During the November 2024 PNG Parliament Grievance Debate, Members of Parliament (MPs) raised significant concerns regarding the government’s ambitious plan to allow all Grade 8 students to progress to Grades 9 and 10 starting in 2025, and Grade 10 students to move on to Grades 11 and 12 beginning in 2027. This policy shift aims to eliminate the use of exams as filters within the education system, ensuring that no child is left behind.
While the intent aligns with the Education For All and Sustainable Development Goal 4 (SDG 4) objectives, the debate highlighted numerous challenges and considerations that need to be addressed.
Is Removing Examination Filters A Wrong Move?
(Note: The Education Department has announced on several occasions that the Grade 8 and Grade 10 Exams will be removed and replaced with an internal school assessment. However lately, the minister has hinted that exams will remain, but the results are not going to be used as ‘filters’ for selection.)
Capacity and Infrastructure Challenges
One of the primary concerns is whether secondary and high schools have the capacity and infrastructure to support the influx of students. With primary schools needing to accommodate Grade 9 students by 2026 and high schools accommodating Grade 11 students by 2027, there is an urgent need for expanded facilities and resources.
The Education Minister acknowledged the challenge, noting that infrastructure development is crucial to the policy’s success. The government has made a submission for a significant budget to address these needs, yet there remains scepticism about whether these measures can be implemented in time.
Teacher Availability and Quality of Education
The policy’s success hinges not only on physical infrastructure but also on the availability of qualified teachers. Concerns were raised about whether there are enough skilled teachers to handle the increased student population and whether the quality of education could suffer as a result.
The Education Minister agreed that quality is a concern, particularly with the rapid population growth. To mitigate this, there is a need for robust teacher training programs and continuous professional development to ensure educators can meet the demands of larger and more diverse classrooms.
Equal Opportunity and Holistic Education
A key argument in favour of the policy is the commitment to providing equal educational opportunities to all students. By removing exams as barriers, the government aims to ensure that every child can attain a minimum of Grade 12 education.
The Education Minister emphasised that students are often too young and inadequately skilled to face the world at earlier stages, such as Grades 6, 8, and 10. Keeping students in school longer allows them to mature, develop skills, and gain the qualifications needed for future success.
Learning from International Examples
Looking at international examples, countries like Finland and Singapore have successfully implemented comprehensive education systems that ensure high-quality education for all students. These countries have invested heavily in teacher training, infrastructure, and continuous assessment to maintain education standards.
Papua New Guinea can learn from these examples by prioritizing similar investments and ensuring that policy changes are backed by solid plans and resources.
Importance of Alternative Pathways
The debate also highlighted the need for alternative educational pathways, such as Technical and Vocational Education and Training (TVET). TVET programs can provide practical skills and hands-on training, offering valuable opportunities for students who may not excel in traditional academic settings.
The PNG government’s medium-term development plan (MTDP) considers expanding TVET programs to accommodate students who may benefit more from vocational training, ensuring that every student has a pathway to success. But, this has not been given prominence.
This concern was raised by the Governor of Southern Highlands Province in this news article.
Addressing PNG’s Education Capacity Crisis
In conclusion, while the policy to extend education to Grade 12 for all students aligns with global education goals, it is essential to address the practical challenges of capacity, infrastructure, and teacher availability.
By learning from successful international examples and investing in alternative education pathways like TVET, Papua New Guinea can ensure that its education system is both inclusive and of high quality.
Policymakers must take a holistic approach to education reform, considering the diverse needs of students and the resources required to support them effectively. With the right strategies and investments, the country can address the PNG’s Education Capacity Crisis.
