Education in peace agreements, 1989–2005

Abstract

Education has been on the minds of peacemakers since the end of the Cold War, contrary to expectations. An examination of how education is addressed in full and partial post‐Cold War peace agreements shows that education is mentioned in a large number of the agreements. However, the way in which education is addressed and incorporated into peace agreements varies significantly in terms of what is mandated to occur in the education sector after the signing of the peace agreement, including what kind of education will be provided and to whom and how education is viewed in these agreements.

Formal history education in Lebanon: Crossroads of past conflicts and prospects for peace

“…The 1989 Ta'ef Peace Accord, which formally ended the Lebanese civil war, stipulated that 'curricula shall be reformed and developed in a manner that strengthens national belonging, fusion, spiritual and cultural openness, and that unifies textbooks on the subjects of history and national education,' 6 thus highlighting the fundamental role of history education in processes of conflict transformation (cf. Dupuy, 2008). In 1998, a revised general curriculum was produced that stressed values of respect, active coexistence, and acceptance of others.…”

Guatemala, the Peace Accords and education: a post‐conflict struggle for equal opportunities, cultural recognition and participation in education

“…Education is generally considered to play a critical role in the reconstruction process: the state should promote and guarantee the right to public, high-quality education for all, address all levels of schooling provision, and guarantee equality, inclusiveness and non-discrimination (Dupuy 2008;Rose and Greeley 2006;Smith 2005;Tomasevski 2004). The kind of education policies that were included depended on the peace negotiations, the history and the causes of the war, as well as on the conflicting interests of the actors involved.…”

Schooling for Conflict Transformation: A Case Study from Northern Uganda

“…Fair examinations, transparent governance, decentralization and mother-tongue teaching are responses to grievances related to group identities (Dupuy 2008b). Some agreements specifically mention conflict-related issues in the education system, such as the integration of ex-combatants.…”

“…An examination of how education is addressed in full and partial peace agreements between 1989 and 2005 illustrates how warring parties perceive its importance (Dupuy 2008b).…”

“…Where it does appear, the reform of curriculum specifies the teaching of the values of tolerance, forgiveness, cooperation, solidarity and respect for diversity. Human rights and peace education are seen as critical mechanisms to transmit these values, and civic education is thought necessary in order to support the development and strengthening of democratic forms of government (Dupuy 2008b). These processes are considered to be part of the peace-building agenda, which is discussed in the following section.…”