Inservice Management Plan
2001–2005

Supporting the implementation of curriculum reform
from Elementary Prep to Grade 8

PAPUA NEW GUINEA
DEPARTMENT OF EDUCATION
WAIGANI

First published in 2001 by the Department of Education,
Papua New Guinea

© Copyright 2001 Department of Education
Papua New Guinea

All rights reserved.
No part of this publication may be reproduced, stored in a retrieval system, or
transmitted in any form or by any means electronic, mechanical photocopying, reading
or otherwise without the prior permission of the publisher.

ISBN 9980–930–89-6
National Library Service of Papua New Guinea

Printed at PNG Printing

Secretary’s message
The reform of basic education in PNG is critical for the future of our nation. The
development of a culturally relevant curriculum and the provision of quality inservice
for all elementary and primary teachers are fundamental components in the reform of
basic education.
The PNG Department of Education Inservice Management Plan 2001-2005 sets out the
policies and practices for inservice to support the implementation of curriculum reform
in basic education. The Plan details the provision of inservice for all national, provincial
and school staff with responsibility for elementary and primary education.
The provision of relevant, sustainable and accessible inservice training for all our staff
with responsibility for the implementation of the reform curriculum is critical to its
effective implementation in PNG schools. In particular, appropriately trained and
skilled teachers, head teachers and support staff are the key.
The five-year timeframe for the Plan is aligned closely with the timeframe for the
implementation of curriculum reform. The Inservice Management Plan has been
developed in conjunction with the DoE Curriculum Management Plan 2001-2005. That
Plan provides details of curriculum development and distribution. The Inservice
Management Plan will ensure that inservice materials and activities are in place and
available to support the progressive implementation of new curricula as they are
released.
It is easy to write a plan. It is much more difficult to implement it successfully. The
success of the Plan is dependent on the commitment of teachers, head teachers and
national, provincial and district education staff. This commitment must be demonstrated
through the provision of time, resources and expertise by teachers and national and
provincial education staff.
The Plan has been developed with the support of AusAID under the Curriculum Reform
Implementation Project (CRIP). The implementation of the Plan will be supported by
CRIP over the next five years, as well as other AusAID education sector projects and
other donor programs.
I commend the Plan to you and seek your commitment to its effective implementation
so that we can be sure that our children receive the best possible education through the
reform curriculum.

PETER M BAKI
Secretary for Education

Contents

7.
Monitoring and evaluating the plan _____________________________________ 23
Monitoring_______________________________________________________________ 23
Evaluation of inservice effectiveness and outcomes ______________________________ 23
Using lessons learned in future activities_______________________________________ 23
8.
Inservice Management Plan 2001 – 2005________________________________ 25
Key outcomes____________________________________________________________ 25
The five-year plan_________________________________________________________ 25

Tables
1. Timeline for reform curriculum materials development and teacher
inservice
2. Priorities for teacher inservice – 2001 –2005
3. Principles of effective inservice and their application

Figures
1. Developing and implementing support for the reform curriculum – the
TE&SD and CDD partnership
2. Process for identifying and developing inservice strategies

Appendices
1. Five-Year Inservice Management Plan For Curriculum Reform
2. Inservice Management Plan for Curriculum Reform
Summary of Activities by Year

Abbreviations
AS
Assistant Secretary (of DoE)
AusAID
Australian Agency for International Development
BEICMP
Basic Education Infrastructure Curriculum Materials Project
BOM
Board of Management
CDD
Curriculum Development Division (of DoE)
CRIP
Curriculum Reform Implementation Project
CU
Curriculum Unit (of CDD)
DEPI
Diploma of Education Primary (Inservice)
DoE
PNG Department of Education
EFA
Education For All
I&GD
Inspections and Guidance Division (of DoE)
ETESP
Elementary Teacher Education Support Project
IHD
Integral Human Development
ISP
Institutional Strengthening Project
IST
Implementation Support Team
NES
National Education System
NIC
National Inservice Committee
NIST
National Inservice Training (week)
NTC
National Training Council
PASTEP
Primary and Secondary Teacher Education Project
PCO
Principal Curriculum Officer
PISTO
Provincial inservice training officers
PFMD
Planning, Facilitating and Monitoring Division (of DoE)
PNGEI
PNG Education Institute
PTC
Primary Teachers College
RCIP
Reform Curriculum Inservice Plan (Provincial)
SDC
Staff Development Committee
SDU
Staff Development Unit (of TE&SD)
TE&SD
Teacher Education and Staff Development Division
TNA
Training needs analysis

Page i

Definition of terms
Accreditation
Recognition for completion of an inservice or staff development activity that
contributes to a recognised university, PTC or other award
Action research
Research method that enables teacher-as-researcher to plan, implement and evaluate
the effect of a change in teaching practice
Articulation
Inclusion of an inservice or staff development activity as a component of a formal
award program
Bridging
Transition from teaching/learning in the vernacular to teaching/learning in English
Catch-up
Inservice program implemented for teachers after they have commenced using new
curriculum and methods
Cluster
Group of schools linked by a common interest or other factor
Distance learning
Approach that links teacher and learner without requiring them to be in the same room
Evaluation
Process of collecting evidence and making judgements about the effectiveness of an
activity
Flexible delivery
The use of several methods to allow participants to access training in more than one
way
Grounded
Inservice or curriculum activities that focus on the work of schools and their staff. The
strategies are locally based and are relevant to the curriculum
Inservice training
Any structured activity which provides professional assistance to enhance the skills of
teachers or head teachers. It can take the form of self-paced learning, peer coaching
and mentoring, school or cluster-based learning or attendance at courses or
workshops
Monitoring
Systematic collection of data to establish if activities are happening as planned
Reform curriculum
A term used to refer to the new curriculum being put in place to match the aims of the
PNG education reform. This refers initially to the development of new curriculum
statements, syllabuses and curriculum support materials at the national level, which
include new subjects and new approaches to teaching and learning in line with the
education reform.
School community
All those people interested in and/or living near a school including teachers, parents,
students, members of Boards of Management, ward councillors, Local-level
Governments, local churches, businesses, other local leaders and community groups.
Staff development
Activities which enhance the capability of non-teaching staff (i.e. those in
administrative or management positions in national, provincial or district offices) to
lead and/or support the reform curriculum process.
Syllabuses
Documents written for each subject at each level of schooling which prescribe the
national ground rules for teaching the subject. They outline the rationale, aims,
outcomes and main content areas of a subject.
Training needs analysis Identification of real skill needs to ensure that training is accurately targeted

Page ii

1. Introduction
Background to the education reform
The Government of Papua New Guinea (GoPNG) through the Department of
Education (DoE) is reforming the education system. The reform began in 1994 and
has as one of its key objectives:
To develop an education system to meet the needs of Papua New Guinea and its
people, which will provide appropriately for the return of children to the village
community, for formal employment, or for continuation to further education and
training.
(National Education Plan, 1996, p 2)
The key features of the education reform are:
• a new and more relevant curriculum which emphasises skills development and the
use and maintenance of the local languages of the community
• nine years of universal basic education implemented nationally by the year 2004
• the establishment of community-based elementary schools (Elementary Prep to E2)
that use the community vernacular as the main language of instruction
• converting community schools into primary schools for grades 3-8 and a gradual
bridging to English as the language of instruction in the primary school, while
maintaining use of the students’ vernacular
• the doubling of access to grades 9 and 10 and quadrupling of access to grades 11
and 12.
The purpose of the education reform is to provide a relevant basic education for all
young Papua New Guineans and at the same time provide specialist further education
and training for those able to use it. The implementation of the education reform has
brought about both the restructuring of the system and reform of the curriculum.
The intention is to phase out the old system and bring in the new over the ten-year
period from 1994 to 2004. Some provinces have been phasing in the new system since
1994, while others still have a long way to go.
Structural changes under the education reform involve:
• the creation of a foundation level of schooling with the establishment of separate
elementary schools with three grade levels (EP, E1, E2), building on existing self-
help schools such as Tok Ples Skuls
• the removal of grades 1-2 from community schools and the addition of two ‘top
up’ classes after grade 6 from the high schools to create grades 3-8 primary
schools, thus providing for nine years of universal basic education
• the addition of grades 11-12 in provincial high schools to create grades 9-12
secondary schools.
Structural reform has progressed a long way. Already, over one third of children start
elementary school in their vernacular language, instead of English. There are now
more than 3,600 elementary schools registered and over 150,000 students enrolled in
Inservice Management Plan 2001-2005
Page 1

