This study analyzes the participation of foreign donors in long-term education reform in the small countries of the Organization of Eastern Caribbean States (OECS). Central to this reform is the development of suitable and sustainable policy and decision-making structures, a relatively new activity for the sub-region's planners and educators. This research seeks to investigate how Canada's input into strengthening and supporting these key policy and decision-making structures of the education reform project may affect the sub-region's expectations for a more indigenous and relevant education system. / The background for these issues arose out of my familiarity with the challenges facing OECS Ministries of Education in reconciling their own needs in education with the interests of the donor community. In addition, in colonial times, Britain had considerable influence on every aspect of education in the Caribbean, and, in the post-colonial period, Canada had long-term involvement in human-resource development in the sub-region. This raises questions of the viability of reform of the OECS education system to reflect its own development priority needs, culture and values, when a foreign force is significantly involved in funding the development of the key policy and decision-making structures. How dependent are the OECS countries on Canadian assistance to implement their education reform agenda? The dynamics between aid and sovereignty are also of critical importance, given the Eastern Caribbean's history of colonialism and dependency. These issues have frequently been debated in the context of international assistance in the OECS but, to date, there has not been much in-depth qualitative research on such topics, from the academic community. / Drawing on dependency theory, and on qualitative research techniques, this thesis critically examines the historical, social, and international development factors of significance in such an inquiry. The study also makes recommendations for future relationships between the donor community and the OECS in the education sector.

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