Comments on: Reform or deform?:education policy in PNG http://themelanesian.org/2008/05/13/reform-or-deformeducation-policy-in-png/ a community of critics committed to putting people first Wed, 28 Sep 2011 00:59:34 +0000 hourly 1 http://wordpress.org/?v=3.3 By: Kwahwi http://themelanesian.org/2008/05/13/reform-or-deformeducation-policy-in-png/comment-page-1/#comment-102 Kwahwi Sat, 18 Oct 2008 02:52:32 +0000 http://themelanesian.org/?p=216#comment-102 I'm no expert in pedagogy, but I am quite certain that the weaknesses of PNG's post-reform education system have nothing to do with the choice of language used in schooling. Vernacular education (or more broadly, "culturally relevant" education) has been an area of intense concern in PNG policy discussion for decades, and it only makes sense for young children who do not know English to be taught in a language they can actually understand for their first years at school -- provided that (a) they are taught well, and (b) they have the opportunity to bridge to English-based schooling later. But alas, as Andrew points out, neither of these conditions actually obtains in PNG. Few children get the chance to go on, and the quality of the teaching they do get in their early few years is completely unreliable because the teachers are unsupported -- except to some extent by their communities, where the schools are naturally highly politicized, and by the mission organization SIL, which has its own interest in promoting vernacular literacy given its two-part agenda of creating tok ples bibles and getting people to read them. In effect, what this cynical neoliberal reform has done is allow the state to give up responsibility for the job of preparing children for formal education, purporting to give people control while in fact doing just the opposite. It's like putting people in a tiny room and telling them they are free to run just as fast they want! My great worry is that the long-term effect of educational failure is going to be felt not only in people's preparation for higher education and the workplace, but more pervasively and devastatingly in morale. I’m no expert in pedagogy, but I am quite certain that the weaknesses of PNG’s post-reform education system have nothing to do with the choice of language used in schooling. Vernacular education (or more broadly, “culturally relevant” education) has been an area of intense concern in PNG policy discussion for decades, and it only makes sense for young children who do not know English to be taught in a language they can actually understand for their first years at school — provided that (a) they are taught well, and (b) they have the opportunity to bridge to English-based schooling later. But alas, as Andrew points out, neither of these conditions actually obtains in PNG. Few children get the chance to go on, and the quality of the teaching they do get in their early few years is completely unreliable because the teachers are unsupported — except to some extent by their communities, where the schools are naturally highly politicized, and by the mission organization SIL, which has its own interest in promoting vernacular literacy given its two-part agenda of creating tok ples bibles and getting people to read them. In effect, what this cynical neoliberal reform has done is allow the state to give up responsibility for the job of preparing children for formal education, purporting to give people control while in fact doing just the opposite. It’s like putting people in a tiny room and telling them they are free to run just as fast they want! My great worry is that the long-term effect of educational failure is going to be felt not only in people’s preparation for higher education and the workplace, but more pervasively and devastatingly in morale.

]]> By: Skantha http://themelanesian.org/2008/05/13/reform-or-deformeducation-policy-in-png/comment-page-1/#comment-96 Skantha Tue, 14 Oct 2008 07:05:18 +0000 http://themelanesian.org/?p=216#comment-96 It really is quite enigmatic that whilst we would like PNGian students at school to master the English language and do better in subjects such as written expression we concurrently thru our current education policy attempt to preserve the local venaculars by teaching children at an early age their tokples. Naturally most children acquire a foreign language better at an early age and after a couple of years of learning their tokples, which most acquire at home anyway, they are then "forced" to learn English at the latter grades. Conseqently, they will be slow to learn and appropriately use the language in writing and speaking. English is the formal language of communication in government and the formal sector in PNG, hence it is a necessary language for PNGians to understand, at least at some basic level. Without some basic understanding of English it will be difficult for ordinary PNGians to find formal employment, start up a business, understand medical instructions on medications, read a manual etc. I wonder if there is a better way to teach and preserve the local venaculars in a way that does not affect PNG children learning English. I would suggest we reverse the process by having kids at a younger age learn English and after, say high school, enroll in optional local venacular classes as they can at an older age have a better grasp of their native tongue using the structure of the English language and not vice versa. Perhaps an expert in pedagogy can provide a better advice. It really is quite enigmatic that whilst we would like PNGian students at school to master the English language and do better in subjects such as written expression we concurrently thru our current education policy attempt to preserve the local venaculars by teaching children at an early age their tokples.

Naturally most children acquire a foreign language better at an early age and after a couple of years of learning their tokples, which most acquire at home anyway, they are then “forced” to learn English at the latter grades. Conseqently, they will be slow to learn and appropriately use the language in writing and speaking.

English is the formal language of communication in government and the formal sector in PNG, hence it is a necessary language for PNGians to understand, at least at some basic level. Without some basic understanding of English it will be difficult for ordinary PNGians to find formal employment, start up a business, understand medical instructions on medications, read a manual etc.

I wonder if there is a better way to teach and preserve the local venaculars in a way that does not affect PNG children learning English. I would suggest we reverse the process by having kids at a younger age learn English and after, say high school, enroll in optional local venacular classes as they can at an older age have a better grasp of their native tongue using the structure of the English language and not vice versa.

Perhaps an expert in pedagogy can provide a better advice.

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