The background to PNG is presented around three key arguments. They are not traditional, and should not be described and analyzed without close attention to the impact of colonization; and they are not capitalist, so they should not be described and analyzed solely in terms of capitalist forms and social relations. The commission was led by Sir George Currie who had headed universities in Australia and New Zealand. Apart from the purpose of traditional education, PNG's colonial rulers also rejected the manner in which it was traditionally organised and delivered. The Foot, Currie and the World Bank reports proved to be highly influential in shaping PNG policies and programs. The policies concerning the need to develop a largely western education system have become institutionalised. Also in response to the Foot Report, the Australian Government established a commission of inquiry in 1963 to examine its educational policies in the Territory. It is not surprising, therefore, that the current economies of the newly independent nations in Latin America (Sweezy, 1992), Africa, (Patnaik, 1990) Asia (Sweezy, 1992) and the Pacific (Luteru, 1991) continue to depend heavily on the international financial institutions such as the World Bank, International Monetary Fund (IMF), Asian Development Bank (ADB) and multi-national corporations. Those societies that do not possess material wealth are considered under-developed or developing, in need of greater enterprise and resourcefulness to progress along the linear stages. Between 1880 and 1900, most parts of Africa were effectively under colonial administration (Boehan, 1987:27). In colonising nations, there are often political criticisms from various sections of the community of colonial adventures and exploitation on both economic and moral grounds. Abstract. The Government had also initiated moves to extend its control over eight other centres, namely, Rabaul (East New Britain), Madang (Madang Province), Kavieng (New Ireland Province), Namatanai (New Ireland Province), Kieta (Bougainville), Morobe (Morobe Province), Aitape (West Sepik) and Lorengau (Manus Province) (Mair, 1970:34-35). Within the Government, there was even a suggestion that Papua and New Guinea might become the seventh state of Australia (Biskup, Jinks & Nelson, 1968:135), though this would have contradicted the "White Australia" policy. Marsha Berman. The Administrative Head of Papua was called the Administrator. Effectively, this meant the construction of a new relationship between Australia and the emerging nation, based on a functional division of power. The emphasis was on instituting a form of indirect rule, through the representatives of the colonial authority, the "kiaps", and their indigenous agents, "mausmen". It suggests that over time village structures develop into bigger political units and are amalgamated to form nation-states. The push for self-government for the indigenous people came about as a result of a range of other factors (Downs, 1980:459-484). These sub-systems are linked and operate harmoniously as part of the System. In the ninetieth century, there were a wide variety of reasons given for colonial activity. The Report was very critical of the Australian administration and recommended a more comprehensive program of political, economic and educational development and more rapid progress towards independence (Downs, 1980:238-251). This study was conducted in four primary schools of Buma Yong area of Lae district of Morobe Province, PNG. The shopping list is simple, at least where I stand--local business development; infrastructure improvement; environmental protection; human resources development; and the promotion of an ethical business culture. Moreover, these contexts are not homogeneous. What is suggested is, however, that despite this post-colonial aspiration, colonialism continues to play a major role in the social and political organisation of the country, including its system of educational administration. According to this logic, PNG is a developing nation. Expatriates established stores and began to trade with indigenous people. Department of Education, 1986 - Education - 59 pages. However, as they were heavily outnumbered by Europeans, this gesture was mostly symbolic. Second, many colonisers felt that their presence contributed to the economic development of the colonies. New forms of colonialism, which articulate with the older forms in a variety of ways, have emerged. However, while this arrangement might have worked in Fiji, it did not in Papua, because chieftainship, in so far as it existed, worked very differently in Papua. Education became a process controlled and administered from a centre by a group of people who had little to do with village life. The colonised, although manipulated to some extent, are nevertheless willing partners. Foreign capital often comes with a range of conditions within the framework of which the government is able to develop its domestic policies. However, the western educational system has not been without its social costs. It was not until 1959 that three indigenous members were also added to the Council, though they were not elected but appointed. In 1988, its per