Publication Date

2015

Comments

Project Director: Phillip McKenzie, ACER

Paperback ISBN [978-1-74286-270-5]

EPUB ISBN [978-1-74286-271-2]

© Commonwealth of Australia 2015

This document is provided under a Creative Commons Attribution 3.0 Australia (http://creativecommons.org/licenses/by/3.0/au/) licence.

The project Research into the Financing of Technical and Vocational Education and Training (TVET) in the Pacific was managed by the Australian Council for Educational Research (ACER) and Scope Global on behalf of the Australian Government. The project was undertaken between 2012 and 2014 under contract to the Australian Government, initially through AusAID and then the Department of Foreign Affairs and Trade (DFAT).

Abstract

This report provides a detailed analysis of the financing of Technical and Vocational Education and Training (TVET) in Papua New Guinea (PNG). The report is part of the study Research into the Financing of TVET in the Pacific initiated through Australia’s aid program in 2012. As well as PNG, the overall study involves six other Pacific countries; Fiji; Kiribati; Samoa; Solomon Islands; Tonga; and Vanuatu. The overall study team developed a general framework and set of data collection instruments to guide the work. Individual country teams adapted the general framework and instruments to meet national circumstances. PNG is by far the largest of the seven countries in population and land area, and has a great diversity of terrain, language and culture. To allow for this size and complexity, the PNG study was conducted in two phases: Phase 1 (including 8 weeks of in-country fieldwork in 2012), focused on developing a methodology for calculating the level of private sector investment in TVET, and on planning the approach to the full country study in Phase 2; and Phase 2 (including 12 weeks of in-country fieldwork in 2013) completed the PNG study using the overall project methodology as adapted in light of the detailed exploratory work undertaken in Phase 1. The PNG work was guided and supported by a National Reference Group (NRG) established for the study. The broad definition of TVET provided in the Research Brief for the purpose of the research was: Post-secondary education and training programs designed to develop vocational skills. Degree and higher level programs, and subjects delivered as part of general education by secondary schools, are not included in this definition. In PNG, four Government entities have significant stakes in the supervision and supply of TVET that falls within the study’s scope: the National Training Council (NTC); the National Department of Education (NDoE); the Office of Higher Education (OHE); and the National Apprenticeship and Trade Testing Board (NATTB). The team worked with all four organisations and through them with the training providers.