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Title : Sustaining Tuition Fee Costless Pedagogy Policy Inwards Png
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It is of import to notation that compulsory as well as affordable pedagogy is a cornerstone of the department’s directional statements. For example, the Vision 2050 aims for costless pedagogy as well as schooling for all is indicated inward the next words: ‘Free as well as Universal Basic Education for all school-age children from Elementary 1 to Grade 12 PNG Vision 2050, p. 5) as well as embedded inward the department’s vision, mission, objectives as well as goals.
The literature review attempts to utter over the introduction of the TFFE policy inward 1981, 1993, 2002 as well as 2012 (including 2017) past times the People’s Progress Party (PPP), People’s Democratic Movement (PDM) political party as well as People’s National Congress (PNC) party, respectively.
One way to sympathise the implications of the costless pedagogy policy implemented past times both the past times as well as nowadays governments is to analyse the fourth dimension when the costless pedagogy policy was announced; the duration of the policy; as well as the overall planning (or lack of it) at the fourth dimension of as well as next the announcement.
It is of import to know that sustaining the policy for to a greater extent than than 5 years was the most of import achievement for the O’Neill government. However, at that topographic point is a gradual downward tendency inward fund allotment betwixt 2012 as well as 2016, from a high of K657 1 yard one thousand (2013) to K602 1 yard one thousand (2016) as well as this has led to implementation problems.
An ANU survey written report on Education Financing as well as the Tuition Fee-Free Policy (ANU, 2012) inward the solid ground also indicated that regime allotment ‘is expected to increment at to a greater extent than or less 3.5 per cent per annum to 782 1 yard one thousand [K]ina inward 2017 ( p.1 para. 1). Furthermore, at the charge per unit of measurement of 3.5 per cent, 2016 funding would live K755 1 yard one thousand but instead, the funding was K602 million. The year-on-year 3.5 per cent increment had non been realised.
The literature review (sections 3 as well as 5) as well as the information analysis (figures 4 as well as 5) demonstrate that the regime commitment to TFFE policy is improve than other governments inward the past. The 5 weaknesses are all capacity/system issues inside the NDoE. In fact, the establishment of TFFS – a novel branch inside NDoE to assist the secretarial assistant on TFFE policy matters (Figure 2) - is an illustration of edifice capacity. However, this may live besides late.
The policy is inward its 5th twelvemonth of implementation, the national full general election is inward July 2016 as well as uncertainty abounds. Nevertheless, it is vital that a strong procedure for monitoring, recording as well as reporting dispersal of pedagogy funds is established as well as implemented with immediate effect.
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Title : Sustaining Tuition Fee Costless Pedagogy Policy Inwards Png
Sustaining Tuition Fee Costless Pedagogy Policy Inwards Png
1. INTRODUCTION
The newspaper discusses the long term as well as brusque term plans of the National Department of Education (NDoE) as well as gives insights to the importance of sustainability of the Tuition Fee Free Education (TFFE) policy inward Papua New Guinea. It farther asks is a national review of the policy a improve way to strengthen the implementation of the tuition fee-free pedagogy policy inward PNG?
In 1981 the Chan regime starting fourth dimension introduced a costless pedagogy policy. It was as well as then reintroduced inward 1993 past times Wingti regime as well as after inward 2002 past times the Morauta government. Each regime saw this policy equally an of import driver for economical alter as well as for achieving universal basic pedagogy inward PNG.
All 3 governments had 3 issues inward common; the policy was short-lived, confusion emerged most ‘free’ as well as ‘subsidised’ pedagogy as well as each fourth dimension the policy was introduced before national full general elections.
In 2012, the O’Neill regime reintroduced a costless pedagogy policy. The number of longevity faced past times the previous governments was effectively addressed past times the O’Neill government.
The minute number was non addressed; at that topographic point is all the same confusion with parents, schools as well as the National Department of Education regarding how the policy is practised. The tertiary number regarding implementation but before the national election is true, but at that topographic point needs to live a careful analysis to confirm why.
All 3 governments had 3 issues inward common; the policy was short-lived, confusion emerged most ‘free’ as well as ‘subsidised’ pedagogy as well as each fourth dimension the policy was introduced before national full general elections.
The minute number was non addressed; at that topographic point is all the same confusion with parents, schools as well as the National Department of Education regarding how the policy is practised. The tertiary number regarding implementation but before the national election is true, but at that topographic point needs to live a careful analysis to confirm why.
