What to Expect Inside Plus Many More

DHERST Quarterly Newsletter DHERST Quarterly Newsletter DHERST QuOacrtotbeerrl y2 0N2e0wsletter October 2020 VolumeO 3c |t oIsbsueer 32020 Volume 3 | Issue 3 Volume 3 | Issue 3

DEPARTMENT OF HIGHER EDUCATION RESEARCH SCIENCE AND TECHNOLOGY QUARTERLY NEWSLETTER October 2020 | Volume 3 | Issue 3

45th Independence Celebrations P.9 in Rzeszow, Poland

WHAT TO EXPECT INSIDE PLUS MANY MORE... Higher Education Reforms Signal DHERST’s Internal Quality Milestones in the Progress of Higher Education in PNG Generational Change AssuranceDHERST Quarterly TVETNewsletter Review 11 3 6 1 DHERST Quarterly Newsletter October 2020 Volume 3 | Issue 3 Foreword from the MINISTER Higher Education, Research, Science and Technology

CLOSING THE GAP BETWEEN THE REALITY AND THE PROMISE OF A BETTER FUTURE: This October 2020 edition of the Newsletter celebrates the passage through the Parliament of the Higher Education Reform Bills Package on 27th August 2020 paving the way for significant reforms in the governance, management and quality of higher and technical education in Papua New Guinea.

GENERATIONAL CHANGE: In my address to the Parliament I paid tribute to the Marape-Basil Government’s support to the Higher Education Sector in Papua New Guinea and thanked the Prime Minister’s for his personal support in securing the most significant generational change in the Higher Education system of Papua New Guinea. In the Parliament I also acknowledged my predecessor, the Hon. Pila Niningi and former Prime Minister the Hon. Peter O’Neill for their vision and commitment in initiating the fundamental Reforms now in place for the benefit of PNG for many decades to come.

ACHIEVING QUALITY, RELEVANCE AND GREATER ACCESS TO HIGHER EDUCATION: Higher education plays a critical role in our country’s social and economic development. For Papua New Guinea to become globally competitive, we must ensure that higher and technical education is equally accessible to all students and is of a quality and relevance to meet economic and local needs. At the same time we must be relevant and responsive to regional and global demands. The passage of enabling legislation provides the framework and foundations for the Marape-Basil Government to implement the directions of NEC Decision 25/2017 for reforming, transforming and unifying the Higher Education System in Papua New Guinea.

CLOSING THE GAP BETWEEN THE REALITY AND THE PROMISE OF A BETTER FUTURE: The Parliamentary passage of the reforms has secured the law. We must now secure the promise and the reality of a better future across the education sector as a whole and for all Papua New Guineans coming through primary levels to secondary and for those continuing to technical and tertiary education. With the enabling legislation now in place, the Marape-Basil government will continue its deep commitment to policies for changing the landscape of higher education sector in Papua New Guinea. These ‘green shoot’ policies for transition and change are already in place for: offering hope and support to our young people, many of whom thought a higher education was beyond them due to the ever-increas- ing high costs;

securing transparent, reliable and affordable funding to the higher education institutions and converting the previously fragmented government funding systems for institutional types into a single coherent funding model;

linking sector policies, plans and budgets in coherent and predictable ways that support efficient sector coordination and institutional governance;

making a sustainable difference in teacher education for the benefit of our children coming through the primary grades;

changing the face of education access, education delivery and education quality, both on and off campus throughout Papua New Guinea;

achieving significant improvements in regulation and quality assurance that develop and protect quality - that most precious commodity for any of our Higher Education Institutions. There is a long way to go. The law has been secured and now we must transition to the promise and the reality of a better future.

OVERCOMING ADVERSITY AND BUILDING RESILIENCE IN THE HIGHER EDUCATION SECTOR: Papua New Guineans are very experienced in overcoming adversity. Our people are very resilient. Through many generations of knowledge and experience we have toughened and honed our resilience through hardship and adversity. From the outset of the pandemic threat of COVID-19 the higher education sector in 2020 has been quick to respond.

The level of innovation and resilience shown at each HEI has been remarkable. A few weeks ago the Government was considering the magnitude of the issues at stake if the higher education institutions were forced to make a premature closure. After full consultation with the leaders, staff and students of our higher education institutions, I am very pleased that together we have been able to demon- strate the type of innovation and resilience needed to complete the 2020 academic year, a decision strongly endorsed by all HEIs.

COVID-19 has important lessons for all of us, far beyond the challenge in overcoming the adversity of mere health pandemic. Working together, within and across the sector, the higher education reforms now available to us provide a pathway for building the resilience of the sector. Over time that resilience is honed and strengthened through greater access and opportunity, improving quality; and aligning our institutions closely to the needs and relevance of Papua New Guinea’s social and economic sectors.

I trust you will enjoy the contents of this edition of the Newsletter.

May God Bless Papua New Guinea.

