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Joint Programmes - Activities by Country
02 April 2020

Activity Details (ID# 24295)  

 
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Title Fact Finding mission - preparing action plan of history education activities and harmonisation with the local strategies and on-going donor activities.  
Description The Head of History Education Division and a CoE expert visited the education stakeholders in Pristina and discuss the implementation of activities within the CoE/EC JP Education in Kosovo : Inter-culturalism and the Bologna Process. Presentation of the CoE role in pan-European history teaching initiatives.
 
Status Completed 
Date 14/10/2008 - 15/10/2008 
Location Pristina, Kosovo*
Countries Others: Kosovo*
  Bilateral
  Joint Programme Activity - Kosovo-IBP
Joint Programme EC/CoE
JP Kosovo-IBP - Education in Kosovo: Inter-culturalism and the Bologna Process*    (Logframe)  (Activities)
Project Purpose 1 - 2008/DG4/JP/1763   Education in UNMIK/Kosovo : Inter-culturalism and the Bologna Process
Expected Result 1.5 - History teaching a. authors of history textbooks trained on the new approaches (based on COE standards in history teaching) to the drafting of textbooks and complementary material b. history teachers, inspectors and curricula developers trained to introduce multiperspectivity and active pedagogy c. in-service teacher training institutes supplied with the information on the use of new methods aimed at strengthening the reconciliation process
 PoA
Council of Europe Programme of Activities
I – Culture and intercultural dialogue
Line of Action ⇒ V.4 – Fostering intercultural dialogue
Programme ☆ V.4.1  Intercultural dialogue
Project 2006/DG4/898 Intercultural Dialogue and the Image of the Other in History Teaching
Expected Result 3 Countries concerned with bilateral co-operation are provided with assistance in the preparation of pedagogical materials and in the integration of new methods in teacher training in relation with cultural diversity and multiperspectivity.

Working Method

Organisation of meetings - Workshop (excl. training) 
Directorate (Service) Education, Culture and Heritage, Youth and Sport (Directorate of Education & Languages)
CoE Contact KEATING, Sarah   email
Web Pages
Documents & links
1 http://www.ibp-kosovo.org  
Last Modified 02/12/2009 


Activity Synopsis (ID# 24295) (Hide Synopsis)

Objective(s) To find answers for the following questions:
What are/should be the goals of history education?
Do we focus on skills or on content: where is the balance?
How to use multiperspectivity?
How to support developing critical thinking skills?
How to deal with controversial and sensitive issues? 
Output/Results Identity like history is complex and can be seen from different perspectives.
Political history should be reduced.
National history and geography should be presented in a broader regional context.
Curricula should be based on the use of multiperspectivity.
Multiperspectivity should be viewed as a starting point: there are other points of view on a given fact or event.
Multiperspectivity should be applied to all elements of history education: to textbooks, texts, illustrations, and sources.
It is not relativism: its aim is for students, after looking at events from different standpoints (and sometimes after heated arguments), to make a rational well-argued choice, not one based on bias and emotion.
A rational choice based on criteria grounded on ethical elements.
What history should we teach?
What is relevant enough to pass to the next generation.
Reject the linear simple national heroic narrative.
Focus on diversity (society and world).
Accept history’s complexity.
Promote values like tolerance and solidarity, intercultural dialogue targeting social cohesion, peace, stability, democracy.
Role of history education.
History education can reflect and reinforce social divisions or aim at social cohesion.
History education can show models of good and responsible citizenship, promoting positive values and respect for otherness.
How to deal with controversial and sensitive issues?
Controversial and sensitive issues link past and present and provoke emotional debate in society, so they should be taught rationally in the classroom.
By using multiperspectivity, students should reach a level of rational interpretation of controversial questions, based on the analysis of diverse source material.
 
Conclusions/Follow Up -need of Teacher training
A trained teacher interacts with students, encouraging the use of inquiry and critical thinking (even) without new textbooks
-need of text books writers training
 
Participants  
Consultants/Experts Luise de Bivar Black 
CoE Secretariat Jean-Pierre Titz 
Total No. Participants 10 
Last Modified

02/12/2009 




 
  * All reference to Kosovo, whether to the territory, institutions or population, in this text shall be understood in full compliance with United Nations Security Council Resolution 1244 and without prejudice to the status of Kosovo.  
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