Wife of Prime Minister, Rachael Marape, encouraged students at her former High School, to engage in agricultural activities or start up small businesses.
Mrs. Marape spoke on behalf of her husband, the Prime Minister, at the Aiyura National School of Excellence, in Eastern Highlands.
Mrs. Marape highlighted the availability of SME’s and agriculture. She told students that if they cannot find a space at tertiary institutions and colleges, they should consider returning to their land to run their own small agriculture businesses.
“There are thousands of you coming out of schools every year, but there are not enough jobs at the moment for you all,” she said.
Rachael Marape was a student at Aiyura from 1988 to 1989. She reassured the school principal, Mr Karl Puluma, she would take his requests for the repair and maintenance of school facilities at the graduation, back to the Prime Minister to consider.
From the 280 students who graduated with their Higher School Certificates, included 42 Stem students.
Stem is a new education program recently introduced by Prime Minister Marape. To develop highly skilled young people in the National Schools of Excellence for the Science, Technology, Engineering and Mathematics fields.
A grade ten student at the Flexible Open and Distance Education (FODE) is amongst fifty students who received certificates for an Online Learning Management Class System.
A pilot project that FODE students from two centers have trialed on digitalized learning of science subjects for three months.
18-year-old Laya Kara from FODE-Central said through learning online, she is able to do problem solving, science equations and other basic grade 10 science units.
“It motivated me to want to continue learn using LMS because I can see things and understand better,” she said. The 18-year-old was interested to take up the class after noting that she needed to improve in science knowledge while scoring good grades in her assignments and exams.
The digitalized training is conducted in partnership with Reelae. A company specialized in digital training. FODE Principal Anthony Rayappan said it was a good start for students who showed interest and completed the lessons.
“Let’s not think that we are failures anymore. We are same and equal to others in the school system. Be proud in our uniforms while attending the tutorials,” he said.
Rayappan said FODE is fortunate to have a digitalized system for learning. So students can use their devices to do exams, activities and tests.
Meanwhile the Education Department is also liaising with the Department of Higher Education. To consider FODE students grade 10 and 12 in the online selection.
Prime Minister James Marape lauded international schools (IEA Schools), for their remarkable contribution to the education sector in Papua New Guinea (PNG).
Marape said these institutions have diligently served the nation’s citizens for 48 years, since independence, providing quality education that meets global standards.
He was speaking at the 48th Independence Anniversary celebration at Koroboro International School in Port Moresby.
PM Marape acknowledged the significant role international schools played in the country’s development. The event, themed: “Our Country; Many Cultures, Embrace Diversity”, epitomized the unity within PNG’s rich cultural diversity.
“Koroboro International School is an exemplar of the many educational institutions that have set a high bar for delivering quality education based on moral principles and values to our children,” PM Marape said.
The school, a proud member of the International Education Agency (IEA), has made significant strides in servicing the children of PNG.
Papua New Guinea Prime Minister James Marape welcomed with a guard of honor by the students of Koroboro International School on their 48th Anniversary Independence Celebrations on their school grounds.
Marape recognized the sacrifices made by parents who invest their resources to facilitate their children’s education at schools like Koroboro International. He hinted at a potential tax relief initiative for parents sending their children to IEA schools, reflecting the government’s commitment to the ‘No Child Left Behind’ policy.
PM Marape also addressed the need for a societal change in how girls and women are treated in the country. He urged male students to respect and protect the dignity of women, emphasizing their role as the bearers of the nation’s future generation.
In his Independence message, PM Marape urged all citizens to foster respect, care, and love for one another, reflecting the government’s commitment to unity and progress.
Students dressed in traditional attire of the Prime Ministers’ own home province, Hela province.
A teacher with over 15 years of experience has found herself teaching adult basic literacy skills in her community in Southern Highlands Province.
Margaret Emmanuel from Ialibu had always wanted to be a changemaker in her community.
She said after seeing that adults lack basic literacy skills, she took on the challenge to help her people.
In 2022 Margaret completed a phonics training and a Level 1 Adult Literacy Teacher Training with the support of the Baptist Union of Papua New Guinea (BUPNG) church in Kompiam, Enga province and the Australian Government’s Church Partnership Program.
“People in my church struggled to read the Bible and understand the word of God. Since there were classroom buildings left vacant for many years, I combined the two and saw an opportunity to teach literacy”, said Margaret.
So far Margaret had taught three groups of people, one was combined group of students in Grade 8 to 12.
Margret says her approach encouraged parents to support their children to further by engaging more in their education aspirations.
Left: Margaret Emmanuel (Seated) with class participants Right: Preparing class materials.
“Most parents don’t know how to read and write thus find it difficult to support their children. For example, they can’t read report cards, so they neglect participating in their children’s learning. [Through these literacy classes], parents and children can work together, and learning can be both ways.”