1.2. Explanation of Tuition Fee-Free Education Policy
Free pedagogy policy is the government’s policy on subsidised tuition fees as well as this policy is known equally the Tuition Fee-Free Education (TFFE) policy. The policy does non comprehend the projection fee, way fee or other discretionary fees each schoolhouse may laid as well as transcend on for parents to pay.
In fact, costless pedagogy is non ‘free’ inward its entirety. It is technically reasonable to refer to the policy equally ‘subsidised’ pedagogy policy. This newspaper uses TFFE with an emphasis on ‘Free’. Furthermore, a pupil is the key stakeholder of TFFE policy. Though the national regime is the primary benefactor (sponsor) as well as students stay the primary beneficiaries (recipients), students’ involvement must live the top priority for every government.
In fact, costless pedagogy is non ‘free’ inward its entirety. It is technically reasonable to refer to the policy equally ‘subsidised’ pedagogy policy. This newspaper uses TFFE with an emphasis on ‘Free’. Furthermore, a pupil is the key stakeholder of TFFE policy. Though the national regime is the primary benefactor (sponsor) as well as students stay the primary beneficiaries (recipients), students’ involvement must live the top priority for every government.
2. NATIONAL DEPARTMENT OF EDUCATION DIRECTIONAL STATEMENTS
It is of import to notation that compulsory as well as affordable pedagogy is a cornerstone of the department’s directional statements. For example, the Vision 2050 aims for costless pedagogy as well as schooling for all is indicated inward the next words: ‘Free as well as Universal Basic Education for all school-age children from Elementary 1 to Grade 12 PNG Vision 2050, p. 5) as well as embedded inward the department’s vision, mission, objectives as well as goals.
2.1. Vision as well as Mission
The pedagogy subdivision vision states:
Our vision is integral human evolution achieved through an affordable pedagogy organization that appreciates Christian as well as traditional values as well as prepares literate, skilled as well as salubrious citizens past times concentrating on the growth as well as evolution of each individual’s personal viability as well as formation spell ensuring all tin contribute to the peace as well as prosperity of the nation.
The mission statements for the pedagogy subdivision are to;
- facilitate as well as promote the integral evolution of every individual,
- develop as well as encourage an pedagogy organization which satisfies the requirements of PNG and its people,
- establish, save as well as improve standards of pedagogy throughout PNG,
- make the benefits of such pedagogy available equally widely equally possible to all the people, and
- make pedagogy accessible to the piteous as well as physically, mentally as well as socially handicapped equally good equally to those who are educationally disadvantaged (Sinebare, 2014).
2.2. Objectives as well as Goals
The pedagogy subdivision 3 objectives are:
- To develop an pedagogy organization to come across the needs of Papua New Republic of Guinea as well as its people, which volition supply appropriately for the render of children to the hamlet community, for formal employment, or for continuation to farther pedagogy as well as training,
- To supply basic schooling for all children equally this becomes feasible, and
- To assist people sympathise the changes that are occurring inward contemporary lodge through the provision of non-formal pedagogy as well as literacy programs.
According to the Tuition Fee-Free Policy Management Manual, the TFFE policy aims to back upward compulsory as well as affordable pedagogy past times achieving 5 key goals:
- Access is improved for all children, specially girls;
- Retention is enhanced where to a greater extent than children consummate ix years of primary education;
- Quality of pedagogy is improved for all degree of unproblematic to primary levels;
- Education direction is strengthened across all administrative levels;
- Equity is enhanced to ensure character pedagogy is available for all children inward all communities across the country.
2.3. TFFE Policy Governance as well as Management Structure
The mightiness of governments to keep investment inward pedagogy is of import to achieving universal education. Citing a United Nations written report on political commitment, Walton (2016) inward his article ‘The importance of national as well as local politics for improving educational quality’ stated that ‘political will’ is key to achieving pedagogy goals (para 1).
It is reassuring to know that TFFE funding was consistent during the O’Neill regime (Figure 4 as well as Figure 5). But, instances of fund mismanagement (EMTV, 2015) as well as manipulation of projection fees past times schools (Robinson, 2014) are relevant issues which needed addressing at both the subdivision as well as district levels.
It is reassuring to know that TFFE funding was consistent during the O’Neill regime (Figure 4 as well as Figure 5). But, instances of fund mismanagement (EMTV, 2015) as well as manipulation of projection fees past times schools (Robinson, 2014) are relevant issues which needed addressing at both the subdivision as well as district levels.
