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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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2
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.
Full textAbstract:
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.
3
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.
Full textAbstract:
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.
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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6
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.
Full textAbstract:
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.
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/.
Full textAbstract:
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.
8
Salonda, Ludmilla Luddy. "Exploration of university culture: a Papua New Guinea case study." Thesis, full-text, 2008. https://vuir.vu.edu.au/2027/.
Full textAbstract:
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.
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.
Full textAbstract:
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.
11
McLaughlin, Glenn Denis. "Teaching the teachers of teaching : tertiary teacher education in Papua New Guinea." Thesis, University College London (University of London), 1991. http://discovery.ucl.ac.uk/10019312/.
Full textAbstract:
This thesis is centred upon the development, implementation and evaluation of the Bachelor of Education (Tertiary) BEd T. program at the University of Papua New Guinea, which aims to promote quality teacher educators. The program has its in rationale cognitive development theory, research on approaches to learning and the literature concerning adult and teacher development in the Melanesian context. The theoretical position adopted is that teacher development is a form of adult development and the promotion of quality teacher educators, a function of higher stages of development. Consequently, the intervention curriculum had two major expectations: to improve the level of cognitive development; to improve the quality of potential teacher educators. The following evolved as research questions. • What factors influence the learning of Papua New Guinea teachers undertaking higher education? • Does the experience of the special curriculum promote greater cognitive development than increased general education at the University? • What is the perceived impact of the BEd T. students in the teachers' colleges? • What are the contextual factors that influence college lecturers' teaching and students' learning? No one research methodology was considered appropriate to address these research questions because the theoretical position required a combination of qualitative and quantitative data. The methodology adopted was multi - disciplinary in scope and used structures from the following perspectives: ethnographic; illuminative evaluation; case study; quasi experimental. The research concluded that: The biggest single factor that influenced teachers' learning at university is their own misconceived expectations of learning compared with university expectations. This is exaccrbated by learning through English as a second language, where the main problem is the lack of conceptual equivalence between western and Melanesian epistcmologies. It was also found that the intervention curriculum did promote significantly greater cognitive development in the BEd T. students, as measured by the Student Process Questionnaire who in turn were perceived to be making a strong positive impact in the teachers' colleges. However the fullness of impact appears to be potentially muted by the mechanistic curriculum operating in the colleges, as well as by the conservative bureaucratic administrative practices of Government agencies.
12
Nongkas, Catherine Matmadar. "Leading educational change in primary teacher education: A Papua New Guinea study." Thesis, Australian Catholic University, 2007. https://acuresearchbank.acu.edu.au/download/6905928a5efbf36bafb3aa8f2d864263f3afbc6d9ad680aedc18a603bfdd0b6d/3330177/65032_downloaded_stream_257.pdf.
Full textAbstract:
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. T he 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.
13
Graydon, Calvin. "The Derivation Of Principles For Appropriate Vocational Education In Papua New Guinea." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2001. https://ro.ecu.edu.au/theses/1514.
Full textAbstract:
Restructuring an education system provides an opportunity to select appropriate programmes for schooling. This thesis develops principles to select an appropriate vocational education for schools in Papua New Guinea. History and past programmes in developed and developing countries have provided a comparison of examples where successful elements and problems have been associated with acceptance of vocational education. Developed countries have highly advanced vocational education systems catering to a range of industries. The United States of America, Britain and Australia have begun an integration of general and vocational subjects to improve cross-disciplinary relationships of subjects to students. Transnational transfer of programmes into developing countries has not been successful because of major cultural differences and quality of teaching. The principles that need to be noted when designing programmes to achieve stated goals are: • Culture and traditions are to be considered during curriculum development and selection of innovations; • The level of infrastructure and the economic capacity of the country; • Teachers and their education levels are crucial to the acceptance of an innovation as are in-service programmes; • Appropriate content for graduates future career paths; • The assessment of formal versus in-formal education structures to ascertain which would best serve the population; and • Graduates ability to respond rapidly to changes in the economy. Parental concern for their children's future provides planners with a powerful force to influence the selection of appropriate content. Students also have goals related to a specific lifestyle ambition. In Papua New Guinea it has been found that a teacher's confidence to teach innovative programmes is low because their level of education is not high. Teaching creatively is rare because examinations determine student progress through the education system. A high priority is placed upon academic subjects, as these are the basis of the Papua New Guinea school certificates. Vocational subjects, in developing countries, are often not seen as valuable because many students return to villages where small-scale subsistence production is the norm. The benefits, therefore, are not as great as those for a graduate who gains modern sector employment. The differences between academic and vocational education are evident in initial set-up, capital and recurrent costs, which affect the implementation process. Adoption of Western education practices has caused traditional methods and indigenous knowledge to be undervalued or regarded as an invalid element of formal education. Papua New Guinea high schools have contributed to a diminished understanding of culture and traditions with an increase in law and order problems as youths migrate to urban areas in search of jobs. Continued reliance on academic subjects is of questionable value given the lack of infrastructure, a stagnant economy, and lack of jobs. Appropriate education focuses on giving students skills that are valuable to them in what they will most probably work at after school. As the majority of Papua New Guineans are self-sufficient a prominent agricultural component should be included and the population educated about the benefits that can be derived from staying on the land.
14
Ross, Angus R. "Science achievement in Papua New Guinea : matching curriculum development with assessment strategies." Thesis, University of Sussex, 1993. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.335036.
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Merrett, Leanne. "New women : discursive and non-discursive processes in the construction of Anganen womanhood /." Title page, contents and abstract only, 1992. http://web4.library.adelaide.edu.au/theses/09PH/09phm5678.pdf.
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Deruage, Joseph Kua. "Beginning primary teachers' induction and mentoring practices in Papua New Guinea." The University of Waikato, 2007. http://hdl.handle.net/10289/2250.
Full textAbstract:
Professional development of beginning teachers through induction and mentoring has been commonly viewed as important for teachers' success and continuation in the teaching profession. Induction and specifically mentoring programs focus attention on transitions from one stage of teacher development to another. The three phases of teacher development are initial teacher education, known as pre-service, the induction phase and the ongoing teacher in-service education. The move from student to teacher is the most demanding change in learning to teach. The beginning teacher in this change must adjust from thinking and acting as a student, absorbed with his or her own learning and performance, to thinking and acting as a teacher, accepting responsibility for the learning and performance of others. Beginning teachers are fully engaged in this essential development, and mentoring programs are purposely intended to support them through this period of change. This study has established that beginning teachers in Papua New Guinea (PNG) do experience challenges in the first few months of teaching but these issues lapse over time with the support and assistance of mentors/supervisors. Mentoring has great potential for group effort and transformational teacher learning within schools as professional learning communities. In order for mentors to perform their tasks well and draw benefits from mentoring, appropriate support and training for mentors is recommended. As well as support and training, other incentives for mentors such as salary increments and reduced teaching loads would be a welcome step to enhancing induction and mentoring programs in PNG primary schools.
17
Young, Kathryn, and edu au jillj@deakin edu au mikewood@deakin edu au wildol@deakin edu au kimg@deakin. "AN ONGOING COLONIAL LEGACY: CONTEMPORARY EDUCATION BELIEFS AND PRACTICES IN PAPUA NEW GUINEA." Deakin University. School of Education / School of Social & Cultural Studies, 2000. http://tux.lib.deakin.edu.au./adt-VDU/public/adt-VDU20040726.102645.
Full textAbstract:
In the late 1980¡¦s, a realisation that the western education system bequeathed to Papua New Guinea at the time of Independence had functioned to devalue and marginalise many of the traditional beliefs, knowledge and skills students brought with them to education, led to a period of significant education reform. The Reform was premised on the report of a Ministerial Review Committee called A Philosophy of Education. This report made recommendations about how education in Papua New Guinea could respond to the issues and challenges this nation faced as it sought to chart a course to serve the needs of its citizens on its own terms.
