Showing posts with label education and development. Show all posts
Showing posts with label education and development. Show all posts

PNG Vision 2050: A Roadmap for a Prosperous Future - Where to Now?

Papua New Guinea (PNG) Vision 2050 is a development roadmap that aims to transform the country into a smart, fair, and prosperous nation by the year 2050. 

The vision was launched in 2009 and has been updated in 2016, with a strategic focus on creating a sustainable economy, society, and environment.

The mission and vision of PNG Vision 2050

The mission of PNG Vision 2050 is to create a society that is smart, fair, healthy, wealthy, and happy. 

It seeks to transform the country by leveraging its rich natural resources and human capital to achieve 

  • sustainable economic growth,
  • social development, and 
  • environmental protection.

PNG Vision 2050

The strategic vision of PNG Vision 2050

PNG Vision 2050 identifies eight strategic visions that the country should focus on to achieve its long-term development goals. These strategic visions are:

Human Capital Development: 

To create a highly educated and skilled workforce that is productive, innovative, and globally competitive.

Wealth Creation: 

To promote sustainable economic growth by leveraging the country's natural resources, developing industries, and creating job opportunities.

Institutional Development: 

To build strong and effective institutions that promote good governance, accountability, and transparency.

Infrastructure Development: 

To develop modern and efficient infrastructure that connects the country's regions, promotes economic growth, and enhances the quality of life of its citizens.

Environmental Sustainability: 

To protect the country's rich biodiversity and natural resources by promoting sustainable development practices.

Security and Stability:

To ensure peace, security, and stability in the country, promoting social cohesion and a sense of national identity.

International Participation: 

To engage actively with the international community and promote Papua New Guinea's interests in the global arena.

Spiritual, Cultural, and Community Development:

To preserve and promote the country's diverse cultures, traditions, and values, and strengthen the sense of community and national identity.

Urgent actions to meet PNG Vision 2050

To achieve its long-term development goals, PNG needs to take urgent actions in various areas. These actions include:

Strengthening institutions: 

PNG needs to build strong and effective institutions that promote good governance, accountability, and transparency.

Investing in human capital: 

The country needs to invest in education and training to develop a skilled and productive workforce that is globally competitive.

Developing infrastructure: 

PNG needs to invest in modern and efficient infrastructure that connects the country's regions, promotes economic growth, and enhances the quality of life of its citizens.

Promoting environmental sustainability:

PNG needs to adopt sustainable development practices that protect its rich biodiversity and natural resources.

PNG Vision 2050 achievements and the road ahead

PNG has made some progress towards achieving the goals of Vision 2050 in the past decade. 

From 2009 to 2019, the country achieved an average annual economic growth rate of 2.7%, reduced poverty from 39% to 37%, increased the literacy rate from 60% to 63%, and expanded access to basic services such as health and education.

Recently, the ADB economic forecast for PNG shows that the country's GDP is expected to grow by 3.5% in 2022 and 4.9% in 2023 and inflation rates forecasted at 6.5% in 2022 and 5.1% in 2023

png vision 2050 - ADB economic forecast for PNG shows that the country's GDP is expected to grow by 3.5% in 2022 and 4.9% in 2023 and inflation rates forecasted at 6.5% in 2022 and 5.1% in 2023

Address challenges immediately

Despite ADB's positive forecast for 2023, much more needs to be done before 2029, 2039, and 2049 to achieve the goals of PNG Vision 2050 fully. 

The country needs to address challenges such as 

  • corruption, 
  • inadequate infrastructure, 
  • low human capital, and 
  • environmental degradation. 
Papua New Guinea's government must continue to invest in its people and infrastructure, promote good governance, and work towards building a sustainable future for all its citizens.

Medium-Term Development Plan and Actions

The PNG government has recognised the importance of Vision 2050 and has outlined a Second Medium Term Development Plan for 2018-2022 to help achieve its goals. 

The plan prioritises the development of infrastructure, education, healthcare, and the private sector, with a focus on improving the livelihoods of the rural population and promoting inclusive growth.

Moreover, the government has launched various initiatives to support the realization of Vision 2050. For example, the National Development Bank of PNG provides loans to support small and medium-sized enterprises, and the Tuition Fee-Free policy has increased access to education for many children in the country.

Despite these efforts, the country still faces significant challenges. For example, PNG has one of the lowest human development indexes in the world, and poverty remains a significant issue, with over a third of the population living below the poverty line.

PNG Government Urgent Action Prior to 2029, 2039 and 2049

To address these challenges, the PNG government ( prior to 2029, 2039 and 2049) needs to continue 

  • investing in infrastructure, education, and healthcare, promoting good governance and accountability, 
  • developing sustainable economic models, and 
  • addressing issues such as climate change and environmental degradation, which pose significant threats to the country's long-term development goals.

