When you think about higher education, the word “university” almost always comes to mind. Universities are seen as the beating heart of learning, where future doctors, engineers, scientists and teachers are trained. They are also places where research shapes new ideas and where national pride often rests.
Almost every country in the world has at least one university. Some countries, like the United States or Nigeria, have hundreds. Others, like Iceland or Malta, have just a handful. But there are rare exceptions — nations where the word “university” does not feature at all in their domestic education system.
Surprisingly, there are two European states that function without a single university of their own. At first glance, this may sound like a weakness. But looking more closely, it shows us that education can be organised in very different ways, depending on history, size and national needs.
Vatican City: Too Small for Classrooms
Vatican City is the world’s smallest independent state, squeezed inside the Italian capital, Rome. Covering only 49 hectares — less than the size of some football stadiums — and with a population of under 1,000 people, it is unique in every way.
The Vatican is the headquarters of the Roman Catholic Church and home to the Pope. Most of its residents are clergy, officials of the Church or members of religious orders. Unlike other nations, it does not have families with children growing up in ordinary neighbourhoods. That means there is no demand for primary schools, secondary schools or universities.
Establishing a university inside the Vatican would be impossible. There is simply not enough land, and strict security rules make it difficult to run public institutions. Instead, education is organised through partnerships with Rome.
There are more than 15 Catholic universities and colleges based just outside the Vatican walls. These include the Pontifical Gregorian University and the Pontifical Lateran University, both of which train priests, theologians and scholars from all over the world. The only institution inside Vatican City itself is the Ethiopian College, a seminary that prepares African students for the priesthood.
In this way, the Vatican has access to higher education without needing to run a conventional university of its own. Its small size and spiritual mission mean its needs are very different from those of an ordinary state.
Luxembourg: Education Without Borders
Luxembourg is very different from Vatican City. It is a wealthy country of more than 680,000 people, located between France, Germany and Belgium. Despite its prosperity, for much of its modern history it had no traditional university.
Instead, Luxembourg relied on a network of higher institutes that offered professional and technical training at home, while sending most of its young people abroad for university degrees.
The system is supported by the country’s unique multilingual education. Children grow up learning French, German and Luxembourgish, and this makes it easy for them to study in neighbouring countries. Many Luxembourgers attend universities in Paris, Brussels or Cologne, bringing back knowledge and skills once they graduate.
For decades, this arrangement suited Luxembourg perfectly. It avoided the huge cost of running a full university system while ensuring that its young people gained access to some of Europe’s best institutions. It also helped strengthen ties with its neighbours, as cross-border education became part of everyday life.
In recent years, Luxembourg has made steps towards building its own higher education institutions, such as the University of Luxembourg, founded in 2003. But the tradition of studying abroad remains strong, and many still see international education as a natural path.
What These Countries Teach Us
The cases of Vatican City and Luxembourg highlight an important truth: higher education does not always need to look the same everywhere.
In the Vatican, the absence of a university is a reflection of size and purpose. With so few residents, and with its role as the spiritual centre of Catholicism, its educational needs are highly specialised. Its connection to Rome means that students and clergy have no shortage of learning opportunities, even without a domestic university.
Luxembourg, on the other hand, shows how geography and language can shape education. Surrounded by major European powers, it has turned its location into an advantage. By encouraging its citizens to study abroad, it has given them international experience while keeping education costs at home under control.
Both countries raise the same question: does every nation really need a university of its own?
Rethinking Higher Education
For many small states, the idea of building a large, research-based university may be more about national pride than practical need. Running a university is expensive. It requires not just classrooms and teachers, but libraries, laboratories, housing, sports facilities and an endless stream of funding.
For some, especially very small countries, it may make more sense to collaborate with neighbours or specialise in certain fields rather than copy the traditional model.
Of course, larger countries cannot do without universities — they are essential for training the workforce and driving innovation. But the examples of Vatican City and Luxembourg remind us that higher education is not a one-size-fits-all solution.
What really matters is access to quality learning. Whether that comes from a local university, a network of institutes, or study abroad, the goal is the same: giving people the knowledge and skills they need to thrive.
EduTimes Africa, a product of Education Times Africa, is a magazine publication that aims to lend its support to close the yawning gap in Africa's educational development.
