draw up conclusion and make recommendations for the following information:
The heartbeat of every education system around the world is its curriculum. The phasing out of the Outcome-Based Education (OBE) curriculum and the introduction of the Standard-Based Education curriculum (SBE) is the best decision ever made for the growth and development of Papua New Guinea (PNG) by the then O’Neill-Deon Government on the 2nd of August 2011 when they took office. The introduction of SBC followed the PNG Government NEC decision No. 194/2008 as a result of public demand and outcry to done away with the Outcome-Based Education and the elementary system because OBE creates a bottle neck situation where grade 10 and 12 drop outs really become hopeless, not knowing how to make a decent living. On the contrary, SBC is a reliable curriculum because most students who do not enter tertiary institution will still make a decent living after leaving grade 10 or 12. Additionally, the OBE is more systematic where students are taught with expectations of achieving a more specific outcome in their lessons. On the other hand, the Standard-Based Curriculum is structured in a more material system, where students directly access resources to reason and extract information at their own pace (Kawage, 2023). The idea behind standard-based curriculum is to set clear standards for what we want students to learn and to use those academic standards to deliver other standards in the system and for life-long learning and living. PNG chose a Standard- Based Curriculum because they want to improve the standard of teaching and learning. The teacher will have a clear purpose and focus on what will be taught and assessed. Students will be informed of what they have to know and be able to do. The Standard-Based Curriculum (SBC) and the teacher guide for senior high school in Papua New Guinea (PNG) has several positive aspects, but also some areas for improvement. This critique essay will discuss further on its positive aspects as well as in areas that needs improvement.
Summary
The Outcome-Based Education (OBE) curriculum in Papua New Guinea (PNG) was phased out and replaced with the Standard-Based Education (SBE) curriculum in 2011. This decision was made in response to public demand and criticism of the OBE system, which was seen as creating a bottleneck for students who dropped out of school without practical skills. The SBE curriculum is considered more reliable and focuses on setting clear standards for student learning. It allows students to access resources and learn at their own pace. The SBE curriculum aims to improve the standard of teaching and learning by providing a clear purpose and focus for teachers and informing students of what they need to know and do.
One positive aspect of the SBE curriculum is its holistic approach, which aims to develop students' knowledge, skills, and values across various subjects. It also emphasizes critical thinking and problem-solving skills, preparing students to become active and engaged citizens. The teacher guide provides detailed guidelines for lesson planning and delivery, ensuring quality and consistency in teaching.
However, there are areas that could be improved in the SBE curriculum and teacher guide. The curriculum can be content-heavy, and streamlining the content to focus on key concepts and skills may allow for a deeper understanding. Incorporating more hands-on and practical activities, especially in subjects like science and technology, could enhance students' understanding and retention. The teacher guide could also provide more support in addressing individual needs and learning styles, including differentiated instruction strategies and resources. Lastly, regular review and updating of the curriculum would ensure its relevancy in the current context and prepare students for the future.
One positive aspect of the curriculum is its holistic approach to education. It aims to develop students’ knowledge, skills and values across a wide range of subjects, including arts, science, mathematics and social sciences. This helps to provide a well-rounded education and prepares students for further studies or employment.
Additionally, the curriculum places an emphasis on promoting critical thinking and problem- solving skills. It encourages students to analyze information, think critically and apply their knowledge to real-world situations. This is important for preparing students to become active and engaged citizens in their communities.
Furthermore, the teacher guide provides detailed guidelines for lesson planning and delivery. It included suggested teaching strategies, methodologist and assessment methods. This help to ensure quality and consistency in teaching across different schools and regions.
However, there are also some areas that could be improved in the SBC curriculum and the teachers’ guide. Firstly, the curriculum can be quite content-heavy, potentially overwhelming both teachers and students. It may be beneficial to streamline the content and focus on key concepts and skills to allow for more in-depth understanding.
Secondly, the curriculum can benefit from more hands-on and practical activities. While the emphasis on theory and knowledge is important, incorporating practical activities can enhance students, understanding and retention of the subject matter. This could be particularly relevant for subjects like science and technology.
Additionally, the teachers guide could provide more support for teachers in addressing the individual needs and learning style of students. Differentiated instructions strategies and resources could be included to help teachers effectively cater to diverse students’ abilities and backgrounds.
Lastly, the curriculum should be regularly reviewed and updated to ensure its relevancy in the current context. This will help to address emerging topics, advancements in technology, and changes in the global workforce, ensuring that students are well prepared for the future.
Recommendations:
1. Streamline the content: The SBE curriculum should focus on key concepts and skills to avoid overwhelming both teachers and students with excessive content. This will allow for a deeper understanding of the subject matter.
2. Incorporate practical activities: Adding hands-on and practical activities, especially in subjects like science and technology, will enhance students' understanding and retention of the material. This will make learning more engaging and applicable to real-world situations.
3. Provide support for individual needs: The teacher guide should include strategies and resources for differentiated instruction to help teachers effectively cater to the diverse abilities and learning styles of students. This will ensure that all students are able to access and benefit from the curriculum.
4. Regularly review and update the curriculum: The SBE curriculum should be regularly reviewed and updated to ensure its relevancy in the current context. This will help address emerging topics, advancements in technology, and changes in the global workforce. It will also ensure that students are well-prepared for the future.
By implementing these recommendations, the SBE curriculum in Papua New Guinea can continue to improve and provide a high-quality education for students, supporting their growth and development for years to come.
Conclusion:
In conclusion, the decision to phase out the Outcome-Based Education (OBE) curriculum and introduce the Standard-Based Education (SBE) curriculum in Papua New Guinea (PNG) was a positive step towards improving the education system. The SBE curriculum focuses on setting clear standards for student learning and allows for a more holistic approach to education. It emphasizes critical thinking and problem-solving skills, preparing students for future challenges. The teacher guide provides valuable support and consistency in teaching methods and assessment. However, there are areas that can be improved, such as streamlining the content, incorporating more practical activities, providing support for individual needs, and regularly reviewing and updating the curriculum.
Recommendations:
Based on the information provided, the following recommendations can be made:
1. Streamline the content: The curriculum can be content-heavy, potentially overwhelming both teachers and students. It would be beneficial to focus on key concepts and skills to allow for more in-depth understanding.
2. Incorporate practical activities: While theory and knowledge are important, incorporating more hands-on and practical activities, especially in subjects like science and technology, can enhance students' understanding and retention of the subject matter.
3. Provide support for individual needs: The teacher guide could include strategies and resources for differentiated instruction, catering to the diverse abilities and backgrounds of students. This would help teachers effectively address individual needs and learning styles.
4. Regularly review and update the curriculum: The curriculum should be regularly reviewed and updated to ensure its relevancy in the current context. This would help address emerging topics, advancements in technology, and changes in the global workforce, preparing students for the future.
By implementing these recommendations, the Standard-Based Curriculum (SBC) in Papua New Guinea can further enhance the quality of teaching and learning, better prepare students for the challenges of the future, and contribute to the growth and development of the country.