Hon. Nick Kuman MP Minister Higher Education, Research, Science and Technology DHERST Quarterly Newsletter 2 DHERST Quarterly Newsletter DHERST Quarterly Newsletter October 2020 October 2020 Volume 3 | Issue 3 Volume 3 | Issue 3 Higher Education Reforms Signal Generational Change

HIGHER EDUCATION REFORMS PASSED pectations in relation to service delivery the transfer of NTC registration and ac- BY NATIONAL PARLIAMENT and how they their performance will be creditation functions for private training assessed. The ongoing development and institutions. The National Parliament has cleared roll-out of the National Higher and Tech- the way for significant reforms to the nical Education Management Informa- TIMETABLE FOR IMPLEMENTATION higher and technical education sector tion System will help institutions provide in PNG with the passing of the Higher transparent up-to-date data that will en- The implementation of the reforms and Education Reform Bill Package on 27th able quality planning and policy making particularly the transfer of institutions August 2020. The legislation formally at the national level. to DHERST regulatory oversight will commenced on 27th August 2020. A key take place over the next few years as element of the legislation will be the REFORMING, TRANSFORMING & UNI- institutions are prepared for transfer transfer of most higher education in- FYING THE SECTOR and budgetary arrangements settled in stitutions (teachers’ colleges, technical accordance with the Higher and Tech- colleges, nursing colleges, agricultur- Building stronger links with industry, nical Education Sector Plan and Budget al colleges) to oversight by the Ministry business, professional associations and (2021 – 2025). Transfer dates will be de- of Higher Education, Research, Science donors is a cornerstone of the reforms termined by the Minister and published and Technology and DHERST. Institu- with the development of demand-driv- in the National Gazette. Transfer of the tions that are substantially funded by the en National Curriculum and National NTC’s registration and accreditation State will come under new governance Training Packages being a priority. The functions will over the next 12 months as arrangements aimed at strengthening long-standing alliance between the State DHERST and the NTC finalise transition their Governing Councils. New planning and Church agencies and their institu- arrangements. Existing NTC registration and reporting requirements will mean tions will continue and be strengthened. of private training institutions shall re- that these institutions will have a clear Registration and accreditation processes main valid as these arrangements are road map as to the Government’s ex- will be centralised under DHERST with finalised.

Church-agency HEIs Church-agency HEIs State-owned HEI’s >50% State-funded <50% State-funded Private HEIs

Stronger governance and regulatory oversight National registration and accreditation under under DHERST DHERST

HEIs to transfer to DHERST oversight on determination of transfer date HEIs to be registered and their programmes accredited Transition arrangements apply-governing councils (6 by DHERST in accordance with the National Standards months); staff terms and conditions (at least 12 months); NTC registration and accreditation of private HEIs to HEIs to be registered and their programmes accredited transfer to DHERST by DHERST in accordance with the National Standards

New HEI governance arrangements apply in relation to: Objectives, functions and powers of HEIs Establishment, functions, membership of Governing Councils Establishment of Academic Boards Appointment, operations of Governing councils and committees Appointment of Principal and Staff Strategic and Business Planning, Auditing, Performance Council Rules Reporting

New Regulartory Structure of HEIs.

DHERST Quarterly Newsletter 3 DHERST Quarterly Newsletter October 2020 Volume 3 | Issue 3 Long-standing relationship between Church Agency institutions and Government

A STRONG & LASTING the Higher Education (General of a particular nature pro- SMOOTH TRANSITION TO ALLIANCE Provisions) Act, 2014 (HEGPA) vided the distinctions do not NEW ARRANGEMENTS which specifically provide for discriminate on the basis of The Christian Churches have the operation of church-agen- race, colour or other non-ac- Whilst many things will re- long played a key and central cy institutions and ensure that ceptable criteria in a demo- main the same, there will be role in the delivery of high- education agencies continue cratic society some changes aimed at im- er education in Papua New to have a leading role in mat- proving the overall governance Guinea. From the highlands ters of planning, governance The central role of Christian and operation of institutions to the coast and across the and day-to-day operations. Principles in Papua New to which the State provides PNG islands, churches have Guinean Society. substantial support. For ex- been instrumental in pro- RECOGNITION OF CHURCH ample, for church-agency in- viding higher education ser- AGENCIES UNDER THE ACT As church agencies tran- stitutions receiving more that vices in technical education, sition to operations under 50% of their annual funding teacher training and nursing; In recognition of church-agen- DHERST, existing funding or (including teachers’ salaries) providing training in locations cy institutions, the HEGPA has other forms of State support from the State, there are new where the State has not been been amended to ensure that shall remain in place until governance, planning and re- able to. Indeed, the State and DHERST and the National any new arrangements are porting requirements. These churches have worked hand- Higher and Technical Educa- negotiated. The amended requirements (similar to in-hand in providing these tion Board recognize the fol- HEGPA provides for a process those applying to State-owned services to the public. With lowing in all matters under of negotiation in relation to institutions) recognise the na- the commencement of the the Act: the nature and levels of State tional importance of these in- Higher Education Reform support. stitutions. Package it is important to The right of parents and citi- note that this long-standing zens to obtain the education These negotiations must DHERST will be working relationship with govern- they wish for their children; recognise the contribution closely with education agen- ment will be maintained and that education agencies have cies and their institutions to strengthened. Church-owned The desirability for diversity made (and continue to make) ensure a smooth transition higher education institutions of educational methods sub- to the development of higher to the new arrangements will continue to retain their ject to the maintenance of education in PNG. Any new ne- and to build upon the strong unique and essential nature national standards gotiated arrangements must be and lasting alliance between as independently church- referred by the Minister for High- the State and churches that owned and operated institu- The right to define, devel- er Education, Research, Science has served PNG so well over tions. Indeed, this status is op and preserve the identity and Technology to the National many years. reinforced by amendments to and character of institutions Executive Council for approval.

