Chandan683/Argmining_testdata

1document,text_en,label,think
2ICPE-03-1934_RES1-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.,,
3ICPE-03-1934_RES1-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.",,
4ICPE-03-1934_RES1-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.",,
5ICPE-03-1934_RES1-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.",,
6ICPE-03-1934_RES1-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.,,
7ICPE-03-1934_RES1-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.",,
8ICPE-03-1934_RES1-FR,7) Proclaims that the issue of extending schooling must be resolved in conjunction with that of the age of admission to work.,,
9ICPE-03-1934_RES1-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.",,
10ICPE-03-1934_RES1-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.",,
11ICPE-03-1934_RES1-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.,,
12ICPE-03-1934_RES1-FR,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.,,
13ICPE-03-1934_RES1-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.",,
14ICPE-03-1934_RES1-FR,"The Conference, while recognizing that the diversity of circumstances requires different organization in different countries,",,
15ICPE-03-1934_RES1-FR,Considering that a certain number of students admitted to secondary schools are not in a position to benefit effectively from the instruction provided therein;,,
16ICPE-03-1934_RES1-FR,"Considering, on the other hand, that the overcrowding of institutions of higher education and the extent of unemployment among intellectuals are likely to cause among the youth a sense of anxiety and a dangerous malaise;",,
17ICPE-03-1934_RES1-FR,"That this overcrowding of higher education institutions is due, among other causes, to the very legitimate concern to secure, through a sound general education, a favorable material and moral position;",,
18ICPE-03-1934_RES1-FR,"It is essential, for the social life of nations as well as for the interests of individuals, to prepare, alongside an elite belonging to the liberal professions, commercial, industrial, agricultural elites, etc., corresponding to the various types of economic activity, each possessing a truly general culture.",,
19ICPE-03-1934_RES1-FR,"1) Deems it necessary, in order to avoid as much as possible errors in orientation and the discouragement that may result, to organize student guidance during the final regulated year of primary education, with the collaboration of the teacher, the physician, and the vocational guidance service, with the decision remaining the responsibility of the family.",,
20ICPE-03-1934_RES1-FR,"2) Considers desirable greater coordination between primary education and secondary education in order to facilitate, especially during the initial years of study, the easy transition from one category of education to another.",,
21ICPE-03-1934_RES1-FR,"3) Emphasizes the importance of schools referred to in certain countries as ""middle schools,"" in others as ""higher primary schools,"" ""practical schools,"" or ""vocational pathway schools,"" etc., which, not being intended for preparation for universities, can provide their students with both a sufficient general education and practical initiation, and can prepare them directly either for the immediate exercise of a profession or for certain higher vocational schools.",,
22ICPE-03-1934_RES1-FR,"4) Considers it desirable to improve the selection methods for admission to secondary schools proper. For this selection, the following elements should be taken into account: a) the primary school leaving certificate, as well as the individual report prepared by the primary school teachers, b) an examination conducted according to scientific methods aimed at identifying not only the knowledge acquired but also the candidate's aptitude to continue their studies.",,
23ICPE-03-1934_RES1-FR,"Takes note with interest of the position reserved in several countries within the guidance and selection committees either for representatives of the teaching staff, or for representatives of the parents, or for both,",,
24ICPE-03-1934_RES1-FR,"6) Draws the attention of educational authorities to the fact that, since any selection involves forced elimination, any student excluded from the secondary schools proper should be directed towards other studies or practical vocational training corresponding to their aptitudes.",,
25ICPE-03-1934_RES1-FR,"7) Despite the complexity of the issue of free education and the very diverse aspects it takes on in different countries, considers that any school fees to be paid should in no case constitute an obstacle to attendance at secondary schools.",,
26ICPE-03-1934_RES1-FR,"8) Consequently attaches the utmost importance to the granting of scholarships whose amount covers as fully as possible the cost of studies, and even the child's loss of earnings, if the parents' situation requires it.",,
27ICPE-03-1934_RES1-FR,— 149 III.,,
28ICPE-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,",,
29ICPE-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.",,
30ICPE-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.",,
31ICPE-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.",,
32ICPE-04-1935_RES1-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.",,
33ICPE-04-1935_RES1-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.",,
34ICPE-04-1935_RES1-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.",,
35ICPE-04-1935_RES1-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.",,
36ICPE-04-1935_RES1-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.",,
37ICPE-04-1935_RES1-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.",,
38ICPE-04-1935_RES1-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.",,
39ICPE-04-1935_RES1-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;",,
40ICPE-04-1935_RES1-FR,1) Draws the particular attention of the responsible educational authorities to the importance of this issue;,,
41ICPE-04-1935_RES1-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;",,
42ICPE-04-1935_RES1-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;",,
43ICPE-04-1935_RES1-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.",,
44ICPE-04-1935_RES1-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;",,
45ICPE-04-1935_RES1-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;",,
46ICPE-04-1935_RES1-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.,,
47ICPE-04-1935_RES1-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,",,
48ICPE-04-1935_RES1-FR,1) Emphasizes the value that bodies commonly known as Higher Councils of Public Instruction can offer;,,
49ICPE-04-1935_RES1-FR,2) Notes that the advisory functions of these bodies can be of great benefit to the educational administrations of the various countries;,,
50ICPE-04-1935_RES1-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;",,
51ICPE-04-1935_RES1-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;",,
52ICPE-04-1935_RES1-FR,"5) Considers that in countries where administrative organization permits, Regional or Provincial Councils of Public Instruction can provide significant services;",,
53ICPE-04-1935_RES1-FR,"6) Is convinced that, once again, the effectiveness of these Councils largely depends on their composition;",,
54ICPE-04-1935_RES1-FR,7) Emphasizes the special importance that local School Councils or Commissions hold in certain countries for the life and development of the school;,,
55ICPE-04-1935_RES1-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;,,
56ICPE-04-1935_RES1-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.",,
57ICPE-05-1936_RES1-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,",,
58ICPE-05-1936_RES1-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;",,
59ICPE-05-1936_RES1-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);",,
60ICPE-05-1936_RES1-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;",,
61ICPE-05-1936_RES1-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;",,
62ICPE-05-1936_RES1-FR,"Recommends to the Ministries of Public Education of the various countries,",,
63ICPE-05-1936_RES1-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;",,
64ICPE-05-1936_RES1-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;,,
65ICPE-05-1936_RES1-FR,"3° That, for boarders, scholarships be generously granted to children from modest families;",,
66ICPE-05-1936_RES1-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;",,
67ICPE-05-1936_RES1-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;",,
68ICPE-05-1936_RES1-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;",,
69ICPE-05-1936_RES1-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;",,
70ICPE-05-1936_RES1-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.",,
71ICPE-05-1936_RES1-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.",,
72ICPE-05-1936_RES1-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,",,
73ICPE-05-1936_RES1-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;",,
74ICPE-05-1936_RES1-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;,,
75ICPE-05-1936_RES1-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;",,
76ICPE-05-1936_RES1-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;",,
77ICPE-05-1936_RES1-FR,"Considering that overall, and for reasons that may vary, the issue of rural schooling is currently being raised in almost every country;",,
78ICPE-05-1936_RES1-FR,— 137 Recommends to the Ministries of Public Instruction of the various countries:,,
79ICPE-05-1936_RES1-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;",,
80ICPE-05-1936_RES1-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;",,
81ICPE-05-1936_RES1-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;",,
82ICPE-05-1936_RES1-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;",,
83ICPE-05-1936_RES1-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;",,
84ICPE-05-1936_RES1-FR,6° That the general curricula of primary schools allocate sufficient space to concepts relating to rural life;,,
85ICPE-05-1936_RES1-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;",,
86ICPE-05-1936_RES1-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;",,
87ICPE-05-1936_RES1-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;",,
88ICPE-05-1936_RES1-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;",,
89ICPE-05-1936_RES1-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;",,
90ICPE-05-1936_RES1-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.",,
91ICPE-05-1936_RES1-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;,,
92ICPE-05-1936_RES1-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;",,
93ICPE-05-1936_RES1-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.",,
94ICPE-05-1936_RES1-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,",,
95ICPE-05-1936_RES1-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.);",,
96ICPE-05-1936_RES1-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.",,
97ICPE-05-1936_RES1-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.",,
98ICPE-05-1936_RES1-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;",,
99ICPE-05-1936_RES1-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;",,
100ICPE-05-1936_RES1-FR,"That the development of new school buildings can contribute, in many countries, to the fight against unemployment and economic stagnation;",,
101ICPE-05-1936_RES1-FR,The Conference Recommends to the Ministries of Public Education:,,
102ICPE-05-1936_RES1-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;",,
103ICPE-05-1936_RES1-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;",,
104ICPE-05-1936_RES1-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.",,
105ICPE-05-1936_RES1-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.",,
106ICPE-05-1936_RES1-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;",,
107ICPE-05-1936_RES1-FR,"6° That the school be provided with a school garden, demonstration fields, and grounds intended for outdoor teaching;",,
108ICPE-05-1936_RES1-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);",,
109ICPE-05-1936_RES1-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;",,
110ICPE-05-1936_RES1-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;",,
111ICPE-05-1936_RES1-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;",,
112ICPE-05-1936_RES1-FR,11° That new school construction programs be included among the public works projects undertaken to combat the economic crisis.,,
113ICPE-06-1937_RES1-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,",,
114ICPE-06-1937_RES1-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;",,
115ICPE-06-1937_RES1-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;",,
116ICPE-06-1937_RES1-FR,"That educators in service may also need to be supported, encouraged, and guided;",,
117ICPE-06-1937_RES1-FR,That this role must fundamentally be that of inspectors at all levels of education and within the hierarchy;,,
118ICPE-06-1937_RES1-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;",,
119ICPE-06-1937_RES1-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;",,
120ICPE-06-1937_RES1-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;",,
121ICPE-06-1937_RES1-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:",,
122ICPE-06-1937_RES1-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;",,
123ICPE-06-1937_RES1-FR,Recommends to the Ministries of Public Instruction of the various countries:,,
124ICPE-06-1937_RES1-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;,,
125ICPE-06-1937_RES1-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;",,
126ICPE-06-1937_RES1-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;",,
127ICPE-06-1937_RES1-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;",,
128ICPE-06-1937_RES1-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:",,
129ICPE-06-1937_RES1-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;",,
130ICPE-06-1937_RES1-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;,,
131ICPE-06-1937_RES1-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;",,
132ICPE-06-1937_RES1-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.",,
133ICPE-06-1937_RES1-FR,"The International Conference on Public Education, convened in Geneva by the International Bureau of Education, and having met there on July nineteenth for its sixth session, adopts on July twenty-first, nineteen thirty-seven, the following recommendation: The Conference,",,
134ICPE-06-1937_RES1-FR,Considering that the study of modern languages is gaining ever-increasing importance within the various levels of education:,,
135ICPE-06-1937_RES1-FR,Because of its practical usefulness at a time when the desire for and opportunities to travel have significantly increased and economic relations between peoples are multiplying;,,
136ICPE-06-1937_RES1-FR,"Because of the cultural interest presented by the direct knowledge, not only of the literature but also of the customs, history, and civilization of foreign countries;",,
137ICPE-06-1937_RES1-FR,Because of the influence that this more accurate understanding of peoples on one another can and must exert on the development of the spirit of peace;,,
138ICPE-06-1937_RES1-FR,Recommends to the Ministries of Public Education of the various countries:,,
139ICPE-06-1937_RES1-FR,"1) That the study of living languages be, as far as possible, developed across the various levels of education, including vocational training and the upper grades of primary education;",,
140ICPE-06-1937_RES1-FR,"2) That the acquisition of at least one foreign language be facilitated for all educators, enabling them to maintain their curiosity about practices abroad related to the disciplines they teach, and also because of the intellectual and moral benefit their teaching should derive from the knowledge of a foreign civilization;",,
141ICPE-06-1937_RES1-FR,"3) That the teaching of modern languages aims not only at the practical utility of using a foreign language, but above all at the educational interest inherent in the knowledge of foreign civilizations and in fostering mutual understanding among peoples;— 111",,
142ICPE-06-1937_RES1-FR,"4) That, in the same spirit, teaching methods should aim not only to enable the easy use of the foreign language in both written and spoken forms but also increasingly to make the teaching of modern languages an instruction focused on the development of the human personality;",,
143ICPE-06-1937_RES1-FR,"5) It should be clearly emphasized, however, that neither in its purpose nor in its methods should the teaching of modern foreign languages be modeled on that of classical languages; alongside ""formal"" exercises, ample opportunity must be provided for the practical use of the foreign language, without the direct method excluding the explanations and clarifications that only the mother tongue can permit;",,
144ICPE-06-1937_RES1-FR,"6) That a significant emphasis be placed not only on the acquisition of vocabulary and grammar but also on the practice of correct pronunciation and intonation; and that, to this end, the essential phonetic exercises continue to be regularly conducted;",,
145ICPE-06-1937_RES1-FR,7) That the vocabulary takes into account the frequency of word usage and is adapted to the interests of the students;,,
146ICPE-06-1937_RES1-FR,"8) Teaching manuals should be developed that are well suited to the age of the students and their needs—possibly through the collaboration of teachers from both countries involved; they should include, without excess, idioms and expressions from everyday language; attention should be paid to describing the...",,
147ICPE-06-1937_RES1-FR,"9) That special teaching materials, such as wall charts, magazines, and libraries of works in the foreign language, be made available to teachers; that the practice of organized conversations in youth societies, outside of formal classes, be encouraged; and finally, that holiday courses, student exchanges, and interschool correspondence enable a more confident use of the language and a more direct knowledge of the foreign country;",,
148ICPE-06-1937_RES1-FR,"10) While not forgetting that the predominant role must necessarily remain with the teacher, the teaching of modern languages should also be enabled to benefit from the resources that modern technology provides: silent or sound films depicting scenes of foreign life, characteristic landscapes, — foreign language records, — suitable radio broadcasts, foreign and national, either intended for the general public or organized specifically for schools and prepared accordingly;",,
149ICPE-06-1937_RES1-FR,"11) That, due to the specific requirements of this teaching, the size of language classes should never be too large.",,
150ICPE-06-1937_RES1-FR,"The International Conference on Public Education, convened in Geneva by the International Bureau of Education, and having met there on July 19th for its sixth session, adopts, on July 23rd, 1937, the following recommendation: The Conference,",,
151ICPE-06-1937_RES1-FR,"Considering that all education and all pedagogical techniques at the various levels of teaching must be adapted to the mentality of children or adolescents,",,
152ICPE-06-1937_RES1-FR,"That recent years have seen very significant advances in the psychological sciences, the knowledge of which is of great importance for educators, even when these advances do not entail immediate and direct application,",,
153ICPE-06-1937_RES1-FR,"Furthermore, it is less important to provide future educators with specialized psychological knowledge than to cultivate in them a taste for and a sense of observation, as well as an attitude of caution and respect towards the child and the laws of their psychological development.",,
154ICPE-06-1937_RES1-FR,"Recommends to the Ministries of Public Education of the various countries: 1) That future educators acquire a solid psychological training integrated into their pedagogical preparation, general as well as specifically in their didactic training;",,
155ICPE-06-1937_RES1-FR,"2) That this training should not only cover general psychology, but especially the psychology of the child and adolescent; and that it should not be limited to introducing future teachers to the use of various tests and metric methods, an application which requires a highly developed critical mind and a certain scientific maturity, but should include a qualitative study of the mental development and structure of the child's mind, considering intellectual and affective, individual and social aspects;",,
156ICPE-06-1937_RES1-FR,"3) That in addition to the study of normal children and adolescents, provision should be made for the study of children with difficulties or abnormalities (in connection with medical-educational services), individual aptitudes and characters (in connection with school and vocational guidance services), and the various environments—family, school, etc.—in which children develop;",,
157ICPE-06-1937_RES1-FR,"4) That in each of these fields, psychological training essentially involves personal observations, experiments, and research on the intellectual, moral, and social development of various children; that these observations precede and accompany formal lectures, which without this preparation would risk, on the one hand, being poorly understood by the students if they had not been readied through direct experiences to grasp the meaning of psychological problems and concepts, and on the other hand, replacing in their minds an exaggerated respect for formulas instead of an examination of the facts;",,
158ICPE-06-1937_RES1-FR,"5) That this psychological training be provided to future educators at an age when their mental maturity, general culture, and biological preparation are sufficient to enable them to fully understand the significance of the experiences in which they are called upon to participate;",,
159ICPE-06-1937_RES1-FR,"6) That this teaching be provided by professors who are themselves sufficiently prepared, not only through their philosophical education but also, and above all, through their practice of scientific experimentation and psychological techniques.",,
160ICPE-07-1938_RES1-FR,"The International Conference on Public Instruction, convened in Geneva by the International Bureau of Education, and having met there on July 18th for its seventh session, adopts on July 19th, 1938, the following recommendation: The Conference,",,
161ICPE-07-1938_RES1-FR,"Considering that primary school teaching staff must find, for themselves and their families, satisfactory living conditions that correspond to their social standing as well as to the services they provide;",,
162ICPE-07-1938_RES1-FR,That he could not devote himself with the necessary peace of mind to his important mission if he were burdened by constant material concerns;,,
163ICPE-07-1938_RES1-FR,That they must receive appropriate remuneration sufficient to maintain their dignity and good state of mind;,,
164ICPE-07-1938_RES1-FR,Submits the following recommendations to the Ministries of Public Education of the various countries:,,
165ICPE-07-1938_RES1-FR,"1) Whatever the legal status of teachers, whether civil servants of the State, provinces, or municipalities, the terms of engagement must be such that, after providing the necessary guarantees of character, qualifications, and skills, the teacher is assured of their position for a sufficient duration and can only be dismissed for serious misconduct and following due legal process;",,
166ICPE-07-1938_RES1-FR,"2) Taking into account the financial capacities of the country, educators of all levels must receive remuneration commensurate with the importance of their mission and such as not to risk placing them in a position of inferiority compared to categories of employees or manual workers of corresponding social standing;",,
167ICPE-07-1938_RES1-FR,"3) In principle, and except under special conditions, the basic salaries within the same category of teaching staff should not show significant differences within a single country. In particular, it is desirable that there be no discrepancy between the salaries of male and female primary school teachers. It is legitimate to establish differences that correspond to variations in qualifications or functions; for example, teachers in upper primary schools, supplementary courses, or classes for children with disabilities or infirmities, as well as principals of primary schools, should receive higher pay or additional compensation due to their qualifications or the greater difficulty of their tasks. However, when the length of school service is comparable, female kindergarten teachers, whose teaching has made remarkable progress in our time, are entitled to the same salary as all primary teaching staff.",,
168ICPE-07-1938_RES1-FR,"4) In determining the remuneration of teachers working in urban areas and those in rural areas, consideration must be given: on the one hand, to the specific conditions of cities (such as high rental and supply costs) and, on the other hand, to the material difficulties encountered by rural teachers and the expenses they incur, for example, for their children's education, medical consultations, etc. These expenses should be offset by special allowances (such as residence and possibly housing allowances, cost-of-living adjustments, scholarships for children’s education, etc.).",,
169ICPE-07-1938_RES1-FR,5) It seems necessary that student teachers should at least benefit from the waiver of tuition fees and boarding costs—or receive a scholarship equivalent to these expenses. Trainees must receive a salary that allows them to maintain decent living conditions while awaiting their official appointment.,,
170ICPE-07-1938_RES1-FR,"6) It is desirable that a special allowance, proportional to their responsibilities, be granted to teachers with families;",,
171ICPE-07-1938_RES1-FR,"7) Apart from advancement through category change, which may be obtained by acquiring new university degrees, by competitive examination, or following a selection process, primary school teachers must receive class promotions within the category to which they belong, where the benefits granted by selection do not exclude those ensured by seniority. The starting salary within the category should not exhibit too great a disparity with the maximum salary of that category; furthermore, advancement must be sufficiently rapid so that, when the time comes, the official's pension amount can be calculated based on the maximum salary of the category.",,
172ICPE-07-1938_RES1-FR,"8) In addition to their normal professional activities, teachers may legitimately take on certain related remunerated tasks. It is desirable that they willingly undertake extracurricular classes and actively participate in the supplementary activities of the school; similarly, provided abuses are avoided, they may legitimately provide private lessons or organize compensated study supervision. However, they must be prohibited from engaging in activities completely unrelated to their mission that could jeopardize their moral authority.",,
173ICPE-07-1938_RES1-FR,"9) The number of weekly teaching hours for primary school teachers must be set at a level that allows them not only serious preparation for their classes, but also the readings, intellectual activity, and relaxation necessary for educators. In any case, it seems necessary that the number of these hours should not exceed thirty;",,
174ICPE-07-1938_RES1-FR,"10) Members of the primary teaching staff must be entitled to paid leave for sickness and maternity, including longer leaves in special cases; they must also be assured of an adequate retirement obtained at a reasonably early age and, where applicable, of a pension for their widow and minor children.",,
175ICPE-07-1938_RES1-FR,"11) Except in cases of serious misconduct on his part, the teacher must feel protected against the consequences of accidents that may occur to his pupils either in the classroom or during extracurricular exercises or outings. It is therefore desirable that, in all countries, civil liability for such accidents should rest with the authorities responsible for the teacher, while preserving their right to take action against the teacher in the event of serious misconduct.",,
176ICPE-07-1938_RES1-FR,12) It would be desirable for the competent authorities to ensure that private school teachers benefit from adequate material conditions. — 102,,
177ICPE-07-1938_RES1-FR,"The International Conference on Public Education, convened in Geneva by the International Bureau of Education, and having met there on July 18 for its seventh session, adopts on July 21, 1938, the following recommendation: The Conference, true to the spirit that inspired last year's recommendation in favor of the development of modern language teaching, reaffirms the importance of this instruction but, at the same time,",,
178ICPE-07-1938_RES1-FR,"Considering that the purpose of education is to enable not only the acquisition of practical knowledge, but also, and above all, a moral, intellectual, and artistic education as fully developed as possible;",,
179ICPE-07-1938_RES1-FR,That the conditions of modern life make this education increasingly necessary to ensure a proper balance of our faculties and tastes;,,
180ICPE-07-1938_RES1-FR,"That the most reliable means of enabling the child to acquire knowledge at school and in later life is undoubtedly to develop in them, alongside intellectual activity and a sense of reality, qualities of judgment and analysis as well as a spirit of subtlety; that the classical humanities have in this regard a particular educational value;",,
181ICPE-07-1938_RES1-FR,"That every people has a fundamental interest in knowing the civilizations that have exerted a marked influence on their own, and above all the civilizations from which it has originated;",,
182ICPE-07-1938_RES1-FR,That this knowledge of past civilizations can be acquired through the study of art and literature; that the latter can only be intimately understood through direct contact with the texts;,,
183ICPE-07-1938_RES1-FR,103 Submits the following recommendations to the Ministries of Public Instruction of the various countries:,,
184ICPE-07-1938_RES1-FR,"1) Insofar as the demands of modern humanities on the one hand, and scientific studies on the other, allow, it is important to allocate a significant place to the study of civilizations that have exerted a marked influence on that of the country concerned. For all countries that claim wholly or partly to derive from Western civilization, sufficient importance must be given to the study of ancient civilizations, and particularly to the study of Greece and Rome;",,
185ICPE-07-1938_RES1-FR,"2) This study should not be limited solely to art and civilization as revealed by monuments; it also requires an understanding of the ways of feeling and thinking as expressed in written works. Indeed, due to their qualities of order and restraint, as well as the precise knowledge of humanity they provide, Greek and Latin literatures remain incomparable educators;",,
186ICPE-07-1938_RES1-FR,"3) It is desirable that contact with the mother civilizations be established particularly through a direct reading of the texts, which alone allows for their full understanding. Consequently, a significant emphasis must be placed, in countries of Western civilization, on the study of the Greek and Latin languages;",,
187ICPE-07-1938_RES1-FR,"4) Because of the particular educational value of this study for the development of qualities such as order, clarity, logic, and analysis, it appears essential that a significant place be guaranteed for it in the training not only of future educators but also of as large a proportion as possible of secondary education students, both female and male;",,
188ICPE-07-1938_RES1-FR,"5) The study of ancient languages can contribute, particularly through grammatical exercises, to the training of the mind, but the primary focus must remain on the comparison with ancient civilization and thought as well as the comparison with modern civilizations;",,
189ICPE-07-1938_RES1-FR,"6) To allow sufficient contact with these literatures, provision will be made, in addition to the direct study of texts, for the reading of interlinear translations or translations exclusively in modern languages;",,
190ICPE-07-1938_RES1-FR,"7) In the course of studying classical languages, it is highly advantageous to draw on the active methods that modern language teaching has so effectively employed. This will avoid an overly formal and abstract approach and will take into account the ""interests"" of the child as they manifest during their psychological development;",,
191ICPE-07-1938_RES1-FR,"8) When determining the appropriate age to begin the study of classical languages, it is important to coordinate the various teachings by taking into account the child's psychological capabilities;",,
192ICPE-07-1938_RES1-FR,"It would be desirable for Latin pronunciation to be standardized, as far as possible, in accordance with recent linguistic discoveries.",,
193ICPE-07-1938_RES1-FR,"The International Conference on Public Instruction, Convened in Geneva by the International Bureau of Education, and having met there on July 18th in its seventh session, adopts, on July 22, nineteen thirty-eight, the following recommendation: The Conference,",,
194ICPE-07-1938_RES1-FR,Considering that the teacher's speech must remain the essential and enlivening element of the lesson;,,
195ICPE-07-1938_RES1-FR,"That the active method recommended by modern pedagogy appeals above all to the spontaneity of the child, to the development of his powers of observation and reasoning; that it requires as frequent as possible direct contact with things and thus tends to diminish the relative importance of the textbook;",,
196ICPE-07-1938_RES1-FR,"That, however, the textbook remains for all subjects not only a valuable guide and potentially a point of support, or an element of verification and review, but also an indispensable aid;",,
197ICPE-07-1938_RES1-FR,That the educational authorities must ensure that it fulfills its mission in the best possible manner;,,
198ICPE-07-1938_RES1-FR,Submits the following recommendations to the Ministries of Public Instruction of the various countries:,,
199ICPE-07-1938_RES1-FR,1) School textbooks must meet three categories of requirements: pedagogical (scientific content and methods); technical (material conditions of production); and economic (sale price);,,
200ICPE-07-1938_RES1-FR,"2) In countries where education is directed or controlled by the State, it is incumbent upon the State to take the necessary measures to ensure the improvement of school textbooks and to oversee their implementation. In other countries, this responsibility rests with the authorities to whom the schools are accountable.",,
201ICPE-07-1938_RES1-FR,"3) Commercial competition between authors and publishers, which may lead to a reduction in the quality of books, could justify the official authorities taking all necessary measures to ensure that textbooks for primary school use are produced under the best pedagogical, technical, and economic conditions. These considerations are particularly important when it comes to books intended for very young children and reading books.",,
202ICPE-07-1938_RES1-FR,"4) In countries where control is exercised by the authorities, it is preferable that this control be carried out prior to the printing of textbooks and that the selection committees include, alongside inspectors or officials from the Ministries, schoolteachers chosen from among the most competent.",,
203ICPE-07-1938_RES1-FR,"5) It is desirable that the conditions imposed on manuals to be approved be specified by regulation and that primary attention be given to the scientific content and the pedagogical method. It goes without saying that the manual must comply with official curricula—if any exist—that it must contain nothing contrary to the institutions of the State, and that it should seek to reconcile the principles on which national life is founded with those of humanity.",,
204ICPE-07-1938_RES1-FR,"6) To avoid the disadvantage of too frequent changes of textbooks and the harmful consequences resulting from this for students, it is desirable: a) that the number of textbooks approved by the official authority be limited per subject and per grade; b) that the approval granted be valid for a sufficiently long period; c) that the number of textbooks used in the same grade not be too high, particularly in primary education; d) that too many changes in the text from one edition to another of the same textbook not be allowed unless justified by sufficient reasons; e) that efforts be made, as far as possible, to ensure collaboration between local educational authorities so that students who change schools are not obliged to acquire new textbooks each time; f) that the freedom left to the teacher to choose the textbook to be used, according to their pedagogical views or preferences, be moderated by the approval or ratification of qualified Councils;",,
205ICPE-07-1938_RES1-FR,"7) It is desirable that school textbooks be exempt from any tax or duty that would result in an increase in their sale price. On the contrary, they should benefit from preferential treatment regarding the conditions of their circulation: transportation, postage, etc.;",,
206ICPE-07-1938_RES1-FR,"8) Where the State itself undertakes the publishing and distribution of textbooks, it is appropriate to make the fullest possible use of free distribution, particularly for disadvantaged children whose poverty often threatens to prevent them from attending school regularly;",,
207ICPE-07-1938_RES1-FR,"9) Since the role of the textbook is only that of a guide and an aid, it is appropriate to grant the teacher a certain degree of freedom in its use, within the limits of the curriculum;",,
208ICPE-07-1938_RES1-FR,"10) To facilitate the systematic use of the textbook by teachers, it may be useful to publish special reference or course books for their use, or to insert a certain number of indications and annotations within the text of the textbooks;",,
209ICPE-07-1938_RES1-FR,"11) It is desirable that each educational institution, or at least the school center of each locality, possesses a library for the use of teachers containing the various textbooks for each subject at each level, in order to facilitate a sound selection of books and a useful experimentation with different methods.",,
210ICPE-08-1939_RES1-FR,"The International Conference on Public Education, convened in Geneva by the International Bureau of Education; and having met there on July 17th in its eighth session; adopts, on July 19th, nineteen thirty-nine, the following recommendation: The Conference,",,
211ICPE-08-1939_RES1-FR,"Considering that secondary education, which is largely responsible for the training of elites, is therefore of fundamental importance;",,
212ICPE-08-1939_RES1-FR,"That, consequently, the material conditions of teachers must be such as to attract young people of a high moral and intellectual standard to the teaching profession;",,
213ICPE-08-1939_RES1-FR,Submits the following recommendations to the Ministries of Public Instruction of the various countries:,,
214ICPE-08-1939_RES1-FR,"1) Regardless of the legal status of secondary education teachers, whether civil servants of the State, provinces, or municipalities, the terms of engagement must be such that, after providing the necessary guarantees of character, qualifications, and abilities, the teacher is appointed for a sufficient duration and cannot be dismissed except for serious misconduct and following due process;",,
215ICPE-08-1939_RES1-FR,"2) Teachers must be assured not only that their employment will be stable, but also that they will be transferred from one locality to another only in the case of promotion, at their request, or due to administrative necessity, in which case they will receive fair compensation, or finally, as a result of serious disciplinary measures;",,
216ICPE-08-1939_RES1-FR,"3) Taking into account the country's financial capabilities, teachers must receive remuneration commensurate with the importance of their function and that would place them on an equal footing with civil servants or employees of a corresponding social level;",,
