Ideas matter. Thus, approaching peacebuilding efforts from an ideational perspective can contribute to a deeper understanding of their meanings and legacies. Traditionally, the liberal peace paradigm has been prevalent in peacebuilding, translating into programs, projects, actions, and agreements that model liberal norms, values, and practices. Among these sets of ideas, it is possible to identify beliefs about New Public Management (NPM), which affect how instruments like peace agreements are designed and codified. However, this relationship has not been thoroughly explored in the peacebuilding and public management literature, although both strive to achieve efficient and effective governance and peace. In response to this gap, this thesis examines, through text analysis, the degree to which the normative and bureaucratic legacies of NPM are present in the design of a comprehensive peace agreement. This required the selection of an empirical case that could deepen the understanding of what kind of public management NPM ideas are embedded and to what extent, hence the selection of the Colombian Peace Agreement, an example of the golden standard in comprehensive arrangements. The study systematically reviewed and codified the text of the agreement –578 provisions or stipulations– based on the presence and specificity of NPM-related doc-trines. The findings show the pervasiveness of bureaucratic legacies associated with strategic planning, performance audit of provisions, decentralisation, and the appointment of managers and high-level bodies to administer the implementation. However, ideas associated with financial control, competition and flexibilization of the public sector, were less relevant. The analysis also identified other ideas, which expand on the civilian input in the main bureaucratic doctrines. Thus, it provides a new insight to understanding peace in bureaucratic terms as the strategic expansion of institutional infrastructure with strong oversight mechanisms within peace agreements. This calls for a more careful review of the bureaucratic legacies and understandings present in peacebuilding efforts and how they could relate to other sets of ideas already reviewed in the literature, which could lead to further research shaping our understanding of peace through time and across contexts.

The United Nations has a long history of peacekeeping missions. These have evolved over time but since the end of the Cold War there has been rapid growth in those missions where the remit placed on the peacekeepers, both military and civilian, is more complex and demanding. In trying to define these missions and their mandates a wide range of terminology has been developed in an effort to describe the exact nature of the mission. Since many of these deployments take place into theatres where there is no peace to keep, or where a fragile peace reverts to a conflict situation such tight definitions often lead to the troops involved no longer having an appropriate mandate. More recently some of these larger missions constitute in fact interventions to impose peace. Attempts to find a `peace¿ classification for such deployments often confuse the issue rather than bring clarity. In reality these missions are not peacekeeping at all. The almost forgotten doctrine, principles and practices of Counterinsurgency provide a better framework for defining these missions, the respective roles of the key players and the factors necessary to bring success.

How can actors and agencies in post-conflict societies construct activities and navigate theirways through the challenges affecting locally owned peace process? What are the majorchallenges obstructing the goals for peace-building in local post-conflict societies? How canthese challenges be tackled to enable local peace process to become sustainable? These questionsare deeply motivated by the presumably failed peace-building processes in Myanmar. This thesisseeks to contribute to the feasibility of peace-building in local context. To highlight thechallenges of locally owned peace process which- are shaped by the elements of local ownership,this thesis offers a layout on which peace practitioners, policy makers and donor agencies canembed their framework for local peace operations in post-conflict societies. The existing elementof local ownership distorts reality and creates numerous challenges for post-conflict internal andexternal actors and agencies implementing peace framework. To counter the impediments oflocal ownership in post-conflict peace-building, this thesis argues for external-local ownershipand cooperation, as a means to promote and strengthen transparency of all forms of supportsnecessary to achieve sustainable peace-building goals in local post-conflict societies.

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The aim of this study is to develop an understanding of how peace education for children can work as part of a broader conflict transformation process in intractable and post-conflict societies. The study sets out to establish if and how theoretically researched knowledge combines with the actual practical work of peace educators and to note the contribution of peace education in the transformative approach.To assist in achieving my aims, I am applying a comparative evaluation method that allows for a comparison to be made between theory and practice. I have devised two case illustrations concerning specific organisations which can be evaluated with regard to their work with peace education. I have also conducted a thorough literature analysis which has enabled the study to incorporate appropriately selected theoretical approaches to be examined against the work of the practitioners.The research concludes with a discussion centred on my findings and the normative standpoint that I take: that peace education certainly plays a significant role in the overall conflict transformative process and that theoretical knowledge can and should be the basis of its practical work.Keywords: Peace education, conflict transformation, children, post-conflict, theory and practice

