Learning from Small States for Post-2015 Educational and International DevelopmentReport as inadecuate

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Current Issues in Comparative Education, v15 n1 p26-40 Fall 2012

Drawing upon recent work for the Commonwealth Secretariat and our ongoing comparative research, this article focuses upon the nature, impact and implications of contemporary development challenges for education in small states. It is argued that the post-Jomtien era has been dominated by international goals and targets that have focussed predominantly upon basic education, an area of strength for many small states. During this era, many small states found themselves ahead of other nations in terms of access to basic education. They were, therefore, extending the boundaries and parameters of many international educational agendas, pressing ahead and often challenging the focus of international development trajectories. In this article we argue that, because of this, small states have much innovative and pioneering experience to share with those who are now considering the possible nature and direction of post-2015 global education agendas. This includes a rationale for the strengthening of educational research capacity within small states, and an acknowledgement of the fact that small states have much to share with each other, and to contribute to wider development discourse and educational policy deliberations worldwide. (Contains 2 tables.)

Descriptors: Educational Policy, Educational Finance, Educational Research, Access to Education, Educational Development, Educational Innovation, Comparative Analysis, Comparative Education, Global Approach, Developing Nations

Teachers College, Columbia University. International and Transcultural Studies, P.O. Box 211, 525 West 120th Street, New York, NY 10027. e-mail: info[at]cicejournal.org; Web site: http://www.tc.columbia.edu/cice

Author: Crossley, Michael; Sprague, Terra

Source: https://eric.ed.gov/?q=a&ft=on&ff1=dtySince_1992&pg=5147&id=EJ1000213

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