Skip to main content
SpringerLink
Log in
Book cover

The Progressive Education Fallacy in Developing Countries pp 127–152Cite as

Failure Of Progressive Reforms In PNG

  • Chapter
  • First Online:

  • 706 Accesses

Abstract

The remnants of attempts to change formalistic teaching litter the schools of developing countries. Papua New Guinea is a prime example. Education there has seen a continual process of change over the last 50 years. The reformers of the 1960s wanted to replace low-level mission schooling with a national education system to lay a foundation for an independent nation, while the population at large readily accepted increased schooling as a path to employment. In the 1970s and 1980s, further reforms attempted paradoxically both to modernise the curriculum and to make schooling more relevant to village life. Planners came to understand that the most likely long-term future for most school leavers was in the village, but lack of public acceptance was a key factor in the failure of many relevance reforms, while classroom reform efforts failed to replace formalistic teaching. There is little evidence to suggest that another round of education reform persevered with since the early 1990s has succeeded in generating classroom change.

This is a preview of subscription content, log in via an institution.

Chapter
USD   29.95
Price excludes VAT (USA)
  • Available as PDF
  • Read on any device
  • Instant download
  • Own it forever
eBook
USD   84.99
Price excludes VAT (USA)
  • Available as PDF
  • Read on any device
  • Instant download
  • Own it forever
Softcover Book
USD   109.99
Price excludes VAT (USA)
  • Compact, lightweight edition
  • Dispatched in 3 to 5 business days
  • Free shipping worldwide - see info
Hardcover Book
USD   109.99
Price excludes VAT (USA)
  • Durable hardcover edition
  • Dispatched in 3 to 5 business days
  • Free shipping worldwide - see info

Tax calculation will be finalised at checkout

Purchases are for personal use only

Learn about institutional subscriptions

Preview

Unable to display preview. Download preview PDF.

Unable to display preview. Download preview PDF.

References

  • Alcorn, N. (1999). ‘To the fullest extent of his powers’: C.E. Beeby’s life in education. Wellington: Victoria University Press.

    Google Scholar 

  • AusAID (Australian Agency for International Development). (2002). Papua New Guinea: Program profiles 2001–02. Canberra: AusAID.

    Google Scholar 

  • Avalos, B. (1992a). The need for educational reform and the role of teacher training: The case of Papua New Guinea. International Journal of Educational Development, 12(4), 309–318.

    Article  Google Scholar 

  • Avalos, B. (1992b). Education for the poor: Quality or relevance? British Journal of Sociology of Education, 13(4), 419–436.

    Article  Google Scholar 

  • Barnett, J. (1977). A functional syllabus for post-intermediate E.S.L. in Papua New Guinea. Australian Review of Applied Linguistics, 1(1), 10–19.

    Google Scholar 

  • Beeby, C.E. (1967). Improving the quality of education. Papua New Guinea Journal of Education, 5(l), 3–18.

    Google Scholar 

  • Beeby, C.E. (1980). The thesis of stages fourteen years later. International Review of Education, 26(4), 451–474.

    Article  Google Scholar 

  • Burke, C. (1993). From basic skills to reflective practice. In C. Thirlwall, & B. Avalos (Eds.), Participation and educational change: Implications for educational reform in Papua New

    Google Scholar 

  • Guinea (pp. 219–236). Port Moresby: University of Papua New Guinea.

    Google Scholar 

  • Burke, C. (1996). The changing agenda in teacher education in Papua New Guinea. International Journal of Educational Development, 16(1), 41–51.

    Article  Google Scholar 

  • Cheetham, B. (1979). School and community in the Huli area of the Southern Highlands. Papua New Guinea Journal of Education [Special Issue on the Community School], 15, 78–96.

    Google Scholar 

  • Clarkson, P. (1994). Language and mathematics: A comparison of bilingual and monolingual students of mathematics. Educational Studies in Mathematics, 23(4), 417–429.

    Article  Google Scholar 

  • Clements, M., & Lean, G. (1981). Influences on mathematical learning in Papua New Guinea: Some cross-cultural perspectives. Report No.13. Lae: Mathematics Education Centre, University of Technology.

    Google Scholar 

  • Cleverley, J. (1975). Trends in education in Papua New Guinea. Current Affairs Bulletin, 52(3), 16–25.

