<![CDATA[PNG Education News - Standard Based Education ]]>Sun, 12 Apr 2026 16:12:07 +1000Weebly<![CDATA[When and Why was Standard Based Education or Curriculum introduced in PNG?]]>Sat, 22 May 2021 22:04:43 GMThttps://edu.pngfacts.com/standard-based-education/when-and-why-was-standard-based-education-or-curriculum-introduced-in-pngHOw was Standard based education or curriculum introduced in PNG? Introduction of Standard Based Education IN PNG Introduction of Standard Based Education IN PNG
The introduction of SDE or SDC followed the PNG Governments NEC Decision No.194/2008
  • As a result of public demand and outcry, the O ‘ Neil-Dion
government directed the Department of Education to abolish
Outcome-Based Education in schools throughout the country. This
decision is contained in the National Executive Council (NEC)
Decision No.194/2008 item 12 which states: “The Committee agreed
that the outcomes-based education and the elementary system
should be done away with. That an exit strategy be established,
especially for the elementary system.”(p.2).
  •  The O’Neil-Namah government reaffirmed this decision when it took
office on 2nd August, 2011.
  • The preparation of an OBE exit strategy will require, in the first
instance, a review of the OBE to ascertain its impact on teaching and
learning, and identify the gaps. Based upon the evidence provided
from this analysis, an OBE exit strategy will then be developed and
implemented.

This is the Department of Education’s response to National Executive Council Decisions to review and  exit Outcome Based Education and the development  of a new curriculum. This includes:
• OBE Exit Consultative Forum-Resolutions and
Recommendations.
• Setting up of the OBE Exit Technical Working Team
(OBEETWT) and the OBE Exit Secretariat (OBEES)
who began their work on the Report of the Task
Force for the Review of Outcomes Based Education.

The review of outcome based education 

Report of the Task Force for the Review of Outcomes Based Education.
  • On January 22, 2013, the National Executive Council (NEC) established a Task Force
and appointed a panel of experts to investigate the nature of the challenges and
problems experienced in the implementation of the Outcome Based Education (OBE)
system. The NEC decision was in the response to wide-ranging public comment from
a variety of stakeholders such as teachers, parents, school administrators, church
agencies and academics, over several years, on the implementation of the OBE
curriculum.
  • The public consultation has helped to underline the lesson that future reform in Papua
New Guinea education should derive from an endogenous, country-led process.
Ownership and leadership should be in the hands of the country’s own citizens, from
among whom stake-holders, experts and professionals can be invited to act as
resource persons. The Task Force report heighted eight high level recommendations
and in the third recommendation the government advised to establish a independent Expert Panel, and worked in partnership with DoE, to prepare the way for curriculum reform.
  •  Independent Experts panel was established and began work the work on the
National Curriculum Standards Framework, where all Standards Based Curriculum
Subject Frameworks, Syllabuses and Teacher Guides have been linked, to develop the
content standards, benchmarks, teaching and learning lesson activities to
performance standards and assessment in partnership with DoE curriculum
development division.
  • Standards Based Curriculum subjects syllabuses and teacher guides have been
developed by experts from Papua New Guinea and for Papua New Guinea.

In Summary
  • These reform in education has to happen due to the effects that a curriculum has in teaching, learning and  assessment.
  • If the results of students are low in terms of literacy, numeracy, scientific skills plus attitude and value issues then they should be a shift in education reform. 
  • The Education system and its approaches should be  relevant and suitable for its people, country as a  whole and be compatible globally.

​Next :  What Has Changed From Outcome Based To Standard Based Curriculum?
]]><![CDATA[What has Changed from Outcome Based to Standard Based Curriculum?]]>Thu, 20 May 2021 10:39:51 GMThttps://edu.pngfacts.com/standard-based-education/what-has-changed-from-outcome-based-to-standard-based-curriculumPicture
Shift in Terminologies from OBC to SBC- The following terms have changed from the outcome based curriculum to Stanard Based Curriculum. 

OBE

  1. Outcome Based Currulum
  2. Outcome Based Educatio
  3. Outcomebased Curriculum
  4. Lower Secondry 
  5. Upper Secondary
  6. Outcomes
  7. Strands
  8. Indicators

SBE

  1. ​Standard Based Education 
  2. Standard Based Curriculum
  3. Junior High School
  4. Senior High School 
  5. Content Standared
  6. Strands
  7. Benmarks
  8. Evidence Outcomes
  9. Performance Standards
  10. Units
  11. Topics
The next post will outline the change of content and as well as subject combinations and pathways. 