Margaret’s initiative is suppored by her family and church community.
She hopes to further this adult literacy trainings throughout her District.
“I believe that when I change someone, that person will [go out] and change the community. I want to build that foundation early in the community.” said Margaret.
The Gulf Provincial Government has partnered with the Education Department to establish a Flexible and Open Distance Education (FODE) center in Gulf Province.
The new FODE center project will be supervised by the FODE Division of the Education Department and it will be built in Kerema town.
It will consist of libraries, conference rooms and staff houses, and will cater for students from the province who have to travel long distance to Port Moresby to receive their FODE materials and attend classes.
In a small ceremony held at the FODE center in Port Moresby, a total of K1 million cheque was presented by Gulf Governor Chris Haiveta, to the Education Department to build the FODE center.
The Gulf Governor said he is fully supportive of the department’s initiative to ensure FODE students in the country receive the same level of guidance and tuition as students attending mainstream education.
“The level of literacy, the standard of education and the level of infrastructure is not all that great, and FODE is the best alternative for my province,” the governor said.
The Deputy Secretary for Education, Walipe Wingi said the FODE system is the biggest government open learning institution in the country.
Realizing its growth over the years, from College of Distance Education or CODE to Flexible Open Distance Education, or FODE, it is now a division of its own, under the education department.
He said the system has been realigned into the mainstream education system, where students are taught the same units, and sit for the same national examinations.
“It is now for us to convince the people that FODE is no longer the same. The curriculum is realigned to the mainstream education, we are going towards one examination, one certification.
”We are looking for opportunities where provinces must with us.” the deputy secretary said.
The deputy secretary thanked the Gulf provincial government for their support, and assured the people of Gulf that they will ensure this project comes to fruition.
He also confirmed that the department has committed K500, 000 for this project.
“FODE has been very good, to hold onto that money, until the provincial government comes on board. I assure you that we will deliver this project.” Wingi said.
ABOUT twenty media practitioners from Port Moresby and East New Britain completed a three-day media training course on the importance of the fisheries sector in Papua New Guinea and the Pacific Region.
The aim of the media training is to ensure that journalists are better prepared to report on the 8th Pacific Tuna Forum that will be hosted by Papua New Guinea in the capital city, Port Moresby.
Training participants in discussion.(From left) Carolyn from the Wantok Niuspaper in discussion with Godwin and Wasita from EMTV.
Part of the learnings included the growth of the National Fisheries Authority over time, their operating procedures and authoritative regulations and fishing. Among the topics of fishing was the most important, shared tuna resource of the Pacific region.
The training fostered interactive discussion between facilitators and journalists about some of the issues impacting the tuna market directly, such as Illegal, Unreported and Unregulated (IUU) fishing and the impacts of external forces such as climate change and COVID-19.
Discussions about preservation and sustainable management of the resource for the future of the country and the wider Pacific and its people were some of the key indicators of the workshop.
President of the Papua New Guinea Media Council, Neville Choi, who was one of four facilitators of the training, encouraged journalists to do more research on tuna and the industry after the workshop in order to effectively report on the topics.
“Tuna is a global market and it impacts some of the major countries who deal with business and economics in the Pacific and a key to understanding all of that is knowing about the fish. The fish in itself is important and where it’s going to be in the next 50 years is important to our own Pacific livelihoods.”
Another facilitator and long-time Pacific journalist, Lisa Williams-Lahari, who’s been covering and following the Tuna stories globally shared her experiences as a Pacific islander and a journalist covering tuna; a resource that is closer to the heart of the pacific people.
“As a journalist following the tuna story worldwide, PNG has really represented the tuna tigers of this region (Pacific) to the world; in terms of leadership and development; and in terms of following the dollars that our people will benefit from in the terms to come.”
The three-day media training ended with a presentation of certificates to all participants and training facilitators.
The training was initiated and funded by the National Fisheries Authority in preparation for the 8th Pacific Tuna Forum which will be hosted by Papua New Guinea at the Stanley Hotel from the 6th-7th of September in Port Moresby.
A Memorandum of Agreement has been signed between the National Information and Communications Technology Authority (NICTA) and the National Education Department, which signifies a partnership to roll out Flexible Open Distance Education (FODE) services using online platform.
This MOA comes as a result of a successful trial run by the Education Department on the Web Based School and Learning Management System earlier this year.
From this result the DoE reached out to NICTA through its Universal Access and Services Scheme, which exist to promote long term socio-economic development in PNG.
This MOA has come about extending this Service throughout the country.
The pilot project will be trialed in six locations, targeting 3,700 students at an estimated cost of K600 000, for a period of two years.