DHERST Quarterly Newsletter 4 DHERST Quarterly Newsletter DHERST Quarterly Newsletter October 2020 October 2020 Volume 3 | Issue 3 Volume 3 | Issue 3 Sector Wide Planning & Budgeting for Higher Education

A COHERENT SECTOR WIDE ues to work closely with key Incentivised Performance Enrolments Growth – annual FUNDING MODEL 2021 -2025 central agencies, Treasury and Grants; and Research Grants. compound growth in enrol- Planning, on the five-year sec- Equitable funding formulae ment ratios across each HE Supporting the planned re- tor plan and budget processes for each of the Grants com- sub-sector form of the higher education with the goal of securing great- ponents will be negotiated via system in Papua New Guin- er reliability of HEI funding as HEI Funding Agreements. Pri- Enrolee to Graduate trends - ea, NEC Decision NG179/2019 a fundamental improving man- or to transitioning to the full improving trendline approved DHERST’s transition agement and governance from implementation of the sec- conversion of enrolees to to a five year Higher and Tech- a funding perspective. There tor-wide funding model a pre- graduates nical Education Sector Plan is still much work to be done ferred funding model will be and Budget (2021-2025). The in this regard as the five-year distributed for broad consulta- Quality Assurance - satisfac- transition includes the phased sector plan and budget pro- tions with all sector stakehold- tory external quality assur- movement from the current cesses evolve. ers. The final funding model ance audits. five disparate funding systems agreed will be phased in over (universities, teacher colleg- AFFORDABLE, RELIABLE, a period of 5 years with the in- Gender - steady improve- es, nursing colleges, technical EQUITABLE AND TRANSPAR- tention that no institution will ment in the balance of male and business colleges; and ENT GRANT FUNDING receive less nominal funding and female enrolment and miscellaneous colleges) to a in Year 1 of the phasing (com- graduation ratios. single coherent sector wide COVID 19 has presented many mencing 2021) than it received funding system. challenges for the 2021 Budget in the year immediately prior Demonstrated improvement planning and beyond. Subject to passage of the reform legis- in the quality of In preparation for the 2021 to Central Government core lation (2020). management and Budget, DHERST, Planning, funding availability, the funding governance on key indicators Treasury and Finance are al- relationship between DHERST INCENTIVISED FUNDING ready mapping to the new and HEI’s will be underpinned LINKED TO HEI Changes for achieving a more standardised Chart of Ac- by an affordable, equitable and PERFORMANCE coherent and reliable funding counts for each Higher Ed- transparent funding model model for Higher Education ucation Program within the for all post-secondary institu- When fully implemented the were originally proposed in Higher Education sector. The tions. When fully established sector wide funding model, de- DHERST’s publication: Financ- mapping makes provision for the funding model will assess veloped in consultation with all ing of Higher Education in Pap- the transfer (at the appropriate the relative funding position HEI stakeholders will provide ua New Guinea, 2011 to 2019. time) of specified higher -edu of institutions for existing and incentives for good governance Trends and Issues. If you would cation funding allocations from new resource levels across five and management. The gener- like to know more about sector other Agencies to DHERST categories of Grants viz: Base ic performance indicators for funding, the report is available as directed by NEC Decision Grants; Institutional Factors each HE Program include: via the following link to the DH- NG25/2017. DHERST contin- Grants; Innovation Grants; ERST website.

