| Sports |
By PAUL GENDE
OBE not suitable for PNG
THE Outcome-Based Education,
predominantly known as OBE, is a foreign-trialed philosophy of
American businessman and education reformist William Spady to,
according to him, objectively measure students’ performance to
foster their ability or potential during their early stages of
schooling.
The reform was basically replacing or rather reversing the
conventional academic culture or teacher-oriented education to
student-centred.
The reform gradually found its way to Western Australia where
some critical Australian education technocrats say that it is
inappropriate and has
created a dilemma in their traditional education system.
These technocrats have vigorously criticised the reform as a
“cancer” and a “failed experiment that should be declared as DOA
(dead on arrival)”.
In his article (Aug 3), Aaron Hayes said that everywhere OBE had
been implemented it has led to claims of “dumping down” the
curriculum that is making students feel good about what they
learn rather than focusing on what they should be learning.
Before it grew roots and become a cancer in Australia education
system, they trashed the reform into a grave of no-return.
Unfortunately, some self-esteemed Australians have decided to
shift the rubbish up-north to Papua New Guinea, a normal dumping
yard for first-time encounters.
It was introduced by Australian education consultants under the
AusAID Curriculum Reform Implementation Programme known as the
CRIP.
Without proper research and analysis, the model has been
accepted by the higher authorities and implemented in schools
without much choice.
Issues such as material resources, infrastructure, cost
efficiency and adequate number of teachers remain unresolved.
I am of the view that while the model can benefit PNG, it is not
appropriate.
As a sovereign nation, development philosophies, concepts,
ideas, strategies or plans are developed or formulated within
the perimeters of the Constitution.
The same must also apply to the national education philosophy.
Formal education was introduced by early missionaries well
before independence and has been amalgamated into our
traditional education system.
Our education philosophy integrates the different cultural
education system practised in various parts of the country,
their norms and values, cultural heritages, and beliefs.
The OBE philosophy, on the other hand, is a foreign idea from
America which is a developed country and has the resources to
accommodate and facilitate the model.
Their education philosophies and curriculum designs are not
closely related to our education system.
The development of education in the US and PNG are also miles
apart.
In PNG, our curriculum, teaching handbooks and students
resources are produced to accommodate our philosophical context.
Furthermore, our students are accustomed to the normal
traditional or conventional education system.
By accepting and adopting the OBE model, we are undermining or
crippling our own philosophy of education, diminishing the
integrity of the Constitution and creating confusion.
We are cultivating a different culture, a foreign and a defunct
philosophy that cannot be sustained in this country.
Education has been a social norm or a tradition in PNG.
Traditional knowledge and skills were either inherited or
learned from older people.
When formal education was introduced by missions during the
colonial administration, the traditional education system did
not fade away but got integrated.
The education system was accepted by the society and has been
educating the people over the years.
In other words, the current system of education or the
conventional education system has been accepted by the people
and other stakeholders and regarded as suitable.
The education infrastructure and resources in PNG were
established specifically for conventional educational programmes.
More than 70% of the schools are in areas where access to
electricity, computers and audio-visual equipment is limited or
non-existent.
Many also lack teachers, let alone those trained to conduct OBE
which also requires them to handle a greater workload.
As it is, the teacher-student ration is generally 1:50.
America has the capacity and resources to implement OBE and if
necessary, provide for them in a short period of time.
The guiding principles of education in PNG are derived from the
National Goals and Directive Principles to ensure that the
curriculum meets our needs.
In conclusion, the philosophy of the OBE model is foreign and is
not applicable to PNG.
It is socially unacceptable and can be detrimental to our
education system.
Third, the adoption of the OBE model would be costly and could
great inconveniences.
Note: The author is pursuing a
Masters degree in education at the University of Goroka.
 
|
