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• W2133064949 abstract "THIS PAPER proposes that assumptions made about teacher outcomes based entirely on measurements of greatest length, widest breadth of study or highest cost of the teacher training are not always commensurate. Evidence from prior research leads me to suggest that in some cases it is more the contextual situation of training, as well as a specific type of trainee that might well be a major factor in the training and supply of suitable teachers for specific situations. My argument arises from an inquiry into the recruitment and training of Australian teachers who went to PNG during the 1960s. The inquiry was made as part of my doctoral research analysing the place of Australian expatriate teachers in PNG society through their accounts of the experiences of living in that country. As with my thesis, the information contained in this paper is drawn from both the Commonwealth Government Archives in Canberra and personal interviews with Australian teachers who taught in PNG government schools. The period discussed here focuses specifically on teaching in PNG schools during the 1960s. I discuss three differing programmes of teacher recruitment and training that were conducted by the Education department in that time and overview some of the commentary that has been written about teachers in PNG. From that commentary comes indication that the level of successful outcomes for teachers, in terms of length of tenure and ability to adapt to the different conditions of PNG varied from one type of training and recruitment programme to others. The context of PNG education in the 1960s At the end of the Pacific War in 1945, the Australian Government committed Australian taxpayers to what was, ostensibly, 'a policy of social, political and economic development in Papua and New Guinea so that the people would be able to govern themselves and choose their future status', (Downs, 1980, p. xviii). To implement this policy, the Australian Administration took over the control of the education system from the missions, who, until World War II, had been the major providers of schools for the indigenous people.* During the 1960s the Australian government was still in control of what were then the combined territories of Papua and New Guinea. By that time, impelled by the tenets of its trusteeship agreement over PNG with the United Nations, the Australian government was readying PNGns for an eventual move to independence. As Australia was being pushed rather faster out of its status of colonial master in PNG than it had originally anticipated, few indigenous personnel had been equipped by Australia for the administrative functions of government. Consequently it was the task of the Australian administration's education department to prepare an educated elite from among indigenous PNGns. This elite would hopefully ensure enough personnel able to take over the reins of western style bureaucracy and administration in the new nation. This programme of elite preparation replaced a programme of universal primary education that had previously been instigated by Paul Hasluck as Minister for the Territories. One consequence of the tardiness in educational opportunity for PNGns had been that few were educated to a level where they might take up the opportunity to become teachers themselves. Therefore, in the early 1960s the" @default.
• W2133064949 created "2016-06-24" @default.
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• W2133064949 date "2008-01-01" @default.
• W2133064949 modified "2023-09-27" @default.
• W2133064949 title "Pragmatics and pedagogy: counting the context in teacher training" @default.
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