Reflection On Change - Use Education As A Medium of Change

A lot of changes in the education system have been going on at the National level (NDoE) this year. The obvious one is the change in structure, called the 2-6-6. With this structural change comes curricular change too - moving from Outcome-Based Education (OBE) to Standard Based Education (SBE). A much talked about change, yet little is known.

Many do not know what it is, not even the education minister. He has no idea whether the structural change will have an impact on the current curriculum or not. Teachers will have to go through trial and error as they did OBE. 

Again, this year the NDoE will have come up with National Education Plan 2015 - 2024. This plan is the road map for education in Papua New Guinea for the next 10 years, but the documents are not out yet as I write.

So, why are the structural (2-6-6) change, curricular change and NEP 2014-2024 important? All provincial governments should consider ways to fine-tune the education system in each of the 22 provinces.

It is time for every provincial education authority to take charge. They should not wait for autonomy - a word closely related to procrastination. If provincial governors and senior education officials, who are responsible for the change, want quality education they must take the lead to make a change.

One change in a system like the education system will have a ripple effect in the next 10 to 14 years. That means that the 10-year National Education Plan which starts this year and ends in 2024 will have an impact on 10 generations.

So, with this change must come to a 14-year strategic plan to follow up on children who start his/her early learning years now. By doing this will enable the planners today to track the progress (and achievement) of a population – the generations – that goes through the change and allow planners to compare and contrast OBE to SBE.

In fact, monitoring students as well as effecting the new system makes education outcomes attainable and measurable. Without doing this would mean that the Papua New Guinea education system is heading down a part of ‘scrape-and-replace’ like what happened to OBE after 22 years. The last thing any developing education system would want to see is a failing system.

So how practical can provincial education authorities are in taking a leading role – and a proactive one – in the fine-tuning education system in their localities?

Take for instance, Simbu Province has 5 secondary schools producing grade 12 annually: Rosary Secondary School - Kondiu, Kerowagi Secondary School, Yawe Moses Secondary School, Gumine Secondary School and Muaina Secondary School. There are 4 classes per grade – i.e. 4 classes of grade 9, 4 classes of grade 10, 4 classes of grade 11 and 4 classes of grade 12. At 35 students per class, a school’s population would be 560 students.

What does this benchmark number mean? Senior education officers, parents and leaders have to see that having lots of secondary schools does not mean all is good. In fact, it is the opposite – more secondary schools is a recipe for disaster. Fact.

Look, each secondary school in Simbu would have produced only 140 (35 x 4) grade 12s annually. So, 5 would produce 700 grade 12s every year.

In fact, if 3 secondary schools take in grades 11 and 12 (and done away with grades 9 and 10) this would have increased grade 12 classes to 8 (and grade 11 classes to 8 too.)

This means that one secondary school would be producing 280 (35 x 8) grade 12s annually. Now, 3 secondary schools would be graduating 840 students - 140 students more. 

Perhaps the most important thing here is the fact that Simbu Province does not have to have many secondary schools to be competitive in developing its ‘human resource’.

END: Nelson Mandela once said ' Education is the most powerful tool you can use to change the World'. This is true. You - the change-makers - can make it happen. 

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DISCUSSIONS ON FACEBOOK

This is what I mentioned is a discussion on how to improve student's performance.

"I think Simbu Provincial Government can take ownership of education trends/changes locally instead of relying on NDoE. I like what *Benjamin mentioned above. For example, Simbu can do well if it concentrates its resources and reduces its secondary schools to only 2 or 3: expand on Years 11 and 12, tighten students' selection process, get the best teachers and administrators to teach and manage the schools, give them performance incentives, sponsor top students, etc. What Simbu Provincial Government needs to do is to align its plans with NEP 2015-2024 or make the adjustment to existing failures within the system. There is never a better time to start than now when changes are happening left-right-and-centre at the national level."

*Here is the commentary by Benjamin Sipa:

"This discussion is about over but to tell from what I know while having my other cousins and siblings attending those secondary schools and hearing from what they say I understand that we should do something different for the secondary & high schools of Simbu Province.

1. Grade 9 & 10 should not be made part of the secondary schools of Simbu, should be catered in designated high schools strictly. 

2. Ensure to equip only 3 secondary schools with highly qualified teachers, fully resourced facilities like science labs, computer lab, Library, textbooks and dormitories – do away with 6 secondary schools, in fact produce junk that even can’t speak and write better English. 

a. Too many secondary schools also allows for enrolling less qualified students who at the end brings overall performance of school down by average.