Centers to be trialed out include NCD, Central, Daru, Lae, Goroka and Tari Town.
The Project will be jointly funded by the Universal Access Fund which is administered by the UAS Scheme and DoE.
Through this agreement, NICTA will be responsible for content digitalization, broadband connectivity, training and smart devices, while the Education Department will be responsible for Information Technology Audit, Infrastructure, power, skill staff, administration, security and sustainability plan of the project.
With the governments motto of leaving no one behind, the education department through its Fode has been providing second chance to many drop outs, in the form of upgrades and standards Curriculum using Fode.
This project will provide access to students who cannot have access to formal education due to limited space, low grade point Average (GPA) or work commitment.
This also paves way for more efficient, cost effective mechanism in contrast to the traditional method of delivering FODE materials through hard copies of papers in large volumes to all centers in the country.
Marib Integrated Christian School is situated within ward 28 of Karkar LLG in Sumkar District of Madang province. The school proudly stands as a beacon of early learning, catering to young minds in their formative stages.
The genesis of this school revolves around the remarkable tale of Jacob Malau, a venerable figure hailing from Marib village. Fueled by a profound sense of duty, Jacob embarked on a mission to address the pressing educational needs of not only his village but also the neighboring communities.
In the words of Emma Malau, Jacob’s daughter, the daily journey to acquire knowledge is an arduous one for the local pupils. Every morning, these determined students embark on lengthy treks to school and back, enduring a tiresome routine that ultimately takes a toll on their enthusiasm for learning.
Emma Malau on her fathers (Jacob Malau’s) determination.
Emma Malau further elucidates that the initial fervor to attend school wanes as the academic year unfolds, dampening the students’ spirits due to the sheer distance they have to traverse. The consequences of this predicament are far-reaching, casting a shadow over the educational prospects of many young children.
A dearth of formal education leaves a void that is increasingly filled by negative forces, fostering an upsurge in criminal activities and law enforcement challenges within the community.
Undeterred by the scarcity of resources, limited knowledge capacity, and financial constraints, Jacob Malau summoned the collective strength of the community. In 2018, a transformative endeavor was realized – the establishment of Marib Integrated Christian School. The fruits of Jacob’s labor were borne out of his resolute determination to make a difference.
Currently, the school’s halls resonate with the joyous echoes of over a hundred students, aged 3 to 9, who have been embraced by its early learning program. A core focus of this curriculum revolves around the fundamentals of phonics, empowering young learners with the ability to decipher sounds, letters, and the art of reading and writing.
Jacob Malau’s journey exemplifies the power of an individual’s vision and determination to sculpt a brighter future for his community. Marib Integrated Christian School now stands as a testament to the transformative impact that one person’s dedication can have on the educational landscape. However, Jacob encounters several challenges in his endeavor.
The classrooms where students gather remain incomplete, resembling open spaces furnished with only a handful of desks and a blackboard – the essentials for facilitating learning. One pressing issue is the absence of adequate fencing to enclose the school premises. This lack of boundary poses a security concern and adds to the array of challenges the school faces. Furthermore, the dedicated team of four educators and two assistants who work tirelessly to nurture the students’ growth are not compensated for their efforts. Jacob takes it upon himself to support these instructors and helpers through community-driven fundraisers, reflecting his commitment to the cause.
Nevertheless, the road ahead is not without its obstacles. One pivotal hurdle is the need for the school to be formally registered, a crucial step in gaining recognition from the education department. Jacob envisions a brighter future for the school, one where it stands as a legitimate and acknowledged institution.
In a heartfelt plea, Jacob’s daughter, Emma, advocates on her father’s behalf. She earnestly appeals to donors, NGOs, churches, and even governmental bodies to extend their helping hand. The objective is clear: to fortify the school’s foundations, ensure fair compensation for the dedicated staff, and ultimately secure the recognition that the school rightfully deserves.
Currently, Emma is engrossed in a two-week training program focused on participatory community journalism, hosted at Alexishafen. Her purpose in undertaking this training is to contribute her newfound knowledge toward tackling some of the obstacles that Marib Integrated Christian School encounters. The training’s core objective is to foster endogenous development within the community. As part of this initiative, a group of 30 participants hailing from diverse backgrounds such as Community Based Organizations, civil society groups, and church associations within Sumkar District are benefiting from the training’s insights.
During the initial week of the program, participants were equipped with the skills and knowledge necessary to establish their own community-based organizations. Guided by the 4-P communication strategic plan, they also delved into the realm of utilizing Android phones as tools to capture stories on film. Armed with these newfound skills, participants are poised to chronicle the endeavors and initiatives unfolding within their communities. This documentation prowess serves a dual purpose: it aids in generating a comprehensive record of community efforts, and it facilitates the creation of compelling proposals tailored for small grants from potential donors. These grants, in turn, will be channeled into funding small-scale community projects that cater to the distinct needs of each respective community.
