colonial education in png pdf

It was a hierarchical relationship which did not give any formal recognition to traditional leadership. Many of them were elected members of the Executive Council and the House of Assembly, holding influential ministerial portfolios. A dependency relationship had been created: the villagers had felt that the central administration would provide the goods and services they needed. They consume rice and tinned fish, but they also eat taro and fresh or smoked fish from the sea or river. By the Second World War, the administrative systems of Papua and New Guinea had become remarkably similar (Downs, 1980). Through this system, the whole of New Guinea was, either directly or indirectly, under the control of the German colonial authorities by 1914. Papua New Guinea - Papua New Guinea - The colonial period: Malay and possibly Chinese traders took spoils and some slaves from western New Guinea for hundreds of years. This chapter seeks to provide a general account of colonialism and development in Papua New Guinea (PNG) as a background to the research on devolution within education. What did they expect to gain from colonial activity? He argues that each society is composed of a grand System and other sub-systems. Axline (1988: 72) argues: These systems were highly centralised, with most of the power located either in Port Moresby or in the Australian Department of External Territories in Canberra (Ballard, 1981). This system of justice and administration, based on a network of central and regional centres of power, later became the foundation for the creation of the state of Papua New Guinea. In response, the government argues that the land should benefit all of PNG's citizens, not only because of the need to develop the nation's economic resources, but also to ensure the integrity and cohesion of the Nation-State (PNG Economic Policies, 1993). Australia's change of policy towards Papua New Guinea largely commenced with the invitation from the Australian Government to the World Bank to send a mission to the Territory to advise on measures to be taken towards its economic development and political preparation. But there was little in the way of consultation with the villagers and local communities who had come to accept centralised decision-making as natural and inevitable. Kanaparo is a lecturer at the University of Papua New Guinea's School of Business and Public Policy.1 Walton, G, Davda, T & Kanaparo, P 2017- “The challenges of providing free education in Papua New Guinea,” Development Policy Centre Discussion Paper #61, Crawford School of Public Policy, The Australian National University, Canberra. Between 1880 and 1900, most parts of Africa were effectively under colonial administration (Boehan, 1987:27). ... is still in customary (clan) ownership. Based on Parson's underlying assumption that there is only "one system", modernisation theory suggests people in the "traditional" societies or "backward nations" should adopt the characteristics of modern societies in order to modernise their social and economic institutions (Larrain, 1991). The German Government had already begun to construct a system of administration in New Guinea which involved the appointment of village officials who were accountable to regional officials and through them to the central authority (Firth 1986:73-74). The census shows that 85 percent of the population lives in the rural area (World Bank Report 1988:xi). What began as a dispute among disgruntled landowners quickly escalated into armed warfare between Papua New Guinea Defence Force and the secessionist Bougainville Revolution Army. However, the system proved ineffective for a number of reasons: namely the lack of resources; the lack of its links with traditional structures; and the system's dependence on the much-feared Kiaps for its success. Yet education was always important in PNG. Using modernisation theory, Alavi and Shanin (1982) suggest that Third World countries are thus referred to as "backward nations", while colonies remaining under Europeans are "emergent nations" upon independence and "developing countries" thereafter (cited in Spybey, 1992:21). To the West lies Irian Jaya, incorporated in 1961 as a new province of Indonesia, but referred to by the local "Freedom Fighters" as West Papua. For us to be completely landless is a nightmare with no dollar in the pocket, dollar in the bank with allay; we are threatened people". The problems associated with such classificatory systems are now well-known (see for example Boon, 1982; Holy, 1987; and Kuper, 1992) and relate to their ethnocentricity. Apart from the Dutch, the English, French and Germans were also involved in the exploration of the new land (Griffin, 1978; Reed, 1983). The Administrative Head of Papua was called the Administrator. Second, they argued that services should not aspire to be like those which were available in Australia, but should be determined with the goal of the widest possible availability in mind--they should reach as many people as possible even if quality had to be compromised. These traditions are often referred to as "the PNG ways" (Narokobi, 1983), perhaps overlooking the cultural diversity that exists in the country. Modernization theory proposes that societal development can take place in the Third World through the application of the capitalist economic mechanism, whilst according to the dependency theory the very structure of the capitalist world-economy prevents more equitable development. 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