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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.
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.
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.
The information discusses the transition from the Outcome-Based Education (OBE) curriculum to the Standard-Based Education (SBE) curriculum in Papua New Guinea (PNG). The decision to introduce SBE was seen as a positive step towards the growth and development of PNG. The OBE curriculum was criticized for creating a bottleneck situation, where grade 10 and 12 dropouts struggled to make a decent living. In contrast, the SBE curriculum was believed to provide students with the necessary skills to make a decent living after leaving grade 10 or 12.
The SBE curriculum is described as more systematic, with specific outcomes for students in their lessons. On the other hand, the OBE curriculum is more material-based, allowing students to access resources and learn at their own pace. The aim of the SBE curriculum is to improve the standard of teaching and learning, with clear standards for what students need to learn.
The positive aspects of the SBE curriculum include its holistic approach to education, developing students' knowledge, skills, and values across various subjects. It also emphasizes critical thinking and problem-solving skills, preparing students to be active and engaged citizens. The teacher guide provides detailed guidelines for lesson planning and delivery, ensuring quality and consistency across schools.
However, there are areas for improvement in the SBE curriculum and teacher guide. The curriculum can be content-heavy, overwhelming teachers and students, and may benefit from streamlining the content to focus on key concepts and skills. It could also incorporate more hands-on and practical activities to enhance understanding and retention. Teachers would benefit from more support in addressing individual student needs and learning styles, with differentiated instruction strategies and resources. Regular reviews and updates of the curriculum are necessary to ensure its relevancy and prepare students for future challenges.
Overall, the transition from OBE to SBE in PNG is seen as a positive decision, but there are areas in the curriculum and teacher guide that need improvement to enhance teaching and learning outcomes.