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Relevant bibliographies by topics / Women – Education – Papua New Guinea

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Academic literature on the topic 'Women – Education – Papua New Guinea'

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Published: 20 February 2023

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Journal articles on the topic "Women – Education – Papua New Guinea"

1

Ozanne, Bill. "Women and education in Papua New Guinea and the South Pacific." International Journal of Educational Development 10, no. 1 (January 1990): 86–87. http://dx.doi.org/10.1016/0738-0593(90)90023-h.

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2

Phillip, Angie. "Problems for women in distance education at the University of Papua New Guinea." Open Learning: The Journal of Open, Distance and e-Learning 8, no. 1 (February 1993): 3–9. http://dx.doi.org/10.1080/0268051930080102.

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3

Elia, Clerah R., and Sue Devine. "Barriers and enablers for cervical cancer screening in the Pacific: A systematic review of the literature." Pacific Journal Reproductive Health 1, no. 7 (August 20, 2018): 372. http://dx.doi.org/10.18313/pjrh.2018.905.

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Background: Globally cervical cancer is the fourth most common type of cancer in women and in some low-income countries is the most common cancer in women. Papua New Guinea has a particularly concerning incidence of cervical cancer where it ranks first as the leading cause of cancer in females. Screening is a reliable strategy to detect cervical cancer but implementation of screening in Papua New Guinea is poor. The aim of this review is to identify the enablers and barriers for cervical cancer screening in Papua New Guinea. Methods: A systematic search of peer-reviewed literature was conducted using electronic databases; PubMed, Medline, Scopus, CINAHL and Google Scholar. Articles published between 2007 and 2017 that focused on the enablers and barriers to cervical cancer screening were included. Only one study from Papua New Guinea was identified so the search was extended to include other Pacific Island Countries and Low-Income Countries more broadly. Findings: Twenty articles met the inclusion criteria. The main barriers for cervical cancer screening included a lack of women’s knowledge about cervical cancer and screening, a lack of health facilities for screening, diagnosis and treatment, lack of health care worker knowledge and training, cultural beliefs and financial burdens. The main enablers included women having access to education programs, availability of cervical cancer screening services, female friendly environments and health care workers being trained to undertake screening. Conclusions: While the literature highlighted the importance of cervical cancer screening, a range of barriers limits the delivery of this service in low-income country settings. In particular, there is a gap in the knowledge of barriers and enablers within Papua New Guinea and further research in this country is required. Applying the knowledge learned from other low-income countries and gaining a clearer understanding of both the barriers and enablers for cervical cancer screening in the Papua New Guinea context may lead to clear recommendations to improve implementation and uptake of cervical cancer screening.

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Aboagye, Richard Gyan, Joshua Okyere, Robert Kokou Dowou, Leticia Akua Adzigbli, Vivian Tackie, Bright Opoku Ahinkorah, and Abdul-Aziz Seidu. "Prevalence and predictors of mother and newborn skin-to-skin contact at birth in Papua New Guinea." BMJ Open 12, no. 9 (September 2022): e062422. http://dx.doi.org/10.1136/bmjopen-2022-062422.

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ObjectiveThis study examined the prevalence and predictors of maternal and newborn skin-to-skin contact at birth in Papua New Guinea.DesignData for the study was extracted from the 2016–18 Papua New Guinea Demographic and Health Survey. We included 6,044 women with birth history before the survey in the analysis. Percentages were used to summarise the prevalence of maternal and newborn skin-to-skin contact. A multivariable multilevel binary logistic regression was adopted to examine the predictors of maternal and newborn skin-to-skin contact. The results were presented using adjusted ORs (aORs), with their respective 95% confidence intervals (CIs). Statistical significance was set at p<0.05.SettingThe study was conducted in Papua New Guinea.ParticipantMothers with children under 5 years.Outcome measuresMother and newborn skin-to-skin contact.ResultsThe prevalence of mother and newborn skin-to-skin contact was 45.2% (95% CI=42.4 to 48.0). The odds of mother and newborn skin-to-skin contact was higher among women with primary education (aOR=1.38; 95% CI=1.03 to 1.83), women with four or more antenatal care attendance (aOR=1.27; 95% CI=1.01 to 1.61), those who delivered at the health facility (aOR=1.27; 95% CI=1.01 to 1.61), and women from communities with high socioeconomic status (aOR=1.45; 95% CI=1.11 to 1.90).ConclusionThe study has demonstrated that the prevalence of mother and newborn skin-to-skin contact in Papua New Guinea is low. Factors shown to be associated with mother and newborn skin-to-skin contact were maternal level of education, antenatal care attendance, health facility delivery, and community socioeconomic status. A concerted effort should be placed in improving maternal health service utilisation such as antenatal care attendance and skilled birth delivery, which subsequently lead to the practice of skin-to-skin contact. Also, women should be empowered through education as it has positive impact on their socioeconomic status and health service utilisation.

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SUKTHANKAR, NEELA. "Cultural Factors in Mathematics Education Contributing to the Shortage of Women Professionals in Papua New Guinea." Educational Review 51, no. 2 (June 1999): 173–81. http://dx.doi.org/10.1080/00131919997605.

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6

Karel, Harumi Sasaki. "Knowledge and Use of Maternal and Child Health Services by Mothers in Papua New Guinea." Asia Pacific Journal of Public Health 7, no. 3 (July 1994): 191–93. http://dx.doi.org/10.1177/101053959400700308.

