The article addresses the issue of possible curriculum models in post-conflict countries, taking as an example the case of Bosnia and Herzegovina between 1996 and 2004. Following the Dayton agreement, the education system in Bosnia and Herzegovina was divided between 13 ministries administering different Bosnian, Serb and Croat cantons. Despite the functioning of some central/federal bodies with education responsibilities, such as the Ministry for Civil Affairs, the divided system of education governance created significant obstacles to the establishment of "national" quality and access frameworks encouraging national unity and mobility. Over the last ten years, developing a basic education "core curriculum" has been a major emphasis of reform efforts. This article focuses on issues such as the relative benefits of a common curriculum, a core curriculum and a curriculum framework in addressing identified deficiencies in existing curricula and contributing to societal renewal and development.