capita income was $US810 (Stein, 1991:2). Finally, the Report criticised Australia for being tardy in promoting the Territory's political development. The colonised are assumed to become responsible for making their own decisions over issues which affect their livelihood. It was a hierarchical relationship which did not give any formal recognition to traditional leadership. They became involved in the hunting of whales as well. Careerism and Dominion embrace those opportunities for mobility and achievement at both the individual and patriotic levels which did not exist at home for gifted people. The first European attempt at colonization was made in 1793 by Lieut. However, these analyses do not explain why the largely western notion of development continues to play an important role in policy discourses in the Third World. PNG is no exception. Each tribe has its own culture. Many of them were elected members of the Executive Council and the House of Assembly, holding influential ministerial portfolios. Foreign debts to the international financial institutions continue to increase which makes the debted countries' economies even more dependent on them. The World Bank Report also acknowledged the important and continuing role of the European public servants in educational and agricultural development. Upon independence in 1975 the new Somare Government recognised the enormous challenges it faced in constructing an indigenous system of public administration. The colonial education system was created for the new settler governments. The other 15 percent of Papua and New Guineans are urban dwellers who work and/or live in towns and cities like Port Moresby, Alotau, Kerema, Daru, Poponetta, Lae, Madang, Wewak, Vainimo, Hagen, Wabag, Goroka, Rabaul, Kimbe, Kavieng and Lorengau. The PNG Government has insisted that the nation's economy should be basically self-reliant (Economic Policies and Strategies, 1991:2). The different mission denominations, namely Roman Catholic, Lutheran, Methodist, and London Missionary Society (LMS) established mission settlements, or stations. The Proclamation that governed British occupation in Papua emphasised an ideology of protectionism (Hastings, 1973:45). Colonialism is a highly contested concept for which there is no universal meaning. The French also made a number of voyages to New Guinea. It was not surprising, therefore, that the missionaries sought to achieve their objectives by establishing schools. The political sovereignty of the traditional leaders was stripped away; as was the legitimacy of the political boundaries that had separated tribes (Parker, 1966a:197). Traditional colonisers such as missionaries, settlers, planters and administrators, have been replaced by international players operating at the global level rather than at the regional or national level. Remarkably, however, this administrative arrangement remained basically the same until very recently when the positions of luluais and tultuls were formally abolished. Not surprisingly, therefore, there is no strong tradition of nationalism in PNG. Europe, Blaut maintains, should not be the centre of explanation; what was going on in the colonies was as much responsible for the expansion of colonialism as the actions of the colonisers. It assumes that the stages of development are already defined; that all human societies must go through these stages; and that a linear historical order defines the terms in which a society's development must be measured. However, it was not until 1526 when the first landing by a European was made by Jarge de Meneses in the north-west of the island. Blaut suggests that colonialism contributed to the expansion of capitalism, giving it new forms. They became dependent on the state and its bureaucracy to provide both the directions of education, as well as the resources needed to deliver it to their young. Furthermore, within PNG, Indonesia is widely believed to be pursuing expansionist policies. At the same time, however, they fuelled minor disputes in order to establish their own authority, and to garner economic favours. The PNG Government accuses the Solomon Islands government of harbouring and supporting the Bougainville Revolutionary Army (Post-Courier, 30 April 1993). The Fifth Directive in the National Constitution refers to Papua New Guinea Ways. (Cited in Dorney, 1990:54-55). The consequences of these policy shifts have been dramatic for PNG, which has now become dependent on foreign goods. The problem with the metaphors Fletcher uses to understand development is that they risk clouding the issues rather the clarifying them. Blaut argues that Marx's explanation represents a highly Eurocentric view of history, and is framed by the limited knowledge he had of places outside Europe. Development is therefore that process which characterises the growth of a nation-state within this historical cycle. The background to PNG is presented around three key arguments. These materials are processed into manufactured goods and later sold back through the world market economy at extremely high costs to the "developing" countries, creating considerable financial burden on them. 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