The issues associated with managing and implementing institutionalised educational change premised on importing western values and practices are a central theme of this thesis. The impact of importing foreign curriculum and associated curriculum officers and consultants to assist with curriculum change and development in the former Language and Literacy unit of the Curriculum Development Division, is considered in three related sections of this report:
P a critical review of the imported educational system and related practices
and related issues since Independence
P narrative report of the experience of two colleagues in western education
P evidential research based on curriculum Reform in the Language and
Literacy Unit.
How Papua New Guinea has sought to come to terms with the issues and challenges that arose in response to a practice of importing western curriculum both at the time of Independence and currently through the Reform, are explored throughout the thesis. The findings issues reveal much about the capacity of individuals and institutions to respond to a post-colonial world particularly associated with an ongoing colonial legacy in the principle researcher¡¦s work context.
The thesis argues that the challenges Papua New Guinea curriculum officers face today, as they manage and implement changes associated with another imported curriculum are caught up in existing power relations. These power relations function to stifle creative thinking at a time when it is most needed. Further, these power relations are not well understood by the curriculum officers and remained hidden and unquestioned throughout the research project.
The thesis also argues that in the researcher¡¦s work context, techniques of surveillance were brought to bear and functioned to curtail critical thinking about how the reformed curriculum could be sensitive and respectful of those beliefs and traditions that had sustained life in Papua New Guinea for thousands of years. Consequently, many outmoded beliefs and practices associated with an uncritical and ongoing acceptance of the superiority of western imports have been retained, thereby effectively denying the collective voices of Paua New Guineans in the current curriculum Reform.
18
McLaughlin, Juliana M. "The outcomes of the Australian/Papua New Guinean secondary school students' project: An analysis from a postcolonial perspective." Thesis, Queensland University of Technology, 2002. https://eprints.qut.edu.au/36673/1/36673_Digitised%20Thesis.pdf.
Full textAbstract:
Foreign aid evolved as a moral responsibility of developed nations to developing countries. Foreign study through educational scholarships has become a major consumer of education assistance. This thesis is concerned with the outcomes of foreign assistance to PNG education. Specifically, this study focused on the exploration of the outcomes of the Secondary School Students' Project (SSSP) from the perspectives of the recipients. The SSSP was funded under the Australian aid program.
A postcolonial theoretical framework was developed and guided this research. Employing a qualitative design, this study sought to explore the perception of the recipients and issues concerning their experiences in Australian private boarding schools and on return to PNG. A case study approach was adopted. In-depth interviews, focus groups, a qualitative survey and document analysis were used as data collection methods. This study involved a total of 164 participants consisting of SSSP graduates, National Department of Education (NOOE) coordinators, personnel from tertiary institutions, employers, parents and guardians. The analysis of SSSP recipients' experiences was based on a postcolonial theoretical framework and related literature on colonial history and legacies including neo-colonialism and internal colonialism. A postcolonial rethinking of modernist discourses included a critique of dependency theory, education for development, modernisation and human capital assumptions.
The case study revealed that foreign secondary education maintains personal benefits for recipients. However, the educational provision conditions the recipients to aspire to a colonial identity. It was found that the intended contribution of foreign education for national development of the recipient country is highly dependent upon the political, economic, social and cultural issues within the postcolonial state.
The major themes emerging from this study revealed that cultural politics in postcolonial states can influence the outcomes of foreign funded educational projects. Cultural politics are profoundly influenced by a colonial historical value of western education and cultural hybridity (of traditional, Melanesian ethnicity and western culture). Consequently, the ambivalence (simultaneously attraction and repulsion) that exists in dynamic ways in contemporary society characterises bureaucratic, cultural and social practices. Papua New Guinea needs to define its own identity and its destiny.
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Pickford, Steven, and steven pickford@deakin edu au. "Community school teacher education and the construction of pedagogical discourse in Papua New Guinea." Deakin University. School of Social and Cultural Studies in Education, 1999. http://tux.lib.deakin.edu.au./adt-VDU/public/adt-VDU20061207.133309.
Full textAbstract:
Pedagogical discourse in Papua New Guinea (PNG) community schooling is mediated by a western styles education. The daily administration and organisation of school activity, graded teaching and learning, subject selection, content boundaries, teaching and assessment methods are all patterned after western schooling. This educational settlement is part of a legacy of German, British and Australian government and non-government colonialism that officially came to an end in 1975. Given the colonial heritage of schooling in PNG, this study is interested in exploring particular aspects of the degree of mutuality between local discourses and the discourses of a western styled pedagogy in post-colonial times, for the purpose of better informing community school teacher education practices.
This research takes place at and in the vicinity of Madang Teachers College, a pre-service community school teachers college on the north coast of Papua New Guinea. The research was carried out in the context of the researchers employment as a contract lecturer in the English language Department between 1991-1993. As an in-situ study it was influenced by the roles of different participants and the circumstances in which data was gathered and constituted, data which was compatible with participants commitments to community school teacher education and community school teaching and learning.
In the exploration of specific pedagogic practices different qualitative research approaches and perspectives were brought to bear in ways best suited to the circumstances of the practice. In this way analytical foci were more dictated by circumstances rather by design. The analytical approach is both a hermeneutic one where participants activities are read like texts, where what is said or written is interpreted against the background of other informing contexts and texts, to better understand how understandings and meanings are produced and circulated; and also a phenomenological one where participants perspectives are sought to better understand how pedagogical discursive formations are assimilated with the self. The effect of shifting between these approaches throughout the study is to build up a sense of co-authorship between researcher and participants in relation to particular aspects of the research.
The research explores particular sites where pedagogic discourse is produced, re-produced, distributed, articulated, consumed and contested, and in doing so seeks to better understand what counts as pedagogical discourse. These are sites that are largely unexplored in these terms, in the academic literature on teacher education and community schooling in PNG. As such, they represent gaps in what is documented and understood about the nature of post-colonial pedagogy and teacher training. The first site is a grade two community school class involved in the teaching and early learning of English as the official language of instruction. Here local discourses of solidarity and agreement are seen to be mobilised to make meaningful, what are for the teacher and children moments in their construction as post-colonial subjects. What in instructional terms may be seen as an English language lesson becomes, in the light of the research perspectives used, an exercise in the structuring of new social identities, relations and knowings, problematising autonomous views of teaching and learning. The second site explores this issue of autonomous (decontextualised) teaching and learning through an investigation of student teachers epistemological contextualisations of knowledge, teaching and learning. What is examined is the way such orientations are constructed in terms of traditional and modern epistemological and pedagogical alignments, and, in terms of differently conceived notions of community, in a problematisation of the notion of community schooling.
The third and fourth sites examine reflective accounts of student teachers pedagogic practices, understandings and subjectivities as they confront the moral and political economies and cultural politics of schooling in School Experiences and Practicum contexts, and show how dominant behaviourist and rational/autonomous conceptions of what counts as teaching and learning are problematised in the way some students teachers draw upon wider social discourses to construct a dialogue with learners. The final site is a return to the community school where the discourse of school reports through which teachers, children and parents are constructed as particular subjects of schooling, are explored. Here teachers report childrens progress over a four year period and parents write back in conforming, confronting and contesting ways, in the midst of the ongoing enculturation of their children. In this milieu, schooling is shown to be a provider of differentiated social qualifications rather than a socially just and relevant education.
Each of the above-mentioned studies form part of a research and pedagogic interest in understanding the disciplining effects of schooling upon teacher education, the particular consequences of those effects, what is embraces, resisted and hidden. Each of the above sites is informed by various intertexts. The use of intertexts is designed to provide a multiplicity of views, actions and voices while enhancing the process of cross-cultural reading through contextualising the studies in ways that reveal knowledges and practices which are often excluded in more conventional accounts of teaching and learning.
This research represents a journey, but not an aimless one. It is one which reads the ideological messages of coherence, impartiality and moral soundness of western pedagogical discourse against the school experiences of student-teachers, teachers, children and parents, in post-colonial Papua New Guinea, and finds them lacking.
20
Koro, Paul, and n/a. "The Papua New Guinea Senior Education Officers' views on Leadership: A Cross-Cultural Perspective." University of Canberra. Education, 1998. http://erl.canberra.edu.au./public/adt-AUC20050516.100024.