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Policy Governance as well as Management Structure |
One way to address policy issues is to create strong governance, direction construction as well as reporting system. The diagram shows the governance construction of TFFE funds, with the arrows indicating the stream of information as well as schoolhouse direction reports. TFF Policy Management Manual (2014), as well as ministerial as well as successive subdivision secretaries’ statements (Kuman, 2014; Kuman & Kombra, 2016), depict the construction as well as reporting channels inward principle.
However, no seek was made to clearly define a structural framework similar the 1 shown inward Figure 2. The figure is an seek to give a clear moving painting of the systems as well as processes concerned with the implementation of the TFFE policy.
However, no seek was made to clearly define a structural framework similar the 1 shown inward Figure 2. The figure is an seek to give a clear moving painting of the systems as well as processes concerned with the implementation of the TFFE policy.
Kuman as well as Kombra (2016) described the unlike stages of monitoring as well as reporting. Both pedagogy leaders farther outlined stakeholders’ participation equally the key. These are indicated below.
- District Administration: Local communities, schoolhouse headteachers as well as boards submit information collected through every School Census as well as School Learning Improvement Plans (SLIP) as well as other evolution plans to DEIC.
- Provincial Education Division: DEIC inward each district approves SLIP, ensures proper utilisation of TFF funds as well as verifies schoolhouse as well as enrolment data. The membership consists of a church building representative, CEO of District Development Authority, community representatives as well as the District Education Administrator as well as District Standard Officers/Inspectors.
- NDoE: Establishment of TFF Secretariat inside the DoE adds capacity. It provides administrative back upward to the Secretary for Education as well as assists the piece of work of the Inter Departmental TFF Steering Committee. Provincial Coordinators are appointed to assist the Secretariat to implement the policy.
- Ministerial-level: The Inter-Departmental TFF Steering Committee (IDSC) volition written report to the Minister for Education, who reports to NEC as well as parliament. All other stakeholders’ responsibilities are covered inward this TFF Implementation Guide.
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| Mandatory Reports - Honest Participation from Provincial as well as National Levels |
3. LITERATURE REVIEW: POLITICAL PARTIES AND FREE EDUCATION POLICY
The literature review attempts to utter over the introduction of the TFFE policy inward 1981, 1993, 2002 as well as 2012 (including 2017) past times the People’s Progress Party (PPP), People’s Democratic Movement (PDM) political party as well as People’s National Congress (PNC) party, respectively.
One way to sympathise the implications of the costless pedagogy policy implemented past times both the past times as well as nowadays governments is to analyse the fourth dimension when the costless pedagogy policy was announced; the duration of the policy; as well as the overall planning (or lack of it) at the fourth dimension of as well as next the announcement.
A inquiry paper, based on a survey past times the Australian National University (ANU), titled Financing as well as the Tuition Fee-Free Policy (ANU, 2012), described the impacts of TFFE policy on the pedagogy system.
The inquiry newspaper used the term ‘big bang’ to depict the huge increment inward TFFE funding. For example, the inquiry stated that ‘a large bang approach tin drive “access shock”, whereby a precipitous ascension inward pupil numbers puts pressure level on educational character (p. 5). The inquiry revealed that at that topographic point was strong growth inward enrollment at an average of 15 per cent inward the starting fourth dimension year, 2012. It concluded that
The inquiry newspaper used the term ‘big bang’ to depict the huge increment inward TFFE funding. For example, the inquiry stated that ‘a large bang approach tin drive “access shock”, whereby a precipitous ascension inward pupil numbers puts pressure level on educational character (p. 5). The inquiry revealed that at that topographic point was strong growth inward enrollment at an average of 15 per cent inward the starting fourth dimension year, 2012. It concluded that
‘the increment inward enrolments betwixt 2011 as well as 2012 is a clear indication that the policy has substantially increased access to schooling for children across the country’ (p.14)
However, the survey past times ANU researchers was done inward select provinces as well as concentrated on the toll of pedagogy per child. Furthermore, though the inquiry discussed the political history of TFFE policy, it focused on the impacts of the policy rather than the ‘political will’, which was lacking inward the past. Therefore, the literature review inward this newspaper adds to the 2 issues discussed inward brief past times the ANU researchers: the overall spending on TFFE as well as the political changes.
3.1. Short-Lived Free Education Attempts 1981, 1993 as well as 2002
In 1981, costless pedagogy was received with mixed feelings inward many provinces. Bray (2002) mentioned 3 reasons many provinces were sceptical most the policy (Walton & Swan, 2014). Walton as well as Swan argued that provincial governments feared the national regime was aiming to accept command of their fiscal as well as functional powers.
