A/HRC/16/21 F. Right to education 35. While there have been no new developments regarding the establishment of a Turkish-language primary school in Limassol, UNFICYP continued to work with the local authorities and community representatives in Limassol and Paphos to strengthen support mechanisms for vulnerable members of the Turkish Cypriot community in educational and social areas62. 36. UNFICYP continued to facilitate the delivery of textbooks and the appointment of teachers to the elementary and secondary Greek Cypriot schools in Rizokarpaso, on the Karpas peninsula in the northern part of the island63. As in previous years, the Turkish Cypriot authorities objected to the use of some (eight out of 281) Greek textbooks (on history, Cypriot literature, and religion) for the Karpas schools, claiming that they contain material offensive to Turkish Cypriots. They also continued to exercise the authority to approve and reject teachers appointed to the schools on the basis of political or other considerations64. 37. The textbooks in the Greek Cypriot and Turkish Cypriot community have traditionally portrayed history according to their own interpretations, official narratives and preconceptions65. The results of recent research confirmed significant influence of school books on the impressions regarding the other community in Cyprus. For the Turkish Cypriots, school books were the second and for the Greek Cypriot community the fourth most important source of information in formulating opinion on the other community66. While history books revised in the northern part of the island in 2004 included references to the shared past and experiences of both communities, they reverted to an ethnocentric approach following the 2009 elections67. The Republic of Cyprus’ Ministry of Education and Culture has committed itself to revising the existing history textbooks within the next few years in the framework of an educational reform, which will affect all subjects68. 38. UNFICYP has suggested that both sides review their teaching materials with a view to promoting tolerance and understanding of all communities69. 39. The CoE AC welcomed special measures and programmes developed by the Government of Cyprus in the field of education to offer Turkish Cypriots living in the Republic of Cyprus easier access and provide classes in Turkish language and culture in the schools they attend70. Nevertheless, it noted with deep concern that, while specific steps 62 63 64 65 66 67 68 69 70 S/2010/264, para. 17; S/2010/605, para. 15. S/2010/605, para. 14. Information received from UNFICYP. Education for Peace III: Rewriting history textbooks – History education: As a tool for polarisation or reconciliation? – Textual and visual analysis of the upper secondary school Cyprus history textbooks, 2010, POST Research Institute, p. 20. The research entailed interviews conducted with 600 Greek Cypriots and 600 Turkish Cypriots in 2010. In both communities impressions regarding the other community are mostly influenced by stories heard from family or friends. Among Greek Cypriots, the mass media and personal experiences took second and third place before school books. Source: General Population Quantitative Research Project: Level of Trust between the Two Communities in Cyprus, 2010, Cymar Market Research and Prologue Consulting, p. 15. Education for Peace III: Rewriting history textbooks – History education: As a tool for polarisation or reconciliation? Textual and visual analysis of the upper secondary school Cyprus history textbooks, 2010, POST Research Institute, pp. 18 and 86. Third Report submitted by Cyprus pursuant to article 25, paragraph 1 of the Framework Convention for the Protection of National Minorities, received on 30 April 2009; ACFC/SR/III(2009)005, pp. 54 and 58. S/2010/605, p. 15. CoE AC: Third opinion on Cyprus adopted on 19 March 2010; ACFC/OP/III(2010)002, para. 100. 11