Abstract
ABSTRACT International actors have called for greater inclusion of education provisions in peace agreements given the important symbolic and practical roles peace agreements play post-conflict. Yet, the inclusion, framing, and roles of education in peace agreements remain understudied. This paper investigates the trends in education’s inclusion in African peace agreements from 1975–2017. We provide a descriptive quantitative analysis of education trends over time, test several hypotheses that may explain these trends, and apply these findings to a qualitative case study in Burundi to illustrate key factors in implementation. We find that education is present in 46% of agreements, that the presence of international actors and disarmament, demobilisation, and reintegration provisions increases the likelihood of inclusion, and that educational structure and content clauses are equally likely to be included. These findings have implications for international education practise and forward a research agenda for further study by international education and conflict scholars.
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