217ICPE-08-1939_RES1-FR,"4) In principle, and except under special conditions, the basic salaries of the same category of professors should not show significant differences within the same country;",,
218ICPE-08-1939_RES1-FR,"5) In principle, and for equal work, it is desirable that there be no difference in the remuneration of professors of both sexes and that a special allowance be granted to professors with family responsibilities;",,
219ICPE-08-1939_RES1-FR,"6) Salary increases, whether based on seniority, years of service, examination results, the importance of the locality, the level or type of school, the studies undertaken, the subjects taught, or granted following a selection, must be such that, when the time comes, the official's pension amount, assuming a normal length of service, is calculated on the maximum salary.",,
220ICPE-08-1939_RES1-FR,"7) In principle, it would be desirable that the starting salary does not present too large a gap with the maximum salary;",,
221ICPE-08-1939_RES1-FR,8) Trainees and teachers appointed on a provisional basis must receive a salary that allows them to live adequately until the time when they can be appointed permanently;,,
222ICPE-08-1939_RES1-FR,"9) It is legitimate for the principals of secondary schools to receive, due to their positions or the greater difficulty of their tasks, a salary higher than that of teachers or an additional salary supplement;",,
223ICPE-08-1939_RES1-FR,"10) A salary supplement or special allowances for residence, high cost of living, etc., may be provided for teachers in very large cities or those in regions or localities where living conditions are exceptional;",,
224ICPE-08-1939_RES1-FR,"Teachers must in all cases be entitled to the allowances and various benefits enjoyed by civil servants in their category (special benefits for their children's education, travel expenses, travel facilities, etc.).",,
225ICPE-08-1939_RES1-FR,"12) In addition to their regular professional duties, professors may legitimately engage in certain related paid activities. For example, they may legitimately give private lessons; regulations must be established to prevent any abuse in this regard. They must be prohibited from engaging in activities unrelated to their mission that could risk compromising their moral authority.",,
226ICPE-08-1939_RES1-FR,"13) The number of weekly teaching hours for professors must be set in such a way as to allow them not only to prepare their lessons thoroughly, but also to engage in necessary reading, intellectual activity, and relaxation appropriate to educators;",,
227ICPE-08-1939_RES1-FR,"14) Secondary school teachers must be assured of a sufficient retirement benefit representing a fairly high percentage of their salary, and, where applicable, a pension for their widow and minor orphans;",,
228ICPE-08-1939_RES1-FR,"15) Secondary school teaching staff must be entitled to paid sick leave and maternity leave, including extended leave in special cases, as well as to a retirement disability pension;",,
229ICPE-08-1939_RES1-FR,"16) Except in cases of serious misconduct on their part, teachers must feel assured against the consequences of accidents that may happen to their students either in the classroom or during extracurricular exercises or outings. It is therefore desirable that, in all countries, civil liability for such accidents rests with the authorities responsible for the teacher, these authorities retaining the possibility of taking action against the teacher in cases of serious misconduct.",,
230ICPE-08-1939_RES1-FR,"17) It would be desirable for the competent authorities to ensure that secondary education teachers in the private sector receive adequate material conditions that are comparable, at least to some extent, to those of teachers belonging to the public education system. — 120 —",,
231ICPE-08-1939_RES1-FR,"The International Conference on Public Instruction, convened in Geneva by the International Bureau of Education and having met there on July 17th in its eighth session, adopts on July 19th, 1939, the following recommendation: The Conference,",,
232ICPE-08-1939_RES1-FR,Affirming the value it attaches to the preservation of the integrity of family life and to prolonged education within and by the family for as long as possible;,,
233ICPE-08-1939_RES1-FR,"Considering that due to the conditions of modern life, particularly in cities, a large number of women work outside the home, and that many mothers are unable to properly care for their young children;",,
234ICPE-08-1939_RES1-FR,"That, consequently, the establishment of institutions where these children can be cared for and educated remains necessary;",,
235ICPE-08-1939_RES1-FR,"Furthermore, advances in pedagogy have led to highly effective educational methods, particularly for the physical, mental, and moral development of young children;",,
236ICPE-08-1939_RES1-FR,"That household and family education must be developed so that future mothers may be introduced to these methods, and that it is desirable to generalize their use through the application made of them in preschool education institutions made available to families wishing to make use of them;",,
237ICPE-08-1939_RES1-FR,"In fact, the value of these institutions is demonstrated by the growth they have experienced in many countries, where their influence has had a most beneficial impact on the entirety of education, notably through the widespread adoption of their educational methods;",,
238ICPE-08-1939_RES1-FR,That this success is largely due to a staff specially trained to provide preschool education;,,
239ICPE-08-1939_RES1-FR,Submits the following recommendations to the Ministries of Public Instruction of the various countries:,,
240ICPE-08-1939_RES1-FR,"1) Preschool education, which is aimed at the child during the period preceding compulsory schooling age, must be a concern of educational authorities and be accessible to all children;",,
241ICPE-08-1939_RES1-FR,"2) This education must be provided by public authorities (State, provinces, municipalities, etc.) or by private institutions (philanthropic associations, religious organizations, industrial enterprises, cooperatives, individuals, etc.);",,
242ICPE-08-1939_RES1-FR,"3) In localities where preschool institutions do not exist, primary schools must be open to preschool-aged children; they should find there conditions conducive to their natural psychological and physical development.",,
243ICPE-08-1939_RES1-FR,"4) The minimum age for admission of children into preschool institutions must be set low enough to accommodate those whose mothers, due to work commitments, are unable to care for them. However, as it is important whenever possible to leave the young child with their family, preschool education must remain optional;",,
244ICPE-08-1939_RES1-FR,"5) The age for leaving preschool institutions must correspond to the age of entry into primary school. To accommodate the requirements of primary education, even if entry into nursery school is allowed at any time of the year, the transition to primary school must take place on specific dates, one or at most two per year;",,
245ICPE-08-1939_RES1-FR,6) Free preschool education must be granted on the same basis as free primary education;,,
246ICPE-08-1939_RES1-FR,7) The schedule in preschool institutions must be more flexible than that of primary school. It is desirable that a daycare service allows children access to the establishment outside of class hours;,,
247ICPE-08-1939_RES1-FR,"8) The school year may be adapted to seasonal requirements in countries where the climate or working conditions demand it (summer kindergartens, etc.);",,
248ICPE-08-1939_RES1-FR,"9) It is highly desirable that the maximum number of children entrusted to preschool teachers does not exceed that of primary school classes, and it is also useful to employ aides, nurses, or caretakers.",,
249ICPE-08-1939_RES1-FR,10) It is highly advisable that the inspection and management of preschool education be carried out by specialized female inspectors and directors;,,
250ICPE-08-1939_RES1-FR,"11) For the construction, layout, and installation of preschool institutions, it is necessary to take into account the special needs of the children for whom these institutions are intended;",,
251ICPE-08-1939_RES1-FR,12) School authorities must facilitate the acquisition and use of special educational materials by preschool institutions;,,
252ICPE-08-1939_RES1-FR,"13) It is advisable to use methods that engage the spontaneous activity of children and are adapted to the specific conditions of their physical, moral, and mental development;",,
253ICPE-08-1939_RES1-FR,"14) The systematic learning of reading, writing, and arithmetic must be reserved for primary education; preschool education is limited to sensory-motor education: in particular, it is essential to prepare for subsequent arithmetic instruction through manipulations and materials that enable the acquisition of numerical concepts and shapes.",,
254ICPE-08-1939_RES1-FR,"15) School authorities must ensure the protection of the health of children attending preschool institutions through medical supervision, the promotion of mental hygiene, the establishment of canteens, the distribution of milk, and similar measures.",,
255ICPE-08-1939_RES1-FR,"16) Collaboration with the family, while necessary during school life, will be considered essential during the preschool age. Parent meetings, home visits, parental involvement in school activities, and all organizations that contribute to fostering this collaboration must be strongly encouraged;",,
256ICPE-08-1939_RES1-FR,17) The training of preschool teachers must always include theoretical and practical specialization that prepares them for their task. Under no circumstances should this preparation be less thorough than that of primary school teaching staff.,,
257ICPE-08-1939_RES1-FR,18) The professional development of teachers already working in preschools must be promoted;,,
258ICPE-08-1939_RES1-FR,"19) In principle, the conditions of appointment and remuneration of preschool teachers should not be lower than those of their colleagues in primary education;",,
259ICPE-08-1939_RES1-FR,"20) In view of the special training provided for in paragraph 17, it must be possible for teachers in preschool institutions to transfer to primary education and vice versa. 123",,
260ICPE-08-1939_RES1-FR,"The International Conference on Public Education, convened in Geneva by the International Bureau of Education and having met there on July 17th for its eighth session, adopts on July 21st, 1939, the following recommendation: The Conference,",,
261ICPE-08-1939_RES1-FR,"Considering that the teaching of geography, designed according to a rational method, is called upon to play a leading role in the development of students' powers of observation and reasoning;",,
262ICPE-08-1939_RES1-FR,That for this reason it deserves an important place in all secondary schools;,,
263ICPE-08-1939_RES1-FR,"Considering, on the other hand, that while reinforcing love for the homeland, the study of the efforts made by mankind to adapt the physical environment to their needs can foster a sense of respect for all peoples and thus strengthen understanding and cooperation among nations;",,
264ICPE-08-1939_RES1-FR,"Considering finally that the contemporary world can only be truly understood through knowledge of the living conditions of peoples, which endows geographical science with cultural and documentary value;",,
265ICPE-08-1939_RES1-FR,Submits the following recommendations to the Ministries of Public Instruction of the various countries:,,
266ICPE-08-1939_RES1-FR,"1) It would be desirable that the teaching of geography provide students with sufficiently precise knowledge of the physical environment, human and political geography, and the economic life not only of their homeland but also of other countries;",,
267ICPE-08-1939_RES1-FR,2) This teaching should be designed so as to engage all the intellectual faculties of the student;,,
268ICPE-08-1939_RES1-FR,3) Geography should have a place in the curricula and in the examinations commensurate with its educational and cultural value;,,
269ICPE-08-1939_RES1-FR,4) The number of weekly hours should not be less than an average of one and a half hours;,,
270ICPE-08-1939_RES1-FR,"5) This instruction should be judiciously distributed throughout the duration of the studies. In the selection and interpretation of the material, due consideration should be given to the varying maturity of the students and their mental development;",,
271ICPE-08-1939_RES1-FR,"6) Physical geography and human geography being equally important for the understanding and reasoned explanation of landscapes, it would be desirable that, if the former is given a relatively smaller share, it should be studied specifically in relation to the latter;",,
272ICPE-08-1939_RES1-FR,"7) In educational institutions with six years of study, it would be advisable, in the lower grades, to give greater emphasis to the description of major geographic units and to reserve for the final years their reasoned study. Explanation indeed requires a greater maturity of mind and the acquisition of precise knowledge in auxiliary sciences;",,
273ICPE-08-1939_RES1-FR,"8) There should be coordination between the teaching of geography and that of other subjects, such as botany, geology, cosmography, history, etc., which would help the student better understand the correlation and scientific causes of geographical phenomena;",,
274ICPE-08-1939_RES1-FR,"The verbal memorization of a nomenclature lacking documentary value should be excluded from this teaching, which must have an intuitive character and essentially rely on active methods.",,
275ICPE-08-1939_RES1-FR,"10) Educational authorities should equip schools with teaching materials: maps, sets of plates, films, projections, etc., and allocate subsidies to schools to enable them to organize excursions within the country and abroad;",,
276ICPE-08-1939_RES1-FR,"11) It would be desirable for the educational authorities to financially support the publication of economic geography textbooks that would provide a better understanding of the agricultural, industrial, and commercial activities of their country;",,
277ICPE-08-1939_RES1-FR,"12) Individual research, local and regional monographs conducted by groups of students, and interregional and international school correspondence constitute educational methods that should be utilized;",,
278ICPE-08-1939_RES1-FR,13) The establishment of specially equipped rooms for the teaching of geography is highly advisable;,,
279ICPE-08-1939_RES1-FR,"14) The student shall be called upon to actively participate in the assembly of teaching materials: graphic documentation, soil and subsoil cross-sections, folklore collections, etc.;",,
280ICPE-08-1939_RES1-FR,"15) Given the nature of this teaching, the training of teachers must be both theoretical and practical and should also include knowledge of biological sciences as well as certain moral sciences, particularly political economy, history, and sociology;",,
281ICPE-08-1939_RES1-FR,"16) The educational authorities should promote the professional development of teachers by granting them subsidies for travel abroad, facilitating exchanges of teachers, and organizing summer courses.",,
282ICPE-09-1946_RES1-FR,"The International Conference on Public Education, convened in Geneva by the International Bureau of Education, and having met there on March 4th in its ninth session, adopts on March 5th, 1946, the following recommendation: The Conference,",,
283ICPE-09-1946_RES1-FR,"Considering that current social trends exert a profound influence on the organization of education, particularly with regard to equality in the conditions of access to secondary education, which is responsible for the training of various elites;",,
284ICPE-09-1946_RES1-FR,"Considering that this principle of equality has been clearly expressed both at the International Labour Conference and in the Convention establishing a United Nations Organization for Education, Science and Culture (UNESCO), where it is provided that the collaboration of nations aims to gradually realize the ideal of equal educational opportunity for all, without distinction of race, sex, or any economic or social condition;",,
285ICPE-09-1946_RES1-FR,"Considering, on the other hand, that it is necessary to successively examine the different aspects of the issue as it arises, both from the pedagogical perspective and from the social perspective;",,
286ICPE-09-1946_RES1-FR,"Recalling Recommendation No. 2 on Admission to Secondary Schools, formulated by the International Conference on Public Education convened by the International Bureau of Education in 1934;",,
287ICPE-09-1946_RES1-FR,"Noting further that the issue of equal access to secondary schools appears differently depending on whether this education is reserved for a fraction of the school population or has been made accessible, at least in principle, to the majority of students;",,
288ICPE-09-1946_RES1-FR,Submits the following recommendations to the Ministries of Public Instruction of the various countries:,,
289ICPE-09-1946_RES1-FR,"1) Admission must, as is already the case in several countries, depend on the student’s prior performance and the assessment of their teachers, rather than on the results of an examination based on acquired knowledge or technical skills;",,
290ICPE-09-1946_RES1-FR,"2) In countries where secondary education is generally compulsory, the allocation of students among the different types of education should be based on their systematically identified and verified aptitudes, rather than on their own preferences or those of their parents;",,
291ICPE-09-1946_RES1-FR,"3) A continuous guidance system, particularly during the early years of secondary education, must provide the student with broad opportunities for experimentation, choice, and transfer from one type of education to another;",,
292ICPE-09-1946_RES1-FR,"4) Such an orientation system must be accompanied by a detailed assessment of aptitudes, conducted through observations and psychological investigations that focus more on the student's mental processes than on their performance;",,
293ICPE-09-1946_RES1-FR,"5) The utmost importance must be attached to providing substantial financial assistance to underprivileged and gifted students: not only by granting them free education but also by awarding them interest-free loans or scholarships (the amount of which should cover as fully as possible the cost of studies), compensating parents for any potential loss of income from their children, contributing to expenses such as travel, boarding, or meals, etc., and by granting these students additional means of cultural enrichment and information that they do not find in their environment.",,
294ICPE-09-1946_RES1-FR,"6) In cases where well-qualified young people are already employed in paid work, facilities must be provided to enable them to attend courses, allowing them to complete their secondary education;",,
295ICPE-09-1946_RES1-FR,7) Special measures must be contemplated in favor of young people whose secondary education has been interromped by the war. — 91,,
296ICPE-09-1946_RES1-FR,"The International Conference on Public Education, convened in Geneva by the International Bureau of Education, and having met there on March 4th in its ninth session, adopts on March 8th, 1946, the following recommendation: The Conference,",,
297ICPE-09-1946_RES1-FR,"Considering that individual hygiene and social hygiene increasingly appear in many countries as educational disciplines, independently of their utilitarian value for the individual and society;",,
298ICPE-09-1946_RES1-FR,"That the teaching of hygiene holds an eminent moral value through the ideal of human dignity, solidarity across time and space, and through the sense of duties toward oneself and others that it instills within school life;",,
299ICPE-09-1946_RES1-FR,That the necessity of disseminating the principles of hygiene becomes immediate in the aftermath of the war;,,
300ICPE-09-1946_RES1-FR,"Recommends to the Ministries of Public Instruction of the various countries: 1) That hygiene be taught obligatorily in all nursery, primary, secondary, post-secondary courses, and teacher training schools, without its study taking the form of a lecture at any level of schooling;",,
301ICPE-09-1946_RES1-FR,"2) That the teaching of hygiene have an essentially practical character at the elementary levels where, without overloading the curriculum, it can be provided daily through various aspects of school life and primarily through the formation of habits of cleanliness, conduct, and social graces;",,
302ICPE-09-1946_RES1-FR,"3) That in the higher classes of primary schools and in post-primary courses, hygiene become the focus of ""centers of interest,"" alongside other disciplines, extending beyond the school framework to encompass family life, labor issues, and social questions;",,
303ICPE-09-1946_RES1-FR,"4) That in secondary school the teaching of hygiene be based, in the lower grades, on human anatomy, biology, and physiology, and be organized as a complement to these sciences; that in the upper grades, it take the form of a distinct subject, associated with the human sciences but bearing a high moral and social significance, instilling in the student a full awareness of their individual, familial, and social duties;",,
304ICPE-09-1946_RES1-FR,"5) That hygiene education should include—beyond the hygiene of the major bodily functions, nutrition, and sports—childcare and first aid for older students of both sexes, as well as occupational hygiene. Particular attention should be given to mental hygiene and the hygiene of holidays and rest;",,
305ICPE-09-1946_RES1-FR,"6) That hygiene education be practically intensified during children's stays in holiday camps, mountain camps, etc., whose importance is growing today;",,
306ICPE-09-1946_RES1-FR,"7) That sexual education be undertaken from primary school; that during secondary education the physician engage both young men and young women on the subject of sexuality, taking into account their sex and development; that the prevention of venereal diseases be the subject of a special compulsory course at the end of schooling, notably in the form of medical talks illustrated with educational films, as is done in certain countries;",,
307ICPE-09-1946_RES1-FR,"8) That the closest collaboration be established throughout all levels of education between the medical profession, educators, and social services, particularly to jointly ensure the effective delivery of hygiene education at all stages.",,
308ICPE-09-1946_RES1-FR,"9) That the collaboration of doctors, educators, and social workers be integrated into school circles, student clubs, and sections of public or private organizations engaged in hygiene advocacy in primary and secondary institutions, so as to best guide the collective efforts of children to educate themselves on these issues;",,
309ICPE-09-1946_RES1-FR,"10) That the school medical body, rationally organized in each country for the effective control of the health of children and teachers, shall also have the official mission of overseeing hygiene education everywhere, guiding and advising primary school teachers in all circumstances, collaborating with professors responsible for teaching hygiene in secondary schools by giving talks to students, presenting films, organizing debates among students on these issues, and finally organizing refresher courses and training sessions for all educators;",,
310ICPE-09-1946_RES1-FR,"11) That the school social service, entrusted to qualified family assistants, be associated with hygiene education and guide older students regarding social hygiene towards the study of the true human environment;",,
311ICPE-09-1946_RES1-FR,"12) That the doctors responsible for the supervision of school hygiene be specialists in educational issues and be authorized to guide hygiene instruction at all levels of the school system, that the school doctors responsible for this instruction at the secondary level have access to class councils on the same terms as educators, and that they organize extracurricular activities with them in which individual, family, or social hygiene can be extensively incorporated;",,
312ICPE-09-1946_RES1-FR,"13) That for the teaching of hygiene, which must employ active methods, teamwork, and all resources of visual techniques, sufficient instructional materials be made available to educators;",,
313ICPE-09-1946_RES1-FR,"14) That doctors and educators be encouraged to jointly promote the teaching of hygiene beyond the school environment to adults and parents, by involving parents in campaigns on health education, family education, and social education, by continuously increasing students' contact with real life in all circumstances, and by utilizing the mutual influence of children on their parents;",,
314ICPE-09-1946_RES1-FR,"15) That the teaching of hygiene be partly entrusted to teams of students working freely together according to the methods of new education, within the framework of extracurricular or post-school activities: Youth Red Cross, scouting, etc.",,
315ICPE-09-1946_RES1-FR,"16) That hygiene education, finally, should logically lead all educational administrations worldwide to improve the sanitation of school premises and equipment, thereby ensuring better hygienic conditions for students within the school itself.",,
316ICPE-10-1947_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 14th in its tenth session, adopts on July 15th, 1947 the following recommendation: The Conference,",,
317ICPE-10-1947_RES1-FR,"Considering that in the Preamble to the Convention establishing the United Nations Educational, Scientific and Cultural Organization, the signatory States declared themselves “determined to ensure full and equal access to education for all”:",,
318ICPE-10-1947_RES1-FR,"That the International Bureau of Education, in its report on equal access to secondary education, emphasized that the primary concern of ongoing educational reforms is “to ensure that every individual, regardless of their wealth, status, race, or place of residence, has the greatest opportunity to receive an education and to develop the best of their abilities”;",,
319ICPE-10-1947_RES1-FR,Recalling Recommendation No. 19 of the Ninth International Conference on Public Instruction adopted following this report;,,
320ICPE-10-1947_RES1-FR,"Considering that the insufficient means of a child's parents can constitute a serious obstacle to the intellectual, moral, and social development of the child, even when school attendance is free;",,
321ICPE-10-1947_RES1-FR,Submits to the Ministries of Public Instruction of the various countries the following recommendation:,,
322ICPE-10-1947_RES1-FR,"The Conference 1) considers, on the one hand, that the principle of free school supplies must be regarded as the natural and necessary corollary of compulsory education, and on the other hand, that the application of this principle to young people following non-compulsory education should be viewed as a human ideal towards which efforts should be directed;",,
323ICPE-10-1947_RES1-FR,"2) Consequently considers the complete provision of free school materials required for legally mandated studies as an indispensable minimum, understanding that said materials include both collective teaching materials and materials for individual use;",,
324ICPE-10-1947_RES1-FR,"3) Considers it desirable that school textbooks become the property of students at the time they complete their compulsory studies, in order to form the core of a small personal library and thus encourage their taste for intellectual culture;",,
325ICPE-10-1947_RES1-FR,"4) Considers that in cases where individual school materials are collected from students to be redistributed, particularly textbooks, they should undergo effective disinfection;",,
326ICPE-10-1947_RES1-FR,"5) Expresses the wish to widely equip school libraries with reference books (expensive textbooks, dictionaries, geographic atlases, major classics of literature, etc.) and further that the possibilities for international publishing of educational reference works, such as atlases of blank geographic maps, collections of images related to physical and human geography, the history of the arts, the evolution of techniques, customs, and traditions of the peoples of the world, be seriously examined;",,
327ICPE-10-1947_RES1-FR,6) Further considers that free transportation should be provided to students living at a considerable distance from the school where they are required to attend classes;,,
328ICPE-10-1947_RES1-FR,"7) Considers that in cases where the regional or local authorities bear the costs of the materials distributed free of charge, it is desirable for the State to potentially provide subsidies to the authorities responsible for this distribution whose financial resources are acknowledged as insufficient;",,
329ICPE-10-1947_RES1-FR,"8) It also considers that it would be important to encourage initiatives taken by public or private extracurricular institutions that provide support to schools; indeed, it is beneficial that as many citizens as possible are able to freely and spontaneously demonstrate their interest in education, which in no way exempts educational authorities from their responsibilities;",,
330ICPE-10-1947_RES1-FR,"9) Having recalled Recommendation No. 15 concerning the development, use, and selection of school textbooks adopted by the VIIth International Conference on Public Education, draws attention to the usefulness of undertaking research, on the one hand, on the most economical means of publishing textbooks, brochures, or documentary sheets, and of manufacturing furniture, equipment, and other school supplies by making use of all the productive resources of the country, and, on the other hand, of establishing, within the framework of the Permanent Exhibition of Public Education in Geneva, a collection of textbooks used in the various countries;",,
331ICPE-10-1947_RES1-FR,"10) Expresses the wish that an agreement may be established between countries to increase the production of educational films and other audiovisual materials and to facilitate both their acquisition and free circulation from one country to another, in order to reduce their cost price. — 132",,
332ICPE-10-1947_RES1-FR,"The International Conference on Public Instruction, convened in Geneva by the United Nations Educational, Scientific and Cultural Organization and the International Bureau of Education, and having met there on the fourteenth of July in its tenth session, adopts on the nineteenth of July nineteen forty-seven the following recommendation: The Conference,",,
333ICPE-10-1947_RES1-FR,Considering that physical education must play an important role at all levels of education;,,
334ICPE-10-1947_RES1-FR,That it is essential for adolescents to find at school not only the opportunity for intellectual cultivation but also the means for physical training in order to achieve their comprehensive education and harmonious development;,,
335ICPE-10-1947_RES1-FR,"That the practice of physical education has genuine value as a form of human development, not only physical but also moral and social;",,
336ICPE-10-1947_RES1-FR,Submits to the Ministries of Public Instruction of the various countries the following recommendation:,,
337ICPE-10-1947_RES1-FR,"1) Physical education must be made mandatory in all grades of secondary education, regardless of the type of school to which they belong;",,
338ICPE-10-1947_RES1-FR,"2) The curriculum concerning physical education must be the result of collaboration among representatives of the medical profession, the public education administration, and physical education instructors;",,
339ICPE-10-1947_RES1-FR,"3) It is highly desirable to undertake and continue physiological and psychological research on the value, curricula, and teaching methods of physical education;",,
340ICPE-10-1947_RES1-FR,4) All secondary school students participating in physical exercises should undergo regular medical supervision—at least once every term—and receive additional medical evaluation before taking part in sports competitions;,,
341ICPE-10-1947_RES1-FR,5) Students exempted from regular physical education classes for health reasons should receive instruction based on medical gymnastics or corrective exercises; similar measures should be taken in favor of students with physical disabilities.,,
342ICPE-10-1947_RES1-FR,"6) While ensuring that the general school curriculum is not overloaded, it is important to allocate sufficient time to physical education in the weekly schedule, this instruction not being limited to gymnastics or athletics lessons, but also including outdoor sessions or half-days dedicated to games and sports;",,
343ICPE-10-1947_RES1-FR,"7) Care should be taken to avoid scheduling lessons at times when they might have a harmful effect on the health of the pupils, such as too close to meal times, during periods of excessive heat, etc.;",,
344ICPE-10-1947_RES1-FR,"8) It is desirable that physical education teachers remain free, within the framework of official programs and instructions, to adapt them to the specific conditions of their school, as well as to the gender and abilities of their students;",,
345ICPE-10-1947_RES1-FR,"9) It is essential that schools have sufficiently large and well-equipped gymnasiums, playgrounds, and sports fields that meet the most modern hygiene standards;",,
346ICPE-10-1947_RES1-FR,"10) Given the risks associated with the practice of physical education, it is reasonable that students and teachers be covered by compulsory school insurance, the latter also being insured, if possible, against civil liability;",,
347ICPE-10-1947_RES1-FR,"11) School gymnastics and sports competitions should be actively encouraged, provided that they do not foster in students an excessive passion for sports or an overly aggressive competitive spirit, but rather strengthen team spirit and fair play;",,
348ICPE-10-1947_RES1-FR,"12) It is desirable that the educational authorities encourage youth organizations which can, in the field of physical education, complement the work of the school;",,
349ICPE-10-1947_RES1-FR,"13) Teachers responsible for physical education in secondary schools must be specialists and, if possible, capable of also teaching another subject; their level of training must be equivalent to that of teachers in other subjects and include, in addition to the theoretical and practical preparation in their specialty, knowledge of psychology and pedagogy;—134",,
350ICPE-10-1947_RES1-FR,"14) With equivalent training, physical education teachers should enjoy the same status and receive equal treatment as other secondary school teachers;",,
351ICPE-10-1947_RES1-FR,"15) Physical education teachers should be given frequent opportunities for professional development through attendance at special courses and through travel abroad, with expenses covered by scholarships.",,
352ICPE-10-1947_RES1-FR,16) The inspection of physical education should be entrusted to specialists in this field.,,
353ICPE-11-1948_RES1-FR,"The International Conference on Public Instruction, convened in Geneva by the United Nations Educational, Scientific and Cultural Organization and the International Bureau of Education, and having met there on the twenty-eighth of June in its eleventh session, adopts on the thirtieth of June nineteen hundred and forty-eight the following recommendation:",,
354ICPE-11-1948_RES1-FR,"The Conference,",,
355ICPE-11-1948_RES1-FR,"Considering the importance of basic techniques as instruments of culture and instruction and as essential elements of fundamental education,",,
356ICPE-11-1948_RES1-FR,"That writing is not only a teaching technique, but a means of expression and an art whose personal style must retain the highest degree of harmony and elegance,",,
357ICPE-11-1948_RES1-FR,"That, on the other hand, the pace of modern life requires increasingly rapid handwriting,",,
358ICPE-11-1948_RES1-FR,"That advances in psychology applied to education and experimental pedagogy allow for the development of methods increasingly better suited to the child's capabilities,",,
359ICPE-11-1948_RES1-FR,"That the goal to be achieved is to provide each child with the best handwriting they are capable of producing at an adequate speed,",,
360ICPE-11-1948_RES1-FR,"While taking into account the diversity of languages and writing systems,",,
361ICPE-11-1948_RES1-FR,Submits the following recommendation to the Ministries of Public Education of the various countries:,,
362ICPE-11-1948_RES1-FR,1. The improvement of handwriting instruction must constitute one of the constant concerns of educational authorities and educators;,,
363ICPE-11-1948_RES1-FR,"2. While enjoying wide discretion, the teacher should be able to draw inspiration from methods developed according to the most recent findings in the educational sciences;",,
364ICPE-11-1948_RES1-FR,"3. A concrete, sensory, and motor initiation, offering the child numerous opportunities for creative activities, should precede for a sufficiently long period the acquisition of characters and the proper technique of writing;",,
365ICPE-11-1948_RES1-FR,"4. Consequently, the systematic teaching of writing should not begin with children who are too young;",,
366ICPE-11-1948_RES1-FR,"5. The learning of writing should take place simultaneously with that of reading, so that it has a lively and functional character;",,
367ICPE-11-1948_RES1-FR,"6. Characters with simplified shapes, adapted to the modes of perception and assimilation of the child, should serve as a starting point for clear, simple, and harmonious writing;",,
368ICPE-11-1948_RES1-FR,7. It is desirable that the form of the characters presented to children evolves according to the aesthetic conception of the time;,,
369ICPE-11-1948_RES1-FR,"At the beginning, it is appropriate to use instruments that promote hand flexibility: soft brush, soft pencil, blunt quills;",,
370ICPE-11-1948_RES1-FR,"Once the elements of writing have been acquired, it is necessary to provide, while allowing each individual the possibility to develop a personal handwriting, training in a cursive script that reconciles both quality and speed.",,
371ICPE-11-1948_RES1-FR,"10. Writing should not be regarded as an end in itself, but as a means that must be refined through all written work;",,
372ICPE-11-1948_RES1-FR,"It is desirable that, between the ages of 12 and 15, when a handwriting crisis occurs among adolescents, a corrective instruction be provided that is as individualized as possible.",,
373ICPE-11-1948_RES1-FR,12. The establishment of objective scales for the evaluation of handwriting is desirable;,,
374ICPE-11-1948_RES1-FR,13. Teachers should be trained in a rational approach to teaching handwriting and should themselves have clear and legible handwriting.,,
375ICPE-11-1948_RES1-FR,"14. As hygiene plays an important role in the teaching of handwriting, particular care should be given to the selection of furniture and equipment as well as to the lighting of classrooms.",,
376ICPE-11-1948_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 June twenty-eighth in its eleventh session, adopts on July second, nineteen forty-eight, the following recommendation: The Conference,",,
377ICPE-11-1948_RES1-FR,"Considering that one of the primary objectives of modern education must be to prepare children and adolescents to participate consciously and actively in the building of a global community, diverse in its aspects but united in the pursuit of common goals: peace, security, and a more harmonious life for all human beings,",,
378ICPE-11-1948_RES1-FR,"That this preparation must consist not only of didactic teaching but above all of training and the development of all psychological attitudes conducive to the building, safeguarding, and progress of a united world,",,
379ICPE-11-1948_RES1-FR,"That this preparation must be adapted to the capacities of schoolchildren of all ages and to the specific conditions of education in the various countries of the world,",,
