The Report was very critical of the Australian administration and recommended a more comprehensive program of political, economic and educational development and more rapid progress towards independence (Downs, 1980:238-251). It can be reflected in the values system which structures the relationship between the coloniser and the colonised. Yet education was always important in PNG. This mode of thinking exists in the minds of both the coloniser and the colonised, and is expressed through their cultural experiences and practices. As trading activities became intensified, the indigenous people further accumulated Western goods as substitutes for their own. Marsha Berman. Recent post-Marxist analyses of colonialism, for example, the work of Hommi Bhabba (1994), are instructive. This ideology concerning the role of the central administration continues to inform the way many Papua New Guineans think about the public service. In 1606, William Janz visited the south-east area of New Guinea. 1972: The NGO SIL International gives training to Ernest Kilalang and other Tolais in developing vernacular literacy materials. Colonialist ideologies had basically denied the existence of a traditional education system, and certainly had not legitimised it. It can be viewed as a form of cultural dominance which involves the substitution of the way of life of the colonised by traditions that the colonisers assume to be inherently superior. This relationship is not only dictated by the politics of the international financial institutions but also the politics of aid. Much of the public debate in PNG revolves around the issue of what counts as the most effective program of development. And, finally, the linear cyclical model rejects the view that development must always be considered in terms of material progress. Papua New Guineans now identify themselves with this new name. In the operations of local schools, those residing in the traditional communities were given little opportunity to participate either in decision-making or in teaching activities. The name "Papua New Guinea" was thus a product of a colonial world-view which had assumed that the land had no history, and that its people could only be identified by their appearance, as Others who were not Europeans. While humanitarian or philanthropic motives are still invoked, it is clear they have become secondary to a concern for economic gains. Department of Education, 1986 - Education - 59 pages. In recent years, the traditional right to the land has been challenged, as the government now claims the right of ownership to the nation's natural resources, especially: minerals like gold and copper (Connell, 1992); oil and gas (MacPherson, 1992); forests (Taylor, 1992); and fish (Waugh 1992). In PNG, there does not appear to be a determined political movement to change the name by which the country is currently identified, though the issue has been talked about in general terms from time to time. Expatriates established stores and began to trade with indigenous people. In this speech, he argued that: Emphasis has been given to responsible development. Local societies have undergone--and continue to experience--quite profound internal changes as a result of socio-economic developments, including processes of class formation. Although historians may not share the same views about the motives for this rapid colonial expansion in the ninetieth century, there is a general agreement that the colonial powers were in search of the three "Gs": namely, Gold, God and Glory. This Marxist view suggests that it was capitalism which gave rise to and facilitated colonialism. Considerable scope therefore exists for expanding national output by bringing additional land into productive use. The ruling group can be either similar or different in their way of life from those who are ruled. The shopping list is simple, at least where I stand--local business development; infrastructure improvement; environmental protection; human resources development; and the promotion of an ethical business culture. Also, the traditional methods of exchange, such as the barter system, were gradually replaced by money, and the indigenous people began to use the concept of "exchange of money" amongst themselves. The remaining 30% is used at only low levels of intensity. Yet, we still use the same education systems that oppressed us to educate a free people. It can come in the form of capital or in the form of services, for instance, consultancy provisions, economic advice or technology and human resources. In the post-independence era, while the educational emphasis may have become somewhat secular, the rhetoric concerning the importance of education in PNG's economic development has intensified. For the colonised, on the one hand, it often meant the loss of self-identity and self-respect, replaced by feelings of inferiority and fear. It continued to receive little attention by curriculum administrators, or schools. Such cultural groups, as Tolais, Sepiks, Kavieng, Highlands, have their own distinctive traditions. The second is the impacts of colonialism in Africa. During this period there was a scramble for colonies in the African continent. Thirdly, it is maintained that as a Third World country, PNG lacks the resources to develop in an autonomous fashion, and has to rely on aid and advice from the international community, most notably from Australia. The gift transactions nearly always provide for explicit or implicit returns to the giver, whether in direct benefits by the savings of further costs, or by ensuring control over the recipient. Whilst PNG is a lower middle-income nation, its standard of literacy is below most other Third World countries. by Akinpelu (1981) the imposition of the Western education was meant to reinforce the colonial conditions by inculcating the values of the colonial society and training individuals for the service of the colonial state. It has already created pressures on the political integrity of PNG, because the New Guinea Islands (Manus, East New Britain, West New Britain, and New Ireland) are largely sympathetic to the cause of the North Solomon Province and are also threatening to secede from the rest of PNG. In Ok Tedi ( Jackson 1983 ) sold in the Sepik, Western, central and Eastern dependent them! 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