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IMPACT-SE's Methodology

IMPACT-SE's forte is its research methodology, which focuses solely on the texts and their rhetoric, and analyzes them according to specific applied educational standards, founded on UNESCO declarations, recommendations and documents on education for peace and tolerance (see below). Our methodology is designed to take into account every detail within the textbooks; it does not paraphrase, rely on interpretations, or attempt to illustrate preconceived notions. The Research Director, who examines the books, also refers to previous IMPACT-SE reports based on the same criteria.

Applied International Educational Standards
based on UNESCO Declarations and Recommendations

  1. 1. Do the curriculum and schoolbooks recognize the “other”? Do they promote tolerance [1], understanding and respect toward the “other,” its culture, achievements, values and ways of life? Does it address the sources of intolerance [2]?

  2. 2. Do the curriculum and schoolbooks develop capabilities of non-violent conflict resolution [3]?

  3. 3. Do the curriculum and schoolbooks promote peace [4] and peace processes? Does it promote international understanding and cooperation? Does it bring the pupil to understand and assume his or her responsibilities for the maintenance of peace [5]?

  4. 4. Are the curriculum and schoolbooks free of wording, imagery and ideologies that would likely create prejudices and misconceptions, stereotypes, misunderstandings, mistrust, racial hatred, religious bigotry, and national hatred, as well as any sort of hatred or contempt for other groups or peoples [6]?

  1. 5. Are all educational materials (textbooks, workbooks, teachers’ guides, maps, illustrations, aids) up-to-date, accurate, complete, balanced, and unprejudiced, and do they use equal standards so as to promote mutual knowledge and understanding between different peoples [7]?
  1. 6. Do the curriculum and schoolbooks include full, adequate and objective data and critical analysis of the historical and contemporary factors underlying the contradictions, disputes, conflicts and tensions between countries and groups, together with study of ways of overcoming these contradictions [8]?

[1] As defined in the Declaration of Principles on Tolerance Proclaimed and signed by Member States of UNESCO on 16 November 1995, Article 1.

[2] Based on ibid, Article 4.2.

[3] Based on the Integrated Framework for Action on Education for Peace, Human Rights and Democracy, approved by the General Conference of UNESCO at its twenty-eight session, Paris, November 1995, Article 9; and on the Declaration of Principles on Tolerance Proclaimed and signed by Member States of UNESCO on 16 November 1995, Article 5.

[4] The goal of education for peace is the development in an individual of values which are universally recognized, regardless of different socio-cultural contexts. See ibid, Article 6.

[5] Based on UNESCO Recommendation concerning education for international understanding, cooperation and peace and education relating to human rights and fundamental freedoms, adopted by the General Conference at its eighteenth session, Paris, 19 November 1974, Articles III.6, and IV.7.

[6] Based on ibid, Articles III.6, IV.7 and VII.39; and on the Integrated Framework for Action on Education for Peace, Human Rights and Democracy, approved by the General Conference of UNESCO at its twenty-eight session, Paris, November 1995, Article 18.

[7] Based on ibid, Articles VI.39 and X.45; and the Declaration of Principles on Tolerance Proclaimed and signed by Member States of UNESCO on 16 November 1995, Article 4.3.

[8] Based on UNESCO Recommendation concerning education for international understanding, cooperation and peace and education relating to human rights and fundamental freedoms, adopted by the General Conference at its eighteenth session, Paris, 19 November 1974, Article V.14.