An important note is that this intensive two-week training initiative has been made possible through the support of the Lukautim Graun Program, underscoring the significance of collective efforts and external backing in driving positive change at the grassroots level.
The lack of maintenance and construction of new infrastructure in public schools in Port Moresby is starting to take its toll. Gerehu Primary School is one of the oldest schools in the country and is seemingly in dire straits and falling apart.
The dry arid atmosphere does not help with the outlook of the school. It is made even worse with the graffiti and slow deterioration of infrastructure evident of a struggling Government run school in the nations capital. A scene all too familiar for most public primary schools in the city of Port Moresby.
Gerehu primary has about 3,000 plus students, and 55 teachers but limited teaching resources and office equipment for printing and photocopying.
The school is basically in a slow downward spiral, and some parents have had enough of the situation and are going out of their way to become the solution. The Parents and Citizens (P&C Representatives) are leading the way to help improve the schools academic status and are rallying support to improve the overall outlook of the school.
The school has been struggling to maintain a higher level of teaching and learning especially with the grade 8 students of the school. According to results from last year only 30 percent of the total number of grade eight students from the school made it into grade nine.
On Saturday last week grade 8 students, their teachers, including a handful of parents participated in a walkathon to raise money for the school. They look to make K20,000 from the sponsor sheet papers given to students and parents. The money raised will be for the purchase of office equipment and also to aid with remedial and extra classes for the grade 8 students.
Smith Yamanavan is a parent and former student of Gerehu Primary. He and two other parents, Rodney Wasman and Decosta Dindillo, took lead of the walkathon and have formed a core group to effect some change to the schools status quo.
The three parents that are leading the Parents and Citizens (P&C) Rodney Wasman,Decosta Dindillo, Smith Yamanavan,
Its appalling graffiti lining the walls of the classrooms, rubbish piling up and close to nothing in terms of toilet and wash facilities, there is only one functioning toilet that wreaks and all the walls are dirty, even the sinks and bowls. It’s disgusting to say the least and students are forced to drink water from these very unhygienic facilities. Boys sometimes run to the open field to relieve themselves.
Gerehu Primary was established in the 1960’s Under the Australian Government as an international community school which provided education for many Australian Children, this was before it was handed over to the PNG Government.
It probably looked decent back then but these days it is a worrying site for students and parents seeing the state of the school. Even the Deputy Headmaster of the school, Mr Stanley Tonny, says they cannot afford the extra money needed to fix the school.
He added that they fully support the Parents and Citizens (P&C). The Tuition fee free (TFF) subsidies which the school gets is not enough to do major maintenance work for the school. Despite efforts to seek partners to improve the school by the administration their pleas have fallen on deaf ears.
Whilst teaching and learning is paramount, the socioeconomic factors of income and housing is deeply affecting the teachers. Some of the old buildings and classrooms are being used as accommodation by some teachers. While students learn during the day the teachers tuck in for the night in the classrooms.
The Parents have taken up the cause to make it their business to know why the administration of the school is incompetent in improving the schools appalling status.
Herman Namora, 21, is a 3rd-year student studying Literature at the University of Papua New Guinea. He is from Madang and is passionate about the importance of education.
Having made it thus far to the highest learning institution prompted him to help those less fortunate. He was concerned about so many Grade 8 and 10 school leavers pushed out of the education system with no hope of advancing their career paths and returning to the village where social issues impacted their way of life.
His concerns started back in 2019 after completing Grade 12. He had returned to the village during the holidays to find out that one primary school had enrolled 60 Grade 8 students only to pass out 13 while 47 were back in the village.
This scenario experienced in most rural schools persuaded Herman to do a survey with primary school teachers. The teachers expressed concern that students struggled with English and faced difficulties with reading and comprehension.
Herman Namora meeting with Teachers during his survey.
Herman decided then to help in any way he can. He gathered young adults in the community and conducted awareness on the importance of early childhood learning. With the help of the Catholic Diocese and Madang Teachers College, 14 school leavers were taught Phonics to be able to return and serve their communities.
Their work is voluntary and for two teachers who returned to Dallam they faced challenges such as setting up a classroom and sourcing materials coupled with ethnic clashes which hindered the progress of their teaching but all was not lost, the community realized the keen interest in learning by children aged 3 to 5 years and decided to build a classroom.
After two years and sheer determination, the first batch of graduands from the Early Childhood Learning school will be certified at the end of this month.
There is still more work to be done but excitement is in the air for Dallam village as they prepare for graduation day. For Herman and the teachers, all the work is voluntary and they hope to seek funding for learning materials and reading books for the children.
The first batch of students. The classroom was built by the community.
