Memorandum submitted by European Parliament
INTRODUCTION TO
THE UK OFFICE
OF THE
EUROPEAN PARLIAMENT
The UK Office of the European Parliament is
part of the secretariat of the European Parliament. Its remit
is to raise awareness among the media, civil society and the general
public of the work of the European Parliament, and in particular
of its role as co-legislator, with the Council of Ministers, in
the making of the vast majority of European law affecting all
areas of everyday life.
The European Parliament's main interest in Citizenship
lies in the political literacy and political engagement strands,
which were key concerns behind the establishment of citizenship
education.
The European Parliament Office in the UK welcomes
your inquiry. We, like others, are concerned at the decline in
turnout at elections in the UK. Although participation increased
in the most recent European Parliamentary elections in June 2004,
the figure was still short of 40% in the UK.
DESIGN OF
CITIZENSHIP CURRICULUM
AND APPROPRIATENESS
OF OTHER
DFES GUIDANCE
It is apparent from numerous surveys and research
projects that knowledge of the EU, its institutions and policies,
and how the UK is represented in the making of those policies,
is very low. In addition, research conducted by the Electoral
Commission suggests that a correlation exists between low levels
of knowledge and the propensity to vote.
There is also considerable evidence to suggest
a general disaffection among young people with "politics"
and the way in which it is conducted. On the other hand, it is
clear that young people are often passionately interested in political
issues.
The key challenge therefore, as far as political
literacy is concerned, would seem to be to find a way of showing
how issues such as the environment, which do excite young people,
are in fact ultimately political issues, on which elected politicians
are called upon to make difficult decisions.
Anecdotal evidence suggests that, particularly
as far as the EU is concerned, when citizenship teachers make
efforts to meet this challenge they are hampered by a lack of
teaching resources and expertise, as well as by a perception of
the EU being complicated and boring.
Nevertheless, we believe that it is important
to continue efforts to highlight the interconnection between issues,
political institutions and the practice of democracy. Indeed,
in partnership with other organisations, such as the Hansard Society
and the Electoral Commission, the UK Office is working towards
the creation of new teaching resources to help alleviate this
problem.
Clearly, the place of the European Parliament
and of the EU generally in the curriculum should reflect the major
law-making role the EU Institutions perform. Modern societies
are subject to multiple levels of governance and any consideration
of how we are governed would be incomplete without reference to
the EU.
RELATIONSHIP BETWEEN
CITIZENSHIP EDUCATION
AND CURRENT
DEBATES ABOUT
IDENTITY AND
BRITISHNESS
We would concur with the views expressed in
a recent article on Global Citizenship published in the Times
Educational Supplement of 30 September 2005 by the Minister
for Europe, Douglas Alexander, who was reported to have stated
that he "would like to see more information on the EU's work
available to schools." He also pointed out that "[...]
at whatever level and whatever age, having an understanding of
Britain's place in the world—and the place that Europe plays
within that—equips children for the world they will encounter
tomorrow."
One of the defining characteristics of Britain
has always been its tradition of openness: its history as a great
maritime and trading nation, its traditions of economic liberalism
and of political, religious and racial tolerance are all intimately
related to its profoundly international outlook. The UK's membership
of the EU is an important aspect of this international outlook.
RECOMMENDATIONS
— That political literacy should continue
to be a high priority within citizenship education and that the
directly-elected European Parliament and the EU generally should
be given due prominence as an integral part of our system of governance.
— That the DfES should consider reviewing
and possibly increasing the support and guidance it offers citizenship
teachers in the area of the EU in order to ensure that this key
aspect of political literacy can be effectively taught.
March 2006
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