380ICPE-11-1948_RES1-FR,Submits to the Ministries of Public Education of the various countries the following recommendation:,,
381ICPE-11-1948_RES1-FR,1. That all education contributes to the cultivation of the sentiment and idea of international solidarity;,,
382ICPE-11-1948_RES1-FR,"2. That the life of all educational institutions be organized in such a way as to develop among pupils and students a sense of responsibility and social mutual aid necessary for a better mutual understanding between peoples, and that the various forms of social life organized at the different stages of study be designed to engage youth in the problems of the world of tomorrow;",,
383ICPE-11-1948_RES1-FR,3. That the duties towards the community of Nations be universally understood and taught as an extension of civic duties;,,
384ICPE-11-1948_RES1-FR,"4. That feelings of international solidarity across time and space, based on mutual respect among peoples, be cultivated by all possible means, such as the commemoration of the memory of the great pioneers of human progress and the celebration of certain dates and institutions of universal interest;",,
385ICPE-11-1948_RES1-FR,"5. That, within this general framework, the United Nations and the specialized agencies under its authority, their principles and objectives, their structure and functions, be studied objectively, with a spirit of accurate and thorough information. Whatever the current shortcomings of these institutions may be, they must be evaluated as a whole and regarded as a step in the long series of efforts to develop international consciousness, to eradicate the scourge of war, to affirm faith in fundamental human rights, to uphold justice, to promote social progress, and to ensure a free and better life for all;",,
386ICPE-11-1948_RES1-FR,"6. That educators, themselves imbued with the spirit of international understanding and sufficiently informed to address these issues, be called upon to provide this complex teaching, which appeals both to sentiment and intelligence, either directly or indirectly, as an integral part of all education;",,
387ICPE-11-1948_RES1-FR,"7. That, outside of school, all local institutions such as public libraries, museums, youth clubs, scout groups, and the like, participate, in collaboration with educational authorities, in fostering a spirit of solidarity among young people and, within this framework, in presenting the multiple aspects of the United Nations, its specialized agencies, and related organizations;",,
388ICPE-11-1948_RES1-FR,"8. Given the responsibilities that adults must assume as parents and citizens, measures should be taken to ensure that popular adult education courses contribute to spreading an informed knowledge of international organizations;",,
389ICPE-11-1948_RES1-FR,"9. That appropriate audio-visual material be produced taking into account the age and mental development of the young and adult audiences to whom it will be presented, focusing on giving the images an aesthetic character, encouraging the participation of young people and adults in the production of this material, and relying on child psychology studies related to their behavior in front of the screen; that a wide dissemination of this material be rationally organized;",,
390ICPE-11-1948_RES1-FR,"10. That textbooks from different countries be, as often as possible, subject to revision aimed at eliminating passages likely to cause misunderstandings between peoples and at adding texts that may contribute to a better understanding of international cooperation;",,
391ICPE-11-1948_RES1-FR,"11. That the educational authorities of the various countries exchange views and information regarding the nature and outcomes of such instruction, so as to make the best possible use of their respective experiences;",,
392ICPE-11-1948_RES1-FR,"12. That the Ministries of Public Education and educational organizations in general provide, by all appropriate means, their encouragement and support for the development of an international consciousness among youth and for the knowledge of international organizations aimed at ensuring world peace. — 107",,
393ICPE-11-1948_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 June 28th for its eleventh session, adopts on July 2nd, 1948, the following recommendation: The Conference,",,
394ICPE-11-1948_RES1-FR,"Considering that the extension of schooling and the movement in favor of secondary education for all, and more generally, the greater complexity of modern life and the continuous increase in the school population, assign an ever-greater share of responsibility to the school in the education of the child,",,
395ICPE-11-1948_RES1-FR,"That this education cannot be effective unless it is adapted to the mental characteristics of the child,",,
396ICPE-11-1948_RES1-FR,"That the teacher, due to the multiplicity of his obligations, cannot always be sufficiently knowledgeable of and apply the psychological sciences,",,
397ICPE-11-1948_RES1-FR,Submits to the Ministries of Public Instruction of the various countries the following recommendation:,,
398ICPE-11-1948_RES1-FR,"1. That the applications of school psychology, while involving the collaboration of teachers, be carried out according to the guidance of specialists;",,
399ICPE-11-1948_RES1-FR,2. That efforts be made to guide each student's studies by using psychological assessments interpreted according to the advice of a specialist;,,
400ICPE-11-1948_RES1-FR,"3. That, as far as possible, school psychology services be organized to specifically address the following needs: the detection of underachievers and gifted students, the rehabilitation of difficult children, school orientation and selection, pre-vocational guidance, adaptation of school curricula, monitoring of the effectiveness of different teaching methods, and collaboration with teachers and school authorities;",,
401ICPE-11-1948_RES1-FR,"4. That the school authorities be able to refer to the specialist psychologist for examination those children who, due to insufficient academic performance, defective behavior, or any attitude deemed abnormal, show signs of social maladaptation, as well as children who, based on the results of an orientation assessment, appear to present a particular issue;",,
402ICPE-11-1948_RES1-FR,"5. That students should not be classified solely according to the results provided by tests, but that an attempt should be made to determine the psychological characteristics of each child, taking into account their economic, social, and cultural environment, and to adapt their studies accordingly;",,
403ICPE-11-1948_RES1-FR,6. That the number of students referred for examination by the psychologist should not be such as to prevent them from performing their duties with all the necessary care and attention;,,
404ICPE-11-1948_RES1-FR,8. That the status granted to psychologists allows them to carry out their duties with the utmost efficiency;,,
405ICPE-11-1948_RES1-FR,9. That the remuneration of school psychologists be commensurate with their level of specialization and their responsibilities;,,
406ICPE-11-1948_RES1-FR,"10. That the training of school psychologists should not only involve the acquisition of theoretical knowledge and a more or less extensive range of assessment techniques, but should always include independent research and internships, notably in medical-pedagogical consultation services and school guidance centers;",,
407ICPE-11-1948_RES1-FR,"11. That this preparation should not be exclusively psychological, but should also include all the essential pedagogical knowledge and internships within educational services, in order to enable fruitful collaboration with teachers, doctors, and families;",,
408ICPE-11-1948_RES1-FR,12. That the training of specialist psychologists includes extensive practical experience and is certified by a diploma from a specialized institute or an academic degree;,,
409ICPE-11-1948_RES1-FR,13. That advanced training internships be established for teachers who wish to provide more specialized support to school psychologists in their work.,,
410ICPE-12-1949_RES1-FR,"The International Conference on Public Instruction, convened in Geneva by the United Nations Educational, Scientific and Cultural Organization and the International Bureau of Education, and having met there on July 4th in its twelfth session, adopts on July 8th, nineteen hundred and forty-nine, the following recommendation: The Conference,",,
411ICPE-12-1949_RES1-FR,"Considering that the introductory report, written by French experts for the UNESCO Course devoted to the teaching of geography and its role in fostering better international understanding, was regarded as a useful working basis,",,
412ICPE-12-1949_RES1-FR,"That the definition of geography, as well as the principles and teaching methods proposed therein, have been adopted, subject to placing greater emphasis on the following issues: a) How to draft curricula and design examinations related to active, concrete, current, and comparative teaching; b) By what psychological and didactic means to reduce the feeling that may lead the child to believe they are the center of the world, and to increase the sense of interdependence and moral unity of humankind, it being clearly understood that all education must reconcile love of one's country with understanding of other countries and respect for their sovereignty in a world where all Nations must be regarded as equal in rights; c) How to achieve objectivity in geographical education in the contemporary world,",,
413ICPE-12-1949_RES1-FR,"That UNESCO is determined to publish this introductory report in brochure form, taking into account the above observations,",,
414ICPE-12-1949_RES1-FR,Submits to the Ministries of Public Education of the various countries the following recommendation:,,
415ICPE-12-1949_RES1-FR,"1. Ensure the distribution of this brochure within educational circles so that teachers and instructors become aware of the issue, are able to discuss it, make suggestions, and carry out the necessary experiments;",,
416ICPE-12-1949_RES1-FR,"2. Designate as soon as possible the experts who, in 1950, will participate in the UNESCO Seminar, so that they can thoroughly, actively, and usefully prepare for this participation by establishing all necessary contacts with the various educational sectors in their own country.",,
417ICPE-12-1949_RES1-FR,"The International Conference on Public Instruction, convened in Geneva by the United Nations Educational, Scientific and Cultural Organization and the International Bureau of Education, and having met there on July 4th in its twelfth session, adopts on July 9th, 1949, the following recommendation: The Conference,",,
418ICPE-12-1949_RES1-FR,"Considering, on the one hand, that cultivating a scientific mind of observation and experience, by utilizing the child's spontaneous interests, constitutes one of the essential goals of education, and that introduction to the natural sciences from the beginning of primary school is particularly well-suited to promote this development,",,
419ICPE-12-1949_RES1-FR,"That, on the other hand, it is necessary to associate the school with a widespread effort to protect nature,",,
420ICPE-12-1949_RES1-FR,Submits to the Ministries of Public Instruction of the various countries the following recommendation:,,
421ICPE-12-1949_RES1-FR,1. That the introduction to natural sciences begins from the earliest grades of primary school;,,
422ICPE-12-1949_RES1-FR,"2. That, even if this initiation constitutes a distinct branch, the natural sciences be integrated with the teaching of other disciplines (language, drawing, manual work, etc.);",,
423ICPE-12-1949_RES1-FR,"3. That this initiation specifically achieves the following objectives: a) to develop the child's intellect through the use of active methods based, as far as possible, on individual observation and experience; b) to nurture the imagination and sensitivity of the pupil by fostering a love of nature and its beauties and by engaging interest in natural phenomena and the various manifestations of life; c) to promote and develop all actions aimed at the protection of nature—119—",,
424ICPE-12-1949_RES1-FR,"4. That in primary school, the initiation into natural sciences, which must be based on observation and experimentation, it is important to provide the pupil, both at school and outside of school, without ever neglecting the initiatives of the child himself: a) for direct observation, optical instruments (magnifying glasses, etc.), terrariums, aquariums, school gardens, etc.; b) in cases where any direct observation is impossible, educational films, still images, charts, and various collections;",,
425ICPE-12-1949_RES1-FR,5. That students be trained in collaborative research and mutual verification of their observations and the interpretation of the facts observed;,,
426ICPE-12-1949_RES1-FR,6. That this research be accompanied by an effort in graphic and verbal expression;,,
427ICPE-12-1949_RES1-FR,"7. That children be encouraged to collect and contribute, with the materials gathered, to enriching the school or classroom museum, which will become all the more lively and engaging as it will be their own personal creation;",,
428ICPE-12-1949_RES1-FR,"8. That the organization of outdoor schooling be encouraged, as it is particularly suited to a genuinely educational teaching of natural sciences that complies with pedagogical requirements;",,
429ICPE-12-1949_RES1-FR,"9. The functional method, which consists of studying the organs and structure of living beings in relation to life, the challenges posed by the environment, and so forth, should always be preferred to the morphological and descriptive method; living beings should not be observed merely as isolated individuals, but rather in their interrelations with other beings.",,
430ICPE-12-1949_RES1-FR,"10. That the teaching of natural sciences should never begin with nomenclatures, definitions, classifications, systematizations, etc., which should rather be the ultimate conclusion of the accumulated concrete observations and experiments as well as the knowledge acquired.",,
431ICPE-12-1949_RES1-FR,"11. Given the foregoing requirements, that the curricula be sufficiently flexible to allow the adaptation of teaching to the resources of the local environment;",,
432ICPE-12-1949_RES1-FR,"12. Furthermore, if the local environment does not provide certain elements for observation, the student should be able to obtain them through interschool exchanges;",,
433ICPE-12-1949_RES1-FR,13. That the books used in this teaching be primarily reference works designed to encourage students' own research and observations; — 120 —,,
434ICPE-12-1949_RES1-FR,"14. That among extracurricular activities (walks, excursions, naturalist clubs), a special place be reserved for those that can foster a love of nature and engage the child in its protection (reforestation, erosion control, protection of plants and animals, etc.);",,
435ICPE-12-1949_RES1-FR,15. That teachers occasionally present the origins of discoveries and the significant aspects of the lives of scientists who have contributed to the advancement of natural sciences worldwide;,,
436ICPE-12-1949_RES1-FR,"16. Particular care should be given to the training of teachers, to inform them of the methods of teaching natural sciences and to familiarize them with the aspects of the child’s intellectual development that are relevant for use in this instruction;",,
437ICPE-12-1949_RES1-FR,"17. That meetings, conferences, and advanced training sessions periodically update teachers on the progress of science and didactics, as well as the results of experiments in the teaching of natural sciences.",,
438ICPE-12-1949_RES1-FR,"The International Conference on Public Instruction, convened in Geneva by the United Nations Educational, Scientific and Cultural Organization and the International Bureau of Education, and having met there on the fourth of July in its twelfth session, adopts on the twelfth of July nineteen forty-nine the following recommendation: The Conference,",,
439ICPE-12-1949_RES1-FR,"Considering that reading is not only a basic teaching technique and a set of mental mechanisms, but also the principal tool for acquiring knowledge and all personal culture,",,
440ICPE-12-1949_RES1-FR,"That the child must learn to read fluently while understanding what he or she reads,",,
441ICPE-12-1949_RES1-FR,"That the teaching of reading cannot be separated from the teaching of the mother tongue and its means of expression, nor from the learning of writing,",,
442ICPE-12-1949_RES1-FR,"That advances in psychology and pedagogy allow for the use of methods better adapted to the child's capabilities,",,
443ICPE-12-1949_RES1-FR,"Acknowledging that: a) synthetic methods satisfy the logical mind of the adult and facilitate the teacher’s work, but are based on elements that are less accessible to the child’s mind, b) so-called global methods, endorsed by psychology, better correspond to the child’s mental capacities and spontaneous interests; they allow the integration of reading instruction into the general classroom activities, but they require more thorough preparation by the teacher,",,
444ICPE-12-1949_RES1-FR,"Further considering that the choice of methods for teaching reading may be influenced by the structure of the language, by the educational organization of each country, etc.,",,
445ICPE-12-1949_RES1-FR,"Taking all these various elements into account,",,
446ICPE-12-1949_RES1-FR,Submits to the Ministries of Public Education of the various countries the following recommendation:,,
447ICPE-12-1949_RES1-FR,"1. One of the primary concerns of the educational authorities must be: a) to teach every school-aged child and every illiterate adult to read fluently, b) to improve teaching methods in this area by encouraging all useful experiences, c) to implement all means capable of ensuring that adolescents maintain fluent reading skills after leaving school;",,
448ICPE-12-1949_RES1-FR,"2. The teaching of reading should only begin when the child, having enhanced their means of verbal expression and received adequate sensory education, has acquired the necessary mental development;",,
449ICPE-12-1949_RES1-FR,3. The organization of schools should allow the same teacher to follow their students throughout the years of learning to read;,,
450ICPE-12-1949_RES1-FR,4. It is desirable that the teacher draws inspiration from reading instruction methods developed based on the findings of educational sciences;,,
451ICPE-12-1949_RES1-FR,"5. The enjoyment of reading must be cultivated from the outset through the use of sentences and texts of genuine value, drawn from the realm of the child's immediate activities and interests; this enjoyment must be sustained throughout the course of schooling by the creation and continuous enhancement of school libraries.",,
452ICPE-12-1949_RES1-FR,"6. The use of the school printing press, a valuable aid to teaching, deserves to be encouraged;",,
453ICPE-12-1949_RES1-FR,"7. Textbooks for learning to read and recreational books (for both children and adults learning to read) must be adapted to the mental development and interests of the reader. Particular care will be taken in the selection of the text, typefaces, and illustrations;",,
454ICPE-12-1949_RES1-FR,8. Children who have difficulty learning to read should be able to benefit from supplementary instruction tailored to their needs;,,
455ICPE-12-1949_RES1-FR,9. The use of objective tests of oral and silent reading is recommended in order to enable the monitoring of results achieved at different ages;,,
456ICPE-12-1949_RES1-FR,"10. Given the necessity of combating adult illiteracy in many regions, a concerted effort must be undertaken to develop language teaching techniques suited to the masses, to create appropriate materials for reading instruction, and to exchange the results of experiences conducted by nations facing this issue.",,
457ICPE-13-1950_RES1-FR,"The International Conference on Public Instruction, convened in Geneva by the United Nations Educational, Scientific and Cultural Organization and the International Bureau of Education, and having met there on July 6th in its thirteenth session, adopts on July 7th, nineteen hundred and fifty, the following recommendation: The Conference,",,
458ICPE-13-1950_RES1-FR,"Convinced that the international exchange of teachers and educators is one of the most effective and practical means of fostering understanding between peoples and raising the standard of education,",,
459ICPE-13-1950_RES1-FR,"Considering that it is necessary for Governments to participate in an effort to organize missions abroad and exchanges of teachers and educators between countries,",,
460ICPE-13-1950_RES1-FR,Submits the following recommendation to the Ministries of Public Instruction of the various countries:,,
461ICPE-13-1950_RES1-FR,1. Ensure extensive promotion of exchange programs and overseas missions to governmental or private institutions and professional organizations interested in education and the enhancement of international understanding;,,
462ICPE-13-1950_RES1-FR,"2. Pay particular attention, within the framework of programs encouraging international cultural relations, to the reciprocal exchange of educators and the establishment of temporary assignments for foreign educators;",,
463ICPE-13-1950_RES1-FR,"3. To extend such exchange and mission plans, whenever possible, to other countries and regions and to broaden them so that they include all categories of teachers or professors;",,
464ICPE-13-1950_RES1-FR,"4. Ensure that teachers sent abroad, whether on a mission or within the framework of a reciprocal exchange agreement, do not lose their status, retirement rights, etc., during their period of teaching abroad;",,
465ICPE-13-1950_RES1-FR,"5. Encourage educational institutions to receive professors coming from abroad and to assign professors who can thus teach in other countries and, for this purpose, study the possibility of removing legal and administrative obstacles to such movements;",,
466ICPE-13-1950_RES1-FR,"6. Remove restrictions on the export or import of currency for individuals exchanged or on mission abroad and, if necessary, establish special conditions regarding taxes for this category of personnel.",,
467ICPE-13-1950_RES1-FR,"7. Provide financial assistance for exchange or mission programs whose implementation is hindered by a lack of funds for transportation costs, differences in cost of living, or other essential expenses.",,
468ICPE-13-1950_RES1-FR,"Takes note, while supporting them, of the following recommendations proposed to the Director-General of UNESCO by the meeting of experts on the international exchange of educators, convened by this Organization, recommendations thus formulated:",,
469ICPE-13-1950_RES1-FR,"The Committee of Experts recommends that the Director-General continue to promote the international exchange of educators and overseas assignments: a) by drawing the attention of governments to the importance of these exchanges as a means of fostering international understanding; b) by widely disseminating information on opportunities to teach abroad; c) by encouraging public and private educational institutions to implement exchange programs; d) by publishing and distributing reports from Member States concerning their experiences in the field of teacher exchange and overseas assignments, and by providing advice, upon request, regarding the organization of these programs;",,
470ICPE-13-1950_RES1-FR,e) by making its information services available to individuals seeking information on the structure of the educational systems of other countries and on the value of academic qualifications;,,
471ICPE-13-1950_RES1-FR,f) by enabling experts on reciprocal exchanges to meet periodically in order to monitor the development of exchanges and overseas assignments and to study how to address emerging problems and new needs.,,
472ICPE-13-1950_RES1-FR,The Committee is particularly concerned with the needs of certain areas that are insufficiently developed in specialized teaching personnel coming from abroad.,,
473ICPE-13-1950_RES1-FR,The Committee recommends that the Director-General assist in the recruitment of qualified personnel within the Organization’s means and specifically suggests:,,
474ICPE-13-1950_RES1-FR,a) to invite Member States to take stock of and communicate their needs to him;,,
475ICPE-13-1950_RES1-FR,b) to widely publicize these needs;,,
476ICPE-13-1950_RES1-FR,c) to explore various possibilities for the recruitment of exchange personnel;,,
477ICPE-13-1950_RES1-FR,"d) to undertake, in exceptional cases and upon special request, the direct recruitment of exchange personnel on behalf of the Member States. » 151",,
478ICPE-13-1950_RES1-FR,"The International Conference on Public Education, convened in Geneva by the United Nations Educational, Scientific and Cultural Organization and by the International Bureau of Education, and having met on the sixth of July in its thirteenth session, adopts on the twelfth of July nineteen hundred and fifty, the following recommendation: The Conference,",,
479ICPE-13-1950_RES1-FR,"Considering that advances in the educational sciences demonstrate the necessity of utilizing all opportunities for the development of the child and adolescent in order to achieve a complete and harmonious fulfillment of personality,",,
480ICPE-13-1950_RES1-FR,This is a principle valid for the entire period of an individual's development and not only for the period of primary education.,,
481ICPE-13-1950_RES1-FR,"That educational manual activities are indispensable for correcting the effects of an often overly theoretical education among secondary school youth by giving them a greater sense of reality, by making use of their innate need to act, and by inspiring in them respect for human labor in all its aspects,",,
482ICPE-13-1950_RES1-FR,"That manual work is a valuable component for the moral, social, and aesthetic education of the child and adolescent,",,
483ICPE-13-1950_RES1-FR,"They provide students with an inexhaustible source of interests and significant means of expression, observation, and discovery, as well as offer various subjects a possibility for concrete expression and coordination.",,
484ICPE-13-1950_RES1-FR,"That manual work is of particular importance for understanding the personality of the adolescent, identifying their aptitudes, and thereby facilitating their educational and vocational guidance,",,
485ICPE-13-1950_RES1-FR,Submits to the Ministries of Public Instruction of the various countries the following recommendation:,,
486ICPE-13-1950_RES1-FR,"1. That, as far as possible, the teaching of manual work be included in the curriculum of the various sections of all secondary schools: a) as a compulsory subject in the lower grades, b) as an optional subject at least in the upper grades, and that, in cases where it is optional, participation in manual work courses be recommended to students;",,
487ICPE-13-1950_RES1-FR,"2. That the time allocated in the schedules for manual work be sufficient to avoid dispersing interest and that, in the event this instruction is considered a distinct subject rather than integrated with other disciplines, the hours reserved for it be properly grouped to allow for sufficiently continuous activity;",,
488ICPE-13-1950_RES1-FR,"3. That the manual education program include not only the activities usually envisioned (wood and ironwork, sewing and household tasks, cardboard work, etc.) but also other types of activities such as bookbinding, weaving, leatherwork, ceramics, pottery, modeling, not forgetting gardening, animal husbandry, or agricultural work;",,
489ICPE-13-1950_RES1-FR,"4. That in the selection of activities offered to students, consideration be given to the resources and needs specific to each local, regional, and national environment, utilizing the means available within that environment; two modes of practice.",,
490ICPE-13-1950_RES1-FR,5. That a broader opportunity be granted to pupils of both sexes to engage in certain manual tasks that have hitherto been almost exclusively reserved for one sex;,,
491ICPE-13-1950_RES1-FR,"6. That the methods employed appeal to the creative freedom of the adolescent and offer the creation of complete and usable objects adapted to the interests of their age, their individual capabilities, and the needs of the various disciplines;",,
492ICPE-13-1950_RES1-FR,"7. That educational manual work should not be confused with vocational training, but should avoid allowing students to develop incorrect habits from a professional standpoint;",,
493ICPE-13-1950_RES1-FR,"8. That, as far as possible, teachers who teach manual work strive to obtain results that are not only useful but also beautiful, and take this as an opportunity to develop their students' artistic taste;",,
494ICPE-13-1950_RES1-FR,9. That manual work is carried out as often as possible in teams in order to give students the habit of working together and a sense of solidarity;,,
495ICPE-13-1950_RES1-FR,"10. That, if possible, the manual work classes in secondary education take responsibility for the making of useful objects for their school or simple educational materials that can be made available to nursery or primary schools, thereby creating a link and a spirit of cooperation between the various levels of education;",,
496ICPE-13-1950_RES1-FR,11. That manual work teachers maintain close contact with those of other disciplines in order to provide them with concrete support;,,
497ICPE-13-1950_RES1-FR,12. That work sheets as well as documentation intended to guide students and inform teachers about the methodology of this instruction should be published;,,
498ICPE-13-1950_RES1-FR,"13. That an effort be made to ensure that each secondary education institution is provided with a properly installed and equipped workshop and, if possible, a plot of land designated for gardening or agricultural work;",,
499ICPE-13-1950_RES1-FR,"14. That the workshops and tools used for manual work education take into account the age, hygiene, and physical abilities of the students;",,
500ICPE-13-1950_RES1-FR,15. That the provision of supplies be ensured free of charge to the greatest extent possible;,,
501ICPE-13-1950_RES1-FR,16. That the teaching of manual work be entrusted to teaching staff who are qualified both pedagogically and in terms of the technical knowledge specific to this discipline;,,
502ICPE-13-1950_RES1-FR,17. That introductory and advanced courses be organized periodically to keep the staff responsible for this teaching informed of the methods used and the progress made in this field;,,
503ICPE-13-1950_RES1-FR,"18. In order to promote the exchange of experiences, national or international exhibitions, such as the permanent Exhibition of the International Bureau of Education, should be organized; visits to other schools, even abroad, should be facilitated by the educational authorities; and the exchange of manual work produced by students should be encouraged among schools in different countries.",,
504ICPE-13-1950_RES1-FR,19. That teachers responsible for general subjects in secondary education are informed of the importance and value of manual work and of the assistance they can expect from it in their teaching;,,
505ICPE-13-1950_RES1-FR,"20. That the establishment of associations of manual work teachers be facilitated, which will collaborate in organizing introductory or advanced courses and in the continual improvement of the didactics of this teaching.",,
506ICPE-13-1950_RES1-FR,"The International Conference on Public Education, convened in Geneva by the United Nations Educational, Scientific and Cultural Organization and by the International Bureau of Education, and having met there on the sixth of July nineteen fifty, adopts on the thirteenth of July nineteen fifty the following recommendation: The Conference,",,
507ICPE-13-1950_RES1-FR,"Considering, on the one hand, that mathematical initiation constitutes one of the essential and universal aspects of training the mind in objectivity and rigor;",,
508ICPE-13-1950_RES1-FR,"That spontaneous activity and free verification, especially required by mathematical initiation, have an intellectual and moral formative value from which other disciplines should take inspiration,",,
509ICPE-13-1950_RES1-FR,"Considering finally that the teaching of mathematics, one of the most difficult subjects, can currently make use of the results of numerous psychological and pedagogical studies aimed at facilitating it,",,
510ICPE-13-1950_RES1-FR,Submits the following recommendations to the Ministries of Public Education of the various countries:,,
511ICPE-13-1950_RES1-FR,"1. That mathematical initiation be adapted, step by step, to the intellectual operations characteristic of the different stages of a child’s development and, in turn, make use of all the resources that these operations entail;",,
512ICPE-13-1950_RES1-FR,"2. That already at the kindergarten level, the child be given the opportunity to discover, through a set of effective and personal actions, the elementary relations (inclusion, order, correspondence, etc.) that constitute number and space;",,
513ICPE-13-1950_RES1-FR,"3. That the initiation to arithmetic operations, during the early primary years, is always based on preliminary actions, enabling the child to rediscover for themselves the mechanism of these operations through the manipulation of concrete objects and according to questions they have been led to ask based on their spontaneous interests;",,
514ICPE-13-1950_RES1-FR,"4. That, alongside this construction of numerical relationships, a graduated series of activities focused on elementary shapes, relationships, and spatial measurements be organized, in order to ensure the correspondence between arithmetic operations and geometric operations;",,
515ICPE-13-1950_RES1-FR,"5. That, in connection with this initiation to operations through action, particular care be given to the development of qualitative and logical relationships: since every problem necessarily involves a logical structure and numerical data, it is essential that, before introducing the latter, as complete an understanding as possible of this qualitative structure be achieved.",,
516ICPE-13-1950_RES1-FR,"6. That subsequently, problems involving new concepts (such as time, speed, etc.) should only be addressed after new exercises each time including the same concrete activities as well as the same effort of logical structuring;",,
517ICPE-13-1950_RES1-FR,"7. That the use of the child’s activity and inventive capacities be accompanied by an increasing emphasis on verification, so that the acquisition of each new system of operations or relations signifies progress in the rigor of reasoning;",,
518ICPE-13-1950_RES1-FR,8. Special attention should be given to the verbal expression of operations and to the use of correct vocabulary appropriate to each level considered;,,
519ICPE-13-1950_RES1-FR,"9. That exercises aimed at ensuring the acquisition of calculation mechanisms, particularly oral calculation, should only be introduced after the child has understood the meaning of the operations involved and the necessity of this mechanization;",,
520ICPE-13-1950_RES1-FR,"10. That teamwork methods be employed, particularly to enhance students' interest and to develop their mutual oversight capabilities;",,
521ICPE-13-1950_RES1-FR,"11. That teachers systematically seek, by means of various psychological methods, to identify their students’ weaknesses, to ascertain the causes of these deficiencies, and to remedy them with measures tailored to each individual case; — 157",,
522ICPE-13-1950_RES1-FR,"12. That mathematics teaching be coordinated as much as possible with other subjects, and that the exercises and problems presented to students be realistic, drawn from practical life, and, as far as possible, related to the environment in which the child lives;",,
523ICPE-13-1950_RES1-FR,13. That institutions responsible for teacher training be encouraged to draw inspiration from the above-defined principles in order to prepare instructors to implement them in practice.,,
524ICPE-14-1951_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, having met there on the twelfth of July, nineteen hundred and fifty-one, in its fourteenth session, adopts on the twentieth of July, nineteen hundred and fifty-one, the following recommendation: The Conference,",,
525ICPE-14-1951_RES1-FR,"Considering that the Universal Declaration of Human Rights, of December 10, 1948, recognizes the right of every person to education, advocates for the free provision of basic education and primary schooling, the latter being furthermore compulsory;",,
526ICPE-14-1951_RES1-FR,"That the draft Covenant on the Universal Declaration of Human Rights to be submitted to the United Nations General Assembly proclaims that primary education must be compulsory and provided free of charge to all, and that secondary education in its various forms, including technical and vocational education, should be generalized and progressively made free of charge;",,
527ICPE-14-1951_RES1-FR,"According to the terms of this draft Covenant, ""every State party to the present Covenant which, at the time it becomes a party thereto, has not yet been able to ensure, within its metropolitan territory or in territories under its jurisdiction, the free and compulsory nature of primary education, undertakes to establish and adopt within a period of two years a detailed plan of necessary measures to progressively achieve, within a reasonable number of years fixed by this plan, the full implementation of the principle of free and compulsory primary education for all"";",,
528ICPE-14-1951_RES1-FR,"That the universalization of the fundamental right to education should not be considered solely in less educationally developed countries, but also in those countries that currently face the educational needs of a continuously growing population;",,
529ICPE-14-1951_RES1-FR,"In turn, the issue of extending compulsory schooling is becoming a concern for the educational authorities of an increasing number of countries, including less developed countries that have large centers.",,
530ICPE-14-1951_RES1-FR,"That the 3rd International Conference on Public Instruction convened in Geneva in 1934 recognized that the issue of compulsory schooling and its extension presents itself differently in various countries, and that the recommended comprehensive measures must take into account national, and sometimes regional and local, circumstances in their implementation;",,
531ICPE-14-1951_RES1-FR,"That the instructional and educational techniques to be implemented must: a) serve to foster the values inherent to each culture in accordance with its historical traditions and to promote among the various cultures a harmony that generates concord and peace, b) be carried out simultaneously with social and economic development, and this through the broadest possible international cooperation,",,
532ICPE-14-1951_RES1-FR,Submits to the Ministries of Public Instruction of the various countries the following recommendation:,,
533ICPE-14-1951_RES1-FR,"The Conference submits the following recommendation to the United Nations, to specialized agencies, and to intergovernmental organizations:",,
534ICPE-14-1951_RES1-FR,"I. Plans providing for the generalization of compulsory schooling in accordance with the spirit of Article 26 of the Universal Declaration of Human Rights of 10 December 1948 must be developed in countries where this issue arises, and this within the shortest possible time frame;",,
535ICPE-14-1951_RES1-FR,"2. The plans for the generalization of compulsory schooling, including pedagogical measures as well as financial, social, or other measures, must be developed by interministerial committees or other competent mixed bodies, which may include representative organizations of the active forces of the country.",,
536ICPE-14-1951_RES1-FR,3. These plans must include both measures of immediate effect and progressive measures spread over a specified number of years;,,
