This thesis presents the findings of research into industrial and employment relations in the PNG mining industry, with particular reference to the Porgera gold mine. The thesis examines the challenges multinational mining companies go through in the formation and control of the workforces in PNG mines. Recruitment, training, localisation and industrial relations issues are discussed in relation to several mines, including Porgera. The discussion analyses two crucial concepts, 'pluralism' and 'exceptionalism' to draw attention to the fact that PNG's industrial relations system is 'pluralistic' in nature and approach; and therefore, 'exceptional' when compared to similar developing countries. Further, the thesis also analyses two theoretical models: general mode of industrialisation and state model. It assesses their applicability and relevance to PNG's human resource development and industrial relations system, particularly in the mining industry. The research draws on data gathered through long periods of fieldwork and observation of indigenous workers in PNG mines. It discusses entry to and adaptation to industrial work by Papua New Guinea tribes people. Particularly, the emergence of an industrial workforce at Porgera mine and its human resource implications are explored and discussed. One theme is the role of recruitment and training on 'greenfield' sites in the remote locations where the mines are situated. This includes the issues, concerns and dilemmas which multinational mining companies face in trying to balance the employment expectations and training requirements of both local inhabitants and the PNG government. Attention is paid to explaining how multinational mining companies have overcome such pressures by introducing ethnic affirmative action policies which favours the employment of local inhabitants. The roles of the PNG government, mining companies, trade unions and community groups are highlighted in the operation of industrial employment relations in the mines. The general aim of the thesis is to demonstrate the emergence and interplay of pluralistic institutions and the formation of an industrial workforce as a result of the mining company. / Doctor of Philosophy (PhD)

This thesis explores the perceptions of technology and technology education held by six primary school teachers in Papua New Guinea, and their views of the materials developed to use as a support for teaching technology and the impacts on their perceptions and their teaching practices of technology. Based on the interpretivist paradigm, a case study approach and qualitative data collection methods were used to explore the teachers' views of technology and technology education and how the support materials influenced these perceptions and practices. One to one, semistructured interviews with the teachers, and an analysis of their planning documents were used to collect data. As part of the curriculum reforms, technology education was introduced as a new subject into primary education in PNG in 1994. However, no formal professional development was provided for helping the primary teachers implement technology education. Instead, curriculum materials were developed and distributed to teachers in 2005 as a support for their technology teaching. This thesis supports the idea that teachers need support to help them learn. It is also argues that teachers' beliefs about subject areas, teaching, their students, and curriculum materials influence how they interact with these support materials. The findings show that the support materials were very useful in enhancing the teachers' knowledge of technology and effective teaching of technology. There were changes to teachers' perceptions of technology and technological practices when they began to use the support materials. Changes included the views of technology as more than modern artefacts to include traditional technology, that technology was more than just practical. It also has a knowledge base. However, not all aspects of technology as advocated in the support materials have been taken up by these teachers. Problem-solving and design aspects have received marginal attention. Other factors were at play including subject subcultures, subject backgrounds, past hands-on experiences and ownership of personal technological artefacts. To be even more effective technology teachers, it is advocated that teacher professional development is required for Papua New Guinean primary teachers to implement the technology successfully.

The research reported in this thesis focussed on exploring existing indigenous environmental knowledge of two indigenous communities in Papua New Guinea and how this knowledge was acquired, interpreted and disseminated to the next generation. The relevance of indigenous environmental knowledge in the promotion of biodiversity conservation efforts was investigated. This research was conducted within an interpretive paradigm. A naturalistic/ethnographic methodology was used. Data was collected through semi structured interviews and observations. Participants in this case study were representatives of the community and included elders, adults, teachers and students. The findings in this study revealed indigenous environmental knowledge as useful for biodiversity conservation and promotes sustainable practices. It showed that indigenous family knowledge is essential for claiming land inheritance and indigenous environmental practices are consistent with sustainable practices and land use. Forest knowledge is found to be useful in identifying and locating resources and that sustainable practices ensured continuity of these resources. The study also identified spiritual knowledge and beliefs as fundamental for developing indigenous worldviews and environmental attitudes and values and that change in resource use may be both beneficial and harmful to biodiversity. The findings also revealed indigenous education as flexible, holistic and informal in nature and uses mostly oral history through verbal instruction and various non-verbal means. They showed that IE uses a variety of teaching and learning approaches that utilise the environment as a tool and that learning venues provide a realistic learning experience. The thesis concludes that IEK promotes biodiversity conservation in many ways and that indigenous education uses situated context to promote realistic learning. Indigenous environmental knowledge and education could therefore be used in biodiversity conservation education.

