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.



Priorities for Higher Education

The importance of higher education is increasingly recognised as small states seek ways to cope with and take advantage of the knowledge economy and service-based markets (Bourne and Dass, 2003; Sweeney, 2003; Atchoarena et al., 2008; Bacchus, 2008). Knowledge economies require highly educated citizens to innovate, collaborate, research and adapt within an increasingly complex world. In consequence, many strategy documents of Commonwealth small states contain concepts such as lifelong learning, partnership and the development of science and technology, alongside investment in higher education and research capacity (Malta Policy Unit, 2005; Botswana Tertiary Education Council, 2007; Mauritius Ministry of Education and Human Resources, 2008; Nolan, 2008 [Seychelles]; Louisy, 2010).


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