Education and Youth

Strategic Framework and Priorities for Action

Content:

• EXECUTIVE SUMMARY
• LETTER TO THE REGIONAL CONFERENCE BY SONIA LICHT, BOARD FOR EXCELLENCE
• EDUCATION AND TRAINING:
  AN INDISPENSABLE BASIS FOR ECONOMIC AND POLITICAL STABILITY
• OVERALL OBJECTIVES
• THE ROLE OF REGIONAL CO-OPERATION AND NETWORKING
• INSTRUMENTS FOR REGIONAL CO-OPERATION
• PRIORITIES FOR ACTION
• PRIORITIES

  • Policy Development and System Improvement
  • Higher Education
  • Vocational Education and Training
  • Young People
  • Education for Democratic Citizenship
  • History and History Teaching

• CRITERIA FRAMEWORK FOR PROJECT ASSESSMENT
• THE ENHANCED GRAZ PROCESS

  • STRUCTURE AND TASKS
  • THE STAGES OF THE ENHANCED GRAZ PROCESS
  • THE QUICK START PROJECTS
  • TIMELINE FOR 2002

• CONTACT

EXECUTIVE SUMMARY

While countries and education systems in the region vary greatly, they share the common challenge of having to respond quickly and flexibly to fundamental democratic, economic and social transition processes in difficult financial and political situations.

Regional co-operation is the ideal instrument to pool the accumulated experience and expertise. In order to make full use of its potential, networks, partnerships and projects in the region should:

• complement and support national educational strategies and development efforts in areas where regional networks and co-operation provide a clear added value
• promote a wider European perspective by using cross-border/regional co-operation and networking as an instrument to enhance participation in wider European networks and initiatives

Based on the results of various stock-taking activities (e.g. OECD Thematic Reviews of the respective education systems in SEE) and inclusive consultation processes with key stake holders, priorities for action have been developed in the following six working group areas:

• Policy Development and System Improvement
• Higher Education
• Vocational Education and Training
• Young People
• Education for Democratic Citizenship and Management of Diversity
• History and History Teaching

Priorities focus in the respective working groups on targeted mid- and long-term measures for:

• institution building
• capacity building
• development of networking structures making use of modern communication technologies

Criteria for assessing projects in the respective priority areas are:

• the clear added value of regional co-operation, impact on civil society, empowerment of regional actors, impact on the system and the process of reform as well as the technical and financial quality of the project

Letter to the Members of the Stability Pact for South Eastern Europe Regional Conference, October 25 ­ 26, 2001

In order to initiate such a long-term process of international co-operation in education in South Eastern Europe, the international conference on "European Educational Co-operation for Peace, Stability and Democracy" in SEE in Graz 1998 was an extremely important step, followed by the inclusion of education as a priority in the Stability Pact for SEE (as "Task Force Education and Youth").

The Quick Start Projects within the framework of the Stability Pact were a test for the region as well as for the donor community, which by now has been passed successfully. It was no quick but rather a well-defined and determined start.

Now there is a clear need to move from projects to priority areas with a sustainable impact on the system level. The "Strategic Framework and Priorities for Action" of the Task Force Education and Youth provides a sound basis for this next phase of educational co-operation in SEE countries.

A long-term strategy for educational co-operation in SEE cannot be successful without paying close attention to the regional dimension of co-operation and networking. A regional approach might be more difficult in the field of education than it is in some other areas, because of the essentially national character of education systems. Nevertheless, a lot can be gained from it.

The dissemination of best practice and experience adds considerable value to national reform efforts and thus contributes effectively to the reform and stabilisation process in the region. Regional co-operation means a better co-ordination of the various reform efforts, creating synergies and avoiding overlapping activities.

These objectives cannot be achieved without international help. The donor community should encourage the region to undertake all efforts for sustainable development in education reform. This means political and moral support in actively facing these challenges, but also a continuous financial support.

