CURRICULUM THEORY AND CURRICULUM PRACTICES IN PAPUA NEW GUINEA

This essay examines the curriculum theory and Practices that is implemented in Papua New
Guinea. It gives an insight into the different approach of education practices in PNG
Curriculum. It also briefly dives into some fascinating history of curriculum practices and
education in PNG. There are two different style and approach of curriculum theory and
practices in Papua New Guinea which will be discussed in brief detail below.
The word curriculum differs depending on the theoretical approach an individual who wish to
put into practice his curriculum theory. Curriculum is interpreted by Wheeler (1976:11) as
the planned experiences offered to the learner under the guidance of the school. In Papua
New Guinea we have Traditional and European style of education and curriculum which are
integrated and practiced in our education system.

Traditional education in PNG was primarily informal. Knowledge was passed down through
oral traditions, storytelling, and apprenticeship style learning (Lee and Paine,2019). Small
children interestingly learn from their elders and other members of the community. The mode
of such learning is through observation, participation as well as socialization. This learning
style is associate with the daily lives of the learners and integrated with the community
cultural values. Cultural values where embedded through songs, stories, dances etc.

The focus on the traditional curriculum in PNG is mainly to develop Practical Skills to be
responsible models and active members of the society. These skills are also important and
suitable to help sustain daily lives in the communities. Skills learn include ways of gardening,
fishing, hunting, weaving, tool and craft making. They also acquired knowledge about
traditional medicine, navigation and weather
patterns.https://www.researchgate.net/publication/274525667_Cultural_continuities_in_teach
ing_styles

Traditional education in Papua New Guinea also placed great importance on transmitting
cultural values and traditions. Children where thought about their clan history, customs and
taboos. They also learned to respect their elders, work cooperatively, and contribute to the
well-being of the community (Langford & Robinson, 2015). In order to develop social skills
and responsibilities, children are thought to cooperate with others, resolve conflict peacefully,
and participate in community organized activities. Children are also thought to distribute
resources equally, support the elderly and care for the environment.

While Traditional education practices in Papua New Guinea remain important, the
introduction of formal western education has had a significant impact. In the 20th century,
missionary schools and later government run schools became the primary mode of education,
incorporating elements of traditional knowledge with westernized curriculum. However, the
influence of traditional education persist in many communities, particularly in rural areas
(Foley & Dumaru,2017).
The first European style of education was established in 19th century by German Missionaries
(Farrow 2006). After Australian colonization in 1906, the Australian education system was
introduced, with focus on literacy, numeracy, and vocational training. European education

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improves literacy and numeracy rates in Papua New Guinea, enabling access to information
and employment. Western believes and values were also disseminated through education
leading to social and cultural changes. It also had an impact on the economic development of
PNG. European style of education provides skills which is necessary for PNG’s economic
growth and participation in the global economy. In Papua New Guinea, schools are run by
both government and the Mission agencies. Mission schools often provide a traditional
curriculum that emphasized religious instruction and basic literacy. The Australian
curriculum influence the content and structure of PNG’s education system, particularly at the
secondary level. In recent decades, PNG has initiated reforms to localized the curriculum and
make it more relevant to the local context.
The PNG curriculum follows a British-based model, with a focus on core subjects such as
English, mathematics, science, and history (National research institute of Papua New
Guinea,2019) The curriculum also includes subjects that are relevant to the PNG context,
such as local languages, traditional knowledge, and environmental studies. One notable
feature of PNG curriculum is its emphasis on practical skills. Students are encouraged to
apply their knowledge and skills to real-world situations through projects, assignments and
community engagement(Lewin,2007).
This approach is design to prepare students for the challenges of living in a developing
country. The curriculum also provides students with access to a wide range of knowledge and
skills that can help them improved their lives and contribute to the countries development
(National Research Institute of Papua New Guinea 2019).It also includes content that
promotes national unity and Identity, which is important in a country with a diverse
population(Farrow,2006).The European curriculum helps students developed the skills and
knowledge they need to succeed in a globalized economy(Lewin, 2007).
Papua New Guinea education system has undergone significant reforms in the recent years,
with the introduction of the European and Traditional curriculum. These curriculum reform
include;
(a) Objective Based-A teacher-centered based pedagogy where students have limited
control on their learning.
(b) Outcome Based-Children Centered based Pedagogy where students adhere to the
outcome and indicator in the syllabuses starting from Grade 3-12.
(c) Standard Based- Students centered which identifies what students can demonstrate
as a result of adhering to the national syllabuses developed for early childhood to year
12.
While both European and traditional curricula aim to provide students with
knowledge and skills they need to succeed in life, there are several key difference
between the two approaches. The traditional curriculum in Papua New Guinea is
heavily structured and centralized, with a focus on core subjects like mathematics,
science and language.