The purpose of having inclusive education is to value children with special needs so they can participate equally in all educational activities alongside their peers without special needs. There should not be any discrimination, segregation or isolation of these children with special needs from being educated rather they must be given an equal opportunity to participate alongside children without special needs. This study seeks to investigate primary school teachers' views and experiences in implementing the Inclusive Education Policy in regular schools. The study was conducted in five districts of the Enga Province of Papua New Guinea. Six primary schools were selected and involved 77 teachers who responded to questionnaire items, while 12 teachers within the group were chosen to be involved in interviews. Data for the study were gathered and analysed from the questionnaires, and the interview transcripts. The findings from the study revealed that most teachers supported the notion of Inclusive Education Policy and would like to implement it. However, they indicated that there needed to be a change in attitudes of teachers, peers, boards of management, and parents/caregivers to provide assistance for children with special needs. Most teachers felt that there needs to be more awareness of the principle and the importance of inclusion. Teachers' limited knowledge of teaching children with special needs was also highlighted. In this study teachers admitted they needed more training in the field of educating children with special education in order to accommodate and teach children with special needs. This shows that teachers' colleges and universities need to have trained lecturers to develop more courses in special education. Teachers expressed concern that school inspectors do not know enough about the inclusive education concept and need to be trained as well so collaboratively they could implement the policy. Government support is needed to effectively implement the inclusive education policy. This includes training of specialists to support teachers, funds for teaching and learning resources and facilities in schools. The cultural implications and geographical issues have also had some impact on the implementation of the Inclusive Education Policy, while the issue of children with HIV and AIDS was raised that teachers needed to be prepared in order to accommodate and teach those infected children. All these issues highlighted are very important and it is hoped that the outcome of the findings will provide the Department of Education with new strategies to improve and strengthen their commitment to implement Inclusive Education Policy.

Tourism as an industry in the 20th and 21st Century has primarily been an international money-making industry which has attracted many governments of less developed countries as a fast mechanism for development. This has often involved a trade-off between the pursuit of economic wealth and support for the social, cultural and natural environments. The negative impacts of mass tourism in these economies are countless and well documented, especially as many of these countries are still trying to deal with impacts caused during colonial occupancy. Consequently, alternative tourism has been presented as a way to manage tourism development which is economically, social and ecologically sustainable. One manifestation of this trend is community-based tourism, which aims to be inclusive of the host communities as they plan for tourism and considers the socio cultural and natural resources and desires of tourists in a more equitable manner. The aim of this thesis is to determine how ecotrekking as a form of community-based tourism can provide a foundation for development for remote rural communities in developing countries. It was conceptually determined that if the needs of the community matched those of the tourists, then a sustainable ecotrekking industry can evolve. To explore this issue contextually, a case study of the Kokoda Track (KT) in Papua New Guinea is presented based around three research questions: 1. What role can market segmentation play in sustainable tourism development in remote rural communities? 2. What outcomes do the Kokoda Track communities envisage for the future of tourism on the Kokoda Track? 3. Do Kokoda tourists meet the outcomes envisaged by the community? A review of the literature found that market segmentation is a tool used in destination planning to assess visitor characteristics and match these to resource capabilities. It was employed in this study to determine the characteristics and needs of Kokoda tourists through a questionnaire survey distributed to trekkers via the tour operators. It was found that the Kokoda tourist is a university educated, middle-aged man who visits the KT for adventure and historical reasons. They have higher-order needs of personal development and knowledge and value the authenticity of the experience. The second research question was approached using secondary data analysis. Notes from Participatory Rural Appraisal workshops with community leaders in 2004 and 2005 were reinterpreted. The key themes to emerge were that the communities have a great need for basic facilities (education, transportation, telecommunications, medical infrastructure and water supplies) and they see tourism as an economic means to develop those facilities. They would like to build more guesthouses and provide food for tourists to increase revenue however, they are unsure of the extent to which this will be supported by trekkers. A comparative analysis of the findings from research questions 1 and 2 was employed to address the third research question. The quantitative needs of the tourist market segment were matched to the qualitative expectations of the communities. It was found that the current Kokoda tourist is in favour of many of the outcomes that the Kokoda communities envisage. These include the provision of locally made food and guesthouses. Further to this, the empirical results from the questionnaire found that ecotourists and cultural tourists are the tourist types that need to be targeted by operators. They indicated a strong match with the desires and needs of the Kokoda communities. For example, they indicated that the KT can cater for a much smaller number of trekkers than the other three pre-determined tourist types (adventure, organised and historic tourists). Additionally, the natural and cultural environments are more important to these tourist types inferring that the protection of these resources is of primary importance. Consequently, it was established that ecotrekking can play an important role in development in less developed countries, if the right market segment is targeted to meet the needs of the community. Generally this can then ensure a slower rate of development, which allows the communities to adjust to the changes that occur at both a socio-cultural level and also in the infrastructure within their communities. In the longer term it also allows them to see how tourism can provide long term benefits not offered in extractive industries such as forestry and mining.