The upcoming Regional Conference in Bucharest, scheduled for October 25-26, 2001 will provide an opportunity for representatives of the region to speak out for its needs and demands and an opportunity for the international community to confirm its support to the region in this endeavour.

Sonja Licht, Board for Excellence
Belgrade, October 19, 2001

EDUCATION AND TRAINING: AN INDISPENSABLE BASIS FOR ECONOMIC AND POLITICAL STABILITY

Sustainable economic, political and social development towards peace, economic prosperity, stability and ultimately European integration depends on mid- and long-term transition processes. Success will very much depend on how well the current and the future agents of change, i.e. young people, will have been equipped to meet the challenges ahead. Ignoring the potential of young people would be detrimental to sustainable stabilisation in the region.

Increased investment in the development of formal and non-formal education is thus a prerequisite for facilitating the integration of the countries of the region into the European political and economic mainstream. Enhanced networks and co-operation in education and youth is furthermore an important contribution to the reconciliation process among countries of the region.

"Raising the quality and standard of learning is essential if Europe is to become a more competitive and dynamic society and its citizens are to be able to develop their own skills and competencies and realise their potential as citizens, as members of society and as economic agents... preventing and combating unemployment and social exclusion starts by increasing the quality of education and training provisions...", Report by the Council of the EU (education)

Also, at the Informal Conference of the Ministers of Education of Southeast Europe, the Ministers stressed that they are: "convinced that education and educational co-operation have a fundamental role to play in the development of tolerance, mutual understanding and a common awareness both within and between the Member States in the European context; reiterating their belief that an education system based on common values and principles is a prerequisite for sustainable economic development and one of the cornerstones of social cohesion and democratic security."

OVERALL OBJECTIVES

Participants adopted a series of far reaching recommendations, among which the following are the basis for the work of the Education and Youth Task Force:

• Maximising the pivotal role of education in achieving sustainable regional development through its inclusion as a priority within the Stability Pact. Democratisation and respect for human rights needs a widespread understanding of the rights and responsibilities of European citizenship. Good neighbourliness and reconciliation can also be furthered through education.
• Furthering the key role of education and training in helping people to cope with change, and to respond flexibly to an uncertain labour market. Sustained economic growth is impossible without a skilled and educated workforce.
• Working towards the creation of an inclusive European educational area that extends to all peoples in South Eastern Europe. Integration requires commitment and involves a learning process on all sides.
• Ensuring that investment in education and training is recognised as a long-term process. This process requires the active support of national governments, non-governmental organisations and the international community, working together within a common framework to ensure sustainability and change from within.
• Better orienting future external support. Action undertaken should be based on a clear identification of needs, be closely monitored and its impact evaluated. Experience has demonstrated that existing mechanisms have made valuable contributions in specific countries/areas/sectors/ or as pilot initiatives, but are not sufficient to bring about sustainable systemic reform in the prevailing conditions of severe economic weakness and political instability.

THE ROLE OF REGIONAL CO-OPERATION AND NETWORKING

Changing labour markets, emerging civil society and reconciliation processes require new skills, competencies, knowledge and values in a lifelong learning perspective. At the same time, the management of change in education and training systems faces severe challenges: a deteriorating "material base" (infrastructure; in real terms decreasing incomes of teachers and administrators), demographic changes (migration from rural to urban areas, internal displacement, refugees/returnees, brain drain), unsteady legal and political frameworks, institution and capacity building to support decentralisation and the introduction of new management, teaching and learning styles, etc.

Over the last decade of transition, countries in the region have developed a variety of approaches to tackling these problems. Involvement at various stages in either the Accession or the Stabilisation and Association processes to the European Union adds new experience and expertise and a new area of common interest. The potential to learn from best practices within the region as well as from mistakes made, should help to enhance ongoing and future reform processes and to make optimum use of investments made so far.