Elementary Prep to grade 2. Over 70% of grade 6 students stay to grade 7 in
comparison to less than 40% in 1992. Lower secondary enrolments have doubled
since 1992 and upper secondary numbers have increased fourfold (Planning,
Facilitating and Monitoring Division figures, 2001).
The education reform redirects the school curriculum towards education for integral
human development (IHD) rather than for meeting workforce needs only. The result
of this is called the reform curriculum. The reform curriculum aims to ‘equip students
with the knowledge, skills and attitudes for effective communication, resource
development, social development and spiritual development’ (Philosophy of
Education, 1986, p 21).
The reform curriculum has to prepare adequately the majority of school leavers (up to
85%) to return to their communities and community-based subsistence and small-
scale commercial enterprises, while at the same time support the other 15% of
students who will find paid formal employment or enter tertiary education upon
leaving school.
Curriculum reform has commenced. Elementary reform curriculum materials began
development in 1993. A full set of the elementary curriculum materials was
distributed to all elementary teachers in 2001. The first edition of lower primary
(grades 3-5) curriculum materials began development in 1995. Finalised edition 1
syllabuses and some support materials were distributed in 2000 by AusAID as a pre-
CRIP activity. Upper primary reform syllabuses commenced development in 2000
and were trialed in Milne Bay and New Ireland provinces in 2001.
Over the last few years, structural reforms have outpaced the development and release
of reform curriculum documents and the provision of related teacher inservice. This
has resulted in a situation where reform primary schools and classes have been
formed, but many teachers have not been trained and some curriculum materials are
not available.
Purpose of the Inservice Management Plan
The provision of relevant, sustainable and accessible inservice training for all our staff
with responsibility for the reform curriculum is critical to its effective implementation
in PNG schools. In particular, appropriately trained and skilled teachers, head
teachers and support staff are the key to its success.
The Inservice Management Plan 2001-2005 has been developed to support the
implementation of education reform, and in particular curriculum reform, over the
next five years. For this reason the Inservice Management Plan has been developed in
conjunction with the DoE Curriculum Management Plan 2001-2005. This will enable
inservice strategies to be implemented to coincide with the release of curriculum
documents.

Inservice Management Plan 2001-2005
Page 2

The purpose of the Plan is to:
• identify inservice training priorities to support the implementation of the reform
curriculum
• identify key target groups who require inservice training
• identify effective strategies to skill staff who support and implement the reform
curriculum
• identify and define the responsibilities of national, provincial, local and school
personnel for the provision of inservice training to support the reform curriculum
• encourage effective alignment and coordination of inservice and preservice
training strategies
• create greater awareness of and commitment to education reform through the
dissemination of the five-year Plan for the provision of reform curriculum
inservice.
Specifically, the Plan:
• outlines the institutional and policy environment in which staff development and
inservice training operates
• establishes mechanisms to identify skills needed by staff to implement and support
the reform curriculum
• establishes processes to identify the (groups of) staff requiring inservice training
and the nature of the training required
• identifies preferred methods of providing this training
• establishes guidelines for staff selection, addressing issues of gender equity and
isolation
• identifies the source of, and where appropriate, quantifies resources to be applied
• establishes a 5-year implementation program
• proposes evaluation methods to ascertain the transfer of skills learnt to work
practices.
DoE staff have developed the Plan with the support of CRIP advisers. The Plan was
developed after extensive consultation through workshops involving Teacher
Education and Staff Development Division (TE&SD), Curriculum Development
Division (CDD), Planning, Facilitating and Monitoring Division (PFMD), the
Inspections and Guidance Division (I&GD), provincial officers and school staff.
The five-year plan will be monitored and evaluated and, if necessary, will be
reviewed and updated annually.
Scope of the Plan
The Plan does not replace the DoE Staff Development Policy or attempt to address all
staff development issues in PNG education.
The Plan focuses on the inservice training and staff development needs of all key staff
associated with the development and implementation of the reform curriculum. It is
aligned with and has been developed in association with the DoE Curriculum
Management Plan.
Inservice Management Plan 2001-2005
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Lessons learned from the implementation and evaluation of the Plan can be applied to
other staff development issues and contexts.
Dissemination and publication
The Plan contains important information for all DoE and provincial education staff. It
provides specific guidance for staff with responsibilities for the reform curriculum
and inservice provision. These include senior management, staff in TE&SD, CDD,
I&GD and PFMD, provincial office and district office staff, and head teachers.
The plan is also relevant for Primary Teachers College (PTC) and PNG Education
Institute (PNGEI) staff, and staff of Church Education Agencies.
Teachers in primary and elementary schools will need access to key sections of the
Plan.
Summaries in English, Tok Pisin and Motu will be provided for governing bodies
such as Boards of Management (BOM), Boards of Governors, Governing Councils,
Church agencies, community members and organisations working to support
education. Although these groups are not included as participants in inservice training
under this Plan, communication with them is a critical component of the reform
curriculum implementation strategy. Specific strategies to increase understanding of
the reform among community groups will be addressed as part of a separate DoE and
CRIP strategy.
Inservice Management Plan 2001-2005
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2. The context of inservice training in PNG
The policy context
This Plan operates within a wider PNG governmental policy context that emphasises
the importance of integral human development. The Plan takes account of these
policies and supports their implementation.
National education reform strategy is consistent with and supports other key
Government policies including:
• A Philosophy of Education for Papua New Guinea – The Matane Report (1986)
• DoE Staff Development Policy (1989)
• The Education Sector Review (1991)
• The Education Sector Resources Study (1995)
• The Education Act, 1983, as amended in 1995
• Organic Law on the Provincial Governments and Local-level Governments (1995)
• National Education Plan 1995 – 2004: Update 1 (1999)
• Provincial Education Plans (1995 - )
• National Training Priorities and Plan 2000 - 2001
• Education for All: Assessment 2000 – Papua New Guinea Country Report (2000)
• The State of Education in Papua New Guinea (2001).
The National Training Priorities specifies requirements for the identification of
training needs, the development of training materials and the delivery of training by
qualified trainers (NTC – National Training Priorities 2000 – 2001).
The National Training Priorities also emphasises a commitment to training for
women. Women in all provinces and in all sectors of education should be given
training opportunities, and challenged and supported to take advantage of those
opportunities. The National Training Priorities states that women must be given 50%
of donor training awards.
Current Government policy regarding the sharing of education costs and its
commitment to the delivery of services at the provincial and district levels will impact
on this Plan’s implementation. The successful implementation of the Plan will require
the commitment of time, personnel and resources at the national, provincial, district
and school levels.
Inservice policy context
This Plan operates within the context of Government policy concerning education
reform and the DoE Staff Development Policy (1989). This policy states that staff
development within the DoE and National Education System (NES) is aimed at
providing opportunities for integral human development (IHD) for all staff.
This Plan does not replace the DoE Staff Development Policy (1989) or attempt to
address all staff development issues in PNG education. It complements and
Inservice Management Plan 2001-2005
Page 5

supplements that policy through the implementation of inservice to support
curriculum reform.
Teachers and head teachers are the main target groups for inservice training in the
Plan. However, other key players in the curriculum reform will be provided with
training or briefings. They include:
• senior primary inspectors
• primary and elementary school inspectors
• provincial and national education staff
• elementary trainers
• PTC and PNGEI staff
• Church Education Secretaries
• education administrators at all levels.
Inservice Management Plan 2001-2005
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3. Key stakeholders with responsibility for inservice
in PNG
The Plan takes account of and makes explicit the responsibilities of key stakeholders
who provide or support the provision of inservice training in PNG. Without this,
confusion about who is responsible for resourcing, developing or implementing
inservice in PNG, is unavoidable. The Plan takes account of current policy in this area
and defines in greater detail specific responsibilities for inservice to support education
reform.
The DoE Staff Development Policy states that responsibility for the provision of
inservice is shared between the individual staff member, supervisors, provinces and
DoE staff. It states:
• It is the responsibility of every member of staff to actively seek out ways
and means to achieve … personal and professional growth
• The development of staff is a definite responsibility of all … supervisors
• Staff development and inservice programmes are a shared responsibility of
both Provinces and DoE
• All divisions and institutions are to ... provide staff development
programmes that will improve on-the-job performance, proficiency and
skills.
DoE Staff Development Policy (1989)
Within this context some groups have particular roles and responsibilities.
National
At the national level the two DoE divisions with major responsibility for inservice to
support the reform curriculum are TE&SD and CDD. TE&SD and CDD must work in
partnership to ensure the effective provision of inservice to support curriculum
reform.
This partnership is critical to the successful implementation of both the Inservice
Management Plan 2001-2005 and the Curriculum Management Plan 2001-2005. The
roles and responsibilities of each division must be articulated, clearly understood,
agreed to and implemented.
The complementary roles and responsibilities of each division in regard to the
curriculum cycle and inservice training are illustrated in Figure 1. This delineation of
individual responsibilities and areas for cooperative development is to be
implemented for the five years of the Plan and will be reviewed on a regular basis.
The implementation strategy for the reform curriculum requires the joint development
of new, self-paced implementation support packages that will be disseminated to all
teachers with each new set of syllabuses. The Package can be used locally by head
teachers, teams of teachers or individual teachers and will assist them to implement
new syllabuses as soon as they are released.
Inservice Management Plan 2001-2005
Page 7

