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1.
Grant W. Walton 《教育政策杂志》2019,34(2):174-194
Policies aimed at both reducing the costs associated with schooling (particularly through fee-free education) and decentralising responsibility for education delivery have become a central part of international education doctrine. This article draws on the ‘politics of scale’ literature to highlight how these education reforms are contested at different scales, in turn leading to uneven administrative and material outcomes. It examines education policy reforms in Papua New Guinea, which have – contra international trends – sidelined non-state actors and strengthened the state’s role in managing education services. National fee-free education policy has been contested at different administrative scales. Church administrators have rallied (without much success) at national directives; subnational administrators and politicians have had greater success, rolling back some aspects of national policy; while local-level schools have employed their own tactics to resist national fee-free education policy. In turn, this case study highlights how fee-free educational policy shapes and is shaped by conflict at multiple administrative scales. The article’s findings have implications for debates about the relationship between fee-free education and decentralisation policies. 相似文献
2.
《International Journal of Educational Development》1996,16(1):41-51
This paper presents a critical analysis of, and a practical response to, teacher education imperatives shaping the politics, policy, structure and operation of Community Teachers Colleges in Papua New Guinea today. Present Papua New Guinea educational realities call for a rethinking of the political socialisation that has characterised Community Teachers Colleges in the past. The evidence suggests that the predominantly unreflective (basic skills/behavioural objectives), centralised approach which has come to characterise the administration of Teachers Colleges, inhibits the capacity of teacher educators for the now essential task of developing ‘critical and analytical thinking’ in relation to college governance and program development and delivery. The approach taken to professional development is that of the Papua New Guinea (Primary) Teachers College Lecturers Professional Development Project (1990-94), in which critical understandings are developed in relation to the current and emerging needs and demands on Teachers College graduates. The Project approach has been developed so that Project experiences can be transformed into a self-sustaining professional development cycle. 相似文献
3.
Graham Vulliamy 《International Journal of Educational Development》1984,4(3):251-254
Crossley's article deliberately highlights the hazards of a pilot project strategy for implementing educational reform. However, important strengths of such a strategy need also to he addressed to provide a balanced assessment for policy-makers. Pilot projects, if realistically evaluated, can help avoid the costly system-wide adoption of impractical reforms. They also allow more attention to be paid to the actual implementation of a policy, together with research into that implementation process. In some circumstances, they provide the only pragmatic possibilities for reform. Research into the Secondary Schools Community Extension Project in Papua New Guinea usefully exemplifies both the strengths and weaknesses of a pilot project strategy. 相似文献
4.
Juliana Mohok McLaughlin 《Asia Pacific Journal of Education》2005,25(2):193-208
This paper explores the social and educational implications of the Secondary Schools Scholarship Project (SSSP) in which Australia gave over 1,000 adolescents from Papua New Guinea three-year scholarships to study in Australian high schools. Drawing from postcolonial theory, the paper uses concepts of ambivalence, hybridity, hegemony, contradiction, and national discourse to analyse an array of issues which would not be in the purview of dependency theory. These issues include not only the cultural “border-crossings” and tensions experienced by the Papua New Guinean scholarship winners during their Australian sojourn and return to Papua New Guinea, but also the complex ambiguities in the outcomes and implications of a foreign aid project for a decolonising country. The scholarship programme illustrates the politics of foreign aid in education, including the contradictions of receiving aid from a donor country which is garnering substantial benefits from the recipient country, and the complexity of the postcolonial challenge of utilising this aid in a way that meets national educational goals in a globalising world. 相似文献
5.
Webster Thomas 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》1997,43(1):5-23
The article describes the structure and operations of a computer simulation programme used in Papua New Guinea that was developed with technical assistance from UNESCO. By establishing baseline data on student enrolments, teacher posts and costs of education at different levels, the model can be used to simulate various policies under consideration and provides output on the likely effects on student flows, teacher requirements and total costs over a ten-year period. The article describes the operations of the primary school model and highlights some of the policy options that can be simulated. It is country-specific but the purpose is to inform readers of how such a programme is helping planners to improve planning and policy-making in a developing country. The author, from Papua New Guinea, worked closely with the UNESCO expert in building the model. 相似文献
6.
Mr W P Palmer 《Research in Science Education》1990,20(1):240-248
This paper presents a science/science education bibliography, to assist science educationalists interested in Papua New Guinea.
392 articles were reviewed. The bibliography was then categorised in a number of ways to indicate patterns of research productivity
in various areas of science education, and at different levels of education. A questionnaire was devised to obtain information
from former and current researchers in the field about their own contributions. This exercise produced some surprising information
about science education research in Papua New Guinea.
Specializations: science teacher education, chemical education, science education in developing countries, educational issues. 相似文献
7.