Regional co-operation is the ideal instrument to pool the accumulated experience and expertise. In order to make full use of its potential, networks, partnerships and projects in the region should:

• complement and support national educational strategies and development efforts in areas where regional networks and co-operation provide a clear added value
• promote a wider European perspective by using cross-border/regional co-operation and networking as an instrument to enhance participation in wider European networks and initiatives

INSTRUMENTS FOR REGIONAL CO-OPERATION

Preconditions for sustainable regional co-operation in education and youth are:

Networking:

• Networks for collecting, disseminating and exchanging information

  A feasibility study of the European Commission for a "Southeast European Educational Co-operation Centre" has been carried out, which strongly recommends the establishment of such a centre. The Centre is envisaged as a focal point for information exchange, co-ordination and networking between existing regional initiatives and other European partners as well as for inter-institutional educational co-operation. Innovative pilot projects should give quick and flexible impulses and provide experience for systemic reform.

  The South East European Educational Education Network (SEE ­ ECN; http://www.see-educoop.net), jointly run by KulturKontakt Austria and CEPS - Ljubljana, was established in a lean version in early spring 2001, comprising databases on project and experts, information on educational events in the region plus a library on educational issues in the region. The library currently comprises approximately 750 documents, around 140 institutions, predominantly from the region, many joined the network as members. The further strengthening of the SEE Educational Co-operation Network, consisting of a hub in Ljubljana and a network of nodes in the region, is well under way. In October 2001 the education ministers of Austria and Slovenia signed a letter of intent to jointly support the further development of the network.

• Networks providing platforms for inter-institutional and regional dialogue

  In order to form sustainable partnerships among key actors, platforms are needed where people can actually meet - for in-depth exchanges of experience, consultancy and the identification of potential areas for co-operation. Currently, in the six priority areas, working groups bring together various actors from all countries of the region and beyond (governments, NGO´s, independent experts, relevant international institutions, potential donors) and meet regularly. Uniting key-actors in the respective areas, the working groups are also platforms for advocacy and lobbying (e.g. youth issues, access to education of minorities and marginalised groups)

Regional co-operation in targeted areas:

• Cross-border co-operation among three or more countries/entities of the region in mutually relevant areas (joint projects/programmes): cf. quick start projects

Ongoing stock-taking, analysis and impact assessment:

• "Strategy 2001"

  The "Strategy 2001" has been developed in consultation with members of the Working Group on "Policy Development and System Improvement", the Technical Committee and the Task Force and was endorsed in January 2001. It reflects the Task Force’s overall focus on mid- and long-term system development supported by comprehensive advocacy for education and youth issues. The dual focus on national and regional reform priorities is intended to ensure the identification of areas where regional/cross-border co-operation provides a clear added value and the complementarity between national and regional reform activities. The launch of the OECD Thematic Reviews plays an important role in order to start an inclusive consultation process among key actors in education on respective reform priorities and the identification of ways for funding their implementation.

  A series of activities in the region (national and regional workshops) is envisaged to initiate such consultation processes on national as well as regional levels and to promote co-operation networks among regional key actors and donors for targeted implementation strategies.

  Drafts of the "Thematic Reviews of National Policies of Education" were presented at the Extended Task Force meeting (May 7/8, Vienna). The Task Force welcomed a further strengthening of regional networks and cross-border co-operation as tools to support national reform processes and the countries’ efforts to participate in wider European networks.

  As stressed by the EU: "Education for democratic citizenship has to be promoted beyond the borders of the European Union. Strategic co-operation with the accession countries as well as with the countries of Southeast Europe should build foundations for the development of a European society"

On the occasion of the Second Informal Conference of Ministers of Education from South-East Europe (Strasbourg, November 19 - 20, 2001, ministers from the region highly welcomed the Task Force’s efforts, especially to further develop the South Eastern European Educational Network and to implement "Strategy 2001".

Based on first results of stocktaking processes among the quick start projects ("Stock-taking on Education for Democratic Citizenship Policies in Southeast Europe " by the Council of Europe, Report on "Access to Education of Roma and Traveller Children in SEE" by Save the Children, "The Training of History Teachers in SEE" by the Council of Europe) a systematic analysis of key priorities further to strengthen networking and co-operation in the region has been undertaken by the Task Force.

