Teach politics in primary school

EDUCATION

By BETTY GABRIEL WAKIA
PAPUA New Guinea young people have become more alienated and disconnected from politics.
This leads to a lack of engagement, interest, or knowledge in politics. Understanding the clear correlation between knowledge and interests in all we do is the first step towards acquiring political literacy. Our degree of interest in a subject rises as our comprehension of it does.
Conversely, when we are more interested in a subject, we search for more information about it. The advancement of information regarding society and government is closely linked to the study and comprehension of politics. By concentrating on the relationships between people, ideas, and institutions, it becomes simpler to see how values and resources are distributed at different levels, from local to national.
It has been noted that the educational system has not been able to encourage students to participate in politics or join political organizations. Neither in our higher education institutions nor in our classrooms are our students being taught about the concept of citizenship. In the same way, in the effort to teach or ensure “political literacy,” finding a balance between content and skills is an area that is still not fully addressed. It is countered by some that studying certain subjects or topics is less important than becoming politically aware and critical thinking individuals. Consequently, it seems unlikely that the information offered by universities will be particularly helpful in the absence of such abilities.
Possibly half of young people are politically illiterate so that is all the reason why politics should be taught in primary schools throughout the country. Politics, for young children could be called “arguing”. Encouraging children to learn about politics can be made interesting and have long-term benefits. Young people can develop ideas and learn about their place in society as they become older by getting involved in discussions, debates, and learning about heated topics of current discussion and how they impact the world they live in.
It is critical that these individuals understand that they have a voice and will eventually have the power to change things. Young people will become more comfortable in expressing themselves and become encouraged to think freely if they are given an explanation of the power of their voice.
We teach our kids that physical education (PE), running around the playground, is good for them. I think we should also teach our kids to be interested in and engaged in politics.
Most students in PNG do not take politics classes unless they choose to study it at university level. Political education needs to start in primary schools, and then become part of the “everyday debate” in children’s entire school experience.
Maybe you do not have to call it politics; it could be called “arguing”, “policy” or “big issues”. Some of the most enjoyable stuff I do involves going into schools and trying to teach young kids what politics is. When they sit down and they start thinking about stuff, it is just so fascinating and innovative.
Since UPNG has produced more than triple the number of prime ministers that the Pangu party has, I believe that more government school students need to be taught “how to communicate, how to argue, how to fight their corner” from a young age.
Better political education is needed for adults, too. We don’t want to see another lot of politically illiterate leaders who are grasshoppers in our parliament and become a laughingstock to the outside world. We need more politically literate leaders in the country who can fight, argue and voice concerns on our behalf.
So it is time to teach the young minds of this nation how our government works and how they can improve it if they were given the opportunity to do so.
What course of action should we take next in this? We should begin with a curriculum and the learning outcomes model for the pupils.
Vice chancellors of both public and private institutions, academics, and other educational experts must form an independent board that is free from bureaucratic interference to work on ideas for political education.
Based on the demands of national growth, social development, and scientific and technological advancement, this board should be tasked with redesigning our school, college, and a higher education model.
The education sector should be restructured by this board, which should also offer a framework on a number of topics such civic engagement, the political and social systems, and how these courses may be taught at the primary, high, or secondary school levels.
As it is, PNG is facing a leadership crisis that could quickly turn into a political disaster if this underlying socioeconomic issue is not addressed.
We need a re-structure programme to address our local demands which should not be provided by the World Bank, the International Monetary Fund, or any other foreign donor agencies.

• Betty Gabriel Wakia is a PhD student at China’s Wuhan University of Technology