《Teaching and Teacher Education》1996,12(3):285-301
The single most important factor to improve the quality of education in a developing country appears to be increased general and professional education of teachers. Initially, it seems that this may be appropriately addressed in the teachers' colleges. However, the teacher educators themselves, often have received their own education either from the universities of developed countries or from “expert” expatriates at home. Often the result has been an adapted western curriculum being offered in the teachers' colleges, which is inappropriate to the student teachers. As a means of obtaining increased insight into a developing country's context, this study sought to gain some understanding of how Papua New Guinea teacher educators and inservice teachers negotiate their western higher education at the University of Papua New Guinea. This may provide assistance to expatriate educators to provide an educational experience that addresses student learning needs with appropriate process and content. 相似文献
8.
Margaret Zeegers 《Asia-Pacific Journal of Teacher Education》2005,33(2):135-146
This article explores community (primary) school teacher education in the subject, English, at a Papua New Guinea (PNG) teachers' college as manifested in end‐of‐year English lessons in practicum rounds of pre‐service community school teachers. English is the official language overlaid on 700 indigenous languages in this country where reconstructionism informs policy decisions. Given this, the importance of success in English in schools is not to be underestimated. The research focuses on the implementation the knowledge, skills, strategies and materials acquired by pre‐service English teachers in a coastal province in PNG in the context of a number of public statements on educational policy and practice. It examines the impact of these as indicated in lesson plans and supervisors' reports. 相似文献
9.
《International Journal of Educational Development》1996,16(2):141-146
This paper presents and discusses the policy implications of a survey conducted in a Papua New Guinea Highlands town from the point of view of education system external efficiency as measured by market outcomes. The study deals with informal as well as formal sector incomes, and with academic achievement as well as attainment, and attempts to isolate the productivity-enhancing contributions of individual academic subjects at the lower secondary level. 相似文献
10.
Michael Crossley 《International Journal of Educational Development》1984,4(3):245-250
Pilot projects are increasingly adopted for the generation and promotion of educational innovations. Such small-scale initiatives can be most helpful during the early stages of educational reform, but, unless sufficient care is taken in their formulation, they can contribute to the emergence of unrealistic and over-optimistic proposals for project expansion. While not opposing the movement towards pilot projects, this paper draws attention to the hazards of such means of intervention by considering their potential for ‘relevance education’ initiatives in developing countries. The argument is supported by recent empirically-grounded research carried out on the Secondary Schools Community Extension Project in Papua New Guinea. 相似文献
11.
《师资教育杂志》2012,38(2):120-132
Recent years have witnessed considerable growth of emphasis in the inservice education and training of educational personnel. It has come to be generally accepted that the pace of social and educational change makes preservice training an inadequate basis for long‐term professional competence, and that inservice training is an essential instrument for updating and upgrading staff. In contrast to preservice training, inservice courses can often be more easily related to the practicalities of the education profession, and several models of inservice training avoid removing staff from the workforce. Inservice practices are not usually without problems, however, many of which may be logistical and financial constraints arising from the decision to cater for trainees in their workplaces rather than in one central location. This paper highlights some of these issues by reference to the experience of several less developed countries, and in particular by reference to practices in Papua New Guinea. For over a decade, university inservice courses have been organized in Papua New Guinea for school teachers and a variety of educational administrators. These programmes were developed independently of ‘main stream’ thinking on INSET, but analysis of their operation within a more general and contemporary theoretical context sheds useful light on issues of international interest. 相似文献
12.
Although higher education systems are in a constant state of change, they are difficult for governments to reform. This paper analyzes a wide variety of country experiences in establishing mechanisms to co-ordinate the development of higher education systems, diversifying institutional financing and increasing the efficiency of public investments. Attention is drawn to the need for effective policy structures to manage higher education, to link costs of reforms to benefits such as increased opportunity, to take account of the institutional constraints to change as well as to carefully articulate educational reforms with other public policies that influence the performance of the higher education systems. 相似文献
13.
Sarah Hopkins Graham Ogle Corresponding author Lisette Kaleveld John Maurice Betty Keria William Louden 《Asia-Pacific Journal of Teacher Education》2005,33(1):77-96
Reading literacy and reading interest was examined in four primary schools in Papua New Guinea: in an international, suburban, settlement and village school. In this paper we present a summary of findings located within a local context and examine the implications as viewed through two lenses. From an ‘educational for equality’ perspective, the findings suggest a critical need to re‐evaluate the use of national testing to select children for further education and address the serious shortage of reading books in school libraries. From an ‘education for life’ perspective, the findings indicate a continuing need for community‐based actions together with innovative teacher education programs aimed at developing ways of strengthening the connections between home and school. 相似文献
14.
Michael A. Mel 《Educational Research for Policy and Practice》2007,6(3):219-228
Education in Papua New Guinea (PNG) has experienced major shifts and changes over the last decade or so under the National
Education Reform. In that context there is recognition for schools to appreciate their local contexts and conditions regarding
assessment. The National Educational Department is also aware of the fact that there is need for some level of control from
the national perspective to ensure a level playing field for assessment. Along with school–based assessment and national assessment
processes, teacher inspections and appraisal, school and curriculum observations and appraisal are also recognized as elemental
in ensuring quality control across the country. This article represents the modes and methods of assessment and quality assurance
in PNG within the context of the current policy debates and policy development on education reform. 相似文献
15.
