The evolution of a national system of teacher education in the developing world: The case of Papua New Guinea

1994 ◽  
Vol 23 (3) ◽  
pp. 301-315 ◽  
Author(s):  
Thomas A. O'Donoghue ◽  
David Austin
Keyword(s):  
Teacher Education ◽  
Papua New Guinea ◽  
Developing World ◽  
New Guinea ◽  
National System

National Examinations in Teacher Education in Papua New Guinea: some international observations

1991 ◽  
Vol 17 (1) ◽  
pp. 29-49 ◽  
Author(s):  
Isabel Alarcao ◽  
Lesley Kant ◽  
Denise Leite ◽  
Peter Grimmett ◽  
Susan L. Melnick
Keyword(s):  
Teacher Education ◽  
Papua New Guinea ◽  
New Guinea ◽  
National Examinations

Papua New Guinea Elementary Teacher Education: Mixed Mode Teacher Training for 16 000 Village Teachers

2002 ◽  
Vol 27 (2) ◽  
pp. 39-45 ◽  
Author(s):  
Andrew Ikupu ◽  
Anne Glover
Keyword(s):  
Teacher Education ◽  
Elementary Education ◽  
Education Reform ◽  
Papua New Guinea ◽  
Curriculum Reform ◽  
Education Program ◽  
Elementary Teacher ◽  
Teacher Education Program ◽  
New Guinea ◽  
Elementary Teacher Education

Ensuring a suitable supply of teachers in a climate of major structural and curriculum reform is not an easy task. It is even more difficult when a teacher education program is being developed simultaneously with the implementation of a new education program. Add to this the challenge of empowering communities to become active contributors in curriculum development and teacher education activities. This paper describes a model of teacher education developed in Papua New Guinea to meet these challenges. It is a cost-effective model which provides an immediate supply of teachers and involves communities in the process. The paper highlights contextual aspects of the teacher education curriculum, assessment processes and facilitation of training activities. The content of the paper is organised into four sections. Presented in the first section, as a background to the paper, is a brief history of Papua New Guinea's education system. This is followed by a description of the Education Reform (including the new Elementary Education Program), as a backdrop to a discussion on the Elementary Teacher Education Program in the third section. Some emergent issues are presented as challenges in the fourth section.

The Leapfrog Effect

2003 ◽  
pp. 127-139 ◽  
Author(s):  
Stewart T. Fleming
Keyword(s):  
Developing Countries ◽  
Special Needs ◽  
Papua New Guinea ◽  
Developing World ◽  
New Guinea ◽  
Developing Nations ◽  
Left Behind ◽  
Lessons Learnt ◽  
Information And Communication ◽  
Made In

Developing countries have special needs for information and communication. In the rush towards globalization of economies and communications, there is a danger that developing nations will get left behind. If we are to close the gap between the “information rich” and “information poor,” then we must take these specific needs into account. This chapter gives an account of some development problems and current initiatives and describes ways in which advancing technology can be manipulated by the developing world to gain social advantage. The term “leapfrog effect” is introduced to explain how advancement can be made in a revolutionary fashion, not incrementally. The chapter draws on the author’s direct experiences in Papua New Guinea, but many of the examples given and lessons learnt are applicable to many other developing nations.

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