Educational Development in the Small States of the Commonwealth

2310-1822 (online)
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This series focuses on the impact of scale on the development of national education systems in the small states of the Commonwealth. Experienced educators and administrators from the Caribbean, the Mediterranean, Africa, the Indian Ocean, and the South Pacific examine curriculum, training, post-secondary education, technical education, distance education, regional co-operation and aid for education in the context of problems and challenges set by the smallness of scale.
Educational Planning and Management in Small States

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Educational Planning and Management in Small States

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Commonwealth Secretariat
01 Jan 2002
9781848597938 (PDF)

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This book presents the critical reflections of eighteen senior working officials working in twelve small states on the management and planning of education. Their comments are driven by the insights they gained as adult participants in a unique postgraduate programme at the University of Malta devised by, and for, the distinct smallscale imagination.

The first part of the book deals with educational management issues, addressing the education process from an internal operational perspective. (Total Quality Management, staff recruitment and appraisal, job satisfaction, stress management and the multifunctionality of incumbents are key considerations.) The second section looks at educational planning. It considers the influence and role of educational planning in general, and looks at particular challenges to teaching staff, schoolbusiness linkages, and those presented by primary, secondary, vocational and adult education.

The editors of this book are both academic members of staff at the University of Malta.
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  • Foreword

    It gives me tremendous pleasure to write this foreword to Educational Planning and Management in Small States, edited by Professors Godfrey Baldacchino and Charles J. Farrugia. The peculiar challenges of small states, which comprise 32 of the 54 members of the Commonwealth, have long been a focus and concern of the work of the Commonwealth Secretariat. This is well reflected in the activities of the Secretariat's Economic Affairs Division which has a unit devoted to small states issues.

  • Introducing this Book

    Peter Dicken, Maria, Joe Phloggs and Patricia Amity may sound like English names; but replace them by the appropriate Caribbean, Polynesian, Seychellois or Cypriot appellatives, upgrade the now defunct typists with computer operators, and what do we end up with? A typical slice of life in the office of a senior official in a Ministry/Department of Education in a small state.

  • Rewards and Tribulations of Senior Education Managers in Small States

    Senior public officials in small states play a crucial role in the educational, economic, social and political development of their countries, and it is essential for those involved to understand the factors that condition the work of this small but highly influential group. It is important for senior officials in small states and their political bosses to understand that they all work under conditions that are significantly different from those of their colleagues in larger states, even when official titles and job specifications are identical. Their work environment deserves customised understanding and demands special treatment.

  • Issues in Human Resource Management for Small States: A Tonga Perspective

    It is explicitly recognised that no organisation can attain its goal without labour of the right quality and quantity…Thus, an organisation must invest in the development of its human resources.

  • Considering Total Quality Management for Schools in Malta

    The interpretations of Total Quality Management are as numerous as the literature that expounds them. A definition offered by Schonberger (1990) speaks in terms of ‘quality of goods, of services, of time, of place, of equipment and tools, of processes, of people, of environment and safety, of information and measurement’, stressing the scope of the quality function, rather than its actual substance. Collard and Siver (1990) emphasise the principle of continuous improvement (in Japanese, kaizen) to the quality process, playing down the technical aspects and putting forward awareness, understanding, motivation and commitment of employees at all levels.

  • Total Quality Management for St Lucia's Primary Schools

    With growing competition and demand for quality in all circles, institutions are becoming ever more aware of, and sensitive to, the imperative to provide a quality service or product to their clients. The very survival and growth of institutions is now often seen to depend on the quality of their output.

  • Effective Time Management for Multifunctional Principals in Primary Schools: Insights from the Maldives

    Up to a fifth of the Maldives Government total annual recurrent expenditure is allocated to education. Education authorities and school officials are very analytical when it comes to financial resources. Policies and guidelines are developed to monitor and ensure that fiscal assets are not wasted and their use is properly audited.

  • Selecting Public Secondary School Teachers in Cyprus

    One long-standing, controversial issue in the educational system of Cyprus concerns the procedures for recruiting and selecting secondary school teachers. This situation has major implications on the effectiveness and the quality of education and is the focus of this article.

  • A Principal Education Officer as a Multifunctional Administrator and Manager in Botswana

    Botswana was one of the poorest countries in the world at independence in 1966. The country has since transformed itself into a successful economy in Southern Africa and it is one of the few African states classified by the World Bank as having a middle-income economy. Its economic growth has of late consistently exceeded population growth, resulting in a higher standard of living.

