In 1991, in view of "the accelerating movement towards European unity, the democratisation of countries in Central and Eastern Europe, the prospect of a European economic space and Europe's growing interdependence with the rest of the world", the Standing Conference of European Ministers of Education adopted two resolutions:

 The resolution on "the European dimension of education: teaming and curriculum content" in which the Ministers recommend that:

"the younger generation [should be made] conscious of their common European identity without losing sight of their global responsibilities or their national, regional and local roots. [A European dimension of education] should foster understanding of the fact that, in many spheres of our lives, the European perspective applies and that European decisions are necessary. Young people should be inspired to take an active part in shaping Europe's future".

"the question of Europe and its development should be an integral part of all teaching in geography, history, social studies/civics as well as subjects incorporating elements of economics and law… In history it involves studying the origins of the European peoples and states and the social, political, ideological and religious movements, power struggles, ideas, cultural works, mobility and migrations which have shaped their development".

The resolution on "the work of the Council for cultural co-operation of the Council of Europe"

This resolution sets out to increase programmes with Central and Eastern Europe and the Baltic States to help them reform and democratise their education systems. It signifies the start of the bilateral and regional programmes in history teaching division, with a first pan-European symposium in Brugge in December 1991.