This study focuses on the experiences of a group of educators engaged in a professional development program by distance education in Papua New Guinea. The participants in this study have been keeping professional journals, for periods of up to three years, about their experiences of distance education. Their discourses have been used to form a ‘connected group’ of research participants, who use an action framework to focus on problematic issues surrounding distance education in Papua New Guinea. It is a piece of research, framed by critical theory, and characterised by participation, collaboration, reflexivity, reciprocity and empowerment. The process of the study is based in dialogue, and takes the view that research is constituted of a transformative perspective, which alters the way research participants understand the multiple realities in which they live and work, arid ultimately results in improvements in their lived experiences. The nature of the methodology privileges Voice' and a discourse of difference from each participant which contributes to the problematic nature of the study. The study has concerned itself, increasingly, with issues of power and control in the research process, and this has resulted in significant changes in the research as participants have become more conscious of issues such as distance, dialogue and difference. The study has evolved over a period of time in significant ways, and evidence is available that teachers in Papua New Guinea, despite structural and pedagogical barriers, are critically reflective and are able to transform their practice in ways which are consistent with social, cultural and political contexts in which they live and work. A number of 'local1 theories about research and distance education in Papua New Guinea are developed by the participants as they become informed about issues during the research. The practice of distance education and professional development, at personal and institutional levels, undergoes reconstruction during the life of the research and the study 'signals' other ways in which distance education and professional development may be reconstructed in Papua New Guinea.

The D'Entrecasteaux Island (DEI) gneiss domes are fault-bounded domes with ~2.5 km of relief exposing ultrahigh-pressure (UHP) and high-pressure (HP) metamorphic gneisses and migmatites exhumed in an Oligocene-Miocene arc-continent collision and subduction zone subject to Late Miocene to Recent continental extension. To study the style of continental extension accompanying exhumation of the DEI gneiss domes, a grid of 1,518 km of 2-D multi-channel seismic (MCS) reflection data and well data is interpreted from the offshore areas surrounding the DEI, including the Trobriand basin and the Goodenough basin. The offshore study is combined with onshore geologic information to constrain the area's Oligocene to Recent basinal and tectonic evolution. MCS and well data show the Trobriand basin formed as a forearc basin caused by southward Miocene subduction at the Trobriand trench. Late Miocene basin inversion uplifted the southern and northern basin margins. Subduction slowed at ~8 Ma as the margin transitioned to an extensional tectonic environment. Since then, the Trobriand basin has subsided 1-2.5 km as a broad sag basin with few normal faults deforming the basin fill. South of the DEI, the Goodenough rift basin developed after extension began (~8 Ma) as the hanging-wall of the north-dipping Owen-Stanley normal fault bounding the southern margin of the basin. Rapid uplift of the adjacent footwall of the Owen-Stanley fault zone in the Papuan Peninsula accompanied the formation of the Goodenough submarine rift basin. The lack of upper crustal extension accompanying subsidence in the Trobriand and Goodenough basins suggests depth-dependent lithospheric extension from 8-0 Ma has accompanied uplift of the DEI gneiss domes. Structural reconstructions of seismic profiles show 2.3 to 13.4 km of basin extension in the upper crust, while syn-rift basin subsidence values indicate at least 20.7 to 23.6 km of extension occurred in the lower crust since ~8 Ma. Results indicating thinning is preferentially accommodated in the lower crust surrounding the DEI are used to constrain a schematic model of uplift of the DEI domes involving vertical exhumation of buoyant, post-orogenic lower crust, far-field extension from slab rollback, and an inverted two-layer crustal density structure. / text

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This research investigated teachers'perceptions, understandings and implementation of education standards in elementary and primary schools in Papua New Guinea. The main research question and two sub-questions were designed to explore teachers' perceptions and understanding of national standards. This exploration engaged teachers in identifying factors which they believed influenced their professional work. This study also explored stakeholders' perceptions of teachers' interpretations of national education standards. This study adopted social constructivist epistemology, symbolic interactionism, and ethnographic case study methodology. This provided the basis for its theoretical framework to purposefully understand human interactions within their culture and context. Social constructivism accommodates situated learning, a conceptual framework which was adapted to interrogate understanding and implementation of national education standards. A variety of research methods were used to elicit teachers' and stakeholders' perceptions and experiences of their professional world. These methods included in-depth interviews, focus group discussions, documentary analysis, field notes and observations. Most of the focus group discussions engaged participants to "tell their stories", thus storytelling became an avenue for eliciting teachers' and stakeholders'perceptions. Workshops conducted for teachers became another important strategy for data collection. Two schools, one rural and one urban, became case studies to understand national education standards as an external phenomenon. A total of 595 participants were involved in this study including teachers and pupils, parents and community members, school board members, members of curriculum committees, and policy makers. The study found numerous contextual factors influenced teachers' understandings, interpretation and implementation of standards at the school level. Foremost, teachers' own knowledge of formal education standards was deficient thus influencing their commitment to and enthusiasm in their professional work. Teachers' content knowledge and pedagogical skills influenced their ability to translate content standards into clear benchmarks for pupils' learning. The absence of effective monitoring systems of teachers' performance contributed to pupils' superficial assessment reports and of uncoordinated mastery of subject content and performance skills. The absence of effective school leadership affected teachers' commitment, attitudes and professionalism. This generated a culture of isolationism acute in both schools. Teachers were performing to hierarchically externally imposed requirements, and in the process, overlooked essential knowledge and skills that were needed to improve quality of students' learning. The national education standards are an inherited policy from the colonial administration. This study found that successful implementation of education standards is highly dependent on the social and cultural expectations of Papua New Guinea's rapidly changing society. At the local level, education standards are highly influenced by teachers' professionalism, provincial education boards and community expectations. This is compounded by the mismatch of priorities and policies between the national and provincial education divisions. Such a practice impacts negatively on the successful implementation of educational reform agendas. The study implies that a reconsideration of national education standards is necessary. This process will involve a rethinking of teacher education programmes, dismantling previous assumptions of national standards and local implementation, and accommodating challenges presented by economic, political, social and cultural change in Papua New Guinea.