3. Provide good incentives for the 3 secondary schools teachers to attract and have them stay in Simbu secondary schools. Facilities and technical expertise goes hand in hand, if the Simbu Prov. Govt and Division of Edu. in Simbu are serious, should think about.

4. Most of qualified teachers would like to stay close to where they can have easy access to decent services. Rural outback secondary schools do imperatively miss the ingredients. Thus require re-strategize to produce best outcome as a province.

5. These are some things that I picked up when talking to some of those young folks who have enrolled in some of those secondary schools. Since we mentioned Gumine Secondary here in the discussion, at the beginning of last year, there were qualified graduates went there at the beginning of school year, they decided to leave the school after few weeks. The positions left were filled by people with lesser qualification. Should we change our approach or leave?!"

Ganim Report: National Department of Education and Teachers' Service Commission Need Proactive Leaders To Effect GR Recommendations

Commentary 

TSC Chairman, Mr Baran Sori, and NDoE secretary, Dr Michael Tapo, must be suspended for incompetency. Why a report - the Ganim Report - sanctioned by the Parliamentary Referral Committee on Education and conducted between March and April last year failed  on its 'Initial Findings'? 

As reported (in Post Courier) Ganim report was a working progress, but given that these leaders in Education are committee members, you would have thought last year should have ended well for teachers. They have seen the findings, they made submissions to PRCE, yet why have teachers not given 2014 leave entitlements?

The heads of education in the country are as dumb as any provincial education authorities and past and current education ministers. A bad combination!

PNGTA is planning court action. If a nationwide strike by teachers stops 2015 academic year, heads must roll. 

Get someone new to effect the recommendation of Ganim report. 

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PC report

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TEACHER woes in the country is no "overnight" problem which all 48,000 teachers in the country must first understand and bear with before help and long term solutions can be sought, Chairman of Parliamentary Referral Committee on Education (PRCE) and Wabag Open MP, Robert Ganim has said.

As such, he urged all teachers to refrain from any sort of industrial actions that could jeopardize the start of 2015 school year which millions of school children could be affected unfairly.

Mr. Ganim who led a PRCE nationwide investigation into the issues of teachers in the country between March and April last year said details of his findings (Ganim Report or GR) were presented to Parliament in its August 26 session.

Parliament adopted the GR and resolved that the Teaching Service Commission (TSC) and the Department of Education (DoE) undertake the recommendations and report back to Parliament within three (3) months.

Pic courtesy: Post Courier - Cyril Gare file pic 

TSC Chairman, Mr. Baran Sori flanked by his Commissioners was addressing the PRCE Committee at the Parliament B2 Conference room on April 10, 2014 during the nationwide investigation into teachers’ issues. Cyril Gare file pic.

Upon which, a combined approach was taken by the TSC and DoE between September and November last year through the establishment of a Working Committee (WC) comprising TSC Chairman, Baran Sori as Chairman, Dr. Uke Kombra, Mr. Titus Romano Hatagen, PNG Teachers’ Association General Secretary, Mr. Ugwalabu Mowana, and Fr. Paul Jennings.

The WC undertook the recommendations of Parliament which resulted in a detail Report that is ready to be presented to PRCE Chairman Ganim who then will present to Parliament for adaptation when it resumes on February 10, 2015 at 2:30 pm.

The WC Report provides specific policy directions, identifies strategic outcomes, provides general guidelines in implementing these policy directions, set out the monitoring and evaluation framework, and provides costing – about K26 million - for its implementation over a five (5) year period (2015-2019).

According to the WC, the Government has work to do - in the long term - in addressing the teachers’ problems in these key areas:

 Review functions of Teaching Service Commission (TSC) and Department of Education (DoE);

 Review and define teachers’ salaries and allowances;

 Review the teacher appointment process;

 Review the tenure appointment process;

 Review salaries and entitlements of teachers;

 Decentralize ALESCO pay system to provincial education authorities;

 Adopt an effective and efficient teacher leave fare management;

 Create a leave fare data base;

 Make TSC assumes financial autonomy as a separate entity of State;

 Review process of retrenchment, retirement and resignation of teachers;

 Establish a centralised teachers’ information database; and

Provide manpower and capacity development for teachers.

Why Teachers Leave Fare Not Done on Time?

James Marape (former Education Minister) sympathized with teachers and blamed the Education Department for failing to work out leave entitlements for teachers on time. He is the Treasury minister and admitted to availability of money - so money is not why teachers have not received their leave fares.  

Nick Kuman, the Education Minister, said teachers and Provincial Education Authority were at fault. Teachers are confused and or ignorant for not submitting their leave application before April. 