    Google Scholar 

  • Crossley, M. (1984). Strategies for curriculum change and the question of international transfer. Journal of Curriculum Studies, 16(1), 75–88.

    Article  Google Scholar 

  • Crossley, M., & Vulliamy, G. (1986). The policy of SSCEP: Context and development. Research Report No.54. Port Moresby: Educational Research Unit, University of Papua New Guinea.

    Google Scholar 

  • Department of Education. (1991). Education sector review. Port Moresby.

    Google Scholar 

  • Department of Education. (2000). Primary education handbook (2nd Ed.). Port Moresby.

    Google Scholar 

  • Department of Education. (2006). Social science lower secondary syllabus. Port Moresby.

    Google Scholar 

  • Esling, J., & Downing, J. (1986). What do ESL students need to learn about reading? TESL Canada Journal, Special Issue 1, 55–68.

    Google Scholar 

  • Field, S. (1981). Generalist teaching policy and practice. Research Report No.36. Educational Research Unit, University of Papua New Guinea.

    Google Scholar 

  • Field, S., Guthrie, G., & Lornie, R. (1978a). Adaptation: Grade 9 social science textbook, part 1. Port Moresby: Ministry of Education, Science & Culture.

    Google Scholar 

  • Field, S., Guthrie, G., & Lornie, R. (1978b). Adaptation: Grade 9 social science teachers’ guide, part 1. Port Moresby: Ministry of Education, Science & Culture.

    Google Scholar 

  • Field, S., Guthrie, G., & Lornie, R. (1980a). Adaptation: Grade 9 social science textbook, part 2. Port Moresby: Ministry of Education, Science & Culture.

    Google Scholar 

  • Field, S., Guthrie, G., & Lornie, R. (1980b). Adaptation: Grade 9 social science teachers’ guide, part 2. Port Moresby: Ministry of Education, Science & Culture.

    Google Scholar 

  • Guthrie, G. (1980a). Current approaches in schools to education about urbanization. In R. Jackson (Ed.), Urbanization and its problems in Papua New Guinea: Papers presented to the 1979 Waigani Seminar (pp. 37–47). Port Moresby: University of Papua New Guinea.

    Google Scholar 

  • Guthrie, G. (1980b). Towards a new social science syllabus for the 1980s. In R. Lornie (Ed.), Introduction to the revised secondary social science course. Occasional Paper No.3 (pp. 97–110). Port Moresby: Teaching Methods & Materials Centre, University of Papua New

    Google Scholar 

  • Guinea.

    Google Scholar 

  • Guthrie, G. (1986). Current research in developing countries: The impact of curriculum reform on teaching. Teaching and Teacher Education, 2(1), 81–89.

    Article  Google Scholar 

  • Guthrie, G. (1989). Higher degree theses and educational decision making in developing countries. International Journal of Educational Development, 9(1), 43–52.

    Article  Google Scholar 

  • Guthrie, G. (2005). PNG Primary and Secondary Teacher Education Project: Independent completion report. Canberra: Educo.

    Google Scholar 

  • Guy, R. (1994). Reconstructing teachers as reflective practitioners in Papua New Guinea. Papua New Guinea Journal of Education, 30(1), 45–59.

    Google Scholar 

  • Guy, R. (2009). Formulating and implementing education policy. In R.J. May (Ed.), Policy making and implementation: Studies from Papua New Guinea. Studies in State and Governance in the Pacific No.5 (pp. 131–154). Canberra: State, Society and Governance in Melanesia Program, Australian National University.

    Google Scholar 

  • Guy, R., Paraide, P., Kippel, L., & Reta, M. (2006). Review of the catch-up bridging to English workshops – CRIP Impact Study 2. In P. Pena (Ed.), Sustainable curriculum development:The PNG curriculum reform experience (pp. 112–122). Port Moresby: Department of Education.

    Google Scholar 

  • Kale, J. (2006). Bilingual schooling in Papua New Guinea: A sharp tool easily blunted. In P. Pena (Ed.), Sustainable curriculum development: The PNG curriculum reform experience (pp. 201–213). Port Moresby: Department of Education.