Conclusion -  PNG Vision 2050

PNG Vision 2050 provides a roadmap for PNG to achieve sustainable economic growth, social development, and environmental protection. 

While the country has made progress towards its long-term goals, much more needs to be done to ensure that Vision 2050 is fully realized. 

Above all, the PNG government needs to continue investing in infrastructure, education, and healthcare, promoting good governance and accountability, and developing sustainable economic models to build a better future for all its citizens.

Illegal Logging in Papua New Guinea Alarming COP27

The video is an edited version of the online streaming conference on Climate Change and the effects of  Illegal Logging in Papua New Guinea, during the COP26 summit. What has come of it now Papua New Guinea delegates are going to the COP27?

Illegal Logging in PNG Concerning

The COP26 was held in Glasgow where 62 PNG delegates participated. 

This video features Hon. Governor of Oro Province Garry Juffa talking about vile operations of the Melanesian logger in Papua New Guinea. 

His province is a hotspot for illegal logging. 

Listen to his fight against the organised syndicate that is damaging forests in Papua New Guinea.

It is widely known that most of the logging operations in PNG have elements of manipulation, cohesion and corruption. Not one of them is clean.

Read our articles on deforestation caused by the illegal loggers in PNG

Gary Juffa talks about illegal logging operations in Papua New Guinea.

00:00 - Malaysian Loggers - WHO ARE THEY?

02:00 - Start of Distruction on Forest in Papua New Guinea

07:23 - Inquiry into Illegal Logging in PNG - WHAT HAPPENED WILL SHOCK YOU!

10:05 - What Happened to Illegal Logging in Oro Province

17:00 - Illegal Loggers causing Waterway Pollutions

20:30 - The same loggers are destroying forests in the Solomon Islands

22:33 - What the International Community should do!

26:20 - Gordon Brown commentary on Illegal logging and destruction of the environment in Sarawak and Papua New Guinea.

29:00 - Appeal to International Community

How Does 2023 Grade 11 Selection Take Place?

We received a lot of questions about the 2023 Grade 11 Selection so this article will help you understand what is actually happening. PNG Insight provides some insights into how the Grade 11 selection takes place over the years. 

Note that the times are based on past writer's experiences and observations - they may change depending on the education department's present circumstances.

2023 Grade 11 selection list PDF

How Grade 11 selection happens 

The yearly grade 11 selections take place in four stages. 

The selections start in the provinces after the Grade 10 examinations and culminate in Port Moresby where the results come out to students, parents, schools and stakeholders.

Stage 1: Release of Grade 10 Exam Results

The Measurement Services Division (Education Department) releases the Grade 10 results to the member of the provincial and national Grade 11 selection committee.

Stage 2: Grade 11 selection in Port Moresby

The selection committee takes about two weeks to select Grade 11 students for National High and Secondary Schools. 

This provincial Grade 11 selection committee works with the General Education Services of the Education Department to do the selection.

Stage 3: Education secretary sights the selection list

GES takes the list to the Education Secretary to sight and sign. This can take a couple of days to a week.

Stage 4: GES/ICT division publish Grade 11 selection list

The GES works with the ICT Division to upload the file onto the Education Department website. This is a one-day work but can take up to a week to complete.

The selection committee and three divisions (MSD, GES and ICT) of the Education Department work together to bring the Grade 11 selection list to you. 

So, there you have it. 

When will the 2023 Grade 11 Selection list come out?

The General Education Services (GES) of the National Department of Education and Education Secretary will give you the answer to the question.

The Measurement Services Division will release the Exam Results for Grade 10 to the GES and Grade 11 selectors, usually on the first week of December every year. 

This is Stage 1 of the 2023 Grade 11 selection.

From past experience, the actual selection can take two weeks - we mentioned in this article.  This is Stage 2 of Selection where the selectors meet in Port Moresby and finalise the Grade 11 Lists. 

By stage 2, your principals and provincial education officers should have the name list of their respective schools.

Last year's selections (2021 Grade 11 Selection List) came out on the 23rd of December 2021. There was a delay of 1 week.

Expect the 2023 Grade 11 Selection List for all Provinces to be published around the same time. 

How will Education Dept Publish Grade 11 List 2023?

The General Education Services and ICT Divisions normally make the Grade 11 selection list available in PDF according to the Regions and Schools. 

Since last year, GES/ICT Divisions have attempted to try a *LOGIN* system but they did not carry it through due to a lack of technical capacity, we believe. 

Neither GES nor ICT said anything about it, so you just have to wait and see what happens this year.

What's Happening Right Now

Right now, we believe the Grade 11 Selection Committee is getting ready to finalise the selection lists.

Parents, guardians and students will have to wait till the secretary sights and signs the Grade 11 listings for 2023 (mentioned in Stage 3); and for GES and ICT to publish the list online (Stage 4). 

You know the stages and how long it takes for selection to take place. 

We hope that answers some of your questions. 

If you need more information, check out the links we provide in this article. You can also leave a comment below and let us know what you think.

Have you used PNG Insight Maths Resource website?

Do you know you can download the Grade 11 and Grade 12 Mathematics (General and Advanced Maths) Exam Papers and all the Topics? 

Yes. PNG Insight has over 10 years of collections of Exam Papers and resources for both teachers and students. 

Check out our Maths Exam Resources and get a copy of the topics and download the Exam Papers.

Grade 11 selection lists 2022

How to enrol at FODE?

If you want to upgrade your marks at FODE or at any University Open and Distance Learning Centres, here is some information that you'll find useful. Click on the link to read more. 

Read about PNG Insight's *NEW* maths exam resources website for Grades 12, 10 and 8 students in Papua New Guinea. (Plus, lots of student and teacher maths resources, free to download)


COMMENTARY: The PNG education system is going through significant changes in 10 years to 2029 as indicated in the new National Education Plan 2029 (NEP). Here are the main points:

  • Phase-out Grade 10 & 8 exams and introduce what is called National Education Quality Assessment Testing.
  • Students will continue to Grade 12 without taking the normal exams at Grade 8 and 10, only 1 exit/exam at Grade 12.
The education department and the PNG govt want Churches and Private institutions to do more to deliver Early Childhood Education in what it called the Public-Private and Church Partnership. The department noted that Early Childhood Education is NOT its responsibility at present, however it sees Early Childhood learning as an important entry point in education. A cliché?

School restructure will result in the removal of the Elementary Education Structure and replacing it with Preparatory Schools, prep. A new 1-6-6 structure will come into effect.

This is the structure that many of (if not you) your parents and grandparents have been through. It is like going back to where we started! So why now? Somebody had got it completely wrong?

Is removing exams a mistake?

Removing examinations at Grade 8 and 10 is going to shake the foundation of the Education System in PNG, no doubt. 

The PNG govt and the education advisors have got it wrong in the past. The 1-6-6 to 2-6-4 to 1-6-6 structural re-adjustment is one example of an unnecessary change. Another example of an unnecessary change in the curriculum change we saw lately, OBE to SBE to OBE.

There are many other changes that should not have happened - what is happening is a case of destroying what works well. 

The main reason is that the PNG govt cannot effectively conduct exams - it just costs too much. Furthermore, there are too many students in schools dropping out at Grade 8 and Grade 10 - the govt wants them to have a Grade 12 education. 

However, these are not good reasons to remove examinations (external assessments) and instead opt for classroom-based assessments. THIS CAN BE THE WORST MISTAKE!

You see, this kind of assessment will save the govt money, but it is not as effective as it is intended to be. At present, the education department cannot rely on the internal assessment marks schools sent to Waigani. They need an external assessment. 

Exams and Assessments

The PNG govt and parents need to know that the education department does *not* have to remove the exam and replace it with another assessment it called National Education Quality Assessment Testing. Both can work side by side. 

There are already these kinds of literacy and numeracy (L&N)  assessments at Grades 3, 5 and 7 in PNG called PILNA. In Australia, they have the NAPLAN. These are broad-based  (literacy and numeracy competency) assessments that run alongside the main examinations.

Though these external L&N assessments are different in design and purpose, they are fundamental pillars of measuring learning. 

Therefore, removing one and replacing it with another IS NOT the right thing to do!

The Education Structure 1-6-6

  • Prep 1 year, one entry (1)
  • Primary School, Grade 1 to Grade 6 (6)
  • Sec/National High Schools, Grade 7 - 12 (6)
Indicatively, the 1-6-6 structural adjustment is going to be a huge task.

The education dept plans to 'park' FODE and TVET in high/secondary schools. That would mean that distance education and technical vocational education will be part of the mainstream schools. A better option for 'absorbing' the high number of students at these levels, but just 'parking' these institutions is not good enough. The High/Secondary schools are not parking areas, they are institutions in their own respects.

The CCVE curriculum is in line with the PNG's vision and mission embedded in the Constitution - Christian Country.

In retrospect, a better curriculum teaches the Traditional Ethics & Respect for Elders, Land and Community. CCVE curriculum is absent of the important traditions and cultures of Papua New Guinea. 

What is Christain education when the local knowledge, languages, respect, war history and traditional cultural practices are neglected and or completely absent from the curriculum?

NEP2029 must be a practical document, unlike other past 'paper plans'!

Read the extract from the NEP 2029 below. PNG Insight's Tweets are aimed to add value to this discussion on education planning and development taking place in the country.

You can find the education apps and directory listings here

Fiji is known to have performed really in it Education Goals
NOTE: Fiji has been able to effectively align the Global Education Goals (MDG 2 and SDG 4) to its local targets - performed extremely well as compared to Papua New Guinea. READ ABOUT IT HERE


  1. The current NEP 2020-2029 supersedes the NEP 2015-2019.
  2. The development of the NEP 2020-2029 is based on the best-practice and lessons learnt from the implementation of the NEP 2005-2014, NEP 2015-2019, research documents, reviews, Impact Projects, Programs and data from the Education Management Information System
  3. The National Education Plan was completed in January 2020 and then went through several consultation processes before the CoVID 19 lockdown. The plan was finally approved in principle by NEC in its 19th meeting in 2020 and through the NEC decision 347/2020.
  4. Every province will play a critical role in the implementation of the NEP using the same framework. Provinces will develop their 3 Year Provincial Education

Implementation Plans using the Nine (9) Focus Areas in the NEP 2029

The nine focus areas in the NEP for the next 9 years are:

1. Early Childhood Education 

That all Papua New Guinean children are provided with an opportunity to enrol in an Early Childhood Education program to ensure their full school readiness for entry into the formal education system.

2. Access

That all Papua New Guineans have access to 13 years of education and training in a safe and hygienic environment that is conducive to learning.

3. Equity

That all Papua New Guineans will have equal opportunity regardless of geographic location, economic circumstances, gender and disability.

4. Teachers and teaching

That there will be sufficient well-trained and qualified teachers to meet student demand with resources and support at schools to allow for quality teaching and learning taking place.

5. Quality Learning

That an appropriate curriculum and assessment system is in place to allow learners, supported by relevant and sufficient learning materials, to acquire globally comparable skills and knowledge, certificated when appropriate, required for each to lead a productive and healthy life and contribute meaningfully to national development.

6. Education pathways

That there are easy-to-access pathways available outside of the traditional post-primary education sector that will allow learners to choose an equivalent, alternative way which to attain the knowledge and skills that they need to lead a happy and fulfilling life

7. Local management and partnership

That strong local education leadership at the district, community and school level has ensured well-managed schools, monitored on a regular basis, that are supported by and are fully accountable to the communities that they serve.

8. Management and administration

That national, provincial and district systems will operate efficiently, utilising appropriate information technology, that will allow schools and teachers to focus on improved student learning outcomes.

9. Citizenship and values

That when children exit from the education system they have a sense of who they are and where they come from in respect of Christian principles, their customs, cultures and beliefs, and show tolerance to and an acceptance of PNG ways

Major Strategic Features of the NEP 2020-2029

13 Years of Quality Universal Education: Under this plan, through the school restructure reform, the Department of Education is now taking a bold step to declare 13 years of Universal Education. Children will start at the age of 6 in a preparatory grade and receive a relevant 13 years until they reach grade 12. The move is an exciting and highly significant step forward for PNG as it will see PNG lead in commitments to new global targets.

One Entry One Exit: Children to complete school at Grade 12 and Grade 12 certificate to be the recognized certificate.

Restructure of the School Systems: The plan carefully lays out the 1-6-6 school structure which will see elementary education phased out and replaced as Pre School. 

Key features include the following:

  • Offer 13 years of universal education,
  • One entry at prep and one exit at grade 12.
  • Early childhood will become part of the formal system in 2023 preparing a child for formal schooling at prep grade.
  • Primary education will start at grade 1 and finish at grade 6.
  • High School will start at grade 7 and finish at grade 12.
  • National High Schools to become schools of excellence.

As the restructure takes effect there will be a need to build new or expand existing infrastructure to cater for additional enrolment. The infrastructure development will happen gradually over the plan period.

Early Childhood Education

Early Childhood Education is not at present the responsibility of the DoE but, there is an increasing acknowledgement of its importance and the global call to promote early childhood learning has challenged the department to develop an ECE Policy and to include ECE in this plan. In this plan period, a PNG model for ECE to capture especially the 4 and 5 year olds will take a Public-Private and Church Partnership approach until such time the government takes on board all aspects of all ECE teaching and learning.

Districts and Churches to partner in delivering Early Childhood Education 

Qualified and competent teacher: To cater for 13 years of universal education, teachers in all sectors must receive high-quality pre-service programs and further undergo professional development programs through regular in-service. Along with improved teacher quality, factors such as the provision of suitable housing and better administration of teacher conditions and welfare are critical.

Infrastructure: An important aspect of quality is adequate school infrastructure. There are many schools in the country that do not have this and the Plan required a significant commitment from all parties, including different levels of Government, schools themselves and local communities, to improve this situation. More than just classrooms, the Plan also required specialist buildings to reflect the importance being afforded the STEM disciplines. It is impossible to know just how much has been done because records are not kept. A start has been made on encouraging sound Water, Sanitation Hygiene (WaSH) practices.

Standards-Based CurriculumOutcome-based Education has been phased out and replaced with Standards-Based Education. The standards-based curriculum will be used in all schools. An attempt to harness the power of the digital age in this plan will see the production of the curriculum in electronic forms for e-learning. 

Citizenship and Christian Values Education (CCVE): Implementing CCVE curriculum will pave the way forward for children to be taught life-changing and guiding Christian principles values and ethics

Education Pathways: To achieve Universal Education, students need to be able to choose the most suitable pathways to their needs. This plan looks at developing and promoting an understanding among parents and students for TVET education pathways, purpose and routes to employment. Strengthening the FODE system and linking FODE and TVET will provide a viable option for students’ movements between the education pathways.

Flexible, Open & Distance Education and Technical, Vocational Education Training: FODE and TVET to be parked in a High School or Secondary School in 2021 and onwards. Provincial Governments and Districts to ensure at least one local level Government has a high school.

General Features Education in Papua New Guinea 2029


Despite the progress that has been made in providing education to an increasing number of children and young people, not all Papua New Guineans have been able to benefit fully from these advances. It has long been acknowledged that girls and women have been at a disadvantage. 

This NEP has put in place strategies to try and ensure that girls are given equal opportunities to participate in education and to contribute equally to national development. Equity also takes into account the plight of three other groups of people who have been let down by the formal education system. 

First are those who have special needs and who are not able to take their place in the regular school system. An inclusive education plan has been developed and endorsed with this group in mind.

Second are the children and young people who have been left behind, either because they have never been to school, or have dropped out for whatever reason prior to completing basic education. 

Third are the children from the most rural and remote parts of the country where the schools face their own particular problems.

Examination and Assessment

The current grade 8 and 10 examinations will be used for measuring standards and not for selection while the National Examination at Grade 12 will be for selection into tertiary institutions for all students (in mainstream schools, permitted schools, FODE and TVET institutions). This will be achieved over time. 

It will be mandatory for students to sit for the National Education Quality Standards Assessment Test to monitor curriculum and teacher standards.

Language of Instruction

English will be the language of instruction for all schools in the national education system.

Minimum Operating Standards.

There will be standards set on school sizes, class sizes, and teacher to student ratio for each level of education. These standards will determine the establishment of the new school, approval of additional classes and creation of teaching positions.

Leadership and Partnership

Emphasis is also on School Leadership so that there are good school planning and management. Community and Parental Support is also an essential part of this plan. 

The government will continue to support schools through subsidies and grants. All schools to develop School Learning Improvement Plan (SLIP).

PNG Insight has been following the major developments in education in Papua New Guinea for over 10 years. You can find my work here: Education Policies

STEM Education in Papua New Guinea (PNG)

What is STEM? 

What is STEM Education and Why STEM Education? How can you plan, assess, and teach an integrated STEM approach?

These questions and many more really got me thinking when I first heard Hon. James Marape, Prime Minister of Papua New Guinea (PNG) announce on media at the beginning of 2020 that STEM education will be implemented in PNG.

This was before I took the Graduate Certificate in STEM Education at Queensland University of Technology (QUT), funded by the Australian Government through the Australia Awards at the beginning of 2020.

I was an educationist working with the Papua New Guinea National Department of Education, participating mainly in curriculum development, training and curriculum implementation through media and digital technologies.,

Being one of the awardees of the Australia Awards short course, I am honoured to say that through this program.

I have learned a lot more than I expected. I even experienced new technologies introduced to us. The short course really contributed a lot to my personal and professional growth. It was even timely with the current curriculum reform the PNG education system is undergoing.

Standards-based curriculum (SBC) development

Standard Based Curriculum and stem education in png

Currently, the education department through the curriculum division is in the process of developing a new reformed curriculum called the standards-based curriculum (SBC) to replace the outcomes-based curriculum (OBC). 

With the right timing, and from the experiences and vast content knowledge and skills gained through this short course on STEM education, I managed to contribute in some ways to the curriculum development process by embedding STEM concepts, principles and processes in the SBC curriculum documents (syllabuses and teacher guides) mainly for upper primary and secondary sectors.

The lower primary and elementary SBC documents were developed prior to the introduction of STEM education. However, elementary and lower primary teachers have been advised to apply an integrated approach.

STEM Impact Website

I have established a website that shows more details on the progress and impact of my work in STEM. You may access it through this link:

I cannot thank QUT, my STEM lecturers and the Australian Government enough for the learning opportunity, the knowledge and the skills I learned from the short course. 

My story is evidence of that opportunity of how the course has transformed and contributed to my personal and professional growth. Once again, thank you QUT and the Australian Government.

Disclaimer: This article appears on QUT Impact Stories, written by Malachai Nathaniel, Papua New Guinea. You can visit his website via the link.


6 Key Views for Policy Construction - Dr Tapo

These views are forwarded to inform the readers, and the public, of the challenges of a  changing education system in Papua New Guinea. In particular the central business of the 

  • initial teacher preparation, 
  • professional practice, 
  • teacher supply and demand, 
  • GPAs (Grade Point Averages), and 
  • Teachers registration and reregistration.
teachers education policy
(Dr Tapo's views are raised to inform readers on matters pertaining to education and policy development in PNG)

All of which are inclusive and overwhelm presentation of education quality and stipulated in the vision and mission of the Education Department and the Education Act 1983 (consolidated to no. 13 of 1995).

In light of the challenges of new graduates lacking important skills, teachers education and practice of new teachers, six considerations have been highlighted to give direction for policy formulation at the end of this discussion.

Education policies and practices 

Explanatory Note: PNG INSIGHT has documented multiple public insights into school education and other educational practices impacting directly and indirectly on Papua New Guineans livelihood and community at large.

Education is seen as a right for every school-aged child. But this far, there are overwhelming gaps in the policy formulation, planning, economic absorptive capacity, and overall capacity. 

There is a greater need to develop sustainable development strategies and implementation activities.

At present, the limited reliance knowledge, capital utilisation and the likely impacts are challenges that have merits to interrogate the policies and practices such as the 

  • high educational failures, 
  • unemployment, 
  • high unit costs of university education, secondary, TVET and FODE programs, etc.

Hence, the discussion hereafter is more than just examination, selection and admission, GPAs, teachers recreational leave fares, standard-based curriculum, teaching and learning resources.

Considerations and explanations

The concerns are ominous: increasing population, teacher supply and demand, schools graduating school leavers with lesser skilled and low GPAs, pupils at graduation, overly high student class size, high pupil to teacher ratio, and teacher absence. Other concerns include:

  • vacant teacher position,
  • unregistered teachers,
  • unqualified teachers,
  • teacher position mishaps,
  • inspections,
  • teaching and learning resources,
  • teacher knowledge, and 
  • lack of understanding of the curriculum.

The list goes on.

Bare Foot Education: Lifelong Consequences

The inherent gaps and sustainability resource absorptive capacity are so real. These all contribute to the gist of this forum 'Bare Foot Education: lifelong Consequences'.

It was great to watch the televised captions of the deemed graduated Diploma in primary teaching from Balob Teacher's College. So to was the principal and the follow-up by fellow colleagues deputy and the secretary for education making a genuine effort to correct the malpractice of established parts of the Education Act 1983 (consolidated to no. 13 of 1995).

balob teachers college
Source: EMTV News 10/02/2021

Standardised reporting practices and processes

Colleges and the Department have established policies, practices and procedures as standardised practices and processes used for selecting, admission, teaching, learning, assessments, and reporting of a novice student teacher (s) achievement standards and professional practice through the two or three-year diploma.

The selection and admission committee, Academic advisory committee and Governing councils are clear on these procedural mandatory requirements clearly defined in the numerous subdivisions of the Act.

Inspection, vetting and action

Membership and attendance, reporting and recommendations from committees and boards are submitted to the Secretary for Education for vetting and action by the directorates and divisions of the Education Department.

This happening to deregister potential beginning teacher graduates who have not entered practice without a practice licence is an administrative judgement error. 

Inspection of a new teacher at work is the only evidence-based and is the professional duty of the inspector. Hence, the recommendation of a teacher or teachers to get a teacher practice licence. 

Only then the performance standards to register or not to register is the question which can lead to suitability and unsuitable report of a teacher to deregister a beginning teacher.

The ambiguity to deregister prior to teacher posting, in a position with a number, in a school does have its underlying motives. This decision is void and in the near future could become part of the practice inconsistent with the established quality standards, measures and guidelines.

6 key views for policy construction

The way forward given the standardised practices that exist in the Education Act 1983 (consolidated to no. 13 of 1995), I offer these views for construction by policymakers, committees, and governing councils of Teachers colleges. These are sixfold:

1) Leader/managers 'show cause" and take a zero-tolerance

Treat the Balob demonstration as a means. It has never happened before, in the life of teacher education presentation since 1975.

Leader/managers 'show cause" and take a zero-tolerance to ensure established quality standards procedural guidelines are honoured. And well understood by a person delegated the power as the Education Authority to act on behalf of the Secretary for Education. Secretary who is the Accreditation Awarding officer of the state on education;

2) Regulate Teacher Professional Standards

Established and regulate Teacher Professional Standards and even go as far as a Parliamentary Bill to enact the proper standards for teacher education providers, specialised programs for specialisations, novice, beginning and practising teachers with particular specialisations, etc;

3) Papua New Guinea Board of Teacher Registration

Established Papua New Guinea Board of Teacher Registration with specific functions and in partnership with the Department of higher education, science and technology and the DHERST Act and the Department of Education and the Education Act, and the Teaching Service Commission and the TSC Act;

4) Separate autonomous body of standards

Divorce the teacher professional standards, quality standards and assurance mechanisms, and the framework of the national standards embedded in the Education, Teaching Service Commission, and DHERST Acts of Parliament to a separate autonomous body;

5) Review Understanding of GPA, Selection and Admission - NDoE and DHERST

Review overall understanding of the grade point average (GPA), selection and admission. Foremost, courses and alphabetical ratings across schools' achievement standards and awards at the completion are not satisfactory merits. 

These merits awards given to grade 12 as the specific grade level has confounding and complex quality assurance concerns because inhibiting factors interconnected and interwoven with grade 12 certificates at High schools, secondary school, national high schools technical high schools and vocational schools and Flexible Open and Distance Education (FODE); and

6) Define Grade 12 and its Equivalence Guidelines

Grade 12 and its equivalence guidelines are defined. For the moment, all school leavers who are deemed grade 12 and or with equivalence continue to show knowledge and skill gaps. 

They have survived the specific grade levels in absence of the required aptitude abilities whereas confidence and competence of knowledge and skill level very much different and do impact the selection, admission and completion of initial teacher preparation. 

Hence, the Balob Teachers College demonstration and the deregistration announcement and action.

Dr Michael F Tapo, EdD 


Editor's note: Dr M.F Tapo has over 40 years of experience, working in the education sector and his contribution is invaluable, balanced and insightful. He is a former PNG Department of Education Secretary. 

We are delighted to have Dr Tapo's thoughts on the discussions on Education and Development on our platform. Related articles: Problem Solving and Thinking Strategies and Thinking strategies Help Students Solve Problems.

thinking strategy
Image: PNG Insight. Supplied, Dr Tapo

Education is New Ireland top priority - Sir Julius Chan

The Division of Education in New Ireland is ready to move forward after it had frank and open talks with the New Ireland Government and the Provincial Administration on Thursday. 

Governor Sir Julius Chan in an unusual “call out” to reprioritize Education as a pivotal sector invited the Provincial Education board to a round table talk at the New Ireland Legislative Assembly conference room. 

Present was 

  • Chairlady Dr Kappa Malpo, 
  • Acting Director Education Wesley Siangat, 
  • Appointment officer Gerard Bekeman, 
  • Acting Manager Standards Patrick Neman, 
  • Senior Primary School Inspector George Choi, 
  • District Education Co-ordinator Renson Warkurai, 
  • Inspector Godfrey Lutham and 
  • Chaiman Education of PEC Felix Katibum, 
  • Provincial Administrator Lamiller Pawut, 
  • CEO Finance Richard Andia and 
  • Director Subsidy Iola Tamtu.

Sir Julius Chan Education Priority
Image: New Ireland Media Unit/Facebook 2021

Recommended read: Sir Julius Chan Life in Politics - A Review of His Book ' Playing the Game

One of the key issues raised was on the standard of Education in the province and how to improve it. 

Findings included a lack of Qualified teachers teaching in all schools, a lack of School Inspectors to police standard and quality in schools, a lack of school infrastructure to accommodate the growing number of students, funding and constraints requiring improved management and financial trainings for school principles to maintain quality administration in their schools.

New Ireland Mean Rating Index (MRI)

Dr Malpo also touched on the need to improve the provinces Mean Rating Index (MRI) which is the performance average of students per school. 

“ We must aspire to give our best to each individual student if we are to see an improvement in our MRI’s. And the MRI’s have a correlation with the quality of teachers we have in our schools. 

We need qualified teachers and we must endeavour to get all teachers to Bachelor level,” said Dr Malpo.

Flexible Open Distant Education ( FODE)

The need for the introduction of more Flexible Open Distant Education ( FODE) into the province was also discussed. With the Educationists stating that just because a student does not do well through the normal education system does not mean that they are failures. 

Work on the setting up of the New Ireland University and Namatanai Technical college also continues.

Taking in the issues and suggestions by the Education team Governor Sir J relayed that while the New Ireland Government could not fix all the dilemma’s faced by the Education sector it could intervene in areas that are within the policy framework. 

He said his Government through the subsidy division has been actively allocating funds directly to schools and has separate funding specifically for the upskilling of teachers who wish to pursue higher degrees and encouraged them to utilize the program. 

For infrastructure development he made particular emphasis on the West Coast Kulube was picked to have a new high school built. He encouraged the Education Division to think new when it came to the construction of the school. 

Separate meetings will be conducted to discuss more on the rollout of Education infrastructure in the province.

Governor’s School of Excellence

The Governor’s School of Excellence located at the Our Lady of the Sacred Heart (OLSH) International School is another positive outcome of Government policy. 

With a number of students selected through the policy getting high grades last year. 

Sir J thanked the Education Division representatives for taking time to really take stock of the current status of Education in the province, outlining areas of weakness and offering constructive solutions to improve the sector.

“ We cannot solve all the problems but we must adjust our priorities.  We all have our good and bad sides, we just need to choose and create a balance to move forward,” said Sir J.

New Ireland Education Students Population

According to New Ireland Education, it operates 560 schools. With a school a population of over 59, 765 and 2,160 teachers. The Province has improved its effort to deliver quality education across all sectors of education.

In 2019 grade 10s and 12s placed New Ireland in the Top 5 amongst other secondary schools in the country. NIP overall mean average index was 10 behind Pom, East New Britain and East Sepik. 

In 2020 the Covid pandemic contributed to almost 2 months of out of class time for all students in schools. The lost times were catered for through rearranged timetabling and extra classes in most of the examinable grades ( 8,10,12). According to results for performance in examinations for grade 8, the cut-off mark was 75 out of 150. The highest score was 146/150. For Grade 10 the MRI was 77%. All high schools moved up by 1 point. Lihir Secondary school came 10th in the country.

Source: New Ireland Provincial Govt Media Unit

Hilans Fres: How a Local Broccoli Farmer Helps His Community

Editor's note

We saw this post about Pastor Charles and how one local company helps him to find a steady market in Hagen, Port Moresby and the mining towns; and thought it was worth sharing. 

So, we reached out to Hilans Fres on Facebook and with their permission, we are sharing this wonderful story of Pastor Charles with you. Thank you for sharing this story with us Hilans Fres!

A story of hard work, sharing, opportunity and, above all, giving back to the community. 

His success story starts from when he sold a small pig for K300 and with the cash purchased broccoli seeds. 

From never working a formal 8am - 5pm job and instead solely being a subsistent broccoli farmer, he has been able to move from a traditional kunai house into a permanent fully furnished house.

Hagen broccoli market
(Pic: Pastor Charles & family - new house at the back) 

He has also constructed a permanent church for his congregation, see picture below. He has been fortunate to educate his children as well as other children within his community, and pay the brideprice of his own sons and many others within the community.

Hagen Market Hilans Fres
Church built by Pastor Charles

Hilans Fres Agronomical advice and local farmers network

With the agronomical advice from Hilans Fres extension officers who visit farmers across some of highlands regions, Pastor Charles was able to further his broccoli knowledge and is now a lead farmer for Hilans Fres and has been since 2015. 

He has his own broccoli plots which he harvests, but also has 34 faithful out-grower farmers working with him to meet the volume requested by Hilans Fres. 

Hagen market western highlands province
Pastor Charles Broccoli Nursery in Tambul, WHP

Once matured, the harvest is delivered to Hilans Fres Dobel depot in crates and following Hilans Fres’ strict cool chain process makes its way to Tininga Supermarket shelves as well as supermarket shelves in Port Moresby and various mining sites around PNG. 

Pastor Charles helps the community 

Being a lead farmer, Pastor Charles co-ordinates his farmers’ production schedule so that supply is regular and continuous “supply mas go yet!”.  At present, he is supplying 1,500 kilograms twice a week, and even three times a week if there is a demand for broccoli. 

Recognising the enormous opportunity, Pastor Charles has been encouraging his fellow community members to also plant broccoli. 
So much so that he spent K22,000 on broccoli seeds to distribute within his community!

Finding a steady market with Hilans Fres

Before he started selling to the Hilans Fres, he would sell his broccoli at the Mt. Hagen Market. 

Although he admits that some days he was able to get more from selling at the market the income is not consistent or guaranteed. 

Some days he would have to bring the produce back home if there was no sale. Since 2015 with the assistance from HF and his own commitment, he is able to earn a guaranteed consistent income for himself and his farmers.

Pastor Charles’ next dream is to buy his own vehicle so that he no longer has to rely on the two-hour (car hire) trip to get his broccoli to Hilans Fres depot in Mt Hagen.

Story and photo credit: @Hilans Fres

  • This story was originally published on Hilans Fres Facebook page. 
  • Learn about the company's agriculture work with the locals on their website (click here).
  • Below is a Youtube video of the fantastic work they are doing with the local communities. 



PNG Insight Maths Exam Resources for Grade 8, 10 and 12

PNG Insight Maths Exam Resources for Grade 8, 10 and 12