In 2011, ANIM, the Macedonian History Educators and EuroClio were asked to make an overall scan of the process of textbook production and publishing during their visit to the Macedonian Minister of Education Mr Pance Kralev on 19 September 2011 in Skopje.

The Minister wanted a systematic analysis with guidelines on how to improve the process and concrete suggestions for process interventions. ANIM and EuroClio consider that the process of history textbook writing and publishing is an element of the whole process of learning and teaching of history, and have decided to widen the required scan into a variety of issues.

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 the 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 were addressed. 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.
  • Building Technological Bridges with History: the use of digital learning platforms to promote tailored History Education
  • Feeling the Museum: putting oneself in the shoes of students with special needs to understand how to provide the best didactic experience possible
  • Students as Mediators of Conflicts
  • Find out what New Students Bring to the Classroom

    As a response to an increase in new students in the Swedish educational system, the Swedish Board of Education tasked a group of schools and universities to find a way to assess what newly arrived students know in order to provide the best possible education for each student, as well as focusing on their strengths rather than their weaknesses. This resulted in the formation of materials for conducting discourse around history for the purpose of assessing the historical competencies of newly arrived students. This is done in the form of a 70-minute conversation between a teacher and a student. The assessment is meant to provide valuable insight into what the students are already familiar with, so that teachers can take this into account when creating lesson plans.