This paper provides a postcolonial policy analysis of the "Education Sector Development Plan: 2000-2005 and Beyond" in the small Caribbean island nation of St Lucia. The specific focus is upon the nature of the lifelong learning policy as incorporated in the Plan. This is shown to be a globalised policy discourse. Drawing on a number of postcolonial theorists, the paper works with a concept of the postcolonial as an aspirational politics. Bourdieu's concept of "national capital" is also utilised in the analysis in relation to the attempt to manage some autonomy for the nation in the process of policy text production in education. The analysis demonstrates the way a postcolonial politics, manifest as strengthening national capital, worked in relation to the production of the Plan in its consultative mode of production and in its extensive cross-sector coverage. However, the analysis also shows evidence of the effects of residues of the colonial past in the hegemony of English in the Plan's recommendations, in the restriction of lifelong learning facilitation to schools and in the denial of a place for indigenous knowledges. The mode of lifelong learning supported is also dominated by a human capital framework and neglect of other capitals (social, cultural, etc.) for constituting what might be seen as a postcolonial and creole learning society. The paper also reflects upon the extent of the postcoloniality of the analysis provided. (Contains 7 notes.)