This paper examines the current problems of educational provision in Papua New Guinea which occupied the attention of the 1991 Education Sector Review. These problems include the failure both to achieve universal primary enrolment and to retain primary children entrants over the six year cycle, the limited uptake of upper secondary and higher education opportunities, especially by girls, and the inadequacy of present arrangements for vocational education. The proposals of the 1991 Review are then described concentrating on changes to the educational structure, reforms in the primary school curriculum and the changes, which have already been initiated, to the length and organization of teacher training. 相似文献
16.
Geoff Berry 《Asia-Pacific Journal of Teacher Education》1994,22(2):177-188
Community school personnel in Papua New Guinea are expected to undertake an increasingly complex leadership role in making education more relevant to the needs of the community, yet current administrative training does not acknowledge this leadership perspective. In the light of this changing role, the current model for the in‐service development of community school leaders in Papua New Guinea appears limited theoretically. This is because existing programmes are inadequate epistemologically and do not fully equip community school leaders with the knowledge required to cope with educational change. Existing programmes are based on a technical rationality which serves bureaucratic purposes rather than contributing to teacher empowerment and organisational reward. A new approach is required which recognises the increasing complexities of community school leadership and which links leadership training with the process of professional development. 相似文献
17.
This article discusses influences of Education for All (EFA) and the education Millennium Development Goals (MDGs) on education policies in the Pacific sub-region in the context of ongoing ‘post-2015 development agenda’ deliberations, focusing on Papua New Guinea and Vanuatu. It is based on doctoral work undertaken as a component of an Australian Research Council Linkage grant, partially supported by the former Australian Agency for International Development (AusAID), and continuing postdoctoral research.Pacific postcolonial nations’ engagement with EFA and the MDGs was compared through a critical discourse analysis of multi-scalar education policy formation processes. The research identified paradoxical influences of global approaches, and multi-level processes. While such frameworks at once facilitated educational debate and legitimized broader education policy participation, they also supported a status quo in mainstream donor and state dominance of educational development agendas. There is some evidence of wider national participation in the emerging ‘post-2015′ policy processes, but the extent of its influence on multi-level policy deliberations globally and regionally is yet to be seen. Many of the education issues currently being raised in both nations, and regionally, have endured since colonial occupation and independence. This article focuses on educational relevance and gender issues in education, and positions them in relation to the concept of ownership within post-colonial political dynamics and multilevel discursive contexts for participation, which I interpret as being of continued importance to understanding these enduring education concerns. 相似文献
18.
This paper explores the Westernization of academic quality within the Papua New Guinea higher education system and the hybridity of the university sector where different actors force knowledge to be created for the needs of a small, formal economy, rather than for the development needs of the country. The country has yet to find a system that best responds to its educational needs; several models have been put into practice but without significant results. The approach that the PNG higher education institutes have taken, continuing the colonial tradition, builds on and is reinforced by the new international trends in higher education that follow the market needs, giving a false guarantee that HE is contributing to the economic growth of the country. Colonial legacies and neo‐colonial practices provide the conceptual framework. 相似文献
19.
Helen Geissinger 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》1997,43(5-6):423-438
Papua New Guinea is a developing country which gained its independence from Australia in 1975. Many of its educational structures inherited from the time of the early missions and the colonial administration influence the practices of today. Women have not advanced in the new country as far as was prophesied in the early 1970s leading up to Independence. Although the current poor economic conditions have some effect on women's advancement, the difficulties they face in even obtaining a basic education form one of the major factors which hinder their progress. This paper describes a number of the barriers which prevent girls from accessing education at every level, from gaining enrolment in the first year of school to positioning themselves for university entry. Distance education provides one of the few "second chances" that young Papua New Guineans can gain, provided they can afford the fees and engage with the somewhat independent study required for success. 相似文献
20.
Peter L. Jones 《Educational Studies in Mathematics》1982,13(3):269-287
An investigation into the development of the understanding of the relational terms more and less when used in a mathematical setting is described for two distinet groups of children. The first is a group of Papua New Guinean children attending government schools in Papua New Guinea; English isthe second language for these children. The second is a group of expatriate children attending international primary schools in Papua New Guinea. English is the first language for these children. The language of instruction in both school systems is English. In all, 376 Papua New Guinean children in grades 2, 4, 6, 8 and 10, and 255 expatriate children in grades 2, 4, and 6 were given a test in which the words more and less were used in different contexts. Although analysis of errors suggested that Papua New Guinean and expatriate children tended to make qualitatively similar errors, substantial differences were found in the grade levels by which class mastery of a given meaning could be assumed, with the Papua New Guinean children lagging from 2 to 4 years behind their expatriate contemporaties. This difference appears to have serious educational implications for the learning of elementary mathematics in Papua New Guinea. 相似文献