537ICPE-14-1951_RES1-FR,"4. Plans for the generalization of compulsory schooling must be preceded by surveys that are as precise and thorough as possible, focusing on the quantitative aspect of the issue, namely the statistics of the current and foreseeable student population.",,
538ICPE-14-1951_RES1-FR,"5. The plans for the generalization of compulsory schooling must also be established in coordination with the country’s economic and social reform and development plans, among which they must be accorded the priority they deserve; preliminary studies should notably focus on the following factors: a) economic (amount of national income, degree of industrialization, agricultural organization, standard of living of the population, etc.); b) financial (tax system, budget administration at the national, regional, and local levels, etc.); c) social (organization of communities, social structure of the population, existence of nomadic tribes, family life and the condition of women, etc.); d) geographical (population density and distribution, development of urban centers relative to rural settlements, climate and topography, means of communication, etc.); e) political (political and administrative structure, etc.); f) linguistic (coexistence of multiple languages, unwritten languages, etc.).",,
539ICPE-14-1951_RES1-FR,"6. These plans must be flexible, constantly amended and readjusted, based on, on the one hand, the results obtained, and on the other hand, the ongoing evolution of the situation, which must be continuously studied;",,
540ICPE-14-1951_RES1-FR,"7. These schooling plans and the resulting implementation measures must be widely disseminated, emphasizing their importance for both the individual and society in order to obtain the full support of public opinion;",,
541ICPE-14-1951_RES1-FR,"8. The plans for the generalization of compulsory schooling, which for a number of countries must necessarily cover a more or less extended period of time, should consider whether the development of the campaign should immediately extend to the entire country or whether it would be more advantageous to address the issue by regions or zones (urban, rural, etc.) in order to avoid dispersing efforts;",,
542ICPE-14-1951_RES1-FR,The movement in favor of the generalization of compulsory schooling must be carried out simultaneously for both boys and girls.,,
543ICPE-14-1951_RES1-FR,"10. The insufficiency of funding being the most serious obstacle to the universalization of compulsory schooling, the financial aspect of the plan must be carefully examined; this study should not only focus on securing the necessary resources but also anticipate the rationalization of expenditures in order to achieve the maximum return on invested sums.",,
544ICPE-14-1951_RES1-FR,"11. Since tax administration systems are not the same in all countries, a single method of financing cannot be proposed; while the creation of new local or national taxes must be considered in some countries, in other cases it will involve either allocating a sufficient percentage of the ordinary public education budget to this financing, or providing for an extraordinary credit whose coverage will be spread over a determined number of years;",,
545ICPE-14-1951_RES1-FR,"12. Provided that the financial structure of each country allows it, joint participation by the central administration and local administrations in financing the plan would be desirable, especially if the financial contribution of one party is contingent upon that of the other.",,
546ICPE-14-1951_RES1-FR,"13. Wide publicity must be given to the financing plan in order to convince public opinion of the profitability of financial investments made in favor of education, as any educational progress will eventually result in a significant increase in national income.",,
547ICPE-14-1951_RES1-FR,"14. A schooling period that is too short cannot be envisaged, especially in countries where the language issue arises; students should not leave school before their educational achievements are sufficiently solid to be lasting and adequate to enable them to participate effectively in the life of the community;",,
548ICPE-14-1951_RES1-FR,"15. In countries where compulsory schooling has not yet been legally established, the minimum duration of schooling must be determined according to the principles of the preceding recommendation, without this duration running the risk of remaining purely theoretical;",,
549ICPE-14-1951_RES1-FR,"16. It is inconceivable to legally lower the duration of compulsory schooling in countries where it has already been established at 5, 6, or 7 years or more, especially when a very large proportion of the school-age population (sometimes exceeding 50%) still falls outside the application of the law; in such cases, all efforts within generalization plans must focus on gradually bringing the actual situation into alignment with the legal framework.",,
550ICPE-14-1951_RES1-FR,"17. It is desirable that in countries where the gap between the school-age population and the number of enrolled students does not exceed 20 or 30%, and where the generalization of compulsory education appears feasible in the more or less immediate future, the duration of compulsory education be gradually extended to 7 or 8 years;",,
551ICPE-14-1951_RES1-FR,"18. The extension of compulsory schooling beyond the age of 14 or 15, whether in a general form, as partial schooling, or within the framework of primary education or the various secondary education levels, should be encouraged especially in countries where compulsory education is already effectively implemented.",,
552ICPE-14-1951_RES1-FR,"19. The legal age for admission to work and the duration of compulsory schooling must be determined in relation to each other; therefore, the most comprehensive coordination must exist between the administration of public education and that of labor, and this coordination must be established not only at the national level but also internationally between organizations responsible for compulsory education and those responsible for the work of children and young people.",,
553ICPE-14-1951_RES1-FR,"20. Since the principle of the right to education is absolute, educational authorities must, as circumstances allow, establish the necessary institutions and take effective measures to ensure that exemptions provided for in certain legislations, or implicitly accepted, for example for sick children, children with physical or mental disabilities, those exempted due to the distance from school, etc., can be revoked or eliminated;",,
554ICPE-14-1951_RES1-FR,"Measures such as the establishment of boarding schools, the organization of correspondence or radio-based education, etc., can, depending on the circumstances, contribute to ensuring the education of children whose parents have no fixed domicile, such as itinerant traders, river workers, and the like.",,
555ICPE-14-1951_RES1-FR,"The education of children from tribes and nomadic children imposes special obligations on society which educational authorities cannot evade; the system of mobile schools can constitute, when circumstances permit, an adequate solution.",,
556ICPE-14-1951_RES1-FR,23. A periodic census of school-age children must be established in each locality to enable the monitoring of the enforcement of compulsory schooling;,,
557ICPE-14-1951_RES1-FR,"24. Although sanctions must be provided for cases of evident unwillingness on the part of parents or other individuals responsible for school attendance, emphasis should primarily be placed on measures of encouragement;",,
558ICPE-14-1951_RES1-FR,"25. Collaboration between the family and the school must be encouraged; parent organizations can contribute effectively to the fight against breaches of compulsory schooling, alongside authorities, social welfare personnel, etc.;",,
559ICPE-14-1951_RES1-FR,"26. The free provision of primary education should not be limited to the exemption from tuition fees; it should also progressively extend to school materials and supplies as well as textbooks, in accordance with Recommendation No. Z1 adopted by the 10th International Conference on Public Instruction.",,
560ICPE-14-1951_RES1-FR,"27. Effective measures must be considered to remedy, as far as possible, the difficulties arising from distance and the dispersion of settlements: better school locations, transportation facilities, boarding schools, etc.;",,
561ICPE-14-1951_RES1-FR,"28. When students from a municipality or region live closer to a school belonging to another administrative or territorial district, facilities must be provided to allow them to attend the nearest school;",,
562ICPE-14-1951_RES1-FR,"29. Medical services, food assistance, and, if necessary, clothing aid for schoolchildren must be made widely available, as, in addition to their intrinsic value, they facilitate attendance; educational authorities must develop these services even if other official or private bodies provide such social assistance.",,
563ICPE-14-1951_RES1-FR,"30. Family allowances are a means of encouraging school attendance; they can compensate for the loss of earnings of children subject to compulsory schooling and, at the very least, serve to combat absenteeism.",,
564ICPE-14-1951_RES1-FR,"31. In order for schoolwork to be better appreciated by parents and for compulsory schooling to be more acceptable, the school must be integrated as closely as possible into the community; it must contribute to the improvement of the community’s standard of living and become one of the elements of social, economic, civic, artistic, and cultural progress; to achieve this, it must use programs adapted to the child and methods such as active methods that connect the child to the study of their environment, thereby engaging the student and directing their mind towards the improvement of that environment; the school must also benefit from experiences and efforts made in the field of basic education.",,
565ICPE-14-1951_RES1-FR,"32. It is important, in communities where illiteracy predominates, that plans for the generalization of compulsory education be accompanied as far as possible by plans for adult basic education; this will create among parents a favorable atmosphere for the education of their children and will result in greater harmony between pupils leaving school and their elders; the work of basic education must be closely coordinated with that of the school.",,
566ICPE-14-1951_RES1-FR,"33. While acknowledging that a primary school in which a single teacher is responsible for children of all ages simultaneously presents very significant technical challenges for the teacher, there is nonetheless an interest in using this system wherever it can contribute to the generalization of compulsory education.",,
567ICPE-14-1951_RES1-FR,"34. In determining the school year, regional characteristics (climatic conditions, seasonal work, etc.) should be taken into account when there are significant differences between them;",,
568ICPE-14-1951_RES1-FR,"The same principle should be applied to the development of schedules, which should be designed so as to facilitate attendance as much as possible;",,
569ICPE-14-1951_RES1-FR,"36. While recognizing that a school schedule providing for two daily sessions of instruction is generally preferable, a single-session schedule may be accepted a) when a shortage of facilities and teaching staff or climatic conditions necessitate it as a temporary measure to ensure the right to education, and b) when economic and social conditions make it appear advantageous;",,
570ICPE-14-1951_RES1-FR,"37. The single-session schedule must not impose excessively long working hours on the student, nor an additional workload on the teacher, so as not to adversely affect health and performance;",,
571ICPE-14-1951_RES1-FR,"38. Given the obstacles that the language issue presents in certain countries for the generalization of compulsory education, and while emphasizing the role that the use of vernacular languages can, in principle, play, the solution to this problem must be sought for each of these countries based on national, regional, or local conditions, taking into account findings from child psychology and pedagogy.",,
572ICPE-14-1951_RES1-FR,"39. The essential element in any plan for the generalization of compulsory education is the teacher; as the shortage of teachers currently constitutes one of the obstacles to the generalization of compulsory schooling, a major effort must be made to overcome this shortage; in accordance with recommendations Nos. 4 and 13, adopted by the Fourth and Seventh International Conferences on Public Education: a) to grant teaching personnel remuneration commensurate with the importance of their mission; b) to provide them with strong job security; c) to establish a sufficient number of professional training centers for teachers;",,
573ICPE-14-1951_RES1-FR,"40. The standard training of teaching staff must be increasingly advanced and comprehensive, both in terms of general knowledge and in terms of specialized professional training; however, in order to promote compulsory schooling, accelerated training of teachers could also be envisaged according to circumstances; such accelerated training must be temporary, and opportunities for further development (internships, educational missions, summer courses, educational journals, etc.) should be made available to all teachers, regardless of their initial training (accelerated or standard).",,
574ICPE-14-1951_RES1-FR,"41. Professional training must enable teachers, particularly rural teachers, to become not only teaching technicians but also individuals capable of taking an active part in social life, being especially well-informed about the environment in which they are called to live, aware of its habits, needs, and aspirations; they must be active agents of a ""basic education"" encompassing general culture, hygiene, artisanal activities, agricultural practices, and so forth.",,
575ICPE-14-1951_RES1-FR,"42. In cases where rural teachers face particularly difficult living conditions, the educational authorities must strive to find measures aimed at compensating for the disadvantages resulting from such a situation.",,
576ICPE-14-1951_RES1-FR,"43. The following suggestions should be taken into account while drawing inspiration from Recommendation No. 9, adopted by the Fifth International Conference on Public Instruction;",,
577ICPE-14-1951_RES1-FR,44. Any plan for the expansion of compulsory schooling must be accompanied by a corresponding construction plan; this plan must take into account not only the construction of classrooms but also the construction of teachers' housing wherever the need arises;,,
578ICPE-14-1951_RES1-FR,The topographical situation of school buildings must be carefully studied taking into account the distribution of the school population and the distances to be traveled by the students;,,
579ICPE-14-1951_RES1-FR,"46. School construction plans must, according to economic possibilities, meet the pedagogical, hygienic, and climatic requirements of the localities for which they are intended.",,
580ICPE-14-1951_RES1-FR,"47. Depending on the circumstances, it may be advantageous to involve the local populations in the construction of their own schools, without thereby relieving the authorities of the responsibilities incumbent upon them in this domain;",,
581ICPE-14-1951_RES1-FR,"48. ""Emergency"" solutions may be considered to address the most urgent needs in the field of school construction: prefabricated schools, temporary use of buildings intended for other purposes, etc.;",,
582ICPE-14-1951_RES1-FR,"14449. Even when the financial burden of school construction principally rests with the authorities, individual or collective initiatives should be encouraged, whether in the form of free land transfers, donations, subscriptions, etc.; in emergency cases, special loans may also be promoted.",,
583ICPE-14-1951_RES1-FR,"50. Whenever possible, the school should include, in addition to the playground and courtyard, a workshop, a field, or a garden;",,
584ICPE-14-1951_RES1-FR,"51. When climatic conditions permit, the open-air school can provide a solution to the problem of school buildings, given its pedagogical, economic, and hygienic advantages;",,
585ICPE-14-1951_RES1-FR,52. Compulsory schooling must be implemented from the establishment of any new settlement: a sufficient number of schools must have been planned and constructed for this purpose.,,
586ICPE-14-1951_RES1-FR,"53. In view of Recommendations Nos. 1, 2, and 19 adopted by the 2nd and the 9th International Conference on Public Education, it is recommended that countries which have already established compulsory schooling should, as soon as possible, develop a plan to gradually extend the benefits of longer schooling to young people;",,
587ICPE-14-1951_RES1-FR,"54. Consideration may be given to providing financial assistance to needy families, particularly at the age when the child might enter the workforce, in the form of compensation for lost earnings, in order to enable them to allow their children to continue the studies for which they are qualified;",,
588ICPE-14-1951_RES1-FR,"55. Extended education must be adapted to the diversity of individual capacities, aptitudes, and interests, as well as to the scope and variety of social and economic needs, utilizing all the resources offered by modern culture; a wide range of studies must be made available to youth with numerous opportunities for guidance, branching, and catching up.",,
589ICPE-14-1951_RES1-FR,56. The study of sciences and technology must be sufficiently humanized so that it can also contribute to the general education of those who make it their specialty.,,
590ICPE-14-1951_RES1-FR,"57. Effective coordination must exist between the various types of extended education schools (classical and modern secondary, technical and vocational, primary) so as to facilitate transfer from one type to another and to achieve more rational selection and guidance.",,
591ICPE-14-1951_RES1-FR,"58. Efficient post-school education should enable young people, who are already employed in a salaried position after leaving school and up to the age of 18, to improve their vocational training and general culture, with the employer granting the necessary time for this purpose.",,
592ICPE-14-1951_RES1-FR,"59. That UNESCO, in consultation with the interested Member States, the specialized United Nations institutions, and international organizations, consider the possibility of developing an assistance program to implement compulsory education in the Member States requesting it; this program should address national needs and be consistent with the United Nations Charter; it should coordinate all currently available sources of assistance, consider the possibility of loans, and appeal for funds from voluntary contributions;",,
593ICPE-14-1951_RES1-FR,"60. Priority should be given, in the development of technical assistance plans, to those plans related to the expansion of compulsory schooling;",,
594ICPE-14-1951_RES1-FR,61. That this assistance should not be solely financial in nature but should include effective collaboration from international organizations concerning the development and implementation of universal education plans;,,
595ICPE-14-1951_RES1-FR,"62. Pending the economic development plans yielding the expected results and enabling coverage of the expenses related to compulsory schooling, it would be desirable for the International Bank for Reconstruction and Development to consider the possibility of granting long-term loans to countries that request them for the immediate implementation of their schooling plans;",,
596ICPE-14-1951_RES1-FR,"63. That the United Nations Educational, Scientific and Cultural Organization contributes, through the organization of regional conferences, to the adaptation of the principles set forth by the 14th International Conference on Public Education to the special conditions of the various regions of the world;",,
597ICPE-14-1951_RES1-FR,"64. That expert missions be sent to countries requesting them to study on-site the particular aspects involved in the generalization of compulsory schooling, and that, conversely, international scholarships be granted to experts from countries requesting them to study compulsory schooling in countries where it has already been implemented;",,
598ICPE-14-1951_RES1-FR,"65. That the United Nations Educational, Scientific and Cultural Organization continues the inquiries and studies undertaken concerning compulsory schooling and its extension, without neglecting school guidance and the coordination of the various types of secondary education, and that the results of these studies be published and brought to the attention of educational authorities and educators;",,
599ICPE-14-1951_RES1-FR,"66. That, within the framework of bilateral or multilateral agreements, exchanges of information, expert meetings, and, if necessary, mutual assistance actions be conducted with the aim of generalizing and extending compulsory schooling.",,
600ICPE-14-1951_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 twelfth of July in its fourteenth session, adopts on the eighteenth of July nineteen hundred and fifty-one the following recommendation: The Conference,",,
601ICPE-14-1951_RES1-FR,"Considering that, in many countries, the distance factor plays an important role in the area of school attendance,",,
602ICPE-14-1951_RES1-FR,"That, as far as possible, compulsory schooling should not entail additional expenses for the family;",,
603ICPE-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;",,
604ICPE-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;",,
605ICPE-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;,,
606ICPE-14-1951_RES1-FR,That the school must provide the model and example of a scientifically designed diet;,,
607ICPE-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;",,
608ICPE-14-1951_RES1-FR,"That attending school necessitates that the child be properly shod and clothed so as to be protected against inclement weather,",,
609ICPE-14-1951_RES1-FR,Submits to the Ministries of Public Instruction of the various countries the following recommendation:,,
610ICPE-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;",,
611ICPE-14-1951_RES1-FR,"2. That, as far as possible, a school canteen be attached to every existing school or school group;",,
612ICPE-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;,,
613ICPE-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;,,
614ICPE-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 habits of dietary hygiene, good behavior, social etiquette, and camaraderie.",,
615ICPE-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.",,
616ICPE-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;",,
617ICPE-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;",,
618ICPE-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;",,
619ICPE-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;,,
620ICPE-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;",,
621ICPE-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;,,
622ICPE-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 same manner as the supervision of education.",,
623ICPE-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, nineteen fifty-two, the following recommendation: The Conference,",,
624ICPE-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;",,
625ICPE-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 requirements of their particular mission;",,
626ICPE-15-1952_RES1-FR,"Whereas, in principle, women must be able, like men, to perform functions corresponding to their abilities;",,
627ICPE-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;",,
628ICPE-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;",,
629ICPE-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;",,
630ICPE-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;",,
631ICPE-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;",,
632ICPE-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,",,
633ICPE-15-1952_RES1-FR,Submits the following recommendation to the Ministries of Public Instruction of the various countries:,,
634ICPE-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;",,
635ICPE-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 education; b) statistical data enabling a precise understanding of the current state of the issue and the quantitative problems that the future may pose; c) the positive or negative influence that social, economic, educational, or other factors may have on women’s access to each level and type of education; d) the means most capable of overcoming the obstacles to women’s access to education, taking advantage of favorable circumstances; e) the financial aspect of measures to be taken to ensure new opportunities for women to access education at various levels and types; f) the economic and social measures to be taken to enable women to utilize new training opportunities offered to them in active life; g) the concrete experience of women in the new fields opening up to them in professional life;",,
636ICPE-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 for women to all levels of education (women's associations, parents' associations, economic and social groups, cultural and religious organizations, etc.);",,
637ICPE-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;",,
638ICPE-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;",,
639ICPE-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;",,
640ICPE-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 out;",,
641ICPE-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;",,
642ICPE-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.",,
643ICPE-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;,,
644ICPE-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;",,
645ICPE-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 psycho-physiological development.",,
646ICPE-15-1952_RES1-FR,13. Under no circumstances should the duration of compulsory schooling be shorter for girls than for boys;,,
647ICPE-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;,,
648ICPE-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;",,
649ICPE-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;",,
650ICPE-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;",,
651ICPE-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;",,
652ICPE-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 spheres; particular attention should be given to the training of social workers.",,
653ICPE-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.",,
654ICPE-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;",,
655ICPE-15-1952_RES1-FR,"22. Women should be involved, to the greatest extent possible, in the development, organization, and management of basic education initiatives;",,
656ICPE-15-1952_RES1-FR,23. Basic education should enable the close involvement of women in the activities and achievements of the community;,,
657ICPE-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 their natural role within the family and society.",,
658ICPE-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.); these centers would thus serve as hubs for the enhancement of living conditions through culture.",,
659ICPE-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 advancement of women’s education;",,
660ICPE-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 childcare, hygiene, and related subjects.",,
661ICPE-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;",,
662ICPE-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;",,
663ICPE-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;",,
664ICPE-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.,,
665ICPE-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.",,
666ICPE-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 are currently becoming available to them.",,
667ICPE-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;",,
668ICPE-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;",,
669ICPE-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;",,
670ICPE-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.,,
671ICPE-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,",,
672ICPE-15-1952_RES1-FR,Considering that education is incomplete without the study of the natural sciences;,,
673ICPE-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;,,
674ICPE-15-1952_RES1-FR,Considering that the study of natural sciences holds genuine value for the development of moral qualities;,,
675ICPE-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;,,
676ICPE-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,",,
677ICPE-15-1952_RES1-FR,Submits to the Ministries of Public Education of the various countries the following recommendation:,,
678ICPE-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 in-depth knowledge;",,
679ICPE-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 humans and citizen of tomorrow) aware of the structure, functioning, and maintenance of the human body and other living beings; the nature of the terrain that supports them; the interdependence of living beings and their dependence on the soil that nourishes them;",,
680ICPE-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 concern for order; to train manual dexterity; to cultivate a love of nature, an appreciation of its beauty, and respect for life; and to instill the duty to preserve human resources and natural wealth;",,
681ICPE-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 and collective hygiene, agriculture, and livestock; c) that they be more suggestive than prescriptive in order to allow the teacher full latitude in organizing their teaching, taking into account local resources, the level of development, and the disposition of their class;",,
682ICPE-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;",,
683ICPE-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 observation instruments, devices for projecting films, slides and photographic views, recording devices, identification manuals; d) establishment of equipment centers for the acquisition and storage of necessary objects and for their distribution to educational institutions; e) organization of centers for the production, distribution, and exchange of films, in collaboration with interested teachers; f) facilities for access to museums, exhibitions, zoological or botanical gardens, forests, ponds, quarries, mountains, beaches belonging to the public domain or to local authorities. The creation and use of teaching materials by students would be a highly commendable practice.",,
684ICPE-15-1952_RES1-FR,"6. The use of audiovisual tools can be recommended, provided that these tools form an integral part of the teaching.",,
685ICPE-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;,,
686ICPE-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.",,
687ICPE-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 other better, broaden their horizons, and engage effectively with questions and experiments beyond the classroom setting;",,
688ICPE-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.,,
689ICPE-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;",,
690ICPE-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;",,
691ICPE-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 nature.",,
692ICPE-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 Conference,",,
693ICPE-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,",,
694ICPE-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,",,
695ICPE-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,",,
696ICPE-16-1953_RES1-FR,"Considering that no one may be called upon to teach, even temporarily, unless they possess a recognized professional qualification,",,
697ICPE-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,",,
698ICPE-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,",,
699ICPE-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;",,
700ICPE-16-1953_RES1-FR,Submits the following recommendation to the Ministries of Public Instruction of the various countries:,,
701ICPE-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.,,
702ICPE-16-1953_RES1-FR,"2. Given the increasing complexity of issues related to pedagogical training, it is highly beneficial to entrust a specialized body—whether a general directorate, department, or service—with the coordination of administrative, financial, and technical matters concerning this training.",,
703ICPE-16-1953_RES1-FR,"3. For addressing the issues within its competence, this specialized body shall rely on the collaboration of consultative organs, which will include representatives from the administration and teaching staff of teacher training institutions as well as representatives of serving primary school teachers.",,
704ICPE-16-1953_RES1-FR,"Among the essential tasks assigned to this specialized body is the assessment and training of the number of primary school teachers required by the expansion of school education, taking into account the impacts that demographic trends, the extension of compulsory schooling, the reduction of the maximum number of pupils assigned to each teacher, teacher vacancies, and similar factors may have on teaching staff numbers.",,
705ICPE-16-1953_RES1-FR,"5. Where compulsory schooling is not yet universal, this specialized body shall be responsible for developing, in coordination with the directly concerned bodies, plans providing for immediate measures and long-term measures to ensure the training of the number of primary schoolteachers required by the phased implementation of compulsory schooling; similar plans may be considered for the purpose of rapidly reducing the number of teachers who do not possess all the required qualifications.",,
706ICPE-16-1953_RES1-FR,"6. Even where it is responsible for organizing teacher training and monitoring the effectiveness of pedagogical training institutions, the specialized body must grant the institutions concerned the autonomy and latitude necessary for the proper functioning of any establishment, particularly with regard to curricula and methods.",,
707ICPE-16-1953_RES1-FR,7. The collaboration of professors and student teachers can greatly contribute to the smooth running of the institution; it is therefore desirable that both be associated with the responsibilities of the internal organization of their establishment. — 159,,
708ICPE-16-1953_RES1-FR,"8. Regardless of the mode of financing for teacher training institutions, the funds allocated to this training must be sufficient to maintain a number of institutions proportional to the needs for primary school teachers, to ensure appropriate salaries for their professors, to provide these institutions with premises that meet the required material and pedagogical conditions (including accommodation for students when a boarding system is in place), to equip them with essential resources (library, laboratories, workshops, sports fields, etc.), to organically attach practice primary schools, and to guarantee student teachers free tuition as well as adequate maintenance scholarships.",,
709ICPE-16-1953_RES1-FR,"9. To facilitate this funding, it is desirable that the press, public opinion, legislative assemblies, and the bodies responsible for allocating credits be kept informed of the importance of primary teacher education.",,
710ICPE-16-1953_RES1-FR,"10. Among the various systems of pedagogical training (normal schools with or without boarding, intermediate-type pedagogical institutes, university institutes or faculties of pedagogy), each country will benefit from choosing the system or systems that, while ensuring the most comprehensive preparation possible, best correspond to its geographical structure, financial resources, and capabilities for recruiting and remunerating teachers — the training of primary school teachers in a higher-level institution constituting an ideal to which it is necessary to strive to draw ever closer.",,
711ICPE-16-1953_RES1-FR,"It is desirable that primary school teachers be granted every facility to pursue their studies at the university level and that the number of faculties or institutes of pedagogy be increased, with the qualifications awarded by these institutions allowing the holders to teach in secondary education.",,
712ICPE-16-1953_RES1-FR,"12. Without disputing that the coexistence, within the same country, of multiple training systems differing in terms of admission conditions and age, duration and level of studies, as well as the value of the qualifications awarded, is fully justified, it appears that an excessive diversity of training systems presents certain disadvantages, particularly concerning the equality of remuneration for serving primary school teachers.",,
713ICPE-16-1953_RES1-FR,"13. Where there exists a distinct training system for rural teachers and for urban teachers, it is essential to ensure, through the equivalence of the level of studies, the equivalence of the qualifications conferred upon each.",,
714ICPE-16-1953_RES1-FR,"14. Teachers who intend to work in preschool education, in the education of children with disabilities or special needs (preferably after obtaining a special certificate), or in higher or supplementary primary education, must receive specialized training alongside their general preparation or as a complement to it; it would also be advantageous for serving teachers to be able to transfer from one type of primary education to another after receiving the necessary specialized training.",,
715ICPE-16-1953_RES1-FR,"15. In countries where the completion of secondary education is not required as a condition for admission to institutions providing training for primary school teachers, all facilities must be made available to holders of the baccalaureate to receive pedagogical training which, under no circumstances, should be inferior to that required of trainee teachers who have followed the regular program.",,
716ICPE-16-1953_RES1-FR,"Every possible facility must also be provided to individuals who discover late their aptitude or vocation for the profession of educator, to receive or complete the general and professional training indispensable to this role.",,
717ICPE-16-1953_RES1-FR,"17. Without overlooking the services rendered by secondary-level normal schools, in certain countries, as general education institutions open to all, measures should be considered to gradually transform these schools into pedagogical training establishments primarily reserved for those who intend to pursue a career in teaching.",,
718ICPE-16-1953_RES1-FR,"RECRUITMENT AND ADMISSION CONDITIONS 18. Every effort must be made to attract candidates to the teaching profession who, possessing the required aptitudes, might be tempted to devote themselves to other activities; however, it must not be forgotten that the improvement of the moral and material conditions of primary teaching staff constitutes the decisive factor in the success of any recruitment campaign.",,
719ICPE-16-1953_RES1-FR,19. Equal opportunities for access to the primary teaching profession must be ensured for candidates of both sexes.,,
720ICPE-16-1953_RES1-FR,"20. Primary and secondary school teachers should be frequently reminded of the valuable assistance they can provide in recruiting candidates for primary education, by identifying young people who demonstrate the necessary qualities and encouraging them, through appropriate measures, to pursue this career.",,
721ICPE-16-1953_RES1-FR,"21. Vocational guidance offices can also constructively assist in recruiting future primary teaching staff; as they already do for other professions, they could produce and distribute explanatory notices on the conditions of a teaching career; within the framework of this campaign, they could also organize talks for students about to leave school, publish articles in the press, prepare radio broadcasts, and so forth.",,
722ICPE-16-1953_RES1-FR,"22. In order to broaden the recruitment of candidates to all sectors of the population, it is desirable to grant trainee teachers either complete free tuition (including schooling, accommodation, and maintenance), scholarships, or a salary advance.",,
