Basic education provision in the 'fragile' state of Papua New Guinea

Abstract

This work explores whether the 'fragile state' of Papua New Guinea has the will and ability to achieve universal basic education. This thesis begins by arguing that education is a human right and that the Papua New Guinean government has a responsibility to provide it. Throughout this work it is shown that the government, while demonstrating a will to provide for the right to education, does not have the capacity to provide it. This is because PNG is a fragile state where conditions of fragility impede on the ability of the government to provide for essential basic services such as education. This thesis shows that the same conditions which create and maintain PNG's fragile nature, also effect the education system. In turn, this thesis shows that education can have both a positive and negative effect on PNG's fragility. Further, the capacity of the PNG government to ensure the right to education, is examined through an exploration of the provision of mother-tongue instruction. On this matter, this thesis concludes that currently the government does not have the capacity to provide education in 830 languages. Thus, the government's diminished capacity diminishes children's right to and in education and reinforces state fragility at the same time. Lastly and more broadly, this thesis examines issues of access in relation to basic education provision. It identifies and discusses key areas whereby the right to education can be realised. In light of the limitations on the government's capacity to provide universal basic education, this work concludes that the government of Papua New Guinea is in danger of violating the rights that it says it will uphold and ensure. In doing so, the government is perpetuating conditions which create poverty and inequality and condemn part of its populous to a life filled with fear and want.