Ill-Retarded Decision-Making Process Killing PNG’s Education System

By George Lemakok
The education system in Papua New Guinea is being undermined by ill-conceived decision-making processes that lack wider consultation. The absence of inclusive discussions with stakeholders has led to detrimental changes that are steadily eroding the foundation of education in the country. This is particularly evident in the engagement of elementary teachers in primary schools, a move that has raised serious concerns about its impact on the quality of education.

Elementary teachers, initially trained to teach in local vernacular or Tok Pisin in urban areas, have been introduced into primary education without proper support or alignment with broader educational objectives. This transition has contributed to a noticeable decline in literacy and language (L&L) competencies among students in high schools and secondary schools. Assessments reveal that these competencies are now below average, a worrying trend that can be traced back to weaknesses in early childhood education.

A comparison with the previous Pacific Series curriculum highlights the stark difference in outcomes. The Pacific Series, which included all essential English structures such as phonics and grammar, produced students with far superior fluency in the English language than those being educated under the current system. Many Papua New Guineans who were educated during that era advanced significantly better than today’s students, underscoring the need for a robust and inclusive curriculum.

The introduction of Outcome-Based Education (OBE), brought in by the Australian government, was initially seen as a potential cure for PNG’s educational challenges. However, it faced significant backlash from educators and stakeholders, including complaints to the former People's National Congress (PNC) government, which eventually led to its abolition. While OBE had its flaws, its removal did not address the root causes of the systemic problems in education.

Now, history seems to be repeating itself. Decisions are once again being made without public consultation, this time behind closed doors with foreign influences. The abolition of Grade 8 and 10 examinations and the adoption of a Standard-Based Education (SBE) curriculum, which appears to be borrowed from other systems, have been implemented without considering the unique needs of PNG. These changes are being presented as homegrown solutions, but their effectiveness remains questionable.

The absence of critical assessments and public discourse around these reforms is alarming. Education is a cornerstone of national development, and the direction PNG is heading with these reforms could have far-reaching consequences. Poorly designed policies not only jeopardize the future of the education system but also the country's ability to produce competent, literate, and skilled citizens.

The Minister for Education must seek advice from experienced educators, stakeholders, and experts to ensure the future of the education system is safeguarded. Decisions affecting the education of future generations must be made with care, transparency, and a focus on long-term outcomes. Copying foreign models without adapting them to local contexts is a recipe for failure.

As we question the trajectory of PNG's education system, we must also reflect on its broader implications for the nation. Killing the education system is tantamount to killing the country. A failing education system leads to a failing society, where opportunities are lost, and progress is stifled.

It is time for leaders to take a stand and prioritize the needs of the people. The education system must be treated as a national priority, and policies must reflect the aspirations and realities of Papua New Guinea. The future of the nation depends on the decisions we make today.

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