Figure 1. Developing and implementing support for the reform curriculum – the TE&SD and
CDD partnership
Syllabus release
CDD
TE&SD
Develop & trial
Awareness
Implementation
Design &
Implement
syllabus
raising
support package
develop
inservice
inservice
strategies
strategies
Teacher Education and Staff Development Division
The DoE Staff Development Policy tasks the Staff Development Unit (SDU), within
TE&SD, with providing inservice training to staff in all sectors of the national
education system.
The SDU is the central coordinating body for staff development ... (and) is to
collaborate with … other divisions and institutions … to develop appropriate
programmes for staff development and inservice.
TE&SD has responsibility for the development and implementation of inservice
strategies to support the curriculum. In undertaking this role it is to seek the advice of
CDD on matters related to curriculum content. TE&SD will assist CDD to develop
Implementation Support Packages.
TE&SD is also responsible for liaising and consulting with provinces to:
• identify inservice needs associated with the reform curriculum
• assist provinces develop inservice plans and strategies to support the DoE Inservice
Management Plan (with the support of CRIP)
• identify trainers and to train trainers (with the support of CRIP)
• identify and provide resources to implement the Plan
• monitor and evaluate the quality and effectiveness of inservice initiatives (with the
support of CRIP)
• identify Provincial Inservice Training Officers/Coordinators (PISTOs).
Inservice Management Plan 2001-2005
Page 8

Curriculum Development Division
CDD’s core role is to develop the curriculum and associated teacher support materials
and to distribute these to schools through provinces. It also has a critical role in
working with TE&SD to develop the content of inservice materials to support the
reform curriculum and to develop teacher support materials to facilitate the
implementation of new syllabuses.
CDD has responsibility for developing and trialing syllabuses and, with the support of
TE&SD, the development of implementation support packages. However, trialing
syllabuses is not to be seen as the provision of inservice under this new approach.
Inservice for teachers commences with the release of the syllabus.
Implementation Support Teams
Implementation Support Teams are established during the development stage of a new
syllabus. Separate Implementation Support Teams are established to oversee the
development of the implementation support for curriculum at each level of schooling
(i.e. elementary, primary, secondary).
The establishment of Implementation Support Teams in the curriculum development
stage is a key strategy for coordinating teacher inservice and syllabus development
and monitoring the implementation of support undertaken by key stakeholders,
particularly CDD and TE&SD.
Specifically, the role of the Implementation Support Team involves:
• advising on the contents of the implementation support package
• determining the nature of the inservice strategy, which includes identifying the
content and nature of materials to be developed and how the inservice is to be
delivered
• allocating responsibilities and setting timelines for identified tasks
• monitoring the completion of tasks and the quality of their outcomes.
While Implementation Support Teams will be established in the first instance by the
Superintendent, Curriculum, responsibility for chairing and supporting the teams will
be shared between CDD and TE&SD. These decisions should be made at the first
meeting of each new team.
Implementation Support Teams should comprise the following members.
• three CU officers, including the Superintendent Curriculum, relevant section PCO
and Curriculum Reform Coordinator
• three TE&SD nominated officers, including the Superintendent SDU, a PNGEI
representative and a PTC representative
• one inspector (at the relevant level)
• one representative from PFMD
• others as necessary and appropriate, such as representatives from aid projects who
play a key role in supporting curriculum implementation (eg ETESP for
elementary, CRIP).
Inservice Management Plan 2001-2005
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Primary Teachers Colleges and PNG Education Institute
Primary Teachers Colleges (PTCs) and the PNG Education Institute (PNGEI) are key
stakeholders in the provision of preservice and inservice training to support
curriculum reform. Management staff in these institutions are to liaise with TE&SD
and CDD to ensure that reform curriculum and related teaching, learning and
assessment practices are incorporated into their teacher training programs.
Relevant staff in PTCs and PNGEI will be involved in the provision of inservice
training to teachers.
PNGEI, TE&SD and CRIP will work together to ensure that, wherever possible,
inservice training undertaken by teachers under this Plan is accredited towards
nationally recognised awards, including DEPI.
Inspections and Guidance Division
Senior primary school inspectors and primary school inspectors have a key role in
supporting the implementation of this Plan. They will need to:
• support and encourage school staff to undertake training
• assess the extent to which head teachers are meeting their obligations under the
Plan
• identify teachers and head teachers who can act as trainers
• assist in the selection of appropriate teachers to participate in inservice
• participate in training to build their knowledge
• assist provinces to develop and implement provincial inservice plans
• act as trainers for particular initiatives
• monitor the implementation of inservice activities and evaluate their outcomes.
They will be provided with training and briefings to assist them undertake these
important roles.
Provincial
Provinces
Provinces will play a major role in implementing this Plan.
Current DoE policy requires that annual staff development plans be developed at all
levels of the system. The successful implementation of this Plan will require
provinces to develop and resource a provincial Reform Curriculum Inservice Plan
(RCIP) to support the implementation of the inservice component of the reform
curriculum. The RCIP should be linked to and may be a sub-document of Provincial
Education Plans which have been developed by provinces to guide the provincial
implementation of the reform curriculum.
The development of provincial RCIPs is important because it will ensure that the
diversity of reform issues is addressed in a way that is appropriate to each province.
The RCIPs will also allow provinces to implement the inservice component of the
reform curriculum at a rate and in a manner that best suits their local circumstances.
Inservice Management Plan 2001-2005
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TE&SD and CRIP will provide support for the development and annual review of
provincial RCIPs, including the provision of training workshops for key provincial
personnel, funding to conduct the workshops and resources to support the
implementation of RCIPs.
It will be critical to the success of education reform and the implementation of this
Plan for each province, where this has not been done already, to identify a person or a
small team to take responsibility for curriculum reform issues for the next five years.
The officer or team would have particular responsibility for the provincial
implementation of the Inservice Management Plan 2001-2005 and Curriculum
Management Plan 2001-2005, as well as the development and implementation of the
provincial Reform Curriculum Inservice Plan. This officer or team would act as a link
between the province, DoE divisions, CRIP and other related projects. They would
work closely with senior primary school inspectors who will have a similar
coordinating role.
While the establishment of such a position has resource implications, evidence from
other projects such as ETESP has demonstrated that it may not be possible to
implement the strategies in this Plan unless a provincial officer(s) is dedicated to the
task. In a real sense the success of the curriculum reform is dependent on the
effectiveness of this officer(s) and their appointment should be a high priority for
provinces.
Local
District, school and cluster levels
Under current policy each primary school is required to develop an inservice plan.
This plan should include strategies to support the implementation of curriculum
reform. This may require the nomination of a teacher to take responsibility for the
management of curriculum reform inservice issues in the school. The teacher could
have a coordination and communication role.
The quality of the leadership of primary school head teachers is critical to the success
of curriculum reform inservice in their schools. They need to support and supervise
their staff as they implement the reform curriculum and provide leadership in the
provision of reform curriculum inservice training for their staff. They also need to
participate in the inservice training that will be provided for them under this Plan and
ensure that the school has an inservice plan that enables all teachers to participate in
relevant reform curriculum inservice activities.
Head teachers will also need to work with each other, and with inspectors and
elementary school staff to implement cluster-based inservice programs that will be
promoted and funded under this Plan.
Donor agencies
CRIP
One of the main components of CRIP is the provision of inservice to support the
implementation of curriculum reform in PNG. The CRIP team will work closely with
Inservice Management Plan 2001-2005
Page 11

