The report on education policies and history curricula, made by the Georg Eckert Institute in Braunschweig, aimed to investigate education policies concerning digital learning in Europe. Specifically, political strategies by the European Union and by seven European states (Albania, Denmark, Germany, Greece, The Netherlands, Poland, and Spain) with regard to the digitisation of schools as well as the roles of curricula as schooling frameworks have been examined. The comparative analysis of the strategic and didactic level of education policy expressed in political guidelines and curricula allowed the study to reflect on the extent the digital resources developed as part of the Innovating History Education for All project correspond with educational policies and curricular respondents, and which challenges are currently being faces in the curricular adaption and implementation of digital learning. The research for this report was carried out between November 2015 and July 2016, the description of the education systems in each case study hence refers to the 2015/2016 academic year.
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.