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A survey was conducted in the coastal area of Morobe Province in Papua New Guinea between March to April 1992 in order to obtain and examine the current health knowledge and practices of mothers with children under two years of age. The purpose of the survey was to gather data for the detailed planning and implementation of a Child Survival Intervention Project funded by USAID. A total of 30 villages in the area were selected utilizing the WHO 30-cluster sampling technique. The results indicated that breastfeeding was a very common practice. However, because nutritional intake was not increased during pregnancy and lactation for many of the women, it is likely that their nutritional intake was insufficient. Although many mothers knew the importance of immunization, they were unclear about the importance of completing immunization series. The utilization of contraceptive methods was very low among women who did not want to have another child within the subsequent two years. The most common methods were injections and pills. The dissemination of health education to isolated rural villages is one of the most important interventions in reducing maternal and infant mortality. As there currently is no health education unit at the Morobe Provincial Department of Health. It is crucial to establish the unit and to emphasize the importance of health education as the tool for disease prevention and health promotion. Asia Pac J Public Health1994;7(3):191-3.

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7

Beer, Bettina. "‘Clan’ and ‘Family’: Transformations of Sociality among the Wampar, Papua New Guinea." Histories 2, no. 1 (January 14, 2022): 15–32. http://dx.doi.org/10.3390/histories2010002.

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Changes in what anthropologists understand “clan” to refer to, and the social relations that many sociologists think of as constituting a “nuclear family” are at the centre of this article. It is based on ethnography among Wampar speakers in north-eastern Papua New Guinea (PNG). Among the Wampar, different, sometimes conflicting, transitions relevant to the emergence of the family as an accentuated social entity can be observed; yet all are a result of Christianisation and the local effects of capitalism. Nominally patrilineal clans (sagaseg), after a period when they seemed to have a somewhat diminished social significance, are again crucial social units: a result of the government’s requirement that statutory Incorporated Land Groups (ILGs) form the sole legal basis of compensation for land use. At the same time, there has been an increasing emphasis on the nuclear family, which, along with the aspiration for modern lifestyles (and their associated consumption patterns) and education for children, has reconfigured the gendered division of labour. Ideals of companionate marriage and values specific to the nuclear family have become much more critical to social practices. In some families, traditional notions of descent have lost importance to such an extent that some young people are no longer aware of their sagaseg membership. Wampar men and women discuss these conflicting tendencies and argue about the different values that ground them. Which argument prevails often depends on the specific position of the person confronting them.

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Redman-MacLaren, Michelle, Tracie Mafile’o, Rachael Tommbe, and David MacLaren. "Meeting in the Middle: Using Lingua Franca in Cross-Language Qualitative Health Research in Papua New Guinea." International Journal of Qualitative Methods 18 (January 1, 2019): 160940691988345. http://dx.doi.org/10.1177/1609406919883459.

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With words as data, qualitative researchers rely upon language to understand the meaning participants make of the phenomena under study. Cross-language research requires communication about and between linguistic systems, with language a site of power. This article describes the use of the lingua franca of Tok Pisin in a study conducted to explore the implications of male circumcision for human immunodeficiency virus (HIV) prevention for women in Papua New Guinea. Utilizing a transformational grounded theory methodology, researchers conducted an analysis of data from an HIV prevention study. Researchers then facilitated individual interviews and interpretive focus groups to explore preliminary categories identified during the analysis. Most focus groups and interviews were conducted in the local lingua franca Tok Pisin, which is neither the researchers’ nor most participants’ first language. Audio recordings were transcribed and analyzed. Researchers returned to research participants to discuss research findings and recommendations. Following critical reflection by the authors and further discussions with participants, it was evident that using Tok Pisin enriched the research process and findings. Using the lingua franca of Tok Pisin enabled interaction in a language closer to the lived experience of participants, devolved the power of the researcher, and was consistent with decolonizing methodologies. Participants reported the use of Tok Pisin, em i tasim (pilim) bun bilong mipela, “it touches our bones,” and enabled a flow of conversation with the researchers that engendered trust. It is critical researchers address hierarchies of language in order to enable cogeneration of quality research findings.

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Wilson, Alyce N., Pele Melepia, Rose Suruka, Priscah Hezeri, Dukduk Kabiu, Delly Babona, Pinip Wapi, et al. "Partnership-defined quality approach to companionship during labour and birth in East New Britain, Papua New Guinea: A mixed-methods study." PLOS Global Public Health 2, no. 2 (February 28, 2022): e0000102. http://dx.doi.org/10.1371/journal.pgph.0000102.

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Companionship during labour and birth is a critical component of quality maternal and newborn care, resulting in improved care experiences and better birth outcomes. Little is known about the preferences and experiences of companionship in Papua New Guinea (PNG), and how it can be implemented in a culturally appropriate way. The aim of this study was to describe perspectives and experiences of women, their partners and health providers regarding labour and birth companionship, identify enablers and barriers and develop a framework for implementing this intervention in PNG health facilities. A mixed methods study was conducted with five facilities in East New Britain, PNG. Data included 5 facility audits, 30 labour observations and 29 in-depth interviews with women who had recently given birth, partners and maternity care providers. A conceptual framework was developed drawing on existing quality care implementation frameworks. Women and partners wanted companions to be present, whilst health providers had mixed views. Participants described benefits of companionship including encouragement and physical support for women, better communication and advocacy, improved labour outcomes and assistance with workforce issues. Adequate privacy and space constraints were highlighted as key barriers to address. Of the women observed, only 30% of women had a companion present during labour, and 10% had a companion at birth. A conceptual framework was used to highlight the interconnected inputs required at community, facility and provincial health system levels to improve the quality of care. Key elements to address included attitudes towards companionship, the need for education and training and restrictive hospital policies. Supporting women to have their companion of choice present during labour and birth is critical to improving women’s experiences of care and improving the quality of maternal and newborn care. In order to provide companionship during labour and birth in PNG, a complex, intersecting, multi-faceted approach is required.

