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Globalisation Of Education Policies: Extent Of External Influences On Contemporary Universal Primary Education Policies In Papua New Guinea -

Materials - are from the complete text of Thomas Webster - book from the University of Papua New Guinea Press, July 2000.  1SBN:  9980-084-094-3

| About the author | Chapter 1 | Chapter 3 | Sample table of contents |

About the author

Thomas Webster is currently Provincial Administrator of Western Highlands Province, his home province in Papua New Guinea. He was formerly a lecturer in the Education Department at the University of Papua New Guinea teaching courses in policy options and planning for development of education systems. Prior to that he had worked as National Education Planner with the Department of Education, Provincial Education Planner for the National Capital District, Port Moresby and has worked as a teacher and headmaster at various community (primary) schools.

Dr. Webster obtained a Diploma in Education Planning and then a Bachelors Degree in Education Studies from the University of Papua New Guinea. He has since studied at the Institute of Public Administration, Kuala Lumpur, Malaysia (1989) for a Certificate in Project Planning and Management; Harvard University, USA, (1990/91) for a Masters Degree majoring in International Education; Economics Institute, Boulder Colorado/USA (1994) for a Certificate in Economics, and at Bristol University in the UK for the Degree of Doctor of Education (95-97). He won a Fulbright Scholarship for studies at Harvard University and was the recipient of a World Bank Graduate Study Scholarship for studies at the Economics Institute, Boulder and at Bristol University. This book stems from research work submitted for the Degree of Doctor of Education of Bristol University.

