History and memory appear to be increasingly important to discussions of European values and identity, as exemplified by references to ‘bitter experiences’ and ‘divided pasts’ in the draft EU constitution. The article takes recent suggestions that Europe could learn from German experiences of confronting multiple difficult pasts as its starting point, and considers critically what lessons those German experiences might in fact hold for ‘Europe’. It explores similarities and differences in the two integration contexts and their dominant approaches to, and assumptions about history and public memory. Specifically, it considers debates about the east-west division of the Cold War and about the place of communism and nazism in public memory. Contrary to common assumptions, the article argues that German experiences are not necessarily worth of European emulation.
Reports on a school‐based mentoring scheme for pupils, pioneered by
Doncaster Education Business Partnership, building on its experience of
the success of Compact – a national initiative to tackle low pupil
motivation and attainment through closer partnership between schools and
employers. Briefly describes how the scheme was operationalized and
suggests that, as judged by the positive feedback received, the interest
generated and the scheme′s expansion, it can be considered a success.
However, points out that, in devolving responsibility for the running of
the scheme to the schools themselves, it is vital to maintain
consistency of practice and quality.
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