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Adegboye, Oyelola A., Henry C. Ezechukwu, Hannah Woodall, Megan Brough, Jodie Robertson-Smith, Rosella Paba, Geraint Czech, and Theophilus I. Emeto. "Media Exposure, Behavioural Risk Factors and HIV Testing among Women of Reproductive Age in Papua New Guinea: A Cross-Sectional Study." Tropical Medicine and Infectious Disease 7, no. 2 (February 18, 2022): 30. http://dx.doi.org/10.3390/tropicalmed7020030.

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Background: Reproductive health remains a major health concern in developing countries such as Papua New Guinea (PNG). The prevalence of human immunodeficiency virus (HIV) in PNG is the highest in the Southern Pacific region, with women having a higher risk of contracting the infection. Hence, there have been several policies aimed at mitigating the spread of the disease. One of these policies include the use of mass media as a health promotion tool to educate the population on the risk of the disease. Therefore, this study aimed at investigating the association of mass media to HIV testing among women. Methods: Data were obtained from the PNG Demographic and Health Survey (DHS) of 2019. A total of 15,005 reproductive-age women was included in this analysis. Results: The results showed that women with low (aOR = 1.63, 95% CI: 1.39, 1.90) and high (aOR = 1.53, 95% CI: 1.36, 1.72) media exposure were more likely to undertake HIV testing compared to those with no media exposure. Compared to no education, women with incomplete primary (aOR = 1.22, 95% CI: 1.06, 1.40), complete primary (aOR = 1.56, 95% CI: 1.30, 1.87), incomplete secondary (aOR = 2.18, 95% CI: 1.85, 2.58), complete secondary (aOR= 2.33, 95% CI: 1.77, 3.09) and higher (aOR = 3.38, 95% CI: 2.57, 4.46) education were more likely to undertake HIV testing. Compared to women with the poorest wealth index, women with richer indexes were more likely to undertake HIV testing. Women living in rural areas were less likely to undertake HIV testing (aOR = 0.72, 95% CI: 0.63, 0.82). However, marital status, knowledge of transmission and religion were not associated with HIV testing. Conclusion: In conclusion, this study provides strong evidence that mass media exposure increases the likelihood of HIV testing in women of reproductive age in PNG. Mass media campaigns would serve as a cost-effective health promotion tool against the spread of disease.

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Dissertations / Theses on the topic "Women – Education – Papua New Guinea"

1

Fairio, Mary. "Women and Politics in Presence: Case of Papua New Guinea." Ohio University / OhioLINK, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1399559917.

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Yoko, James, and n/a. "Western education and social change in Papua New Guinea society." University of Canberra. Education, 1991. http://erl.canberra.edu.au./public/adt-AUC20061112.110812.

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Papua New Guinea, a society with diverse natural environments (muddy swamps to soaring mountains, snake-shaped winding rivers, open seas) and cultural environments (different languages, customs, traditions) is undergoing massive and rapid social changes. The occurrence of these social changes and social problems are due to a combination of diverse exogenous and endogenous changes in different areas such as politics, economic, cultural, bureaucratic structure, technology and changes in other societies. These changes are explicitly stipulated and reflected during the process of the discussion and analysis. The purpose of this paper is an attempt to analyze social change and the emerging social problems in light of the colonisation process right up to the post independence era. The social functions and dysfunctions of the innovated Western type education system during the contemporary modernisation and development process are also examined. The theoretical frameworks used to analyze social change are (1) the structural functionalism theory, (2) modernisation theory, and (3) the theories of change and development. The rapid social changes, modernisation and other developments occurring in Papua New Guinea are a new experience. Prior to this, people have lived in Papua New Guinea for 50,000 years, developing material and nonmaterial cultures such as the use of simple technology including stone axes, digging sticks, dug out canoes etc., houses made of sago or kunai grass, reciprocity or gift-exchanges, interdependence, sharing, consensus, behaviour controlled by established social norms, and the overall social, political, economic and cultural structures and functions fused into a single dynamic institution, predominantly through the family units and kinship relationships. The destabilisation of this traditional social structural system occurred as a consequence of the introduction of profound changes and transformations when Great Britain annexed Papua and Germany proclaimed New Guinea in 1884. Further developments that occurred during the colonisation process are discussed in the paper. Education, a powerful agent of social change, has and is playing a crucial role during the modernisation and development process in meeting such requirements as manpower needs of the country or enabling political and economic development. Not only that but it is maintaining the new social strata that are emerging in the society. The top cream of the new social strata, called here the social, political, and economic elite are enjoying the perks and privileges associated with the positions they hold. They have been emancipated from the hard rural life as far as Western schooling is concerned. Simultaneously, being a heterogeneous society, the dysfunctions of education are also playing a role in which students are screened using examinations as the criteria and a majority of them are leaving school annually along the different levels of the education system. This is contributing to the over-production of educated people for the limited supply of jobs in both the government and private sectors,'consequently leading to unemployment and an upsurge in social problems. It is argued here that it would be completely a false assumption if people believe that education is wholly responsible for the social stratification, social inequality, instability and unemployment related problems such as the break down of law and order, disrespect for authority and established social norms, or rascalism. According to Etzioni and Etzioni, all efforts to explain societal change, whether positive or negative, as originating in one single factor have so utterly failed, thus, contemporary sociologists have almost unanimously have adopted a multifactor approach (1964:7). Etzioni and Etzioni also claim that social change may originate in any institutional area, bringing about changes in other areas, which in turn make for further adaptations in the initial sphere of change. Technological, economic, political, religious, ideological, invention, demographic and stratificational factors are all viewed as potentially independent variables which influence each other, as well as the course of society. The current social situation in Papua New Guinea appears daunting and pessimistic and for the masses of the people, the prospect is one of rising inequalities, more intensive exploitation, chronic unemployment and insecurity, misgovernment, social disruptions and blighted opportunity during the modernisation and development process. The paper suggests some ways in which the national education system and the national government could address some of these socio-economic problems to bring about positive social changes in society. There is a need for strong genuine political will, firm policy direction, diversification and industrialisation of the economy, prudent planning, educational reforms, constitutional reforms, increased training of skilled manpower, coordinated integration, wise spending of available resources and critical examination and analysis of wider social, political, economic, and cultural issues and implications by those in power. Perhaps these actions may help in some ways to bring about equilibrium in the different components that make up the whole social system, consequently creating a more just and stable society. Social, political, and economic stability is vitally essential for economic investment, modernisation and industrial growth.