Contents of book - sample chapters are given on this web site

CHAPTER 1 - INTRODUCTION. 1
CHAPTER 2. - INTERNATIONAL PERSPECTIVES ON THE EDUCATIONAL PROBLEMS OF DEVELOPING COUNTRIES: THE SHAPING OF PROBLEMS AND POLICY PRIORITIES 9
  • INTRODUCTION 9
  • POLICY RESEARCH 9
  • POLICY ANALYSIS AND POLICY RESEARCH 9
  • WHAT FACTORS SHAPE INTERNATIONAL PERSPECTIVES? 10
  • INTERNATIONAL AID AND THE GROWTH OF INTERNATIONAL EDUCATIONAL POLICY RESEARCH 10
  • DOMINANT PARADIGMS SHAPING INTERNATIONAL DEVELOPMENT PERSPECTIVES 12
  • NATIONAL DEVELOPMENT THEORIES AND EDUCATION 12
  • ECONOMIC GROWTH 12
  • ALTERNATIVE THEORIES AND FOCUS ON BASIC NEEDS 12
  • THE ASCENDANCE OF HUMAN CAPITAL THEORY IN A MARKET ECONOMY 13
  • SHIFTS IN DEVELOPMENT THEORIES AND THEIR EFFECT ON EDUCATION PRIORITIES AND POLICY RESEARCH 14
  • CHANGES IN EDUCATION PRIORITIES 14
  • THE DOMINANCE OF ECONOMICS IN EDUCATION POLICY RESEARCH 17
  • CRITIQUE OF INTERNATIONAL EDUCATION POLICY RESEARCH 17
  • ENDARKENEMENT TO OTHER PERSPECTIVES 17
  • CONTEXTUAL RESPONSIVENESS OF EDUCATION POLICY RESEARCH 19
  • WHOSE AGENDA? 19
  • THE NEED TO STRENGTHEN LINKAGES BETWEEN POLICY RESEARCH AND IMPLEMENTATION 20
  • CONCLUSION 22
CHAPTER 3. - UNIVERSAL PRIMARY EDUCATION:  CONCEPT, STATUS AND STRATEGIES  23
CHAPTER 4. - THE PROGRESS AND CURRENT STATUS OF UPE IN PAPUA NEW GUINEA 43
  • INTRODUCTION 43
  • THE CONTEXT 43
  • PHYSICAL AND DEMOGRAPHIC CONTEXT 43
  • ECONOMY 43
  • HISTORICAL 44
  • RESPONSIBILITY FOR EDUCATION POLICY AND UPE 44
  • THE EDUCATION SYSTEM 45
  • REVIEW OF EDUCATIONAL PRIORITIES IN PNG 46
  • INCREASING ACCESS TO SCHOOLS 47
  • RELEVANCE AND QUALITY OF EDUCATION 47
  • EQUITY 47
  • UNIVERSALISATION OF PRIMARY EDUCATION IN PNG 48
  • UPE AS A PRIORITY 48
  • INTERVENTION PROGRAMMES FOR UPE. 48
  • THE FIRST PRIMARY EDUCATION PROJECT 48
  • THE COMMUNITY EDUCATION PROGRAMME 49
  • PROGRESS AND CURRENT STATUS OF UPE 50
  • CURRENT STATUS OF UPE IN PNG 50
  • ACCESS AND PARTICIPATION 51
  • RETENTION OF STUDENTS 52
  • QUALITY OF LEARNING 54
  • THE DEVELOPMENT OF MONITORING METHODS AND ITS INFLUENCE ON THE EXPANDED CONCEPT OF UPE 55
  • CONCLUSION 56
CHAPTER 5 - INTERNATIONAL INFLUENCES ON UPE POLICY IN PNG: POST JOMTIEN 57
  • INTRODUCTION 57
  • EDUCATION SECTOR STUDY OF 1991 57
  • WHAT IS A SECTOR STUDY? 57
  • WHO INITIATED THE PNG EDUCATION SECTOR STUDY? 58
  • WHO WAS INVOLVED IN THE STUDY? 58
  • WHAT WAS THE PRODUCT? 59
  • WHAT PERSPECTIVES ARE USED IN THE ARTICULATION OF UPE AS A GOAL? 59
  • THE MAJOR CONSTRAINTS AND INTERVENTION MEASURES IDENTIFIED FOR UPE 60
  • INCREASING ACCESS AND PARTICIPATION 60
  • IMPROVING RETENTION 61
  • IMPROVING THE QUALITY OF EDUCATION 61
  • PNG NATIONAL PLAN OF ACTION, EDUCATION FOR ALL PLAN; 1994-2010 61 WHAT IS AN EFA PLAN? 61
  • WHO INITIATED THE PNG EFA PLAN? 62
  • WHO WAS INVOLVED? 62
  • WHAT WAS THE PRODUCT? 62
  • WHAT PERSPECTIVES ARE USED IN THE ARTICULATION OF UPE AS A GOAL? 62
  • THE MAJOR CONSTRAINTS AND INTERVENTION MEASURES IDENTIFIED FOR UPE. 63
  • THE INPUT OF THE EXTERNAL CONSULTANT ON UPE INTERVENTION MEASURES. 63
  • CONCLUSION 65
CHAPTER 6. - NATIONAL INFLUENCES ON UPE POLICY 67
  • INTRODUCTION 67
  • POLITICAL AND IDEOLOGICAL INFLUENCES 67
  • POLITICAL INFLUENCES 67
  • IDEOLOGICAL INFLUENCES 67
  • THE NATIONAL GOALS AND DIRECTIVE PRINCIPLES 68
  • PERCEPTIONS OF ADMINISTRATORS 69
  • ON THE CONCEPT OF UPE 70
  • ON COMMITMENT TO THE GOAL OF UPE 71
  • ON PERCEIVED CONSTRAINTS AND FACTORS 71
  • POOR PLANNING AND MANAGEMENT CAPACITY AT PROVINCIAL LEVELS 72
  • LACK OF TRAINING 72
  • LACK OF ACCOUNTABILITY IN A DECENTRALISED ADMINISTRATIVE SYSTEM 72
  • HIGH TURNOVER OF PERSONNEL 73
  • CENTRALISATION AND DECENTRALISATION 73
  • LACK OF FUNDING 74
  • INADEQUATE INFORMATION 75
  • SATURATION OF POLICIES AND NO SENSE OF PRIORITIES 76
  • SOURCES OF KNOWLEDGE 77
  • CONCLUSION 78
CHAPTER 7. - DISCUSSION ON THE FINDINGS 79
  • INTRODUCTION 79
  • FINDINGS RELATED TO UPE IN PNG 79
  • ON THE GOAL AND COMMITMENT TO UPE 79
  • ON THE ENHANCED CONCEPT OF UPE 79
  • ON CURRENT STATUS AND PROSPECTS FOR UPE 80
  • ON INCREASING ACCESS 80
  • ON RETENTION 80
  • ON QUALITY 81
  • ON PLANNING AND MANAGEMENT CAPACITY FOR UPE 82
  • CONCEPTUALISING UPE AND STRATEGIES AT SUB-NATIONAL LEVELS 82
  • OF THE NEED FOR MORE POLICY RESEARCH 82
  • OF THE NEED FOR MORE EMPIRICAL RESEARCH 83
  • ON THE EXTENT OF INTERNATIONAL IDEAS INFLUENCING NATIONAL UPE POLICIES 83
  • IN THE CONTEXT OF INFLUENCE 83
  • IN THE CONTEXT OF POLICY TEXT PRODUCTION 84
  • IN THE CONTEXT OF PRACTICE 85
  • ON IMPLICATIONS FOR INTERNATIONAL PERSPECTIVES ON UPE 85
  • ON GOAL ARTICULATION 85
  • ON THE CONCEPT OF UPE 86
  • THE INAPPROPRIATENESS OF THE USE OF GER IN MEASURING ACCESS STATUS 86
  • ANALYTICAL CAPACITY FOR MONITORING AND SHAPING CONCEPTUALISATION 86
  • INTERNATIONAL POLICY RESEARCH IN EDUCATION 87
  • THE LIMITATIONS OF INTERNATIONAL AGENCY DRIVEN RESEARCH PRIORITIES IN ANALYSING EDUCATIONAL PROBLEMS OF DEVELOPING COUNTRIES 87
  • THE MYTH OF INCAPACITY 87
  • CONCLUSION 88
REFERENCES  90

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