DHERST Quarterly Newsletter 5 DHERST Quarterly Newsletter October 2020 Volume 3 | Issue 3 DHERST’s Internal Quality Assurance TVET Review DHERST PREPARING FOR the systems and develop the tional Registration, TVET DHERST June 2020 Newslet- EDUCATION QUALITY AND necessary tools, documents or Guidelines, 2020 (draft) ter, together, all stakeholders ASSESSMENT PROGRAM processes to improve the QA can contribute to, (EQAP) STANDARDS systems for TVET. The DHERST internal quality ACCREDITATION review process, the findings PNG HIGHER AND TECHNI- of the review and continual DHERST has conducted an in- CAL EDUCATION QUALITY improvement of the QA sys- significant ternal review of their QA sys- ASSURANCE FRAMEWORK tems will also contribute to tems for TVET in readiness improving the QA systems in improvements in for the transition of HEIs to Ongoing work is required to HEI’s by providing information, Regulation and DHERST. The review was con- develop and support the nas- documents and templates in “ ducted against the Education cent PNG Higher and Technical the 2020 TVET Guidelines to Quality Assurance Quality and Assessment Pro- Education Quality Assurance support HEI in meeting the of the sector that gram (EQAP) Standards for Ac- Framework. It is anticipated National Standards for Higher crediting Agencies. There are that the following documents Education Institutional Regis- develop and nine Standards and fifty-two will be endorsed by NSDA and tration (2017). protect the most outcomes that an accredit- approved by NHTEB at their ing agency will be assessed respective next meetings: QUALITY A KEY DRIVER precious against to be accredited UNDERPINNING HIGHER commodity of our through EQAP as an accredit- National Standards for AND TECHNICAL EDUCATION ing agency. Training Packages 2020 REFORM Higher Education (draft) Institutions: Once accredited, DHERST will Improving Quality is a key ob- apply to have the (new) Na- National Training Package jective in Reforming, Trans- QUALITY…quality tional Qualifications and the Products Policy 2020 (draft) forming and Unifying the High- that meets national (new) National Training Pack- Training Package Develop- er Education System in PNG. ages registered on the Pacific ment and Approval Process As the Industry Skills Regu- standards, social Register of Qualifications and 2020 (draft) lator, DHERST is preparing sector and Standards (PRQS). its participation in the EQAP Industry Skills Groups (ISG) review to ensure that as the industry relevance; The Standards will be used Operating Framework (draft) Skills Regulator, their quality and benchmarked as one of a number of inter- assurance system is continu- international good nal review tools for DHERST Industry Skills Groups (ISG) ally improving and that there is to analyse and review their Terms of Reference (draft) strong internal commitment to practice current QA systems and pro- quality before applying similar cesses, identify opportunities National Standards for standards to stakeholders. As for continual improvement in Higher Education Institu- Hon. Minister Kuman stated in “

DHERST Quarterly Newsletter 6 DHERST Quarterly Newsletter DHERST Quarterly Newsletter October 2020 October 2020 Volume 3 | Issue 3 Volume 3 | Issue 3 Universities combating COVID-19 Congratulations to all Higher Education Institutions in for- mulating and implementing response plans to deal with the unfolding pandemic situation. As the Minister’s says in his foreword message, the level of innovation and resilience shown at each HEI has been remarkable. Responding to the pandemic has been a challenging experience. More than ever, people have been reminded of the importance of looking out for and car- ing for each other; and for safe-guarding the continuity of learning in our institutions. The information below contains brief reporting extracts from four of our Universities. Experiences from other HEI’s will be featured in following editions of the Newsletter.

UNIVERSITY OF PAPUA NEW GUINEA: We have learned that it pays to be proactive, flexible, and pragmatic. Fortunately, Papua New Guinea had the advantage of observing over- seas countries as they strug- gled with the emerging health UPNG Students adhering to COVID-19 measures imposed. threat which Covid-19 was imposing on the world. Our response was to immediately adopt a proactive approach, nicated to both staff and stu- into the University and in time their own smart devices. In- as the most feasible solution. dents to stay informed about will become an integral part of novate learning approaches But what would “proactivi- what was happening at both the university operations. have been very successful ty” look like? Even though we the national and institution- and will continue to enhance seemed to have the advantage al levels. As circumstances PACIFIC ADVENTIST on campus learning as well of time, our initial decision changed and evolved on a daily UNIVERSITY: From the out- as online learning delivery. was to urgently scope meas- basis, we were flexible - the set the University appointed Many Parents and Guardians ures for learning and busi- soul-mate of flexibility was a COVID-19 Preparedness have lost jobs and Sponsoring ness continuity and major in- pragmatism. Since the first and Response Committee entities have suffered finan- cident planning. By the third Lockdown, we have had to be to assess the situation and cially. Many may not be able week of February, we had our pragmatic to accommodate provide guidance to the PAU to pay outstanding fees on Covid-19 Business Continuity the needs of more than 2,300 Community. The Committee schedule. Plan in place. Our early prepa- residential students, resched- communicated to students rations included appointing ule our Academic Year, intro- and staff on the protective The full extent of the finan- and convening a Covid-19 duce social distancing meas- measures that remain valid cial impact of COVID-19 is Emergency Management ures in both work and learning now: the use of face masks; still unfolding. We have also Committee (CEMC), chaired spaces, install hand-washing temperature checks at the experienced increased dining by the Vice-Chancellor. Our facilities for personal hygiene, main entrance; social dis- hall costs to comply with few proactive planning enabled enhance our campus security, tancing in classrooms, dining numbers of students attend- the procurement of essential adapt to the introduction of hall, main church, and office ing the dining hall at any one PPE, and the introduction of blended learning and assess- space; and hand sanitizer fa- time in compliance with so- sanitising and cleansing plans ment. The blended learning cilities available throughout cial distancing requirements. which included the partici- requirements created a real the campus. The two weeks Similarly transportation costs pation of our residential stu- shift in our operations as the of the first lockdown was uti- have doubled the number of dents. Our communications majority of our staff had to lized constructively with two buses during the restricted plan also had to respond to the rapidly adapt to the require- weeks of solid Moodle train- times. We have not been able conditions which were chang- ments of the delivering their ing for our lecturers. Every to have our visiting expatriate ing almost daily. We also be- courses through online mo- lecturer attended and took lecturers on the ground. We gan implementing plans for dalities. This posed addition- the time to develop their on- have kept them on the payroll health education, and health al challenges at first but, with line courses. The approach and utilized extra resources service approaches to testing, time and appropriate training, trialed the online learning to meet the gap. The Pacific isolating contacts and creat- staff and students adapted platform (Moodle) a week be- Adventist University has not ing quarantine zones. well to the blended learning fore the resumption date, 27 laid off any employees. Daily messaging was commu- and assessment approach. It April. The result was very is now being institutionalised positive. Students came with

