Robert Jackson's interpretive approach to learning about religions is well-known for its sensitivity to individual differences and to diversity within religious traditions. Here is a short account of the interpretive approach, including references to some of Jackson's publications on this topic.

One of the outcomes of the LLP Comenius AM project ‘Islam (Instruction) in Education’ is the on-line interactive e-book for i-pad on ‘Islam in State-Funded Schools: Religion and the Public Law Framework’ - Proceedings.

Video tutorial of the EU LLP AM Comenius about religion in state funded schools.

This report seeks to examine the challenges schools and teachers face in promoting the democratic ideal in the Caribbean sub-region. The report is premised on two assumptions. The first is that in order to adequately prepare students to participate in democratic society, schools must promote the democratic experience. The second main assumption underlying this report is the centrality of the role of the teacher in promoting the democratic ideal.

The update assembles statistical data covering the period 1 January 2001–31 December 2011 on antisemitic incidents collected by supranational, governmental and non-governmental sources in the EU. Notable antisemitic incidents that occurred in 2011 are highlighted throughout the report to reveal the reality behind the figures. The update shows that antisemitism remains a problem across the EU for society as a whole, and for Jewish populations in particular.