Evaluating Educational Reform in a Small State

Abstract

Drawing on their experience of managing and evaluating a major international education project in Belize, Central America (as well as other international projects) the authors seek to draw attention to potential conflicts that arise when western assumptions are presumed in evaluating major educational reform programs in small states. In particular, they draw attention to the political dimensions that underlie such projects; to the issues of State vs Church; to cultural differences and to the issue of absorptive capacity. In doing so, they question whether characteristics which have been attributed uniquely to small states are, in fact, not more generally to be found in all societies where resources are scarce. They conclude with a checklist of approaches that seek to address these issues.