Population growth puts pressure on PNG's basic education system
Papua New Guinea (PNG) is implementing a new education structure in which learners complete one (1) year of early childhood education and spend the next six (6) years in primary schools, followed by another six (6) years in secondary schools.
While this new 1-6-6 education structure ensures that no child is left behind, thanks to the abolishment of Grades 8 and 10 national examinations, the increased pupil enrolments, due in part to rapid population growth, is straining the country's basic education system.
In the Spotlight article, titled “Population Growth and Socio-Economic Challenges Facing Basic Education in Papua New Guinea" released today by the PNG National Research Institute (PNGNRI), the authors Hedwick Solomale and Peter Magury explore how rapid population growth and socio-economic issues are affecting the implementation of PNG’s new 1-6-6 education structure.
While the recent education reform is intended to enhance access and student progression, it is inadvertently adding pressure to an already stretched education system, thereby jeopardising PNG's efforts to improve access to quality education. For example, large class sizes mean that teachers have less time to provide individual support to their students.
In general, the transition to this new structure requires more classrooms, more trained teachers, and more learning resources, all of which are increasingly necessary as PNG's population of children aged six to fourteen continues to grow.
The Spotlight article advocates for stronger integration of population data into education planning so that future investments align with current demographic realities. To address these challenges within the education system, potential strategies include integrated planning across government sectors, expanding school infrastructure, increasing teacher recruitment and training, ensuring stable education funding, employing evidence-based planning, and providing greater support for disadvantaged households to improve equitable access to education. The goal is to have smaller class sizes and lower pupil-teacher ratios in the country's basic education.
The article emphasises that addressing these challenges requires coordinated efforts among the government, development partners, churches, non-governmental organisations, and communities to ensure that every child has access to quality basic education.
Authorised for release by:
Dr. Francis Odhuno
Acting Director, PNGNRI