TE&SD and CDD in the development, implementation and evaluation of the Inservice
Management Plan 2001-2005. CRIP will also facilitate and encourage alignment
between the curriculum development and distribution process and the provision of
teacher inservice.
CRIP resources and funding will be provided to support the implementation of the
Plan. They will usually be provided on a partnership basis with DoE, and in
particular, TE&SD.
Other AusAID projects and other donor agencies
The Plan takes into account the staff development work of other projects funded by
AusAID. In particular, PASTEP, ETESP, ISP and BEICMP, play important roles in
supporting the implementation of PNG education reform through the provision of
training.
This Plan has been developed in consultation with the team leaders of each of these
projects and the Plan acknowledges and complements their work.
It will be important also to consult and liaise with other donor agencies including the
World Bank, and those from Japan and New Zealand. They are potential partners in
the implementation of inservice to support curriculum reform. New Zealand has
already made substantial resource contributions in this area.
Inservice Management Plan 2001-2005
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4. Curriculum reform inservice priorities
Key target groups
The key groups to be supported under this Plan are:
• teachers (elementary prep to grade 8) implementing the reform curriculum
• head teachers
• staff who support teachers, either by developing and distributing reform curriculum
materials, or by providing management and leadership at school, district,
provincial and national levels.
Selection of participants
The selection of staff to participate in inservice activities in this Plan is to be carried
out by supervisors in accordance with the following guidelines.
• The relevant people - priority for participation in inservice activities is to be given
to staff who have direct responsibility or will have responsibility within the next 12
months for implementing the matters that are the subject of the inservice.
• Gender balance – wherever possible male and female staff members are to
participate in inservice. This may require supervisors to make additional efforts to
ensure the participation of female teachers and administrative staff.
• Teams – wherever possible teams rather than individuals should participate in
inservice activities to enable the learning to be transferred to the whole staff.
• Rural and isolated areas – supervisors are to ensure that staff in rural and isolated
areas are not disadvantaged in terms of their attendance at inservice. This may
require the provision of additional resources, including extra time, to enable staff
from these locations to participate in training.
Processes for identifying inservice priorities
Inservice priorities for key target groups will be established by reference to:
• the curriculum development cycle and syllabus release timeframe for elementary,
lower primary and upper primary
• the stage of curriculum implementation in each province.
This framework enables high priority activities to be identified accurately, resourced
efficiently, provided on time and evaluated systematically. The Curriculum
Management Plan 2001-2005 details the proposed cycle for the release of materials
(see Table 1 for details).
Critical points in the cycle include the:
• release of upper primary syllabuses in 2003
• release of new elementary syllabuses in 2003
• release of edition 2 lower primary syllabuses in 2004.
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Table 1: Timeline for reform curriculum materials development and teacher inservice

Elementary
Grades 3-5
Grades 6-8
2000
Scope and sequence and
Edition 1 syllabuses and some
Some draft syllabuses on trial in
curriculum support materials
teacher support materials
Milne Bay

distributed
distributed
2001
Scope and sequence
Review of edition 1 syllabuses
Trialing continues in Milne Bay
reviewed and evaluated.
commenced.
and in New Ireland.
Development of new
Catch-up inservice for grades Development of syllabuses
syllabuses commenced.
3-5 teachers on edition 1
completed.
curriculum completed.
2002
National Curriculum Statement for Papua New Guinea developed and distributed.
2002
New syllabuses and
Edition 1 syllabuses evaluated
Curriculum support materials for
curriculum support materials
and teacher needs for support
the new syllabuses developed.
produced.
identified.
Preliminary inservice support
Rewrite of edition 2 syllabuses
for teachers with grades 6-8
commenced.
students.
Inservicing on edition 1
curriculum continues.
2003
New set of elementary
Development (including trialing) Set of syllabuses and
curriculum materials
of edition 2 syllabuses
curriculum materials distributed.
distributed.
completed and new support
materials produced.
Inservicing on new
Inservicing on new
curriculum begins.
curriculum materials
Inservicing on edition 1
begins.
curriculum continues.
2004
Any additional teacher and
Set of edition 2 curriculum
Any additional teacher and
student materials produced
materials distributed.
student materials produced and
and distributed.
distributed.
Inservicing on edition 2
Inservicing on new
curriculum begins.
Inservicing on curriculum
curriculum materials
continues.
continues.
2005
Inservicing on new
Inservicing on edition 2
Inservicing on curriculum
curriculum materials
curriculum continues.
continues.

continues.
Establish evaluation process for
review of the syllabuses and
teacher needs for support.

Inservice Management Plan 2001-2005
Page 14

Curriculum reform inservice priorities
Table 2 identifies the key priorities for inservice to support curriculum reform.
Table 2: Priorities for teacher inservice – 2001 –2005

Teachers
2001
2002
2003
2004
2005
Elementary Low
Low High High High
Grade 3- 5
High
Medium
Medium
High
High
Grade 6 –8
Low
Medium
High
High
High

Most inservice needs relate to the skilling and upgrading of practising teachers as a
preparation for teaching within the reform system.
Other areas include improving management and delivery capabilities, improving
coordination and support services as well as monitoring the implementation of the
programs.
In addition existing inservice priorities for curriculum reform include:
• catch-up inservice to lower primary teachers teaching elementary school graduates
• preparing primary school teachers for bridging, bilingual and multigrade teaching
in lower primary
• preparing elementary and lower primary teachers to develop school-based
curriculum
• supporting head teachers to implement the reform curriculum
• upgrading of teachers to Diploma status (through DEPI).
Inservice Management Plan 2001-2005
Page 15

5. Inservice
strategies
Principles
The following principles provide the foundation for the design, development,
implementation and evaluation of all reform curriculum inservice strategies. Inservice
research and practice has shown these to be solid building blocks on which to base
educational improvement programs.
Inclusive
available and accessible to all members of a target group,
regardless of gender or location
Grounded
inservice activities that focus on the work of schools and their
staff - the strategies are school-focused and curriculum-
focused
Team-based
inservice approaches that enable teachers to learn together
with other teachers with whom they work
Locally based
staff can access training as close as possible to their workplace
Flexible
staff can access those training activities that they need, when
they need to, in the sequence they desire, and in a location
convenient to them
Accredited satisfactory
completion
of
inservice activities is recognised,
valued and rewarded by tertiary institutions
Articulated
inservice activities can link to recognised courses of tertiary
study
Sustainable
inservice builds local capacity to design, develop, deliver and
evaluate training programs and strategies
Needs-based
training is planned and provided on the basis of a sound
analysis of actual training needs
Supported by
quality materials that are well-presented and based on current
knowledge
Timely
training is provided ‘just-in-time’ and in the right amounts for
each person
Clear roles
responsibility for each action or activity is given to one or
more persons, and this information is widely known
Table 3 shows how these principles can be used to guide action at each stage of the
inservice process.
These principles represent an ideal. They are not necessarily reflected in current
practice. Their application will require all of us to think beyond current models, to
learn new skills and to take risks if we are to improve educational outcomes for our
students.
Inservice Management Plan 2001-2005
Page 16

Table 3: Principles of effective inservice and their application

Principle
Design
Development
Implementation
Evaluation
Inclusive Writing/planning
Materials contain
Activities are
Evaluation
teams should
inclusive images,
implemented so that
assesses the extent
comprise 50%
grammar and text
participants are not
to which all
females and 50%
excluded on the basis
members of a target
males
of gender or isolation
group have fair
access to training
Grounded Design
ensures
that
Activities/ tasks/ etc
Activities enable
Evaluation
participants can
reflect actual working participants to gain new assesses the extent
relate new learning
contexts of
insights into actual work to which training
to actual work
participants
problems
leads to improved
situations
work practices
Team-based
Design teams value
Materials and
Activities are arranged
Evaluation
what participants
activities enable
so work groups learn
assesses the extent
already know
participants to learn
together
to which teams, as
from, and with, other
well as individuals,
participants
learn
Local y-based Materials
and
Materials and
Activities are
Evaluation
activities are
activities include or
undertaken by school or assesses the extent
designed to be self-
encourage local
cluster groups
to which staff can
contained
expertise
access training
activities within their
local community(s)
Flexible Materials
are Participants are able
Activities are
Evaluation
designed so they
to access activities in implemented in different assesses the extent
can be used by staff more than one
ways to accord with
to which staff in a
individually or in
method/way.
provincial or local
variety of contexts
groups, and with or
Materials use open
contexts
have access to the
without a presenter,
learning methods
activities
trainer or facilitator
Accredited and
Accreditation and
Individual activities or Accreditation tasks are
Evaluation
Articulated
articulation
courses can build
included and can be
assesses the extent
requirements are
together to form an
undertaken as desired.
to which participants
considered in the
accredited program
Marking procedures are seek and receive
design phase
clear, known and
formal recognition
efficient.
Sustainable Design
promotes Materials and
Activities skill staff to
Evaluation
local skill
activities are easily
increasingly take
assesses the extent
development
adaptable locally
responsibility for their
to which staff
own and others’
development is part
development
of daily practice
Needs-based
Design is based on
Activities and
Participants can choose Evaluation
sound training
materials help
activities which address assesses the extent
needs analysis
participants choose
the skills they need to
to which training
where to start
develop
has filled identified
skill gaps
Supported by
Materials are
Content and
Materials enable
Evaluation
quality materials attractively
processes reflect
participants to reflect
assesses the extent
presented, well laid
current literature and
on, share and
to which learning
out and easy to
theories
document their learning has been enhanced
reproduce
by the quality of the
materials
Inservice Management Plan 2001-2005
Page 17