Full textAbstract:
This study examines senior education officers' (SEOs) perceptions of the
meanings and characteristics of the term 'leadership' both from their
traditional PNG and Western perspectives. Data were drawn from
questionnaires returned by 20 SEOs, 2 recorded interviews and a focus-group
methodology.
The purposes of the study are to: (i) define the meaning of leadership from
the senior education officers' perspectives and through the review of the
literature; and (ii) identify key characteristics and skills of the leadership role
of senior education officers in PNG today, as a basis for improving practice
and informing knowledge about leadership.
Respondents were asked to define the meaning of the term leadership, and to
describe their most memorable leadership experiences which may have
helped to shape their understanding of leadership. They were also asked to
identify and to list the key leadership functions, qualities and skills/abilities
which they perceive to be most important in their roles today, and for the
foreseeable future.
Literature on leadership is complex and wide ranging. Those which provided
data of particular significance in specific areas directly related to this study
include: Rost (1991) on the definitions of leadership; Kouzes and Posner (1993
and 1987) in relation to characteristics of leadership; on educational
leadership (Sergiovanni et al 1987, Turney et al 1992, and Fullan 1991 and
1992) in relation to the functions, qualities and related skills/abilities of
educational leaders; on culture and cross-cultural studies (Hallinger and
Leithwood 1996, Heck 1996, Bates 1992); and various ethnographic sources on
PNG and Melanesian traditional and contemporary leadership.
A number of significant findings have emerged through this research study.
The first, relates to a firm view of traditional PNG/Melanesian leadership as a
'shared leadership', defined in this study as a shared influence relationship
among members of a social unit through a mutual quest for their existence.
The notion of shared leadership emphasises the importance of reciprocal
generosity, cooperation and competition for Melanesians in their daily quest
for their needs and aspirations based on mutual concern, care and devotion
for one another. The great diversity of people and cultures of Melanesians
also enriches the view of 'leadership as cultural practice' (Gerstner and O'Day
1995, Heck 1996, Bates 1992) and the interplay of 'education as cultural
construction'. These insepearable concepts provide logical and promising
framework both towards transcending knowledge, cultures and poeple, and
an interest to engage in more cross-cultural research.
This study identifies among the most pressing problems of contemporary
leadership in PNG relates to the inability of leaders to transcend traditional
knowledge and customary practices with the new Western knowledge and
practices. In other words, the problems of transcending the notion of 'shared
leadership' with Western leadership characterised by public accountability,
credibility and integrity normally associated with leadership in public office
cannot easily be matched and transferred. This study suggests a 'transcendent
leadership model' as a potential solution toward achieving this end.
Extending beyond one's own limits, to do something extraordinary and
admirable for the common good is what transcendent leadership model
suggests every leader must be able to do. The foundations of transcendent
behaviour the literature suggests include: moral and ethical living (Starratt
1996); ambition, competence, and integrity (Bennis and Goldsmith 1994); and
honesty, forward-outlook and inspiration (Kouzes and Posner 1993).
The literature indicates that these qualities and skills require proper
'intellectual conditioning' (Ramoi 1987, Narakobi 1991), to produce 'educated
persons' (Starratt 1996) who are able to understand, appreciate, critique, and
participate in their cultures, traditions, and history.
This study therefore investigates and defines the meanings, roles and
functions of the concepts of leadership, culture and education in relation to
the cross-cultural conditions of the work of SEOs in PNG.
21
Vulliamy, G. "The implementation of an educational innovation in Papua New Guinea : Outstations in the secondary schools community extension project." Thesis, University of York, 1985. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.354410.
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Awi, Jane Pumai. "Creating new folk opera forms of applied theatre for HIV and AIDS education in Papua New Guinea." Thesis, Queensland University of Technology, 2014. https://eprints.qut.edu.au/81643/1/Jane%20Awi%20Thesis.pdf.
Full textAbstract:
This research investigated the potential of folk opera as a tool for HIV and AIDS education in Papua New Guinea. It began with an investigation on the indigenous performativities and theatricalities of Papua New Guineans, conducting an audit of eight selected performance traditions in Papua New Guinea. These traditions were analysed, and five cultural forms and twenty performance elements were drawn out for further exploration. These elements were fused and combined with theatre techniques from western theatre traditions, through a script development process involving Australians, Papua New Guineans and international collaborators. The resulting folk opera, entitled Kumul, demonstrates what Murphy (2010) has termed story force, picture force, and feeling force, in the service of a story designed to educate Papua New Guinean audiences about HIV and the need to adopt safer sexual practices. Kumul is the story of a young man faced with decisions on whether or not to engage in risky sexual behaviours. Kumul's narrative is carefully framed within selected Papua New Guinean beliefs drawn from the audit to deliver HIV and AIDS messages using symbolic and metaphoric communication techniques without offending people. The folk opera Kumul was trialled in two communities in Papua New Guinea: a village community and an urban settlement area. Kumul is recognisable to Papua New Guinean audiences because it reflects their lifestyle and a worldview, which connects them to their beliefs and spirituality, and the larger cosmological order. Feedback from audience members indicated that the performance facilitated HIV and AIDS communication, increased people's awareness of HIV and AIDS, and encouraged behaviour change. Tellingly, in one performance venue, forty people queued for Voluntary Testing and Counseling immediately after the performance. Twenty of these people were tested on that night and the other twenty were tested the following day. Many of the volunteers were young men – a demographic historically difficult to engage in HIV testing. This encouraging result indicates that the Kumul folk opera form of applied theatre could be useful for facilitating communication and education regarding sexual health and safer sexual behaviours in Papua New Guinea. Feedback from participants, audience members and other research stakeholders suggests that the form might also be adapted to address other social and development issues, particularly in the areas of health and social justice.
23
Donnelly, John Stephen, and jennydonnelly@bigpond com. "Does the Diocese of Aitape provide empowerment opportunities for women? An assessment based upon the views of women of the Diocese." RMIT University. Global Studies, Social Science and Planning, 2008. http://adt.lib.rmit.edu.au/adt/public/adt-VIT20080805.091709.
Full textAbstract:
The purpose of this thesis is to examine the effect that the Catholic Diocese of Aitape in the Sandaun Province of Papua New Guinea, and by implication, the Catholic Church, has had on the lives of women, as assessed by women of the Diocese themselves. Much research has been done into how women can be, and/or become, empowered through development project approaches and through the agency of development agencies and people. Many such projects have been relatively short lived and have also been sector specific. If such projects are seen to have an impact upon the lives of women, a long standing institution such as the Catholic Diocese of Aitape which has such a great influence on the lives of the people living within the Diocese could also be expected to have an impact upon the lives of women. Women reflecting upon their own lives and the lives of their mothers and grandmothers and what differences there are and how the Diocese/Church has contributed to these changes has provided the data for analysis within this thesis. Based upon the reflections of women, selected as being representative of the women of the Diocese, the Diocese and the Catholic Church have indeed contributed to a degree of empowerment for women that these women may not have otherwise achieved within contemporary Papua New Guinea society. The various teaching, policies and practices of the Diocese and the Church have enabled a greater freedom of association, movement and opportunity for women to individually and collectively become empowered to some degree. The patriarchal nature of the Church hierarchy and the interaction between the Church and the Diocese however remains a barrier to true gender equality across all aspects of the Diocese and Church. While this remains so, increasing localisation of the Church within Melanesian society may well mean that gains made by women through the agency of the Catholic Diocese of Aitape, need to be defended from erosion by a more Melanesian version of that same Diocese. [Appendix 4 : STK THR 262.3093 D718]
24
Guy, Richard, and edu au jillj@deakin edu au mikewood@deakin edu au wildol@deakin edu au kimg@deakin. "DISTANCE, DIALOGUE AND DIFFERENCE A Postpositivist Approach to Understanding Distance Education in Papua New Guinea." Deakin University. School of Education, 1994. http://tux.lib.deakin.edu.au./adt-VDU/public/adt-VDU20041209.093035.
Full textAbstract:
This study focuses on the experiences of a group of educators engaged in a professional development program by distance education in Papua New Guinea.
