It is often argued that a close correlation exists between the quality of a country’s higher education and its democratic performance and economic development.1 Seymour Martin Lipset, for example, stated that ‘education presumably broadens men’s outlooks, enables them to understand the need for norms of tolerance, restrains them from adhering to extremist and monistic doctrines, and increases their capacity to make rational electoral choices’. In other words, ‘if we cannot say that a “high” level of education is a sufficient condition for democracy, the available evidence does suggest that it comes close to being a necessary condition’.2