Principle
Design
Development
Implementation
Evaluation
Timely Activities
are
Materials are
Staff access the
Evaluation
designed so they
developed to be
activities and materials
assesses the extent
can be used in short available in line with
as they need to develop to which staff are
sessions
curriculum
particular skills
trained to implement
distribution
and support the
reform
Clear and
Design team
Materials and
Roles and tasks are
Evaluation
defined roles
members are clear
activities specify what negotiated and agreed
assesses the extent
about the tasks they roles need to be done
to which activities
have to complete
are efficiently
conducted

Strategies and their application
The inservice strategies that will be promoted and implemented through the Plan are
based on the principles of effective inservice detailed previously. The strategies also
take account of the context in which inservice is undertaken in PNG. This context is
characterised by:
• high teacher commitment to learn through inservice training
• distance and isolation
• resource constraints
• the sharing of responsibilities for inservice between the DoE and provinces.
For these reasons, the Plan emphasises the importance of locally based, school and
cluster activities and the use of self-paced learning material. The materials will be
developed so that they can also be used by groups of teachers in a more formal way if
appropriate. TE&SD and CRIP will train provincial facilitators and trainers to work
with schools and groups of schools to assist them make effective use of inservice
training materials. Inspectors will play an important role in supporting their schools
undertake training modules.
However, the Plan is not limited to these approaches. In determining appropriate
strategies the planning process illustrated in Figure 2 will be utilised.
As activities are developed to support the implementation of the reform curriculum,
strategies such as the following will be investigated and considered:
• school and cluster based learning teams (eg head teachers, elementary teachers in
charge, bridging teachers)
• school networks of geographically sensible groupings of elementary and/or
primary schools
• action research models where groups of teachers implement and evaluate new
strategies often with external support
• support for local resource centres, professional networks and associations
• distance education modes - flexible learning and delivery
• specialist workshops.
Inservice Management Plan 2001-2005
Page 18

Each of these models encourages a collaborative approach to inservice training and
staff development. Their successful implementation will depend on the provision of
appropriate learning materials, the availability of support staff such as inspectors and
trainers and the provision of funding and resources.
Figure 2: Process for identifying and developing inservice strategies
P
Analyse inservice training needs
Curriculum developed
LAN
Design inservice
IMPLE
Select inservice delivery methods
MENT
Implement training
Monitor training
E
V
A
Evaluate effectiveness & outcomes of inservice
LUA
TE
Lessons learned
Specialised training materials will be developed for head teachers to assist them
undertake their leadership role in implementing the reform curriculum. These
materials will be developed in consultation with head teachers and could include
modules which address issues such understanding syllabuses, timetabling the reform
curriculum and leading inservice training.
Implementation support packages
An implementation support package will be developed for each set of syllabuses at
each level of schooling. The package will introduce the new syllabus and provide
ideas to help raise awareness of the new curriculum in the school community.
The package provides initial, self-paced inservice learning to assist all teachers,
teachers in charge and head teachers implement new syllabuses.
The contents of packages may vary depending on the level of schooling and the nature
of the syllabuses.
As a minimum each package should include:
• notes explaining the place of the new syllabus in the curriculum reform
• a chart to show the content overview of the new syllabus
• questions that the community might ask and a set of notes that can be used to
inform the community
• some ways of helping teachers become familiar with the content to be covered
• suggestions for identifying resources to support the syllabus, including materials
and resource people available within the school community.
Inservice Management Plan 2001-2005
Page 19

NIST week
It is proposed under this Plan that, for the period 2002-2005, at least three days of
every national inservice training week (NIST) be devoted to the inservicing of
primary and elementary teachers on curriculum reform issues. The staging of NIST
week over a specified period in each year would provide a more economical way of
utilising trained and experienced personnel.
TE&SD, CDD, I&GD and CRIP will work together to develop inservice materials to
be used by teachers and head teachers on these days. Teachers and head teachers will
be consulted in the preparation of these materials to ensure their relevance for schools.
Each year the priority areas for reform curriculum inservice will be identified by
TE&SD and the information disseminated to schools and provinces.
Primary and elementary schools will be required to include inservice for curriculum
reform in their inservice plans.
Training delivery
DoE is a training provider accredited by the NTC. Education staff at each level
provide a pool of potential trainers to conduct training needs analyses and, with
training in appropriate delivery methods, to provide school-based, district, provincial
or regional training.
Potential trainers may be drawn from CDD, TE&SD and I&GD staff, PNGEI staff,
Provincial Reform Coordinators and/or Inservice Coordinators, staff of PTCs, head
teachers and experienced teachers. When selecting trainers for curriculum reform
inservice it will be important to avoid selecting trainers already committed to
curriculum reform programs. This will also mean that a more extensive pool of
trainers can be identified and trained.
TE&SD, with the support of CRIP, will implement training programs for trainers to
ensure equitable access to inservice training throughout PNG.
The following criteria are to be used to guide the selection of trainers for reform
curriculum inservice activities.
1. Relevant educational qualifications and/or appropriate teaching experience.
or
2. Training
qualifications as determined from time to time by the NTC.
3. Where more than one trainer is required for an activity, or where an activity is
repeated over time, females and males and urban and rural staff are to be
represented equally in the trainers used.
These criteria do not apply for the selection of presenters for short sessions where the
overall program is managed by a qualified trainer. Presenters are to be selected on the
basis of their content knowledge, expertise and credibility.
Inservice Management Plan 2001-2005
Page 20

6. Resourcing the plan
Resources
The DoE is responsible for providing quality and targeted inservice within the
resources available.
The development and implementation of sustainable and quality inservice strategies to
support the reform curriculum requires the DoE to provide ongoing resources for this
purpose. DoE will be supported in this endeavour by project funds provided by a
range of donor agencies.
A carefully planned approach will be needed to ensure that donor agency projects
such as CRIP, ETESP, BEICMP, ISP and PASTEP are coordinated and target
appropriate inservice and preservice priorities.
Consistent with Government policy, this Plan will be implemented on a cost-sharing
basis.
TE&SD has primary responsibility for the implementation of the Plan and it will
allocate funding to support the implementation of inservice activities in the Plan.
Ongoing funding to provinces will be allocated provided provinces develop an annual
RCIP and acquit previous grants appropriately. Provinces will need to identify
resources and funding in their annual RCIP.
Provinces, schools and teachers will be actively encouraged to contribute funds to
meet part of the cost of inservice.
CRIP
CRIP, in partnership with TE&SD, will contribute resources to support the
implementation of the Plan. All CRIP funding is to be used in accordance with Project
objectives and priorities. The CRIP Activity Approval Group (AAG) must approve
funding for all CRIP activities.
Guidelines for resource allocation
This plan comprises developmental and implementation components. The initial
balance will be in the order of 60% development and 40% implementation. Over the
life of the program the implementation component will increase significantly.
In this Plan:
• TE&SD has primary responsibility for identifying resources and negotiating
resource sharing arrangements for inservice activities to support the reform
curriculum
• TE&SD is responsible for establishing systems to allocate and monitor resource
allocations and to ensure that funds are released to provinces for inservice
activities in a timely manner that reflects the implementation schedule
Inservice Management Plan 2001-2005
Page 21

• each provincial Reform Curriculum Inservice Plan should provide details of
resource allocations
• DoE and provincial resource allocations are to be acquitted and reviewed annually.
Inservice Management Plan 2001-2005
Page 22

