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Title : Curriculum In Addition To Structural Changes: Intensive Early On Childhood Teaching Has Long-Lasting Effects On Learning
link : Curriculum In Addition To Structural Changes: Intensive Early On Childhood Teaching Has Long-Lasting Effects On Learning

Curriculum In Addition To Structural Changes: Intensive Early On Childhood Teaching Has Long-Lasting Effects On Learning

The instruction scheme has undergone several changes. Here are some highlights of the changes inwards the School Curriculum together with School Structure inwards Papua New Guinea. To clarify, curriculum change would hateful the the alter from the Standard-Based Education (SBE) to Outcome-Based Education (OBE) together with vice versa. Whereas the Structural Change refers to the organisation (and rearrangement) of Grades composition inside the schools. 

Brief

Many students inwards the 1990s volition think the curriculum alter that took place. Talks close the alter started inwards 1993/1994. The actual curriculum shift - from the to a greater extent than established SBE to the troublesome OBE - happened inwards 1995.

 Twenty-one (21) years later, (and after much criticism of OBE) the curriculum reverted to SBE inwards 2016. This year, 2017, would live the minute twelvemonth of implementing SBE inwards classrooms around the country. The interesting observation is that at that topographic point is *no* information close what truly is transpiring inwards classrooms. It could imply either all is good or something is seriously non right.

Change equally a process

Understandably, alter – equally a procedure – needs monitoring together with reporting on an on-going basis. After 2 years of SBE many questions needing answers equally the country's instruction scheme moves into the tertiary twelvemonth of SBE implementation:

• How are all the telephone substitution stakeholders monitoring the progress together with reporting? 
• How are the teachers coping inwards the classrooms? 
• Is at that topographic point whatever pregnant transformation happening inwards classrooms nationwide?

Furthermore, inwards 2015 the Education Department hinted a alter inwards overall School/Education Structure. And, implied to accept effect, inwards 2016, starting with schools inwards the original centres (This had non materialised). The icon gives details of the structural changes, including the endeavor changes: 

1.    Pre-1995 (6-4-2 structure) 

• 12 years of schooling
• Primary School Grades 1 – 6 
• High School Grades seven – 10
• National High School Grades eleven – 12
• Up to 1995 was the era of SBE

2.    1995 together with ensuing years (2-6-4 structure) 

• 12 years of schooling
• Elementary schoolhouse Grades 1 – 2
• Primary School Grades iii – 8
• Secondary schoolhouse Grades eleven – 12
• The era of OBE curriculum dominated past times a deadening motion from the 6-4-2 construction to 2-6-4 structure

3.    2015 structural alter (2-6-6)

• 14 years of schooling
•  Early years/pre-school Prep 1 – Prep 2
• Primary School Grade 1 – 6
• Secondary School Grades seven - 12

This was supposed to direct maintain taken number inwards 2016, but did *not* eventuate. In fact, the alter would direct maintain completely turned the scheme upside-down. The pre-primary levels would rest the same. But the primary schools were probable to accept inwards Grades 1 -2 together with dissolve Grades 7-8. And, the Secondary Schools would (in turn) direct maintain taken inwards Grades 7-8, thence direct maintain Grade seven - 12 (6 grades altogether!).

4.    2018 - *indication of another* structural alter (1-6-6) 

• 13 years of schooling
•  Pre-school Prep 1
• Primary School Grades 1 – 6
• Secondary School Grades seven – 12

Indicated late through the media, this is some other changed hinted to direct maintain started inwards 2018. Teachers, particularly the Tok Ples Elementary together with Grade 7-8 teachers, volition live the obvious grouping caught inwards the changing structure. 

Foundation years (ages 3, 4, five together with 6)

It is indicative, inwards the structural changes, that at that topographic point are solely 1 or 2 years at the pre-primary levels. This flat of schooling remains a lesser focus expanse alongside the on-going educational changes. By this I mean, at that topographic point is a postulate for *more* emphasis on *quality* at the early-learning (preparatory) years. For example, the instruction changes could expect at widening the base of operations to iv years of early on learning; or ensure children at these early on years are a ain grouping apart; or setting a benchmark where teachers with grade together with honours instruct the children of ages 3, 4, five together with half dozen years.

The changes cannot ignore the fact that learning taking house at the before ages has pregnant number on children's cognitive together with academic development. A enquiry finding pointed out that:

The early on childhood instruction tin direct maintain long-lasting effects on the children's cognitive together with academic development. (Source: RAND, a renown enquiry organisation )

One impending inquiry is: 

Do the educational changes, such equally the structural together with curriculum changes, house emphasis on the pre-primary flat together with early-learning?

The changes inwards PNG's instruction construction (and curriculum) are for the skilful of every child, nonetheless. The challenge, going forward, is to re-evaluate together with prioritise the early-learning construction - exercise a stronger foundation.

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