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7. Recommendations
7.1 Curricula
Naming the Holocaust in the curriculum does not guarantee that teaching about the
Holocaust takes place. Likewise, not naming the Holocaust in the curriculum does not
preclude teaching about the Holocaust.
> A review of the conceptualizations and contextualizations of the Holocaust in
curricula in connection with learning goals in history and their implementation.
Some curricula either allude or refer to the Holocaust in ambivalent terms (in Burkina
Faso, Democratic Republic of the Congo, Costa Rica, Rwanda and Zimbabwe, for
example) or mention the Holocaust as an example of human rights violation without
first stipulating education about the historical facts of the event (in Colombia, Mexico
and Slovenia, for example).
> Assure explicit mention of the Holocaust and assure that the history curriculum
stipulates historical learning about the Holocaust.
Incongruencies between policy curricula (reflected in curricula) and programmatic
curricula (reflected in textbooks) exist both within nations and between nations.
> A review of curricula conceptualizations and contexts of the Holocaust as well as
of related learning goals. Open and collaborative dialogue between policymakers,
textbook authors and educators nationally and internationally may enhance the
quality of education about the Holocaust on the levels of policy, programmatic and
enacted curricula.
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