Next : Difference Between Content Standards, Benchmarks And Performance Standards
]]><![CDATA[Difference between Content Standards, Benchmarks and Performance Standards]]>Thu, 20 May 2021 10:24:09 GMThttps://edu.pngfacts.com/standard-based-education/difference-between-content-standards-benchmarks-and-performance-standardsBelow are the differences between Content Standards, Benchmarks and Performance Standards used in Standard Based Curriculum.
Content Standards
  •  Comprise the knowledge, skills, values, and attitudes (content) that students should learn, often called the “what”of “what students should know and be able to do.”
  • Comprise essential knowledge, skills, values, and attitudes which will be the measures or the basis of quality of education.
Benchmarks
  • Identify the specific components of the knowledge, process, skill, concept, principle, or idea identified by a content standard that students are expected to learn, master, and demonstrate proficiency
  • Provides the basis for assessing students mastery of essential knowledge, skills, values, and attitudes
  • Used as the basis for measuring students attainment and progress towards meeting the national content standards
  •  Compare the performance of PNG students with students in other countries.
Performance Standards
  • Measure students’ performance and proficiency (using performance indicators) in the use of a specific knowledge, skill, value, or attitude in real life or related situations
  • Provides the basis (performance indicators) for evaluating, reporting and monitoring students’ level of proficiency in use of a specific knowledge, skills, value, or attitude
  • Used to plan for individual instruction to help students not yet meeting expectations (desired level of mastery and proficiency) to make adequate progress towards the full attainment of benchmarks and content standards
  • Used as the basis for measuring students’ progress towards meeting the national benchmarks and content standards

​Next : Types Of Standards In Standard Based Curriculum
]]><![CDATA[Types of Standards in Standard Based Curriculum]]>Thu, 20 May 2021 10:15:27 GMThttps://edu.pngfacts.com/standard-based-education/types-of-standards-in-standard-based-curriculumPicture
 Below are the Types of Standards in Standard Based Curriculum (SBC)
  1. Content Standards clearly define what all students are expected to know (content) and be able to do (process). They describe the knowledge, skills, values, and attitudes that students  should attain, often called the “what” of “what students should know and be able to do.”
  2.  Benchmarks are the specific components of the knowledge, process, skill, concept, principle, or idea identified by a content standard.
  3. Instructional Objectives are precise statements of educational intent. They are aligned with  the educational goals, content standards, benchmarks, and performance standards.
They are stated in outcomes language that describes the products or behaviours that will be provided by students. They are stated in terms of measurable and observable student  behaviour.

Next : How Is Standard Based Curriculum Developed?

]]><![CDATA[How is Standard Based Curriculum Developed?]]>Thu, 20 May 2021 10:04:48 GMThttps://edu.pngfacts.com/standard-based-education/how-is-standard-based-curriculum-developedWhat are the Designs used in SBC Development?
Three curriculum designs have been used to develop the
Standards-Based Curriculum
1.  Broad Fields Curriculum Design
  • The Broad Fields Design (Subject Design) was chosen by  the National Curriculum Standards Framework Task Force to design PNG’s SBC.
  • The quality of students learning outcomes were in a serious state of decline because, amongst many other reasons, students were studying too many disciplines  and hence, did not learn and master the essential knowledge and skills.
  • Focus was on quantity rather than quality.
  • The main reason for choosing the Broad Fields Design is to reduce the number of disciplines by unpacking and repacking them into subjects so that more time is  spent by teachers teaching students to learn and  master the essential knowledge, skills, values and  attitudes rather than on covering and testing the  curriculum.
2. Academic Disciplines Design
The Academic Disciplines Design (Subject Design) was  chosen by the National Curriculum Standards Framework  Task Force to enable students progressing to grades 11 and  12 to study in-depth the various subject disciplines,  particularly in mathematics and science, to prepare them for  careers, higher education and citizenship.
3.Core Curriculum Design
  • The Core Curriculum Design has been utilized to provide all students a common set of learnings (essential knowledge, skills, values and attitudes) in order to effectively prepare them to live, study and work in  21st century.
  •  Quality of education will be improved and sustained if we reduce the number of subjects to allow teachers to spend more time teaching and  preparing students with essential and in-demand knowledge, skills, values and attitudes required for careers, higher education and citizenship.
  •  Core curriculum was embedded in all content standards and grade-level benchmarks by all subjects.
Core curriculum comprises the following:
  •  Cognitive skills (critical and creative thinking);
  • Reasoning, problem-solving and decision-making skills;
  • High level thinking skills (analysis, evaluation and synthesis);
  • 21st century skills;
  • STEAM principles and skills;
  • Spiritual values and virtues;
  • Reading, writing and communication skills, and
  • Essential values and attitudes.