As a result, 5 provinces did non implement the policy. Others raised concerns that the policy was unplanned as well as that it was unsustainable. But, 15 other provinces implemented the costless pedagogy policy. When Sir Julius Chan PPP led regime was ousted inward slow July 1982, its costless pedagogy policy was scrapped. The policy lasted less than 12 months.
As a result, 5 provinces did non implement the policy. Others raised concerns that the policy was unplanned as well as that it was unsustainable. But, 15 other provinces implemented the costless pedagogy policy. When Sir Julius Chan PPP led regime was ousted inward slow July 1982, its costless pedagogy policy was scrapped. The policy lasted less than 12 months.
In 1993, Paias Wingti PDM party-led regime reintroduced the costless pedagogy policy after a successful election inward July 1992. Confusion arose with parents as well as schools. Many idea ‘free’ pedagogy was costless inward its entirety according to Walton as well as Swan (2014).
The intelligence arose when the projection fee was passed on to parents to pay. The Wingti government’s seek to innovate costless pedagogy lasted xviii months, from Jan 1993 to August 1994.
The intelligence arose when the projection fee was passed on to parents to pay. The Wingti government’s seek to innovate costless pedagogy lasted xviii months, from Jan 1993 to August 1994.
In 2002, PDM political party nether Morauta made a pregnant commitment to subsidise schoolhouse fees. The budgetary allotment of K150 1 yard one thousand was, then, the biggest to implement this policy. Again confusion emerged over the departure betwixt costless as well as subsidised education.
The Morauta regime idea the costless pedagogy policy was an of import driver for development. But, some people saw the timing equally an seek to skew parents’ sentiment at the polls. For example, Marshall (2002) reported that
The Morauta regime idea the costless pedagogy policy was an of import driver for development. But, some people saw the timing equally an seek to skew parents’ sentiment at the polls. For example, Marshall (2002) reported that
‘In a blatant pitch for votes inward the approaching June [2002] election, Papua New Republic of Guinea (PNG) Prime Minister Mekere Morauta claimed slow final twelvemonth that his regime would grant costless pedagogy for primary as well as secondary schoolhouse children if it gained some other term’ (para. 1)
In damage of time, Morauta became prime number government minister inward July 1999 as well as made this pregnant commitment to costless pedagogy slow inward 2001 only 7 months before 2002 full general elections. Given the unpreparedness as well as lack of proper coordination, equally good equally the complexity of the issue, the policy proved unpopular during the national election.
The Somare National Alliance (NA) political party went to elections on anti-free pedagogy policy (Nalu, 2010) as well as successfully formed a novel regime inward August 2002. The novel regime reduced 2002 tuition fee budgetary allotment from K150 to K60 1 yard one thousand as well as reintroduced schoolhouse fees.
The Somare National Alliance (NA) political party went to elections on anti-free pedagogy policy (Nalu, 2010) as well as successfully formed a novel regime inward August 2002. The novel regime reduced 2002 tuition fee budgetary allotment from K150 to K60 1 yard one thousand as well as reintroduced schoolhouse fees.
3.2. Tuition Fee-Free Education Policy 2012 to 2016
The O’Neill regime TFFE policy achieved improve results than previous attempts. Initiated inward 2011, it was fully implemented inward 2012, 7 months before national elections as well as gained popularity. The regime allocated K602 1 yard one thousand (Walton & Swan, 2014).
Four times to a greater extent than than the Morauta regime inward 2002 as well as half dozen times to a greater extent than than the Somare regime inward 2007. The Education funding averaged K474.4 1 yard one thousand per twelvemonth for the years 2002, 2007 as well as 2012 to 2016. The average shows that funding allocations inward the final 5 years were, inward fact, improve than the before allocations.
Four times to a greater extent than than the Morauta regime inward 2002 as well as half dozen times to a greater extent than than the Somare regime inward 2007. The Education funding averaged K474.4 1 yard one thousand per twelvemonth for the years 2002, 2007 as well as 2012 to 2016. The average shows that funding allocations inward the final 5 years were, inward fact, improve than the before allocations.
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| Funds Committed to TFF Policy 2002 - 2016 |
An ANU survey written report on Education Financing as well as the Tuition Fee-Free Policy (ANU, 2012) inward the solid ground also indicated that regime allotment ‘is expected to increment at to a greater extent than or less 3.5 per cent per annum to 782 1 yard one thousand [K]ina inward 2017 ( p.1 para. 1). Furthermore, at the charge per unit of measurement of 3.5 per cent, 2016 funding would live K755 1 yard one thousand but instead, the funding was K602 million. The year-on-year 3.5 per cent increment had non been realised.
