a very thorough investigation of their moral and intellectual aptitudes for the exercise of a function that is delicate above all others;, | |
| ICPE-06-1937_REC-FR,"2) That no one may be appointed to this position unless they have beforehand demonstrated their curiosity and understanding of issues related to education, either through a sufficiently extensive internship or through special preparation organized at a higher pedagogical institute, this preparation being required to include the study of comparative pedagogy and the study of the school organization systems of other countries;", | |
| ICPE-06-1937_REC-FR,"3) That the qualification examination for inspection, where it exists, should assess not only knowledge proper, but also, through the analysis of concrete cases, the ability to administer with intelligence, tact, and fairness;", | |
| ICPE-06-1937_REC-FR,"4) That the mission of inspectors essentially consists in understanding the teachers under their supervision and advising them, while respecting their intellectual freedom and their initiative in pedagogical matters;", | |
| ICPE-06-1937_REC-FR,"5) That, in order to enable them to properly fulfill their duties and to keep abreast of developments in pedagogy, inspectors should not be assigned districts that are too large, nor be burdened with overly complex tasks; that, particularly in secondary education, administrative oversight should be carried out by other officials, while pedagogical leadership should constitute the primary responsibility of the inspectors:", | |
| ICPE-06-1937_REC-FR,"6) That, moreover, through organized trips abroad, internships and special courses, and by participating in the work of educational study commissions, in collaboration with professors from pedagogical institutes and normal schools, they may keep themselves informed of the developments in modern pedagogy;", | |
| ICPE-06-1937_REC-FR,7) That conferences enable them to establish among colleagues a certain unity of views compatible with the freedom of action of each of them;, | |
| ICPE-06-1937_REC-FR,"8) That, in the interest of the children and the private institutions themselves, these institutions be subject to inspection, just like public educational establishments;", | |
| ICPE-06-1937_REC-FR,"9) That, although the specialization of inspectors may be practically difficult, particularly for rural primary schools, such specialization be established wherever possible; That, for example, the teaching in nursery schools, remedial classes, schools for the blind and for the deaf-mute benefit from the leadership and guidance of specialized inspectors; That, for primary education, and at least in large cities, specialized inspectors be assigned the task of overseeing artistic education, physical education, and manual and domestic subjects; That these inspectors also have the mission to provide directives concerning their specialty to inspectors in charge of primary education who are operating in small towns and rural schools, and that they conduct some supervisory and inspection visits together; That, for secondary education and vocational training, where conditions are more favorable, the specialization of inspectors constitutes the normal state of affairs.", | |