    Google Scholar 

  • Kaleva, W. (1991). Teachers and school mathematics in the 1990’s. In B. Avalos, & L. Neuendorf (Eds.), Teaching in Papua New Guinea: A perspective for the nineties (pp. 203–212).

    Google Scholar 

  • Port Moresby: University of Papua New Guinea.

    Google Scholar 

  • Kaleva, W., Maha, A., Maha, N., & Badenoch, R. (2006). The development and perceptions of the reformed upper primary curriculum, CRIP Impact Study 4. In P. Pena (Ed.), Sustainable curriculum development: The PNG curriculum reform experience (pp. 141–150). Port Moresby: Department of Education.

    Google Scholar 

  • Lancy, D.F. (1978). Introduction. Papua New Guinea Journal of Education [Special Issue on the Indigenous Mathematics Project], 14, 1–18.

    Google Scholar 

  • Lancy, D.F. (1979). Introduction. Papua New Guinea Journal of Education [Special Issue on the Community School], 15, 1–6.

    Google Scholar 

  • Le Fanu, G. (2010). Promoting inclusive education in Papua New Guinea. EdQual Quality Brief No.7. Bristol: University of Bristol.

    Google Scholar 

  • Le Fanu, G. (2011). The transposition of inclusion: An analysis of the relationship between curriculum prescription and practice in Papua New Guinea. Unpublished doctoral dissertation, University of Bristol.

    Google Scholar 

  • Lipscomb, P. (1985). Teacher development through curriculum innovation. Papua New Guinea Journal of Education, 21(2), 219–228.

    Google Scholar 

  • Litteral, R. (2000). Four decades of language policy in Papua New Guinea: The move towards the vernacular. Radical Pedagogy, 2(2), 1–6.

    Google Scholar 

  • Lornie, R. (1979). The design and adoption of curriculum materials for secondary social science in Papua New Guinea. Journal of Curriculum Studies, 11(4), 336–337.

    Article  Google Scholar 

  • Lornie, R. (1980a). It may be social, but is it science? Papua New Guinea Journal of Education, 16(1), 63–69.

    Google Scholar 

  • Lornie, R. (Ed.) (1980b). Introduction to the revised secondary social science course. Occasional Paper No.3. Port Moresby: Teaching Methods & Materials Centre, University of Papua New Guinea.

    Google Scholar 

  • Lornie, R. (1982). A partial evaluation of grade 9 social science. Papua New Guinea Journal of Education, 18(1), 56–78.

    Google Scholar 

  • Maha, A., & Maha, N. (2004). Education reform and implementation in Papua New Guinea: The missing factor. Papua New Guinea Journal of Education, 40(1), 31–42.

    Google Scholar 

  • Matane, P. (Chairman). (1986). A philosophy of education for Papua New Guinea: Ministerial Committee report. Port Moresby: Department of Education.

    Google Scholar 

  • Matane, P. (1991). Teachers for the future. In B. Avalos, & L. Neuendorf (Eds.), Teaching in Papua New Guinea: A perspective for the nineties (pp. 139–145). Port Moresby: University of Papua New Guinea.

    Google Scholar 

  • Matang, R. (2002). The role of ethnomathematics in mathematics education in Papua New Guinea: Implications for mathematics curriculum. Directions, 24(1), 27–37.

    Google Scholar 

  • Matang, R. (2006). Enhancing the learning of formal English and arithmetic strategies by elementary school children through indigenous counting systems of Papua New Guinea: The case of Kate counting system of Madang Province. In P. Pena (Ed.), Sustainable curriculum development: The PNG curriculum reform experience (pp. 96–103). Port Moresby: Department of Education.

    Google Scholar 

  • McKinnon, K.R. (1976). Curriculum development in primary education: The Papua New Guinea experience. In E. Barrington-Thomas (Ed.), Papua New Guinea education (pp. 49–56). Melbourne: Oxford University Press.

    Google Scholar 

  • McLaughlin, D. (1995). Promoting quality in teaching: A Papua New Guinea case study. Papua New Guinea Journal of Education, 31(2), 129–142.

    Google Scholar 

  • McLaughlin, D., & O’Donoghue, T. (1996). Community teacher education in Papua New Guinea. Port Moresby: University of Papua New Guinea.

    Google Scholar 

  • McNamara, V. (1979). Some experiences of Papua New Guinea primary schools, 1953–1977.