Next : Assessment As Learning : Standard Based Education

]]><![CDATA[Assessment As Learning : Standard Based education]]>Wed, 11 Mar 2020 13:14:38 GMThttps://edu.pngfacts.com/standard-based-education/assessment-as-learning-standard-based-education​Assessment as Learning (AaL)
Finally, let us consider assessment as learning. AaL is part of assessment for learning and both approaches are formative. From teachers’ feedback to the students, they (the students) become more responsible for their learning. The students must, however, be guided by teachers. According to Berry (2008), AaL leaves the onus for learning on students and “encourages and demands deep learning on the part of the students” (Berry, 2008, p. 34). 

Berry (2008) highlights the fact that “students are their own assessors and they personally monitor and critically review what they are learning. With this monitoring and critical review, they make adjustments, adaptations, and even major changes to what they understand” (Berry, 2008, p. 34).
Purpose of Assessment As Learning 
The purpose of this approach is to allow students to be more responsible for their own learning. This will depend very much on the quality of feedback given to them by the teachers. Students must understand the feedback fully in order to improve in their learning. AaL gives the opportunity for students to self-assess and peer-assess (Berry, 2008; Black & William, 1998; Jones, 2005).

Benefits of Assessment As Learning

The benefits for this approach may be many, however, some notable ones as alluded to by Berry (2008) are:

1. when students improve in their learning, they would be highly motivated to learn more;

2. students would be learning at a higher level;

3. student would learn the skills of monitoring and reflecting on their own learning at an earlier stage of their life-long learning;

4. students become more responsible for their own learning and also assist their peers to learn.

In conclusion, Berry (2008) captured the three approaches and when each could be used in the learning and teaching process as presented below.
Table 4: Comparison of the characteristics of the three assessment approaches: AoL, AfL and AaL (Berry, 2008, p. 35)
 
Berry (2008) concludes: “with a well-thought-out assessment plan, the three approaches can certainly work harmoniously to help students learn” (p. 34).

Next : 

]]><![CDATA[Assessment for Learning : Standard based Education]]>Wed, 11 Mar 2020 13:08:09 GMThttps://edu.pngfacts.com/standard-based-education/assessment-for-learning-standard-based-education​The definition of the word ‘assessment’ may have shifted from that of cooperation to competition. There is a need to revisit the original meaning of the word and devise assessment tasks that would promote student learning. The Latin word ‘assidere’ was all about assessment for learning where there was a good sense of students working together and sharing their ideas. Teachers would sit beside students and give one to one assistance where necessary. This is assessment for learning at its best where learning is improved. 

In this approach the focus is on the process of learning and teachers’ role in the classroom become very significant in ensuring that learning takes place. Assessment for Learning (AfL) should be continuous and formative. 
Purpose of  Assessment for Learning (AFL)
The definition of the word ‘assessment’ may have shifted from that of cooperation to competition. There is a need to revisit the original meaning of the word and devise assessment tasks that would promote student learning. The Latin word ‘assidere’ was all about assessment for learning where there was a good sense of students working together and sharing their ideas. Teachers would sit beside students and give one to one assistance where necessary. This is assessment for learning at its best where learning is improved. 

In this approach the focus is on the process of learning and teachers’ role in the classroom become very significant in ensuring that learning takes place. AfL should be continuous and formative. 

As mentioned earlier, assessment for learning may be administered during teaching and learning process and feedback can be used to improve student learning. The focus is on the process (Berry, 2008; Black & William, 1998; Jones, 2005; Sadler, 1989; Taras, 2010).

Berry (2008) advocates strongly that AfL provides more opportunities for students to be involved in “deep learning” (p. 33). Berry (2008) continues by saying “teachers give quality feedback to students and students are expected to take learning on board” (p. 33). Furthermore, Berry (2008) points out that “during teaching”, teachers collect a wide range of information through different assessment means…and will modify their teaching, by making alterations to the current materials and instructional activities” (p. 34).

