EUROCLIO has executed several research missions, resulting in Special Reports on the status of history education in various countries across the world. Read more about them below.
An Undesired Past (OSCE, Moldova, 2002)
History has provided Europe and therefore also Moldova with a wide range of more serious and dangerous controversial and sensitive issues: wars, questionable behaviour by politicians, deportations, slavery, lax moral attitudes, bombardments of innocent people, imperialism, ethnic cleansing, Shoah, collaboration with occupying forces, religious intolerance, refugees and war crimes. Issues, which are interpreted in quite contrasting ways by different people, nations and countries. These issues still play an important role in the everyday life of many. This history does not belong to the past; it is everyday reality.
Too Much memory - Too Much Amnesia (International Alert, Georgia, 2002)
This report was developed on request of International Alert as an action in their Eurasia Programme in the Caucasus. This programme aimed "to empower peace actors and to support their efforts; to build their capacities; to expand the constituencies and networks of peace actors and to achieve sustainability of peace efforts in the Caucasus."
Five Years of Projects in the Former Yugoslavia (The Hague, 2009)
From 2003 up to 2008, EUROCLIO has been actively involved in three succeeding projects in the region, supported by the Danish and Dutch Ministries of Foreign Affairs. The projects targeted on rebuilding trust and networks among historians and history educators in the region. They used the urgent needs for educational reparations and reform in history education in the area as basis for renewed communication and cooperation. The projects had to address a great variety of aspects reaching far beyond the ordinary process of educational innovation. This report shows the relations between history education and ethnic, religious and nationalistic divisions, the connection between innovative learning and reconciliation and history education, responsibility and civic courage. The report addresses the aims of the projects, the concrete results, the missed opportunities, the unexpected outcomes and finally future possible follow-up projects.
European Dialogues (Bulgaria, 2010)
This special report focuses on the European Dialogues project, which was supported by the Dutch Ministry of Foreign Affairs, under the Social Transformation Programme Central and Eastern Europe (MATRA) and it has been realize thanks to the joint efforts by members of the Bulgarian Association of History Teachers (BGHTA).
The Past in Relation to the Present (Korea, 2011)
Under the title Rewriting the Next Hundred Years of East Asian History, the 4th Forum was held from the 18th until the 22nd of August 2011, at the campus of the Yonsei University, Seoul. The Conference involved over 300 Korean and international participants, who were asked to think about rewriting the next hundred years of Northeast Asian History, while reflecting on the slogan A Historical Step, A Peaceful Future. This report includes a report by Joke van der Leeuw‐Roords on the Forum. In addition, the report includes a short overview of the current state of affairs in history education in Korea and Japan, which will hopefully make it easier to understand the complexity of the matters discussed during the 4th International NGO History Forum.
Uncovering Diversity in History (Georgia, 2011)
History defines Georgia as a multi-ethnic, multi-religious and multilingual country. Nowadays, ethnic minorities represent 16% of the population1 On the invitation of a group of motivated Georgian history professionals, EUROCLIO, the European Association of History Educators, committed to promote responsible and innovative history education through the capacity building of the professional group . In this country known for its hospitability and with a widely accepted self-image of a peaceful and friendly nation, why is Tolerance Building through History Education, the title of this project, an issue worth addressing?
Teaching History in North Africa and the Middle East (The Hague, 2012)
This report gives information about, challenges in and ways forward for history and heritage education in North Africa and the Middle East, identified by a group of history and citizenship education professionals. 1 The report also includes references to relevant research, policies, international initiatives and conferences, and is designed to help all stakeholders to contribute via education to achieving more open and democratic societies in the region. The report should not be considered a scientific publication; the involvement of a modest number of people in both the research as the discussions means that one must be objective when generalizing the findings. What is stated often reflects the views of one or sometimes several individuals. The value of the report lies in the fact that all these individuals have hands-on experience in teaching history and/or citizenship in the region themselves and a therefore a very good idea of what is needed from a grass-roots perspective.
A Key to Unlock the Past (Macedonia, 2013)
This independent inquiry has looked into the current history curricula, current history textbooks, class room practice, teacher preparation and in-service teacher training. In this study I have tried to address key stakeholders such as the advisors within the Ministry of Education and the Bureau of Educational Development, Academic Historians, State Education Inspectorate, the National Agency for textbooks but primarily current trainers and teachers. The research also looked at documents and appropriate literature. As a result a set of suggestions for improvement related to the research areas are made. I hope that this publication supports professional thinking on how to further the development of innovative and responsible history education in the Republic of Macedonia.