Integrated Basic Education
1. Aim, Principle, Objectives
2. Outcomes
Aim
To achieve improved livelihood outcomes for rural communities through integrated and equitable learning
Principle
Access to sustainable, holistic and equitable basic education
♦ including formal and informal learning
♦ integrated within existing primary schools
♦ for teachers, students and the entire community
Objectives
- Primary school as learning hub
- Resource libraries
- Development training
- Income generation projects
- Project management
IBE Objective Tree
| IBE objective tree |
|---|
| Goal: | Improved livelihood outcomes for rural communities through integrated, holistic, sustainable and equitable basic education |
| Objectives: | 1. To establish primary school as learning hub for teachers, students & community members | 2. To source and resource libraries with innovative learning facilities | 3. To provide development training and education | 4. To design & implement sustainable income generation projects | 5. Project management & administration |
| Outputs: | 1.1 Community & teachers’ mobilisation to share the vision and participation | 2.1 Advocacy and networking with external stakeholders for computers, books & training resources & donations | 3.1 Train teachers, students, community, on personal & international development | 4.1 Design projects with project volunteers upon completion of training | 5.1 Research, development & publicity |
| 1.2 Include library building infrastructure within existing primary schools | 2.2 Advocacy, fund raising and ongoing sourcing and resourcing from Australia | 3.2 Development training manuals | 4.2 Secure reliable market sources | 5.2 Monitoring & evaluation | |
| 1.3 Establish library as a learning hub for school and community | 2.3 Establish shipment, transport & distribution infrastructure | 3.3 Research and design projects | 4.3 Engagement & partnership with community & external stakeholders | 5.3 Stakeholder mobilisation | |
| 1.4 Engage external trainers for library skills training | 2.4 Mobilise schools, LLGs & education agencies to support vision | 3.4 Training of trainers | 4.4 Use of income to improve livelihood, health & education outcomes |
Outcomes
1. The Re-Opening of My Primary School in Pakura
2. Building construction of a model library in Dauli Dem School, Dauli Hela Province
3. Building construction of a one-in-seven classroom in the same school as above
4. Trained over 30 volunteers including teachers in Hela Province and in Port Moresby
1. The Re-Opening of My Primary School in Pakura
Source: Blog by Shila Paia, April 2016. https://yukuli.blogspot.com/2021/12/the-re-opening-of-my-primary-school.html
When I divorced in 2008 my people almost disowned me, but I pursued my aim to raise awareness of gender based violence, human rights, education, health and poverty, both in my village and within the settlements of Port Moresby.
My people have learnt so much and are mobilised to make a positive change, and the reopening of the school was a milestone achievement.
Since 2008, numerous consultations, mobilising women, raising awareness and capacity building, have been carried out to increase women’s understanding of benefits and risks associated with the PNGLNG (Papua New Guinea Liquid Natural Gas) project. The aim was to establish the best possible strategies on how women could participate in the development.
In 2010 the Women in Development Foundation PNG (WIDFPNG) was endorsed by the chiefs of the PNGLNG project impact area as a voice to advocate for women.
Women leaders hearing me talk in November 2010.
This photo was taken at my house in Erima Settlement, Port Moresby.
WIDFPNG executives at my house, Erima Settlement in November 2010.
All these women are from the PNGLNG affected villages in Hela Province and except for myself and my son, none have had the opportunity for even a primary school education.
This is the Kutubu Women’s Association in the Southern Highlands Province of PNG, which is another PNLNG project impact area.
The women are dressed in their Tapa Cloth in celebration of their achievement of a women’s rice project in the area.
Photo taken in 2009 by CDI staff.
Happy children singing at the opening of a Pre-School built by their community in my village Pakura in 2010.
These children did not have a school to go to.
The Pakura community was mobilised, land allocated and infrastructure underway for the re-opening of the Primary school which had been closed for 30 years.
The entire Pakura community stood in solidarity and contributed their labour towards building of the school infrastructure project.
Land is an important resource in my culture. Here the boundary has been built to secure land allocated for the school.
One of two classrooms built by the community with local materials.
Children from my village are now enrolled in Primary School for the first time in 30 years. The enrollment age ranges from 7-25 years due to literacy popular demand.
This is what it looks like inside the classroom.
Bamboo walls, timber desks, or most times children sit on the ground.
The torn papers on the wall used here for learning would have been donated from the Tari provincial education office miles away from the village.
There is no light, telecommunication, computers or even books here. Teachers basically have no teaching resources let alone children’s learning materials and stationery.
A community working together to provide basic education for their children