​Next : What Is Standard Based Assessment?
]]><![CDATA[What is Standard Based Assessment?]]>Wed, 11 Mar 2020 12:56:37 GMThttps://edu.pngfacts.com/standard-based-education/what-is-standard-based-assessmentThe Wikipedia puts an explanation of Standard based assessment this way.
"In an educational setting, standards-based assessment is assessment that relies on the evaluation of student understanding with respect to agreed-upon standards, also known as "outcomes". The standards set the criteria for the successful demonstration of the understanding of a concept or skill".
Standard based Assessment consist of three components. 
1. Assessment of Learning (AoL) 

Berry (2008, p. 32) points out that “assessment of learning is mostly used for making summative judgment of students’ performances.” In addition, the author stresses that AoL is used to compare student’s performance against goals and standards or each other (Berry, 2008). In other words, AoL takes place at the end of the course and is mainly concentrating on the product of learning.

In PNG context, the national examinations in grades 8, 10 and 12 are classical examples of AoL.
The results of the examinations are used to select students to the next level of education based on their performances. The grade 8 students receive Basic Education Certificate, grade 10 students receive Lower Secondary School Certificate and grade 12 students receive Upper Secondary School Certificate. The certificates are awarded to students to confirm that they have completed the nationally prescribed subjects in the appropriate grades. In other words the national examinations in PNG have two main functions: for certification and for selection to the next level of education
Purpose of Assessment of  Learning
Berry (2008) highlighted that the purpose of assessment of learning is to compare student’s performance against each other and as an evidence of completion of unit or course of study. In the PNG context, students are awarded certificates and selected to the next level of education. For grades 9 and 11, students move onto the next level based on their internal (school-based) marks at the end of the academic year.
​Assessment of learning can be administered at the end of a unit or course of study. This is to determine the successfulness or otherwise of the course or program. The assessment results are used to assign students a grade that goes on their report cards (Berry, 2008; Wright, 2008).

In the PNG context, the grade 8, 10 and 12 students sit for their national examinations annually in the months of October and November. After the marking is complete, the following grades are awarded to students in their respective certificates as follow:
Grade 8 – Very High Achievement, High Achievement, Average Achievements, and Low Achievement.
Grade 10 – Distinction, Credit, Upper Pass, Pass and Fail.
Grade 12 – A (VHA), B (HA), C (SA) and D (LA). 

Next : Assessment For Learning – Bringing The Attention Back To Learning


]]><![CDATA[Assessment for Learning – bringing the attention back to learning]]>Mon, 08 Jul 2019 23:50:27 GMThttps://edu.pngfacts.com/standard-based-education/assessment-for-learning-bringing-the-attention-back-to-learningMany schools and education systems still place significant priority on measuring learning outcomes with scores, grades and marks. But this focus and emphasis often misses a bigger picture, and doesn’t take into account the process of learning. Assessment for Learning (i.e. formative, classroom, school-based assessments) focuses on information and feedback for the students to help progress and reach their learning goals, rather than evaluating student achievement. In addition, it allows teachers to use this information to improve the quality and effectiveness of their teaching. According to Stewart Monckton, Research Fellow at the Australian Council of Educational Research (ACER), ‘the key aspect of AfL is that it places meaningful and timely assessment and feedback at the heart of everyday classroom teaching.’ Doug McCurry, Senior Research Fellow at ACER concurs, ‘I know of no other approach to teaching and learning that offers such potential improvements in learning.’

The Network on Education Quality Monitoring in Asia-Pacific (NEQMAP) recently held a regional capacity development workshop from 24-27 June on ‘Assessment for Learning’ for over 50 participants from 14 countries across the Asia-Pacific. The network brought together education stakeholders from Ministries, research institutes, private and non-governmental organizations, to not only build capacity in the area of formative assessments, but to also ensure that education systems align curriculum, teaching and assessment efforts to ensure quality learning outcomes. The workshop was hosted by NEQMAP member institute, Southeast Asia Ministers of Education Organization (SEAMEO) Centre for Quality Improvement of Teachers and Education Personnel (QITEP) in Science in Bandung, Indonesia, and facilitated by experts from the Australian Council for Educational Research (ACER). 

Topics and practical activities included the different interpretations of classroom, school-based and formative assessments, the alignment of curriculum and formative assessments, teacher assessment literacy, learning progressions and rubrics, reporting and providing student feedback, and higher order thinking skills and 21st century skills. Participants shared how they are currently using formative assessments and how they will use the information learned at the workshop when they return home.

