Education in Small States

Policies and Priorities

image of Education in Small States
This publication argues for work by the Commonwealth and others on the particular and distinct challenges of education in small states, and for the need to examine the impact of changing global contexts, to document the changing nature and significance of recent and contemporary education policy priorities, and to advance the case for new and strengthened initiatives for education in small states.

The study will be of direct interest to a wide range of stakeholders involved in educational and social development in small states, to policy-makers, administrators, researchers, students, comparative educationalists, international agency personnel and practitioners at all levels in small states, throughout the Commonwealth and beyond.



Conceptualising and Delivering Basic Education

Basic education can be challenging to define. In some settings it is seen as being coterminous with primary education, while elsewhere it is taken to include some years of secondary and/or pre-primary education. The concept of basic education is also relevant to adult learning, and in this context refers to content rather than years of schooling. The MDGs stress the objective of universal primary education, but the EFA objectives are broader and include a focus on both early childhood and adult learning. UNESCO (2009b, p. 4) observes that basic education ‘covers notions such as fundamental, elementary and primary/ secondary education’. It adds that basic education ‘is directed to the full development of the human personality’ and that the state ‘guarantees the right to basic education of good quality based on minimum standards’.


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