The participants in this study have been keeping professional journals, for periods of up to three years, about their experiences of distance education. Their discourses have been used to form a connected group of research participants, who use an action framework to focus on problematic issues surrounding distance education in Papua New Guinea.
It is a piece of research, framed by critical theory, and characterised by participation, collaboration, reflexivity, reciprocity and empowerment. The process of the study is based in dialogue, and takes the view that research is constituted of a transformative perspective, which alters the way research participants understand the multiple realities in which they live and work, arid ultimately results in improvements in their lived experiences. The nature of the methodology privileges Voice' and a discourse of difference from each participant which contributes to the problematic nature of the study. The study has concerned itself, increasingly, with issues of power and control in the research process, and this has resulted in significant changes in the research as participants have become more conscious of issues such as distance, dialogue and difference.
The study has evolved over a period of time in significant ways, and evidence is available that teachers in Papua New Guinea, despite structural and pedagogical barriers, are critically reflective and are able to transform their practice in ways which are consistent with social, cultural and political contexts in which they live and work. A number of 'local1 theories about research and distance education in Papua New Guinea are developed by the participants as they become informed about issues during the research. The practice of distance education and professional development, at personal and institutional levels, undergoes reconstruction during the life of the research and the study 'signals' other ways in which distance education and professional development may be reconstructed in Papua New Guinea.
25
Kereme, Philip Tene, and n/a. "Youth unemployment and schooling in relation to human resources development in Papua New Guinea." University of Canberra. Teacher Education, 1997. http://erl.canberra.edu.au./public/adt-AUC20050712.120913.
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Webster, Thomas Kuli. "International and national influences on universal primary education policies, with special reference to Papua New Guinea." Thesis, University of Bristol, 1997. http://hdl.handle.net/1983/1596bcb4-ab42-4dcb-90f8-9c401b82b165.
Full textAbstract:
The study examInes factors that have shaped policies for the universalisation of primary education in developing countries with specific reference to Papua New Guinea (pNG). It explores the premise that ideas generated in international policy research influence and shape the educational priorities of developing countries. A review of the related literature highlights the dominance of international donor agencies, particularly in directing the policy discourse that influences decisions on educational problems and possible solutions. It is argued that many such policy prescriptions are increasingly seen to be contextually irrelevant and do not reflect the priorities articulated in context. Nor can they be successfully implemented in the varying situations encountered. A case study of UPE policy formulation in PNG is undertaken to analyse critically the extent of international and national influences in the light of the theoretical review. The case study analysis focuses on three contexts of influence; the shaping of ideas; the production of policy texts; and the implementation of UPE policy. In the context of influence, the study examines how national and international influences have competed for dominance in PNG. In the second context, two key policy texts are analysed, the Education For All (EFA) Plan where an international consultant was engaged and a more home-grown Education Sector Study. Finally the context of practice is explored largely through reflections on experiential knowledge, qualitative interviews with senior administrative officers from the PNG National Department of Education and three Provincial education administrators and a brief survey of provincial education administrators. In the light of the PNG research, a reconsideration of the theoretical literature relating to the concepts of UPE and the effect on policy choices is carried out. A strong case is also made for the conduct and analysis of policy research in PNG and other developing countries.
27
Mapsea, Allan Jim. "Teachers' views on providing for children with special needs in inclusive classrooms:a papua new guinea study." The University of Waikato, 2006. http://hdl.handle.net/10289/2391.
Full textAbstract:
The purpose of having inclusive education is to value children with special needs so they can participate equally in all educational activities alongside their peers without special needs. There should not be any discrimination, segregation or isolation of these children with special needs from being educated rather they must be given an equal opportunity to participate alongside children without special needs. This study seeks to investigate primary school teachers' views and experiences in implementing the Inclusive Education Policy in regular schools. The study was conducted in five districts of the Enga Province of Papua New Guinea. Six primary schools were selected and involved 77 teachers who responded to questionnaire items, while 12 teachers within the group were chosen to be involved in interviews. Data for the study were gathered and analysed from the questionnaires, and the interview transcripts. The findings from the study revealed that most teachers supported the notion of Inclusive Education Policy and would like to implement it. However, they indicated that there needed to be a change in attitudes of teachers, peers, boards of management, and parents/caregivers to provide assistance for children with special needs. Most teachers felt that there needs to be more awareness of the principle and the importance of inclusion. Teachers' limited knowledge of teaching children with special needs was also highlighted. In this study teachers admitted they needed more training in the field of educating children with special education in order to accommodate and teach children with special needs. This shows that teachers' colleges and universities need to have trained lecturers to develop more courses in special education. Teachers expressed concern that school inspectors do not know enough about the inclusive education concept and need to be trained as well so collaboratively they could implement the policy. Government support is needed to effectively implement the inclusive education policy. This includes training of specialists to support teachers, funds for teaching and learning resources and facilities in schools. The cultural implications and geographical issues have also had some impact on the implementation of the Inclusive Education Policy, while the issue of children with HIV and AIDS was raised that teachers needed to be prepared in order to accommodate and teach those infected children. All these issues highlighted are very important and it is hoped that the outcome of the findings will provide the Department of Education with new strategies to improve and strengthen their commitment to implement Inclusive Education Policy.
28
Tiu, Sangion Appiee. "The Role of Indigenous Knowledge in Biodiversity Conservation: Implications for Conservation Education in Papua New Guinea." The University of Waikato, 2007. http://hdl.handle.net/10289/2308.
Full textAbstract:
The research reported in this thesis focussed on exploring existing indigenous environmental knowledge of two indigenous communities in Papua New Guinea and how this knowledge was acquired, interpreted and disseminated to the next generation. The relevance of indigenous environmental knowledge in the promotion of biodiversity conservation efforts was investigated. This research was conducted within an interpretive paradigm. A naturalistic/ethnographic methodology was used. Data was collected through semi structured interviews and observations. Participants in this case study were representatives of the community and included elders, adults, teachers and students. The findings in this study revealed indigenous environmental knowledge as useful for biodiversity conservation and promotes sustainable practices. It showed that indigenous family knowledge is essential for claiming land inheritance and indigenous environmental practices are consistent with sustainable practices and land use. Forest knowledge is found to be useful in identifying and locating resources and that sustainable practices ensured continuity of these resources. The study also identified spiritual knowledge and beliefs as fundamental for developing indigenous worldviews and environmental attitudes and values and that change in resource use may be both beneficial and harmful to biodiversity. The findings also revealed indigenous education as flexible, holistic and informal in nature and uses mostly oral history through verbal instruction and various non-verbal means. They showed that IE uses a variety of teaching and learning approaches that utilise the environment as a tool and that learning venues provide a realistic learning experience. The thesis concludes that IEK promotes biodiversity conservation in many ways and that indigenous education uses situated context to promote realistic learning. Indigenous environmental knowledge and education could therefore be used in biodiversity conservation education.
29
Eggert, John C. "Fifty years of theological education in the Gutnius Lutheran Church of Papua New Guinea 1948-1998 /." Online full text .pdf document, available to Fuller patrons only, 2003. http://www.tren.com.
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Neofa, Zui. "A case study of how primary school teachers in Papua New Guinea understand outcomes-based education." Thesis, Queensland University of Technology, 2010. https://eprints.qut.edu.au/45482/1/Zui_Neofa_Thesis.pdf.