The European curriculum, on the other, hand is more flexible and localized, with broader
range of subject and elective courses which allow students to choice from their own interest

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and needs. Traditional is characterized by its focus on rote learning, memorization and
teacher-centered instruction.

Students are expected to passively receive information from their teachers and
regurgitate it on test. In contrast, the European curriculum emphasizes critical thinking,
problem-solving, and student-centered learning(Hayes,2016). Student are asked to actively
engage with the material, ask questions, and collaborate with their peers.

In Terms of assessment, the traditional curriculum focuses primarily on summative

assessment, such as exams and tests.The European curriculum, however, places greater
emphasis on formative assessment, such as portfolios and observations. This allow teachers
to track students’ progress and provide feedback throughout the learning process.
https://www.edglossary.org/assessment/
Teachers in the traditional curriculum are trained to deliver the curriculum as prescribed, with
little for adaptation or innovation. In contrast teachers in the European curriculum are trained
to facilitate student learning and adapt the curriculum to meet the needs of their
students(Gupta,2023).
https://elearningindustry.com/alternative-perspective-on-the-teachers-role-in-curriculum-
development
The Examination system in the traditional curriculum is standardized and inflexible. Students
are required to take exams at set times, regardless of their individual needs or circumstances.
The European curriculum provides more flexibility, allowing students to choose when and
where they take exams.
The implementation of European education and curriculum practices in PNG faces several
challenges;
1.Education Access-The access to education in remote parts of the country remains limited.
2.Language-Most New Guineans living in rural areas don’t speak English. In Most cases
English is categorized as the second language even though it is officially recognized as first
language. This can create barriers especially when it comes to learning.
3.Teacher Quality-The quality of teaching in PNG varies widely, with some schools facing
shortage of qualified teachers.
4.Cuttural Relevance-Papua New Guineans has diverse cultures with over 800 different
languages. That is the reason some aspects of European education-based curriculum may not
be culturally appropriate for PNG students.
Despite the challenges that is undertaken, there are also opportunities for European education
and curriculum practices to contribute to the development of Papua New Guinea. For
example: Increase access to knowledge. The curriculum provides students with access for a
wide range of knowledge and skills that can help them improve their lives and contribute to
the country’s development (National Research Institute of PNG,2019).

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It also promotes national unity which is important in a country with diverse
population(Farrow,2006). The curriculum also helps students develop the skills and
knowledge they need to succeed in a globalized economy(Lewin,2007). European education
and curriculum practices have played a significant role in the development of education in
PNG. While there are challenges to Implement these practices, there are also opportunities
for them to contribute to the country’s progress. By adapting the curriculum to the local
context and addressing the challenges of access, equity and teacher quality, PNG can
leverage the benefits of European education to improve the lives of its citizens.
The traditional curriculum and the European curriculum in Papua New Guinea represent two
distinct approaches to education. While the traditional curriculum emphasizes rote learning
and teacher-centered instruction, the European Curriculum focuses on critical thinking,
students learning and problem solving. These differences have implications for curriculum
content, assessment and teacher training, and examination systems. As Papua New Guinea
Continues to reform its education system, it is important to consider the relative merits of
each approach and identify the best way to meet the needs of each student.

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 REFERENCES

 Farrow, R. (2006). Education in Papua New Guinea: Challenges and

opportunities. *Australian Journal of International Affairs,60(3),367-379
 Lewin, K.M (2007). The politics of Primary education reform in Papua New
Guinea. Comparative Education,43(3)355-374.
 National Research Institute of Papua New Guinea. (2019). Investing in our
future: Education in Papua New Guinea. Port Moresby
 Lee, A & Pain, J (2019). British colonialism and democracy: Divergent
inheritance and diminishing legacies. Journal of comparative economics,
Elsevier, vol 47(3),487-503.

SOURCES
 http://ideas.repec.org/a/eee/jcecon/v47y2019i3p487-503.html

 https://www.researchgate.net/publication/274525667_Cultural_continuities_in
_teaching_styles

 https://elearningindustry.com/alternative-perspective-on-the-teachers-role-in-
curriculum-development

 https://www.edglossary.org/assessment/