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Dandava, McClintock Jesse 1957. "Computer assisted mathematics learning in distance education in Papua New Guinea." Monash University, Faculty of Education, 2001. http://arrow.monash.edu.au/hdl/1959.1/8464.

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4

Salonda, Ludmilla Luddy. "Exploration of university culture a Papua New Guinea case study /." full-text, 2008. http://eprints.vu.edu.au/2027/1/salonda.pdf.

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The primary purpose of this case study on Divine Word University (DWU) is to explore the drivers that influence the organization to assume a particular model of organizing work and managing people in the pursuit of its goals. The key research questions therefore, focus on DWU culture, that is, the deeply embedded taken-for-granted basic assumptions whose influences are made visible in the organization’s behaviour and discourse. In particular, this thesis explores the behaviour and discourse associated with two aspects of the organization, the structure of decision-making and HR practices and processes. In exploring DWU culture, the study serves to explore the broader theme of university cultural emergence, embedding, cultural change, and organizational redefinition. Three ethnographic tools are used in the exploration: the semi-structured interview, documentary sources and observations. Having multiple data sources serves to triangulate the emerging cultural themes across the data sources. The data was collected over a period of six months. Documents were collected and observations made over the first five months. These serve to surface issues, concepts and themes around which interviews are conducted in the final month of data gathering. The findings show that the primary assumption defining DWU’s practices and which influences patterns of behaviour is the ideal of service linked to the missionary commitment to social advancement. This ideal has a profound impact on the culture of DWU. It provides the impetus for people to intervene to provide a service in a context where resource security is tenuous. Service in the context of this thesis is the ideal that serves as the impetus that motivates people, religious and altruistic oriented non-religious people, to render service for none or minimal material reward. This concept is contrasted with the concept of service associated with the university and taken as one of the tripartite knowledge functions. The findings also show that the outcome of the influence of service on DWU is that the behavioural expectations it promotes locate the university away from the behavioural expectations, as they are manifested in its decision-making structure and HR processes, of the collegial values-based organization. However, the findings also show that the distancing from the collegial cultural values and beliefs is nevertheless not a de-legitimization of the organization from the university field. In the contemporary context of organizational change that is allowing for the broadening of the university concept, emerging models of the university, such as DWU, occupy the contemporary end of the continuum of university models.

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5

Borrey, Anne. "Ol kalabus meri a study of female prisoners in Papua New Guinea /." Boroko, Papua New Guinea : Papua New Guinea Law Reform Commission, 1992. http://books.google.com/books?id=SpXaAAAAMAAJ.

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Doecke, Philip John. "Discourse on primary school physical education curriculum in Papua New Guinea." Thesis, Queensland University of Technology, 2006. https://eprints.qut.edu.au/16265/1/Philip_Doecke_Thesis.pdf.

