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1966 CEART Recommendation
concerning the Status of Teachers

Cover and Introduction

1. Definitions
2. Scope
3. Guiding principles
4. Educational objectives and policies
5. Preparation for the profession
6. Further education for teachers
7. Employment and career
8. The rights and responsibilities of teachers
9. Conditions for effective teaching and learning
10. Teachers' salaries
11. Social security
12. The teacher shortage
13. Final provision

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12. The teacher shortage
    141. text
         1. It should be a guiding principle that any severe supply problem should be dealt with by measures which are recognized as exceptioal, which do not detract from or endanger in any way professional standards already established or to be established and which minimize educational loss to pupils.
         2. Recognizing that certain expedients designed to deal with the shortage of teachers, such as over-large classes and the unreasonable extension of hours of teaching duty are incompatible with the aims and objectives of education and are detrimental to the pupils, the competent authorities as a matter of urgency should take steps to render these expedients unnecessary and to discontinue them.
    142. In developing countries, where supply considerations may necessitate short-term intensive emergency preparation programmes for teachers, a fully professional, extensive programme should be available in order to produce corps of professionally prepared teachers competent to guide and direct the educational enterprise.
    143. text
         1. Students admitted to training in short-term, emergency programmes should be selected in terms of the standards applying to admission to the normal professional programme, or even higher ones, to ensure that they will be capable of subsequently completing the requirements of the full programme.
         2. Arrangements and special facilities, including extra study leave on full pay, should enable such students to complete their qualifications in service.
    144. text
         1. As far as possible, unqualified personnel should be required to work under the close supervision and direction of professionally qualified teachers.
         2. As a condition of continued employment such persons should be required to obtain or complete their qualifications.
    145. Authorities should recognize that improvements in the social and economic status of teachers, their living and working conditions, their terms of employment and their career prospects are the best means of overcoming any existing shortage of competent and experienced teachers, and of attracting to and retaining in the teaching profession substantial numbers of fully qualified persons.
13. Final provision
    146. Where teachers enjoy a status which is, in certain respects, more favourable than that provided for in this Recommendation, its terms should not be invoked to diminish the status already granted.

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