PNGEI Update

At one with the Banyan in Brisbane botanical gardens

Last time I write was in a post research experience euphoric state. Engulfed by a roller coaster of emotions since then I struggle to cling on to the steep learning curve of understanding  and dealing with my role with VSO and with PNGEI (Papua New Guinea Education Institute).

In my first blog on PNGEI I identified a number of issues with the CET (Certificate in Elementary Education) distance mode programme and questioned the capacity of the elementary team to conduct a review of  all elementary teacher training programmes. In terms of a progress report all I can say is one step forward, two steps back. Every time I feel we make a real breakthrough as a team and one small step is processed, planned for and on the verge of being acted upon, a proverbial spanner will come wielding its way towards us and lodge itself very firmly in the works.

The spanner is more often than not delivered under the umbrella term of 'protocol'; a marvellous term that can carry a multitude of meanings. I have known it used as an excuse, a threat, a barrier and a necessity. Sometimes the same piece of paper can represent all four depending on whose asking.

In the case of the project I am currently attempting to support, for every activity outlined in the project proposal a terms of reference document must be produced. This must be presented, agreed and signed by a hierarchical line of people four weeks before the activity can begin in order for money to be released. Due to the frequency of blackouts, the limitations of Internet connections and the lack of funds to employ an admin team, this will be achieved (or not) by the project team leader walking from one building to another with the piece of paper. Often the person required to sign the paper is not in their office and the trip is wasted. Frequently there will be a problem with the wording of the document and it must be redrafted. There are also times when the order of protocol is mistaken and individuals are offended and refusal to sign until appropriate behaviour has resumed and sufficient apologies have been received. As you can see there are many pot holes to be surmounted and success is no easy feat.

This is the first donor funded project to be given to PNGEI to lead and the Director and the Elementary Manager are under significant pressure to succeed in actioning activities and spending the money within  a timescale in order to maintain in-house control. As the only Institute in PNG training elementary teachers they quite rightly want to have some say in the future of elementary teacher training. This project gives them that voice and they want to shout it loud.

I am a volunteer. I am funded to build the capacity of teacher trainer language lecturers and review the current teacher trainer language programmes. I am a facilitator and a consultant. I share my expertise when appropriate and wanted.

VSO is a well established NGO in PNG. VSO have given education expertise in the form of a volunteer and research training to the elementary team at PNGEI. VSO have committed to giving two more short term volunteers: a researcher and a strategic planner. VSO can also offer a well organised admin team in a well resourced programme office who understand the necessary protocols and can proceed at speed when needed.

The challenge is this. In order to receive two more volunteers the Director of PNGEI must ask for them.  For the VSO education programme office to manage the logistics of the project the Director and the Project Manager must agree for the management of the money to be signed over to VSO. In the eyes of PNGEI both these actions signify a loss of control, particularly over the money and a loss of ownership over the project as a whole.

Whether or not PNGEI ask for the support of VSO is there decision. My initial reaction from my experience in my culture is that it's what you might call a 'no brainer', but then this is not my culture, my institute nor my future. I am here to offer the options, nothing more, nothing less the decision making is up to the experts.

The fog lifts for a while then drops again, the mud thickens and thins, the roller coaster rises and falls.

As usual these are just the ramblings of the crazy white meri not to be attributed to anyone else.

Until next time

Magical Simbu

SMS Story project research in Simbu province

I know I have lead a very fortunate life in many ways but last week was a passage in time that revitalised my faith in the human race and left me at one with myself in a way that I have not been for some time. The untouchable warmth I have inside will not be stolen away easily.

Simbu province is situated in the magical mountains of PNG where belief in spirits and sorcery is strong and clan feuds and retribution justice are common place. The people are physically strong and mentally determined and life is mainly lived at subsistence level. Fertile soil and a temperate climate ensure there is no shortage of food and rich coffee to challenge the world’s best grows freely.

It was in this environment that I arrived in Kundiawa with the SMS Story research team; team leader Marshall, research assistants Elaine and Willie, Simbu elementary education standards officer Mary and driver John Jericho. Originally I was using the opportunity of a VSO project going into the Highlands to visit rural Elementary schools as a chance to see the schools and talk to the Elementary teacher trainers who work in the field; however after the story writer on the project became sick I became more involved in the project itself.  The aim of the project is to see if children’s reading levels can be improved by using mobile phones to deliver language lessons to teachers. Each day for two terms teachers in active schools in the project will receive two text messages: one will be a story and the other a lesson plan.

