近代移民对巴布亚新几内亚发展的影响

巴布亚和新几内亚地区向具有现代意义上的生产生活方式的过渡是伴随着殖民历程的。随着地理大发现,特别是欧洲工业化的开展,探险家、商人、传教士、行政官员纷纷踏足古老的巴布亚和新几内亚大陆,殖民当局的政策在经济、政治、文化、宗教、教育、医疗卫生等多种社会层面上影响了巴布亚和新几内亚的发展,成为其进入资本主义时代的开端。     

天下奇闻

新几内亚巴布亚群岛是南太平洋的一个岛国,这里的年轻人长得很奇怪:他们的鼻子都被咬得稀巴烂,而且人人都没有眼睫毛。     

天下奇闻

咬得狠,爱得深新几内亚巴布亚群岛是南太平洋的一个岛国,这里的年轻人长得很奇怪:他们的鼻子都被咬得稀烂,而且人人都没有眼睫毛。原来,巴布亚人认为,喜欢一个人就要狠狠地咬他的鼻子和睫毛,咬得越狠就表明越喜欢。     

血战太平洋:被盟军在新几内亚击毙的鬼子

太平洋战争期间,美澳盟军于1942年7月至1943年1月在新几内亚的巴布亚半岛与日军进行作战.中途岛海战后,日军仍企图攻占新几内亚战略要地莫尔兹比港,以切断美澳交通线.1942年7月11日,日军大本营命令陆军第17集团军(司令为百武晴吉中将)攻占莫尔兹比港及新几内亚东部要地,海军在米尔恩湾等地登陆,策应陆军作战.     

园林建筑师-园丁鸟

夜里,一场暴雨把考察队阻截在了热带雨林中.这里是新几内亚境内的一个山坡,海拔2 500米.在支起的帆布雨篷下,我们的向导围坐在篝火旁,他们是来自哈塔姆部落的巴布亚人.在火光的映照下,他们的脸庞犹如古老的面具.他们身旁放着弓箭和矛枪,矛枪上装有锋利的竹制矛头,这是用来捕获野猪和食火鸡的.     

联合国教科文组织召开“继续教育——应适妇女需要地区研讨会”

受联合国教科文组织亚太地区总办事处委托,由澳大利亚联合国教科文组织全委会和成人教育及发展国际联播公司具体承办的“继续教育——适应妇女需要地区研讨会”,于1989年12月4日至10日在澳大利亚的悉尼召开。来自亚太地区的中国、澳大利亚、泰国、印度、印度尼西亚、斯里兰卡、巴布亚—新几内亚、斐济和克里帕丝、库克     

论德国殖民帝国的创立

论德国殖民帝国的创立邢来顺众所周知，在西方资本主义国家殖民扩张活动中，德国最后加入争夺殖民地的行列而最先丧失了殖民地。直到１８８３年，德国尚未占有寸土海外殖民地。然而时隔不久，它便将西南非、多哥、喀麦隆、东非、新几内亚等地纳入帝国的保护之下，一跃成为...     

亚太地区六国女童初等教育综述

1985年,亚太地区六个成员国——巴布亚·新几内亚、泰国、印度、巴基斯坦、尼泊尔、孟加拉国——主持拟定了亚太地区教育革新为发展服务计划(APEID)有关女童教育的方案,集中研究了有关女童教育的现状和问题,以及促进女童教育的措施和方案。在联合国教科文组织亚太地区教育办事处(UNESCO,ROEAP)的要求倡导下。各国组织专家学者开展了该项目的协作研究。本文拟对六国女童初等教育发展水平、影响女童教育发展的各种不利因素以及改善女童教育现状的政策、计划等方面的研究成果做一综述,以期能对我国女童教育的发     

惊鸿一瞥的“库雷病”

在西南太平洋临近赤道的地方，有一座美丽的岛屿—新几内亚岛。它是世界上第二大岛屿，在新几内亚岛上，生活着很多土著民族，富雷人部落是其中一个一个。一直以来，富雷人在新几内亚的深山老林里过着平静的自给自足的原始生活。[编者按]     

评宫哲兵《千家峒运动与瑶族发祥地》

未与宫哲兵先生晤面之前，我就听说宫先生经常有惊人之作，宫先生此前曾发表有关《女书》的研究，广受到人类学家、文学家以及研究女性问题学者的注意，如今又出版了他的有关瑶族千家峒运动的研究，想来必定也会轰动学界。瑶族千家峒运动，十分类似于美国印地安人的鬼舞运动和澳洲新几内亚国巴布亚人的船货运动。美国宗教人类学家拉尔夫·林顿和安东尼·华莱士将这一类的宗教运动称之为“本土运动”。人类学家、宗教人类学家在研究文化变迁、宗教变迁时，经常举出一些本土运动作为例子。宫先生对瑶族千家峒运动的研究著作，必将丰富人类学、…     

Explaining mathematics achievement of mature internal and external students at the University of Papua New Guinea

This paper explains the variance in matriculation mathematics achievement of mature internal and external students at the University of Papua New Guinea. The 1984 and 1985 intakes of the Preliminary Year and Matriculation Studies were taken as samples. Six instruments were developed and administered. Data were analysed using path analysis. Over 40% variance in mathematics achievement was explained both for internal and external students. Background variables seem to be more important in the learning of mathematics compared to mediatory variables for external students than the internal students.The author conducted the research for this Short Communication, when he was holding a position of Senior Lecturer at the University of Papua New Guinea, Waigani, Papua New Guinea.     

