ABSTRACT
This chapter considers the challenges and efforts involved in transforming institutions of education and justice. In Northern Ireland, the Education Reform (Northern Ireland) Order 1989 introduced Education for Mutual Understanding (EMU), which included a focus on cultural heritage, as part of the new curriculum for all grant-aided schools. The South African approach involved the development of what is known as Outcomes Based Education (OBE) and the introduction of Curriculum 2005. In Northern Ireland, police reform has been high on the political agenda, and yet the policing deal that was intrinsic to the Belfast Agreement is still not secure. Julio Balconi describes the police in Guatemala as the 'weak part of the chain of justice'. Policing in Guatemala was in particular need of reform at the end of the civil war, and was dealt with in the accord on the Strengthening of Civilian Power and Role of the Armed Forces in a Democratic Society.