He also lashed out at provincial education officials for not facilitating the submission of leave entitlements.

 Cheap politics by passing the buck

Obviously, the two ministers are playing cheap politics by passing the buck from the National Department of Education to PEA and teachers. Are teachers confused and ignorant? 

Is NDoE not doing its part? 

Is the problem with Provincial Education Authority?

It is ominous that politicians are politicians, not educationists - they get 5 times as much as teachers. 

They do not live a teacher's lifestyle and they do not experience a teacher's pain at the end of the year.

Deal with teachers' leave entitlements properly

They should talk about giving hard-working teachers what they deserve. They shouldn't play politics with them. James Marape knows well. This is a problem that occurs year after year.

If I was the Education Minister, I would have summoned the Education Secretary, PNGTA president, all (22) Provincial Education Advisers and provincial education officials responsible for dealing with teachers' leave entitlements to a round table discussion, and sort this MESS out - once and for all. 

Sadly, a simple teacher is not a 'talking'  Education Minister.

Over to yours, Mr Minister. Stop the blame game. Do the right thing. Until then, the teachers will have to hope that this year ends well. 

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POST COURIER Reports By NELLIE SETEPANO

EDUCATION Minister Nick Kuman says the issue of leave fares for teachers was caused by mismanagement from the provinces concerned, which is affecting teachers.

He said the Education Department cannot be blamed for not paying teachers to leave fares.

"The department does not keep monies for leave fares and leave entitlements," Mr Kuman said.

He said there are some provinces that have not got it right while others have.

The minister explained to the Post-Courier yesterday that since certain government functions were decentralised, provinces now take the responsibility to take care of their own teachers.

The Education Department is responsible for the national functions of schools of excellence, vocational schools and teachers' colleges.

The minister emphasised clearly that every teacher eligible for a six-week leave (after two years) should apply for leave a year earlier and before the month of April.

This is so that their leave fares and entitlements are catered to in a budget for each year.

"I have directed the Education Department to remind teachers of that directive," the minister said.

Mr Kuman said teachers are the last people who should be confused about this directive.

"Educated people such as teachers know about this directive and should not be ignorant," the minister said.

Mr Kuman said some provinces such as Morobe, which have a very large number of teachers, must be managed well by the provincial education authorities and treasury office. Teacher leave fares have been chronic issues for years but is slowly been addressed by provinces.

Still, some provinces fail teachers but the minister said authorities are in the current dialogue to address this issue.

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Former Education Minister James Marape's Statement

The Education Department should process teachers' leave entitlements before the end of an academic year and allow them to go on holidays on time.

This should be done before December, but when Government books are closed Education department cheques are not recognised by the banks.

Finance Minister James Marape raised this concern in a media conference at his Vulupindi office in Port Moresby yesterday.

"We are a Government and we have money all the time to run this country. The delay in teachers' leave entitlements is not the Government’s fault nor is it a cash-flow problem in the system as claimed by the Opposition.

"It is caused by the Education Department, which failed to work out teachers' entitlements prior to the close of accounts."

He says what happens is when Government accounts are closed in mid-December all funds of Government held by state agencies and departments are pulled back into the Department of Finance for the accounts to be tied up therefore obviously there was no money in the education department when the cheques were drawn.

He says, instructions were issued to all agencies and departments to go to finance if they needed to make some emergency payments based on the main 2014 budget and the 2014 supplementary budget as it was the only department in operation during the close of business but the education department failed to follow the instructions.

"It has been a problem for a long time so the education department and other concerned departments and agencies should put their heads together and come up with a system which will work better," he stressed.

"As the former education minister I sympathise with all the teachers out there for the delay and I’m sure the current Education Minister Nick Kuman will get his staff to liaise with concerned agencies and come up with a solution," he said

"We have a whole year to work on the teacher's entitlements, you don’t come on December 25 crying for leave pay, teachers should be already in their villages celebrating holidays by then," he said

Meanwhile, Mr Marape says he will issue the first warrant for 2015 next week Monday to officially open government business for the year.

PNG Education System Structural Change 2015 Demands More Awareness, Resources and Teachers

Commentary

Here are some perceived information that I thought would be useful for parents and teachers with regards to changes to education structure, the 2-6-6. This, as we know, will be implemented this academic year starting from elementary to primary and secondary schools in the country. 

