Wallis and Futuna officially became a ‘Sub-National Island Jurisdiction’ (known as French Overseas Territory/Collectivity) in 1961 and has since adopted an economic and political structure consistent with the MIgration, Remittances, Aid, and Bureaucracy (MIRAB) model. Although the MIRAB economy has been stable, the rapid increase in migration for higher education of the younger population since the turn of the century raises questions concerning the role of education within this structure. A qualitative study discovered that education should be regarded as a key component in the MIRAB economy of the territory. Firstly, education has provided a new population outlet as young people have chosen opportunities for higher education and training overseas. Secondly, migration for education has revealed social dimensions within the model, as access to education overseas has simultaneously sustained the bureaucratic elite but has also enabled customary classes to negotiate their power and maintain a hold on the process of change. Finally, education has potentially reduced the pressure of remittances, as some qualified graduates are able to return and access high wage employment locally.

中文翻译：

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Tout le monde一个地方？瓦利斯群岛和富图纳群岛的MIRAB，教育与社会

瓦利斯（Wallis）和富图纳群岛（Futuna）于1961年正式成为“亚国家级岛管辖区”（被称为法国海外领地/集体自治组织），此后采用了与移民，汇款，援助和官僚主义（MIRAB）模式一致的经济和政治结构。尽管MIRAB经济一直稳定，但自本世纪初以来，年轻人口高等教育的移民迅速增加，引发了有关教育在这种结构中的作用的疑问。一项定性研究发现，教育应被视为该领土MIRAB经济的重要组成部分。首先，由于年轻人选择了在海外接受高等教育和培训的机会，因此教育提供了新的人口渠道。其次，教育移民已经揭示了模型中的社会层面，因为在海外接受教育可以同时维持官僚精英的地位，但也使习俗阶层能够协商其权力并保持变革的进程。最后，由于某些合格的毕业生能够在当地返回并获得高薪工作，因此教育可能减轻了汇款的压力。