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The purpose of this Gender, Education and Peacebuilding review is to summarize the findings of four case studies of Learning for Peace projects, and to outline conclusions of relevance to future peace-building strategies and programmes seeking to adopt gender-transformative strategies. While the intersections between gender equality, education and peace-building are many and varied, this review focuses on four strategies through which education providers may seek to play a role in gender-transformative peace, as identified in earlier stages of the Learning for Peace programme.