PRIORITIES FOR ACTION

European Framework

• Recognising the aims and objectives outlined in the Bologna Declaration for the creation of a European Area of Higher Education
• Recognising the aims and objectives outlined in the report of the European Council (education) "The concrete future objectives of education and training systems"
• Acknowledging the results of the last Session of the Standing Conference of the European Ministers of Education in Cracow
• Acknowledging the results of the First and Second Informal Conferences of Ministers of Education of South East Europe in Strasbourg
• Recognising the Conclusions on the Stability Pact of the General Affairs Council of the European Union

Stability Pact Framework

• Recognising the overall aims and objectives of the Stability Pact as outlined in the "Agenda for Stability" and in the conclusions of the last Regional Table Meeting
• Acknowledging the Chairmen’s Conclusions of the Regional Conference, Bucharest 25/26 2001

Enhanced Graz Process (Task Force Education and Youth) Framework

• Taking into account the results of the OECD Thematic Reviews of the education systems of Albania, Bulgaria, Bosnia and Herzegovina, Croatia, FRY (Kosovo, Montenegro, Serbia), FYROM, Romania
• Taking into account the draft results of the Council of Europe‘s stocktaking on EDC Policies in SEE
• Taking into account the draft results of the Council of Europe‘s stocktaking on teacher training in SEE in history
• Taking into account the results of the ongoing consultation processes within the Task Force Education and Youth (Sofia conference, meetings of the respective working groups, meeting of the Task Force, feedback from members of the Board for Excellence)

PRIORITIES

Policy Development and System Improvement

Co-ordinating Institution: OECD, Ian Whitman

Description:

The main objectives are the promotion of sustainable educational reform, an enhanced flow of information, political support for the opening of programmes of European and international institutions for educational reform in South Eastern Europe, improvement of educational management at all levels and of teacher training. The main project has been carrying out the "Thematic Reviews of National Policies for Education" covering teachers, curriculum, governance, and early childhood education and care.

Philosophy:

Sustainable development and social cohesion depend critically on the competencies of the entire population ­ with competencies understood to cover knowledge, skills, attitudes and values. It is a main goal to foster the acquisition of these competencies by working closely with governments, the donor community, NGOs, education experts, trade unions, the private sector and other stakeholders. The transition to knowledge based societies has accelerated the need for higher level competencies for all. The lifelong learning perspective has proved crucial for the policy goals of equity in access to education, attainment and achievement, and developing individual competencies after entry into the workforce which are necessary investments to ensure economic progress and sustainable development. The OECD reviews and their recommendations link education policy to national and regional economic and social issues and support national authorities on the domestic level in their reform efforts.

Qualification in Vocational Education and Training: some of the SEE countries have made progress towards vocational education systems that are more adapted to the needs of the labour market. The need for better systems for qualifications remains a major hurdle to be overcome. Reforms of the education systems should integrate reform of VET into a lifelong learning perspective, involving the entire education system. Economic, employment and education strategies should be linked to provide children and young people with skills and innovative capacities necessary for the mid- and long-term requirements of the labour market. Second chance VET programmes for children not participating in VET, curriculum development, as well as promoting active measures to avoid brain drain are also priorities.

Recommendations:

• Strategy Development and Capacity Building: The Thematic Reviews on 10 educational systems in the region offer policy recommendations to governments and donors. These recommendations are only a starting point for discussion of the status quo of education and future priorities both on the regional and national SEE levels. Within the framework of the "Strategy 2001" a series of follow-up activities could be envisaged nationally or in co-operation with Member countries and other International Organisations to initiate an inclusive consultation process among key actors on respective reform priorities. The emphasis is on the creation of platforms for ongoing consultation and co-operation.
• Quality Assurance: Specific attention should be paid to developing regular, reliable, policy relevant indicators on student achievement for all levels of education; to assess knowledge, skills and competencies embedded in the content domains. Valuable experience has been gained so far from existing quick start projects and by the participation of several of the SEE countries in OECD/PISA+.
• Education for children with special needs: Overall aim is to review available educational provision for students with disabilities and for children at risk of failing and dropping out of school (social exclusion). The work should focus on legal and policy contexts, school organisation, curriculum, pedagogy, teacher training and statistics and indicators. Target groups will be policy makers, institutions concerned with teacher training, schools and their staff, NGOs, local businesses and parents.