Full textAbstract:
This case study explored how a group of primary school teachers in Papua New Guinea (PNG) understood Outcomes-based Education (OBE). OBE measures students. learning against specific outcomes. These outcomes are derived from a country.s vision of the kind of citizen that the education system should produce. While countries such as Australia, South Africa, New Zealand and the United States have abandoned OBE, others such as PNG have adopted it in various ways. How teachers understand OBE in PNG is important because such understandings are likely to influence how they implement the OBE curriculum. There has been no research to date which has investigated PNG primary school teachers. understandings and experiences with OBE. This study used a single exploratory case study design to investigate how twenty primary school teachers from the National Capital District (NCD) in PNG understood OBE. The study, underpinned by an intepretivist paradigm, explored the research question: How do primary school teachers understand outcomes-based education in PNG? The data comprised surveys, in-depth interviews and documents. Data were analysed thematically and using explanation building techniques. The findings revealed that OBE is viewed by teachers as a way to equip them with additional strategies for planning and programming, teaching and learning, and assessment. Teachers also described how OBE enabled both students and teachers to become more engaged and develop positive attitudes towards teaching and learning. There was also a perception that OBE enhanced students. future life skills through increased local community support. While some teachers commented on how the OBE reforms provided them with increased professional development opportunities, the greatest impediment to implementing OBE was perceived to be a lack of sufficient teaching and learning resources. The process of planning and programming classroom activities was also regarded as onerous. Some teachers indicated that they had been required to implement OBE without adequate in-service training support. The social constructivist theory of knowledge which underpins OBE.s student-centred pedagogy can cause tensions within PNG.s cultural contexts of teaching and learning. Teachers need to be aware of these tensions when conducting peer or group learning under OBE in PNG. By exploring how these PNG primary teachers understood OBE, the study highlighted how teachers engaged with OBE concepts when interpreting syllabus documents and how they applied these concepts to curriculum. Identifying differences in teacher understanding of OBE provides guidance for both the design of materials to support the implementation of OBE and for the design of in-service training. Thus, the outcomes of this study will inform educators about the implementation of OBE in PNG. In addition, the outcomes will provide much needed insight into how a mandated curriculum and pedagogical reform impacts teachers‟ practices in PNG.
31
McTaggart, G. B., and n/a. "An investigation of attitudes and perceptions of Diploma of Education Studies (Tertiary) students to educational television in Papua New Guinea." University of Canberra. Education, 1988. http://erl.canberra.edu.au./public/adt-AUC20061016.144314.
Full textAbstract:
The purpose of this study was to examine the perceptions and
attitudes of the Diploma of Educational Studies (Tertiary) students
towards Educational Television. The subjects of the study were compared
with a group of teachers college lecturers who had not studied
overseas. The Diploma of Educational Studies (Tertiary) students who
came to Canberra, Australia, to study, were surveyed at three
different stages, (i) Three Weeks in Australia, (ii) Ten Months in
Australia, and (iii) After twelve months back in Papua New Guinea. The
statistical analysis of individual questions showed no statistical
difference in the attitudes and perceptions, based on the questions
asked, while the statistical analysis of the groups , based upon the
questionnaires, also showed that the sample groups were not
statistically different from each other. As this study was a pilot no
firm conclusions can be drawn as to the difference in attitudes and
perceptions of the D.E.S. (Tertiary) lecturers about Educational
Television in Papua New Guinea. Areas of disagreement identified , were
compared to those problems that emerged from the investigation of
Educational Television in American Samoa and The Ivory Coast. Issues
that required possible further investigation were then identified.
32
Pagelio, Joseph. "A study of leadership of the department of education in Papua new guinea: Perspectives from postcolonial and leadership theory." Thesis, Queensland University of Technology, 2002. https://eprints.qut.edu.au/36657/1/36657_Digitised%20Thesis.pdf.
Full textAbstract:
The study investigated the leadership practices of selected leaders of the Department of Education in Papua New Guinea to (a) uncover subordinates' and leaders' perspectives of both positive and negative leadership practices, (b) analyse what constituted such practices, (c) discuss and interpret the extent to which these practices could be said to be 'neo-colonial' or 'transformational' and, in the light of the findings, ( d) to suggest how leadership could be improved. In doing so the study utilised the postcolonial lens and Bass's (1985) transformational leadership lens to investigate, analyse and interpret the leadership practices of the leaders.
A qualitative case study approach was used in this study. In determining the nature and impact of the leadership practices three different groups of people were interviewed; six leaders, twelve subordinates who were close to the leaders who are referred to in the dissertation as 'close subordinates', and seven subordinates who were not close to the leaders who are referred to in the dissertation as 'distant subordinates'.
The study found that the distant subordinates experienced leadership negatively. They experienced some aspects of leadership as hierarchical, protective, unfair, abusive, exploitative, destructive and suppressive, but the close subordinates experienced leadership from the same leaders as being positive. The close subordinates perceived that their leaders exhibited transformational leadership practices and influenced them to perform their tasks better by acting in ways which gained their respect, trust and confidence, by living their ideals, by inspiring them, by stimulating their intellectual capacity, by coaching and developing them, by setting high expectations, by rewarding them and by correcting them. The leaders felt that they were practising a positive type of leadership, and seemed unaware that there was discontent among the distant subordinates about some aspects of their leadership. The dissertation demonstrated that these negative practices can be interpreted as neo-colonial, and the positive practices as transformational in the sense which Bass (1985) uses the word in his leadership theory. However, the dissertation proposes modifying 'transformational' to show that while the practices may have created positive inter-personal relationships between the leaders and their close subordinates, they were not transformational in the broader sense of positively influencing changes in the structure and outcomes of the Department of Education.
These results suggest that neo-colonial leadership practices restrict the leaders from becoming transformational. In addition, these results suggest that the department's inherited system of leadership still retains many of the negative features of the colonial system. This is consistent with the theory that independent postcolonial states are colonial constructs, and many neo-colonial practices continue in them. In practice, these results indicate serious weaknesses within the inherited system of leadership. These must be exposed, deconstructed and reconstructed in order to improve leadership practices within the department. The results also suggest that within an oppressive inherited system, there are some transformational leaders who are influential enough to motivate staff to attend to the day to day requirements of their jobs. However, they are not strong enough, and are too few in number to transform the leadership of the department and to motivate officers to perform beyond expectations. What can be said is that the identified influential leadership practices of the six leaders and their range of leadership styles indicate there is some potential upon which to build the ideals of transformational leadership.
In order that the leadership practices and leadership culture of the department may be improved, the study recommends that the Top Management Team of the department takes a leading role in facilitating the planning and implementation of leadership training and coaching programmes at multiple levels of the department; individual leaders, groups, teams and department. These training and coaching programmes should be based on Bass's (1985) transformational leadership model but could incorporate other appropriate leadership theories and models. This training should be ongoing, long term, take place within the Department of Education context, be conducted simultaneously across levels, and follow the leadership development cycle from awareness, to application, to adoption and alignment. It is through strategic leadership development and coaching interventions at multiple levels that leadership of the department could be transformed.
33
Webster, Thomas. "Globalisation of education policies the extent of external influences on contemporary universal primary education policies in Papua New Guinea /." Port Moresby : University of Papua New Guinea Press, 2000. http://catalog.hathitrust.org/api/volumes/oclc/46866452.html.
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Tapo, Michael Francis. "National standards/local implementation: Case studies of differing perceptions of national education standards in Papua New Guinea." Thesis, Queensland University of Technology, 2004. https://eprints.qut.edu.au/15919/2/Michael%20Tapo%20Thesis.pdf.
Full textAbstract:
This research investigated teachers'perceptions, understandings and implementation of education standards in elementary and primary schools in Papua New Guinea. The main research question and two sub-questions were designed to explore teachers' perceptions and understanding of national standards. This exploration engaged teachers in identifying factors which they believed influenced their professional work. This study also explored stakeholders' perceptions of teachers' interpretations of national education standards.
This study adopted social constructivist epistemology, symbolic interactionism, and ethnographic case study methodology. This provided the basis for its theoretical framework to purposefully understand human interactions within their culture and context. Social constructivism accommodates situated learning, a conceptual framework which was adapted to interrogate understanding and implementation of national education standards. A variety of research methods were used to elicit teachers' and stakeholders' perceptions and experiences of their professional world. These methods included in-depth interviews, focus group discussions, documentary analysis, field notes and observations. Most of the focus group discussions engaged participants to "tell their stories", thus storytelling became an avenue for eliciting teachers' and stakeholders'perceptions. Workshops conducted for teachers became another important strategy for data collection.
Two schools, one rural and one urban, became case studies to understand national education standards as an external phenomenon. A total of 595 participants were involved in this study including teachers and pupils, parents and community members, school board members, members of curriculum committees, and policy makers.
