Modernization of the Rural School in Papua New Guinea: The Accessibility and Quality of Education

Rural areas are characterised by various factors that negatively influence that delivery of quality education. Typically rural areas are remote and relatively underdeveloped. As a result, many rural communities and their schools are poor and disadvantaged, lacking basic infrastructure for sanitation, water, roads and other transport, electricity and information and communication technology. The socio-economic realities of rural areas put learners in rural schools at a disadvantage.
Functionally illiterate and innumerate parents are mainly found in our rural areas. Our apartheid past had a lot to do with the fact that these parents lacked the opportunities, development and resources that one would normally find in a more affluent community. In addition, many rural communities lack the professional help, and support, governance structures, books and learning materials that they need to provide the necessary support and care for learners.
Findings are presented on themes identified as significant challenges and problems hampering principals and schools in the development of rural schools in Papua New Guinea.

The themes are:
• Rural areas are not attractive for teachers;
• Marginalization of school principals;
• Constraints of Role Multiplicity;
• Problems of access in rural schools;
• Challenges of technology;
• Curriculum challenges;
• Lack of resources; and
• Challenges of poverty.

Rural schools find it difficult to attract good and suitable teachers, because there are less financial resources available.

Conclusion
Rural schools constitute a significant proportion of PNG schools and schools districts. So it is imperative that their needs are taken into account. The government cannot singlehandedly solve every educational problem in rural settings. But it can leverage its role in ways that improve outcomes for the nation’s learners in rural geographic areas. The promise of education law is to ensure that all learners have equal access to a high quality of education. That promise cannot materialize if certain geographic segments of the population are not equitably served by the education system.