Science education research in Papua New Guinea 1978–1990

This paper presents a science/science education bibliography, to assist science educationalists interested in Papua New Guinea. 392 articles were reviewed. The bibliography was then categorised in a number of ways to indicate patterns of research productivity in various areas of science education, and at different levels of education. A questionnaire was devised to obtain information from former and current researchers in the field about their own contributions. This exercise produced some surprising information about science education research in Papua New Guinea. Specializations: science teacher education, chemical education, science education in developing countries, educational issues.     

Addressing Factors Affecting Ongoing Professional Development in Community Teachers’ Colleges in Papua New Guinea

The concept of sustainable professional development in the context of community teachers’ colleges in Papua New Guinea is reviewed, with particular reference to the Papua New Guinea Community Teachers’ College Lecturers’ Professional Development Project. Seven obstacles to sustaining professional development are described, and strategies are suggested for building on the achievements of the Project in relation to personal professional development of lecturers and the review of institutional programmes and procedures.     

Community development and the primary school teacher in the developing world: An analysis of recent trends in Papua New Guinea

Since Independence in 1975, one of the main roles of the primary school teacher in Papua New Guinea has been to promote community development. Recent policy, however, is aimed at making community development the central focus of primary teaching. This paper argues that such an orientation is likely to result in community discontent, the creation of restrictions on the extent to which worthwhile lifelong learning can take place, and failure to lay the groundwork for a technically orientated economy. Recent policy aimed at giving primary school teachers a major role in out-of-school community development is also inappropriate given the limited nature of teacher training candidates, the nature of the teaching environment, and the nature of Papua New Guinea society.     

The changing agenda in teacher education in Papua New Guinea

This paper presents a critical analysis of, and a practical response to, teacher education imperatives shaping the politics, policy, structure and operation of Community Teachers Colleges in Papua New Guinea today. Present Papua New Guinea educational realities call for a rethinking of the political socialisation that has characterised Community Teachers Colleges in the past. The evidence suggests that the predominantly unreflective (basic skills/behavioural objectives), centralised approach which has come to characterise the administration of Teachers Colleges, inhibits the capacity of teacher educators for the now essential task of developing ‘critical and analytical thinking’ in relation to college governance and program development and delivery. The approach taken to professional development is that of the Papua New Guinea (Primary) Teachers College Lecturers Professional Development Project (1990-94), in which critical understandings are developed in relation to the current and emerging needs and demands on Teachers College graduates. The Project approach has been developed so that Project experiences can be transformed into a self-sustaining professional development cycle.     

COST ANALYSIS AND ITS USE IN SIMULATION OF POLICY OPTIONS: THE PAPUA NEW GUINEA EDUCATION FINANCE MODEL

The article describes the structure and operations of a computer simulation programme used in Papua New Guinea that was developed with technical assistance from UNESCO. By establishing baseline data on student enrolments, teacher posts and costs of education at different levels, the model can be used to simulate various policies under consideration and provides output on the likely effects on student flows, teacher requirements and total costs over a ten-year period. The article describes the operations of the primary school model and highlights some of the policy options that can be simulated. It is country-specific but the purpose is to inform readers of how such a programme is helping planners to improve planning and policy-making in a developing country. The author, from Papua New Guinea, worked closely with the UNESCO expert in building the model.     

The Professional Development of Teacher Educators in the Developing World: a consideration of recent developments in Papua New Guinea

This paper addresses the matter of the extent to which efforts aimed at the professional development activities of community (primary) school teacher educators in one developing country, namely, Papua New Guinea (PNG), correspond to the subjects’ own perceived professional needs. The general background is outlined first. Then the results of a study of a group of Papua‐New‐Guinea‐teacher‐educators’ perceptions of their professional needs, as accessed through semi‐structured interviews are presented in order to gain a preliminary indication of the appropriateness of recent developments aimed at the professional‐isation of teacher education in the country and to suggest some further developments which could be set in train. Finally, the importance of establishing a national association of teacher education is highlighted.     

Indigenous knowledge in the science curriculum: avoiding neo-colonialism

Science education in Papua New Guinea has been influenced by neo-colonial practices that have significantly contributed to the silencing of the Papua New Guinea voice. This silencing has led to the production of science curriculum documents that are irrelevant to the students for whom they are written. To avoid being caught up in neo-colonial practices, Western science educators ought to consider the notion of cultural mediators. This position, I argue, infers an obligation to take responsibility for their actions and to consider postcolonial discourses as a way of understanding the relationships and dialogue between different ways of knowing.     

Rivalry,rejection, and recovery: Variations of the Cinderella story

John Gough has taught widely in Australia and Papua New Guinea, and now lectures at the Toorak Campus, Victoria College Australia. He has contributed many articles toCLE.     

Who is to retrain the teacher trainers?: A Papua New Guinea case study

The single most important factor to improve the quality of education in a developing country appears to be increased general and professional education of teachers. Initially, it seems that this may be appropriately addressed in the teachers' colleges. However, the teacher educators themselves, often have received their own education either from the universities of developed countries or from “expert” expatriates at home. Often the result has been an adapted western curriculum being offered in the teachers' colleges, which is inappropriate to the student teachers. As a means of obtaining increased insight into a developing country's context, this study sought to gain some understanding of how Papua New Guinea teacher educators and inservice teachers negotiate their western higher education at the University of Papua New Guinea. This may provide assistance to expatriate educators to provide an educational experience that addresses student learning needs with appropriate process and content.