A/68/296 make every effort to ensure easy, prompt, effective and practical access to such information. This is an important provision regarding access to archives. C. Dissemination and publication of results 49. Restrictions on publishing and disseminating results are common in authoritarian regimes, where reviewers and editorial boards of publishing companies act more as political censors than as competent expert bodies, obstructing or banning the publication of alternative narratives. More subtle mechanisms of censorship also exist in more democratic societies, however. For example, in countries in which no private foundations finance the publishing of scientific results, control is exercised by extending or denying financial support, thereby impeding the circulation of alternative historical narratives. 50. Monopolies over historical narratives may also be established through the prominence that a State accords to a specific circle of historians, who shape attitudes on critical issues. These persons become the principal arbiters, sitting on various committees that decide upon selections and promotions, grants for projects and publications, and university rankings. The situation is better in countries with a range of professional associations of historians and history teachers competing for membership of such committees. When there is only one association, the fear is that it will be under State control and represent the interest of the State rather than of the profession. V. Teaching history, teaching histories 51. In history teaching, an important distinction must be made between primary and secondary education, where States bear important responsibilities to ensure appropriate curricula and minimum educational standards, and higher education, where a higher degree of academic freedoms should be enjoyed and where States should refrain from influencing the curriculum. In all cases, States should ensure the independence of professional bodies mandated to define the history curriculum and follow their conclusions and recommendations. 52. Various tools are at the disposal of States to develop a multiperspective approach in history teaching. Developing such policies requires action on several fronts, including: (a) (b) history; (c) Setting appropriate aims for history teaching; Ensuring an appropriate ratio between local, national, regional and global Ensuring that history is not limited to political history; (d) Ensuring that a wide array of history textbooks are accredited for selection by teachers and giving teachers the liberty to use supplementary teaching materials; (e) Raising awareness about manipulations in history textbooks and refraining from encouraging such abuse; 14/27 13-42291