    Google Scholar 

  • Papua New Guinea Journal of Education [Special Issue on the Community School], 15, 10–26.

    Google Scholar 

  • McNamara, V. (1980). School system structure, curriculum, SSCEP and functional motivation for learning. Papua New Guinea Journal of Education, 16(1), 12–28.

    Google Scholar 

  • McNamara, V. (1982). The long-term effects of ‘carrots’, school system structure and curriculum, SSCEP and the problem of motivating learning that is functional. International Journal of Educational Development, 1(1), 19–60.

    Google Scholar 

  • McNamara, V. (1989). Future directions of community school teacher education. Port Moresby: Department of Education.

    Google Scholar 

  • Modakewau, P., & Cortez, P. (2005). Accreditation and quality assurance in higher education in Papua New Guinea. Country report, Asia Pacific Accreditation and Certification Commission Conference, Manila.

    Google Scholar 

  • Morgan, G. (2006). Policy issues arising from key findings of the pilot curriculum standards monitoring test study. In P. Pena (Ed.), Sustainable curriculum development: The PNG curriculum reform experience (pp. 43–51). Port Moresby: Department of Education.

    Google Scholar 

  • Murphy, P. (2006). What do teachers think of the reform curriculum? In P. Pena (Ed.), Sustainable curriculum development: The PNG curriculum reform experience (pp. 23–33). Port Moresby: Department of Education.

    Google Scholar 

  • Nayar, P. (1984). A fully functional ESL syllabus: A pioneering effort in Papua New Guinea. In On TESOL ’84: A Brave New World for TESOL: Selected Papers from the Annual Convention of the Teachers of English to Speakers of Other Languages. Houston.

    Google Scholar 

  • Nongkas, C. (2007). Leading educational change in primary teacher education: A Papua New Guinea study. Unpublished research thesis, Doctor of Philosophy in Education, Australian Catholic University.

    Google Scholar 

  • Norman, P. (2003). Curriculum reform under program 2000 for primary teachers’ colleges in Papua New Guinea. In A. Maha, & T. Flaherty (Eds.), Education for 21st century in Papua New Guinea and the South Pacific (pp. 93–98). Goroka: University of Goroka.

    Google Scholar 

  • Norman, P. (2006). Impact of curriculum reforms on some teacher education programs. In P. Pena (Ed.), Sustainable curriculum development: The PNG curriculum reform experience (pp. 65–74). Port Moresby: Department of Education.

    Google Scholar 

  • O’Donoghue, T. (1992). Improving the quality of primary teacher education in Papua New Guinea: An outline and analysis of recent policy. Compare, 22(2), 183–196.

    Google Scholar 

  • O’Donoghue, T. (1994). The need for educational reform and the role of teacher training: An alternative perspective. International Journal of Educational Development, 14(2), 207–210.

    Article  Google Scholar 

  • O’Donoghue, T. (1995). Educational restructuring gone astray in paradise? The Papua New Guinea experience. Journal of Educational Administration, 33(1), 79–90.

    Article  Google Scholar 

  • Palmer, W. (1990). Science education research in Papua New Guinea 1978–1990. Research in Science Education, 20, 240–248.

    Article  Google Scholar 

  • Pena, P. (Ed.). (2006). Sustainable curriculum development: The PNG curriculum reform experience. Port Moresby: Department of Education.

    Google Scholar 

  • Pickford, S. (2003). Dialogue and learning in teacher education: The importance of generative pedagogy. In A. Maha, & T. Flaherty (Eds.), Education for 21st century in Papua New Guinea and the South Pacific (pp. 99–108). Goroka: University of Goroka.

    Google Scholar 

  • Pollock, J.E. (1978). The secondary social science project in Papua New Guinea. Research Report No.27. Port Moresby: Educational Research Unit, University of Papua New Guinea.

    Google Scholar 

  • Ritchie, J.E. (1977). Teaching the social sciences: Innovation in small systems. In R.W. Brislin (Ed.), Culture learning: Concepts, applications and research (pp. 51–63). Honolulu: East-West Center.

    Google Scholar 

  • Roakeina, G. (Chairman). (1977). Report of the Committee of Enquiry into Standards of High School Students Entering Colleges. Port Moresby: Department of Education.