DHERST Quarterly Newsletter 7 DHERST Quarterly Newsletter October 2020 Volume 3 | Issue 3 Universities combating COVID-19 (contd)

Centre. At the DWU Madang Campus our senior management team met with staff from the Faculty of Medicine and Health Sciences to make a comprehensive list of necessary PPE equipment which we ordered from China. There was great excitement and some relief when the order arrived safely a month later. The lockdown period inspired us to move to higher levels of online teaching and learning. Students already on campus for flexible learning courses continued with their classes. Future courses in flexible learning however would be limited to those that could be run entirely online or through distance learning. All efforts were used to continue classes online via Moodle LMS. To date there have been no known ac- tive cases of the Coronavirus in Madang. This is not entirely reassuring however as there has been very little testing. As a precaution we are seeking ways to obtain addition- al PPE if the pandemic risk continues into next year. At the DWU Wewak Campus internet access for students and the staff was doubled from 750MB to 1.5 GB and a Google Classroom was set up for students with each lecturer uploading their lessons Divine Word University staff in compliance with imposed COVID-19 measures. online. Health and Hygiene Practices were stepped up. UNIVERSITY OF GOROKA: Health Organization (WHO), huge collaborative effort. Student’s temperature was The UOG Covid-19 Mitigation National Covid-19 Coordina- Despite the lifting of the State checked at the entrance gate. Report contains all relevant tion Centre, DHERST, UOG of Emergency (SOE), UOG has Clinic staff from Boram Hos- measures and activities tak- Management, EHP Provincial continued to maintain its pre- pital and our nursing students en to address and mitigate Organizing Committee; and paredness status in case we from the Campus assisted. We Covid-19 at UOG. The ac- the Clinical pathways on Cov- faced any Covid-19 related installed water tanks for each tions taken applied to all staff id-19 (developed by Dr. John cases. The Covid-19 pandemic classroom. The DWU Flexi- members and their families, Tonar). Throughout the lock- has provided us with challeng- ble Learning Centre in Port students (residential and down period, most non-resi- es and strategies to respond Moresby reduced class sizes non-residential) as well as dential students experienced to any future pandemics. We to less than 20, an average of the villages and settlements financial insecurity because will continue to adhere to the 15 students per class. No one surrounding UOG. Seventy per their sponsors, parents, and GoPNG, DHERST, Provincial was allowed on campus un- cent (70%) of UOG students guardians were unable to Covid-19 Committee and UOG less she or he were wearing reside at the surrounding vil- support them financially due Management instructions and a mask. New hand washing lage and community locations to the countrywide lockdown. directives. facilities were installed at the so it was vital to include the Sponsors, especially villagers, entrance to the buildings. The surrounding communities in self-employed sponsors, low These are critical to achieving DWU Tabubil Campus went our response planning. The income earners who were laid positive outcomes for our stu- into lockdown in March and is UOG Covid-19 Emergency Re- off work could not raise the dents, patrons and stakehold- still closed due to OTML using sponse Team (CERT) is made money for the scholars. Lock- ers. part of the Campus facilities up of academic and non-ac- down activities were com- as a quarantine centre. ademic staff members, and prehensive and successfully DIVINE WORD UNIVERSITY: Buildings & Estates Division, implemented. First Semester DWU established a compre- The pandemic has enriched Security Division, Students learning and assessment was hensive pandemic response our appreciation of both our Welfare Division, Transport successfully completed and across five Provinces and six on-campus and off-campus Division and Student sub-war- we are well into completing campuses – Madang Campus, life and brought us closer to- dens. CERT applied all rele- learning inputs for the 2020 Rabaul Campus (2), Wewak gether. We have learned inno- vant health instructions and academic year. This has been Campus, Tabubil and Port vative ways to respond. information from the World a great achievement and a Moresby Distance Learning

DHERST Quarterly Newsletter 8 DHERST Quarterly Newsletter DHERST Quarterly Newsletter October 2020 October 2020 Volume 3 | Issue 3 Volume 3 | Issue 3 Digital Education tablets improving Teacher Education in the Primary Teacher Colleges