The work of peace practitioners was already complex before the fourth industrial revolution took place. Since then, it has gotten increasingly challenging. What is the current status quo of technology in terms of peacebuilding? How can peace practitioners work with instead of against Goliath? This research included qualitative semi-structured interviews with five peace practitioner experts working in the field of peacebuilding. Through a thematic analysis six themes could be identified, which have the names as follows: Let the positive peace grow, Recipe for disaster, In agreements we trust, Batman’s utility belt, Duct tape and hope. The urgency for progress from the side of social media platforms as well as more education and experience with the platforms from the side of peace practitioners is discussed in this paper. It comes to the conclusion that there is a need to bring everyone to the table and, through that, ensure long-term and sustainable peace. Further, the demand for a still ongoing work process of “duct tape and hope” / Fredsarbetares arbete var komplext redan innan den fjärde industriella revolutionen. Sedan dess har det bara blivit mer och mer utmanande. Vad är teknikens nuvarande status quo när det gäller fredsbyggande? Hur kan fredsarbetare arbeta med, istället för mot, Goliat? Den här uppsatsen omfattar kvalitativa semi-strukturerade intervjuer med fem fredsaktörer/experter som arbetar inom området för fredsbyggande. Genom en tematisk analys kunde sex teman identifieras: låt den positiva freden växa, dömt att misslyckas, lita på överenskommelser, Batmans verktygsbälte, silvertejp och hopp. I denna uppsats diskuteras behovet av utveckling bland sociala medieplattformar samt mer utbildning och erfarenhet av plattformarna bland fredsarbetare. Slutsatsen är att det finns ett behov av att bjuda in alla till förhandlingsbordet och på så sätt säkerställa en långsiktig och hållbar fred. Dessutom krävs en kontinuerlig arbetsprocess med “silvertejp och hopp”

Higher education is arguably critical for healing and stabilization in postconflict contexts, by developing leaders who value peace and have the skill sets to achieve it in various sectors. A rapidly growing body of literature concludes that peace education in particular has great potential to transform postconflict communities, both in higher education and at other levels of schooling. Yet there exists little rigorous analysis of the decisions faced by educational leaders responsible for implementing such programs, particularly those in postconflict settings where the needs are uniquely challenging. This qualitative investigation documented the M.A. in Peace Studies and Conflict Transformation program, managed by the Centre for Conflict Management (CCM) within the University of Rwanda’s College of Arts and Social Sciences (CASS), one of the first of its kind in the region. The goal of this study was to use interviews and field notes collected during a six-week fieldwork period to highlight lessons from the experiences and perspectives of colleagues who have typically been on the outskirts of the conversation about how formalized peace education can contribute to leadership development and national stability. Participants included faculty members, administrators, and alumnae, as well as leaders affiliated with the Rwandan Ministry of Education (MINEDUC) and various civil society organizations. The study led to twelve key findings aligned with the three research questions, each of which is similarly aligned with a corresponding discourse theme and three clusters of interview questions, as well as three related overarching researcher recommendations for policy and practice, grounded in participant perspectives. Abstract (French) On peut soutenir que l’enseignement supérieur est essentiel pour la guérison et la stabilisation dans les contextes d’après-conflit, en formant des leaders qui attachent de la valeur à la paix et possèdent les compétences nécessaires pour l’atteindre dans divers secteurs. Un corpus de littérature en croissance rapide conclut que l’éducation à la paix, en particulier, a un grand potentiel pour transformer les communautés après un conflit, à la fois dans l’enseignement supérieur et à d’autres niveaux de scolarité. Cependant, il existe peu d'analyses rigoureuses des décisions des responsables de l'éducation chargés de la mise en œuvre de tels programmes, en particulier dans les situations d'après-conflit où les besoins sont particulièrement difficiles. Cette enquête qualitative documentait le programme de maîtrise en études sur la paix et la transformation des conflits, géré par le Centre de gestion des conflits (CCM) du Collège des arts et des sciences sociales de l’Université du Rwanda (CASS), un des premiers du genre dans la région. L’objectif de cette étude était d’utiliser les interviews et les notes de terrain recueillies au cours d’une période de travail sur le terrain de six semaines pour mettre en évidence les leçons tirées des expériences et des points de vue de collègues qui se trouvaient généralement à la périphérie de la discussion sur la manière dont une éducation à la paix formalisée pouvait contribuer au développement du leadership. et la stabilité nationale. Parmi les participants figuraient des membres du corps professoral, des administrateurs et des anciennes élèves, ainsi que des dirigeants affiliés au Ministère rwandais de l'éducation (MINEDUC) et à diverses organisations de la société civile. L'étude a abouti à douze résultats clés alignés sur les trois questions de recherche, chacune correspondant également à un thème de discours correspondant et à trois groupes de questions d'entretien, ainsi qu'à trois recommandations de recherche globales relatives à la politique et à la pratique, basées sur les perspectives des participants.