The literature review highlights the fact various governments have got seen ‘education for all’ equally the primary driver for costless pedagogy policy (Walton, 2016). The policy resulted inward a surge inward a number of students going to schoolhouse mentioned past times Walton as well as Swan (2014). This review also shows that funding from the O’Neill regime was improve compared to past times governments. However, the introduction of costless pedagogy past times governments but before national elections raises a enquiry most the sustainability of the policy. Even with the O’Neill government’s relatively strong fiscal commitment to implementing the TFFE policy, questions have got been asked most the timing of the implementation.
3.3. Method of Research
This inquiry uses a various hit of online articles as well as published documents to investigate as well as utter over the number of sustainability of TFFE policy. The paper’s primary sources are the Development Policy Centre, National Research Institute, Institute of National Affairs, Treasury Department website, NDoE website as well as ministerial statements on TFF policy. The newspaper uses raw information from budget documents inward discussions relating to TFFE funding.
4.0 CHALLENGES - SECTORIAL ANALYSIS
4.1. Project Fee Confusion
Many schools, fearing fiscal difficulty before the start of 2016 schoolhouse year, decided to impose projection fee on parents as well as sponsors. For example, Robinson (2016) stated that schools inward the Eastern Highlands Province had non heeded the pedagogy secretary’s circular on projection fee abolishment. For clarity, the article was based on the secretary’s starting fourth dimension directive on projection fee abolishment.
Kukari (2015) also mentioned the abolishment of the projection fee inward 2015, stating that the pedagogy secretary’s directive addressed the department’s destination of ‘free as well as universal’ pedagogy (p. 2). The secretarial assistant rescinded his directive. A articulation tilt released past times the government minister as well as secretarial assistant (Kuman & Kombra, 2016) clarified that projection fee had non been abolished. Both men iterated that the subdivision laid a maximum fee boundary for all unproblematic to secondary schools to follow. The proclamation effectively clarified the misunderstandings.
Kukari (2015) also mentioned the abolishment of the projection fee inward 2015, stating that the pedagogy secretary’s directive addressed the department’s destination of ‘free as well as universal’ pedagogy (p. 2). The secretarial assistant rescinded his directive. A articulation tilt released past times the government minister as well as secretarial assistant (Kuman & Kombra, 2016) clarified that projection fee had non been abolished. Both men iterated that the subdivision laid a maximum fee boundary for all unproblematic to secondary schools to follow. The proclamation effectively clarified the misunderstandings.
4.2. Effects of Changing Education Secretaries
Dr Sinebare (the secretarial assistant betwixt Nov 2011 as well as September 2012) as well as his squad responded speedily to the O’Neill regime TFFE policy proclamation inward 2011 as well as formulated a policy document called Tuition Fee-Free Policy Management Manual.
The document, widely circulated for implementation inward 2012, emphasised that costless pedagogy was the cornerstone for achieving Universal Basic Education (UBE) Plan 2010 – 2019. The message to stakeholders was that costless pedagogy was, inward fact, costless inward its entirety.
School heads, parents as well as communities had to accept ownership of the policy as well as ensured its success (Sinebare, 2012). Dr Sinebare served for only 10 months inward his position. Dr Tapo (September 2012 – May 2014) who took over from Dr Sinebare had served for 20 months equally the pedagogy secretary. He was sacked due to the department’s failure to distribute TFFE fund to schools on time, as well as replaced past times Dr Kombra (May 2014 – present). All the while, at that topographic point seems to live footling outcome inward agreement the implementation of the policy.
The document, widely circulated for implementation inward 2012, emphasised that costless pedagogy was the cornerstone for achieving Universal Basic Education (UBE) Plan 2010 – 2019. The message to stakeholders was that costless pedagogy was, inward fact, costless inward its entirety.
School heads, parents as well as communities had to accept ownership of the policy as well as ensured its success (Sinebare, 2012). Dr Sinebare served for only 10 months inward his position. Dr Tapo (September 2012 – May 2014) who took over from Dr Sinebare had served for 20 months equally the pedagogy secretary. He was sacked due to the department’s failure to distribute TFFE fund to schools on time, as well as replaced past times Dr Kombra (May 2014 – present). All the while, at that topographic point seems to live footling outcome inward agreement the implementation of the policy.
4.3. Missing TFF Funds as well as Lack of Monitoring as well as Reporting
In 2015, 8 per cent (K50 million) of TFFE funds disappeared without a trace. Identifying the ground for this missing money is of import thence strategies tin live implemented thence this does non reoccur.