Typescript; author's name is corrected in pen on t.p. Includes bibliographical references (leaves 52-55). A study has been made of an undescribed virus disease, Centrosema mosaic. Field observations on its occurence, ecology, symptoms, and host range, together with experimental data on mechanical, insect and other methods of transmission are recorded.

The utilisation of rainwater tanks and bore wells are very common in many parts of rural Australia and Papua New Guinea. In Australia, on-site collection and storage of potable water for domestic use is carried out by approximately 30.4 percent of the rural population while 90% of the population in Papua New Guinea access water from on-site collection and storage of potable water. Few studies have monitored the quality of such water supplies on a seasonal and event associated basis. The aim of this study was to evaluate the microbiological and physio-chemical properties of the on-site domestic water supply systems and various factors that may influence characteristics of the water. It aimed to evaluate the relationship of microbiological and physio-chemical characteristics in the water supply systems. 14 rainwater tanks, 4 bore well and 10 reticulated water supply sites in Hawkesbury District, NSW Australia were investigated. Characteristics of the sites physical situation and natural environmental condition were considered to be similar to on-site water supply situations in Papua New Guinea. The results and techniques of the study will be used as a model in Papua New Guinea in the assessment of water quality issues. As the study showed that the quality of water in rainwater tanks was below WHO guideline recommendations on numerous instances, it was proposed that water treatment and maintaining the cleanliness of roof catchments, gutters and tanks should be addressed for domestic use systems. A protocol for sampling, assessment and data interpretation of faecal indicator bacteria populations in domestic catchment supply systems was developed and demonstrated / Master of Science (Hons)

Papua New Guinea (PNG), a country characterised by tremendous linguistic, environmental, and cultural diversity, has experienced a history of educational reform and political and social turbulence. Attempts to inform educational interventions and successful policy change in PNG have been erratic. In addition, there is a paucity of sound methodological research which has impeded effective change. As such, little is known about the key determinants of academic outcomes for PNG students. The purpose of the current study was to test a comprehensive cross-cultural model of the relation of a suite of psycho-social constructs to academic outcomes for PNG students from urban, rural, and village educational settings. This model examined the influence of socio-economic status, parent education, future goal orientation, perceived instrumental value, motivation, self-concept, and self-regulation upon PNG students’ academic outcomes. In order to test this model in PNG, three main studies were conducted. The first study (n=917) aimed to examine the psychometric properties of relevant instrumentation, and the differences in students’ endorsement of future goals, perceived instrumentality, motivation, self-concept, and self-regulation, across different groups in PNG. This study found the instrumentation to be valid and reliable for use in PNG, as well as structurally invariant across gender, grade, and region groups. Gender, grade, and region profile differences were also found for each of the five psychological variables. The second study (n=917) aimed to examine the relations between key socio-economic and psychological factors, and the impact that these variables had upon achievement and effort outcomes. The results firstly highlighted students’ socio-economic status and parent education as being positive predictors of student outcomes. Next, village-oriented future goals and perceived instrumentality, mastery and social motivation, and domain specific academic self-concept, were all found to be significant, positive predictors of students’ achievement and effort scores. Furthermore, authority future goals and perceived instrumentality and performance motivation were found to be negative predictors of student outcomes. Finally, the third study (n=52) aimed to illuminate and extend the results of the quantitative studies with qualitative data from students, teachers, and parents. This study found that these groups emphasised the importance of future goals, perceived instrumentality, motivation, and self-regulation as predictors of students’ educational experiences, and they highlighted the underlying relations between these variables and student outcomes. Results also highlighted a number of additional psychological, linguistic, and socio-cultural factors, as serving important roles in students’ educational experiences. Findings of the current investigation were interpreted within the cross-cultural framework of the student model that was utilised. The findings have important implications for our understanding of the key determinants of student achievement and effort within PNG, but also for future cross-cultural research examining related determinants within other Indigenous, developing, and Indigenous majority countries. Furthermore, the findings have implications for future research, practice, and policy interventions within PNG, and provide guidance for the development of culturally sensitive and appropriate interventions to aid the achievement and effort of students living in PNG. / Doctor of Philosophy (PhD)