The study found numerous contextual factors influenced teachers' understandings, interpretation and implementation of standards at the school level. Foremost, teachers' own knowledge of formal education standards was deficient thus influencing their commitment to and enthusiasm in their professional work. Teachers' content knowledge and pedagogical skills influenced their ability to translate content standards into clear benchmarks for pupils' learning. The absence of effective monitoring systems of teachers' performance contributed to pupils' superficial assessment reports and of uncoordinated mastery of subject content and performance skills. The absence of effective school leadership affected teachers' commitment, attitudes and professionalism. This generated a culture of isolationism acute in both schools. Teachers were performing to hierarchically externally imposed requirements, and in the process, overlooked essential knowledge and skills that were needed to improve quality of students' learning.
The national education standards are an inherited policy from the colonial administration. This study found that successful implementation of education standards is highly dependent on the social and cultural expectations of Papua New Guinea's rapidly changing society. At the local level, education standards are highly influenced by teachers' professionalism, provincial education boards and community expectations. This is compounded by the mismatch of priorities and policies between the national and provincial education divisions. Such a practice impacts negatively on the successful implementation of educational reform agendas.
The study implies that a reconsideration of national education standards is necessary. This process will involve a rethinking of teacher education programmes, dismantling previous assumptions of national standards and local implementation, and accommodating challenges presented by economic, political, social and cultural change in Papua New Guinea.
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Tapo, Michael Francis. "National standards/local implementation: case studies of differing perceptions of national education standards in Papua New Guinea." Queensland University of Technology, 2004. http://eprints.qut.edu.au/15919/.
Full textAbstract:
This research investigated teachers'perceptions, understandings and implementation of education standards in elementary and primary schools in Papua New Guinea. The main research question and two sub-questions were designed to explore teachers' perceptions and understanding of national standards. This exploration engaged teachers in identifying factors which they believed influenced their professional work. This study also explored stakeholders' perceptions of teachers' interpretations of national education standards. This study adopted social constructivist epistemology, symbolic interactionism, and ethnographic case study methodology. This provided the basis for its theoretical framework to purposefully understand human interactions within their culture and context. Social constructivism accommodates situated learning, a conceptual framework which was adapted to interrogate understanding and implementation of national education standards. A variety of research methods were used to elicit teachers' and stakeholders' perceptions and experiences of their professional world. These methods included in-depth interviews, focus group discussions, documentary analysis, field notes and observations. Most of the focus group discussions engaged participants to "tell their stories", thus storytelling became an avenue for eliciting teachers' and stakeholders'perceptions. Workshops conducted for teachers became another important strategy for data collection. Two schools, one rural and one urban, became case studies to understand national education standards as an external phenomenon. A total of 595 participants were involved in this study including teachers and pupils, parents and community members, school board members, members of curriculum committees, and policy makers. The study found numerous contextual factors influenced teachers' understandings, interpretation and implementation of standards at the school level. Foremost, teachers' own knowledge of formal education standards was deficient thus influencing their commitment to and enthusiasm in their professional work. Teachers' content knowledge and pedagogical skills influenced their ability to translate content standards into clear benchmarks for pupils' learning. The absence of effective monitoring systems of teachers' performance contributed to pupils' superficial assessment reports and of uncoordinated mastery of subject content and performance skills. The absence of effective school leadership affected teachers' commitment, attitudes and professionalism. This generated a culture of isolationism acute in both schools. Teachers were performing to hierarchically externally imposed requirements, and in the process, overlooked essential knowledge and skills that were needed to improve quality of students' learning. The national education standards are an inherited policy from the colonial administration. This study found that successful implementation of education standards is highly dependent on the social and cultural expectations of Papua New Guinea's rapidly changing society. At the local level, education standards are highly influenced by teachers' professionalism, provincial education boards and community expectations. This is compounded by the mismatch of priorities and policies between the national and provincial education divisions. Such a practice impacts negatively on the successful implementation of educational reform agendas. The study implies that a reconsideration of national education standards is necessary. This process will involve a rethinking of teacher education programmes, dismantling previous assumptions of national standards and local implementation, and accommodating challenges presented by economic, political, social and cultural change in Papua New Guinea.
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Peter, Esley Tiale. "The assessment of the effectiveness of a private sector extension model for smallholder men and women in Papua New Guinea." Thesis, Curtin University, 2021. http://hdl.handle.net/20.500.11937/88816.
Full textAbstract:
The Cocoa Pod Borer (CPB) (Conopomorpha cramerella) currently threatens PNG's cocoa industry. Traditional extension approaches have been unable to stop the decline in smallholder production. The thesis argues that effective management of CPB requires new and more holistic
extension approaches to encourage cocoa farming families to continue with cocoa. his study examined a new private sector-smallholder partnership initiated by a major cocoa Texporter, which was found to provide several benefits to smallholder farmers.
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Smith, Pauline. "Selected canonical issues involved in establishing the Sisters of Mercy in Papua New Guinea as a separate congregation." Theological Research Exchange Network (TREN), 1993. http://www.tren.com.
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Ryan, Sean William. "The role of status hierarchies and resource allocation on education attainment of Papua New Guinea oil palm smallholders." Thesis, Curtin University, 2015. http://hdl.handle.net/20.500.11937/1285.
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This thesis examines resource allocation among co-resident households in three oil palm growing regions of Papua New Guinea to better understand status hierarchies that control investment in education. The results show not all families co-resident on the smallholder blocks participate equally in oil palm production, resulting in unequal education attainment amongst households, as smallholders increasingly pursue individual income strategies. These findings are significant given that education attainment is a critical development outcome.
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Waldrip, Bruce Gordon. "A study of achievement, attitudes, teaching practices and learning environments in secondary school science laboratory classes in Papua New Guinea." Thesis, Curtin University, 1994. http://hdl.handle.net/20.500.11937/1320.
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The study combined qualitative methods (observation, interview and case study techniques) and quantitative methods (use of questionnaire and survey instruments) methods to (a) identify and describe current teaching practices in Papua New Guinea (PNG) secondary science laboratory classrooms; (b) investigate the effect of specific teaching practices on academic success on an external science achievement examinaton; and (c) investigate whether an educational productivity model for investigating factors associated with learning is applicable to a developing country context, namely, PNG. Analysis of data from 3,182 Papua New Guinea secondary students, generated revealed similar science laboratory learning environments across most high schools with Open-Endedness having the lowest score. Overall students' attitudes towards science were favourable, with boys having a more favourable attitudes than girls. Multivariate analyses showed that science academic achievement, science practical achievement and attitudes were related to quality and quantity of instruction, the science laboratory learning environment and gender. As in similar studies in other countries, male students performed significantly better than female students in external science achievement examinations. But female students achieved significantly better on a practical science process test. Finally, the study identified some specific aspects of current teaching practices in a developing country context, involving science learning environments and students' attitudes towards science.
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Hamago, Matilda Rondy. "The role and impact of female extension officers on the participation of women in export crop production in Papua New Guinea." Thesis, Curtin University, 2019. http://hdl.handle.net/20.500.11937/76109.
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The study investigated the roles and impact of female extension officers on the participation of smallholder women farmers in the production of Papua New Guinea’s major export commodity crops of cocoa, coffee and oil palm. The study found that female extension officers in the different commodity crops experienced different forms of gender bias, but when such biases were addressed women farmers were empowered to participate more fully in agricultural development.
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Pauka, Soikava. "The use of traditional knowledge in understanding natural phenomena in the Gulf Province of Papua New Guinea." Thesis, Curtin University, 2001. http://hdl.handle.net/20.500.11937/2603.