tablets, explaining that they Government’s policy of using had been generously provid- ICT as a tool to expand inter- ed by Video Research Ltd of net access across the coun- Japan. Professor Tano went try. Noting that the donation on to thank the Gakko To- has largely been facilitated sho Company and its CEO, by Mr Akinori Ito, Director of Mr Serizawa, for installing the Port Moresby Branch of digital education content on the Japan Papua New Guin- each of the machines. This ea Association, and DHERST, company has already been Mr Yambon was clear that instrumental in supporting the tablets will be indispen- the development of stand- sable in the drive to improve ards based mathematics and teacher education in the pri- science textbooks for use in mary colleges. Expressing PNG primary schools. his thanks on behalf of the Government of Papua New Mr Hiroharu Hashi, Chair- Guinea to the University, man of the Japan Papua Video Research Ltd and the Professor Tano, President of the University of Electro-Communications, con- New Guinea Association, Gakko Tosho Company, the ducts the formal handover of the tablets to PNG’s Interim Ambassador to Ja- and a former Ambassador Ambassador acknowledged pan, Mr Samson Yambon. to PNG, then expressed his the importance of the SMILE gratitude to the University project and the strong and and Video Research Ltd for secure relationship between On Tuesday, 11 August, ry teacher colleges of our their efforts, reminding his the two countries. 2020, the splendid interi- country. listeners of the close ties or of the Embassy of Papua between PNG and Japan and It is expected that the tablets New Guinea in Tokyo provid- Professor Tano, President also of the importance of the will be shipped from Japan ed a fitting setting for the of the University of Elec- younger generation of Papua in a matter of weeks to ar- symbolic handover of 4,000 tro-Communications, rep- New Guineans to the future. rive in Port Moresby in Octo- reconditioned Samsung tab- resenting the SMILE Tablet ber, when DHERST will make lets that are, as reported in Project, accompanied by his In reply, the Chargé d’Affair- the necessary arrangements the June 2020 issue of the colleague Professor Ishiga- es and PNG’s interim Am- to ensure their safe delivery DHERST Newsletter, des- ki, the project leader, made bassador to Japan, Mr Sam- to the primary teacher col- tined for use in the prima- the formal donation of the son Yambon, highlighted the leges. 45th Independence Celebrations in Rzeszow, Poland Staff from the first cohort of Western Pacific University con- cluded their week’s celebra- tion of Independence Day on Saturday, 19th of September. In typical Papua New Guine- an Independence Day fashion, the Independence vibe began a week before the actual 45th Independence Day. The celebrations started with a photoshoot midweek with the cohort, as well as colleagues and ac- quaintances from the city, who gathered together to mark the day with a photoshoot in PNG colours, which included ladies in their meri blouses and a few in traditional attires.

On the 19th of September, the Independence Day was offi- cially celebrated with a small kaikai of traditional meals, prepared by the Cohort and fellow PNG students from well. The day was also shared part of their engagement with home can be far but it is always Warsaw who were invited as with friends from University the community and showcase close in our hearts. We love our of Information Technology as of PNG culture. As they say, homeland, PNG.

DHERST Quarterly Newsletter 9 DHERST Quarterly Newsletter October 2020 Volume 3 | Issue 3 Western Pacific University A 21st Century University The Western Pacific Universi- trends; The second colour is gold, rep- mitment and can be an over- ty is an historic first for Papua Becoming an Academic Com- resents the University’s empha- whelming experience for even New Guinea and the Region; munity where minds are chal- sis on the quality in everything the most confident academic and testimony to DHERST’s lenged, and lives are changed it does to achieve prestige and adventurers. Foundation year commitment to the roll-out of through quality leadership high standards. gives students a vital opportu- the i-PNG networking strategy and innovation; and nity to improve their commu- of closely linked higher educa- Making a commitment to uni- nication skills before starting tion institutions providing ac- ty, service to each other our The Foundation Year Program full degree studies, without the cess and quality through digital staff and students, our part- is a compulsory course of study added pressure that comes with education service delivery. The ners and communities while for students seeking entry into a starting a three-year under- construction of the first phase maintaining our core values Bachelors’ program at Western graduate degree. of WPU is near completion and and high standards of ethical Pacific University. The aim is to Papua New Guinea’s first ful- conduct. provide students with the foun- International Business ly digitalised University plans dational academic knowledge Management: The modern to open for 240 student enrol- The University’s Logo and skills required to success- business environment becomes ments in 2021. fully complete further study via increasingly international. The online, blended and face-to- International Business Man- The University’s Motto is Pro face delivery. After the Founda- agement program equips Stu- Deo et Patria tion Year students will enrol to dents with the tools, techniques, one of the following academic and concepts necessary to ana- ‘For God and Country’. This programs for three years. lyze and understand how inter- motto inspires Western Pacif- national business is conducted ic University and its academic Total number of Graduates; and how companies and coun- community to serve both God 1200 by 2040 tries can thrive in today’s global and Papua New Guinea. marketplace. The program of Foundation Year – one full year studies concentrates on the re- The University’s Vision commencing 2021 alities of managerial experience in both the public and private Western Pacific University as- The logo symbolises an open International Business Man- sectors. It covers theory as well pires to advance knowledge mind that explores new knowl- agement (BA) - 6 semesters as practice leading to the solu- through research and techni- edge to invent the future. The (3 years) tion of managerial problems in cal education, be the leader in logo therefore has no frames. the international context. Stu- technology, innovate industries, Inside the logo, the University’s E-Business and Digital Mar- dents will be able to combine thus serving society by graduat- motto is inserted: Pro Deo et keting (BA) - 6 semesters (3 their studies of management ing conscientious and produc- Patria. years) with a particular focus on global tive global citizens. business issues, allowing them The bird of paradise and colours Computer Science (Engineer- to acquire critical and analytical The University’s Mission are a vital University identifier. ing BA, Computer Science) – 7 skills, along with a wide range The Blue and Gold, encompass Semesters of cross-cultural, communica- Our mission statements will the unifying brand across a very tion and team-working skills, implement Western Pacific culturally diverse country. In The Academic programs are which will be directly transfer- University’s vision. Hence, our this way, the University aspires outlined below able to the workplace whatever mission seeks to contribute to to be a unifying factor, embrac- career they choose to follow. the advancement of humanity ing the diversity of the country. Foundation Year: WPU Foun- They will develop their ability to through: dation year, is year-long intro- question and critically assess The colour blue relates to ductory program designed to international business issues to Embracing ICT technology into technology, efficiency and help students develop the skills, find innovative solutions. research, learning and teach- long-lasting results, reinforcing knowledge, and confidence for ing; the concepts and values that a a fully-fledged three-year un- E-Business and Digital Making commitment to the technological university wants dergraduate degree. Also re- Marketing: The modern busi- quality in the academic disci- to convey. It inspires the univer- ferred to as gateway degrees or ness environment works un- plines of science, engineering ‘year zero’ programs, founda- der the new rules. Internet and technology; Planned Enrolment of 240 tion year is integrated into de- and social media became an Working with industries to students for the Foundation gree programs. Those students integral part of the successful ensure our educational pro- Year commencing 2021 who complete a foundation year marketing. E-business & Digi- grams and training are appli- are required to enter into their tal Marketing program includes cable to industry and the pro- sity to challenge the status quo chosen degree. Foundation year theoretical and practical knowl- fessions; and to show that through re- plays an essential part in help- edge which combine studies of Aligning our research and ed- search, quality of education and ing students adjust to academ- management with ways of effi- ucation with the National Vi- knowledge creation “the sky is ic and cultural life. Studying at cient use possibilities of Inter- sion, with appropriate national the limit”, pushing innovations a university is exciting and can net. Students will acquire skills, and economic priorities in the beyond established boundaries. open up a world of opportuni- which let them manage in pub- context of global economic ties, but it is also a huge com- lic and private sectors, by use