723ICPE-16-1953_RES1-FR,"23. When, in return for the material facilities granted during their studies, trainee teachers are required to commit to practicing for a specified number of years, this essential commitment must be sufficiently flexible, especially in the case of female personnel, so as not to constitute an obstacle to recruitment.",,
724ICPE-16-1953_RES1-FR,"24. The age of admission to teacher training institutions depends on the level (secondary, intermediate, or higher) of these institutions; given the impossibility of setting a limit applicable to all countries, one must not overlook the risks posed by admitting candidates who do not possess the required maturity of mind to properly assess the responsibilities inherent to the profession and to face its challenges.",,
725ICPE-16-1953_RES1-FR,"25. As the simplification of admission procedures appears desirable, it is appropriate to take into account the qualifications, certificates, and diplomas of candidates during the entrance examinations to which they are subjected.",,
726ICPE-16-1953_RES1-FR,"26. However, intellectual aptitudes and knowledge should not constitute the sole criteria for admission to teacher training studies: strength of character, physical and mental aptitudes, love of children, dedication, and social awareness are all criteria that must also be taken into account; for this reason, it is desirable that psychological examinations be organized for candidates applying to teacher training—immediately before and during these studies—to exclude those who exhibit character or behavioral anomalies incompatible with the practice of the profession; interviews with candidates to ascertain their pedagogical vocation and, where applicable, probationary internships, constitute a valuable complement to admission examinations.",,
727ICPE-16-1953_RES1-FR,"27. Attention should also be given to mental characteristics, emotional balance, personal concerns, and adaptation difficulties; it is therefore desirable that every teacher training institution entrust the responsibility of conducting a course in mental hygiene to a professor, to whom trainee teachers may also turn for assistance in resolving their personal issues.",,
728ICPE-16-1953_RES1-FR,"CURRICULUMS 28. Representatives of the administration and teaching staff of teacher training institutions, as well as representatives of serving primary school teachers, should be involved in the development and revision of curricula and programs at institutions responsible for the training of primary school teaching personnel.",,
729ICPE-16-1953_RES1-FR,"29. The duration of studies in teacher training institutions depends on the nature of the instruction provided; when this instruction encompasses both general education and professional preparation proper, the duration of the studies must necessarily be longer.",,
730ICPE-16-1953_RES1-FR,"30. In secondary-level pedagogical training institutions, an appropriate balance should be achieved between general education and professional preparation.",,
731ICPE-16-1953_RES1-FR,"Professional preparation proper must include not only psychological and pedagogical studies and the practice of teaching, but also special courses dealing, for example, with the study of social facts, domestic economy, hygiene, physical education, singing, drawing, manual work, agriculture, etc.",,
732ICPE-16-1953_RES1-FR,"32. The psychological and pedagogical training of primary school teaching staff must focus on the study of the nature of the child and their processes of knowledge acquisition, on the study of the relationships between education and society, and on the study of didactics and educational materials — all these matters being considered from both theoretical and practical perspectives.",,
733ICPE-16-1953_RES1-FR,"33. The psychological studies required of trainee teachers must cover general psychology and child psychology; far from being limited to test techniques, they must include a qualitative study of the structure of the child's mind and its development; the oral courses should be accompanied by observations and experiments conducted by the trainee teachers on the child's behavior from intellectual and emotional, individual and social perspectives.",,
734ICPE-16-1953_RES1-FR,"34. Within the framework of pedagogical studies, it is desirable to allocate a place to general pedagogy, the history of education, and comparative pedagogy, to experimental pedagogy, to the didactics of various subjects, to the organization, administration, and school legislation, and finally to the pedagogical issues specific to the country in question.",,
735ICPE-16-1953_RES1-FR,"35. The teaching of general pedagogy and the history of education should aim to enable future teachers to grasp, in addition to the constants observed in various pedagogical theories, the evolution that has occurred both in terms of principles and in the organization of schooling; comparative pedagogy should instill in them the notion of the universality of certain educational issues, while also making them aware of the need to adapt general principles to the specific conditions of each national, regional, and local context.",,
736ICPE-16-1953_RES1-FR,"36. In the curricula, significant emphasis must be placed on the teaching of didactics, both from the perspective of active methods and the various disciplines, particularly the methodology of reading, writing, and introductory mathematics; this methodological instruction should be provided in close correlation with courses in psychology and with teaching practice.",,
737ICPE-16-1953_RES1-FR,"Theoretical courses of a pedagogical nature must be accompanied by seminar work, discussion groups, individual research, etc.; for this purpose, teacher training institutions must be equipped with teaching and psycho-pedagogical research materials and have a well-stocked library containing educational journals, works on pedagogy—both classical and modern—reference books, and manuals.",,
738ICPE-16-1953_RES1-FR,"38. As soon as circumstances permit, optional or elective courses should be included in the curricula designed for trainee teachers, allowing them to deepen their knowledge in subjects more closely related to their personal preferences or interests.",,
739ICPE-16-1953_RES1-FR,"39. Practical training for student teachers, being one of the essential aspects of the professional preparation of primary teaching staff, should allocate a significant proportion of the time reserved for pedagogical studies to internships.",,
740ICPE-16-1953_RES1-FR,"40. The practical training of student teachers must be designed to enable them not only to observe model lessons and to personally and progressively become acquainted with teaching techniques and classroom responsibilities, but also to experience school life in all its facets.",,
741ICPE-16-1953_RES1-FR,"41. It is essential that institutions responsible for the training of primary school teachers have under their control one or more schools, preferably of an experimental type, where student teachers can complete part of their practical training placements.",,
742ICPE-16-1953_RES1-FR,"42. The practical training of trainee teachers should not be confined to placements in demonstration schools; it is desirable that they also gain experience in ordinary primary schools, where the challenges (premises, equipment, number of pupils per class, social environment, etc.) are of the same nature as those they will likely encounter in the schools where they will subsequently be called upon to teach.",,
743ICPE-16-1953_RES1-FR,"43. Prospective teachers should have the opportunity to train both in single-teacher schools and in multi-class institutions; it is also advantageous for them to become acquainted, as far as possible, with schools located in different environments.",,
744ICPE-16-1953_RES1-FR,"44. In countries where primary school teachers are expected to be involved in adult education, for example in evening classes, student teachers should be introduced to the issues raised by this type of education and have the opportunity to practice in adult or basic education courses.",,
745ICPE-16-1953_RES1-FR,"45. Pedagogical training must also include courses on school hygiene, on care to be given to the child, and on precautions to be taken against contagious diseases and epidemics; primary teachers appointed to isolated posts must at least be capable of taking care of their own health and that of their family.",,
746ICPE-16-1953_RES1-FR,"46. Given the social role assigned to teachers, they must receive both theoretical and practical training to understand their place within community life; to this end, they should be introduced to activities such as the organization of leisure, the preparation of cultural events, the improvement of public hygiene conditions, the development of local production, and so forth.",,
747ICPE-16-1953_RES1-FR,"47. The development of the artistic sensibility of student teachers should be encouraged if the schools entrusted to them are to become centers of aesthetic influence in their turn; to achieve this, the location and layout of teacher training institutions must be carefully selected, and musical, theatrical, literary, and sporting events organized either within the teacher training institutions or in the nearby primary schools.",,
748ICPE-16-1953_RES1-FR,"Opportunities must be provided for student teachers to become involved in extracurricular activities (school canteens and changing rooms, holiday camps, youth movements, parent-teacher associations, etc.).",,
749ICPE-16-1953_RES1-FR,"49. The behavior of student teachers largely depends on the organization of studies, the spirit underlying the teaching, and, where applicable, the conditions of housing and living; discipline must therefore be liberal in nature, based on respect for individuality and aimed at fostering the development of personal potential; teaching should draw on a broadly humanistic culture and contribute to nurturing civic spirit and a sense of responsibility.",,
750ICPE-16-1953_RES1-FR,"50. One of the greatest problems that humanity still has to resolve is that of its relationships with others; it is therefore appropriate to cultivate in the future primary school teacher the tastes, attitudes, knowledge, and skills necessary to develop good human relations (mutual understanding, tolerance, and solidarity) within the classroom, the family, and the community, both local and national as well as international; teacher training institutions should recognize the paramount importance of this issue and, through both theoretical and practical instruction, prepare future teachers to work towards good human relations and international understanding.",,
751ICPE-16-1953_RES1-FR,"51. Particular attention should be given to the selection of teaching staff in teacher training institutions and practice schools, as their human qualities must make them the model teacher presented as an example to trainee teachers.",,
752ICPE-16-1953_RES1-FR,"52. Professors of pedagogy and psychology must possess high theoretical and practical qualifications; as for professors responsible for teaching other disciplines, they must not only have a thorough command of their own specialty but also understand the psychological, pedagogical, and social aspects of its instruction.",,
753ICPE-16-1953_RES1-FR,"53. The contact between the teacher training institutions and the trainee teachers should not cease upon their obtaining the normal school diploma; therefore, it is necessary to maintain this contact and to enable practicing primary school teachers to benefit from the influence of these institutions.",,
754ICPE-16-1953_RES1-FR,"54. Psychological and pedagogical research organizations must be established to facilitate — in collaboration with teacher training institutions and, where applicable, with their affiliated and practice schools or any other primary schools — the continuous improvement of methods and the enhancement of work tools necessary for primary school teachers.",,
755ICPE-16-1953_RES1-FR,"PROFESSIONAL DEVELOPMENT OF ACTIVE PRIMARY SCHOOL TEACHERS 55. All necessary measures should be taken to ensure that active primary school teachers can pursue professional development throughout their careers, in order to stay informed about new theories and techniques.",,
756ICPE-16-1953_RES1-FR,"56. The organization of a system for professional development proves to be especially necessary for primary school teachers who have received accelerated training, which is therefore brief and incomplete, as well as for those who have been appointed without possessing all the usual qualifications.",,
757ICPE-16-1953_RES1-FR,"57. In addition to the increased efficiency and morale that primary teaching staff may derive from in-service training courses, these courses must, where remuneration depends on qualifications and credentials, enhance the opportunities for advancement of anyone who has successfully completed them.",,
758ICPE-16-1953_RES1-FR,"58. Regardless of the means employed to contribute to the professional development of primary teaching staff (lectures, model lessons, discussion groups, study internships, holiday courses, correspondence courses, radio broadcasts, etc.), a predominant role in organizing these activities must be assigned to the school inspection, the administration and teaching staff of teacher training institutions, and associations or groups of primary teaching personnel.",,
759ICPE-16-1953_RES1-FR,"59. When the educational authorities do not assume responsibility for organizing the professional development of primary school teachers, subsidies must be granted to teachers' associations or other institutions and groups capable of successfully carrying out this task.",,
760ICPE-16-1953_RES1-FR,"The greatest facilities (leave, allowances, etc.) must be granted to primary school teachers so that they can benefit from initiatives aimed at their professional development; these facilities are even more necessary when it concerns the improvement of teachers working in rural areas who do not possess all the required qualifications.",,
761ICPE-16-1953_RES1-FR,"61. In addition to the initiatives taken by the school authorities or by other institutions and groups aimed at the professional development of primary school teachers, it is necessary to encourage the latter to form working groups or study circles to jointly examine educational problems, both theoretical and practical, that particularly concern them.",,
762ICPE-16-1953_RES1-FR,"62. Individual or group study trips, both domestically and abroad, should be regarded as one of the most effective means to raise the professional level of teachers, broaden their perspective on educational issues, and encourage them to improve their methods; for this reason, a sufficient number of scholarships must be awarded to primary school teachers, who will then share the experience gained during these study trips with their colleagues.",,
763ICPE-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 the sixth of July, nineteen hundred and fifty-three, in its sixteenth session, adopts on the fourteenth of July, nineteen hundred and fifty-three, the following recommendation: The Conference, [INCOMPLETE] and by demonstrating, with regard to the pupils entrusted to him, the dedication he shows both outside his service and in his teaching, Considering, on the one hand, that outside of his duties and without distinction of sex, race, color, or personal opinions or beliefs, the primary school teacher must enjoy, like any educator, the free exercise of his civil rights, in accordance with the Universal Declaration of Human Rights; but on the other hand, that his mission as an educator imposes duties toward the pupils whose consciences and personalities he must respect, as well as toward the families who entrust their children to him, and that this responsibility creates obligations toward the community he is called upon to serve:",,
764ICPE-16-1953_RES1-FR,Submits the following recommendation to the Ministries of Public Education of the various countries:,,
765ICPE-16-1953_RES1-FR,"1. When primary teaching staff hold civil servant status, the general rights and guarantees conferred by this status must in no case be inferior to those granted to other categories of civil servants of the same level.",,
766ICPE-16-1953_RES1-FR,"2. Where members of the primary teaching staff are not considered civil servants, they must hold a contract whose general clauses do not place them at a disadvantage compared to similar personnel in other services subject to the same contractual regime.",,
767ICPE-16-1953_RES1-FR,"3. Without seeking to establish a uniform system, it is appropriate to encourage initiatives taken, in decentralized countries, to reduce as much as possible the glaring inequalities that may exist within the same country regarding the situation of primary teaching staff, particularly in terms of remuneration.",,
768ICPE-16-1953_RES1-FR,"4. Where primary teaching staff are administratively accountable to local authorities, it is important to ensure that these authorities, especially in the case of small rural communities, are capable of guaranteeing the rights of the teachers they employ, particularly regarding the regular payment of their remuneration.",,
769ICPE-16-1953_RES1-FR,"Maximum job security must be guaranteed to members of the primary teaching staff, except in cases of serious misconduct sanctioned, in accordance with the applicable regulations in the matter, by dismissal from service or contract termination; as soon as a primary school teacher meets the required conditions, a lifetime appointment should be offered; where this principle does not appear feasible, the appointment offered should be for a long-term period, with the possibility of renewal.",,
770ICPE-16-1953_RES1-FR,"6. The duly recognized bodies are competent to enforce the regulations concerning the rights and duties of primary teaching personnel, free from any external pressure, regardless of its nature.",,
771ICPE-16-1953_RES1-FR,"7. In the event of professional misconduct, regulatory sanctions must be applied impartially, with the individual retaining the right to appeal to the competent authorities if they consider the measure taken against them to be unjustified.",,
772ICPE-16-1953_RES1-FR,8. This right of appeal must also be granted to any member of the primary teaching staff who considers themselves aggrieved by the application to them of administrative measures provided for by law or regulations.,,
773ICPE-16-1953_RES1-FR,"9. In principle, authorized delegates of the primary teaching staff should be part of the bodies responsible for reviewing appeals that teachers may file against decisions taken concerning them by school authorities in disciplinary matters and professional qualifications.",,
774ICPE-16-1953_RES1-FR,"10. Members of the primary teaching staff, or their representatives, must be granted the right to participate in the development of guidelines concerning their working conditions and in educational conferences addressing issues related to the functions of the primary teacher.",,
775ICPE-16-1953_RES1-FR,"11. Teachers should be recognized the right to associate in professional organizations of their choice, qualified to represent them on all occasions.",,
776ICPE-16-1953_RES1-FR,12. The procedures for appointing members of the primary teaching staff must be as simple as possible and provide all guarantees of objectivity.,,
777ICPE-16-1953_RES1-FR,"In this regard, the automatic appointment of teachers who have obtained the required qualifications presents advantages, particularly where there is a shortage of teaching staff; in filling positions for which male and female primary teachers hold equivalent qualifications and equally meet the established conditions, any discrimination based on gender should be avoided.",,
778ICPE-16-1953_RES1-FR,"14. Where automatic appointment is not applicable, a selection system should be used that offers all guarantees to the candidates and takes into account their overall grades and the evaluations made during their teacher training, their qualifications, extracurricular activities, as well as the results of the tests and individual interviews to which they have been subjected.",,
779ICPE-16-1953_RES1-FR,"15. In principle, the procedures used by certain countries to determine promotion or transfer to a higher position should be based on the same process, while also taking into account the service records of the individuals concerned.",,
780ICPE-16-1953_RES1-FR,"16. When a probationary period must precede tenure, it should not be unduly extended, so as to allow primary school teachers to enjoy the full extent of their rights as soon as possible.",,
781ICPE-16-1953_RES1-FR,"Among the means to encourage teachers to remain in the same position and to address the disadvantages inherent in excessively frequent changes of incumbents, especially in rural areas, measures should be considered to facilitate the appointment of teachers in their own locality or in a neighboring locality, if that is their wish.",,
782ICPE-16-1953_RES1-FR,"18. When both spouses are members of the teaching staff, every effort should be made to facilitate their appointment in the same locality or in neighboring localities.",,
783ICPE-16-1953_RES1-FR,"19. Where feasible, it is desirable that teachers be able to benefit from advancement on the salary scale without being required to change location.",,
784ICPE-16-1953_RES1-FR,"20. The psychophysiological capacities of the pupil and the tasks that the primary school teacher is required to perform in addition to teaching their class dictate that the weekly teaching schedule must not exceed thirty hours: the teacher must be able to prepare lessons, correct assignments, engage in extracurricular activities, maintain contact with parents, and pursue professional as well as cultural development.",,
785ICPE-16-1953_RES1-FR,"21. In principle, the length and distribution of holidays and leave should be guided by similar considerations, taking into account the rest and leisure time that both teachers and pupils equally require.",,
786ICPE-16-1953_RES1-FR,"22. In localities where the alternating class system is implemented and where primary school teachers must, consequently, teach two different groups of students each day, it is necessary to provide sufficient staff to maintain the workload of each teacher within the limits recommended in Article 20.",,
787ICPE-16-1953_RES1-FR,"23. In principle, the economic situation of the primary school teacher should allow them to devote themselves entirely to their educational and extracurricular or social activities; outside of their normal duties, they should not undertake paid work that could undermine the operation of the service for which they are responsible and the moral authority they must maintain with their fellow citizens, particularly with the parents and students.",,
788ICPE-16-1953_RES1-FR,"24. Given that the insufficiency of the professional qualifications of teachers in both public and private education is often the cause of inadequate working conditions and remuneration granted to them, which consequently harms the interests of the pupils entrusted to their care, it is desirable that the public authorities consider establishing, through legislative texts, the minimum required qualifications for teachers working in the various categories of primary education institutions.",,
789ICPE-16-1953_RES1-FR,25. Primary school teaching staff must receive remuneration that corresponds to the importance of their mission and is at least equal to that of various categories of civil servants or employees who have undergone similar training or occupy a social position of the same level.,,
790ICPE-16-1953_RES1-FR,"26. The minimum salary must be sufficient to ensure that the teacher, from the very beginning of their career, enjoys living conditions that motivate them in their work and notably allow them to establish a household;",,
791ICPE-16-1953_RES1-FR,"27. Salary scales must be designed as simply as possible, while ensuring that the proportion of teachers receiving a salary below the average rate is kept to a minimum.",,
792ICPE-16-1953_RES1-FR,"28. While acknowledging that methods of remuneration may vary from one country to another, it appears preferable that the gap between the minimum and maximum rates within the same scale should not be too large, provided that both rates ensure a fair remuneration for teachers.",,
793ICPE-16-1953_RES1-FR,"29. Where there are multiple systems of professional training for primary school teachers, it is equitable that teachers whose qualifications or diplomas have required a longer and more comprehensive preparation be remunerated at a higher rate.",,
794ICPE-16-1953_RES1-FR,"30. It is highly desirable that, with equal qualifications and equal work, the remuneration rate for female primary teachers be identical to that of their male counterparts; where this principle is not applied, all measures should be taken to progressively reduce the existing gap between the remuneration rates of the two.",,
795ICPE-16-1953_RES1-FR,"31. Promotion should enable the primary school teacher to reach the average salary scale in a reasonable time and to obtain, at the end of their career, where the retirement rate is based on the amount of the salary, an optimal pension or allowance.",,
796ICPE-16-1953_RES1-FR,"32. When advancement is primarily based on selection, all necessary measures must be taken to prevent arbitrariness by the responsible authorities: only qualifications, service records, abilities, efficiency, and merit of the candidates should be taken into account.",,
797ICPE-16-1953_RES1-FR,"33. In decentralized countries where primary teaching staff are subject to various remuneration methods and different salary scales, efforts must be made, by the most appropriate means deemed necessary, to minimize as much as possible the significant disparities that may exist within the same country regarding remuneration rates.",,
798ICPE-16-1953_RES1-FR,"34. In countries where, for equivalent training, the remuneration rate of preschool institution teaching staff is lower than that of primary school teachers, it is legitimate to consider the elimination of this anomaly.",,
799ICPE-16-1953_RES1-FR,"35. When teaching in a practice school affiliated with a teacher training institution, in an upper primary school, in a supplementary course, or in a school for children with disabilities requires additional or specialized professional qualifications or preparation, the remuneration rate for teachers in this category must be higher than that of other primary school teachers.",,
800ICPE-16-1953_RES1-FR,"36. The responsibilities inherent to the position of primary school principal must entitle the holder to an increase in the rate of remuneration, which, where appropriate, could be proportional to the size of the institution concerned.",,
801ICPE-16-1953_RES1-FR,"37. Trainee teachers, substitute teachers, and interim teachers, as well as teachers who do not hold all the required qualifications, are entitled to remuneration which, while remaining lower than that of certified teachers, must provide them with adequate means of livelihood.",,
802ICPE-16-1953_RES1-FR,"38. Where this has not yet been done, educational authorities must endeavor to take all necessary measures to ensure that teachers are fully paid during holidays and statutory leave.",,
803ICPE-16-1953_RES1-FR,"39. Where salary scales have not been adjusted to take into account the rising cost of living, primary school teachers must receive cost of living allowances, the rates of which are subject to periodic revisions.",,
804ICPE-16-1953_RES1-FR,"40. Special residency allowances must be provided for primary school teachers working either in a locality where living conditions are made difficult by isolation, climate, sanitary conditions, or other factors, or in an urban area where the cost of living index reaches a higher level; it is the responsibility of the competent authorities to determine the factors to be taken into account in such cases.",,
805ICPE-16-1953_RES1-FR,"41. The housing crisis, which prevails in most countries, makes it all the more desirable for the authorities to provide primary school teachers with free or reduced-rent housing, or to grant them a housing allowance.",,
806ICPE-16-1953_RES1-FR,42. It is desirable to grant primary school teachers family allowances on the same basis and under the same conditions as other civil servants or employees of the same category.,,
807ICPE-16-1953_RES1-FR,"43. Where the needs of the service may require a primary school teacher to change location, the individual must be granted a travel allowance.",,
808ICPE-16-1953_RES1-FR,"44. Primary teaching staff must benefit from a social security scheme that covers the following contingencies: retirement, survivor assistance, disability, illness, and maternity.",,
809ICPE-16-1953_RES1-FR,"Regardless of the managing entity (fund administered by public authorities, by an association of civil servants, or by a private insurance company), the public authorities must ensure that all guarantees are in place to meet the commitments made to the beneficiaries of the social security scheme.",,
810ICPE-16-1953_RES1-FR,"46. There are countries where no contributions are required from primary school teachers benefiting from a social security scheme; however, where such contributions are demanded, their amount should not exceed the contribution made by the public authorities.",,
811ICPE-16-1953_RES1-FR,"At a given age or after a specified number of years of service, primary school teachers must be entitled either to a normal retirement pension, a lump-sum payment, or both; a proportionate retirement pension may be granted after a minimum number of years of service, provided that such a scheme does not encourage them to leave the teaching profession prematurely.",,
812ICPE-16-1953_RES1-FR,"48. In the event of disability or incapacity necessitating retirement, primary school teachers must receive a pension or allowance corresponding to the number of years of service; the rate of this benefit must, in any case, be sufficient to ensure that the individual does not fall into financial need.",,
813ICPE-16-1953_RES1-FR,"49. In the event of illness, primary school teachers must be granted paid leave of a determined duration, with their replacement ensured by the educational authorities; where no other provision exists for this purpose, it is desirable that an allowance for medical and pharmaceutical expenses be also granted to them; if the illness extends beyond the periods stipulated by regulations, the amount of the salary should be reduced in successive stages, either until the teacher recovers or until their admission to early retirement on grounds of disability.",,
814ICPE-16-1953_RES1-FR,"50. Every female primary school teacher must be entitled to paid maternity leave, the duration of which (divided between the period before and after childbirth) shall not be less than three months — longer leave, treated as sick leave, may be granted for medical reasons.",,
815ICPE-16-1953_RES1-FR,"51. In the event of the death of a member of the primary teaching staff, benefits must be paid to the surviving dependents of the deceased or, in any case, to his widow (provided she does not remarry) and to his children (up to an age that cannot be less than that of compulsory schooling, and up to a later age if the individuals continue general or vocational studies).",,
816ICPE-16-1953_RES1-FR,It is highly desirable that representatives of the primary teaching staff participate in the development of social security regulations and be involved in the management of funds as well as in the resolution of any disputes.,,
817ICPE-16-1953_RES1-FR,"53. While taking into account the various factors underlying the provisions established to regulate the employment of foreigners, it is advisable to consider, particularly in countries experiencing a shortage of primary school teachers, the possibility of admitting foreign teachers to practice, subject to certain conditions.",,
818ICPE-16-1953_RES1-FR,"To be admitted to teach in public primary education, foreign teachers must hold the diplomas required of national citizens or possess qualifications recognized as equivalent.",,
819ICPE-16-1953_RES1-FR,"55. In federal-type countries, it is desirable to grant nationals of the various federated states, provinces, cantons, etc., all possible facilitation to practice throughout the entire territory of the federation.",,
820ICPE-17-1954_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 fifth of July, nineteen fifty-four, adopts on the tenth of July, nineteen fifty-four the following recommendation: The Conference,",,
821ICPE-17-1954_RES1-FR,"Considering the fundamental right of every person to receive all education allowed by their abilities, regardless of any consideration of class, race, sex, language, or opinion,",,
822ICPE-17-1954_RES1-FR,"Considering the transformations taking place before our eyes in the conception and structure of secondary education,",,
823ICPE-17-1954_RES1-FR,"Considering that secondary education is aimed at an increasingly large number of students and tends to encompass, in various forms, all adolescents,",,
824ICPE-17-1954_RES1-FR,"Considering that, due to the significant educational role of secondary school teachers in modern society, the recruitment and training of these teachers are paramount for the elevation of the general level of culture,",,
825ICPE-17-1954_RES1-FR,"Considering that secondary education aims at a harmonious education of the individual on spiritual, intellectual, physical, and practical levels, and that consequently secondary school teachers themselves must receive training that meets the requirements of such humanism,",,
826ICPE-17-1954_RES1-FR,"Considering the delicate mission of guidance entrusted to secondary school teachers, which must enable each student to be directed towards the form of education best suited to their abilities and social demands,",,
827ICPE-17-1954_RES1-FR,"Considering the responsibility of secondary education teachers to develop the various elites necessary for our time,",,
828ICPE-17-1954_RES1-FR,Considering the necessity of adapting secondary education to the continuous contributions and needs of the modern world.,,
829ICPE-17-1954_RES1-FR,"Considering, on the other hand, that despite similar aspirations, countries whose geographical, demographic, and social conditions, as well as historical and cultural development, may be very different, must provide diverse solutions to the problems of secondary teacher training,",,
830ICPE-17-1954_RES1-FR,Submits to the Ministries of Public Education of the various countries the following recommendation:,,
831ICPE-17-1954_RES1-FR,"MODES OF TRAINING OF SECONDARY SCHOOL TEACHING STAFF 1. It is highly desirable that the competent authorities pay the utmost attention to the issues concerning the training of secondary school teachers, and strive to provide these teachers with the highest possible level of both general education and specialized training, including pedagogical and moral preparation, in order to enable them to best fulfill their duties and responsibilities;",,
832ICPE-17-1954_RES1-FR,"2. Representatives of institutions involved in the training of secondary teaching staff, as well as representatives of serving secondary school teachers, should be associated with the work of the bodies responsible for developing and revising the plans and programs related to this training;",,
833ICPE-17-1954_RES1-FR,"3. Among the systems for training secondary school teaching staff (training in a specialized institution, or university education supplemented by parallel or subsequent pedagogical training), each country will benefit from choosing the one that best corresponds to the structure of its higher education, its capabilities, its needs for teachers, and so forth;",,
834ICPE-17-1954_RES1-FR,"4. Without disputing the value of the arguments in favor of the coexistence of different secondary teacher training systems within the same country, it is highly advantageous that, where this preparation differs in its modalities, it offers the greatest possible uniformity in the level to be achieved; when the general, specialized, and pedagogical training of secondary teaching staff is entrusted to a single institution, the duration and level of studies must not be lower than those required of candidates whose pedagogical training is provided alongside or subsequent to their general and specialized training.",,
835ICPE-17-1954_RES1-FR,5. Teachers responsible for teaching subjects listed in the higher education curricula at secondary schools must possess university-level training;,,
836ICPE-17-1954_RES1-FR,"6. Any system for the training of secondary school teaching personnel must also aim to provide the highest possible level of training to teachers responsible for teaching other subjects, as well as to substitute teachers and, in countries where boarding schools exist, to all those involved in the operation of these institutions.",,
837ICPE-17-1954_RES1-FR,"7. It is desirable that contacts and exchanges of experiences increase between the bodies responsible for the training of primary education staff and those responsible for the training of secondary education staff, in order to better ensure the continuity of education and the transition from one level of education to the next.",,
838ICPE-17-1954_RES1-FR,"RECRUITMENT AND ADMISSION CONDITIONS 8. As in other levels of education, every effort must be made to ensure a satisfactory social and economic status for secondary school teachers in order to attract candidates to this profession who, possessing the required abilities, might otherwise be inclined to pursue other activities;",,
839ICPE-17-1954_RES1-FR,"9. Measures should be taken (scholarships, stipends, etc.) to ensure that the lack of material resources does not constitute an obstacle for any candidate seeking admission to studies preparing for secondary school teaching; the provision of free boarding, in countries where this system is applied, can contribute to the same objective;",,
840ICPE-17-1954_RES1-FR,"10. Equal opportunities for access to secondary teaching must be guaranteed to candidates of both sexes, and similar facilities must be provided to enable their preparation for this profession.",,
841ICPE-17-1954_RES1-FR,"11. When the training systems and the required qualifications for primary and secondary teaching staff differ, all facilities must be provided to primary school teachers so that, once they have obtained the required qualifications, they can access secondary teaching positions.",,
842ICPE-17-1954_RES1-FR,"12. In the recruitment and training of future secondary school teachers, it is essential to take into account not only the intellectual aptitudes and knowledge of the candidates but also their vocation and moral and pedagogical qualities, their character, their understanding of young people, their spirit of dedication, their emotional balance, and their social awareness; in the examinations or recruitment competitions for secondary school teacher candidates, interviews with the applicants may be conducted to gain a more comprehensive understanding of each individual's personality.",,
843ICPE-17-1954_RES1-FR,"CURRICULA 13. While it is true that the training of secondary school teachers must be sufficiently specialized so that they have a thorough command of the subject they will be required to teach, it remains essential to seek a balance between specialized preparation and general culture; elective courses can contribute to achieving this result;",,
844ICPE-17-1954_RES1-FR,"14. The professional preparation itself must include not only psychological and pedagogical studies (including the philosophy of education) and teaching practice, but also special courses focusing, for example, on the study of social facts and relationships, professional ethics, international understanding, etc., in order to promote the spirit of democracy, freedom, and fraternity among peoples;",,
