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The Pacific Small Island Developing State (SIDS) of Kiribati has met the formal, minimal criteria for graduation from the Least Developed Country (LDC) category of the United Nations on multiple occasions from 2003 to 2018. Nevertheless, in light of both structural, long‐standing constraints and severe more recent challenges – such as the COVID‐19 pandemic, the Russia‐Ukraine conflict and the exacerbation of the climate crisis – that past assessments took into only partial consideration, the country still appears, at present, unready to lose the support measures that come with the LDC inclusion and to graduate, once and for all, with sustained "momentum." The analysis of strengths, weaknesses, opportunities and threats conducted in this paper suggests the need to further delay any decisions on graduation until more holistic, thorough readiness assessments can be conducted on the basis of new, additional indicators closely reflecting the full range of vulnerabilities that Kiribati, and other similar SIDS, currently face. [ABSTRACT FROM AUTHOR]

This study examines dependency on Australian aid in the introduction of inclusive education initiatives in the Pacific Island nation of Kiribati through data analysis of documents and individual interview responses with key stakeholders from both the recipient and donor sides. The results indicate that the catalyst for inclusive education initiatives has been Australian aid highlighting a social justice issue, namely the exclusion of children with disabilities from school programs. Australian aid has shaped policy, funded inclusive education initiatives, and directly managed the programs through the externally controlled Kiribati Education Facility. The long‐term sustainability of inclusive education initiatives is uncertain if Australian aid priorities change and funding is withdrawn. [ABSTRACT FROM AUTHOR]