Our mission was to establish a baseline by testing the reading ability of a sample of children in both active and control schools and to introduce the project to the teachers explaining the process and modelling how to use the text messages in the active schools.

It soon became clear that I would be best employed interviewing and training the teachers. The children were fascinated by me and did one of three things; giggled hysterically, stared in disbelief or crowded round me so close I could hardly move. Not really effective responses for an accurate reading performance. The reading assessments were left to the PNG researchers.

In every school the first thing we did was held a meeting with the parents and teachers. This was led by Mary the Standards Officer who introduced the four of us as the boss man, the white woman, the young one and the rasta man: completely accurate descriptions but not necessarily ones I would have used!

I was blown away by the parents in all the schools and these meetings were a truly humbling experience. Most families in the rural areas of the province live a challenging life at subsistence level and yet they totally understand and are committed to the education of their children as the way forward for their community. We were welcomed with excitement and gratitude in all schools and the way this was expressed was through food!

(There are many photos to this post but unfortunately they will have to wait for a better internet connection, it cost me K20 to upload one!)

Hek na solda skru na lek!

North Goroka Primary School (no teacher today!)

Het na solda skru na lek, skru na lek

Het na solda skru na lek, skru na lek na

Ai nay au na nus na maus

Het na solda skru na lek, skru na lek

Guess the rhyme!

I have now had my first experience of reading to children (200 of them!) at Buk bilong pikinini (Children’s books) a successful NGO in PNG that works with pre-school children and their parents on early/basic literacy. It is a superb organisation mainly run by local people and entirely dependent on donations which appear to be forthcoming from local foreign businesses wanting to do their social/cultural bit. They have a lending library of children’s books and the librarians read to the children and teach them rhymes as well as holding basic literacy classes for parents. The libraries in Port Moresby are generally set up on the outskirts of town in the settlement areas and serve a large community who otherwise would have no access to books.

I've also had my first experience of PNG elementary and primary schools. The demonstration schools at PNGEI; named as such because they are used by the Institute for demonstration lessons observed by teacher training students.

After discussion with the Head Teacher of the Elementary school the first thing that hits me is that teachers progress through good classroom practice being recognised by inspectors. This includes progressing to Head Teacher which can only be done by being recognised externally as an excellent classroom practitioner. The Head Teacher in this elementary school still had a year 2 class of 60 children. The Head Teacher cannot choose the staff they want for their school, when a vacancy arises a new teacher is sent by the teacher education division and by the same token a teacher cannot apply for a promotion they must be seen by an inspector and recommended. This is a problem as there are very few inspectors and schools are not inspected very often therefore progression is difficult.

It appears that the situation is bagarup! Student teachers can’t get qualified and existing teachers can’t progress due to an unmanageable monitoring and evaluation system.

In the meantime at PNGEI I continue to try and find niches where I can try to make a difference. Other volunteers on the Language Support Programme have developed an English diagnostic test which I have adapted a little for our residential elementary students. It is based on the year 6 SATs tests for reading, spelling and writing.

Implementing the tests in itself proved to be a challenge! Language classes are from 8:00 – 10:00 a.m. The bus usually collects me from my flat at about 7:50. It is a 10 minute journey so I will be late. No problem because the other language lecturer lives on campus so she will be there to entertain the class until I get there. The first day Eddy our driver is later than usual and I get to work at 8:15. I go straight to the classes (two of us are covering 3 classes). The students are all there busy working but the other lecturer is nowhere to be seen. I find out she never arrives before 8:40 because she waits for the school bus to pick her son up and take him to school. She hadn't mentioned this before. As I have to go between 3 classes to get them started we only get through the reading comprehension test in a two hour session.

The next day I am prepared for an 8:30 start and with two of us we should be able to get through spelling and writing. Wrong again. Eddy has been drinking all night and so his bus keys have been taken from him and he’s been ordered to sleep it off (we finally discover this at the end of the day after hearing many other explanations, PNG nationals do not like to be the bearers of bad news!). Therefore we were not collected until I rang a colleague to see if anyone was collecting us. I arrive at work at 9:00 a.m. We manage to get through the writing test; the spelling will have to wait for another day!

Just a small example of how something that appears so simple can so easily prove otherwise!

Onward and upward, hey ho!