7. Monitoring and evaluating the plan
Monitoring
Monitoring processes are designed to determine whether what was planned was
actually done. In general, this information will be available from records compiled for
other purposes and should not require the collection of separate data. Printing
requisitions, course attendance lists, financial acquittals and annual reports from
schools, inspectors and provinces will be primary data sources for monitoring the
implementation of the Plan.
Provinces will be required to provide an annual report on the outputs of its Reform
Curriculum Inservice Plan, together with an acquittal of TE&SD and CRIP funding
grants, as a precondition for funding for the next year. Guidelines with be provided to
assist provinces acquit their funds and prepare their annual reports. The report and
acquittals are to be provided by December each year and will be reviewed and
analysed by TE&SD. Relevant DoE divisions will also provide an annual report on
the outputs of its inservice activities to support the implementation of the reform
curriculum.
To ensure that appropriate and accurate data are collected and are used effectively, a
monitoring system will be developed for DoE divisions and provincial offices. With
some expert guidance from TE&SD, I&GD and the CRIP team, a workable
monitoring system will be established within each division and province.
Evaluation of inservice effectiveness and outcomes
Evaluation strategies seek to determine the effectiveness of inservice activities and
strategies. Evaluation will focus on outputs and outcomes, not on the amount of
resources applied to inservice, nor solely on participation figures.
CRIP will fund a longitudinal evaluation on the impact of curriculum reform inservice
as well as more contained studies of the outcomes of inservice activities. DoE
divisions, provinces and schools will be required to collect information on the
outcomes of their inservice programs. They will be assisted in this task by TE&SD
and CRIP. The data they collect will contribute to the CRIP funded impact studies of
the effectiveness and quality of reform curriculum inservice programs.
Using lessons learned in future activities
The annual reports provided by provinces on the outcomes of their RCIPs will contain
monitoring and evaluation information that will enable critical lessons to be identified
at each stage of the program. The lessons learned will be incorporated into subsequent
inservice work plans and RCIPs.
The evaluation structure proposed for the inservice strategy will inform practice in a
number of contexts:
• within individual classrooms and schools
• within DoE management, divisions and provinces
Inservice Management Plan 2001-2005
Page 23

• within CRIP
• across other current and future donor-supported education projects.
Lessons learned from the implementation of this Plan will inform and improve other
aspects of DoE’s staff development and inservice program.
DoE and CRIP will collaborate to disseminate to provinces and districts information
about the effectiveness of particular initiatives and the Plan as a whole.
Evaluation and monitoring activities are of paramount importance to the sustainability
of inservice strategies. Improvements in any program will evolve from lessons
learned. Being aware and making use of lessons learned from inservice activities will
be critical for the long-term success of the Plan and curriculum reform.
Inservice Management Plan 2001-2005
Page 24

8. Inservice Management Plan 2001 – 2005
Key outcomes
The outcomes of the Inservice Management Plan are:
1. Teacher inservice strategies and materials are developed and delivered to support
the reform curriculum from 2001.
2. Teachers are able to implement the reform curriculum in their schools.
3. DoE, provincial and district education staff who are to be involved in the delivery
of teacher inservice are professionally developed from 2001.
4. The capacity to develop and deliver local inservice for the reform curriculum is
strengthened and supported from 2002.
The five-year plan
For each of the outcomes the five-year plan provides details of the:
• key inservice activities to be implemented in the next five years
• responsibilities of key groups and stakeholders
• timeframe for implementation
• strategies and methods that will be used to develop and implement the activities
• source of resources.
TE&SD and CRIP will work together to develop work plans for each strategy in the
five-year plan. The work plans will identify in greater detail the strategies and how
they will be implemented, the roles of different groups, the resources to be provided
and the monitoring and evaluation methods.
The Inservice Management Plan 2001-2005 is to be used by all groups to inform their
planning, resource allocation and inservice activities to support the implementation of
curriculum reform inservice for elementary and primary education for the period 2001
- 2005.
Inservice Management Plan 2001-2005
Page 25

Appendix 1

FIVE-YEAR INSERVICE MANAGEMENT PLAN FOR CURRICULUM REFORM

INSERVICE MANAGEMENT PLAN FOR CURRICULUM REFORM
OUTCOMES:
1.
Teacher inservice strategies and materials are developed and delivered to support the reform curriculum from 2001.
2.
Teachers are able to implement the reform curriculum in their schools.
YEAR: 2002
Activity
Strategy
Timeline
Key Responsibilities
Resourcing

Develop
Implement
Develop
Implement
Conduct trainers workshop
Workshops to train provincial and
February - December
CRIP
CRIP
CRIP
CRIP
for edition 1 lower primary
district staff.
TE&SD
TE&SD
TE&SD
TE&SD
inservice
CDD
I&GD
Elementary teacher training Formal training by elementary trainers
February - September ETESP ETES
P
ETES
P
ETES
P
– cluster based
Elementary trainers
Implement edition 1 lower
Cluster based training model using self March - December
N/A Province
s
N/
A
CRI
P
primary inservice modules
paced modules or trained facilitators.
Inspectors
TE&SD
Implemented through NIST week or as
Head teachers
Provinces
ongoing training.
Trainers
Schools
Preservice training
PTCs review preservice programs to
Ongoing
PASTEP
PTCs PASTE
P
PASTEP
programs for lower primary
ensure alignment with reform
PTCs
TE&SD
TE&SD
upgraded to reflect reform
curriculum
DEPI for lower primary
PNGEI, in liaison with CDD, reviews
Ongoing
TE&SD
PNGEI PNGE
I
PNGEI
reviewed and upgraded to
DEPI program
PNGEI
TE&SD
TE&SD
reflect reform

Inservice Management Plan 2001-2005

Appendix 1 — Page 2

INSERVICE MANAGEMENT PLAN FOR CURRICULUM REFORM
OUTCOMES:
1.
Teacher inservice strategies and materials are developed and delivered to support the reform curriculum from 2001.
2.
Teachers are able to implement the reform curriculum in their schools.
YEAR: 2002
Activity
Strategy
Timeline
Key Responsibilities
Resourcing

Develop
Implement
Develop
Implement
Training needs analysis –
Conduct training needs analysis for
June - August
TE&SD
ETESP
TE&SD
ETESP
elementary trainers and
elementary trainers and teachers in
ETESP
TE&SD
ETESP
TE&SD
teachers
response to revised elementary
CDD
curriculum
CRIP
Develop revised elementary Joint working party to revise current
August - November
ETESP
N/A ETES
P
N/A
training program
program to reflect syllabus changes
CDD
TE&SD
TE&SD
CRIP
Develop elementary
Elementary IST Working party. Self-
September - December
CRIP
N/A CRI
P
N/A
inservice training program
paced or facilitated modules for
CDD
TE&SD
for new curriculum
implementation at cluster level
TE&SD
CDD

Training needs analysis –
Conduct training needs analysis for
May - June
TE&SD
TE&SD
TE&SD
TE&SD
upper primary curriculum
teachers in response to edition 1 upper
CDD
CRIP
CRIP
CRIP
primary curriculum
CRIP
Develop inservice program
Upper primary IST working party to
August - October
TE&SD
N/A TE&S
D
N/A
for upper primary curriculum develop upper primary inservice
CDD
CRIP
and trainers
program
CRIP
CDD
Inservice Management Plan 2001-2005

Appendix 1 — Page 3

INSERVICE MANAGEMENT PLAN FOR CURRICULUM REFORM
OUTCOMES:
1.
Teacher inservice strategies and materials are developed and delivered to support the reform curriculum from 2001.
2.
Teachers are able to implement the reform curriculum in their schools.
YEAR: 2003
Activity
Strategy
Timeline
Key Responsibilities
Resourcing

Develop
Implement
Develop
Implement
Conduct trainers workshop
Workshops to train provincial and
February - November
CRIP
CRIP
CRIP
CRIP
for edition 1 lower primary
district staff.
TE&SD
TE&SD
TE&SD
TE&SD
inservice
CDD
I&GD
Implement edition 1 lower
Cluster based training model using self February -December
N/A Province
s
N/
A
CRI
P
primary inservice modules
paced modules or trained facilitators.
Inspectors
TE&SD
Implemented through NIST or as
Head teachers
Provinces
ongoing training.
Trainers
Schools
CRIP
TE&SD
Upgrade training for
Provincial workshops to upgrade
March - April
N/A TE&S
D
N/
A
TE&S
D
elementary trainers
trainers
Provinces
Implement revised
Cluster based training program
March – December
N/A TE&S
D
N/
A
TE&S
D
elementary training program implement by trainers
Provinces
for new elementary trainee
teachers
Implement elementary
Cluster based modules for fully
April - December
N/A TE&S
D
N/
A
TE&S
D
inservice program for new
registered elementary teachers.
CRIP
CRIP
materials
Facilitated by elementary trainers and
Provinces
Provinces
elementary inspectors
Inspectors
Elementary trainers
Inservice Management Plan 2001-2005