The PNG Teachers Association (PNGTA) as well as the leader of PNG’s Opposition raised concerns most the missing money (EMTV, 2015) as well as this received no result. Stipulated inward the TFF Policy Management Manual, as well as of late inward ministerial statements, are details of processes for releasing TFFE fund to schools. For example, inward monastic say for the fund to live released direct into schools’ depository fiscal establishment accounts, the schools must make students’ information as well as acquittals of expenditures.
The disappearance of the money placed doubtfulness on the department’s capacity to grip TFFE funds. In Jan 2016, the subdivision intended to create additional capacity (TFFS as well as DEIC) as well as TFFE fund direction system; as well as constitute monitoring as well as reporting structures (highlighted inward Figure 2 as well as Figure 3). From the pedagogy department’s standpoint, the extra capacity through the establishment of TFFS volition ‘provide administrative back upward to the Secretary for Education as well as volition assist the piece of work of the Inter-Departmental TFF Steering Committee’ (NDoE, 2016).
The PNG Teachers Association (PNGTA) as well as the leader of PNG’s Opposition raised concerns most the missing money (EMTV, 2015) as well as this received no result. Stipulated inward the TFF Policy Management Manual, as well as of late inward ministerial statements, are details of processes for releasing TFFE fund to schools. For example, inward monastic say for the fund to live released direct into schools’ depository fiscal establishment accounts, the schools must make students’ information as well as acquittals of expenditures.
The disappearance of the money placed doubtfulness on the department’s capacity to grip TFFE funds. In Jan 2016, the subdivision intended to create additional capacity (TFFS as well as DEIC) as well as TFFE fund direction system; as well as constitute monitoring as well as reporting structures (highlighted inward Figure 2 as well as Figure 3). From the pedagogy department’s standpoint, the extra capacity through the establishment of TFFS volition ‘provide administrative back upward to the Secretary for Education as well as volition assist the piece of work of the Inter-Departmental TFF Steering Committee’ (NDoE, 2016).
Given these sectorial challenges, at that topographic point have got been positive strides inward the final 5 years to address costless as well as universal pedagogy goals. More importantly, the government’s commitment to fund the TFFE policy was to a higher house average equally compared to past times governments’ attempts. Given these points, the primary challenge is to ensure effective operations of the novel Governance as well as Management Structure, as well as Reporting channels.
5. SUSTAINING TFFE – ADDRESSING PLANNING AND IMPLEMENTATION DILEMMA
Previous sections discussed the history as well as challenges of the TFFE policy. This subdivision attempts to pose into perspective the long term as well as brusque term plans relating to the pedagogy sector. Perhaps, this is an of import constituent of the newspaper because it provides answers to the enquiry at hand: Strategic Planning of Your Organisation equally it Aligns With Your Country Vision’.
5.1. Vision 2050 - Subsidised or Free Education
The Vision 2050 was a 40-year strategic excogitation established inward 2010 past times the Somare movement. Of the 5 National Goals enshrined inward the Constitution as well as Seven Pillars of Vision 2050, pedagogy is number one. Documented inward Vision 2050 is the emphasis on costless pedagogy as well as UBE: ‘Free as well as Universal Basic Education for all school-age children from Elementary 1 to Grade 12’ (Vision 2050, p.20)
Somare’s regime subsidy ranged betwixt 100 1 yard one thousand as well as 147 1 yard one thousand Kina (Figure 5) – also a major contribution to pedagogy since Independence. However, his regime saw pedagogy equally a partnership venture betwixt sponsors (parents) as well as the regime as well as non solely costless across all levels of education. Conversely, the O’Neill government’s starting fourth dimension commitment to pedagogy was costless pedagogy from unproblematic 1 to degree 10.
However, this changed inward 2013 when grades xi as well as 12 tuitions were covered nether the TFFE policy (ANU, 2012). As previously discussed, confusions emerged regarding payment of tuition fees as well as whether the pedagogy was either costless or subsidised. In fact, betwixt 2012 as well as 2014 parents had paid projection fee as well as way fee nether the TFFE policy. This changed inward 2015 when the projection fee was abolished (Robinson, 2015; Kukari 2015). Education was free. Parents as well as sponsors paid nothing. In 2016, the projection fee was reintroduced to schools (Kuman & Kombra, 2016).
