School Teaching and Higher Education: a Papua New Guinea case study

Abstract

Improving the quality of education in a developing country is often the. responsibility of those who teach in higher education. Such academics, often expatriates, have frustrated qualitative change by their uncritical promotion of Western educational innovations. It is argued that an appreciation of the complex educational context by academics is more likely to promote qualitative change. Consequently, the impact of school teaching and the experience of higher education within the Papua New Guinea cultural context invites examination. Such scrutiny can become the basis for appropriate policies and strategies to improve teaching in higher education and the education system in general.