Appendix 1 — Page 4

INSERVICE MANAGEMENT PLAN FOR CURRICULUM REFORM
OUTCOMES:
1.
Teacher inservice strategies and materials are developed and delivered to support the reform curriculum from 2001.
2.
Teachers are able to implement the reform curriculum in their schools.
YEAR: 2003
Activity
Strategy
Timeline
Key Responsibilities
Resourcing

Develop
Implement
Develop
Implement
Develop inservice program
Lower primary IST working group to
August – October
TE&SD
N/A CRI
P
N/A
and trainers program for
develop inservice strategy for edition 2
CRIP
TE&SD
edition 2 lower primary
lower primary curriculum
CDD
CDD
curriculum
Review and upgrade upper
PTC staff review and upgrade preservice January – March
PTCs
PTCs PTC
s
PTCs
primary preservice
course to reflect new upper primary
PASTEP
PASTEP
PASTEP
programs
curriculum
TE&SD
TE&SD
TE&SD
Review of DEPI to reflect
PNGEI, in liaison with CDD, reviews and
January - March
PNGEI
PNGEI
PNGEI
PNGEI
new upper primary
upgrades DEPI to reflect new upper
TE&SD
TE&SD
TE&SD
TE&SD
curriculum
primary curriculum

Inservice Management Plan 2001-2005

Appendix 1 — Page 6

INSERVICE MANAGEMENT PLAN FOR CURRICULUM REFORM
OUTCOMES:
1.
Teacher inservice strategies and materials are developed and delivered to support the reform curriculum from 2001.
2.
Teachers are able to implement the reform curriculum in their schools.
YEAR: 2004
Activity
Strategy
Timeline
Key Responsibilities
Resourcing

Develop
Implement
Develop
Implement
Implement revised
Cluster based training program
March – December
N/A
TE&SD
N/A
TE&SD
elementary training program implement by trainers
Provinces
for new elementary trainee
teachers
Implement elementary
Cluster based modules for fully
April - December
N/A
TE&SD
N/A TE&S
D
inservice program for new
registered elementary teachers.
CRIP
CRIP
materials
Facilitated by elementary trainers and
Provinces
Provinces
elementary inspectors
Inspectors
Elementary trainers
Implement training program Provincial or regional workshop
February - November
N/A CRIP N/
A
TE&S
D
for upper primary trainers
TE&SD
CRIP
I&GD
Provinces
Implement upper primary
Self paced or facilitated inservice
March – December
N/A
Provinces
N/A TE&S
D
inservice program
modules for implementation in NIST
Inspectors
Provinces
week or other relevant time
Head teachers
CRIP
Trainers
Schools
TE&SD
CRIP
Inservice Management Plan 2001-2005

Appendix 1 — Page 7

INSERVICE MANAGEMENT PLAN FOR CURRICULUM REFORM
OUTCOMES:
1.
Teacher inservice strategies and materials are developed and delivered to support the reform curriculum from 2001.
2.
Teachers are able to implement the reform curriculum in their schools.
YEAR: 2005
Activity
Strategy
Timeline
Key Responsibilities
Resourcing

Develop
Implement
Develop
Implement
Implement elementary
Cluster based modules for fully
March - December
N/A
Provinces
N/A TE&S
D
inservice program for new
registered elementary teachers.
Inspectors
CRIP
materials
Facilitated by elementary trainers and
Elementary trainers
Provinces
elementary inspectors
TE&SD
CRIP
Implement revised
Cluster-based training program
March – December
N/A
TE&SD
N/A
TE&SD
elementary training program implemented by trainers
Provinces
for new elementary trainee
teachers
Implement trainers program Regional or provincial workshops to
February – December
N/A
Provinces
N/A TE&S
D
for edition 2 lower primary
train trainers and facilitators
TE&SD
CRIP
curriculum
I&GD
Provinces
CRIP
Inservice Management Plan 2001-2005

Appendix 1 — Page 9

INSERVICE MANAGEMENT PLAN FOR CURRICULUM REFORM
OUTCOMES:
1.
Teacher inservice strategies and materials are developed and delivered to support the reform curriculum from 2001.
2.
Teachers are able to implement the reform curriculum in their schools.
YEAR: 2005
Activity
Strategy
Timeline
Key Responsibilities
Resourcing

Develop
Implement
Develop
Implement
Implement inservice
Self paced or facilitated learning
March - December
N/A
TE&SD
N/A TE&S
D
program for edition 2 lower
modules for implementation in NIST or
Provinces
Provinces
primary curriculum
other relevant times
Inspectors
Schools
Trainers
CRIP
Head teachers
CRIP
Implement training program Provincial or regional workshop
February - November
N/A CRI
P
N/
A
TE&S
D
for upper primary trainers
TE&SD
CRIP
I&GD
Provinces
Implement upper primary
Self paced or facilitated inservice
March – December
N/A
TE&SD
N/A TE&S
D
inservice program
modules for implementation in NIST or
Provinces
Provinces
other relevant time
Inspectors
CRIP
Trainers
Schools
Head teachers
CRIP

Inservice Management Plan 2001-2005

Appendix 1 — Page 10

INSERVICE MANAGEMENT PLAN FOR CURRICULUM REFORM
OUTCOMES:
3. DoE, provincial and district education staff who are to be involved in the delivery of teacher inservice are professionally developed from 2001.
YEAR: 2001
Activity
Strategy
Timeline
Key Responsibilities
Resourcing

Develop
Implement
Develop
Implement
Print and distribute
Copies of the Plan distributed to
August – September
TE&SD
TE&SD
TE&SD
TE&SD
Inservice Management Plan inspectors, provinces, DoE and schools
CRIP
CRIP

Conduct training needs
Analysis undertaken by CRIP and
May - December
CDD
CDD
CRIP
CRIP
analysis for CDD staff and
Partner Organisation. Training program
implement training
to include mentoring, coaching and
CRIP
CRIP
CDD
CDD
workshops.

Partner Organisation
(Refer to Curriculum Management Plan)
Provide Strand Heads,
Workshops in staff development time
July – October
CDD
CDD
N/A CDD
PTCs and PNGEI briefings
on curriculum development
CRIP
CRIP
CRIP
cycle
PTCs
PNGEI
Conduct regional
Four two-day regional workshops
October - December
I&GD
I&GD
I&GD
I&GD
workshops for primary
inspectors on new
CRIP
TE&SD
CRIP
CRIP
curriculum and inservice
TE&SD
CRIP
TE&SD
models
CDD

Inservice Management Plan 2001-2005

Appendix 1 — Page 11

INSERVICE MANAGEMENT PLAN FOR CURRICULUM REFORM
OUTCOMES:
3. DoE, provincial and district education staff who are to be involved in the delivery of teacher inservice are professionally developed from 2001.
YEAR: 2002
Activity
Strategy
Timeline
Key Responsibilities
Resourcing

Develop
Implement
Develop
Implement
Training on Upper Primary
Regional workshops
September - October
CDD
CDD
CDD
CRIP
curriculum and inservice
CRIP
CRIP
CRIP
TE&SD
program for Inspectors
TE&SD
TE&SD
CDD
I & GD
I&GD
I & GD
Provide Strand Heads,
Workshops in staff development time
September - November
CDD
CDD
N/A CDD
PTCs and PNGEI briefings
CRIP
CRIP
CRIP
on upper primary curriculum
PTCs
PNGEI
Annual Inservice
Two-day workshop to review 2002 Plan November
TE&SD
TE&SD
TE&SD
TE&SD
Management Plan
and RCIPs and develop 2003 Plans
Provinces
Provinces
CRIP
CRIP
Workshop for senior
CRIP
CRIP
Provinces
Provinces
inspectors and provincial
staff

Inservice Management Plan 2001-2005

Appendix 1 — Page 13

INSERVICE MANAGEMENT PLAN FOR CURRICULUM REFORM
OUTCOMES:
3. DoE, provincial and district education staff who are to be involved in the delivery of teacher inservice are professionally developed from 2001.
YEAR: 2003
Activity
Strategy
Timeline
Key Responsibilities
Resourcing

Develop
Implement
Develop
Implement
Training on new elementary Regional workshops
March
CDD
CDD
CDD
CRIP
curriculum and inservice
CRIP
CRIP
CRIP
TE&SD
program for Inspectors
TE&SD
TE&SD
CDD
I & GD
I & GD
I & GD
Provide Strand Heads,
Workshops in staff development time
March - May
CDD
CDD
N/A CDD
PTCs and PNGEI briefings
CRIP
CRIP
CRIP
on new elementary
PTCs
curriculum
PNGEI
Provide Strand Heads,
Workshops in staff development time
September -
CDD
CDD
N/A CDD
PTCs and PNGEI briefings
October
CRIP
CRIP
CRIP
on edition 2 lower primary
PTCs
curriculum
PNGEI
Annual Inservice
Two-day workshop to review 2003 Plan
November
TE&SD
TE&SD
TE&SD
TE&SD
Management Plan
RCIPs and develop 2004 Plans
Provinces
Provinces
CRIP
CRIP
Workshop for senior
CRIP
CRIP
Provinces
Provinces
inspectors and provincial
staff

