Tertiary teaching and learning in Papua New Guinea – building effective intercultural learning and teaching relationships

Abstract

Papua New Guinea is in the process of nation building. Integral to this national development is the building of a successful vernacular-based early years education program for children aged 6 to 8 years. The program is a new initiative in a country which formerly provided schooling only from the primary years and conducted in English. The system is being implemented by village-based elementary teachers supported by district trainers. These trainers require skills in early years education, with qualifications and expertise to match their various roles and responsibilities. The PNG Department of Education, in conjunction with AusAID, chose the early childhood program at the University of South Australia to upgrade the qualifications of 36 trainers to degree level. This was achieved using a two year, mixed-mode delivery, including four two week in-country intensives. From late 2002 to early 2004, early childhood lecturers traveled to meet their students in-country. In the aftermath, three lecturers and one student reflected on their experiences, both personal and professional, on teaching and learning in one of the most culturally diverse countries on earth. Six strategies for building reciprocal relationships in cross-cultural teaching and learning contexts are identified, with the key theme of the teacher as learner.