845ICPE-17-1954_RES1-FR,"15. In the curricula for the training of secondary school teachers, the utmost attention should be given to issues of international cooperation in order to promote the spirit of understanding and tolerance, as well as the respect for the freedom and independence of all peoples;",,
846ICPE-17-1954_RES1-FR,"16. It is necessary that, in the studies of psychology and pedagogy, significant importance be given to practical research in psychology and pedagogy, adolescent psychology, the didactics of each specific subject, as well as to the organization, administration, and school legislation, and to the pedagogical issues specific to the country concerned; it is also necessary that experimental pedagogy (issues of performance, docimology) and sociology be included, and that lower secondary school teachers be particularly informed about issues related to educational guidance, differential psychology of adolescents (aptitudes, affectivity), and functional methods of teaching and individual work;",,
847ICPE-17-1954_RES1-FR,"17. All institutions involved in the training of secondary school teaching staff, whether specialized institutions or universities, must have a sufficient number of chairs and laboratories in psychology and pedagogy and be able to provide their pupils and students with collections of psychopedagogical books and journals.",,
848ICPE-17-1954_RES1-FR,"18. Great importance should be given to the practical training of the future secondary school teacher; it is not sufficient to have them merely attend lessons given by other teachers or to have them teach lessons themselves; it is preferable for them to complete internships in various classes across different institutions, of sufficient duration to allow them to become accustomed to the responsibility of managing a class and to experience the full life of a school in all its aspects.",,
849ICPE-17-1954_RES1-FR,"19. While acknowledging that training schools can provide valuable services for the practical preparation of the future secondary school teacher, it is desirable that the majority of the professional internship take place in ordinary secondary schools, so that the candidate becomes familiar with a school environment identical to that in which they will later be called upon to work.",,
850ICPE-17-1954_RES1-FR,"20. It is important to introduce the future secondary school teacher not to a single method of education, but to the diversity of means and methods possible at this level, so that he can choose for himself the method that best suits the teaching for which he will be responsible; for this, participation in educational research and experiments can be very useful.",,
851ICPE-17-1954_RES1-FR,"21. The practical training of the future secondary school teacher should include an introduction to social activities such as the organization of leisure activities, the preparation of cultural events, the leadership of youth movements, participation in parent-teacher associations, and the like.",,
852ICPE-17-1954_RES1-FR,22. It is important that those responsible for the training of secondary education teaching staff be selected not only based on their academic qualifications but also according to their personal merit and teaching experience.,,
853ICPE-17-1954_RES1-FR,"IMPROVEMENT OF IN-SERVICE TEACHERS 23. All necessary measures should be taken to ensure that secondary school teachers in service can improve their skills throughout their careers, both in the subjects they teach and in the principles and methods of pedagogy;",,
854ICPE-17-1954_RES1-FR,"24. Whatever means are employed to contribute to the professional development of secondary teaching staff (lectures, working or discussion groups, study courses, vacation courses, etc.), a predominant role in organizing these activities must be accorded to the inspectorate, the administration and teaching staff of teacher training institutions, and to associations or organizations of secondary teaching personnel;",,
855ICPE-17-1954_RES1-FR,"25. When the school authorities do not take responsibility for organizing the professional development of secondary school teachers, grants must be awarded to teachers' associations or other institutions and groups capable of successfully carrying out this task;",,
856ICPE-17-1954_RES1-FR,"26. The greatest facilities (scholarships, allowances, leave) must be granted to secondary school teachers so that they may benefit from initiatives aimed at their professional development; for this purpose, it would be generally desirable, if compatible with service requirements, to grant paid leave of several months after a certain number of years of service.",,
857ICPE-17-1954_RES1-FR,"27. In addition to individual or group study trips, both domestically and abroad, the exchange of secondary school teachers from one country to another should be considered as a means that can contribute to their professional development; in such cases, Recommendation No. 29 concerning the international exchange of educators, adopted in 1950 by the XIIIth International Conference on Public Education, should be applied.",,
858ICPE-17-1954_RES1-FR,"28. The publication of books and periodicals that meet the needs of secondary school teachers should be encouraged, and measures should be taken to facilitate their reading and discussion; teacher training institutions, documentation centers, and psychological and pedagogical research organizations appear particularly well qualified to carry out increasingly effective action in this field.",,
859ICPE-17-1954_RES1-FR,"ACCELERATED TRAINING 29. In cases where, due to a more or less sudden increase in student numbers, the use of accelerated training for secondary teaching staff appears justified as an exception, candidates should be required to have an adequate level of general education and professional preparation before being entrusted with a position;",,
860ICPE-17-1954_RES1-FR,30. Recipients of accelerated training who have demonstrated the required aptitudes must be able to complete their professional training in order to be admitted into the secondary education system.,,
861ICPE-17-1954_RES1-FR,"CONTRIBUTION OF INTERNATIONAL ORGANIZATIONS 31. It is highly desirable that UNESCO, the International Bureau of Education, and regional organizations contribute to the promotion of the training and professional development of secondary teaching staff. — 138 —",,
862ICPE-17-1954_RES1-FR,"The International Conference on Public Education, convened in Geneva by the United Nations Educational, Scientific and Cultural Organization and the International Bureau of Education, and having met there on July 5, 1954, adopts on July 13, 1954, the following recommendation: The Conference,",,
863ICPE-17-1954_RES1-FR,"Considering, on the one hand, that apart from his duties and without distinction of sex, race, color, religion, opinion, or personal beliefs, the secondary school teacher must enjoy, like any educator, the free exercise of his civil rights, in accordance with the Universal Declaration of Human Rights, but that, on the other hand, his mission as an educator imposes duties towards the students whose conscience and personality he must respect, as well as towards the families who entrust their children to him, and that this responsibility creates obligations towards the community he is called upon to serve,",,
864ICPE-17-1954_RES1-FR,"Considering that the situation of the teaching staff, taken as a whole, largely depends on its intrinsic unity, the good relations it maintains with the educational authorities, the extent to which its members are consulted on matters relating to their working conditions, the quality and content of their teaching, as well as the freedom allowed to them regarding their personal beliefs, it being understood that this freedom does not confer upon them the right to impose these beliefs on their students, as this would contravene the rights of the children and their parents,",,
865ICPE-17-1954_RES1-FR,"Considering that the secondary school teacher, like the entire teaching staff, contributes to the prestige of the profession through the quality of their spiritual and intellectual contribution to national life by assuming, as a citizen, their share of responsibilities in the social life of the community and by demonstrating, towards the students entrusted to them, the dedication they show outside of their official duties as well as in their teaching,",,
866ICPE-17-1954_RES1-FR,"Considering that good working conditions are necessary to attract sufficiently gifted young men and women to the teaching profession in order to meet the growing aspirations and needs of the modern world in the field of secondary education,",,
867ICPE-17-1954_RES1-FR,"Considering that the future of thought and culture depends to a large extent on the quality of secondary school teachers, it is essential to do everything possible to ensure this quality both at the outset and throughout their careers,",,
868ICPE-17-1954_RES1-FR,"Considering that the situation of secondary school teaching staff is closely linked to their professional training, a subject which is addressed in Recommendation No. 38 concerning the training of secondary school teaching staff, adopted by the Conference at its present session,",,
869ICPE-17-1954_RES1-FR,"Considering that educational authorities are obliged to provide secondary school teachers with all the means necessary to keep abreast of the continuous developments in the subject matter of the various disciplines and the methods appropriate to their teaching,",,
870ICPE-17-1954_RES1-FR,Submits the following recommendation to the Ministries of Public Education of the various countries:,,
871ICPE-17-1954_RES1-FR,1. The administrative status of public secondary education teachers must be governed by law and regulations;,,
872ICPE-17-1954_RES1-FR,2. Authorized delegates of secondary education teachers must be invited to participate in the development of guidelines concerning working conditions in this sector.,,
873ICPE-17-1954_RES1-FR,"3. In terms of administrative and professional status, no member of the secondary teaching staff, whether a civil servant or not, shall be placed at a disadvantage compared to other categories of civil servants or employees whose qualifications, training, and responsibilities are of the same level;",,
874ICPE-17-1954_RES1-FR,"4. The maximum job security must be guaranteed to members of the secondary teaching staff; where the principle of lifelong employment does not appear to be applicable, the proposed engagement should be for a long-term period, with the possibility of renewal;",,
875ICPE-17-1954_RES1-FR,"5. Secondary school teachers should freely enjoy all civil rights, and in particular, be recognized the right to associate in professional organizations of their choice, qualified to represent them;",,
876ICPE-17-1954_RES1-FR,"Duly constituted bodies have the authority to enforce regulations concerning the rights and duties of secondary teaching staff, free from any external pressure, regardless of its nature.",,
877ICPE-17-1954_RES1-FR,"7. Every member of the secondary teaching staff must be informed of the official notes and evaluations issued concerning them; these must be communicated exclusively to the individual concerned and their direct superiors, and, in the case of an unfavorable judgment, the individual must have the right to request an impartial assessment.",,
878ICPE-17-1954_RES1-FR,"8. In the event of professional misconduct, regulatory sanctions must be applied with complete objectivity, the individual retaining the right to appeal to the duly constituted bodies if they consider the measure taken against them unjustified; 140 —",,
879ICPE-17-1954_RES1-FR,"9. This right of appeal must also be recognized for any member of the secondary teaching staff who considers themselves aggrieved by the application, to their detriment, of administrative measures provided for by law or regulations;",,
880ICPE-17-1954_RES1-FR,"10. In principle, authorized delegates of the secondary teaching staff should be part of the bodies responsible for examining appeals that secondary school teachers may lodge against decisions taken concerning them by the educational authorities.",,
881ICPE-17-1954_RES1-FR,"The appointment procedures for members of the secondary teaching staff must be as simple as possible and provide all guarantees of objectivity; they must take into account, among other things, the qualifications of the candidates and their aptitudes, with the minimum required qualifications to be established by law;",,
882ICPE-17-1954_RES1-FR,"12. When filling positions for which secondary school teachers possess equal qualifications and meet the required conditions equally, any discrimination based on gender should be avoided;",,
883ICPE-17-1954_RES1-FR,"13. In filling positions, care must be taken to ensure that no unjustified distinction is made between candidates on the grounds of race, religion, color, or nationality.",,
884ICPE-17-1954_RES1-FR,"14. Because they possess the necessary qualifications and experience, secondary school teachers must be able to assume all responsibilities related to their teaching, from the base to the top of the administrative and ministerial hierarchy;",,
885ICPE-17-1954_RES1-FR,"15. With regard to promotion, all measures must be taken to ensure that the responsible authorities apply a clearly defined procedure that takes into account only qualifications, credentials, and records of service.",,
886ICPE-17-1954_RES1-FR,"16. When a probationary period must precede tenure, it should not be unduly extended;",,
887ICPE-17-1954_RES1-FR,"17. In countries where unemployment affects teaching staff, measures should be taken to assist teachers in finding employment corresponding to their qualifications.",,
888ICPE-17-1954_RES1-FR,"18. When setting the weekly work schedule, it is important to take into account that the secondary school teacher must be able to prepare lessons, grade assignments, maintain contact with students’ parents, and pursue both professional and cultural development;",,
889ICPE-17-1954_RES1-FR,"19. After a specified number of years of service, twenty years for example, the teaching hours assigned to the secondary school teacher should be reduced without affecting their advancement; the teacher could then participate in activities such as advisory committees, competition and examination panels, etc.;",,
890ICPE-17-1954_RES1-FR,20. The duration and distribution of holidays and leave must take into account the rest and leisure time that both teachers and students also require;,,
891ICPE-17-1954_RES1-FR,"21. When compatible with the needs of the service, the secondary education teacher should be granted paid leave of several months after a certain number of years of service;",,
892ICPE-17-1954_RES1-FR,"22. The economic situation afforded to the secondary education teacher must enable them to devote themselves fully to their profession; outside of their teaching duties, they must not undertake paid work that could undermine the functioning of the service they are responsible for or the moral authority they must enjoy among their fellow citizens, and in particular, among parents and students.",,
893ICPE-17-1954_RES1-FR,23. Marriage should not constitute an obstacle to the engagement or retention of women in secondary education.,,
894ICPE-17-1954_RES1-FR,"24. Secondary teaching staff must receive remuneration commensurate with the importance of their mission and at least equal to that of various categories of civil servants or employees whose titles, training, and responsibilities are of the same level;",,
895ICPE-17-1954_RES1-FR,"25. In view of the high moral value of the family, secondary school teachers should enjoy sufficient financial means to be able to establish and maintain a household;",,
896ICPE-17-1954_RES1-FR,"26. Salary scales must be designed to be as simple as possible; they must include a basic scale that guarantees every secondary school teacher, whether at the lower or upper level, a standard of living consistent with the corresponding stages of their career; the rate of advancement should allow reaching the upper level within a reasonably short time.",,
897ICPE-17-1954_RES1-FR,"27. Teachers who hold higher university degrees or more advanced training, and those entrusted with positions involving special responsibilities, should, as far as possible, receive remuneration superior to that of the basic scale;",,
898ICPE-17-1954_RES1-FR,28. The responsibilities inherent to the position of head of institution shall entitle the holder to an increment in the rate of remuneration.,,
899ICPE-17-1954_RES1-FR,"29. For equal qualifications and equal work, the remuneration rate of female secondary school teachers must be identical to that of their male colleagues; where this principle is not yet applied, immediate measures should be taken to eliminate the existing pay gap between them.",,
900ICPE-17-1954_RES1-FR,"30. In decentralized countries where secondary teaching staff are subject to various remuneration methods and different salary scales, efforts must be made, by the most appropriate means deemed necessary, to reduce as much as possible the significant disparities that may exist within the same country in terms of remuneration rates;",,
901ICPE-17-1954_RES1-FR,31. Any part-time secondary school teacher paid by the hour must receive remuneration proportional to that which a full-time teacher performing the same type of service would receive;,,
902ICPE-17-1954_RES1-FR,"32. Substitute teachers are entitled to remuneration which, while remaining lower than that of tenured teachers, must provide them with adequate means of livelihood.",,
903ICPE-17-1954_RES1-FR,"33. Where this has not yet been done, the educational authorities must endeavor to take all necessary measures to ensure that members of the secondary teaching staff are fully paid during vacations and statutory holidays.",,
904ICPE-17-1954_RES1-FR,"34. Several countries grant members of their secondary teaching staff special allowances or benefits such as housing facilities, full or partial exemption from tuition fees for their children, etc.; it is advisable, in any case, that with regard to cost-of-living, housing and transportation allowances, family benefits, and the like, the same conditions be applied to secondary school teachers as to other civil servants or employees of equivalent rank.",,
905ICPE-17-1954_RES1-FR,"35. Secondary school teaching staff must benefit from a social security scheme covering the following contingencies: retirement, survivor’s benefits, disability, illness, maternity; in countries where teachers are required to contribute to such a scheme, the amount of the contribution demanded from them should not, except in exceptional circumstances, exceed the contribution made by the public authorities;",,
906ICPE-17-1954_RES1-FR,"36. At a given age or after a specified number of years of service, secondary school teachers should be entitled either to a standard retirement pension, a lump-sum payment, or both; a proportional retirement pension may be granted after a determined minimum number of years of service, provided that such a scheme does not encourage premature departure from the teaching profession.",,
907ICPE-17-1954_RES1-FR,"37. In the event of disability or incapacity necessitating the cessation of duties, every secondary school teacher should receive a pension or such measures as to ensure they are not in need; — 143 —",,
908ICPE-17-1954_RES1-FR,"38. In the event of illness, every secondary school teacher must be granted paid leave of an appropriate duration, with their replacement ensured by the educational authorities; where no specific provisions exist to this effect, it is desirable that an allowance for medical and pharmaceutical expenses also be provided; if the illness extends beyond the periods stipulated by regulations, the amount of the salary should only be reduced in successive stages, either until the recovery of the individual concerned or until their eligibility for the benefits provided under the previous article.",,
909ICPE-17-1954_RES1-FR,"39. Every female member of the secondary education staff must be entitled to paid maternity leave, the duration of which (divided between the period before and after childbirth) shall not be less than three months, with the possibility of extending this leave in the form of sick leave.",,
910ICPE-17-1954_RES1-FR,"40. In the event of the death of a member of the secondary teaching staff, benefits must be paid to the survivors dependent on the deceased, or at least to their spouse (provided they do not remarry) and their children (up to an age not lower than that of compulsory schooling and to a later age if the individuals continue full-time studies);",,
911ICPE-17-1954_RES1-FR,41. It is highly desirable that authorized representatives of secondary teaching staff participate in the development and implementation of social welfare regulations that concern them.,,
912ICPE-17-1954_RES1-FR,"42. While taking into account the various factors underlying the provisions established to regulate the employment of foreign nationals, it is desirable that foreign teachers holding the qualifications required of national citizens or possessing credentials recognized as equivalent may be admitted to secondary education under specified conditions;",,
913ICPE-17-1954_RES1-FR,"43. In federative countries, it is desirable that, subject to language requirements and equality of their training, teachers who are nationals of the various federated states, provinces, cantons, etc., be granted all facilities to practice throughout the entire territory of the federation.",,
914ICPE-18-1955_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 fourth of July, nineteen hundred and fifty-five, adopts on the eleventh of July, nineteen hundred and fifty-five, the following recommendation: The Conference,",,
915ICPE-18-1955_RES1-FR,"Considering that recommendations Nos. 32, 34, 36, 37, 38, and 39 concerning compulsory schooling and its extension, women's access to education, training, and the situation of primary and secondary teaching staff, adopted by the International Conference on Public Education during its fourteenth, fifteenth, sixteenth, and seventeenth sessions, risk remaining ineffective if educational administrations do not have the necessary funding for their implementation,",,
916ICPE-18-1955_RES1-FR,"Considering that in the matter of financing education, no discrimination should be made on the grounds of race, nationality, sex, religion, or social condition,",,
917ICPE-18-1955_RES1-FR,"Considering that the funds required for the financing of education can only increase, due to the development that education is experiencing at all levels—resulting from the rise in births, the introduction or extension of compulsory schooling, as well as the expansion of adult education—and because of the growing expenses imposed by the material equipment of educational institutions, staff remuneration, and the social obligations of schools,",,
918ICPE-18-1955_RES1-FR,Considering that very often monetary inflation has largely rendered illusory the increases recorded in public education budgets.,,
919ICPE-18-1955_RES1-FR,"Considering that, without prejudice to contributions from public or private bodies, the financing of public education must be ensured primarily by the budget of public authorities, at various levels, since it represents the most stable source of funding,",,
920ICPE-18-1955_RES1-FR,"Considering that peace is the primary condition for the advancement of education because it is a source of wealth while war causes destruction or unproductive expenses, it is desirable to allocate to education a portion of the funds currently designated for armaments,",,
921ICPE-18-1955_RES1-FR,"Considering that well-developed education systems have fostered the economic, social, and human progress of the countries benefiting from such systems, and that the situation of these countries demonstrates the real interest for all countries in further increasing the funds they allocate to education,",,
922ICPE-18-1955_RES1-FR,"Considering that the rapid development of national culture and public education in dependent and underdeveloped countries is of great importance,",,
923ICPE-18-1955_RES1-FR,"Considering that despite similar aspirations, countries whose economic, financial, and administrative situations may differ significantly must provide diverse solutions to the problems of education financing,",,
924ICPE-18-1955_RES1-FR,Submits to the Ministries of Public Education of the various countries the following recommendation:,,
925ICPE-18-1955_RES1-FR,"General Provisions 1. Without disputing the importance of other obligations incumbent upon public authorities, it is essential that budgets always allocate a primary place to education expenditures;",,
926ICPE-18-1955_RES1-FR,2. The continuous expansion of education requires an overall increase in the funds allocated to education; the creation of new services or the development of existing services must not lead to a reduction in the funds dedicated to other essential services;,,
927ICPE-18-1955_RES1-FR,"3. The financial priority granted to education must be accompanied by the most rigorous care taken by all relevant services in the rational use of the funds allocated to them, so that education maximally benefits from the sacrifices made by the community;",,
928ICPE-18-1955_RES1-FR,"4. Given the increasing importance of the financial factor in the development of education, it appears desirable that constitutional texts or fundamental laws include reference to the financial responsibilities of public authorities, at the various levels, with regard to education.",,
929ICPE-18-1955_RES1-FR,"5. Campaigns should be organized to highlight, before public opinion, the economic returns on funds allocated to education, as well as the resulting cultural and moral progress.",,
930ICPE-18-1955_RES1-FR,"Studies on the financing of education 6. In order to improve the efficiency of education financing systems, it is desirable, in the absence of any other method or procedure, to establish in each country a research body comprising representatives from the authorities responsible for education and finance as well as those of the beneficiaries;",,
931ICPE-18-1955_RES1-FR,"7. Far from limiting their activity to the examination of current issues, the bodies responsible for studying the financial aspect of education should base their work on current data to make forecasts for the coming years, taking into account both the quantitative and qualitative development of education and the evolution of national income and the potential yield of taxes.",,
932ICPE-18-1955_RES1-FR,8. The findings of the bodies responsible for studying the financial aspects of education should be used notably: a) in the preparation of annual education budgets at various levels; b) in the planning of certain expenditure programs extending beyond the annual fiscal year; c) in the development of any new legislative measures concerning the modalities of education financing; d) in the preparation of any educational laws and decrees whose implementation entails a call for funds;,,
933ICPE-18-1955_RES1-FR,"9. The work of bodies responsible for studying the financial aspect of education, in which statistical data will play a primary role, must take into account, among other factors: a) economic factors (amount of national income, natural resource wealth, degree of industrialization, agricultural production, standard of living, possibilities for economic development); b) administrative factors (administrative structure at the national, regional, or local level, tax system, financing methods); c) demographic factors (population growth, changes in the distribution of urban and rural populations, growth in student enrollments at all levels, especially primary education in countries that have not yet succeeded in generalizing compulsory schooling); d) pedagogical factors (level of development of education concerning teaching staff, material equipment, auxiliary and extracurricular services, etc.).",,
934ICPE-18-1955_RES1-FR,"10. Among the tasks that may be undertaken by bodies responsible for studying the financial aspect of education, some appear to be of greater urgency: coordination of the financial intervention of public authorities involved in education; possible simplification of the administrative procedures for financing and control measures; comparative study of the national financial organization in education and that of other countries; study of the sectors or aspects of education urgently requiring new funding; assessment of the probable increase in educational needs over the coming years in relation to the development of taxation during the same period.",,
935ICPE-18-1955_RES1-FR,"Financial Responsibilities of Public Authorities AT DIFFERENT LEVELS 11. Without expressing an opinion on the value of any particular system of education financing—a system which depends on the administrative structure of each country, itself the result of geographical, historical, political, economic, social, and other circumstances—efforts must be made to avoid any duplication and to simplify, as far as is compatible with efficiency, the allocation of financial responsibilities among central or federal public authorities, regional public authorities (states, provinces, cantons, etc. in federal-type countries; provinces, departments, etc. in other countries), and local authorities (municipal administrations or administrations grouping several municipalities into school districts);",,
936ICPE-18-1955_RES1-FR,"12. In countries of vast expanse and in countries where ethnic and cultural groups are distinctly differentiated, it seems appropriate to entrust a significant portion of financial responsibilities to the public authorities constituted by the federated States, provinces, or cantons, these authorities then playing a role similar to that of the central authorities in other countries;",,
937ICPE-18-1955_RES1-FR,"13. When deciding the proportion of education funding to be allocated to local authorities relative to that of central or federal authorities and regional authorities, consideration should be given to the level of development and vitality of local life, as well as the economic resources available to local authorities to meet the responsibilities and obligations envisaged for them; the central administration should ensure an equitable distribution of resources allocated to education within each district, so as to guarantee each of its residents the full exercise of the right to education.",,
938ICPE-18-1955_RES1-FR,"14. In countries where financial responsibilities are shared among public authorities at different levels, it is desirable that the financial participation of local authorities, assisted to varying degrees by higher administrative bodies (central or federal authorities and regional authorities), should primarily cover preschool education, compulsory education, and auxiliary services, which does not in any way exclude their participation (especially when it concerns local authorities of some significance) in the financing of other categories of education or expenses.",,
939ICPE-18-1955_RES1-FR,"15. The aid provided by higher administrative authorities to local authorities should be based on the latter’s economic capacities; while this assistance may be proportional to the contribution of local authorities in the case of prosperous communities, it should be considerably greater in the case of disadvantaged communities.",,
940ICPE-18-1955_RES1-FR,"16. The control exercised by the financial authorities, at various levels, over the different categories of educational institutions or activities they fund must be rationalized and simplified to the greatest extent possible and must not constitute an obstacle to the functioning, efficiency, and development of educational work.",,
941ICPE-18-1955_RES1-FR,"— 129 — Financing of the various levels of education 17. Although public authorities generally attribute only relative importance to preschool education, it is necessary to draw their attention to the increasingly greater needs they will have to face in this area, without neglecting the rights and duties of the family;",,
942ICPE-18-1955_RES1-FR,"18. In countries where the universalization of compulsory primary education for both sexes has not yet been achieved, priority should be given to the investment and operational expenditures required for this universalization, in order to ensure its implementation as rapidly as possible;",,
943ICPE-18-1955_RES1-FR,"19. It is extremely urgent to draw the attention of the authorities in all countries to the financial implications of the increasingly strong movement advocating equal access to secondary education, regardless of race, sex, religion, or social status; indeed, all indications suggest that, within a timeframe that will vary according to the country, secondary school enrollments will progressively approach those of primary education.",,
944ICPE-18-1955_RES1-FR,"20. Given its quantitative and qualitative development (increasingly advanced professional specialization) and the high cost of equipment, all indications are that the importance of expenditures for technical and vocational education will only increase; considering the still rather fluid structure of this education in certain countries, it is time to consider: a) coordination of the structure of vocational and technical education with that of primary, secondary, and higher education; b) rationalization of financial efforts made in this field by central or federal authorities, by regional authorities, and by local authorities; c) rationalization of financial efforts made in this field by ministries or departments of public education and by other ministries or administrative services; d) strengthening voluntary support that can be expected from private initiative, which, thanks to the development of technical and vocational education, should increasingly bear less of the burden of apprenticeship.",,
945ICPE-18-1955_RES1-FR,"21. The development of higher education (increase in the number of students, multiplication of specialized courses, needs for modern equipment in certain institutes or faculties, growing responsibilities in the field of scientific research, introduction of methods requiring the employment of a greater number of assistants, awarding of scholarships, etc.) demands ever larger appropriations; public authorities must therefore participate more extensively in its funding, without, however, compromising the autonomy towards which universities and higher education institutions in certain countries are increasingly striving.",,
946ICPE-18-1955_RES1-FR,"22. The increase in primary school enrollments and the resulting shortage of primary school teachers, as well as the new demands for increasingly comprehensive professional training for teachers—impose new responsibilities on all countries, especially those that have not yet succeeded in generalizing compulsory education, in the field of teacher training; although the issue primarily concerns the training of primary education personnel, the new obligations arising from the professional preparation of staff for both secondary education and technical and vocational education must now be anticipated.",,
947ICPE-18-1955_RES1-FR,"23. Public authorities should provide financial support, both directly and through organizations operating in this field, for the establishment and development of adult education programs implemented either in the form of literacy campaigns or basic education to complement efforts to generalize compulsory education, or within the framework of plans for post-primary cultural extension, the importance of which will only increase as the number of working hours decreases.",,
948ICPE-18-1955_RES1-FR,"Special education (schools for children with disabilities, the blind, deaf-mutes, mentally retarded, physically handicapped, socially maladjusted, etc.) requires from the public authorities a specific financial effort and coordination between administrations and various public or private organizations concerned with this education.",,
949ICPE-18-1955_RES1-FR,"Financing of Certain Categories of Expenditures 25. The unavoidable necessity of ensuring that teaching staff enjoy living conditions worthy of the mission entrusted to them, as well as the increased need for personnel at all levels of education, can only accentuate the upward trend in operating costs; even assuming that a certain rationalization of the structure of various types of education (secondary education and technical and vocational education, for example) might allow for savings, it remains the case that any hesitation in the financial effort to support recruitment and salaries of teaching staff only delays the resolution of the problem and makes it more difficult.",,
950ICPE-18-1955_RES1-FR,"26. The increase in student numbers at all levels, the new pedagogical, hygienic, and technical requirements concerning buildings and facilities, and the rising costs of materials and labor necessitate urgent measures based on carefully established statistical data, aimed, among other things, at: a) rationalizing methods and the use of materials for school construction; b) planning construction programs, where appropriate within the framework of long-term economic and social development plans; c) resorting to special funds and negotiating loans to accelerate the implementation of these programs; d) promoting assistance in kind or cash from private initiatives, etc.;",,
951ICPE-18-1955_RES1-FR,"27. Public authorities should create or develop activities such as food and clothing assistance, the awarding of scholarships, travel opportunities, and holiday camps; it is also important that public authorities and interested private organizations coordinate their efforts in these various areas in order to ensure a rational allocation of resources.",,
952ICPE-18-1955_RES1-FR,"Special modalities for financing education 28. The implementation of large-scale school construction programs, as well as the execution of extensive educational plans such as literacy and basic education campaigns, can be accelerated if, in addition to regular budgets, the responsible public authorities establish special funds or develop extraordinary budgets specifically allocated to the financing of these programs and plans;",,
953ICPE-18-1955_RES1-FR,29. The development of financing plans extending beyond the annual fiscal year (such as five-year plans) appears necessary with regard to planning programs; staggered implementation over several years allows for the rationalization and coordinated distribution of efforts that cannot be expected with programs whose execution period does not exceed twelve months;,,
954ICPE-18-1955_RES1-FR,"30. It is advisable, when the situation permits, to resort to borrowing to finance investment expenditures (school construction, equipment, etc.); this system allows for the spreading of financial burdens over a large number of years and involves the younger generations who will benefit from them; while higher administrative authorities must authorize the borrowing and oversee the prudent use of the funds obtained, they must also facilitate the negotiation of this borrowing on the most favorable terms.",,
955ICPE-18-1955_RES1-FR,"31. From a financial standpoint, it is desirable that, in countries where educational institutions fall under ministries or ministerial departments other than that of public instruction (labor, public works, interior, justice, public health, etc.), a close coordination be established among all administrative services responsible for funding.",,
