Elementary schools so far have faced considerable challenges in implementing the Standard based Curriculum (SBC) in their schools. With considerable emphasis on the improvement of the elementary education the government failed to fully implement the system for the children to get a quality education. As a result of that the teachers have used combined lesson plans to teach the students without proper guidelines and have lacked proper skill to teach the students. CARE’s Pikinini Kisim Save (PKS) project aims to address these gaps in elementary education by strengthening skills and capacity of teachers, community leaders, existing education stakeholders and service providers to work collaboratively to improve the learning standards of the students at the elementary school.
The project works to improve access to quality elementary education in remote, disadvantaged communities in Jiwaka, Simbu, Western Highlands and West New Britain Provinces. PKS is committed to addressing gender inequality through all activities and has a particular focus on supporting gender and disability inclusive education. CARE International through its consortia partners and other key stakeholder partners in the four provinces are partnering to work together to achieve the three outcomes of the programme. The project mainly addresses gaps in elementary education in three key areas by strengthening existing education stakeholders and service providers:
Children attending elementary school demonstrate improved English and Maths learning Outcomes (Elementary Education)
There is a critical need in capacity building to support elementary teachers to increase their teaching skills to improve the delivery of quality elementary education in enhancing student’s literacy learning outcomes. The key focus in this outcome is on improving support to elementary teachers to deliver the SBC English syllabus effectively. University of Goroka (UoG) as a consortia member leads the upgrading of elementary teacher qualifications for the three highlands provinces.
Three hundred teachers from the three highlands provinces have already selected 100 teachers from each provinces to do their upskilling training to receive Diploma of Early Childhood Education. ADRA in West New Britain province as one of the consortia partner would have done the same to send 100 teachers to Sonoma Adventist college to do their upskilling training. All training will be provided during school term breaks to ensure teachers are not absent from their classrooms.
Increased enrolment and retention of girls in elementary schools (Girls’ Education)
This outcome focuses on challenging cultural and social gender norms that becomes a barrier to girls’ enrolment and attendance at school. It includes a strong component on increasing community and parent engagement with their children’s education, and will support local women from remote or disadvantaged communities to become elementary teachers.
Diverse cultures in Social gender norms in PNG has prevented girl’s enrolment and retention in school. This has created gender gaps in elementary education. This PKS project will work with the communities and other important stakeholders to improve girl’s attendance and retention at elementary school. Female volunteer teachers from remote and most disadvantages school will be supported to matriculate and receive diploma to teach at the elementary school. It includes increase in parent’s engagement to involve in their children’s’ learning to ensure that parents understand the importance of girls education.
Strengthened sub-national gender-inclusive management and coordination in the elementary education sector (Leadership in Education)
Teachers-in-Charge (TICs) and Boards of Management (BOMs) need the skills to effectively manage elementary schools and develop School Learning Improvement Plans (SLIP) to improve learning outcomes and inclusion.
This outcome focuses on sustainably improving the management of elementary schools and creating an enabling environment for more meaningful and targeted support to elementary schools, and the provision of quality gender- and disability-inclusive education services. The TICs and BOM are being trained to acquire necessary management and governing skills to properly manage the school. The project will also strengthen the weak coordination between education stakeholders to do inspection and monitoring visits to remote and most disadvantage schools, and increase women’s participation in the education sector. In collaboration with PDoE professional development Session will be provided on SBC implementation, gender and disability inclusion.
Training have been provided in conjunction with Inspectors, PDoE staff and CEAs on SLIP, school management (including TFF), child protection, gender and disability inclusion. The participant in the training are also encouraged to involve parents and guidance in the overall management of the school by conducting regular Parents and Citizens meeting.
All activities and End of Project Outcomes (EOPOs) align with the NEP’s key objectives of improving access, retention, quality, equity and management of education services. For sustainability, the project will support existing education stakeholders to provide better, gender-inclusive education services. These are the important program elements that the CARE staff are currently working on to improve the standards of the elementary education in these four selected provinces.