DHERST Quarterly Newsletter 10 DHERST Quarterly Newsletter DHERST Quarterly Newsletter October 2020 October 2020 Volume 3 | Issue 3 Volume 3 | Issue 3

Aerial view of Western Pacific University.

communication and team-work services market and the use of programs focuses on practical in businesses utilizing mod- and find innovative options and information technology in the courses, workshops, trainings ern computer technologies. solutions in every career and operation of any business, pub- and internships, so that grad- The obtained degree will allow workplace they choose. lic administration institutions, uates have high qualifications graduates to acquaint students health care units or non-gov- in the area of analysis and with the work of a computer Computer Science ernmental institutions. It pre- improvement of business pro- specialist, software developer Engineering : The undergrad- pares IT management special- cesses, effective project team and the processes of generat- uate study program in Com- ists for positions in innovative building and successful IT ing, converting and transfer- puter Science is adapted to organizations implementing implementations and are pre- ring data using specific tools the needs of computer and IT the latest IT concepts. The pared to find satisfying work (software and hardware). Early Milestones in PNG Higher Education Higher Education in Pre-Independence PNG 1963: Visiting United Nations Mission to Papua New Guinea - the visiting UN mission urged the Australian Colonial Adminis- Over the decade prior to Independence a number of special- tration to establish institutions of higher education in the then ty colleges were established during the 1960’s run by govern- Territory of Papua New Guinea. ment and church agencies. By 1970, Papua New Guinea had more than ten Teachers' Colleges. Three of the larger Teacher 1964: Appointment of the Currie Commission - in response to Colleges were located in Port Moresby, Madang, and Goroka. the UN Mission, the Currie Commission was directed to inves- Two National (Government) Universities, UPNG and UOT were tigate the establishment of higher education in Papua and New established prior to 1970 and the following timeline provides a Guinea. brief narrative snapshot of some of the early pre-Independence milestones. 1964: PNG Administrative College established - the PNG Ad- ministrative College (ADCOL) was established to train Papua New Guineans for administrative and clerical work in the Public Service.

1965: University of Papua New Guinea - the country’s first Uni- versity was established in Port Moresby, the University of Papua New Guinea (UPNG).

1966: Institute of Higher Technical Education - the Institute of Higher Technical Education was first established in Port Mores- by and later moved to Lae as a result of public objections to hav- ing both of the country’s higher education institutions located in the National Capital District.

1967: University of Technology - the Institute of Higher Technical Education became the Papua New Guinea University of Technol- ogy awarding its first Diplomas to graduating students in 1971.

1970: First Degree Graduates from UPNG - the first University student cohort graduated from University of Papua New Guinea (UPNG).

1975: First Degree Graduates from UOT - the Papua New Guin- ea University of Technology (UOT) awarded its first Degrees to University of Papua New Guinea campus in 1965. graduating students.