The research aim was to gain a more detailed understanding of the operation of different key segments for fresh produce supply chains originating in the Highlands Provinces in Papua New Guinea (PNG). The research investigates a number of supply chain dimensions of effectiveness which include, value creation and integration of processes, logistics, quality, information, relationship/vertical integration and overall effectiveness. These were linked together in SC framework. Two potato chains were investigated, one formal, the other informal. The informal potato chain involves small holder farmers, input suppliers and local markets including kai bars and the urban market. The chain originates and ends within the Western Highlands Province. The formal potato chain has farmers, input suppliers, wholesaler/marker, transport companies (trucking and coastal shipping agents), supermarkets, hotels and kai bars. This chain originates in Mt Hagen, Western Highlands Province and ends in Port Moresby, National Capital District. The effectiveness of both the formal and informal chains was identified, and comparisons were made to see how each chain differed. The informal chain was found to have different problems to the formal chains. However, participants to both chains demonstrate a high entrepreneurial behavior. A key finding of the study was that the chains spread their risk by operating in multiple market segments and this can help to solve issues with variable quality. The marketers in each chain position themselves in these different market segments. It was clear from this work that focusing on functions and not the whole chain can lead to a distorted view of chain performance. For example, for the informal chain, a focus on logistics issues, particularly poor roads and problems with availability of seeds, can misrepresent the effectiveness of this chain. Therefore, it was concluded that it is important to look at the overall performance of each chain rather than looking specifically at particular chain functions in isolation.

In the late 1980¡¦s, a realisation that the western education system bequeathed to Papua New Guinea at the time of Independence had functioned to devalue and marginalise many of the traditional beliefs, knowledge and skills students brought with them to education, led to a period of significant education reform. The Reform was premised on the report of a Ministerial Review Committee called A Philosophy of Education. This report made recommendations about how education in Papua New Guinea could respond to the issues and challenges this nation faced as it sought to chart a course to serve the needs of its citizens on its own terms. The issues associated with managing and implementing institutionalised educational change premised on importing western values and practices are a central theme of this thesis. The impact of importing foreign curriculum and associated curriculum officers and consultants to assist with curriculum change and development in the former Language and Literacy unit of the Curriculum Development Division, is considered in three related sections of this report: „P a critical review of the imported educational system and related practices and related issues since Independence „P narrative report of the experience of two colleagues in western education „P evidential research based on curriculum Reform in the Language and Literacy Unit. How Papua New Guinea has sought to come to terms with the issues and challenges that arose in response to a practice of importing western curriculum both at the time of Independence and currently through the Reform, are explored throughout the thesis. The findings issues reveal much about the capacity of individuals and institutions to respond to a post-colonial world particularly associated with an ongoing colonial legacy in the principle researcher¡¦s work context. The thesis argues that the challenges Papua New Guinea curriculum officers face today, as they manage and implement changes associated with another imported curriculum are caught up in existing power relations. These power relations function to stifle creative thinking at a time when it is most needed. Further, these power relations are not well understood by the curriculum officers and remained hidden and unquestioned throughout the research project. The thesis also argues that in the researcher¡¦s work context, techniques of surveillance were brought to bear and functioned to curtail critical thinking about how the reformed curriculum could be sensitive and respectful of those beliefs and traditions that had sustained life in Papua New Guinea for thousands of years. Consequently, many outmoded beliefs and practices associated with an uncritical and ongoing acceptance of the superiority of western imports have been retained, thereby effectively denying the collective voices of Paua New Guineans in the current curriculum Reform.