  • Towards a Performance Appraisal Scheme for Teachers and Headteachers in the Maldives

    Before 1994, the only form of performance appraisal that existed for teachers in the Maldives was a terse comment made about the employees in the departmental annual report. This was typically a collective statement, with individual comments reserved only for the most outstanding performers. The remaining majority was ubiquitously graded as average.

  • Occupational Stress, Job Satisfaction and Coping Actions among Cyprus Headteachers

    Flach (1989) reminds us that stress has varying meanings among professionals and even wider differences in interpretation among the general public. Stress can be both something damaging that has to be minimised or avoided, or else a refreshing spur to problem solving and achievement. Indeed, the same stressor can serve both these opposite effects for different people, or even on the same person at different times.

  • Research and Databases for Effective Planning: Focus on Malta

    Any planning or decision-making process requires a good information base. The need of such information is more pronounced in small states where smaller numbers of everything result in a narrower margin of error (Bray, 1992). The information must be reliable, easily accessed and available at the right moment.

  • Structures and Expertise for Educational Planning: Insights from Vanuatu

    The major concern of educational planning in the archipelagic state of Vanuatu is to develop educational systems capable of responding to changing national situations and meeting the needs of national development. Vanuatu and comparable small states have at certain stages engaged in the re-adaptation and reorganisation of their educational systems in various ways and to different degrees in their attempts to meet local realities and objectives.

  • Planning the Professional Development of Primary School Teachers in the Seychelles

    The need to increase access to further education and training opportunities for adults in the Seychelles was identified as an area of priority in the 1990-94 National Development Plan.

  • Teachers and the Challenges of the New Professionalism: A Samoan Perspective

    The shift in social tradition which sees reform of teacher education and a different orientation in the culture, values and practices of the teaching profession are very important to what Hargreaves (1994) has described as the ‘new professionalism’. This envisages a movement away from the conventional and jealously guarded professional authority of the classroom twoards new types of relationships characterised by more interaction with colleagues, students and parents. The new professionalism attempts to conceive of alternative possibilities, among which is the need to place the classroom - traditionally the exclusive domain of the teacher - within a broader context.

  • Diagnosing the Failure of a Technical and Vocational Education Initiative in St Kitts-Nevis

    St Kitts-Nevis has always had a mainly agricultural economy. The islands have very fertile land and sugar plantations continue to dominate the economy. Diversification into other crops in recent years still means that a large number of persons remain attached to the land.

  • Partnership between Technical Education and the Business Community in the Seychelles

    Small island developing states increasingly need to evolve and develop their systems of technical education and training as an integral component of their development into a modern state. Hence, it is the belief of many policymakers and educational planners that vocational education and technical training (VETT) must spearhead the rapid economic development of their countries, thanks to its contribution towards actual and potential manpower needs.

  • Reforming Culture? A Change Management Proposal for the Educational System in Antigua and Barbuda

    Over the last two decades a number of serious problems have emerged in the education system of Antigua and Barbuda, especially at the primary and secondary levels. It is no exaggeration to claim that a crisis exists in the country's primary and secondary education sectors. Even a cursory inspection of the physical and academic infrastructure will furnish proof of the foregoing statement.

  • Decentralising Education in St Lucia

    In both developed and developing countries, large and small, there has been a growing interest and a definitive trend in favour of the decentralisation of control as against the provision of state-driven, educational services (Morphet et al., 1982; Conyers, 1985; McGinn, 1990). A significant aspect of current decentralisation trends is that they facilitate and encourage more effective popular participation, ownership and commitment within an overall development process. Decentralisation policies have become key planks of institutional restructuring.

  • Curricular Reform in Seychelles Secondary Schools

    One of the decisions of the 1991 education reform in the Republic of the Seychelles had been to centralise all responsibilities pertaining to the development of a unified and integral system of formal education. This task was mandated to the Curriculum Development Section, formerly known as the National Institute for Pedagogy.

  • Lifelong Education in Cyprus

    ‘Lifelong education’ has become a catchphrase of contemporary society. However, a watertight definition of lifelong or adult education remains fraught with considerable difficulty. Despite the fact that the provision of lifelong education is becoming increasingly important in public documents, education strategies, labour market policies and the public eye, there is still much confusion and a good deal of uncertainty as to what it really is.

  • References and Subject and Author Index
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