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Tertiary Education Migration and Cook Islands' Development by Lea Tertiary Education Migration and Cook Islands’ Development By Lea Louisa Raymond A thesis submitted to the Victoria University of Wellington In fulfilment of the requirements for the degree of Master of Development Studies Victoria University of Wellington (2017) Abstract In 2016, field research in the Cook Islands explored the correlation of migration, education and development in the Pacific by focussing on the impacts of tertiary education migration on the development of the CooK Islands. A total of 29 participants contributed to this research, most fitting into at least one of these three categories: a) returned tertiary education migrants b) non-returned education migrants, and c) CooK Islands Governmental officials. Depopulation is one of the greatest challenges for the CooK Islands today. While striving for rapid development and for meaningful participation in an ever-changing global economy, obtaining overseas university degrees is seen as an attractive option for many young CooK Islanders. It is not only seen as a way to contribute to the development of their home country, but to also ensure that opportunities for personal growth are abundant. With many fearing that the departure of the ‘brightest minds’ to overseas universities results in brain drain, this research explores the drivers for the decision-making regarding migration. It further discusses the lived realities of tertiary education migrants who chose to return home after obtaining an overseas university degree and the implications of this movement for the CooK Islands Government. This research found that the Key drivers for the decision-making regarding tertiary education migration may not be reduced to the availability of quality university study, but that there is a variety of other factors that influence young CooK Islanders. Instead of preventing young promising CooK Islanders from leaving the country, this research suggests that the overseas diaspora could be a valuable resource to contribute to Cook Islands’ development. Further, this research found that strictly applying the neo- classical approach to migratory processes does not seem sufficient to explain the perceived hurdles and enablers for returned graduates from the CooK Islands. Key words: tertiary education; migration; development; CooK Islands ii Acknowledgements Firstly, I would liKe to thanK all participants of this research. I feel privileged to have been given an insight into the challenges of young CooK Islanders and what tertiary education migration means on an individual level. Further, I appreciate the time that the CooK Islands Governmental officials have taKen to speaK to me about this topic. It became clear immediately that all participants cared greatly about the future of this unique Pacific Islands country. Secondly, my supervisor, John Overton, supported and motivated me continuously throughout the last two years. Whenever I felt that I came to a dead-end in my research, John pointed out alternative paths and reminded me of the importance of completing this worK. I also appreciate John’s understanding of my need for orderly preparedness and his willingness to not just tolerate, but also adjust to this. I also could not have finished this research without the support of my fellow students. Your positivity and drive inspired me to push on and I hope to stay in touch with all of you and find out where life taKes you. Additionally, the support from the New Zealand Ministry of Foreign Affairs and Trade, both from the New Zealand High Commission in Rarotonga and the staff in Wellington meant that I was able to worK and study simultaneously. Also, the staff at the High Commission tooK me in so warmly and supported my efforts to learn about and integrate into the local culture. I also want to mention the fantastic team at the StroKe Foundation of New Zealand, who enabled me to juggle worK commitments and university assignments. Further, I would like to thanK my family. Both my parents and my brother encouraged me to return to study and continuously checked in on my progress. The interest you have shown in this research and the importance you laid on education throughout my life were crucial for the completion of this work. Also, I would like to thank my family-in-law. My sisters were the inspiration for this research topic and my parents opened their home and Kitchen to me over the six months in Rarotonga. I could not have survived this time away from my home without your support, late night chats and delicious Sunday roasts. Lastly, and most importantly, I would like to thank my husband. Without your understanding and your support it would have been impossible to complete my post-graduate studies. You ensured that my feet remained on the ground and that all possible perspectives were considered. Even though, I completed the assignments and attended the classes, it is safe to say that we went on this journey together and completed it as team Raymond. iii Table of Contents Abstract ........................................................................................................................................ ii AcKnowledgements ..................................................................................................................... iii Table of Contents ......................................................................................................................... iv List of Tables and Figures ............................................................................................................. vi Chapter 1: Introduction ................................................................................................................ 1 Chapter 2: Methodology ............................................................................................................... 4 2.1 Introduction ........................................................................................................................ 4 2.2 Conceptual Foundation ....................................................................................................... 4 2.3 Epistemology ...................................................................................................................... 5 2.3.1 Methodology ............................................................................................................... 5 2.4 Conclusion ......................................................................................................................... 16 Chapter 3: Literature Review ...................................................................................................... 17 3.1 Introduction ...................................................................................................................... 17 3.2 Migration .......................................................................................................................... 17 3.2.1 Migration Theory ....................................................................................................... 17 3.2.1 Migration and Development ...................................................................................... 20 3.3 Education .......................................................................................................................... 23 3.3.1 Education and Development ..................................................................................... 23 3.3.2 Education Migration and Development ..................................................................... 25 3.4 Education and Migration .................................................................................................. 27 3.4.1 Tertiary Education Migration and Development ....................................................... 29 3.5 Conclusion ......................................................................................................................... 31 Chapter 4: Migration, Education and Development in the Cook Islands .................................... 33 4.1 Introduction ...................................................................................................................... 33 4.2 Migration .......................................................................................................................... 33 4.3 Education .......................................................................................................................... 37 4.4 Development in the CooK Islands ..................................................................................... 41 4.4.1 History of Aid in the CooK Islands .............................................................................. 41 4.4.2 Challenges to Development in the CooK Islands ........................................................ 43 iv 4.5 Conclusion ........................................................................................................................ 45 Chapter 5: Drivers for Decision-MaKing ..................................................................................... 47 5.1 Introduction ...................................................................................................................... 47 5.2 Leaving the CooK Islands for Study ................................................................................... 47 5.2.1 Family and Society ..................................................................................................... 48 5.2.2 Career OutlooK .........................................................................................................
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