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There are several small territories in the Caribbean that have not yet gained their independence and remain under the control of a metropolitan power. These include the territories governed by the United Kingdom (UK) and the Netherlands. This chapter analyses the way in which education policy and reform are enacted in these quite unusual circumstances – with pressures and influences both from the territories and their respective metropoles. The chapter is constructed around two interlinked parts. The first considers the broader political and economic relationships that exist, and the place that education has within them. Both the UK and the Netherlands use language, such as, “partnership,” “prosperity,” and “renewal” to describe their approach to the territories, including in relation to the education sector. However, both governments have used different mechanisms to facilitate change – the British have a slightly more detached approach, while the Dutch are more hands-on. This has important implications for the way in which education is managed in their territories and the consequences that result – and these issues are explored further in the second part of the chapter. By focusing particularly on the Dutch BES (Bonaire, Saint Eustatius, and Saba) islands and Bermuda (a UK Overseas Territory), the chapter traces the contours of recent education reforms, and evaluates the advantages and disadvantages of the particular approaches taken. The more flexible approach of the UK is perhaps preferable, but here too concerns are raised about neocolonialism and the lack of sensitivity when it comes to local norms and practices.

This chapter presents a brief selective review of recent literature from which the operative definition “sustainability diamond” emerges. Subsequently a tourism penetration index is developed for 40 small islands with populations of less than three million. The index scores loosely arrange destinations into three development stages across the life cycle: emerging, intermediate, and high impact. Descriptive profiles of the characteristics of these three stages are presented, followed by a means difference analysis employing a dozen socioeconomic variables. The chapter concludes that these are three empirically distinct stages of development, each having major policy challenges.

The purpose of this chapter is an exploration of the potential benefits derived from a country destination being geographically co-located to tourist destinations that have experienced considerable tourism growth. Those high-performing tourism destinations are often in close proximity to main tourist-generating markets adjacent to the Caribbean region.

An exploratory descriptive research study that utilised secondary data sources to explore the potential benefits of Haiti being co-located in the Greater Caribbean Antilles and The Bahamas.

Given Haiti's present socio-economic and political crises, tourism growth challenges are evident. Nonetheless, based on Haiti's interactions with countries in the Greater Antilles, which obtained visitor arrivals of over one (1) million, including Cuba, the Dominican Republic, Jamaica and Puerto Rico, and The Bahamas that is further north of the zone, opportunities and constraints for Haiti's tourism growth are identified. Opportunities exist for human resource sharing, transport integration, cultural exchanges, education and knowledge exchanges, investment and diplomatic relations to support tourism development in Haiti.

Given consideration to approaches utilised to develop tourism in the Caribbean basin, the argument is that tourism development can occur by being geographically co-located, and networking with other tourism destinations as this co-location may propel tourism growth in a country destination.

This chapter offers a brief comparative and socio-educative overview of Latin America and the Caribbean, elaborated with the purpose of guiding reflection on the diversity of contexts that constitute the region. This overview highlights economic, social, political and cultural aspects that characterize the region and that, consequently, indicate points of departure and arrival for the design and implementation of educational policies aimed at satisfying the socio-historical needs of each of the Latin American countries.

This abbreviated study includes a systematic review and contrast of basic aspects of regional education systems, focused on achieving the formation of an integral citizen, capable of applying the acquired competencies in the resolution of problems that will prepare them for insertion in the labor market once their schooling is completed. In this sense, the countries and dependencies that integrate the Latin American and Caribbean region still face complex challenges closely related to the quality that educational services have achieved, in addition to the conditions of equality and equity so necessary to integrate the broad sectors of the population located on the thresholds of poverty and marginalization, of the secular horizon that has characterized the Latin American socioeconomic reality.