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The Problem Physical Education in Papua New Guinea (PNG) schools did not appear to be widespread nor progressing effectively. Its place in education appeared uncertain. Therefore the study's key question was, "What is the status of physical education in PNG, and the implications of this status?" The focus was narrowed to the history of the development of physical education curriculum, and considered decisions made by curriculum officers about what ought to be taught. Purposes The study's purposes, in answering the key question, were to: § evaluate the existing physical education curriculum § generate recommendations for physical education programs. The Research Postmodern ethnography was chosen to undertake the evaluation, through the analysis of historical records and personal narratives. As there was little available literature on physical education curriculum development in PNG, the narratives and opinions of a variety of policymakers, policydevelopers, policyimplementers, and clients of this curriculum development were recorded. The curriculum itself was analysed, as well as related articles and official documentation. The collective data were evaluated, to provide an overall view of physical education curriculum development. Methodology Following the search for literature in libraries, data were collected from Curriculum Development Division records. As many curriculum documents (such as syllabi and advisory memos) as possible were collected. Key personnel were identified and personally interviewed by the researcher. For a wider group (school principals) an interview guideline was used, while for the oneonone interviews, an unstructured interview format was adopted, allowing respondents considerable control, as they recounted their histories, experiences, and opinions. Further data were collected from correspondence from teachers' colleges, and the former director of the National Sports Institute. The data were analysed by viewing through seven key concepts central in postmodern literature: knowledge, power, culture, postcolonialism, hegemony, globalism, and apathy. The analysis was constructed upon the historical background information, issues that arose during the research activities and the collection of the raw data and, additionally, upon the researcher's own evaluative feelings. Outcomes During the analysis of the literature, the narratives, the curriculum, and related documents, four recurrent issues emerged: § physical education's low status § problems in understanding the concept of physical education § apathy towards physical education § PNG knowledge versus global knowledge The analysis of the data was therefore undertaken around these issues, as viewed through the key concept's lenses. It was found that there was a lack of usefulness in the existing physical education documents, and that there was a lack of availability of existing physical education documents. Key Education authorities were unfamiliar with physical education curriculum. Its history, both in colonial and postcolonial times, was weak. It continued to receive little attention by curriculum administrators, or schools. The National attitude of apathy towards physical education had been established by the colonial administrators and educators, and reproduced. CDD administration had little time for physical education. Consequently, there was little physical education taught in PNG schools, even though it was in the national curriculum. The only physical activity which had some place in schools was the commercial modified rules sport program, Pikinini Sport. Global activities dominated any thought of local input and activities.

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7

Doecke, Philip John. "Discourse on primary school physical education curriculum in Papua New Guinea." Queensland University of Technology, 2006. http://eprints.qut.edu.au/16265/.

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The Problem Physical Education in Papua New Guinea (PNG) schools did not appear to be widespread nor progressing effectively. Its place in education appeared uncertain. Therefore the study's key question was, "What is the status of physical education in PNG, and the implications of this status?" The focus was narrowed to the history of the development of physical education curriculum, and considered decisions made by curriculum officers about what ought to be taught. Purposes The study's purposes, in answering the key question, were to: § evaluate the existing physical education curriculum § generate recommendations for physical education programs. The Research Postmodern ethnography was chosen to undertake the evaluation, through the analysis of historical records and personal narratives. As there was little available literature on physical education curriculum development in PNG, the narratives and opinions of a variety of policymakers, policydevelopers, policyimplementers, and clients of this curriculum development were recorded. The curriculum itself was analysed, as well as related articles and official documentation. The collective data were evaluated, to provide an overall view of physical education curriculum development. Methodology Following the search for literature in libraries, data were collected from Curriculum Development Division records. As many curriculum documents (such as syllabi and advisory memos) as possible were collected. Key personnel were identified and personally interviewed by the researcher. For a wider group (school principals) an interview guideline was used, while for the oneonone interviews, an unstructured interview format was adopted, allowing respondents considerable control, as they recounted their histories, experiences, and opinions. Further data were collected from correspondence from teachers' colleges, and the former director of the National Sports Institute. The data were analysed by viewing through seven key concepts central in postmodern literature: knowledge, power, culture, postcolonialism, hegemony, globalism, and apathy. The analysis was constructed upon the historical background information, issues that arose during the research activities and the collection of the raw data and, additionally, upon the researcher's own evaluative feelings. Outcomes During the analysis of the literature, the narratives, the curriculum, and related documents, four recurrent issues emerged: § physical education's low status § problems in understanding the concept of physical education § apathy towards physical education § PNG knowledge versus global knowledge The analysis of the data was therefore undertaken around these issues, as viewed through the key concept's lenses. It was found that there was a lack of usefulness in the existing physical education documents, and that there was a lack of availability of existing physical education documents. Key Education authorities were unfamiliar with physical education curriculum. Its history, both in colonial and postcolonial times, was weak. It continued to receive little attention by curriculum administrators, or schools. The National attitude of apathy towards physical education had been established by the colonial administrators and educators, and reproduced. CDD administration had little time for physical education. Consequently, there was little physical education taught in PNG schools, even though it was in the national curriculum. The only physical activity which had some place in schools was the commercial modified rules sport program, Pikinini Sport. Global activities dominated any thought of local input and activities.

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8

Salonda, Ludmilla Luddy. "Exploration of university culture: a Papua New Guinea case study." Thesis, full-text, 2008. https://vuir.vu.edu.au/2027/.

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The primary purpose of this case study on Divine Word University (DWU) is to explore the drivers that influence the organization to assume a particular model of organizing work and managing people in the pursuit of its goals. The key research questions therefore, focus on DWU culture, that is, the deeply embedded taken-for-granted basic assumptions whose influences are made visible in the organization’s behaviour and discourse. In particular, this thesis explores the behaviour and discourse associated with two aspects of the organization, the structure of decision-making and HR practices and processes. In exploring DWU culture, the study serves to explore the broader theme of university cultural emergence, embedding, cultural change, and organizational redefinition. Three ethnographic tools are used in the exploration: the semi-structured interview, documentary sources and observations. Having multiple data sources serves to triangulate the emerging cultural themes across the data sources. The data was collected over a period of six months. Documents were collected and observations made over the first five months. These serve to surface issues, concepts and themes around which interviews are conducted in the final month of data gathering. The findings show that the primary assumption defining DWU’s practices and which influences patterns of behaviour is the ideal of service linked to the missionary commitment to social advancement. This ideal has a profound impact on the culture of DWU. It provides the impetus for people to intervene to provide a service in a context where resource security is tenuous. Service in the context of this thesis is the ideal that serves as the impetus that motivates people, religious and altruistic oriented non-religious people, to render service for none or minimal material reward. This concept is contrasted with the concept of service associated with the university and taken as one of the tripartite knowledge functions. The findings also show that the outcome of the influence of service on DWU is that the behavioural expectations it promotes locate the university away from the behavioural expectations, as they are manifested in its decision-making structure and HR processes, of the collegial values-based organization. However, the findings also show that the distancing from the collegial cultural values and beliefs is nevertheless not a de-legitimization of the organization from the university field. In the contemporary context of organizational change that is allowing for the broadening of the university concept, emerging models of the university, such as DWU, occupy the contemporary end of the continuum of university models.