DHERST Quarterly Newsletter 11 DHERST Quarterly Newsletter October 2020 Volume 3 | Issue 3

Since Independence - Developments in Higher Education 1976-2020

1976 at Independence: Papua New Guinea had two fledgling national Universities producing graduates and a provincial network of Teacher Education Colleges supplying Graduate Teachers to primary and secondary schools throughout Papua New Guinea. The Uni- versities were administered under their own Act and the Teacher Colleges were administered by the Department of Education.

1983: Establishment of the PNG Commission of Higher Education and the Office of Higher Education (OHE) - the Commission (and OHE) was established by an Act of Parliament mainly to oversight and administer the tertiary scholarship scheme (TESAS). The oversight portfolio increased over time from a tertiary scholarships-clearing house to encompass Higher education policy development, quality assurance, national accreditation and increased responsibilities for higher education planning and project management.

1990: National Higher Education Plan - the National Higher Education Plan of 1990 sought to improve the quality and cost effectiveness of higher education. The plan proposed merging institutions and transferring programs to reduce duplicate services. Education officials also pushed for a uniform accreditation policy requiring higher education programs to conform to national qualifications.

1997: Divine Word University (DWU) transitions from Institute to University status - from humble beginnings as a Secondary High School in the 1960’s, then an Institute offering business, journalism and communication arts Diplomas, DWU became the first private National University in Papua New Guinea, formally established by governing legislation under the Divine Word University Act (1999). As a multi-discipline, multi-campus University, DWU has long espoused a special Charter for the professional and leadership development of women in PNG.

1997: Pacific Adventist University (PAU) transitions from College to University status. The advent of PAU’s governing legislation under the Pacific Adventist University Act, (1997) brought the number of National Universities to four – two private and two public.

1997: Establishment of the Universities Vice Chancellor’s Committee - with four (4) and soon to be five (5) National Universities established, the University Vice Chancellor’s Committee played a significant role in the leadership and future planning of higher education in Papua New Guinea.

1997: University of Goroka independently established - the University of Goroka grew originally from a primary teachers’ college established in 1965. In 1967, it became a secondary teachers’ college, and in 1992, a campus of the University of Papua New Guinea. In January 1997, the campus was independently established as the University of Goroka under an Act of Parliament.

2006: PNG Academic and Research Network (PNG-ARNet) Early beginnings of the Digital Age - In May 2006 the PNG ARNET was launched by then Prime Minister of Papua New Guinea, Sir Michael Somare - a pilot project at Divine Word University to access Broad- band Internet via satellite technology. Just fourteen years later, the digital age is about to transform higher education in PNG.

2009: The University of Natural Resources and Environment and Environment (UNRE) – UNRE’s beginnings grew from seeds planted 5 decades earlier with the establishment in 1965 of the Vudal Agricultural College (VAC). In 1992, VAC was merged with Papua New Guinea University of Technology. Five years later in 1997, the college became the University of Vudal, an autonomous higher education institution through an Act of Parliament. In 1999 a four-year Bachelor of Tropical Agriculture degree programme was introduced and certificate programs phased out. The full name change to UNRE formally occurred in 2009, marking the transition to a multi-disciplined University, a development process that took place between 2005-2009.

2010: The Namaliu-Garnaut Papua New Guinea Universities Review – the Review reported that …. “in 2009 the inflation adjusted public funding per student made available for the universities was about one-fourteenth of the level in the early years of independence.” A core recommendation of the 2010 Review was to stop the real funding decline and gradually turn it around into real growth aligned with the meeting of performance indicators; and only slowly growing student numbers, so as to support improvements in the rapid declines in quality. However, the real slide in funding has continued.

2013: Western Pacific University (WPU) – the first digital education institution in PNG WPU was established by governing legislation under the Western Pacific University Act (2013). Construction of WPU is near completion and Papua New Guinea’s first fully digitalised University plans to open for 240 student enrolments in 2021. WPU is an historic first for Papua New Guinea and the Region; and testimony to DHERST’s commitment to the roll-out of the i-PNG networking strategy of closely linked higher education institutions providing access and quality through digital education service delivery.

2014: The Higher Education (General Provisions) Act 2014 (HEGPA 2014) - the HEGPA was passed by the Parliament on 15 May 2014. The HEGPA has been in operation since its certification on 30th October 2014 and establishes a robust quality assurance system for higher education institutions; conditions for improving sector coordination and funding. The HEGPA laid the foundations for greater account- ability from higher education institutions to government under the Department of Higher Education, Research, Science and Technology.

2017: Calls for the long overdue reform of the higher education system had gathered momentum. NEC Decision 25/2017 directed the reformation, transformation & unification of the higher education system in Papua New Guinea.

2020: on 27th August, the passage through the Parliament of the Higher Education Reform Bills Package paves the way for significant reforms in the governance, management and quality of higher and technical education in Papua New Guinea.

The next edition of the DHERST Newsletter will provide an update on recent major NEC Decisions and policy initiatives for the upcoming transition and reform, shaping the next half-century of Higher Education in Papua New Guinea.

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