This study investigated teaching and learning, and the classroom learning environment in which the electricity topic was taught by the regular class teacher within the prescribed Grade 9 syllabus in a Secondary School in Papua New Guinea. The study was motivated by the perceived problems students had with understanding science concepts and the lack of classroom-based studies that provide a better understanding of teaching and learning science and the influence of the classroom learning environment on students' learning. An interpretive with embedded case study was conducted in a Grade 9 class over a period of 12 weeks in which data was gathered using mixed and multiple methods. Findings of the study revealed the presence and influence of aspects of the indigenous traditional teaching and learning approach impacting on the formal modern Western oriented teaching and learning approach in this particular classroom. The study recommended that in order to maximise students' learning and understanding of science concepts in the classroom observed, cultural sensitivity should be incorporated in the pedagogy.

The Problem Physical Education in Papua New Guinea (PNG) schools did not appear to be widespread nor progressing effectively. Its place in education appeared uncertain. Therefore the study's key question was, "What is the status of physical education in PNG, and the implications of this status?" The focus was narrowed to the history of the development of physical education curriculum, and considered decisions made by curriculum officers about what ought to be taught. Purposes The study's purposes, in answering the key question, were to: § evaluate the existing physical education curriculum § generate recommendations for physical education programs. The Research Postmodern ethnography was chosen to undertake the evaluation, through the analysis of historical records and personal narratives. As there was little available literature on physical education curriculum development in PNG, the narratives and opinions of a variety of policymakers, policydevelopers, policyimplementers, and clients of this curriculum development were recorded. The curriculum itself was analysed, as well as related articles and official documentation. The collective data were evaluated, to provide an overall view of physical education curriculum development. Methodology Following the search for literature in libraries, data were collected from Curriculum Development Division records. As many curriculum documents (such as syllabi and advisory memos) as possible were collected. Key personnel were identified and personally interviewed by the researcher. For a wider group (school principals) an interview guideline was used, while for the oneonone interviews, an unstructured interview format was adopted, allowing respondents considerable control, as they recounted their histories, experiences, and opinions. Further data were collected from correspondence from teachers' colleges, and the former director of the National Sports Institute. The data were analysed by viewing through seven key concepts central in postmodern literature: knowledge, power, culture, postcolonialism, hegemony, globalism, and apathy. The analysis was constructed upon the historical background information, issues that arose during the research activities and the collection of the raw data and, additionally, upon the researcher's own evaluative feelings. Outcomes During the analysis of the literature, the narratives, the curriculum, and related documents, four recurrent issues emerged: § physical education's low status § problems in understanding the concept of physical education § apathy towards physical education § PNG knowledge versus global knowledge The analysis of the data was therefore undertaken around these issues, as viewed through the key concept's lenses. It was found that there was a lack of usefulness in the existing physical education documents, and that there was a lack of availability of existing physical education documents. Key Education authorities were unfamiliar with physical education curriculum. Its history, both in colonial and postcolonial times, was weak. It continued to receive little attention by curriculum administrators, or schools. The National attitude of apathy towards physical education had been established by the colonial administrators and educators, and reproduced. CDD administration had little time for physical education. Consequently, there was little physical education taught in PNG schools, even though it was in the national curriculum. The only physical activity which had some place in schools was the commercial modified rules sport program, Pikinini Sport. Global activities dominated any thought of local input and activities.

Against the backdrop of the historical failure of official development assistance to alleviate poverty in the Third World, this thesis examines the current approach of Western aid donors toward development. The thesis asks whether aid policy processes indicate a willingness, or capacity, on the part of official donors to more fully engage with the causal complexity of development, and so potentially improve development outcomes. Considering the case study of the Australian bilateral aid program to Papua New Guinea from both top-down and bottom-up policy perspectives, the thesis concludes that, in relation to Australia, there are significant structural and institutional impediments to change. The Australian Department of Foreign Affairs and Trade, and its interpretation of national interest, dominate high-level aid policy-making, even though the objectives of foreign policy and those of foreign aid differ. Australia's official development agency, AusAID, is limited in its capacity to legitimately challenge this dominance, not least because its use of contracted-out projects restrict its corporate knowledge and its ability to influence policy agendas and networks. Overcoming this impasse requires creative management on the part of senior public servants and non-governmental members of the aid policy community alike.

Thesis (M. Sc.) (Hons) -- University of Western Sydney, 2003. / "A thesis submitted in partial fulfilment of the requirements for the degree of Master of Science (Hons.), University of Western Sydney, Australia, Water Research Laboratory, Centre for Water & Environmental Technology." Includes bibliography : leaves 168 - 183 and appendices.

Thesis (Ph.D.)--University of Wollongong, 2005. / Typescript. Includes bibliographical references: leaf 361-392.

Thesis (Ph. D.)--Michigan State University. Dept. of Anthropology, 1989. / Includes bibliographical references (p. 196-211).