EU FACTS: The importance of balanced education on the EU

James Gubb, 7 November 2006

Education, and the educational materials used to teach, should be balanced. The 1996 Education Act states this, and most people would advocate this. At present the curriculum, concerning the EU, is fairly balanced – requiring, for example, that the structure of the EU be taught in citizenship lessons. Fine. Like it or lump it, the EU is very much a part of the political landscape and probably will be for some time to come. Given this, young people should know about it.
In this regard, Geoff Hoon’s idea that ‘lessons on the EU should be part of the school curriculum’ is fine. As is the idea behind the own-initiative report by Christopher Beazley (EPP-ED), adopted as a resolution by the European Parliament on 26 September. This wants all education systems in the EU to ensure that ‘by the end of their secondary education, students are properly prepared for their role as future EU citizens’. A part of this is ensuring students are taught about ‘the EU, its institutions, methods and practices’. One might take issue with the idea of an ‘EU citizen’, but again: fine, the EU has a huge impact on politics in this country and young people should know about it. It is extraordinary that many speakers who have spoken in schools as part of the Civitas programme testify to the fact so many students do not even knowing what the EU is.
But here is the crunch. Teaching of the EU should be balanced. Whatever the achievements of the EU, the picture is certainly not all rosy – far from it. This is where initiatives such as Hoon’s and Beazley’s come a-cropper. Hoon is of the opinion that, perhaps rightly, “there is a kind of grudging acceptance that we are members [of the EU] but without anyone understanding what it does or what it means”. But this does not lead to his conclusion that “children should be required to learn about its benefits”, without a single mention of its costs or pitfalls. Hoon mentions an FCO booklet on the EU is a guide; Beazley mentions a number of EU education portals in his report. But the majority of resources readily available to students and teachers are not balanced, but pro-EU, probably from the EU Commission, European Parliament or the government. They do not mention such things as, for example, Gunter Verheugen’s recent assertion that EU regulation is costing the EU c.E600bn p.a. Students are more than capable of drawing their own conclusions, but need balanced resources from which to do it – not pro-EU or, for that matter, EU-sceptic.
This is where EU Facts comes in: compiled by Civitas researchers in conjunction with an expert panel of teachers, and refereed by those on both sides of the EU debate, EU Facts is (as much as is possible) balanced. It is also comprehensive and easy to use: a series of over seventy single-page factsheets on different EU topics, which are in turn electronically cross-linked for easy navigation. The factsheets are also regularly updated to ensure that the information is current and is accompanied by supplementary resources and statistics for reference. It is available online at http://www.civitas.org.uk/eufacts/index.php, and on CD.
This much needed resource is up-and-running; the aim must now be to promote it the best way possible. Any thoughts you have would be gratefully received.