Higher Education

Co-ordinating Institution: European University Association, Lewis Purser

Description:

The Working Group on Higher Education (HEWG) includes representatives of universities, ministries of education, student organisations, and NGOs, both from within and from outside the Southeast European region. International institutions and organisations with regional programmes in the field of higher education are also represented (Commission of the EU, CEPES-UNESCO, OECD, the World Bank, etc.). Given its membership, it can be said that the HEWG assembles the widest spectrum of expertise on issues that are relevant for Higher Education in the region.

Philosophy

Within the general framework of the Stability Pact, the work of the HEWG is based on two main premises, which underscore the specific role and potential contribution of Higher Education:

• Higher Education plays a vital part in the development of a functional civil society through the encouragement of participation in economic, social, cultural and political life and the promotion of equal opportunities and life-long learning.
• Higher Education makes a decisive contribution to the production of the national intellectual and political élites; changes in Higher Education can play a key role in re-shaping the public national and regional agenda, in order to support the development of a climate of co-operation and mutual understanding, as opposed to confrontation and distrust.

As a practically completely new type of co-operation within this region, an important number of cross-border activities and the networking of projects and exchange programs have already been initiated or are planned. Particular attention is given to the need to counteract brain drain, which has reached dramatic proportions across the region.

Priorities

Following intensive consultation, the HEWG identified the following priority areas:

good governance and management of higher education: to promote the quality and compatibility of higher education institutions across the region and in the wider European context;

curriculum development: to promote the development of modern teaching and learning content and methods, so that the new generations of graduates contribute fully to the reconstruction and stabilisation process;

post-graduate education: to ensure the availability of specialists in key fields for the sustainable development of the region as a whole.

These three issues are central to the Bologna process (as recently evoked in Prague by the ministers of education from 33 European countries, including many of the SEE countries), and include most of the areas of activity that the HEWG has up to now overseen. Focusing on these three issues would also serve the objective of integrating South East Europe into the European Area of (Higher) Education.

Vocational Education and Training

Co-ordinating Institution: European Training Foundation, Anthony Gribben

Description:

In June 2000, a working group was established within the Stability Pact structure to promote skills and employability as a key concern for the region in its effort to meet new market demands and evolving competitive pressures at local and regional level. The HRD Group comprises representatives from participating countries, HRD interest organisations and international support institutions. The secretariat of the HRD Group is provided by the European Training Foundation. The HRD Group contributes to both Table I (vocational education policy reform, and wider education/youth concerns) and Table II (privatisation and infrastructure developments) dialogue, reform recommendations and monitoring of the first-round quick start measures.

Philosophy:

Within the wider education and learning framework a significant overhaul of the vocational education and training system will be required across all countries in the bid to ensure that young people are equipped with the knowledge, skills and attitudes required by reforming industry, new enterprises and wider employment market. In some countries, reform dialogue and measures supported by the EU’s Phare programme (e.g. Bulgaria, Romania, Albania, FYROM) are already established while initial steps at reform of vocational education are being taken in Croatia supported by the CARDS programme.

All programmes are nationally based and address curriculum reform, teacher training and school/labour market linkages with particular emphasis given to social dialogue, decentralisation and market impact on vocational school management, planning and education delivery/outputs.

Despite a number of weaknesses and constraints common to all countries in the region, no mechanism exists to address common concerns or regional co-operation in the reform process.

Priorities

Youth employability and youth training:

The HRD Group reiterated its concern regarding youth employability and youth training and re-emphasised the need for concerted action at regional level to address this area.