Among confusions, the subdivision laid projection fee boundary for schools to follow as well as passed onto parent to pay. The debate on whether pedagogy is costless or subsidised is, possibly, inconclusive. But, it is of import to know that the regime funding commitment to UBE for all boys as well as girls increased sharply since 2007 – pregnant investments inward education.
However, this changed inward 2013 when grades xi as well as 12 tuitions were covered nether the TFFE policy (ANU, 2012). As previously discussed, confusions emerged regarding payment of tuition fees as well as whether the pedagogy was either costless or subsidised. In fact, betwixt 2012 as well as 2014 parents had paid projection fee as well as way fee nether the TFFE policy. This changed inward 2015 when the projection fee was abolished (Robinson, 2015; Kukari 2015). Education was free. Parents as well as sponsors paid nothing. In 2016, the projection fee was reintroduced to schools (Kuman & Kombra, 2016).
Among confusions, the subdivision laid projection fee boundary for schools to follow as well as passed onto parent to pay. The debate on whether pedagogy is costless or subsidised is, possibly, inconclusive. But, it is of import to know that the regime funding commitment to UBE for all boys as well as girls increased sharply since 2007 – pregnant investments inward education.
5.2. Sectorial Plans – Short Term as well as Long Term Education Plans
Several long term as well as brusque term plans (Secretary, 2010; TISER, 2013; NDoE 2015) have got been pose inward house to accomplish the pedagogy subdivision vision as well as mission. Though this newspaper does non intend to address each excogitation inward detail, it briefly explains their intentions. In brief, the 5 directional plans include:
• Education Sector Strategic Plan (ESSP) 2010-2030 – A long term excogitation for the pedagogy department. It identifies the strategies needed addressing inward monastic say to align NDoE vision as well as mission, as well as objectives as well as goals with the Vision 2050. It also provides a guide for the subdivision inward a 20 twelvemonth period, ending 2030;
• Universal Basic Education (UBE) Plan 2010-2019 - A 20-year excogitation roofing both the Millennium Development Goal (MDG) 2000 – 2015, specially MDG 2 which relates to pedagogy for all. The excogitation contains a province of affairs analysis of national targets (indicators) such equally students’ access as well as enrolment, teacher-student ratio, infrastructure development, direction as well as capacity evolution as well as other educational issues concerned with achieving compulsory, costless as well as character pedagogy for both boys as well as girls of primary school-aged children;
• National Education Plan (NEP) 2005-2014 - This excogitation served equally a roadmap for a 10 twelvemonth period. Its objective was to accomplish ‘basic pedagogy for all’ as well as provided farther chance for students dropping out inward the starting fourth dimension ix years of pedagogy (Prep to Grade 8). The subdivision launched a 5-year medium-term evolution plan, NEP 2015 – 2019, to ensure that its review coincided with PNG Vision review 2050 inward 2020;
• Provincial Education Plans (PEP) 2007-2016 – A 10-year mandatory excogitation specific to each province. The aim of the excogitation is the address each province’s educational needs whilst taking into consideration NDoE vision as well as mission as well as pedagogy targets contained inward the national plans. PEP also stipulated provincial management construction as well as roles of stakeholders at provincial as well as district levels; and
• School Learning Improvement Plan (SLIP) – This excogitation was schoolhouse based as well as mandatory. It provided a footing for improving learning outcomes as well as direction of funds as well as resources allotment inward schools. SLIP provides an overview of money spent on schoolhouse administration, teaching as well as learning resources, as well as infrastructural development. This of import excogitation is reviewed both internally (by schoolhouse head, boards, parents representatives as well as communities) as well as externally (by measure officers).
The 5 documents were evidence of strategy planning as well as operational planning inside the pedagogy system. The national plans must live translated into provincial as well as schoolhouse plans as well as also effectively implemented at each level.
Even more, these plans together with the Management as well as Governance Structure (Figure 2) as well as Reporting organization (Figure 3) have got the potential to accomplish the objectives as well as goals of the department.
6. STRATEGIC PLAN: SWOT ANALYSIS
This subdivision aims to respond to the demand to develop a strategic excogitation to contain the issues relating to the sustainability of TFFE policy. Using SWOT analysis, the subdivision identifies some strengths as well as weaknesses (internal factors) as well as opportunities as well as threats (external factors) of TFFE policy inward the final 5 years, 2012 to 2016.
Furthermore, the subdivision uses the factors to laid priorities as well as ensure that all stakeholders piece of work toward non only sustaining TFFE policy but also improve on the failures inward the past.
Furthermore, the subdivision uses the factors to laid priorities as well as ensure that all stakeholders piece of work toward non only sustaining TFFE policy but also improve on the failures inward the past.
