The formal curricular and pedagogical elements of schooling in Solomon Islands have as yet largely failed to fulfil their potential as a ‘stepping-stone to national consciousness’.
The paper is structured as follows. In the first section, we provide an analysis of the historical failure of state driven nation-building in Solomon Islands. In the next section we focus more specifically on the contribution of education’s structure and content to the Tension. Finally, using interview data collected by the lead author in June 2013, we assess the status of the post-conflict education reforms, covering their structural, curricular and pedagogical dimensions.