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This study used qualitative (interviews) and quantitative methods (questionnaires) to investigate and describe (a) Papua New Guinea (PNG) village elders' traditional ideas and beliefs on natural phenomena, (b) PNG secondary school student's traditional science beliefs, (c) the sources of PNG secondary school students' explanations of natural phenomena, (d) the types of explanations PNG secondary school students provide to describe natural phenomena, and the views of science teachers and curriculum officers on the inclusion of traditional knowledge in the science curriculum.. Analysis of data included interviews with eight village elders and completed questionnaires from approximately 200 secondary school students in one rural provincial high school in the Gulf Province. Village elders' beliefs were analysed and categorised into (a) spirits, magic spells and sorcery, (b) Christianity, (c) personal experience, and (d) modern science. Secondary school students' sources of explanations were based on what they have heard at (a) home, (b) in the family and village, (c) in church and (d) from school. Approximately half of the secondary school students strongly hold on to traditional beliefs while learning formal school science and these were related to spirits, magic spells and sorcery that were similar to those of the village elders. Students also used scientific explanations of natural phenomena based on their learning in school and from their own personal experiences and interactions with the physical world.Interviews with science teachers and curriculum officers supported the need to include traditional knowledge in the science curricula. The study identified students holding both traditional and scientific explanations of natural phenomena. There is both a need and value for traditional knowledge being incorporated in science education programs that harmonise with school science. The thesis concludes with six recommendations to bring these ideas to fruition.
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Waldrip, Bruce Gordon. "A study of achievement, attitudes, teaching practices and learning environments in secondary school science laboratory classes in Papua New Guinea." Curtin University of Technology, Science and Mathematics Education Centre, 1994. http://espace.library.curtin.edu.au:80/R/?func=dbin-jump-full&object_id=14799.
Full textAbstract:
The study combined qualitative methods (observation, interview and case study techniques) and quantitative methods (use of questionnaire and survey instruments) methods to (a) identify and describe current teaching practices in Papua New Guinea (PNG) secondary science laboratory classrooms; (b) investigate the effect of specific teaching practices on academic success on an external science achievement examinaton; and (c) investigate whether an educational productivity model for investigating factors associated with learning is applicable to a developing country context, namely, PNG. Analysis of data from 3,182 Papua New Guinea secondary students, generated revealed similar science laboratory learning environments across most high schools with Open-Endedness having the lowest score. Overall students' attitudes towards science were favourable, with boys having a more favourable attitudes than girls. Multivariate analyses showed that science academic achievement, science practical achievement and attitudes were related to quality and quantity of instruction, the science laboratory learning environment and gender. As in similar studies in other countries, male students performed significantly better than female students in external science achievement examinations. But female students achieved significantly better on a practical science process test. Finally, the study identified some specific aspects of current teaching practices in a developing country context, involving science learning environments and students' attitudes towards science.
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Hahambu, Casper Mapua Edson. "Perspectives of teaching in Papua New Guinea : a case study of elementary teacher trainers and their mentors." Thesis, Queensland University of Technology, 2011. https://eprints.qut.edu.au/47600/1/Casper_Hahambu_Thesis.pdf.
Full textAbstract:
Global and national agenda for quality education led to reform in Papua New Guinea (PNG) based on the provision of quality basic education. “Education for All” (EFA) is a worldwide emphasis on the review and restructure of existing curriculum and teacher training programs to provide quality education and quality life. The provision of quality education is seen as an investment in developing countries including PNG. Quality education is facilitated through structural and curriculum reform, and teacher education programs. One such influence on quality education in teacher education relates to perspectives of teaching. Existing research shows teachers’ beliefs and perceptions of teaching influence their practice (Kember & Kwan, 2000; Prosser & Trigwell, 2004). However, there is no research focusing on perspectives of teaching for elementary education in PNG.
This single exploratory case study (Yin, 2009) investigated the perspectives of teaching of eighteen elementary teacher trainers and their five mentors in the context of an Australian university Bachelor of Early Childhood (in teacher education) degree programme. The study drew on an interpretivist paradigm to analyse journals, semi-structured interviews and course planning documents using a thematic approach to data analysis (Braun & Clark, 2006).
The findings revealed that participants held perspectives of teaching related to teaching children and teaching adults. The perspective of teaching children described by the trainers and mentors was learning-centred (the focus is on what the teacher does); while the perspective of teaching adults was both learning-centred and learner-centred (the focus is on what the learner does). The learning-centred perspective is at odds with the learner-centred perspective espoused in the PNG reform. The perspectives of teaching adults reflected a culturally nuanced view; providing insights about how teaching and learning are understood in different sociocultural contexts. Based on these findings, the study proposes a perspective of teaching for elementary education in PNG known as culturally connected teaching. This perspective enables the co-existence of both the learning-centred and learner-centred perspectives of teaching in the PNG cultural context. This perspective has implications for teacher training and the communities involved in elementary education.
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Hynum, Barbara J. "Indigenously authored and illustrated literature: An answer to esoteric notions of literacy among the Numanggang adults of Papua New Guinea." CSUSB ScholarWorks, 1999. https://scholarworks.lib.csusb.edu/etd-project/1719.
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Pauka, Soikava. "The use of traditional knowledge in understanding natural phenomena in the Gulf Province of Papua New Guinea." Curtin University of Technology, Science and Mathematics Education Centre, 2001. http://espace.library.curtin.edu.au:80/R/?func=dbin-jump-full&object_id=13355.
Full textAbstract:
This study used qualitative (interviews) and quantitative methods (questionnaires) to investigate and describe (a) Papua New Guinea (PNG) village elders' traditional ideas and beliefs on natural phenomena, (b) PNG secondary school student's traditional science beliefs, (c) the sources of PNG secondary school students' explanations of natural phenomena, (d) the types of explanations PNG secondary school students provide to describe natural phenomena, and the views of science teachers and curriculum officers on the inclusion of traditional knowledge in the science curriculum.. Analysis of data included interviews with eight village elders and completed questionnaires from approximately 200 secondary school students in one rural provincial high school in the Gulf Province. Village elders' beliefs were analysed and categorised into (a) spirits, magic spells and sorcery, (b) Christianity, (c) personal experience, and (d) modern science. Secondary school students' sources of explanations were based on what they have heard at (a) home, (b) in the family and village, (c) in church and (d) from school. Approximately half of the secondary school students strongly hold on to traditional beliefs while learning formal school science and these were related to spirits, magic spells and sorcery that were similar to those of the village elders. Students also used scientific explanations of natural phenomena based on their learning in school and from their own personal experiences and interactions with the physical world.Interviews with science teachers and curriculum officers supported the need to include traditional knowledge in the science curricula. The study identified students holding both traditional and scientific explanations of natural phenomena. There is both a need and value for traditional knowledge being incorporated in science education programs that harmonise with school science. The thesis concludes with six recommendations to bring these ideas to fruition.
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Rombo, John Longo. "School cultural features and practices that influence inclusive education in Papua New Guinea a consideration of schools in Southern Highlands Province /." The University of Waikato, 2007. http://hdl.handle.net/10289/2387.
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Inclusive education is a recent phenomenon in the education system in Papua New Guinea. It is about giving equal educational opportunities to all children, whether with disabilities or not in the regular school or classroom. Schools are considered as social institutions that should endeavour to enhance all children's lives through appropriate teaching and learning practices. However, the school culture, which is generally defined as 'how things are done here' is vital for the promotion of inclusive practices. The main aim of this study was to identify the school cultural features and practices that influenced or did not influence inclusive education, and the impact on inclusion. Teachers and school administrators appeared to play a vital role in enhancing inclusive practices through their practices. The study was based on an interpretive/naturalistic research paradigm, the qualitative research approach and the case study methodology. Four schools were studied and categorised as rural and urban settings. The main purpose of categorisation was to identify some similarities and differences in terms of how inclusion was promoted in these schools. Teachers and school administrators were chosen as the main participants. The primary source of data collection was semi-structured interviews. Interview questions were developed for both teachers and school administrators respectively. A non-participant observation method was used as a support instrument to collect more data from selected research participants based on the preliminary interview data. The results suggested the existence of four broad school cultural features and practices. These included staff understanding of special and inclusive education concepts, leadership and organisation, school cultural features/practices and implications for staff, and policies. Teachers and school administrators appeared to have limited knowledge and understanding about what constitutes special and inclusive education practices. However, the school leadership, collaboration and inspection practices minimally influenced inclusive practices. At the same time other school cultural features such as the outcomes-based education curriculum and ecological assessment seemed to have the potential to influence the outcomes of the process of inclusion. The results suggest the value of Callan Services as a school support service agency to influence inclusive education in the Southern Highlands Province. It was noted that children with disabilities were already part of the education system. Though the teachers and school administrators claimed this to be inclusive education, according to the literature this was a manifestation of functional mainstreaming practices. The teachers and school administrators and the Department of Education at the provincial and national levels appeared to take less responsibility in disseminating information pertaining to inclusive practices. The teachers and school administrators received limited support and information from the national and provincial Departments of Education. Therefore, the special education policies developed at the national level had not trickled down to the school level. This situation created a gap between inclusive education policy and practice. One of the major channels of communication and connection was through the inspectors and their inspection practices, but this appeared to have been under-utilised.