956ICPE-18-1955_RES1-FR,"32. In countries where certain categories of expenditures (school construction, food or health assistance for schoolchildren) are the responsibility of ministries or ministerial departments other than that of public education, permanent and close contacts must also be established between the various relevant services.",,
957ICPE-18-1955_RES1-FR,"Sources of funding 33. In the vast majority of countries, the funds allocated to education come from the general revenues of public authorities at various levels—particularly concerning central or federal authorities, and regional authorities in the case of federated countries; however, it is worth noting that some countries resort to special taxes (property taxes, sales taxes, taxes on tobacco, on alcoholic beverages, etc.), especially at the local level;",,
958ICPE-18-1955_RES1-FR,"34. Within the framework of ongoing efforts to extend free education, the elimination of registration fees, examination fees, diploma issuance fees, etc., should be considered at all levels of education.",,
959ICPE-18-1955_RES1-FR,"35. For the financing of certain categories of expenses, it appears appropriate, especially at the local level, to resort to collections, contributions in kind, festivals and sporting events, school cooperatives, parent associations, and the like.",,
960ICPE-18-1955_RES1-FR,"Private initiative and the financing of education 36. In certain countries where compulsory education is not yet universal, commercial, industrial, mining, or agricultural enterprises of significant size are called upon to finance compulsory education on their own account; such an obligation appears particularly justified when these enterprises operate in isolated areas or regions distant from urban centers that have their own schools;",,
961ICPE-18-1955_RES1-FR,"37. In countries where the circumstances allow, it may be beneficial to more directly involve the immediate beneficiaries of the campaigns thus organized in the implementation of certain educational programs: the press and major publishing houses with regard to literacy campaigns, large companies in the development of technical and vocational education programs, and so forth.",,
962ICPE-18-1955_RES1-FR,"38. It would be desirable to consider the most effective means (such as wide publicity given to donations) to promote the participation of private initiative in the financing of certain educational activities through legacies and donations in kind or in cash intended for school buildings, land development, the granting of scholarships, the establishment of research funds, etc.;",,
963ICPE-18-1955_RES1-FR,"39. In countries where public authorities consider that private education should receive aid in cash or in kind aimed at increasing its effectiveness, the following financial considerations could be taken into account, given the various modalities this issue presents in different countries: a) without encroaching on the autonomy inherent to any private service, public aid entails the right for authorities to obtain guarantees regarding minimum standards to be met by buildings, equipment and materials, the qualifications required of teachers, and the material conditions provided to them; b) efforts should be coordinated for granting any aid to private education, whether in the form of subsidies or grants, donations of equipment or school materials, secondment of public education personnel, provision of school supplies, medical and transport services, social assistance charged to public authorities, etc.",,
964ICPE-18-1955_RES1-FR,"International mutual assistance 40. While welcoming the increased support provided by international, regional, or national institutions to promote educational activities in certain countries, it is necessary to urge the various international and national bodies to intensify this aid, either by increasing the portion allocated to education within the United Nations Technical Assistance Programme or by potentially establishing an International Education Fund;",,
965ICPE-18-1955_RES1-FR,"41. Foreign aid, whether international or national, may take the form of loans or grants when it comes, for example, to financing school construction programs, literacy campaigns, or basic education; however, technical assistance (sending experts, seconding teaching staff, organizing conferences or study courses, awarding scholarships for study or research, etc.) or in-kind support (school equipment and materials, collections of scientific or other books, food products intended for school canteens, etc.) can be equally valuable and useful.",,
966ICPE-18-1955_RES1-FR,"42. Thanks to the scholarships provided by international or national bodies to nationals of all countries and to the external aid received by educational institutions established in the countries concerned, absolute self-sufficiency in education is becoming increasingly rare; while this constitutes a factor to be taken into account financially, the development of this spirit of international cooperation can only serve to strengthen cultural ties between different peoples and between different civilizations.",,
967ICPE-18-1955_RES1-FR,"The International Conference on Public Instruction, convened in Geneva by the United Nations Educational, Scientific and Cultural Organization and the International Bureau of Education, and having met there on the fourth of July, nineteen fifty-five, adopts on the twelfth of July, nineteen fifty-five, the following recommendation: The Conference,",,
968ICPE-18-1955_RES1-FR,"Considering that the teaching of visual arts, by engaging the various activities of the child, holds great educational value on aesthetic, intellectual, and moral levels and allows the educator a psychological exploration of the student and the discovery of their artistic talents,",,
969ICPE-18-1955_RES1-FR,"Considering that the knowledge and techniques acquired through the teaching of visual arts can be useful both in studies and in professional practice, in the intelligent use of leisure time, and in the appreciation of beauty in nature, life, productive activities, and art, — 134 —",,
970ICPE-18-1955_RES1-FR,"Considering that the visual arts constitute an indispensable educational factor for the complete development of the personality and a powerful means for a deeper understanding of reality,",,
971ICPE-18-1955_RES1-FR,"Considering that the proliferation of images through photography, books, advertising, cinema, and television today represents an element of progress as significant as the invention of the printing press once was, and that it is important for children's visual education to be more broadly developed in order to guide their intelligence and cultivate their taste, while preserving their sensitivity from vulgarity and ugliness,",,
972ICPE-18-1955_RES1-FR,"Considering that the visual arts, like all other arts, can contribute to the understanding and mutual comprehension among people,",,
973ICPE-18-1955_RES1-FR,Submits to the Ministries of Public Education of the various countries the following recommendation:,,
974ICPE-18-1955_RES1-FR,"1. The visual arts, such as drawing, painting, and modeling, must be obligatorily included in the primary school curriculum, both as a distinct discipline and as a means of expression and an educational aid for other subjects;",,
975ICPE-18-1955_RES1-FR,"2. The teaching of visual arts, as a distinct discipline, must be included in the secondary school curriculum, as a mandatory subject for the majority of classes and as an optional subject for the other classes;",,
976ICPE-18-1955_RES1-FR,"3. Regardless of whether the teaching of visual arts is mandatory or optional, it is essential to coordinate this instruction with other subjects and school activities; this principle must be applied even when the teaching of the various subjects is not provided by the same teacher.",,
977ICPE-18-1955_RES1-FR,"4. In order to provide the most gifted students with the means to develop their talents and to enhance the appeal of artistic studies, it is desirable that an additional course, without a fixed curriculum, accommodates students from different classes;",,
978ICPE-18-1955_RES1-FR,"5. The teaching of visual arts should be placed on the same level as other disciplines, both because of its intrinsic educational value and its value as a means of acquiring techniques;",,
979ICPE-18-1955_RES1-FR,"6. When preparing the schedules, a sufficient number of hours must be allocated to the teaching of visual arts as a distinct discipline;",,
980ICPE-18-1955_RES1-FR,"7. Drawing and visual arts require a more individual than collective form of instruction, and therefore the number of students grouped in the same class should be sufficiently small to allow the teacher to attend to each pupil.",,
981ICPE-18-1955_RES1-FR,"8. In the development of curricula for plastic arts and in the selection of corresponding methods, the objectives of this instruction must be constantly kept in mind, notably: a) its educational purposes (development of faculties of observation, imagination, expression, self-control, work discipline, spirit of collaboration in group work, etc.); b) its cultural purposes (education of taste, understanding and respect for works of art, etc.); c) its practical purposes (acquisition of techniques applicable in studies, in life, and in the profession); d) its orientation purposes (knowledge of the child’s psychology through their expressive attempts); e) its purposes of broad human understanding (universality of art, interest in and respect for the artistic manifestations of all peoples, great and small, training new generations in the spirit of humanity, friendship among peoples, and peace).",,
982ICPE-18-1955_RES1-FR,"9. The curricula for the teaching of plastic arts must allocate a significant portion to the systematic acquisition of knowledge and techniques; however, they must ensure that this teaching has a character such that the activities planned for the students correspond, as far as possible, to the demands of life.",,
983ICPE-18-1955_RES1-FR,"10. The curricula and teaching methods concerning visual arts must take into account the various stages of psychological development of the child and the adolescent, as well as their interests;",,
984ICPE-18-1955_RES1-FR,"11. In the application of methods, in the choice of subjects, exercises, and materials, the teacher must be free to adapt the instruction to local circumstances and to the tastes and needs of each student;",,
985ICPE-18-1955_RES1-FR,"12. A good teaching method consists in encouraging the student to seek their own form of expression, through free drawing, painting, and modeling, as well as by any other means through which the child can manifest their tastes and talents;",,
986ICPE-18-1955_RES1-FR,13. It is desirable that the teaching of visual arts draws inspiration from both national and local artistic traditions.,,
987ICPE-18-1955_RES1-FR,"14. In secondary school, it is desirable that teaching include some emphasis on the study of works of art and art history, the latter aiming to help the student understand the evolution of art within the context of the development of civilization at each period.",,
988ICPE-18-1955_RES1-FR,15. It is desirable that each post-primary educational institution be equipped with a room specially designated for drawing classes and related activities;,,
989ICPE-18-1955_RES1-FR,"16. It is desirable, especially in primary schools, that the materials and supplies necessary for the teaching of visual arts be provided free of charge to students by the educational authorities or other organizations; local supplies should be used as much as possible.",,
990ICPE-18-1955_RES1-FR,"17. School textbooks and literary works must be regarded as powerful aids in the teaching of visual arts; whether it concerns the cover, the paper, the typefaces, or the illustrations, everything should contribute to awakening and satisfying in the student the sense and appreciation of beauty.",,
991ICPE-18-1955_RES1-FR,"18. It is desirable that the competent authorities provide teachers with the necessary documentation for the teaching of visual arts (engravings, casts, animated films, still films, and color slides, etc.); a significant place should be reserved in school libraries for art books and works on the techniques of visual arts that students can practice or understand.",,
992ICPE-18-1955_RES1-FR,"19. The school environment, through its appearance, its lines, its color, and its decorative elements, must create around the student an atmosphere of good taste and an aesthetic ambiance; particular attention should be paid in this regard to the school building, playgrounds and gardens, the internal arrangement of the school, the furniture, and the care given to maintenance.",,
993ICPE-18-1955_RES1-FR,"20. As far as possible, students should be involved, individually or in groups, in the maintenance and beautification work of the school as well as in the preparation of school events and celebrations;",,
994ICPE-18-1955_RES1-FR,"21. The artistic culture of students will be greatly enhanced by their familiar knowledge of local art resources (museums, monuments, private collections, crafts, popular and folk arts, etc.) and natural beauties, as well as by their occasional participation in various artistic events (exhibitions, film screenings on art, etc.).",,
995ICPE-18-1955_RES1-FR,"22. It is appropriate to encourage the organization of small traveling collections, consisting of original works or reproductions of works of art, to make them available to various schools;",,
996ICPE-18-1955_RES1-FR,"23. It is appropriate to call upon educational authorities to explore ways to equip schools with television sets, through which the teaching of drawing and visual arts would have excellent means of action even in the most disadvantaged localities; it would then be easier to organize a correspondence course for students and adults distant from centers of artistic culture.",,
997ICPE-18-1955_RES1-FR,"24. The universal use of cinema, like that of other modern techniques which must be recognized as forms of artistic expression, its unparalleled means of providing information on current events, and its power of suggestion present educators with a challenge that has been insufficiently addressed until now; the appeal of cinema to children should be harnessed for noble purposes, and this will be achieved if care is taken, from the earliest school years, to develop their critical judgment and cultivate a discerning taste for the productions of this art.",,
998ICPE-18-1955_RES1-FR,25. It is necessary to encourage exhibitions of art works by students from the same city or country; events of a similar nature and exchanges of students' works should be organized on an international level;,,
999ICPE-18-1955_RES1-FR,26. Educational authorities must endeavor to promote the guidance and studies of students who show particular aptitude for the visual arts;,,
1000ICPE-18-1955_RES1-FR,"27. Due to the general nature of primary education and the close connection that exists between its various disciplines, it is appropriate that visual arts be taught by the classroom teacher.",,
1001ICPE-18-1955_RES1-FR,"28. In secondary schools, teachers responsible for teaching visual arts must be selected not only for their artistic and technical abilities but also for their pedagogical aptitude and experience;",,
1002ICPE-18-1955_RES1-FR,"29. For the professional preparation of primary school teaching staff, great importance must be given to the artistic training of the future teacher; plastic arts and their history, as well as calligraphy, should be part of the curriculum in teacher training institutions;",,
1003ICPE-18-1955_RES1-FR,"30. Teachers responsible for teaching visual arts in secondary schools must have training equivalent to that of their colleagues in other disciplines and enjoy the same status, consideration, and benefits;",,
1004ICPE-18-1955_RES1-FR,"31. In the pedagogical training of teachers for both primary and secondary education, great importance must be given to psychology, and particularly to the psychology of spontaneous expression in children;",,
1005ICPE-18-1955_RES1-FR,"32. The buildings, interior layout, and furnishings of teacher training institutions must contribute to creating an aesthetic environment around the student-teacher; visits to monuments or exhibitions, collections of drawings and school art works, etc., will serve to broaden the purely pedagogical preparation.",,
1006ICPE-18-1955_RES1-FR,"33. To illustrate the methods and reforms concerning the teaching of visual arts, it is desirable to organize, within teacher training institutions, museums that gather artworks created by students from kindergarten through to the final year of studies; these museums should allocate space to drawings and school art projects from other countries; furthermore, these museums could serve as relays for the traveling collections provided for in Article 22.",,
1007ICPE-18-1955_RES1-FR,"34. It is desirable that the teaching of visual arts continually benefit from the recommendations of specialized inspectors or artistic advisors; otherwise, it is essential that the inspectors strive to understand and fully develop this instruction.",,
1008ICPE-18-1955_RES1-FR,"35. Provision should be made for lectures and advanced courses or workshops, organized both domestically and abroad, to enable teachers responsible for the instruction of visual arts to enhance their knowledge, stay informed of the various emerging trends in the fields of education and the arts, and exchange ideas on all issues related to their specialty.",,
1009ICPE-18-1955_RES1-FR,"36. It is highly desirable that travel and internship grants be awarded to active professors to enable them to study firsthand the monuments of the past, contemporary works, and the pedagogical methods of other nations.",,
1010ICPE-19-1956_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 9, 1956, in its nineteenth session, adopts on July 16, 1956, the following recommendation: The Conference,",,
1011ICPE-19-1956_RES1-FR,"Considering the need to strengthen, clarify, and adapt to new situations the principles set out in Recommendation No. 10 concerning the inspection of education adopted on July 20, 1937, by the Sixth International Conference on Public Education,",,
1012ICPE-19-1956_RES1-FR,"Considering the recent successes achieved through joint efforts to strengthen peace and to develop economic and cultural contacts between the various countries of the world,",,
1013ICPE-19-1956_RES1-FR,"Considering that inspection must contribute to the development of education aimed at promoting the comprehensive education of children and youth and their moral, intellectual, and physical development in the service of the homeland, democracy, peace, and friendship among peoples,",,
1014ICPE-19-1956_RES1-FR,"Considering that the increasingly important role given to education in the lives of peoples requires school authorities and educators to make every effort to rationalize the technical and administrative structure of education in order to advance educational services and enhance their effectiveness,",,
1015ICPE-19-1956_RES1-FR,"Considering that the complexity, difficulty, and constant evolution of the functions incumbent upon the teacher require from the inspector specific knowledge and skills,",,
1016ICPE-19-1956_RES1-FR,"Considering that the constant improvement and development of curricula, teaching methods, instructional materials, and means of evaluating outcomes require the teacher to continually enhance their professional skills and the inspector to contribute to this professional development,",,
1017ICPE-19-1956_RES1-FR,"Considering that the inspector, regardless of the title given to them and the perception of the scope and nature of their functions, constitutes an important element for the proper functioning and effectiveness of school work and for the coordination of this work with extracurricular and out-of-school activities organized by the community,",,
1018ICPE-19-1956_RES1-FR,"Considering that in almost all countries the inspector is an educational advisor, that in the majority of these countries they simultaneously exercise a supervisory role over the activities of the teaching staff and school administration, and that they must contribute to the improvement of instruction and education in schools by intervening for this purpose both with teachers and with the higher education authorities,",,
1019ICPE-19-1956_RES1-FR,"Where opinions are far from unanimous regarding higher education, it is primarily in primary education, secondary education, and technical education that the organization of inspection appears necessary,",,
1020ICPE-19-1956_RES1-FR,"Considering that, without denying the interest presented by the organization of inspection at its various levels—central or federal, regional, local—it is above all the category of inspectors who are in direct contact with the teaching staff that can be the subject of recommendations with more or less general applicability,",,
1021ICPE-19-1956_RES1-FR,"Whereas despite similar aspirations, countries with very different circumstances must provide diverse solutions to the problem of educational inspection,",,
1022ICPE-19-1956_RES1-FR,Submits the following recommendation to the Ministries of Public Education of the various countries:,,
1023ICPE-19-1956_RES1-FR,1. The primary purpose of the inspection must be to promote by all means the development and effectiveness of educational institutions and to ensure a two-way link between the educational authorities and the school communities;,,
1024ICPE-19-1956_RES1-FR,"2. The inspection must be regarded as a service intended, on the one hand, to help teachers and the public understand both the educational policy of the authorities and modern educational concepts and methods, and, on the other hand, to inform the competent authorities about the experiences, needs, and aspirations of teachers and communities.",,
1025ICPE-19-1956_RES1-FR,"3. The inspection must contribute to providing teachers with the means of working that allow them to carry out their mission with dignity and efficiency, by facilitating their professional development, preventing their intellectual isolation, and ensuring respect for their personality and ideas in such a way as to encourage them to take initiatives.",,
1026ICPE-19-1956_RES1-FR,"4. The inspection must do everything possible to create, around the teacher, among the parents of students, and within the entire community, an atmosphere of understanding, sympathy, and esteem, without which there can be no educational work nor moral and material participation of the community in the teacher’s efforts.",,
1027ICPE-19-1956_RES1-FR,"5. Regardless of the system of school supervision and guidance for educators in place in a country, it must correspond to the administrative and pedagogical structure of that country;",,
1028ICPE-19-1956_RES1-FR,"6. When, as is the case in certain countries, school supervision and the guidance of educators are the responsibility of bodies located at different levels of the inspection hierarchy or the educational administration, it is desirable that flexible and simplified coordination be established both among the various categories of inspectors and between the different interested bodies;",,
1029ICPE-19-1956_RES1-FR,"7. In countries where the inspector is accountable both to their hierarchical superiors within the inspection framework and to the public authorities or local or regional educational authorities, any interference that might complicate the inspector’s duties should be avoided;",,
1030ICPE-19-1956_RES1-FR,"8. The supervision of the inspector's activities by the authorities to which they report, whether their hierarchical superiors or school authorities at various levels, must be guided by the same principles of understanding and constructive encouragement that one rightfully expects from the inspector in their relations with members of the teaching staff;",,
1031ICPE-19-1956_RES1-FR,9. It is highly advantageous for the inspector to reside as close as possible to the schools and communities they are called upon to serve;,,
1032ICPE-19-1956_RES1-FR,"Whether the inspectors reside within their own district or are grouped together in a single center, it is essential that mutual contact allows them to harmonize their viewpoints, exchange ideas on teaching, and examine issues of common interest;",,
1033ICPE-19-1956_RES1-FR,"Given the importance of the relationships between primary education, secondary education, and technical education, it is desirable that inspectors of these various types of education meet from time to time to study the issues that concern them in common;",,
1034ICPE-19-1956_RES1-FR,"12. The organization of inspection by disciplines or groups of disciplines is naturally conceived within the framework of secondary education, technical education, or both simultaneously, provided, of course, that it safeguards the harmonious development of the student;",,
1035ICPE-19-1956_RES1-FR,"13. Primary education generally relies on inspectors who are not specialized in any particular discipline; however, concerning certain subjects such as physical education, artistic education, manual work, and domestic economy, it may be advantageous to employ specialized inspectors or to assign experts in the didactics of these disciplines to assist the regular inspectors.",,
1036ICPE-19-1956_RES1-FR,"14. The increasingly specialized nature of certain types of institutions, such as nursery schools, schools for delayed or disabled children, and adult classes, justifies the use of specialized inspectors to oversee the teaching staff assigned to these institutions, in particular the employment of female inspectors for nursery schools and for education of a feminine nature;",,
1037ICPE-19-1956_RES1-FR,"15. In order to ensure the coordination of education, both public and private schools must be inspected by the same body of official inspectors;",,
1038ICPE-19-1956_RES1-FR,"16. Unable to formulate rules applicable to all situations, it can be accepted that the number of schools and teachers entrusted to the same inspector must depend, among other factors, on the dispersion of the educational establishments and the ease of communication, with contacts needing to be as effective with rural schools as with urban schools;",,
1039ICPE-19-1956_RES1-FR,"17. It is also not possible to set a minimum number of inspection visits since this number depends on factors such as the needs of the schools, the level of experience of the teachers, and the issues to be addressed; however, aside from more frequent visits that particular circumstances may render indispensable, there should not be a year without the inspector having been able to visit the various educational establishments in their district and, in any case, the single-teacher schools.",,
1040ICPE-19-1956_RES1-FR,"18. Without establishing strict standards regarding the duration of inspection visits, it is important to caution against the risks of overly rushed visits and to emphasize that it is through a spirit of relaxation and human contact that the inspector will succeed in gaining the teacher's trust and providing the assistance and advice they may need.",,
1041ICPE-19-1956_RES1-FR,"19. Although the inspector's role is to act as an educational advisor, this role should only be fulfilled in close collaboration with the school principal and, in certain cases, it would be beneficial to convene a meeting with part or all of the school staff.",,
1042ICPE-19-1956_RES1-FR,"20. While acknowledging the validity of the trend to limit the inspector's role to that of an advisor and didactic guide, it should be noted that the majority of countries wish to retain other functions for the inspector, particularly in matters of school administration and equipment.",,
1043ICPE-19-1956_RES1-FR,"21. Wherever the inspector is regarded both as a technician and an administrator responsible for promoting educational progress within their district, and given the difficulty of drawing a clear distinction between their administrative and managerial functions and their strictly pedagogical and guidance roles, it is advisable that the inspector be relieved of purely bureaucratic tasks that often consume a significant portion of their time;",,
1044ICPE-19-1956_RES1-FR,"22. The assistance that the inspector should receive for secretarial tasks is all the more necessary when his responsibilities extend to matters such as the generalization of compulsory schooling, school construction and equipment, appointments, transfers, promotions, and disciplinary actions concerning teaching staff;",,
1045ICPE-19-1956_RES1-FR,It is especially in the area of administrative responsibilities that the inspector risks duplicating efforts—or even coming into conflict with other bodies within the school administration; this is why any simplification or rationalization of the various administrative mechanisms and their operations can only be beneficial.,,
1046ICPE-19-1956_RES1-FR,"24. It is necessary to recall that, even in countries where the inspector is not entrusted with administrative responsibilities, they are called upon to play, especially at the local and regional levels, a promotional role with school authorities, whether it involves suggesting measures in favor of the quantitative or qualitative development of education, undertaking statistical or other studies on various aspects of the educational reality, actively participating in commission work, etc.;",,
1047ICPE-19-1956_RES1-FR,"As an educational advisor and facilitator, the inspector can contribute significantly to the training and professional development of teachers, particularly through the organization of national and international meetings, conferences, seminar work, and vacation courses; when the inspector participates in such activities, it is essential that a liaison be maintained between the inspectorate, teacher training centers, and all relevant administrative bodies.",,
1048ICPE-19-1956_RES1-FR,"The inspector must ensure the implementation of official instructions and, where appropriate, explain to the teacher the methods of their application; he must also communicate to the higher authorities the wishes, desires, and aspirations of the teachers under his supervision.",,
1049ICPE-19-1956_RES1-FR,"27. Without being directly responsible for it, and provided that a rationally designed service allows him the opportunity, the inspector should promote extracurricular and out-of-school activities of both social and educational nature (food aid for schoolchildren, holiday camps, contacts between family and school, etc.) and use his influence to help schools establish appropriate contacts at the international level.",,
1050ICPE-19-1956_RES1-FR,"28. When, during his visits, the inspector is led to make pedagogical suggestions, possibly by carrying out practical demonstrations, he must above all ensure respect for the teacher's intellectual freedom and initiative;",,
1051ICPE-19-1956_RES1-FR,29. It is desirable that the inspector take into account the pedagogical contributions from teachers or their professional organizations;,,
1052ICPE-19-1956_RES1-FR,"30. In cases where the inspector is required to make a more or less direct judgment on the teacher’s work, this assessment must remain objective, be motivated by the desire to guide and encourage the teacher, and be communicated to the individual concerned;",,
1053ICPE-19-1956_RES1-FR,All guarantees must be offered to the teacher so that they may appeal against any evaluations by the inspector which they consider unacceptable.,,
1054ICPE-19-1956_RES1-FR,"32. Regardless of the body responsible for appointing an inspector, the professional skills and merits of the prospective inspector must be taken into account;",,
1055ICPE-19-1956_RES1-FR,"33. The appointment of an inspector primarily depends on their professional qualities; any discrimination based on race, sex, beliefs, philosophical or political opinions, or the social origin of the candidates must be avoided.",,
1056ICPE-19-1956_RES1-FR,"34. For the appointment of an inspector, special attention should be given to qualifications and diplomas, psychological and pedagogical knowledge, and teaching experience, with a minimum number of years of prior service considered essential;",,
1057ICPE-19-1956_RES1-FR,"35. In addition to the intellectual and pedagogical knowledge legitimately expected of a prospective inspector, they must possess certain specific qualities: health, morality, impartiality, independence of character, kindness, benevolence, initiative, and enthusiasm;",,
1058ICPE-19-1956_RES1-FR,"36. The professional training of inspectors offers advantages; in addition to advanced pedagogical and psychological knowledge, this training must include studies on the organization and national administration of schools as well as comparative education studies, enabling them to understand the realities and educational issues of other countries, along with the solutions that have been implemented.",,
1059ICPE-19-1956_RES1-FR,"37. Inspectors must be granted the greatest opportunities for professional development (conferences and vacation courses, seminars, and especially scholarships and study trips abroad) and have access to courses on the use of audiovisual aids, a library specifically dedicated to the latest innovations in experiments, ideas, and pedagogical theories, as well as lectures given by distinguished educators on topics such as educational inspection, recent trends in pedagogical thought, or child psychology;",,
1060ICPE-19-1956_RES1-FR,38. Inspectors’ remuneration must correspond to the importance of the mission entrusted to them and be equivalent to that granted to other officials holding administrative or social positions of the same level; they must benefit at least from the material and social advantages accorded to officials of the same rank.,,
1061ICPE-19-1956_RES1-FR,"39. It is essential to facilitate to the greatest extent possible the travel inherent to the exercise of inspection; in this regard, travel and subsistence allowances must be commensurate with the dignity and requirements of the inspector’s functions.",,
1062ICPE-19-1956_RES1-FR,"40. In order to motivate inspectors in the execution of their mission and to enable technical or administrative bodies to benefit from the understanding of educational realities that inspectors acquire throughout their careers, it is desirable that, in countries where such promotion is possible, inspectors have access to senior positions within the hierarchy of the inspection and school administration.",,
1063ICPE-19-1956_RES1-FR,"The International Conference on Public Instruction, convened in Geneva by the United Nations Educational, Scientific and Cultural Organization and the International Bureau of Education, and having met there on the ninth of July nineteen hundred and fifty-six in its nineteenth session, adopts on the seventeenth of July nineteen hundred and fifty-six the following recommendation: — 155 — The Conference,",,
1064ICPE-19-1956_RES1-FR,"Considering that mathematics has always had an indisputable cultural and practical value and an important role in scientific, technical, and economic development, and in particular, that our era presents an unprecedented mathematical situation in history,",,
1065ICPE-19-1956_RES1-FR,"Considering that mathematical education is a right and a benefit for every human being, regardless of their race, sex, condition, or activities,",,
1066ICPE-19-1956_RES1-FR,"Considering that, to ensure the progress and prosperity of peoples, the elevation of the general mathematical level must go hand in hand with superior technical and scientific development,",,
1067ICPE-19-1956_RES1-FR,"Considering that various civilizations have played a role in the creation and development of mathematics,",,
1068ICPE-19-1956_RES1-FR,"Considering that psychology acknowledges that every human being is capable of a certain level of mathematical activity and that, in particular, there is no reason to believe that girls are less capable than boys in studying mathematics,",,
1069ICPE-19-1956_RES1-FR,"Considering that the pedagogy of mathematics is becoming increasingly scientific and effective each day,",,
1070ICPE-19-1956_RES1-FR,"Considering that it is appropriate to extend Recommendation No. 31 concerning mathematical initiation in primary school adopted by the XIIIth International Conference on Public Instruction,",,
1071ICPE-19-1956_RES1-FR,Submits the following recommendation to the ministries of public instruction of the various countries:,,
1072ICPE-19-1956_RES1-FR,"1. During secondary education, both technical and general, it is necessary to achieve, to the greatest possible extent, the educational objectives of mathematics teaching, which concern intellectual functions and character development. These objectives pertain to the processes of active logic (reflecting, analyzing, abstracting, schematizing, deductive reasoning, generalizing, specializing, applying, critiquing, etc.), the rational qualities of thought and its expression (order, precision, clarity, conciseness, etc.), the spirit of observation, spatial and quantitative concepts, intuition and imagination in the abstract domain, the development of attention and the power of concentration, the acquisition of perseverance and the habit of orderly work, and finally, the formation of the scientific mind (objectivity, intellectual honesty, taste for research, etc.);",,
1073ICPE-19-1956_RES1-FR,"2. Practical operations, adaptation to the natural environment, and the necessity of understanding the problems posed by technical, economic, and social life increasingly require common mathematical knowledge—such as arithmetic, basic geometry, geometric representations, formulas, equations, functions, tables, and graphs. These fundamental concepts and tools also play a role in a growing number of professions;",,
1074ICPE-19-1956_RES1-FR,"Mathematics and the style of thinking inherent to them must be regarded as an essential element of the general culture of the modern individual, even if they do not engage in scientific or technical activities. It is desirable that the teaching of mathematics, in close connection with the instruction of other subjects, leads students to understand the role played by mathematics in the scientific and philosophical conceptions of the contemporary world.",,
1075ICPE-19-1956_RES1-FR,One of the primary objectives of the advanced mathematics course in the final years of secondary education must be the preparation for higher scientific or technical studies whose mathematical foundation is growing day by day.,,
1076ICPE-19-1956_RES1-FR,"5. Mathematics education, which is compulsory in the various grades of the lower cycle of secondary schools, must have an adequate number of hours;",,
1077ICPE-19-1956_RES1-FR,"6. In the upper cycle of the scientific sections, the mathematics course must benefit from an extended schedule;",,
1078ICPE-19-1956_RES1-FR,7. It is desirable that students showing particular aptitude for scientific studies have the opportunity to follow a more advanced education and be able to engage in complementary personal studies;,,
1079ICPE-19-1956_RES1-FR,"8. In countries where the teaching of mathematics is not mandatory in certain sections (literary sections, for example), instruction in mathematics with a cultural rather than purely technical mathematical orientation should be organized, at least on an optional basis;",,
1080ICPE-19-1956_RES1-FR,"9. The weight assigned to mathematics in the assessment of students' results, regardless of how it is expressed, must be proportional to the value attributed to this discipline. When it is compulsory, and especially in scientific sections, it should be considered one of the principal subjects, particularly during class promotions and the awarding of graduation certificates.",,
1081ICPE-19-1956_RES1-FR,10. The mathematics curriculum of a given section of secondary school must be consistent with the general aims of teaching this subject and with the specific objectives of the section; — 157,,