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| Advantages as well as disadvantages of TFF Policy inward PNG |
The literature review (sections 3 as well as 5) as well as the information analysis (figures 4 as well as 5) demonstrate that the regime commitment to TFFE policy is improve than other governments inward the past. The 5 weaknesses are all capacity/system issues inside the NDoE. In fact, the establishment of TFFS – a novel branch inside NDoE to assist the secretarial assistant on TFFE policy matters (Figure 2) - is an illustration of edifice capacity. However, this may live besides late.
The policy is inward its 5th twelvemonth of implementation, the national full general election is inward July 2016 as well as uncertainty abounds. Nevertheless, it is vital that a strong procedure for monitoring, recording as well as reporting dispersal of pedagogy funds is established as well as implemented with immediate effect.
The 4 threats are political, economical as well as technological inward nature. The O’Neill regime has made an outstanding commitment to the costless pedagogy policy. For example, inward 5 years the regime allocated over 3 billion Kina inward TFFE funding, an average of 614.2 1 yard one thousand Kina per year. The Somare regime (2007 – 2011) total schoolhouse fee subsidy inward 5 years was 634.3 1 yard one thousand Kina, averaging 126.86 1 yard one thousand Kina per year.
Literally, the O’Neill regime average funding inward 1 twelvemonth was almost equal to what the Somare regime spent on pedagogy inward 5 years (Figure 6). Having said that, the unpredictability of PNG elections is non expert for the policy’s stability. Another threat is the lack of inter-department information storage as well as retrieval mechanism.
Currently, national regime departments have got standalone websites that are non linked together. This makes producing reports difficult. For example, information from several departments volition have got to live manually entered or searched as well as collated to rail progress as well as supply reports. A realistic solution to this job is having 1 website connecting all the regime departments as well as offices.
Literally, the O’Neill regime average funding inward 1 twelvemonth was almost equal to what the Somare regime spent on pedagogy inward 5 years (Figure 6). Having said that, the unpredictability of PNG elections is non expert for the policy’s stability. Another threat is the lack of inter-department information storage as well as retrieval mechanism.
Currently, national regime departments have got standalone websites that are non linked together. This makes producing reports difficult. For example, information from several departments volition have got to live manually entered or searched as well as collated to rail progress as well as supply reports. A realistic solution to this job is having 1 website connecting all the regime departments as well as offices.
7. CONCLUSION
In conclusion, the PNG government's costless pedagogy policy was an seek to accomplish integral human evolution stipulated inward the vision as well as mission of the pedagogy department. The attempts to implement the costless pedagogy policy inward 1981, 1993 as well as 2002 were short-lived.
The seek inward 2012 past times the O’Neill regime lasted 2 parliamentary damage as well as its funding was consistent. Capacity to contend the TFFE funds as well as written report on it was lacking inward the subdivision of education. The establishment of the TFF Secretariat, the Governance as well as Management Structure as well as the Reporting System to monitor the utilisation of TFFE funds needed implementing urgently. It is of import that all the stakeholders of the TFFE policy must ensure that the involvement of the key stakeholders – the students – is paramount at nowadays as well as inward the future.
The seek inward 2012 past times the O’Neill regime lasted 2 parliamentary damage as well as its funding was consistent. Capacity to contend the TFFE funds as well as written report on it was lacking inward the subdivision of education. The establishment of the TFF Secretariat, the Governance as well as Management Structure as well as the Reporting System to monitor the utilisation of TFFE funds needed implementing urgently. It is of import that all the stakeholders of the TFFE policy must ensure that the involvement of the key stakeholders – the students – is paramount at nowadays as well as inward the future.
8. RECOMMENDATIONS
At this juncture, the newspaper recommends the next actions to live taken at the national level.
- A consummate review of the TFF policy is carried out similar a shot past times a commission - a squad similar to the 2015 National Examination Review Committee - to strengthen the policy as well as farther guide its implementation.
- The national regime creates a centralised website as well as makes it mandatory for NDoE to collect updated schoolhouse information inward real-time.
- The pedagogy subdivision strengthens the Governance as well as Management Structure as well as carefully as well as thoroughly monitors schoolhouse census as well as information supplied past times schools heads; and
- The pedagogy subdivision creates additional capacity to piece of work with schoolhouse inspectors as well as district administrators to monitor the School Learning as well as Implementation Plan (SLIP) relating to the spending of TFF funds.
You tin download the Tuition Fee Free Education Policy inward PNG PDF hither (⇒ PDF download)
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