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White, J. M. "Education, economic development and social change in Papua New Guinea : A study of households' educational strategies in the Rai Coast District." Thesis, University of Reading, 1986. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.373769.
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Drawii, Judy Tatu. "Cult on the rise? Students' perspectives on cult issues in secondary and national high schools in Papua New Guinea." The University of Waikato, 2008. http://hdl.handle.net/10289/2239.
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In the last five years there has been a dramatic increase in perceived levels of antisocial behaviour amongst students in Secondary and National High schools in Papua New Guinea. Certain events have caught the public's attention, such as the burning down of school buildings and reports of Satanic worship. Despite widespread concern, there seems to be little understanding of why such problems are occurring and no systematic studies to estimate the exact extent of such behaviours or their underlying cause. The main objective of this study was to collect information about the students' perspectives on the nature and extent of these perceived problems. For ethical reasons, and with regard to ease of access to participants within the time frame of the study, data were collected from the first year student teachers at Madang Teachers' College, Papua New Guinea, who had been Secondary/National High school students only a few months previously. As this was an exploratory investigation, and it was not known whether participants would feel more at ease talking one-on-one with the researcher or in groups, two methodologies were used: focus group discussions and individual interviews. The research was conducted over a period of three weeks in June 2007, and involved a total of 21 participants (three focus groups of five, five and six people respectively, and six individual interviewees, one of whom also joined a group). The main findings to emerge from these discussions were as follows. First, the participants explained their own and other students' behaviour in terms of exploring old and new traditions of school life. Second, although several participants reported knowledge of supernatural practices, many of the group activities described in the discussions were normal activities among peer cliques that provided a sense of belonging and positive support for school achievement. There were no major differences in the stories told by male and female participants, and no obvious differences in the type of information provided under different research conditions. There was some disagreement among participants as to whether or not school authorities should take strong action to eliminate the possibility of cult practices. The findings are interpreted with reference to both Western psychological ideas about the nature of adolescence, and to local traditions, practices, and understandings of lifespan development. In particular, the notion of 'searching for identity' stands out in these accounts of student behaviour. This was an exploratory study and not designed to yield results that provide an overall picture of the situation in the Secondary/National High schools of Papua New Guinea. Nevertheless, participants' reports did relate to events experienced in the majority of PNG Secondary and National High schools, and some recommendations are tentatively offered.
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Kombra, Uke Wikai N. "Front page schools, back page schools : a case study of factors perceived to affect academic performance in five Papua New Guinea secondary schools." Thesis, Queensland University of Technology, 2011. https://eprints.qut.edu.au/52643/1/Uke_Kombra_Thesis.pdf.
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Papua New Guinea has reformed its colonial established education system and made huge investments with the help of donors to achieve equal access and quality education for all its citizens. Despite this national aspiration and these policy reforms and investments, secondary schools that enrol grade 9 students who are relatively equal in education ability show huge disparities in their grade 10 academic performances. This study examined perceptions of students, teachers and principals regarding factors affecting the disparity in academic performance in the context of a developing country. The central question for the study is: What are the perceptions of students and teachers of the factors that affect disparities in secondary schools' academic performance?
This qualitative case study involved two high and three low academic performing secondary schools in Western Highlands Province of Papua New Guinea. Primary data were collected through focus groups and semi-structured interviews involving 112 participants. Students and teachers are key participants in this study, as it intends to find out the realities of schools, yet they are an under-researched group. A postcolonial and sense of community conceptual framework was developed for the analysis of the participants. perceptions. In addition, scholarship on school effectiveness and equity in education informed the interpretation of the findings.
Three themes were evident in participants. views. First, participants expressed their view that differences in academic performance were related to the adequacy and equitability of resources. The inequities in resource inputs led some of them to coin the metaphor of .back page and front page. schools. Second, many expressed the view that deficiencies in implementing bilingual education, given the difficulty of catering for 800 vernacular languages, contribute to poor English proficiency and subsequent poor academic performance. Finally, participants believed that, in order to have a positive school culture, it is necessary for educators to recognise and respect contemporary students. identities, communal/tribal membership and needs.
This study has implications for national education policy on resource allocation to address equality and equity, bilingual education and teacher education. Moreover, as the study found that high academic performance in this context is also influenced by intra-school social relationships, these relationships need to be nurtured. When appropriately nurtured, they become an important factor in sustaining quality education for all secondary school students. This thesis has laid the foundations for further research and invites further investigations into policy and implementation of school reforms aimed at improving academic achievement.
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Flaherty, Teresa Anne. "The history of Sisters of Mercy in Papua New Guinea (1956-2006): within the tradition of women called to Gospel discipleship and Christian mission." Thesis, Australian Catholic University, 2013. https://acuresearchbank.acu.edu.au/download/1359b4a98eae1829697603e07aeac35df5f25aa98b31d6e769a4d4412b077af4/48163259/FLAHERTY2013.pdf.
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Scriptural and theological perspectives reveal that women were called to discipleship and mission in the gospels and in the early church as portrayed in the New Testament. While emphasising the essential relationship between the ‘constants’ of church teaching and the immediate historical and cultural settings in their overview of the church in its call to universal mission, Bevans & Schroeder, in Constants in Context, identified the ‘liberating and transformative model’ as one of crucial significance. This early model was eventually re-emphasised through the renewed theology of Vatican II. Despite their authentic roles being subject to misrepresentation or obliteration in canonical and historical writings, women have continued as disciples and agents of mission. The second phase of the thesis outlines the historical antecedents leading to the post-World War II missionary engagement of the Australian Sisters of Mercy in the late colonial stage in what was then the Territory of New Guinea under Australian administration. This soon became the independent nation of Papua New Guinea (1975). A selective portrayal of women as agents of mission shows new ministerial models of women religious originating in post-revolutionary France. The spread of this movement in the nineteenth century is noted in relation to a) the founding traditions of the Sisters of Mercy in Ireland and their expansion and consolidation in Australia and b) the founding of missionary institutes, in particular, the Divine Word missionaries, whose early field of evangelisation was New Guinea. Twentieth century papal initiatives called for religious men and women, whose institutes were not primarily devoted to foreign missions, to be co-workers in mission, particularly in the Pacific. This appeal found a willing response among the Australian Sisters of Mercy who had recently, in response to church directives, reorganised their various congregations into Union and Federation canonical structures. The history of the Sisters of Mercy in Papua New Guinea (1956-2006) proceeds within the foundational context of the first two stages. The Sisters of Mercy, initially working in dioceses administered by the Divine Word Missionaries, eventually extended to other dioceses in the new nation. Research data are used from relevant archives, recorded in-depth interviews with Australian and Papua New Guinean Mercy Sisters and key consultants, as well as my own personal experience as a Sister of Mercy in Papua New Guinea (1964-2003). To reflect the changing contexts of mission, the findings are presented in three time-frames, 1956-69, 1970-81 and 1982-2006. This exploration shows that, following their founding traditions in a liberating and transformative paradigm as modelled in the New Testament and re-defined in Vatican II, the expatriate and indigenous sisters were challenged to new forms of initiative, adaptability, flexibility, mobility and collaboration as they branched out into emerging ministries. As they reached out in mission they were reciprocally enriched within changing social and multi-cultural contexts. As disciples of Jesus, they experienced the cycle of joys and sorrows in their own lives and in the lives of those with whom they stood in solidarity. In conclusion, the founding traditions expressed within a particular liberating and transformative model sustained the Sisters of Mercy as agents in mission in changing Melanesian (and global) contexts. These traditions are revisited in the light of contemporary theology, both of mission and of religious life.