1082ICPE-19-1956_RES1-FR,"11. The curricula shall be kept up to date and adapted to the advances in science and the needs of technology and modern life by eliminating outdated topics. Particular consideration shall be given to the fact that, in order to raise the level of the curricula in higher classes, some countries have introduced analytic geometry, infinitesimal calculus, statistics, and probability, and place increasing importance on the study of functions and vectors, as well as on the applications of mathematics;",,
1083ICPE-19-1956_RES1-FR,"12. The difficulty and scope of the subjects to be taught shall correspond to the average mental age appropriate for each grade as well as to the interests and needs of the students. While it is appropriate to provide additional training for individuals gifted in mathematics, care must be taken to avoid discouraging weaker students by assigning material whose complexity exceeds their intellectual capacity.",,
1084ICPE-19-1956_RES1-FR,13. Study plans should be designed to organize the teaching of mathematics around functional units that coordinate the various branches while highlighting the general concepts;,,
1085ICPE-19-1956_RES1-FR,"14. In this regard, it is desirable to determine, through unbiased pedagogical trials, the extent to which the broadly versatile structures of modern mathematics can be utilized to improve secondary education.",,
1086ICPE-19-1956_RES1-FR,15. It would be desirable for teachers to have a certain degree of freedom to extend the basic programs with optional supplementary content.,,
1087ICPE-19-1956_RES1-FR,"16. When methodological guidelines are provided, they should serve as advice and suggestions aimed at aligning teaching both with the advancements in the psychology of intelligence and the pedagogy of mathematics, as well as with the nature and use of mathematics, a theoretical science originating from reality and having an effective impact on our interaction with it;",,
1088ICPE-19-1956_RES1-FR,17. Every effort must be made to stimulate and encourage in the student the active learning of mathematics through the broadest possible personal participation in their development;,,
1089ICPE-19-1956_RES1-FR,18. It is necessary: a) to awaken and sustain students' interest both in mathematics itself and in its applications; b) to be attentive to the development of youthful mathematical thinking; c) to adapt teaching to the individual capacities and mental development of students and to differentiate it successively according to their intended path;,,
1090ICPE-19-1956_RES1-FR,"19. It is necessary: a) to start as much as possible from the concrete in order to reach the abstract, especially in the lower grades, and whenever useful, to call upon real, represented, or imagined experimentation to suggest definitions or demonstrations; b) to take into account that mathematical knowledge is born and develops through the internalization of concrete actions and the organization of operational schemes; c) to make use of questions raised by concrete situations, not only to demonstrate the practical importance of mathematics but above all to motivate theoretical developments;",,
1091ICPE-19-1956_RES1-FR,"20. It is important: a) to lead the student to form concepts and to discover mathematical relations and properties independently, rather than imposing a ready-made adult way of thinking; b) to ensure the acquisition of concepts and operational processes before introducing formalism; c) to entrust automatism only with operations that have been assimilated;",,
1092ICPE-19-1956_RES1-FR,"21. It is essential: a) to first enable the student to acquire experience of mathematical entities and relationships and then to initiate them into deductive reasoning; b) to progressively extend the deductive construction of mathematics; c) to teach how to formulate problems, seek data, utilize it, and evaluate results; d) to prioritize heuristic investigation of questions rather than doctrinal presentation of theorems; e) to raise awareness of the structure of a hypothetico-deductive theory in which, based on postulates, theorems are established through proofs and new terms introduced by definitions, in order to achieve a logically deductive exposition of the subject matter studied;",,
1093ICPE-19-1956_RES1-FR,"22. It is necessary to: a) study students’ errors and view them as a means to understand their mathematical thinking; b) train students in the practice of self-monitoring and self-correction; c) impart a sense of approximation, order of magnitude, and the plausibility of results; d) prioritize reflection and reasoning rather than rote learning and memorization, limiting the role of memory to the retention of fundamental results; e) propose examination topics that require more mathematical training than intensive preparation.",,
1094ICPE-19-1956_RES1-FR,"23. It is important: a) to encourage personal modes of expression, even if approximate, and to improve them gradually; b) to lead the student to precision and rigor through the need for effective communication with others and a demand for clarity in their own thinking; c) to promote individual inquiry and initiative as well as teamwork; d) to increase the number of students interested in mathematics and contribute to the development of their training and knowledge by organizing clubs, lectures, competitions, and other optional activities, as well as disseminating books and journals accessible to them;",,
1095ICPE-19-1956_RES1-FR,"24. It is essential: a) to emphasize the intrinsic unity of mathematics, to avoid compartmentalizing its branches, and to bring together the various methods of solving a problem; b) to highlight the significant stages in the history of the mathematical concepts and theories studied;",,
1096ICPE-19-1956_RES1-FR,"25. It is necessary: a) to maintain the coordination of mathematics with the sciences that make use of it; b) to take advantage of the demands of mathematical thinking to increase the precision, clarity, and conciseness of language; c) to keep mathematics connected with life and reality.",,
1097ICPE-19-1956_RES1-FR,"26. The evolution of the methodology of mathematics calls for an adaptation of textbooks. Alongside introductory mathematics books that allow for a progressive approach to abstract concepts, students should have access to review materials in which previously acquired subjects are revisited and organized at a higher level. Reference works, supplementary and popularization books, journals, etc., should be made available to everyone in classroom libraries. This documentation will be adapted to the objectives of the different sections and will maintain, for each of them, a balance between practical perspectives, technical needs, theoretical developments, and cultural concerns.",,
1098ICPE-19-1956_RES1-FR,"27. Audio-visual aids and concrete mathematical models (borrowed from everyday life, constructed by students or teachers, or even manufactured by commercial firms), which occupy an increasingly significant place in teaching, should be utilized to enable students to actively acquire mathematical abstractions.",,
1099ICPE-19-1956_RES1-FR,"28. In mathematics, perhaps more than in other subjects, the role of the teacher is paramount. The recruitment, training, and professional development of mathematics teachers must receive particular attention and care from the authorities responsible for youth education;",,
1100ICPE-19-1956_RES1-FR,"29. Teachers responsible for teaching mathematics in secondary schools must possess mathematical training at a level significantly higher than that of their teaching. This training should include not only the study of theoretical mathematics, but also a component of applied mathematics, the general history of mathematical thought, the methodology of mathematical science itself, and the study of elementary mathematics viewed from an advanced perspective;",,
1101ICPE-19-1956_RES1-FR,"30. Adequate pedagogical and psychological preparation must be an essential complement to the teacher's mathematical training and should be inspired by a clear and well-considered understanding of the general aims and principles of human education. This preparation should emphasize the structural development of intelligence in relation to the formation of mathematical thought. It will include the relationship between the concrete and the abstract, in order to place the methodology of models within mathematics teaching. The future teacher will be trained in observation and experimentation in the field of mathematics pedagogy. Above all, they will be engaged with adolescents and their aspirations, so that they can serve as the facilitator and guide of youth.",,
1102ICPE-19-1956_RES1-FR,31. It is essential to ensure that all students in the lower grades and the less gifted students in the upper grades have competent teachers.,,
1103ICPE-19-1956_RES1-FR,"32. The mathematics teacher in office must keep abreast both of the modern developments in theoretical mathematical sciences, the current significant applications of mathematics, and the recent advances in the didactics of their discipline. It is desirable that measures be taken to facilitate the professional development of teachers (lectures, vacation courses, seminars, working groups, internships, publications, etc.);",,
1104ICPE-19-1956_RES1-FR,"33. The suggestions of specialized inspectors or educational advisors, as well as the example set by experienced teachers, are excellent means of increasing the effectiveness of teaching;",,
1105ICPE-19-1956_RES1-FR,"34. The mathematics teacher must enjoy, in modern society, the respect and social standing to which their scientific training and educational mission entitle them.",,
1106ICPE-19-1956_RES1-FR,"35. Since adequate mathematics education is an essential element of education in all countries, it is important to ensure the recruitment of a sufficient number of qualified teachers, especially as this is a prerequisite for the scientific, technical, economic, and social development of all peoples.",,
1107ICPE-19-1956_RES1-FR,"36. Governments and international cultural or educational organizations, such as UNESCO, the International Bureau of Education, conferences, meetings, exhibitions, study tours, and internships abroad, etc., should promote the international exchange of ideas, work, research, and results obtained in mathematics education, so that the youth of the entire world can benefit as early as possible from the experiences and progress made by educators from all countries.",,
1108ICPE-20-1957_RES1-FR,"The International Conference on Public Education, convened in Geneva by the United Nations Educational, Scientific and Cultural Organization and by the International Bureau of Education, and having met there on the eighth of July, nineteen fifty-seven, for its twentieth session, adopts on the sixteenth of July, nineteen fifty-seven, the following recommendation: The Conference,",,
1109ICPE-20-1957_RES1-FR,"Considering that the past and future recommendations of the International Conference on Public Education cannot be fully implemented if the various countries do not have sufficient school buildings,",,
1110ICPE-20-1957_RES1-FR,"Considering Recommendation No. 9 on legislation governing school buildings adopted on July 17, 1936, by the International Conference on Public Education during its fifth session,",,
1111ICPE-20-1957_RES1-FR,"Whereas the development of education constitutes, for the coming years, one of the essential problems to be solved for the future of humanity, for intellectual, economic, and social progress, and for international understanding, and that this development depends, to a large extent, on the provision of school buildings,",,
1112ICPE-20-1957_RES1-FR,"Considering that the right to education entails for all children, without distinction, the possibility of being educated in suitable premises and in classrooms equipped with the necessary facilities and materials for a genuine education,— 158",,
1113ICPE-20-1957_RES1-FR,"Considering that the shortage of school buildings affects all countries, regardless of their level of material and cultural development,",,
1114ICPE-20-1957_RES1-FR,"Considering that the increase and internal movements of the population, the generalization and extension of compulsory schooling, and the development of secondary education lead to a year-on-year growth in school enrolments,",,
1115ICPE-20-1957_RES1-FR,"Considering that the very complexity of the problem requires the establishment, within each country, of effective collaboration among all authorities and all parties concerned with the development of school construction,",,
1116ICPE-20-1957_RES1-FR,"Considering that, although all countries can benefit from international cooperation in this area, many countries require such cooperation to take the form of direct assistance,",,
1117ICPE-20-1957_RES1-FR,"Considering that despite similar aspirations, countries with very different situations must provide diverse solutions to the problem of the development of school buildings,",,
1118ICPE-20-1957_RES1-FR,"The Conference submits to the United Nations, its specialized agencies, and intergovernmental organizations the following recommendation:",,
1119ICPE-20-1957_RES1-FR,Submits the following recommendation to the Ministries of Public Instruction of the various countries:,,
1120ICPE-20-1957_RES1-FR,"1. The study of current and future needs in school construction is essential for the development of comprehensive programs aimed at providing, in a timely manner, a rational solution to the problem and avoiding any unnecessary expenditures;",,
1121ICPE-20-1957_RES1-FR,"2. Without neglecting pedagogical imperatives, such a study must include in particular: a) an inventory of buildings in use (including rented properties, temporary premises, and makeshift facilities), with full details on their allocation, their adaptability to new requirements, etc.; b) statistical data on the population currently of school age and on the projected population for the coming years; c) a study of the impacts that the following may have on the evolution and distribution of school enrollments: (i) the generalization of compulsory schooling where it is not yet in effect; (ii) a possible extension of compulsory schooling; (iii) a progressively wider participation of children in secondary education; (iv) internal population movements; (v) a better allocation of school facilities; d) an estimate of the financial effort necessary to meet all these needs; e) an analysis of the feasibility of executing the construction programs with regard to technicians, labor, and materials; f) forecasts for the scheduling of programs in successive phases;",,
1122ICPE-20-1957_RES1-FR,"3. The nature of the bodies responsible, in each country, for carrying out this study and keeping its results up to date may vary according to the administrative structure of the country and the degree of centralization of its educational administration; however, it is desirable that, even when the responsibility in this matter primarily lies with local authorities, comprehensive studies be conducted to provide an overall view of the needs of the entire country.",,
1123ICPE-20-1957_RES1-FR,"4. Beyond its usefulness as a means of informing forthcoming decisions, the study of the evolution of needs in school construction should be regarded as a particularly effective tool for raising awareness among leadership circles and public opinion of the urgent necessities faced by the country in question and the financial effort these entail.",,
1124ICPE-20-1957_RES1-FR,"5. The administrative procedure for the construction of school buildings must be simplified and expedited to the greatest extent possible; under no circumstances should this procedure hinder or delay the study, initiation, and execution of the works.",,
1125ICPE-20-1957_RES1-FR,"6. In countries where, in matters of school construction, different bodies are called upon to intervene at various levels, it is necessary to avoid any duplication of efforts among central or federal, regional, and local authorities;",,
1126ICPE-20-1957_RES1-FR,"7. In the interest of education, local public authorities should be involved in school construction, provided that they are capable of taking effective action in this area.",,
1127ICPE-20-1957_RES1-FR,"8. When different types of administrations (public education, public works, finance, etc.) have direct responsibility for school construction, every effort must be made to ensure permanent coordination that is as rational as possible between the interventions of these various administrations.",,
1128ICPE-20-1957_RES1-FR,"9. The adoption of national, regional, or local plans extending over several years, whether they consist of mandatory directives or mere guidelines, facilitates the actions of the various concerned administrations and allows for significant time savings; all economic and social development plans should include a section specifically dedicated to the needs concerning school construction for the next four to five years, as well as to the programs aimed at meeting these needs.",,
1129ICPE-20-1957_RES1-FR,"It is important to build housing for teachers at the same time as schools, especially in areas where a shortage of accommodation may hinder recruitment. — 160",,
1130ICPE-20-1957_RES1-FR,"11. Regardless of the stage reached in the field of education, the financial effort of all countries in favor of school construction must be of a permanent nature; it is important to provide, to support it, a long-term financial policy.",,
1131ICPE-20-1957_RES1-FR,"12. Taking into account the administrative and economic structure specific to each country, as rational a balance as possible must be established between the financial effort required for school construction by local, regional, and central or federal authorities;",,
1132ICPE-20-1957_RES1-FR,"13. Given the scale of the financial effort required for the development of school buildings, it is desirable that every measure be taken to achieve production costs that are as low as possible while remaining compatible with the quality of the construction and the requirements of pedagogy and hygiene;",,
1133ICPE-20-1957_RES1-FR,"14. When it is a question of meeting essential educational needs or addressing particularly urgent new needs, consideration should be given to the use of the exceptional means outlined below, which have proven effective in certain countries: a) extraordinary budgets, funds, or loans at the national or local level reserved for financing special school construction programs; b) special taxes, stamp issues, collections, etc.; c) bond issuances aimed at attracting private capital; d) contributions from individuals or local communities in the form of monetary donations, free transfer of building land, volunteer labor, or provision of construction materials.",,
1134ICPE-20-1957_RES1-FR,"15. The obligation imposed by the legislation of certain countries on industrial, commercial, mining, agricultural, or real estate enterprises of a certain size to participate, in one form or another, in the construction of schools may contribute to addressing the issue of school construction in certain regions.",,
1135ICPE-20-1957_RES1-FR,"16. School plans must be primarily based on pedagogical, sociological, and health requirements and specifically address the needs of children and families, taking into account factors such as climate, location, economic conditions, and building techniques; therefore, they must result from close collaboration among teaching staff, parents, architects, builders, and the administration.",,
1136ICPE-20-1957_RES1-FR,"Experience has demonstrated the usefulness of studies conducted by organizations established for this purpose, dedicated to the preparation of plans and the execution of school construction projects; 161",,
1137ICPE-20-1957_RES1-FR,"18. In preparing plans for new buildings, account must be taken of the evolving educational concepts and the technical advancements from which teaching increasingly benefits each day;",,
1138ICPE-20-1957_RES1-FR,"It is desirable to design school establishments not as buildings intended to last for many centuries, but as structures that can be easily adapted to demographic changes and pedagogical and technical progress.",,
1139ICPE-20-1957_RES1-FR,"20. Without seeking uniformity and rigidity incompatible with the diversity of local conditions and the evolution of educational concepts, the simplification, standardization, and normalization of the constituent elements of school buildings, and, if necessary, the development of flexible and varied standard plans, can contribute significantly to reducing costs and construction times.",,
1140ICPE-20-1957_RES1-FR,"A methodical study of the educational function of school premises can lead to substantial savings by reducing the area, or even the volume, of school buildings, provided that the requirements of pedagogy and hygiene are respected.",,
1141ICPE-20-1957_RES1-FR,"22. It is often necessary, for reasons of convenience, to carry out the construction of school buildings in stages; however, even before beginning construction, it is essential that the plans be finalized for all the intended premises, so that once construction is completed, it meets the requirements of pedagogy and architecture.",,
1142ICPE-20-1957_RES1-FR,"23. In regions where the climate is suitable, developments inspired by the principles of the open-air school can constitute an economical way to partially address the issue of school buildings;",,
1143ICPE-20-1957_RES1-FR,"24. It is essential that any urban planning from the outset allocate spaces for the various types of establishments, including boarding schools where applicable, bearing in mind that, sooner or later, secondary education will require even more space than primary education;",,
1144ICPE-20-1957_RES1-FR,"25. In the selection of school locations, factors such as demographic trends, traffic hazards, transportation means, topography and soil conditions, hygiene requirements, and the proximity of various pipelines must be taken into account.",,
1145ICPE-20-1957_RES1-FR,"26. The development of transportation means must be utilized in regions with dispersed settlements; larger school groups, located as centrally as possible within the serviced area, can advantageously replace small isolated schools; however, it is advisable to avoid large buildings housing an excessive number of classes and students; schools should be distributed rationally, be appropriate to the child’s needs, facilitate communal life and work for the pupil, foster the development of social awareness, and promote contact with the outside world and nature.",,
1146ICPE-20-1957_RES1-FR,"27. In the very interest of education, it is desirable for the child to contribute as much as possible to the layout and beautification of their school.",,
1147ICPE-20-1957_RES1-FR,"28. It is advisable that construction services or companies have reliable information concerning school buildings, in order to be able to establish long-term work plans and to rationalize their mechanical equipment and use of labor;",,
1148ICPE-20-1957_RES1-FR,"29. In certain cases, it may be useful to group together under a single contract those relating to the construction of several school establishments, in order to enable construction services or companies to obtain materials at better prices, standardize certain equipment elements, and streamline the execution of the work;",,
1149ICPE-20-1957_RES1-FR,"30. It is advisable to encourage the organization, at the national level, of congresses and training sessions bringing together specialists, as well as exhibitions, competitions, and the like relating to the construction of school premises.",,
1150ICPE-20-1957_RES1-FR,"31. Certain so-called emergency solutions cannot be entirely ruled out; however, they should only be accepted as a necessary evil that must be remedied as soon as possible, avoiding allowing temporary measures to become permanent.",,
1151ICPE-20-1957_RES1-FR,"The resort to emergency measures, such as increasing the number of pupils per class or shift teaching (where the same classroom is used successively by two or three groups of pupils), has notable disadvantages and must remain exceptional;",,
1152ICPE-20-1957_RES1-FR,"33. The use of buildings originally designed for purposes other than teaching and the construction of temporary premises are makeshift solutions often forced upon us for reasons of convenience and economy; however, experience shows that, in the long run, besides the disadvantages these solutions pose for pedagogy and school hygiene, they may prove more costly in terms of purchase, rent, and maintenance than permanent buildings designed solely for educational purposes.",,
1153ICPE-20-1957_RES1-FR,"34. All countries have an interest in combating obstacles to the development of education and, consequently, in cooperating to enhance the effectiveness of their efforts in school construction; — 163 —",,
1154ICPE-20-1957_RES1-FR,"35. Special attention should be given to insufficiently developed countries whose needs are enormous and whose delays are considerable, and which, despite the efforts they have made, suffer from a shortage of material, financial, and technical resources that makes effective external assistance necessary; for this reason, it is desirable that international bodies of a global or regional nature continue and, if possible, intensify the aid they provide in this area to the governments of countries that are particularly in need.",,
1155ICPE-20-1957_RES1-FR,"36. International cooperation can take the form of collaboration in the study of school construction and the development of plans and specifications adapted to local conditions: a) through the exchange of ideas, experiences, and information; to this end, it would be appropriate to establish, with the assistance of UNESCO, the International Bureau of Education, and other international institutions, an international center for school construction comprising among its members educators and technicians with particular expertise, capable of encouraging and facilitating the creation of regional centers of a similar nature; b) through technical assistance measures such as the awarding of scholarships and the deployment of architects and technicians to underdeveloped countries, especially with a view to studying the use of local materials, developing plans specifically designed for each region, and suggesting cost-saving measures that are even more necessary there than elsewhere; c) through the joint organization by major international associations of educators, architects, and economists of international meetings, study tours, and exhibitions related to school construction; d) through the publication of documentary works, manuals, and journals specifically dedicated to modern concepts and techniques relevant to school construction;",,
1156ICPE-20-1957_RES1-FR,37. International organizations could make a valuable contribution to the establishment of national or regional research centers tasked with developing school building plans and methods of rapid and economical construction particularly suited to local conditions;,,
1157ICPE-20-1957_RES1-FR,"38. International cooperation may take the form of grants, loans on particularly favorable terms, or even contributions to an international fund established under the auspices of the United Nations and intended to facilitate school construction;",,
1158ICPE-20-1957_RES1-FR,"39. Pending the achievement of the anticipated results from economic development plans, it is essential that the International Bank for Reconstruction and Development examine the possibility of granting long-term loans to countries requesting them for the immediate implementation of their school construction programs;",,
1159ICPE-20-1957_RES1-FR,"40. The question of the international flow of capital to be invested in school construction programs, particularly in those of insufficiently developed countries, should be entrusted to experts for study;",,
1160ICPE-20-1957_RES1-FR,41. International assistance can take the form of donations and offers to transfer materials for school construction at advantageous prices; the feasibility of such exchanges should be the subject of special studies conducted by international and national organizations of an economic and social nature.,,
1161ICPE-20-1957_RES1-FR,"42. It is important that, in its activity programs for the coming years, the United Nations Educational, Scientific and Cultural Organization includes a major project related to school constructions.",,
1162ICPE-20-1957_RES1-FR,"The International Conference on Public Education, convened in Geneva by the United Nations Educational, Scientific and Cultural Organization and by the International Bureau of Education, and having met there on July 8, 1957, in its twentieth session, adopts on July 17, 1957, the following recommendation: The Conference,",,
1163ICPE-20-1957_RES1-FR,"Considering the rapid pace of economic, technical, and social development in the contemporary world,",,
1164ICPE-20-1957_RES1-FR,"Considering that the issue of training personnel responsible for primary teacher education is of a permanent nature, that primary schools have seen their responsibilities multiply, and that besides introducing students to the disciplines of general culture, they must now ensure that their pupils acquire character qualities as well as a solid social and civic education,",,
1165ICPE-20-1957_RES1-FR,"Considering that these increased responsibilities require primary school teachers to have a higher level of knowledge and pedagogical skills, both in the humanities and applied sciences as well as in the strictly scientific and technical disciplines,",,
1166ICPE-20-1957_RES1-FR,"Considering Recommendation No. 36 concerning the training of primary teaching staff adopted on July 14, 1953, by the International Conference on Public Education at its sixteenth session,",,
1167ICPE-20-1957_RES1-FR,"Considering that, during their own training, the personnel responsible for the education of primary school teachers must in particular acquire personal experience of the various aspects of the intellectual, economic, and social life of their time,",,
1168ICPE-20-1957_RES1-FR,"Considering more specifically that the current state of social sciences and educational sciences requires that primary school teachers receive solid training in these fields in order to enlighten and ensure their personal judgment,",,
1169ICPE-20-1957_RES1-FR,"Considering that it seems difficult for professors of practical pedagogy to train primary school teachers without having themselves fully familiarized with primary education,",,
1170ICPE-20-1957_RES1-FR,"Considering that the professors responsible for the training of primary school teachers can no longer be content, for their own preparation, with purely theoretical studies and must be able to introduce their students to modern educational techniques as well as to methods of personal and creative work,",,
1171ICPE-20-1957_RES1-FR,"Considering that the nearly universal shortage of primary teaching staff requires an increase in the number of institutions responsible for their training and, more generally, of institutions dedicated to the study of the educational sciences,",,
1172ICPE-20-1957_RES1-FR,"Whereas pedagogical training is indispensable for teachers who instruct in general culture subjects, it is all the more essential for those called upon to teach the sciences of education,",,
1173ICPE-20-1957_RES1-FR,"Considering the tendency of certain universities and higher education institutions to engage in pedagogical research and educational sciences without adequately taking into account the possibilities for practical application in teaching,",,
1174ICPE-20-1957_RES1-FR,"Considering that, in order to be genuine centers of documentation and research, teacher training institutions must be led by experienced educators who are themselves engaged in pedagogical research and the sciences of education,",,
1175ICPE-20-1957_RES1-FR,"Considering that modern society increasingly demands international collaboration and mutual understanding,",,
1176ICPE-20-1957_RES1-FR,"Considering that despite similar aspirations, countries with very different circumstances must provide diverse solutions to the problem of preparing teachers responsible for training primary school instructors,",,
1177ICPE-20-1957_RES1-FR,Submits to the Ministries of Public Instruction of the various countries the following recommendation:,,
1178ICPE-20-1957_RES1-FR,"1. It is necessary for the competent authorities to pay ever-increasing attention to the preparation of teachers responsible for the general, specialized, and pedagogical training of primary school teachers; such specialized preparation should be required for those concerned in order for them to be called upon to carry out their duties;",,
1179ICPE-20-1957_RES1-FR,"2. The training of primary school teachers is currently provided by institutions at the secondary, post-secondary, and university levels; given the continuous improvement in the status of teaching staff, it is desirable that the training of primary school teachers be conducted by higher-level pedagogical institutions or institutes.",,
1180ICPE-20-1957_RES1-FR,"3. Between the two types of training for teachers responsible for the education of primary school teachers, whether in a university institution or in an institution outside the university, each country should use the system that appears best suited to its needs in terms of teaching personnel and the structure of its higher education.",,
1181ICPE-20-1957_RES1-FR,"4. In countries where these two types of preparation overlap, every effort must be made to avoid the dispersal of resources and to ensure the closest possible collaboration between the institutions involved.",,
1182ICPE-20-1957_RES1-FR,"5. The effectiveness of university-level teacher training institutions depends notably on the quality of the training received by their professors; therefore, before deciding to establish such an institution, it is essential to ensure the availability of qualified personnel.",,
1183ICPE-20-1957_RES1-FR,"6. When the preparation of teachers responsible for the training of primary school instructors is provided by a university faculty, it is desirable that the instruction be partially shared with that of other faculties.",,
1184ICPE-20-1957_RES1-FR,"7. In countries where this preparation is reserved for institutions outside the university, collaboration with universities should be encouraged to allow students of these institutions to attend certain university courses;",,
1185ICPE-20-1957_RES1-FR,8. It is advisable to also entrust institutions responsible for the preparation of teachers in charge of primary teacher training with the preparation of administrators with an educational role as well as school inspectors; experienced teachers should be provided with every facility to benefit from this training.,,
1186ICPE-20-1957_RES1-FR,"9. The management of teacher training institutions must be entrusted to an educator possessing an eminent degree of knowledge and experience in pedagogical issues; if the management is entrusted to a general education professor, a specialist in primary school pedagogy should be appointed to assist them.",,
1187ICPE-20-1957_RES1-FR,"10. Each country, according to its school system, must strive, on the one hand, to coordinate and promote pedagogical doctrine at the national level and, on the other hand, to safeguard in teacher training institutions the ideas of progress and research in education by all appropriate means: special inspection, central commission, university-type body, etc.;",,
1188ICPE-20-1957_RES1-FR,"11. When a country does not yet have the necessary institutions, it should take advantage of international cooperation to entrust highly reputable foreign institutions with the training of teachers responsible for the preparation of primary school teachers and secure financial support for this purpose.",,
1189ICPE-20-1957_RES1-FR,"12. Regardless of the institutions responsible for the preparation of teachers in charge of primary teacher training, the professors and students of these institutions should demonstrate qualities equal to those required in universities;",,
1190ICPE-20-1957_RES1-FR,"13. It is appropriate to require that professors responsible for the training of primary school teachers possess university-level education or higher, corresponding at least to a bachelor's degree.",,
1191ICPE-20-1957_RES1-FR,"14. In the selection of candidates for teaching positions in pedagogical training institutions, consideration should be given not only to moral, intellectual, and pedagogical aptitudes, but also to vocation and social awareness.",,
1192ICPE-20-1957_RES1-FR,"15. Regardless of the system adopted (competitive examinations, appointments by selection, etc.), the appointment of teachers responsible for the training of primary school teachers must be strictly impartial and take into account only the qualifications and knowledge of the candidates as well as their qualities as educators.",,
1193ICPE-20-1957_RES1-FR,"16. When qualifications are equal, male and female candidates must have equal opportunities to access professorships in institutions responsible for training primary school teachers and must receive the same remuneration.",,
1194ICPE-20-1957_RES1-FR,"17. Student teachers whose financial situation requires it must be able to pursue their studies free of charge and receive a scholarship or a stipend, as well as free boarding when this system is applied; those among them who are already part of the teaching staff must be granted leave with pay and possibly a relocation allowance.",,
1195ICPE-20-1957_RES1-FR,"18. When teachers responsible for general education in pedagogical training institutions originally receive the same training as secondary school teachers, they shall be selected from among the latter based on their qualifications and teaching experience; this selection shall be considered a promotion and entitle them to additional remuneration; following this recruitment, they shall undergo an internship enabling them, in particular, to establish or reestablish contact with teaching in a primary school.",,
1196ICPE-20-1957_RES1-FR,"19. In order to broaden the recruitment of particularly qualified teachers to train primary school teachers, it is advisable to grant leave with pay to those primary school teachers who, having demonstrated outstanding qualities in their teaching, wish to undertake the necessary higher education studies;",,
1197ICPE-20-1957_RES1-FR,"20. The professors responsible for teaching future primary school teachers special subjects such as drawing, manual work, home economics, music, and physical education must possess training and qualifications equivalent to those of their colleagues responsible for general instruction;",,
1198ICPE-20-1957_RES1-FR,"21. A pedagogical and psychological preparation should normally be required of professors responsible for special instruction as well as of their colleagues responsible for general instruction, so that both are able to adapt their teaching to the needs of future primary school teachers.",,
1199ICPE-20-1957_RES1-FR,"22. The specialized training of teachers assigned to instruct trainee teachers in psychology and pedagogy must include both theoretical and practical education covering child and adolescent psychology, didactics, experimental pedagogy, school guidance, the history of pedagogy, comparative education, the organization and administration of education, civic instruction, popular traditions, etc.; it must be advanced, in a given specialty, up to the level of research.",,
1200ICPE-20-1957_RES1-FR,"23. The curricula of institutions responsible for training teachers charged with preparing primary school teachers should include an introduction to research concerning educational theory and practice, and the teachers should regard participation in this research as one of the duties of their position.",,

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