2013年-世界发展银行全球_Papua_New_Guinea_School_Autonomy_and_Accountability___SABER_Country_Report_2013_18页_437kb

Papua New Guinea: School Autonomy and Accountability Summary

Core Content

The SABER School Autonomy and Accountability report for Papua New Guinea (PNG) provides an assessment of the country's education policies in relation to school autonomy and accountability. It outlines five key policy goals that define the extent of school management and governance in PNG, evaluating them as Latent, Emerging, Established, or Advanced based on their development and implementation.

Main Policy Goals and Status

1. Autonomy in the Planning and Management of the School Budget

• Status: Established
• Core Content: The Department of Education (DoE) manages the Fee Free Tuition Policy (FFTP), which is the largest share of education financing. Once funded, schools have full autonomy to execute expenditures. The School Learning Improvement Plan (SLIP) guides the budget planning, and the Board of Management (BoM) approves it. Teachers' salaries are centrally determined, while non-teaching staff salaries are managed by the school.
• Key Information: Schools have the legal authority to determine how to spend their FFTP allocation, with input from the Head Teacher, School Council, and SLIP Committee. The SLIP initiative is widely implemented (89% of schools), and the three-year plan includes areas like curriculum, staff development, and infrastructure.

2. Autonomy in Personnel Management

• Status: Emerging
• Core Content: Personnel management is partially decentralized. Provincial Divisions of Education appoint and deploy teaching staff, with the Teaching Service Commission (TSC) providing final approval. Non-teaching staff are managed by the school, but there is no clear salary scale or guidelines for non-teaching staff, and schools have limited influence over teacher salaries.
• Key Information: The TSC sets the Performance-Based Salary Scale for teachers without input from schools or provinces. There is no requirement for community consultation in determining salary structures.

3. Participation of the School Council in School Governance

• Status: Established
• Core Content: The education system has a two-layered governance model involving the SLIP committee and the Board of Management (BoM). Both entities are representative of the community and school but are not elected.
• Key Information: The Education Act 1983 and the SLIP initiative form the foundation for school governance. The SLIP committee develops the school’s vision and strategic objectives, while the BoM ensures quality assurance.

4. School and Student Assessment

• Status: Established
• Core Content: PNG uses both school-based assessment (Whole School Quality Inspection) and standardized assessments (diagnostic and achievement-based) to evaluate school performance and guide pedagogy.
• Key Information: The Whole School Quality Inspection is conducted annually by the DoE and assesses all aspects of school operations. Standardized tests are used for individual student assessment and to track progress. However, the assessment system is not fully integrated with broader accountability mechanisms.

5. Accountability to Stakeholders

• Status: Emerging
• Core Content: There are policies in place to govern school operations and financial management, but insufficient information is provided to parents and stakeholders about school and student performance.
• Key Information: Accountability mechanisms are underdeveloped. There is no formal system to recognize or reward schools for performance. Assessment results are not adequately communicated, limiting their use in promoting accountability.

Key Findings

• PNG has a three-tiered governance system (national, provincial, school-based), which allows for some level of school autonomy.
• School autonomy is linked to improved educational quality and local accountability, as it enables schools to reflect local needs and values.
• School councils play a critical role in governance, but their participation is not based on elections, which could limit their representativeness.
• School-based management (SBM) is seen as a key strategy for promoting managerial autonomy, result assessment, and stakeholder accountability.
• System closure in SBM is achieved when autonomy, student assessment, and accountability are operationally interrelated through school councils, teacher quality policies, and Education Management Information Systems (EMIS).

Challenges

• Limited guidelines and salary scales for non-teaching staff.
• Inadequate communication of assessment results to stakeholders.
• Centralized control over teacher salaries and appointments, which reduces local influence.
• Insufficient data on education expenditure and distribution, making it difficult to fully evaluate the system's effectiveness.

Conclusion

PNG has made progress in establishing school autonomy in budget planning and management, and in school council participation and assessment systems. However, personnel management and stakeholder accountability remain emerging areas that require further development. The SABER framework highlights the importance of aligning autonomy with assessment and accountability mechanisms to ensure a closed system that promotes educational quality and efficiency. The report serves as a benchmarking tool to guide future policy improvements and enhance the performance of the education system.