Regional co-operation in policy development involving key stakeholders:

The HRD Group considered the outcomes of the OECD education reviews, in particular the vocational education assessments. A key weakness across all countries is poor capacity in VET and employment policy formulation.

Staff knowledge and structures for a future participation in the EU employment strategy:

The HRD Group recommended that the education, training and employment authorities in non-candidate countries in the region establish an institutional learning process whose objective is to build up, in a gradual but sustained way, staff knowledge and structures required for a future participation in the EU employment strategy. Inclusion of both sides of industry in this learning process will be important.

ICT skills:

The HRD Group additionally highlighted the need for a debate and action plan to address ICT skills in the region in the bid to meet growing market demand and skills’ deficits and proposed closer working dialogue with the eSEE Initiative.

Young People

Co-ordinating Institution: Council of Europe, Peter Lauritzen

Description:

The Working Group on Young People (WGYP) has now been operational for one year. It is composed of international and European Organisations (World Bank, European Commission, UNICEF, Council of Europe), Foundations (Open Society Institute ­ Soros Foundation), governments (Germany, Austria, Romania, Former Yugoslav Republic of Macedonia, Greece, Federal Republic of Yugoslavia, Hungary, Kosovo/FRY), NGOs (European Youth Forum, Scouts, CARE International, Save the Children, ESIB ) and a research institute ( PRONI, Sweden ) . The group has established contacts to Working Table 2 (Social Cohesion) and within Working Table 1 to the Task Force on Gender. It co-operates closely with the Working Group on Education for Democratic Citizenship.

Philosophy:

The WGYP has agreed on its strategy from the outset, i.e. during its first two meetings ­ to unite all forces active in the field of work with young people within one common approach. This meant that the traditionally separate ‘youth’ and ‘childhood’ agendas were integrated into one ‘young people’ agenda and that early adolescence, the 12- 16 year old, were seen as the focus group of the strategy. From this starting point the group intends to

• promote and advocate the item of young people and their needs to public authorities, the donor community, the public at large and special milieus such as educationalists, researchers, politicians, welfare staff, municipalities, NGOs and the media
• make the principle of participation of young people in all matters of concern to them the leitmotiv of the WGYP
• create links to all activities within the Stability Pact dealing with employment, access to vocational training , mobility in Europe, minority youth, delinquency, violence and trafficking
• promote healthy life styles and young people friendly environments
• promote National Action Plans and advice on youth policy
• promote tolerance education and regional co-operation
• promote civil society development through an active contribution of young people

Priorities

Youth policy development:

• to draw up, in parallel to the white paper process in the European Union, a White Paper on Youth Policy for South Eastern Europe using a similar approach and thus connecting young people in South Eastern Europe with their peers in the European Union
• to collect data on the situation of young people in Southeast Europe as basis for the development of indicators for youth policy development

Institution building with a special focus on NGOs

Particularly in the area of youth, NGOs play an important role in the region. In order to enable them to establish and participate in regional and wider European networks and cross-border co-operation, targeted support should be given (infrastructure, training, mobility, access to information)

Tolerance Education

Recognising young people as indispensable for the promotion of reconciliation and inter-ethnic dialogue in the region, non- formal tolerance education is a key priority for promoting respect for diversity and for combating racism, intolerance and ethnic nationalism

Education for Democratic Citizenship

Co-ordinating Institution: Council of Europe, Michela Cecchini

Description

The working group is composed of independent and governmental experts from SEE countries and representatives of NGOs and international organisations active in its field of interest (Save the Children, CIVITAS, European Youth Forum, OSI, UNESCO, UNICEF, World Bank, UNDP). The objectives of the three meetings held so far have been to develop shared strategies and priorities for the development and support to education for democratic citizenship and management of diversity in the region. The working group is also monitoring the current eleven EDC / diversity quick-start projects. To strengthen and enlarge its network, the working group organised the Seminar on EDC Project and Policy Development in Sarajevo on 6-7 May 2001.

