Education to promote multi-ethnic education and to continue modernisation and quality-enhancement programmes in the region. Below are some examples of the OSCE’s activities in the field of education reform. Teaching history Historical narratives have often been instrumental in fuelling conflict and dividing people. The teaching of history has been mobilized to assert the identity of different ethnic groups and to vindicate mutually exclusive historical narratives. The division of curricula and the existence of different—and often opposed— versions of history can pose a considerable threat to social cohesion and obstruct the formation of a shared sense of citizenship. Such situations hamper the building of tolerant, innovative, and civic-minded societies and are detrimental to reconciliation and the building of sustainable peace. Recognizing the importance of history teaching in a post-conflict society, the OSCE, together with the international community, has supported education authorities in reforming the way history is taught in a post-conflict society. These efforts often resulted in concrete steps, such as the amendment of history textbooks, the modification of teaching methods to include more diverse viewpoints, and the development of common curricula for all students. As part of this effort, the OSCE worked with the CoE and other partners on the improvement of history textbooks. Namely, the OSCE supported a group of local experts, appointed by education 47