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9

Warner, Smith Penny, and n/a. "Women and secondary teacher training at Goroka Teachers' College, Papua New Guinea, 1979-1984." University of Canberra. Education, 1987. http://erl.canberra.edu.au./public/adt-AUC20061108.163320.

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10

Nongkas, Catherine Matmadar, and res cand@acu edu au. "Leading Educational Change in Primary Teacher Education: a Papua New Guinea study." Australian Catholic University. School of Educational Leadership, 2007. http://dlibrary.acu.edu.au/digitaltheses/public/adt-acuvp167.23072008.

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Papua New Guinea gained its independence from Australia in 1975. However, as a developing nation, PNG has continued to depend on external assistance for its development programs. Extensive foreign aid has been expended primarily to enhance the quality of education. To explore the issue of foreign aid and its impact on PNG as a postcolonial society, the dependency and postcolonial theories were adopted to guide the discussion. The theorist Beeby argues that in order to improve the quality of education, the level of general education and training of teachers in developing countries must be raised. This has occurred in PNG but it has not significantly enhanced the quality of education. Consequently, the issue explored concerns the type of educational change occurring in PNG primary teachers’ colleges (PTCs) and its leadership. Globalization processes were adopted to guide the exploration of the education reform and its impact on the quality of education in primary teacher education in PNG. The following questions focused the content of the study:1. What is the quality of education being experienced in the Catholic Primary Teachers’ Colleges? 2. What are the lecturers’, students’, and recent graduates’ perceptions of the recent Primary and Secondary Teacher Education Project innovations occurring in the teachers’ colleges? 3. How is the curriculum in the teachers’ colleges perceived by the lecturers, students and recent graduates? 4. How is leadership demonstrated in the three Catholic Primary Teachers’ Colleges? The epistemological framework of the research was constructionism adopting an interpretivist approach. The specific interpretivist perspective employed was symbolic interactionism because symbolic interactionism places emphasis on the importance of understanding, interpretation and meaning. A case study approach was adopted as the methodology for this research because of the nature of the research purpose. This study involved a total of 166 participants consisting of staff and students from the three Catholic primary teachers’ colleges, representatives from the Catholic Church, National Department of Education (NDOE), Primary and Secondary Teacher Education Project (PASTEP) and other education officers. The data was gathered through a variety of methods including in-depth interviews, participant observation, focus groups, and documentary analysis. The major conclusions that emerged from this study revealed that educational change in primary teacher education has been implemented. However, the study concluded that the quality of leadership demonstrated to lead the educational change was disappointing. Inadequate leadership at the administration and curriculum levels had a negative influence on the quality of education. Achieving quality education was also hampered by inadequate funding, scarcity of resources and inappropriate infrastructure in all the institutions. The two-year trimester program has improved access and quantity but at the expense of quality. To assist primary teacher education implement the reform agenda, foreign aid was required. PASTEP was introduced and the contribution made by PASTEP was substantial. However, the study concluded that some of the strategies adopted by PASTEP to conduct its programs were questionable because there was evidence of hegemonic and colonial practices found among some of its workforce. In accepting foreign aid projects, PNG needs to establish strategies to ensure equitable partnerships with all stakeholders for sustainable development in education. In this respect, the findings of this study may serve as a guide for future decisions about educational leadership, curriculum innovation, donor funding agencies and policy generation.

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Books on the topic "Women – Education – Papua New Guinea"

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Johnson, Patricia Lyons. Education and gender: Inequality in Papua New Guinea. [East Lansing, Mich.]: Michigan State University, 1992.

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Labajo, Maritona Victa. The power of literacy: Women's journeys in India, Indonesia, Philippines and Papua New Guinea. Mumbai, India: Asia South Pacific Association for Basic and Adult Education, 2012.

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Flaherty, Teresa A. The women's voice in education: Identity and participation in a changing Papua New Guinea. Goroka, PNG: Melanesian Institute, 1998.

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Kewa, Christina. Being a woman in Papua New Guinea: From grass skirts and ashes to education and global changes. [Papua New Guinea]: Christina Kewa, 2007.

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A, Gibson Margaret. Equity for female teachers: A national survey of employment, training, and promotional opportunities for community school teachers in Papua New Guinea. Boroko [Papua New Guinea]: Educational Research Division, National Research Institute, 1990.

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Papua New Guinea. Dept. of Education. Papua New Guinea National Education Plan. Papua New Guinea: The Department, 1996.

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Australia. National Office of Overseas Skills Recognition. Papua New Guinea: A comparative study. 2nd ed. Canberra: Australian Government Publishing Service, 1995.