Philosophy

The working group’s activities are based on the following approach: education for democratic citizenship and the management of diversity aim at learning to live together in a democratic and multicultural society. They include learning the values, knowledge, attitudes and skills which enable citizens to actively participate in society. They equally include learning to appreciate the richness of societies’ diversity and to contribute to their cohesion through intercultural communication, peaceful conflict resolution and democratic negotiation. Activities in formal and non-formal education include policy development, training, civil society initiatives, networking of actors and projects. A priority concern is to strengthen the links between the policy and grassroots levels.

The overarching objectives of future EDC activities in Southeast Europe are to:

• enhance the sustainability of EDC and the management of diversity in Southeast Europe
• raise the awareness about the challenges and opportunities of EDC so that it is attributed a high priority in educational policies and practices by becoming a primary educational objective and being allocated an increased proportion of education budgets at national, regional and international levels
• ensure the penetration of EDC principles and approaches in all levels and areas of education
• promote the effective implementation of policy by improving the coherence between EDC policies and practice on the ground

There is a strong need for a comprehensive EDC strategy, based on a thorough needs assessment and involving all EDC actors. Such a strategy and comprehensive action plan on EDC for SEE will continue to be elaborated on the basis of forthcoming findings from: the stocktaking research on EDC policies in Southeast Europe; the "Denied a Future?" report on educational provision for Roma children; the OECD Reviews on the general situation of education systems in the region; the evaluation of the quick-start projects currently being implemented.

Considering that EDC needs to be fully integrated into general education reforms and that support for EDC contributes to the effective democratisation of education systems, the EDC / diversity working group and the participants in the Sarajevo seminar formulated the following main immediate priorities:

Priorities

• Establish dialogue mechanisms between policy makers and practitioners, as well as between all actors involved in EDC activities in order to develop synergies, shared ownership and responsibility.
• Train different target groups, such as: curriculum developers, teachers, students, media, etc., in EDC concepts, methodologies and practices. Activities aiming at empowering educational authorities on EDC policies should also be implemented.
• Establish an EDC specific mechanism for collecting, exchanging and disseminating information, including good practices. It will also be a tool for partnership development, monitoring and evaluation and will make use of new information technologies, where appropriate.
• Continue to support educational research, promote needs assessment activities and elaborate general guidelines for EDC in SEE with room for adaptation to local contexts.
• Strengthen co-operation and co-ordination between the international institutions and NGOs involved in EDC in SEE. Such co-operation, initiated in the framework of the Enhanced Graz Process and developed within the Working Group on EDC/Diversity, should continue.

History and History Teaching

Co-ordinating Institution: Council of Europe, Alison Cardwell

Description

The working group is composed of independent and governmental experts from SEE countries and representatives of NGOs and international organisations active in this area. The Programme of Activities on History and History Teaching in South East Europe was developed based on the recommendations of the Sofia Conference and consultations within the working group.

Philosophy

The Programme sets out to help school pupils become the future citizens of democratic societies and, with this in mind, it has certain specific aims such as creating greater mutual understanding and tolerance, disseminating more knowledge of the history of Southeast Europe as a region and ensuring that a wider range of perspectives are included when writing and teaching both national and regional history. These are long term aims and the programme was designed, in the first instance, to initiate a process of change over a three-four year period. To this end, much of the work in the first 12-18 months has concentrated on the initial and in-service training of history teachers, young historians, history textbooks. The topics of special concern to history teachers were identified at the Conference on "The Initial and In-service Training of History Teachers in South East Europe" (Athens, September 2000). History and history teaching should be seen in the longer term because it will not be possible to change curricula, textbooks and teacher training quickly because history is a topic in the school curriculum and many different players are involved in it. Thus, all the activities should be seen in this context.

Priorities

(identified at the second meeting of the Working Group, Blagoevgrad/Bulgaria, December 2000)

curriculum development for history teaching:

• stock-taking on history curricula in the region
• review process and dissemination of information on experiences in the development and implementation of new curricula

initial and in-service training of history teachers: