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.

Here is more information of STEM and SBC, click here to find out

Standards-based curriculum (SBC) development

DOWNLOAD THE SBC SYLLABUS

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: https://malachaihenrynatha.wixsite.com/impact-stories

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.

DOWNLOAD THE SBC SYLLABUS

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.

(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).

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 

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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.

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.

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

Benefits of Agriculture in PNG: Local Broccoli Farmer Helps His Community

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.

(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.

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. 

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

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• 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. 

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!

Govt: Clear and Precise Response to Coronavirus Implication on Education Calendar

A response to our question Will PNG School Close Because of Coronavirus? The comments are from the senior educationist and former Education Secretary Dr Michael Tapo EdD. 

Valuable insight into the likely impacts of Coronavirus on Education and what can be done...

Foremost, before discussing closing the schools or not to close, think about the interconnectedness of the economy, social, educational, trade, technology, scientific knowledge, and many challenges of Papua New Guinea as a country and its people.

Paying the teachers while they are not working, school time calendar, examinations, public views and comments, and others are just as pertinent before a final decision is made.

Coronavirus: Interdepartmental communication

Coronavirus matter is a 'national disaster' and not regular health and hygiene matter. 

Current law allows health and education officials such as the two departmental heads to communicate and reach the verdict. 

Next, the National Education Board decides the final outcome. The Education Minister is advised who then, as the Minister responsible, informs the NEC to close or not to close.

Legislative responses and disaster management 

Beyond the decision to close the schools is that there are serious considerations by the Parliament. The members of government and opposition should join forces to legislate laws for the Coronavirus as a national disaster. This must be immediate and urgent because of its massive great consequences.

This virus will wipe out a percentage of our people once they are infected and spreads widely. Papua New Guinea absorptive capacity right now cannot control the spread of virus amongst members of communities, at the village, districts, rural areas and towns. 

Coronavirus is a matter of life and death to every member of Papua New Guinean society as a nation. 

Coronavirus management efforts overseas 

For instance, the developed countries like UK, USA, Australia, France, Italy, Singapore, New Zealand, Canada, Japan, China and South Korea and many others have taken quick actions. 

These nations, their politicians, virus medical experts and scientists are spending every day to find ways to fight against the Coronavirus. 

They recommend clear and precise laws and policies for members of the public and its total citizens to understand and comply.

Coronavirus cannot be treated to date. It may take at least two to three years to find the dine to cure it completely. Worldwide 200,000 are infected. 8,000 people as of today's date have died.

No one, and I stress no one, is immune to Coronavirus. There is no cure for this virus. It is passed on from persons-to-persons.

Social media information can cause confusion and panic as experienced by the countries mentioned above.

Legislative responses – urgent 

I recommend authorities and leaders in responsible positions from the Health Department, Provincial Government, Organic Law, Education Act, and Parliamentary Acts are diligent. 

This virus has massive nation-wide consequences and challenges the application, implementation and implications of these regulations.

New laws must be approved to deal with this virus. The only Directive must be from the government and no one else.

Closing schools - decision

In the case of the decision to close the school, the new law must be introduced alongside 'National Disaster” law to realistically control the Coronavirus Pandemic.

ABC website is recommended for Papua New Guinea policymakers, health officials, hospitals, governors of provinces and school authorities, radio and TV stations to have access to 

• the latest evidence-based information, 
• the types of the required new legislation, and 
• the questions of what, when, how and where, the national and provincial government can and or cannot do.

The comment was updated for easy reading. Published with permission from the writer.

RECOMMENDED READING: 

Schools Shutdown due to Coronavirus COVID-2019

JOIN PNG INSIGHT ON TWITTER

Prime minister, summon the heads of state agencies and amenities together: water, power, telecom, transport, security...

Put in place an emergency plan in cases of complete shut down and isolation...how to get the basic amemnities going and keep the towns and cities safe.

— P.N.G. Insight (@PNG_Insight) March 19, 2020

HELP: Higher Education Loan Programme - New Fee Policy

PM Marape: Government taking the bigger burden off parents with tertiary loan scheme.

Approved for Release. 1st December 2019

Prime Minister Hon. James Marape says his Government is taking an even bigger burden off the shoulders of parents by introducing the K200 million students’ tertiary loan scheme in 2020.

He said this when addressing a full-house crowd at the Pacific Adventist University (PAU) graduation at its Koiari Park Campus outside Port Moresby today.

They applauded when Prime Minister Marape made the announcement.

“Next year onward, we will have the students’ loan programme,” he said.

“No more will you pay (tertiary) school fees.

“As long as you have NID (national identification) and residency as a Papua New Guinean, you will go and get money for your school fees.”

Prime Minister Marape said parents would pay 50 per cent of school fees from elementary to secondary school, with the Government to foot the balance, until students were ready for tertiary education.

He said the money would be parked under a programme known as HELP – Higher Education Loan Programme – “where we will have funding easily available to assist our students to pursue higher education”.

Prime Minister Marape said he had heard many people complaining, since the 2020 Budget was delivered last Thursday, about Government reducing funding for primary and secondary schools.

“I put it back to them: Which is most-burdensome? Is it high school or primary school education, or university and college education?” he said.

“I think university or college education is more-burdensome – that is where we are stepping in right now.” 

Prime Minister Marape said those who dropped out of Grades 8, 10 or 12 could be easily absorbed by vocational schools or SME training that would be made available.

“Government wants to do all of these things, but Government alone cannot do it,” he told the graduating students.

“Government and your country need an army of responsible citizens, who are out there making it happen for our country.

“I am sure I am speaking to an army of good citizens who have learned very well in your students, and spiritual upbringing here at PAU.”

China Not a Development Partner But Loan Shark in PNG

WHICH DONORS CONTRIBUTE THE MOST TO PNG? While discussing 2020 Budget papers many members of NEC were surprised to find out just how much PNG receives from our donor partners. (Facebook/Kramer Report)

Note: This post was later retracted by the writer)

In 2020 PNG will receive close to K1 Billion in free development funds to assist us in our development goals.

Topping the list was Australia contributing K745m while China only contributes K7m

• Australia K745.0 m (81%)  
• European Union K80.0 m (8.7%) 
• United Nations K41.7 m  
• New Zealand K22.9 m
• China K7.0m
• USA K5.0 m 

In contrast when you look at it from how much we borrow, China tops the list on K450m. 

• China K446.2 m 
• ADB K437.6 m 
• World Bank K185.50 m 
• Japan K181.3 m 
• India K7.7 m 
• Australia K0.0 m 

Some countries are happy to lend us money where they benefit from the interest earned and conditional to their companies being awarded the contracts. Source National Planning Department 2020 Capital Investment Budget.

This piece of article is damning. Read here

Papua New Guinea has highest rates of use of off-grid solar lighting in the developing world - IFC Report republished

Access to sustainable and clean energy, even the ability to be able to have a simple light at night to read or study, can have a huge positive impact for those people in need. For a country like Papua New Guinea, which is undergoing economic and social transformation, the ability of its people and its businesses to access energy has been a challenge. 

Papua New Guinea has, in fact, one of the most acute energy access challenges in the world. Only 13 percent of the population of over eight million people are connected to the electricity grid. Yet, as this report shows, in just five years Papua New Guinea has achieved dramatic growth to become a leader among developing countries in the use of off-grid solar products.

It’s in this environment that IFC’s Lighting Papua New Guinea program has been able to demonstrate impact by developing a market for quality verified solar products. 

Six years ago, only two percent of the population used any type of solar product and relied on firewood, kerosene and other products, harmful to people and the environment. It was a time when cellphone penetration was growing rapidly, but the means to charge those phones was lagging. 

Now kerosene has been usurped, and there’s a prevalence of generic offerings, battery powered torches and lanterns, alongside quality-verified off-grid solar products – many with an ability to charge a phone.

The report’s findings reveal a dynamic market. It’s evident in the numbers – the market for lighting solutions in PNG is estimated at $259 million a year and is expected to grow over the next five years. 

The report’s focus on the demand and supply sides will help companies understand market potential, in-country challenges, and the opportunities for growth.

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Credit: A report by IFC.

2024 PNG Education Institute (PNGEI) Application Form and Course Information

The  PNG Education Institute (PNGEI) contributes toward the professional development and training of teachers, both in the in-service and pre-service programs. Here is some information about PNGEI application forms and programs. 

2024 PNGEI application forms

The 2024 PNGEI Application Form is likely to have the following residential programs similar to the previous year's programs (get in touch to find the latest courses on offer at PNGEI):

1. Bachelor of School Leadership and Management - (2 yrs full-time)
2. Post Graduate Diploma in Teaching, Secondary /Tertiary (1 yr full-time)
3. Post Graduate Diploma in Inclusive Education (1 yr full-time)
4. Diploma in Teaching English, Primary - In-service (6 months full-time)
5. Diploma in Teaching Mathematics /Science, Primary - In-service (6 months full-time)
6. Diploma of Teaching Technical Vocational Education - Pre-service (1 yr full-time)
7. Diploma of Vocational Education Training - In-service (28 weeks)
8. Diploma in Education Junior Primary - In-service (1 yr full-time)
9.Diploma in Early Childhood Care & Education - Pre-service (both School Leavers & Non-School Leavers), (2 yrs full time)

Interested applicants are advised to request for the application forms through the following email addresses:

1. tkaleo.tk@gmail.com
2. Caroline_Yariyari@education.gov.pg

Applying

The closing date for the 2024 application is around July every year. The applicants who have completed the application forms for entry into PNGEI, take note of the date when submitting your applications.

It is important to ensure the 2024 applications are sent together with the required documents before the closing date.

Send application 

The applicants must complete their applications and send them to the  PNG Education Institute using the address below:

      PNG Education Institute

      P O Box 1791

      BOROKO

      National Capital District

Or, you can scan all your documents and send them to Caroline_Yariyari@education.gov.pg or tkaleo.tk@gmail.com

Those who scan and email documents note that at the time of registration, PNGEI will ask for your original application fee receipt.

Ensure you keep your original receipts safely and provide them at the time of registration if you are offered a space to study at PNGEI.

Programs info

Details of the courses are available through the links provided at the bottom. In brief, PNGEI offers the following programs:

• Bachelor of School Leadership & Management
• Post Graduate Diploma in Teaching (Tertiary /Secondary)
• Post Graduate Diploma in Inclusive Education
• Advanced Diploma in Teaching English Primary (In-service)
• Diploma in Teaching Mathematics / Science Primary (In-service)
• Diploma of Teaching Technical Vocational Education (Pre-service)
• Diploma of Vocational Education Training (In-service)
• Diploma in Education Junior Primary (In-service)
• Diploma in Early Childhood Care & Education (Pre-service)

PNGEI PAST APPLICATION FORMS

Application Form and Instruction (download) 

Interested candidates wanting to study at PNGEI can now download the information package online. Get the information about the (detailed) course structure, program requirements, finalised fees and more from the links provided below. 

Applications for the 2024 intake close around July.

• Entry requirements for all programs at PNGEI

• Free structure for all programs at PNGEI

• PNGEI Application Form

We will let you know as soon as the acceptance list is out. See below what PNGEI say about the release of the list.

PNGEI 2024 Acceptance List

For the applicants who have been waiting for the 2024 PNGEI acceptance list, here is what the institution said about it on its Facebook page last year.

'For those who are requesting for the Acceptance Lists, we would like to advise you all that the full acceptance list of all programs should be published here (on this page) early next week. Keep eyes for more updates on our Facebook page. 

Thank you and Congratulations to those who have been selected to study here at PNGEI.' [PNG Education Institute (PNGEI) Facebook post]

So, if you have applied to study at PNGEI in 2024, check for the updates here or on their Facebook page. 

Recommended for you

Here are two further study programs that you might like. 

•  Masters of Economics and Public Policy and Short Courses Info

• Online University Courses Divine Word University

If you are a non-school leaver and want to apply to secure a university placing, check out this post - NSL Application Forms 6 PNG Universities

Join PNG Insight on Twitter and Facebook for more information on education and development. 

Western Highlands Province | Road Network and Agriculture a Powerful Combination

I have little understanding of Western Highlands Province, especially its vast inter-linked road networks that link the province's fertile highlands and valleys until I visited the province. The roads are sealed and in excellent condition. All feeder roads lead to Hagen City. 

Pabarabuk Mission Station, Western Highlands Province. Coconuts and palm tree growing at this beautiful area just outside Hagen. #PNGInsight_filephoto2018 pic.twitter.com/0wyo3TV8Qy

— P.N.G. Insight (@PNG_Insight) October 8, 2018

One road worth mentioning was the road connecting Ogelbeng, Baiya Gorge, Baiya Valley and Kitip and Waghi Valley - sealed and in perfect condition. 

Local Western Highlanders are very hard-working people, toiling the soil. To name a few:

• Pabrabuk gives you the best pineapple.
• Paglum gives you the best Kaukau and potatoes. 
• Tambul gives you the best Karuka. 
• Fruit and vegetables, banana and you name it, grows in abundance. 

Western Highlands is probably the province in PNG that has a very good road network and its people cultivate the land to make ends meet. In fact, they are empowered to sustain themselves through the road excess to market. 

There are other roads like Tambul and Nibiliyer, Pabrabuk and Paglum roads which are in bad condition. The roads into Hagen city are, sadly, in an appalling state. I believe the Chinese are going to do a good job upgrading and sealing the Hagen City roads. 

Murmur pass, Mt Giluwe in the distance, Western Highlands Province | #PNGInsightphotofile2018 pic.twitter.com/POqSslrqJc

— P.N.G. Insight (@PNG_Insight) October 11, 2018

So, if I were to give WHP a mark out of 10 for its:

1. Road network I would give it       9.5/10 
2. Road condition......................      8/10 
3. Working the Land.................      10/10 
4. Taste of Pabrabuk pineapple....  10/10, and 
5. Tambul Karuka..........................  9/10

These are very high marks for road excess to market and service.

Mt Hagen ( Kagamuga) Airport. Air Niugini Fokka 100 plane taxing to stop | #PNGInsightVidfile2018 pic.twitter.com/cpISjg2Dqm

— P.N.G. Insight (@PNG_Insight) October 19, 2018

Curriculum and Structural Changes: Intensive Early Childhood Education Has Long-lasting Effects on Learning

The education system has undergone several changes. Here are some highlights of the changes in the School Curriculum and School Structure in Papua New Guinea. To clarify, curriculum change would mean the the change from the Standard-Based Education (SBE) to Outcome-Based Education (OBE) and vice versa. Whereas the Structural Change refers to the arrangement (and rearrangement) of Grades composition within the schools. 

Brief

Many students in the 1990s will remember the curriculum change that took place. Talks about the change started in 1993/1994. The actual curriculum shift - from the more established SBE to the troublesome OBE - happened in 1995.

 Twenty-one (21) years later, (and after much criticism of OBE) the curriculum reverted to SBE in 2016. This year, 2017, would be the second year of implementing SBE in classrooms around the country. The interesting observation is that there is *no* information about what actually is transpiring in classrooms. It could imply either all is well or something is seriously not right.

Change as a process

Understandably, change – as a process – needs monitoring and reporting on an on-going basis. After 2 years of SBE many questions needing answers as the country's education system moves into the third year of SBE implementation:

• How are all the key stakeholders monitoring the progress and reporting? 
• How are the teachers coping in the classrooms? 
• Is there any significant transformation happening in classrooms nationwide?

Furthermore, in 2015 the Education Department hinted a change in overall School/Education Structure. And, implied to take effect, in 2016, starting with schools in the main centres (This had not materialised). The image gives details of the structural changes, including the attempt changes: 

1.    Pre-1995 (6-4-2 structure) 

• 12 years of schooling
• Primary School Grades 1 – 6 
• High School Grades 7 – 10
• National High School Grades 11 – 12
• Up to 1995 was the era of SBE

2.    1995 and ensuing years (2-6-4 structure) 

• 12 years of schooling
• Elementary school Grades 1 – 2
• Primary School Grades 3 – 8
• Secondary school Grades 11 – 12
• The era of OBE curriculum dominated by a slow move from the 6-4-2 structure to 2-6-4 structure

3.    2015 structural change (2-6-6)

• 14 years of schooling
•  Early years/pre-school Prep 1 – Prep 2
• Primary School Grade 1 – 6
• Secondary School Grades 7 - 12

This was supposed to have taken effect in 2016, but did *not* eventuate. In fact, the change would have completely turned the system upside-down. The pre-primary levels would stay the same. But the primary schools were likely to take in Grades 1 -2 and dissolve Grades 7-8. And, the Secondary Schools would (in turn) have taken in Grades 7-8, hence have Grade 7 - 12 (6 grades altogether!).

4.    2018 - *indication of another* structural change (1-6-6) 

• 13 years of schooling
•  Pre-school Prep 1
• Primary School Grades 1 – 6
• Secondary School Grades 7 – 12

Indicated recently through the media, this is another changed hinted to have started in 2018. Teachers, especially the Tok Ples Elementary and Grade 7-8 teachers, will be the obvious group caught in the changing structure. 

Foundation years (ages 3, 4, 5 and 6)

It is indicative, in the structural changes, that there are only one or two years at the pre-primary levels. This level of schooling remains a lesser focus area among the on-going educational changes. By this I mean, there is a need for *more* emphasis on *quality* at the early-learning (preparatory) years. For example, the education changes could look at widening the base to 4 years of early learning; or ensure children at these early years are a own group apart; or setting a benchmark where teachers with degree and honours teach the children of ages 3, 4, 5 and 6 years.

The changes cannot ignore the fact that learning taking place at the earlier ages has significant effect on children's cognitive and academic development. A research finding pointed out that:

The early childhood education can have long-lasting effects on the children's cognitive and academic development. (Source: RAND, a renown research organisation )

One impending question is: 

Do the educational changes, such as the structural and curriculum changes, place emphasis on the pre-primary level and early-learning?

The changes in PNG's education structure (and curriculum) are for the good of every child, nonetheless. The challenge, going forward, is to re-evaluate and prioritise the early-learning structure - create a stronger foundation.