The obvious changes from 2-6-6 are:

1) children will have to start school as early as 5 years of age, not at 6 or 7 years
2) children will spend 14 years at lower education levels, not 12 years
3) children will learn, speak, read and write in English from Elementary school, not Tokples
4) children at early years need specialist teachers and assistant teachers, not any grade 6 or 10 dropouts
5) bridging at grade 6 (primary) -  grade 7 (secondary), not at grade 8 - grade 9

With the expansion in years (including early start) and change from Tokples back to English at the early years means there is demand for specialist teachers, especially at elementary schools.

The early learning years are pivotal in shaping children's future. Such a change is only good if it is planned well and implemented, supported by both parents and well trained teachers.

Primary and secondary teachers who have been teaching 'bridging' grades may have to adjust to new structure. Teachers who taught grade 7 or 8 at primary schools must prepare to step-down to lower grades. That could possibly mean that your salary (if it is based on your level) could be less than what you earned last year.

Secondary school teachers must now embrace the fact that they could be teaching grades 7 and 8. This would be a real challenge this year given that the resources available at secondary schools are for year 9 up. 

This change is doomed to have a rough start if both parents and teachers do not know what to do. Fact.

The situation on the ground seemed far from reality when parents and teachers have little or no clue as to what they are expecting. The minister for education and education secretary would have to get their heads together and tell the nation what is expected when the academic years start in February. 

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Reports from Post Courier can be seen below

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Problem highlighted by PNGTA general secretary Ugwalubu Mowana

By NELLIE SETEPANO [Post Courier 05/01/2015]

THE school year begins in the first week of February but schools may not be ready for the new standards-based education curriculum and the 2-6-6 system, says the Papua New Guinea Teachers Association.

The association thinks these directives had arrived too quickly for schools to implement, although they were introduced since 2011.

Three years on, there was no awareness and proper planning given to schools and teachers on these directives. Both lacked proper awareness, teacher training and schools do not have readily teaching resources and infrastructure to implement these directives.

Only a rushed training was done towards the end of this year in Port Moresby on the Standards Based Education or Curriculum.

PNGTA general secretary Ugwalubu Mowana said at the weekend that implementing the directives this year, would cause a lot of confusion and in the end students will be greatly affected.

Standards based education was all about improving education standards in schools. These come in the form of teacher preparations and professional development, examinations, inspections; school governance and restructuring of school system and structures are some of the many components that would be improved by a standards based education curriculum.

The 2-6-6 structure includes two years of elementary, six years of primary education and six years of secondary education.

Towards the end of last year, Education Secretary Michael Tapo said he was confident that teaching materials and awareness on the two new structures are ready to implement in the 2015 academic year.

Mr Mowana told the Post-Courier that it was impossible for these government directives to be implemented when teachers had little or no awareness and lacked necessary training and schools lacked much infrastructure to cater for the big exchange of students from one school to another. He said the two systems would cause chaos in schools.

~~~~~Related stories ~~~~

Educators trained on new curriculum | Too much politics, too much talk, nothing done, Dr Michael Tapo PNG Education Secretary

By NELLIE SETEPANO [Post Courier, 05/01/2015]

MANY teachers are still waiting for their leave fares but the PNG Teachers Association has announced it will provide financial assistance this week for teachers to sue for their tickets.

The PNGTA General Secretary Ugwalubu Mowana said the PNGTA had no other alternatives but to resort to court action for the thousands of its members still stranded at their various schools nationwide.

At the weekend he warned the Government to address the teachers leave fares to allow teachers to travel home for their holidays or the country could face industrial action next month, the beginning of the academic year.

Mr Mowana was concerned that the unpaid leave fares for 2014 were a time bomb waiting to explode.

He cited other issues that teachers were frustrated about, including the standard based education and the 2-6-6 system, which were earmarked to begin this year.

Mr Mowana said these policies were shoved down the necks of schools for teachers to implement without proper awareness and training, lack of resources and infrastructure.

The 2-6-6 structure is a government policy to be introduced into public schools this year, which will have elementary schools having two years of education, primary schools and secondary schools to have six years for each.

He also pointed out that teacher appointments for 2015 is also a problem in some provinces. Mr Mowana is saddened and at the same time frustrated that the leave fare problem has become an annual problem that has never been addressed thoroughly over the years.

"The PNGTA will support its members in the provinces financially with legal fees starting this week."

"Although this is an expensive way to deal with this issue, we have no other alternative but to go to the courts," Mr Mowana said.

He noted that the teacher leave fares is one of 13 recommendations by the Parliamentary Referral Committee on Education, that the secretary is hopeful government will address for the good of teachers. The leave fare issue has become a contentious issue for the Government.