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McLaughlin, Denis. Community teacher education in Papua New Guinea. Port Moresby: University of Papua New Guinea Press, 1996.

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Kukari, Arnold, and Jeffrey Murley. Education in Papua New Guinea: 1991-2007. Boroko, Papua New Guinea: NRI, 2010.

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Waiko, John. Education in Papua New Guinea: Ministerial brief. Papua New Guinea: Ministry of Education, 2001.

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Book chapters on the topic "Women – Education – Papua New Guinea"

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Volker, Craig Alan. "Vernacular education in Papua New Guinea." In Education in Languages of Lesser Power, 205–21. Amsterdam: John Benjamins Publishing Company, 2015. http://dx.doi.org/10.1075/impact.35.12vol.

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Carr, Victoria, Kym Simoncini, and Elisapesi Manson. "Early Childhood Education in Papua New Guinea." In Handbook of International Perspectives on Early Childhood Education, 248–60. New York, NY: Routledge, 2018.: Routledge, 2018. http://dx.doi.org/10.4324/9781315562193-18.

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Guthrie, Gerard. "Formalistic Schooling System In Papua New Guinea." In The Progressive Education Fallacy in Developing Countries, 105–26. Dordrecht: Springer Netherlands, 2011. http://dx.doi.org/10.1007/978-94-007-1851-7_6.

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Owens, Kay. "Visuospatial Reasoning in Cultural Activities in Papua New Guinea." In Mathematics Education Library, 141–203. Cham: Springer International Publishing, 2014. http://dx.doi.org/10.1007/978-3-319-02463-9_5.

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Hartwig, Kay, Stuart Wise, and Naomi Faik-Simet. "Arts Education Across Australia, New Zealand and Papua New Guinea." In The Palgrave Handbook of Global Arts Education, 125–43. London: Palgrave Macmillan UK, 2017. http://dx.doi.org/10.1057/978-1-137-55585-4_8.

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Cochrane, Susan. "In Her Hands: Bilum Weaving in Papua New Guinea." In Technical and Vocational Education and Training: Issues, Concerns and Prospects, 77–88. Singapore: Springer Nature Singapore, 2022. http://dx.doi.org/10.1007/978-981-16-9472-1_5.

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Paraide, Patricia, Kay Owens, Charly Muke, Philip Clarkson, and Christopher Owens. "Moving Forward: Overcoming Neocolonialism in Education in Papua New Guinea." In Mathematics Education in a Neocolonial Country: The Case of Papua New Guinea, 345–79. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-030-90994-9_13.

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Rombo, John Longo. "Teacher Professional Development in Papua New Guinea, Challenges and Opportunities for Educators." In Encyclopedia of Teacher Education, 1–6. Singapore: Springer Singapore, 2019. http://dx.doi.org/10.1007/978-981-13-1179-6_247-1.

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Rombo, John Longo. "Teacher Professional Development in Papua New Guinea: Challenges and Opportunities for Educators." In Encyclopedia of Teacher Education, 1876–81. Singapore: Springer Nature Singapore, 2022. http://dx.doi.org/10.1007/978-981-16-8679-5_247.

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Rena, Ravinder. "Higher Education in Papua New Guinea: The Need for a Change Towards Globalization." In Higher Education Dynamics, 361–73. Dordrecht: Springer Netherlands, 2011. http://dx.doi.org/10.1007/978-94-007-1500-4_19.

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Conference papers on the topic "Women – Education – Papua New Guinea"

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Kenyon, Wallace, Bennett Miller, Alan Mickelson, and Dan Wessner. "Communication networking for education in the western highlands of Papua New Guinea." In 2017 IEEE Global Humanitarian Technology Conference (GHTC). IEEE, 2017. http://dx.doi.org/10.1109/ghtc.2017.8239271.

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Pumwa, J. "Engineering Ethics: A Necessary Attribute for Papua New Guinea Engineers." In ASME 2010 International Mechanical Engineering Congress and Exposition. ASMEDC, 2010. http://dx.doi.org/10.1115/imece2010-37023.

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Interest in engineering ethics education has developed significant momentum in almost all advanced countries. The developing countries have not yet paid enough attention to such critical issues and Papua New Guinea is no different. This is probably the reason why corruption activities have become part of the normal activities of politicians, senior public servants and many other higher office holders as reported in the daily news media. As engineering work becomes more complex and diverse, an understanding of engineering ethics becomes an important attribute for adequate and ethical preparation of engineers along with their technical knowledge. This basically means that engineering students have to learn about their ethical obligations towards society, their employers, fellow engineers and themselves. This paper discusses the needs and reasons for integrating ethics into the education of undergraduate engineering students in Papua New Guinea.

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Minol, Kipli Joan, Yoshifumi Chisaki, and Tsuyoshi Usagawa. "Assessing Students’ E-Learning Readiness at the University of Papua New Guinea Open College." In 3rd Annual International Conference on Education & e-Learning (EeL 2013). Global Science and Technology Forum Pte Ltd, 2013. http://dx.doi.org/10.5176/2251-1814_eel13.54.

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Maturan, Albertus Yosep, David Laiyan, and Welem Levi Betaubun. "Implementation of Education Improvement Policies for the Indonesia-Papua New Guinea Border Area in Sota District, Merauke Regency." In 3rd International Conference on Social Sciences (ICSS 2020). Paris, France: Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.201014.109.