Several of the participants highlighted some of their lessons learnt from the workshop. ‘What I have learned was that students should be more responsible for their own learning’ said Mary Kambu Phillips from the Department of Education, Papua New Guinea. ‘And some of these concepts we looked at were unfamiliar or new to me which means that most of our classroom teachers would not be familiar with them either.’

Geewanath Sharma from Bhutan’s Royal Education Council noted, ‘assessment for learning is a process that provides feedback whereby both teachers and students know where they are in their teaching or in their learning, where they need to go, and how to get there. As a result, curriculum, teaching and assessment must be aligned to provide appropriate feedback on the progress of the student.’

The best part of this type of assessment is that ‘assessment for learning respects all learning types and levels. It is holistic and addresses differentiation in learning where teaching strategies and methods are applied to address all types of learners,’ said Micheal Uvisa Mera, from the Department of Education, Papua New Guineau.

Why is formative assessment and Assessment for Learning a challenge?

While the topics at the workshop were easily absorbed by the participants, many challenges remain at the local and national levels in providing effective Assessment for Learning. Many participants indicated that despite the best efforts of teachers and schools, a ‘culture of testing’ still pervades in a majority of countries. This often means that the priorities of end of year/term exams and high-stakes testing take precedent – particularly in the minds of parents, students and higher authorities who want to see progress in learning captured by overall scores, and not individual feedback.

Another difficult challenge for many countries is class size – it is not easy to provide effective feedback and individualized learning progressions when teachers must deal with a classroom of 50 or more students. In this manner, teachers often resort to ‘crowd control’ and an over-reliance on the textbooks to deliver lessons, rather than being able to set appropriate lessons that could stimulate and engage learners.

These challenges are not insurmountable, and workshops like the recent NEQMAP workshop can provide educators with the necessary vision and information to take the steps necessary at the local and national levels.

The way forward - What can national actors do?

Many highlighted the need to change or shift perceptions, raise awareness of the benefits for AfL, and provide more support for schools/teachers to implement effective formative assessments. What is needed is to recognize ‘the importance of formative assessment as total assessment. We have to inform stakeholders and have a shift in the way assessment is being thought of,’ added Mary Kambu Phillips. This goes not only for educators, but for parents, students, communities, and all education stakeholders.

And in Bhutan, Geewanath Sharma noted ‘Assessment for learning will be the main idea that will be incorporated while designing the assessment and reporting modality for classes in Pre Primary to Year 6, with no mid term or year end examinations’.

Responding to many of the participants concerns and questions on how to reconcile the AfL agenda and concepts with those who are only interested in tests, grades and marks, Doug McCurry from ACER responded, ‘AfL and AaL can, in my view, be used to produce superior examination performance. Clarification of goals and criteria, deconstruction of the examination, metacognition, self and peer assessment, and feedback to teachers and for students will improve examination performance. What other approach is potentially more powerful?’

‘Small steps and small changes can lead to (surprisingly) big changes – even if that involves just a move away from teacher talk that says “yes, that’s a good answer’, but ends there – to “yes, that’s a good answer,  because you (did this or did that)…. We, as teachers, need to know what our students know at the time they are leaning, and students need to know what they know as they are progressing, not at the end of journey’ reiterated Stewart Monckton.

With an emphasis on clear learning objectives, relevant and effective feedback and reporting, and self-awareness, students can become the owners of their learning, giving them more agency. Education stakeholders can help our learners by providing the appropriate environment and structure that nurtures feedback and guidance, and embraces Assessment for Learning.

Written by Mark Manns/ NEQMAP  News Bulletin 

For more information on NEQMAP and its activities, please contact the NEQMAP Secretariat: neqmap@unesco.org
]]><![CDATA[Standard Based Education Structure]]>Mon, 22 Jan 2018 14:01:16 GMThttps://edu.pngfacts.com/standard-based-education/standard-based-education-structure Papua New Guinea is doing away with the Outcome Based Education (OBE) and now implementing the Standard Based Education (SBC).

Structure of School System
The Government has embarked  on free and compulsory education
in 2015 and the level of resources  will need to complement the school
structure to enhance the standards  of education and to keep the
children in school. The Standard Based Education structure is called 2-6-6- Structure as outlined below. 
  • Two years of Early Childhood  Education;
  • 6 years of Primary education  — Grade 1, Grade 2, Grade 3, Grade 4 and Grade 5 and Grade 6 and;
  •  6 years of High School/ Secondary education — Grade 7, Grade 8, Grade 9, Grade 10, Grade 11 and Grade 12
Below is the pictorial diagram of the SBC Structure. 
Picture
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