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Flexible Open Distance Education in Rural Papua New Guinea: Innovative Approaches to Fixing a Strained System
Abstract
Rural Papua New Guinea (PNG) presents a challenging context for education, characterised by linguistic diversity, geographical isolation, and under-resourced communities. PNG ranks 160 out of 193 on the United Nation’s Human Development Index with just 4.7 years of expected schooling (UNDP, 2025). Flexible Open Distance Education (FODE) addresses systemic barriers by providing students in remote areas with a pathway to achieve Grade 12 qualifications. International non-government organisation (NGO), Kokoda Track Foundation (KTF), has implemented an innovative model that integrates wrap-around support, case management, bespoke administration and technology solutions and outreach delivery approaches through flying health patrols and river networks. Villages are solar powered to support digital learning technologies, bridging the resource gap and raising community aspirations.
KTF administered a semi-structured survey instrument to all staff involved in the operation and delivery of FODE to better understand the outcomes and success drivers of the KTF FODE program.
A key success indicator of this approach is its inclusivity, with deliberate strategies ensuring there is open and equitable access for women, girls, and people with disabilities to complete their education. Mandatory teacher upgrades to Grade 12, aligned with PNG Government regulations, further enhance the quality of education and build local teaching capacity. KTF’s approach shows that tailored, community-driven solutions can transform a broken system into one that empowers students to overcome challenges and achieve educational outcomes that foster pathways into further studies and livelihoods. This paper explores the effectiveness of these interventions and the potential for scaling similar models to other rural contexts in Papua New Guinea.
PCF11 Sub-Theme: Sustaining Communities of Learning and Practice in Innovative Open Education
Paper ID: 6079
Country
Papua New Guinea
Region
Pacific
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Date
2025-09
Author
ORCID
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Publisher
Commonwealth of Learning (COL)