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By being ahead, they extended educational agendas and now offer innovative, pioneering insights for future policy, including strengthening educational research capacity, peer learning among small states, and contextual sensitivity for worldwide development discourse.",{"@graph":14,"@context":72},[15,34,55],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/research-report/","Research & 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Terra Sprague  \nUniversity of Bristol University of Bristol  \nDrawing 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.  \nIntroduction  \nThis article draws upon research recently completed for the Commonwealth Secretariat designed to identify educational policy priorities that are currently emerging within small states across, and beyond, the Commonwealth (Crossley, Bray, & Packer, 2011) . In doing so, it draws upon consultations with Ministers of Education and Senior Officials from small states at the 17th Conference of Commonwealth Education Ministers (CCEM), held in Kuala Lumpur, Malaysia in June 2009 (Crossley, Bray, & Packer, 2009) and participation at the 18th CCEM held in Mauritius during August 2012 (Commonwealth Secretariat, 2012b) . This is combined with original and ongoing theoretical research, statistical material derived from a range of international databases, interviewsand discussions with a wide range of personnel working within small states and related international development agencies, research being carried out by doctoral scholars from small states working with the authors, and contributions to a Special Issue of Comparative Education (Mayo, 2008), and to the 2009 UNESCO-IIEP Policy Forum and related activities that led to the publication of the book Tertiary Education in Small States Planning in the Context of Globalisation (Martin & Bray, 2011) . Extensive research and consultancy work carried out in the small states of the Caribbean and the South Pacific – in collaboration with local research teams – underpins much of the analysis; and it is to this long-term collective experience, and our research partners, that we owe much gratitude.  \nThe opening sections of the article revisit familiar literature on the nature of small states, and the origins and evolution of a distinctive body of work on education in such contexts. This is followed by an overview of the impact of the international Education for All (EFA) agenda, and educationrelated Millennium Development Goals (MDGs), upon educational policy and practice in small states. The main body of the article focuses on the nature, impact and implications of contemporary development challenges upon education in small states around the world. In doing so, attention  \n© 2012 Current Issues in Comparative Education, Teachers College, Columbia University, ALL RIGHTS RESERVED Current Issues in Comparative Education 15(1): 26-40.  \nLearning from Small States for Post-2015 Educational and International Development  \nis given to what the global community may learn from the experience of small sates for the Post-2015 era of international development, particularly in the areas of the qual","cbCaitAlCSgtpQUs","https://ap.wps.com/l/cbCaitAlCSgtpQUs","pdf",300394,15,"English","# Introduction\n# Conceptualizing Small States\n# Impact of International Education Agendas\n# Contemporary Development Challenges for Education in Small States\n# Theoretical Foundations and Context Sensitivity","[{\"question\":\"What is the article’s main focus regarding small states and education?\",\"answer\":\"It analyzes the nature, impact, and implications of contemporary development challenges for education in small states and what lessons can be drawn for post-2015 global education agendas.\"},{\"question\":\"Why does the article argue that small states have valuable innovative experience?\",\"answer\":\"Because during the post-Jomtien era many small states were ahead in access to basic education, they extended and challenged international educational agendas and developed practical experience that can guide future directions.\"},{\"question\":\"What international frameworks does the article review in relation to education policy and practice?\",\"answer\":\"It revisits the influence of the Education for All (EFA) agenda and education-related Millennium Development Goals (MDGs) on small states’ educational policy and practice.\"}]","Learning from Small States for Post-2015 Educational and International Development | PDF",1792089087,38]