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Bray, Don E., and G. S. Gad. "Establishment of an NDE Center at the Papua New Guinea University of Technology: Scope and Objectives." In ASME 1997 Turbo Asia Conference. American Society of Mechanical Engineers, 1997. http://dx.doi.org/10.1115/97-aa-065.

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Papua New Guinea lies just north of Australia (Fig. 1). It is a developing island nation, with 462,839 km of land area, a population of 3.9 million people, and vast natural resources (Compton’s Interactive Encyclopedia, 1996). It is the largest island in the Oceania region of the world, which also includes Fiji, the Solomon Islands and Vanuatu. Most of these islands share similar resources, and prudent development of the resources requires utilization of nondestructive evaluation (NDE). NDE provides the means for flaw detection and size assessment, as well as evaluation of material degradation such as corrosion and hydrogen attack. These are factors which affect the service life of components and systems. Being aware of the state of degradation of these components and systems will enable cost effective maintenance, and reduce costly and dangerous failures. Recognizing the need for NDE expertise, the Papua New Guinea University of Technology at Lae has initiated a Center for Nondestructive Evaluation. Once operational, the center should serve the entire Oceania region, and provide resources, trained students and expertise that will enable the growth of the NDE industry within that area. It is widely accepted that NDE adds value to a product or process, not just cost. The amount of value is directly related to the engineering education of the personnel making NDE decisions. The growth of the NDE industry in these South Pacific Islands will add to the economy, as well as aid in the further creation of a population of engineers who are well educated in NDE.

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Prihandoko, Latika. "Self-Assessment on Information Literacy Competency of Students in Indonesia-Papua New Guinea Border Area During The COVID-19 Epidemic." In Proceedings of the 2nd International Conference on Progressive Education, ICOPE 2020, 16-17 October 2020, Universitas Lampung, Bandar Lampung, Indonesia. EAI, 2021. http://dx.doi.org/10.4108/eai.16-10-2020.2305235.

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Kiss, Eszter, Michelle Barker, and Parlo Singh. "International undergraduate business students' perceptions of employability." In Fifth International Conference on Higher Education Advances. Valencia: Universitat Politècnica València, 2019. http://dx.doi.org/10.4995/head19.2019.9354.

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Graduate employability is a highly contested topic by education providers, employers and governments. The responsibility of universities to enhance students’ employability through work-integrated learning (WIL) opportunities is also debated. This study explored international students’ understanding of employability skills and their self-perceptions of their employability at an Australian university. It also investiaged students’ perception of the universities’ role in enhancing employability. A qualitative approach informed by Social Cognitive Career Theory (Lent, Brown & Hackett, 1994), used multiple focus groups comprising 18 international undergraduate students from Brazil, China, Colombia, India, Papua New Guinea, South Korea in their final semester at an urban Australian university. The key findings are: (1) Participants were unable to differentiate between employability skills, personality traits and job-specific skills; (2) The importance of social skills and networking were recognised by Chinese respondents, in particular; (3) The perceived level of work-readiness was higher among respondents who had previous work experience; (4) The inclusion of more practical WIL components in the degree program calls for curriculum review; (5) Creating opportunities for students to apply their knowledge and skills in professional contexts is highly desirable. The findings highlight curriculum considerations needed in the development of high-quality WIL experiences that will enable students to apply the knowledge and skills learnt in the classroom, thus enhancing their self-efficacy about their employability.

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Saniga, Andrew, and Andrew Wilson. "Barbara van den Broek. Contributions to the Disciplines of Landscape Architecture, Town Planning and Architecture." In The 38th Annual Conference of the Society of Architectural Historians Australia and New Zealand. online: SAHANZ, 2022. http://dx.doi.org/10.55939/a4024pu9ad.

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Barbara van den Broek (1932-2001) trained as an architect in Auckland, New Zealand before moving to Brisbane with her husband and fellow architect Joop, where they established an architectural practice. van den Broek went on to run an office as a sole practitioner and took on architecture and landscape architecture projects. Over the course of her career she completed post-graduate diplomas in Town and Country Planning, Landscape Architecture and Education, and a Master of Science – Environmental Studies, and collaborated on a number of key projects in Queensland and Papua New Guinea (PNG). Our paper will build an account of her career. In assessing the significance of her contribution to landscape architecture, planning and architecture in Australasia, it will bring a number of other spheres into the frame: conservation and Australia’s environment movement; landscape design and the bush garden; and van den Broek’s personal development that included artistic expression, single parenthood, teaching, and the navigation of male-dominated professional environments to develop a practice that contributed to town planning projects in cities across Australia, and made significant contributions to landscape projects in Queensland and PNG.

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Reports on the topic "Women – Education – Papua New Guinea"

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Papua New Guinea - Financial Education - Films - Storage. Reserve Bank of Australia, March 2021. http://dx.doi.org/10.47688/rba_archives_2006/04127.

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Papua New Guinea - Financial Education - Talks - General. Reserve Bank of Australia, March 2021. http://dx.doi.org/10.47688/rba_archives_2006/04134.

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Papua New Guinea - Financial Education - Films - "Your Money". Reserve Bank of Australia, March 2021. http://dx.doi.org/10.47688/rba_archives_2006/04132.

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Papua New Guinea - Financial Education - Films - "What is Wealth". Reserve Bank of Australia, March 2021. http://dx.doi.org/10.47688/rba_archives_2006/04130.

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Papua New Guinea - Financial Education - Films - "The Luluai's Dream". Reserve Bank of Australia, March 2021. http://dx.doi.org/10.47688/rba_archives_2006/04129.

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