Abstract:
The educational aid provided by New Zealand under its official development assistance to neighbouring Pacific Island countries is examined in the light of contemporary theories of neocolonialism. World-wide debate has focussed on the purposes and impact of aid, and New Zealand's approach to the status of aid-donor over the past twenty years is reviewed, as are the reactions of recipient Pacific nations.
Educational assistance programmes today have been largely determined by the colonial legacy. However, changes initiated by New Zealand in recent years have contributed to new directions in Pacific education. This has resulted in new policies regarding educational personnel, examinations structures, curriculum development and regional cooperation. Aid from this country offers support to the development of national solutions to educational problems, rather than a continued reliance upon imported models. Department of Education files in Wellington provide the documentation for these conclusions.
New Zealand aid has also been directed at areas beyond traditional academic secondary and tertiary levels, and support has been given for various projects in non-formal education as well as language programmes and local publishing initiatives. The provision of scholarships is a significant component of educational assistance, but, while the impact of such programmes is considered briefly, a thorough evaluation is left for a future, separate study.
In evaluating the thrust of New Zealand's educational aid, it appears that there is little evidence of deliberate neocolonialism on the part of the donor. Indeed, given the comparatively small scale of New Zealand aid , together with the unique circumstances of the micro-states of the Pacific, it seems that the concept has only a limited usefulness in analysing relationships within this region.