Inservice Management Plan 2001-2005

Appendix 1 — Page 14

INSERVICE MANAGEMENT PLAN FOR CURRICULUM REFORM
OUTCOMES:
4.
The capacity to develop and deliver local inservice for the reform curriculum is strengthened and supported from 2002.
YEAR: 2002
Activity
Strategy
Timeline
Key Responsibilities
Resourcing

Develop
Implement
Develop
Implement
Training programs for,
CRIP will fund proposals from schools or Ongoing for the
TE&SD
TE&SD
TE&SD
TE&SD
senior inspectors, provincial clusters on submission basis to support
period. Workshops CRIP
CRIP
CRIP
CRIP
and district staff to
local inservice to implement reform
will be conducted
CDD
Provinces
Schools
implement school based
curriculum and/or develop local
on basis of need
I & GD
I & GD
Provinces
training program to support
curriculum materials.
and availability of
curriculum reform in
funds.
elementary and primary
Two – day training workshops for
schools
targeted head teachers, inspectors and
School proposals
provincial staff to implement school-
to be submitted
based inservice
annually.
Develop and trial Collegial
Cluster teams of eg 4-5 principals, with
Development -
TE&SD
TE&SD
TE&SD
TE&SD
Curriculum Leadership
Initiatives funding, to conduct action
June 2002
CRIP
CRIP
CRIP
CRIP
program for Head Teachers research in 4 provinces
Implementation
2002-2005

Inservice Management Plan 2001-2005

Appendix 1 — Page 18

INSERVICE MANAGEMENT PLAN FOR CURRICULUM REFORM
OUTCOMES:
4.
The capacity to develop and deliver local inservice for the reform curriculum is strengthened and supported from 2002.

YEAR: 2003 - 2005

Activity
Strategy
Timeline
Key Responsibilities
Resourcing

Develop
Implement
Develop
Implement
Implement local inservice
CRIP will fund proposals from schools or Ongoing for the
TE&SD
TE&SD
TE&SD
TE&SD
support program
clusters on submission basis to support
period.
CRIP
CRIP
CRIP
CRIP
local inservice to implement reform
CDD
Provinces
Schools
curriculum and/or develop local
School proposals
I & GD
I & GD
Provinces
curriculum materials.
to be submitted
annually.

Implement Collegial
Cluster teams of eg 4-5 principals, with
Implementation
NA TE&S
D
N
A
TE&S
D
Curriculum Leadership
Initiatives funding, to conduct action
2003 -2005
CRIP
CRIP
Program for Head Teachers research in 4 provinces
Inservice Management Plan 2001-2005

Appendix 1 — Page 19

Appendix 2

INSERVICE MANAGEMENT PLAN FOR CURRICULUM REFORM

SUMMARY OF ACTIVITIES BY YEAR

INSERVICE MANAGEMENT PLAN FOR CURRICULUM REFORM
2001
ACTIVITY
TIMEFRAME
Elementary teacher training
February - December
Catch-up inservice for grades 3-5 teachers
May – August
Conduct training needs analysis for CDD and TE&SD staff and commence training program
May - December
Develop lower primary inservice modules
July - September
Provide Strand Heads, PTCs and PNGEI briefings on curriculum development cycle
July – October
Develop strategy to promote and support local and school-based inservice initiatives
July – December
Print and distribute Inservice Management Plan
August - September
Conduct regional workshops for primary inspectors on new curriculum and inservice models
October - December
Inservice for senior inspectors and provincial staff to support development and implementation of provincial
November
RCIPs

Inservice Management Plan 2001-2005

Appendix 2 — Page 1

INSERVICE MANAGEMENT PLAN FOR CURRICULUM REFORM
2002
ACTIVITY
TIMEFRAME
Conduct trainers workshops for lower primary inservice
February - December
Elementary teacher training
February - September
Implement edition 1 lower primary inservice modules
March - December
Training needs analysis – upper primary curriculum
May - June
Develop Collegial Curriculum Leadership program for Head Teachers.
June - July
Training needs analysis – elementary trainers and teachers
June - August
Develop revised elementary training program
August - November
Develop inservice program for upper primary curriculum and trainers
August - October
Training on Upper Primary curriculum and inservice program for Inspectors
September - October
Provide Strand Heads, PTCs and PNGEI briefings on upper primary curriculum
September - November
Develop elementary inservice training program for new curriculum
September - December
Trial Collegial Curriculum Leadership program for Head Teachers
September - December
Annual Inservice Management Plan Workshop for senior inspectors and provincial staff
November
Preservice training programs for lower primary upgraded to reflect reform
Ongoing
DEPI for lower primary reviewed and upgraded to reflect reform
Ongoing
Training programs for, senior inspectors, provincial and district staff to implement school based training
Ongoing for the period. Workshops will be
program to support curriculum reform in elementary and primary schools
conducted on basis of need and availability of
funds. School proposals to be submitted
annually in March.

Inservice Management Plan 2001-2005

Appendix 2 — Page 2

INSERVICE MANAGEMENT PLAN FOR CURRICULUM REFORM
2003
ACTIVITY
TIMEFRAME
Conduct workshop edition1 lower primary trainers
February - November
Review and upgrade upper primary preservice programs
January – March
Review of DEPI to reflect new upper primary curriculum
January - March
Implement training program for upper primary trainers
February - November
Implement edition 1 lower primary inservice modules
February -December
Training on new elementary curriculum and inservice program for Inspectors
March
Upgrade training for elementary trainers
March - April
Provide Strand Heads, PTCs and PNGEI briefings on new elementary curriculum
March - May
Implement upper primary inservice program
March – November
Implement Collegial Curriculum Leadership program for Head Teachers
March - December
Implement revised elementary training program for new elementary trainee teachers
March – December
Implement elementary inservice program for new materials
April - December
Training needs analysis for edition 2 lower primary curriculum
May- July
Develop inservice program and trainers program for edition 2 lower primary curriculum
August – October
Provide Strand Heads, PTCs and PNGEI briefings on edition 2 lower primary curriculum
September - October
Annual Inservice Management Plan Workshop for senior inspectors and provincial staff
November
Implement local inservice support program
Ongoing for the period.

Inservice Management Plan 2001-2005

Appendix 2 — Page 3

INSERVICE MANAGEMENT PLAN FOR CURRICULUM REFORM
2004
ACTIVITY
TIMEFRAME
Implement training program for upper primary trainers
February - November
Implement trainers program for edition 2 lower primary curriculum
February – December
Training on edition 2 lower primary and inservice program for Inspectors
March
Implement revised elementary training program for new elementary trainee teachers
March – December
Implement upper primary inservice program
March – December
Implement Collegial Curriculum Leadership program for Head Teachers
March - December
Implement inservice program for edition 2 lower primary curriculum
March - December
Implement elementary inservice program for new materials
April - December
Annual Inservice Management Plan Workshop for senior inspectors and provincial staff
November
Implement local inservice support program
Ongoing for the period

Inservice Management Plan 2001-2005

Appendix 2 — Page 4

INSERVICE MANAGEMENT PLAN FOR CURRICULUM REFORM
2005
ACTIVITY
TIMEFRAME
Implement training program for upper primary trainers
February - November
Implement trainers program for edition 2 lower primary curriculum
February – December
Implement Collegial Curriculum Leadership program for Head Teachers
March - December
Implement revised elementary training program for new elementary trainee teachers
March – December
Implement inservice program for edition 2 lower primary curriculum
March - December
Implement upper primary inservice program
March – December
Implement elementary inservice program for new materials
March - December
National inservice evaluation and inservice planning conference
August
Implement local inservice support program
Ongoing for the period.

Inservice Management Plan 2001-2005

Appendix 2 — Page 5

Document Outline

Abbreviations
Definition of terms
Introduction
2.The context of inservice training in PNG
- The policy context
- Inservice policy context
3.Key stakeholders with responsibility for inservice in PNG
4. Curriculum reform inservice priorities
5.Inservice strategies
6.Resourcing the plan
- Resources
  - CRIP
- Guidelines for resource allocation
7.Monitoring and evaluating the plan
þÿ
- Key outcomes
- The five-year plan

last updated Sat Sep 01, 2012