The Observatory on History Teaching in Europe
- Author(s):
- Parliamentary Assembly
- Origin
- Assembly
debate on 27 January 2022 (8th sitting) (see Doc. 15423, report of the Committee on Culture, Science, Education
and Media, rapporteur: Mr Bertrand Bouyx). Text
adopted by the Assembly on 27 January 2022 (8th sitting).See
also Recommendation 2224
(2022).
1. The Parliamentary Assembly emphasises
that history education is of key importance in strengthening common
values and promoting reflection on history, thereby bringing people
together rather than dividing them. Stimulating historical analysis
and debate helps young people to acquire a critical understanding
of the past in all its complexity and can provide them with answers
to, and a critical understanding of, issues faced in the present.
2. On 12 November 2020, the Committee of Ministers established
the Enlarged Partial Agreement on the Observatory on History Teaching
in Europe and to date 17 member States have joined. The activities
of the observatory focus on producing regular reports on the status
of history teaching in the participating member States, publishing
thematic reports on specific topics and organising annual conferences
and events, thereby offering a knowledge-exchange platform for experts,
policy makers and history education professionals.
3. The Assembly welcomes the decision of the Committee of Ministers
to establish this new instrument for co-operation, which also gives
a timely impetus to the Council of Europe’s long-standing intergovernmental programme
on history education. Through synergy, their combined activities
can help member States to address the challenges for history education
in the 21st century.
4. Over the past few years, the Council of Europe has developed
the “Reference Framework of Competences for Democratic Culture”
and “Quality history education in the 21st century – Principles
and guidelines”, with a set of models and methods to help teachers
adapt these tools in the classroom. Together, these tools can inspire
and guide young people to develop attitudes of openness to cultural
difference, respect and responsibility and particular skills such
as autonomous learning, analytical thinking, dialogue and argumentation,
including conflict resolution skills, which clearly intersect with
the competences that are needed to exercise democratic citizenship
in society.
5. The Assembly holds the view that in increasingly diverse societies,
it is crucial to learn about cultural, religious and ethnic diversity
and interactions in order to avoid a monocultural curriculum. Multiperspectivity
is fundamental to understanding different standpoints which often
result from a specific historical context. When analysed in the
classroom and considered together they create a nuanced and deeper
understanding of the historical dimension of any event.
6. Accordingly, the Assembly calls on the member States of the
Council of Europe to:
6.1 join
the Enlarged Partial Agreement on the Observatory on History Teaching
in Europe and fully benefit from this knowledge-exchange platform
for experts, policy makers and history education professionals;
6.2 take an active part in the work of the intergovernmental
sector on history education of the Council of Europe Directorate
General of Democracy;
6.3 undertake a strategic policy review to incorporate the
Council of Europe’s “Quality history education in the 21st century
– Principles and guidelines” and “Reference Framework of Competences for
Democratic Culture” into their education policies, and in particular:
6.3.1 concerning curriculums and methodologies to:
6.3.1.1 develop
flexibility of history curriculums so as to provide teachers with
more time and autonomy to move away from knowledge-based teaching
towards learner-centred and competence-based education;
6.3.1.2 introduce teaching of the complex history of democracy
and develop democratic practices, attitudes and values in the classroom;
6.3.1.3 develop methodologies to stimulate critical thinking by
learning to analyse historical sources and make well-informed judgments;
6.3.1.4 develop multiperspectivity in history education to analyse
different standpoints that together create the historical dimension
of any event;
6.3.1.5 introduce learning about cultural, religious and ethnic
diversity and interactions to avoid a monocultural and one-sided
curriculum;
6.3.1.6 introduce co-operative learning in small groups and develop
interactive pedagogies which acknowledge cultural differences and
multiple identities among learners in a class;
6.3.1.7 consider introducing sensitive and controversial issues
in order to overcome prejudice and bias;
6.3.1.8 open up a European perspective in history education by
identifying historical themes that are common in Europe and that
could be considered from similar or different angles;
6.3.2 concerning measures to create a supportive and stimulating
environment for teachers and learners to:
6.3.2.1 multiply
opportunities for professional exchange and development among teachers
and use different teaching resources and guidance – including the
Council of Europe principles and guidelines – available in local
languages;
6.3.2.2 include competences for democratic culture in teacher
education and professional development;
6.3.2.3 bridge the gap between formal and non-formal education
by encouraging partnerships with cultural institutions and other
relevant partners outside schools (museums, archives, libraries,
etc.);
6.3.2.4 encourage the use of digital technologies in history education
to promote collaborative learning as well as international co-operation
with other schools;
6.3.2.5 guarantee free access to virtual learning environments
which give access to open educational resources.
7. While acknowledging the subsidiarity principle and independence
of the European Union member States to decide freely on policies
in education and history teaching, the Assembly would welcome the
participation of the European Union in the activities of the observatory
and its support for co-operation programmes and innovative pilot
projects for quality history education, in accordance with the observatory’s
statutory texts.
