For years, international literature has neglected the special features of educational planning in small countries. The recognition of small countries has increased over the last two decades, as they have begun to play a more important role in world politics. This three-part book evaluates the nature of the ecology of small countries and its implications for educational planning. The strategies of small countries for developing education are contrasted with strategies of larger countries. The first part focuses on contexts, approaches, and structures. It discusses the dimensions of scale, the nature of educational planning in small countries, sources of expertise, and international linkages. The second part focuses on components specific to planning. Separate chapters focus in turn on special education, postsecondary education, and curriculum development. The third and last part brings together what can be, is being, and should be done by the small countries themselves, larger countries, and organizations such as UNESCO. Twenty-six recommended readings are listed. (46 references) (LAP)