Education was an important part of the identity politics of socialist Yugoslavia, created after the Second World War under Partisan leadership. It has even been suggested that efforts towards nation building in Yugoslavia were carried out mainly through the education system and history education (Diegoli, 2007, 49-50; Hopken, 1997, 82; Wachtel 1998, 5). After the Bosnian war (1992-1995), a respected anthropologist concluded that the "education system was perhaps the most powerful agent of Yugoslav state communism" (Bringa, 1995, 75). In the former Yugoslav republics of Bosnia and Herzegovina, education became an early victim of the war, when, during the first year of the war, the schools were divided according to military positions and frontlines. The army in control of an area also regulated the school curriculum, and the Bosnian Serb-controlled areas began using the Serbian curriculum designed in Belgrade, the capital of neighbouring Serbia; in the Bosnian Croat-controlled areas the Croatian curriculum, designed in the capital of Croatia Zagreb, was used; the areas under the control of the Bosnian state army developed a new Bosnian curriculum. Many schools were closed and most of those that continued to operate functioned in most unusual, overcrowded, conditions. It has also been argued that, as the education system was such as a powerful agent of Yugoslav state communism, the change of the ideology from one truth system (i.e. Communism), to another (i.e. Nationalism), was not only possible, but even easy (Bringa, 1995, 75; Diegoli, 2007, 64; Stabback, 2004, 49).