    Google Scholar 

  • Roberts, R. (1978). Primary mathematics in Papua New Guinea. Papua New Guinea Journal of Education [Special Issue on the Indigenous Mathematics Project], 14, 205–220.

    Google Scholar 

  • Roberts, R., & Kada, V. (1979). The primary mathematics classroom. Papua New Guinea Journal of Education [Special Issue on the Community School], 15, 174–201.

    Google Scholar 

  • Ryan, A. (2008). Indigenous knowledge in the science curriculum: Avoiding neo-colonialism. Cultural Studies of Science Education, 3(3), 663–683.

    Article  Google Scholar 

  • SAGRIC. (2002). PNG Curriculum Reform Implementation Project second annual plan July 2002-June 2003. Adelaide: SAGRIC.

    Google Scholar 

  • Siegel, J. (1997). Formal vs. non-formal vernacular education: The education reform in Papua New Guinea. Journal of Multilingual and Multicultural Development, 18(3), 206–222.

    Google Scholar 

  • Smith, P., & Guthrie, G. (1980). Children, education and society. In G. Guthrie, & P. Smith (Eds.), The education of the Papua New Guinea child: Proceedings of the 1979 Extraordi-nary Meeting of the Faculty of Education (pp. 5–21). Port Moresby: University of Papua New Guinea.

    Google Scholar 

  • Toomey, R., Guthrie, G., & Penias, W. (1992). The Papua New Guinea Community Teachers' College Lecturers Professional Development Project: Report of the mid-term review team. Canberra: International Development Program.

    Google Scholar 

  • Trevaskis, G. (1969). The development of a curriculum in social science for secondary schools of Papua and New Guinea. Papua New Guinea Journal of Education, 6(2), 57–73.

    Google Scholar 

  • Vulliamy, G. (1983). Core subject-core project integration in SSCEP: Practice and possibilities. Papua New Guinea Journal of Education, 19(2), 13–34.

    Google Scholar 

  • Vulliamy, G. (1985). A comparative analysis of SSCEP Outstations. Report No.50. Port Moresby: Educational Research Unit, University of Papua New Guinea.

    Google Scholar 

  • Vulliamy, G. (1990). Research outcomes: Postscript. In G. Vulliamy, K. Lewin, & D. Stephens, Doing educational research in developing countries: Qualitative strategies (pp. 228–233). London: Falmer.

    Google Scholar 

  • Watson, P. (1979). The introduction of new curricula: Community life, Papua New Guinea Journal of Education [Special Issue on the Community School], 15, 154–173.

    Google Scholar 

  • Webster, T. (2006). The road to universalising primary education in Papua New Guinea: Are we really serious about getting there? In P. Pena (Ed.), Sustainable curriculum development: The PNG curriculum reform experience (pp. 14–22). Port Moresby: Department of Education.

    Google Scholar 

  • Weeden, W.J., Beeby, C.E., & Gris, G.B. (1969). Report of the Advisory Committee on Education in Papua New Guinea. Canberra: Department of External Territories.

    Google Scholar 

  • Weeks, S., & Guthrie, G. (1984). Papua New Guinea. In R. Thomas, & T. Postlethwaite (Eds.), Schooling in the Pacific Islands: Colonies in transition (pp. 29–64). Oxford: Pergamon.

    Google Scholar 

  • Wilson, M. (1990). Science achievement in Papua New Guinea: Cross-national data implications. Comparative Education Review, 34(2), 232–247.

    Article  Google Scholar 

Download references

Author information

Authors and Affiliations

  1. Guthrie Development Consultancy Pty Ltd, 12 Woodlawn Drive, Budgewoi, NSW, 2262, Australia

    Gerard Guthrie

Authors
  1. Gerard Guthrie
    View author publications

    You can also search for this author in PubMed Google Scholar

Corresponding author

Correspondence to Gerard Guthrie .

Rights and permissions

Reprints and permissions

Copyright information

© 2011 Springer Science+Business Media B.V.

About this chapter

Cite this chapter

Guthrie, G. (2011). Failure Of Progressive Reforms In PNG. In: The Progressive Education Fallacy in Developing Countries. Springer, Dordrecht. https://doi.org/10.1007/978-94-007-1851-7_7

Download citation

Publish with us

Policies and ethics

Search

Navigation