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ICPE-06-1937_REC-FR | That educators in service may also need to be supported, encouraged, and guided; | null |
ICPE-06-1937_REC-FR | That this role must fundamentally be that of inspectors at all levels of education and within the hierarchy; | null |
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; | null |
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; | null |
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; | null |
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: | null |
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; | null |
ICPE-06-1937_REC-FR | Recommends to the Ministries of Public Instruction of the various countries: | null |
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; | null |
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 in... | null |
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; | null |
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; | null |
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... | null |
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; | null |
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; | null |
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; | null |
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... | null |
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