A/HRC/25/49/Add.1 too have been working with a new generation of textbooks that address history from diverse perspectives and are drafted by authors of various nationalities. In Republika Srpska, the only publishing and printing company, created in 1993 and owned by the Government, has the monopoly of the textbooks market. 65. In the Federation of Bosnia and Herzegovina, three textbooks are officially approved for each grade. Textbooks can be chosen by individual teachers, in consultation with colleagues, or the decision may be made for them at a higher level, namely, by the Pedagogical Institute or the Ministry of Education. The Special Rapporteur was informed during her visit, however, of a recent decision to accredit only one history textbook, which would introduce a multi-perspective approach, starting from the eighth grade, although cantons with a Croat majority have shown resistance. 66. The Special Rapporteur does not believe that having a single history textbook for each grade in each entity is a good step; she recommends that several good quality textbooks be offered instead. As explained in her thematic report on the writing and teaching of history (A/68/296), a multi-perspective approach can ensure that every event is shown, by way of historical sources, from the perspective of others. In particular, when the historiography of each group provides a very different viewpoint and is closely linked to a political agenda, publishing the historical sources and supplementary teaching material is a reasonable way of presenting sensitive issues and of promoting critical thinking. 67. During her visit, the Special Rapporteur learned of a pilot project conducted under the auspices of OSCE and supported by the Council of Europe, proposing to focus on learning outcomes in history from the sixth to the ninth grade. She believes the project is a very good initiative. 68. The current political environment does not seem to be conducive to progress on this issue. For example, on 27 June 2013, the Republika Srpska National Assembly adopted a declaration on the causes, character and consequences of the tragic armed conflict in Bosnia and Herzegovina from 1992 to 1995. In the document, the Assembly criticized the work of the International Criminal Tribunal for the former Yugoslavia, the Court of Bosnia and Herzegovina and the Bosnia and Herzegovina Prosecutor’s Office, blaming the war on the “domination of the Serb people in Bosnia and Herzegovina”. Bosniak politicians reacted by labelling the declaration discriminatory and a falsification of history.28 This episode underscores the extreme importance of ensuring that historians, academics and schoolteachers enjoy academic freedom, without interference by politicians (see paras. 7073 below). 69. According to information received, the teaching of literature serves as an important means for nationalistic ideologies to build opposing narratives (including historical ones), dramatically affecting children’s perceptions of each other. Nationalistic ideologies rely on legends, language, national symbols, territories and enemies, and literature can be a very pervasive tool, even though its impact is frequently overlooked. Novelists, poets and other writers enjoy the right to artistic expression and creativity.29 Given that education is compulsory, however, the State and entities authorities should abide by their obligation to ensure that all educational content is in compliance with the 2003 Framework Law on Education (art. 3) and with international standards with regard to the objectives of education. 28 29 S/2013/646, annex, para. 58. See A/HRC/23/34. 15