A U.S. government–convened Peace Council meeting held on February 19, 2026, has left significant questions unanswered regarding Palestinian Authority policy, education, and long-term commitments to peace with Israel, according to veteran journalist David Bedein, who has covered Middle East diplomacy for more than four decades.

In a draft analysis following the meeting, Bedein said he submitted a series of questions to Israel’s Ministry of Foreign Affairs seeking clarification on core issues related to Palestinian governance and peace commitments. According to Bedein, a spokesperson for the ministry declined to comment.

The unanswered questions, he wrote, go to the heart of whether diplomatic initiatives can succeed without structural reforms within Palestinian political institutions and educational frameworks.

Among the questions raised were whether the Palestinian Authority would cancel financial stipends provided to individuals convicted of attacks against Israelis, whether a future Palestinian constitution would formally revoke clauses in the Palestine Liberation Organization charter calling for Israel’s destruction, and whether Palestinian educational curricula would be revised to promote coexistence.

Education Policy At The Center Of Debate

Bedein’s analysis places particular emphasis on Palestinian Authority education, arguing that school materials remain a central obstacle to reconciliation.

According to his review of Palestinian textbooks and curriculum materials, the Palestinian Authority describes itself as a sovereign state under foreign occupation rather than an autonomous governing body operating under negotiated agreements. He asserts that educational texts present historical narratives in which Israel does not appear on maps and is instead referred to using terminology such as “Zionist occupation.”

Independent research organizations have also examined Palestinian educational content in recent years. Reports by groups including IMPACT-se and studies referenced in European parliamentary discussions have similarly debated whether curriculum reforms have adequately addressed concerns about incitement and historical representation.

Bedein argues that Palestinian textbooks characterize the conflict as beginning in 1948 rather than 1967 and frame cities inside Israel, including Haifa, Jaffa, and Acre, as territories to be “liberated.” He further contends that Jewish historical ties to the land receive little or no recognition in instructional materials.

He writes that these narratives influence younger generations and shape long-term political attitudes.

Religious And Political Messaging

The article also raises concerns about religious messaging in certain educational materials, claiming that terminology related to jihad and martyrdom appears in lessons and cultural content.

Critics of Palestinian curriculum reform have long argued that such themes undermine peace education. Palestinian officials, however, have previously stated that curriculum revisions reflect national identity and historical experience rather than incitement.

International debate over the issue has intensified because many Palestinian schools operate under or receive support connected to the United Nations Relief and Works Agency for Palestine Refugees in the Near East, known as UNRWA.

UNRWA has repeatedly stated that it is committed to neutrality and reviews educational materials used in its schools. The agency has said it addresses problematic content when identified and works with host authorities to align instruction with United Nations values.

Bedein disputes the effectiveness of those oversight mechanisms, writing that donor nations’ funding of UNRWA education should be subject to stronger accountability measures regarding curriculum standards.

Historical Context And Oslo Legacy

The analysis notes that formal recognition of Israel by Palestinian leadership dates primarily to correspondence exchanged between Yasser Arafat and Israeli Prime Minister Yitzhak Rabin before the 1993 Oslo Accords.

Bedein argues that subsequent educational and political developments have not sufficiently reinforced the principles of mutual recognition envisioned during that period.

Supporters of renewed diplomacy maintain that peace negotiations must address governance, economic development, and security concerns simultaneously, while critics contend that ideological and educational reform must precede any durable political agreement.

Policy Implications After The Peace Council

The February 2026 Peace Council gathering was intended to explore pathways toward renewed regional diplomacy amid continuing instability following the October 7, 2023, Hamas attacks and ongoing regional tensions.

According to Bedein, the absence of clear commitments on education reform, recognition of Israel, and incitement policies leaves fundamental questions unresolved.

He concludes that donor governments and international institutions may need to reassess oversight mechanisms tied to Palestinian governance and education if future negotiations are to produce sustainable outcomes.

Whether the Peace Council process results in concrete policy changes remains uncertain. For now, the issues raised highlight the enduring gap between diplomatic initiatives and the structural reforms many analysts consider necessary for long-term peace between Israelis and Palestinians.

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