Education for life in Papua New Guinea

Student Activities

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1.

i) Locate Papua New Guinea in an atlas. Calculate the shortest distance from mainland Papua New Guinea to mainland Australia. Does the figure surprise you? Why or why not?


ii) Locate Milne Bay, and any maps about the area's height above sea level, temperature, precipitation, natural vegetation and agriculture. Briefly note your findings.


iii) Brainstorm in pairs how the lives of people in the area might be affected by such factors. For example, how might the landscape and natural vegetation affect communications or supply of government services? How might temperature or precipitation affect daily activities or those at certain times of the year?


iv) What is the main type of agriculture practised? Research its methods and reasons.

2.

i) In what ways is the Hagita curriculum similar to or different from your school curriculum?


ii) Lyn thought Hagita High School prepared its students well for the future, and that the students were very active in their own learning. Why might Lyn have held these views?


iii) Do you think your school prepares you well for the future? Explain.


iv) Do you think you prepare yourself well for your future? Explain.


v) Lyn also thought that despite the shortage of resources, the students were very 'resourceful'. What do you think Lyn meant? Give examples from the story.

3. According to Human Development Report, 1995, 70% of Papua New Guineans in 1992 were literate (able to read or write basic expressions.) Although the number of literate people steadily continues to rise, a large number of people are still illiterate. Nearly two-thirds are women.

i) Identify five daily situations which would be difficult or impossible for you if you could not read or write well.


ii) In Papua New Guinea, 67% of primary school age children attend primary school to Grade 4, and 12% of secondary school age youth attend secondary school. What might be some explanations for the figures? What explanations are given in the case study?


iii) What might be possible explanations for why girls and women are more often illiterate than boys and men?


iv) 'Education for women and girls is essential to ensuring healthy families and communities, and for assisting women to have fewer children if they wish.' Brainstorm in small groups how educating girls and women can lead to healthier families and communities, and how education can assist women in having fewer children if they wish. In what other ways might education assist women and their communities?

4. Milne Bay was an important Australian army base during World War Two. Recently, Australian veterans visited Hagita High School and shared their memories. Students were amazed that the men could so clearly remember their experiences. The men described how there were once many buildings and thousands of troops; now the only remains of the war are a few foundations, rusty tanks covered in vegetation and rusted ships in the bay.

i) Research the background to Milne Bay becoming an army base, and investigate what specifically happened in the area. You might also interview your grandparents or older members of the community for their recollections of the New Guinea campaigns.


ii) Investigate the roles of Papua New Guineans in the events of World War Two, and the consequences for the people during and after the war.


iii) Why was 1975 an important year for Papua New Guinea?

5. Visit a Papua New Guinean cultural or historical display. What does the display contribute to your understandings of the different lifestyles of Papua New Guineans? What have been some of the main influences on cultures and lifestyles? What does the display tell you about specific beliefs, ceremonies, songs, dances or artforms?

6. Make your own traditional Papua New Guinean mat. Collect coconut palm leaves (or experiment with other sorts of leaves.) Gently tear the leaves into strips of equal lengths. Weave the strips over and under each other, and fold the ends neatly back into the mat. Can you suggest what else this type of woven palmwork could be used for?

7. Make coconut milk by scraping meat from mature coconuts or using dessicated coconut. Soak the coconut in a little water, then squeeze out the juice. Describe the taste.

8. Cook a class meal, perhaps a rice and vegetable dish as at Hagita. Plan everything from what ingredients and quantities will be needed, how much the dinner will cost per head, how and when shopping will happen, how and where cooking will occur, etc. Allocate tasks so every class member has a responsibility. Perhaps cook some vegetables in coconut milk. What does the experience tell you about Hagita's program where 500 people are fed each meal?

9. Australian Volunteers International has recently initiated a penfriend scheme for Australian and Papua New Guinean students. Contact Australian Volunteers International Bureau in your State or Territory for details on how to join.

10. Returned Australian Volunteers Abroad, with a wide range of experiences, are often willing to visit schools as guest speakers. Think of a work experience or location about which you would like to know more and contact your local Australian Volunteers International. You might also begin to consider if and how you could become involved in future programs.

11. Approximately one-third of Australia's overseas aid goes to Papua New Guinea. For an overview of recent Australian aid initiatives, read Focus, June 1996, or contact Canberra Mailing, on 02 6269 1230, for AusAIDs colourful publications and details of programs, especially education programs, including those which enable Papua New Guinea students to study in Australia.