title: Exploring the experiences of female students' educational transition from secondary to tertiary education. A study in a university in Papua New Guinea

authors: Yawi, Erita Javahomin

subjects: Transitions

abstract: Educational transitions take place when children move from home to start early childhood education and from primary school to secondary school then to universities and other tertiary institutions. Internationally, women are transitioning into tertiary education, achieving higher qualifications and securing jobs in areas that were once male dominated. Women in Papua New Guinea (PNG) are also entering tertiary education within PNG and abroad despite facing the barriers imposed by a male-dominated society, socio-cultural and socio-economic constraints and other setbacks which challenge their sense of self as women from PNG. The National Gender Equity Policy (2003) clearly advocates for fair and equal educational opportunities to be given to the female gender in PNG. However, the challenges and experiences of educational transition to university for female students from both urban and rural areas in PNG have not been researched to date.

The main aim of the study was to explore and document educational transition experiences for female students from secondary to tertiary education in PNG. The study examined the students’ choices, challenges and sources of support. It also considered factors they perceived as possibly contributing to success and failure with university courses. 

A qualitative approach was used to gather data from twelve young women, six from urban settings and six from rural settings, in a university in PNG. Semi-structured and focus group interviews were used, with a thematic approach for data analysis to provide a comprehensive knowledge of their experiences of educational transition. 

The key findings showed that the participants made their own choices about choosing university study. Parents, teachers and other people inspired and acted as role models for the young women and initiated their interests in further education. It was evident that the socio-cultural context of PNG had a considerate impact on the choice of the young women. Both positive and negative stories were presented to the young women; however, they resisted the negative comments and pursued their education. Some men acted as role models and used their power within a patriarchal society to disrupt existing patterns to support women in education. Wider family involvement is a feature of PNG life and should be considered as having an important role in supporting transition. Upon entering the new micro-system of the university the young women encountered academic, social and welfare challenges which had an impact on their sense of self. They displayed different characteristics, including unconfidence, nervousness and despondency. However, the university provided a positive learning environment with its resources that encouraged and motivated learning to take place over time. The young women sought help and assistance from their families, lecturers, friends and others around them to sustain their transition to university. Having access to friends’ resources is an important determinant when negotiating transitions. Overall, the young women’s positive characteristics of interactions and interconnected relations with others in the new micro-system of the university played an important role in their transition. 

This study suggests that to enable more women to make a successful transition to university parental support, role modelling and cultural change are essential. This process will require the support and cooperation of all stakeholders.

text: Exploring the experiences of female students' educational transition from secondary to tertiary education. A study in a university in Papua New Guinea Educational transitions take place when children move from home to start early childhood education and from primary school to secondary school then to universities and other tertiary institutions. Internationally, women are transitioning into tertiary education, achieving higher qualifications and securing jobs in areas that were once male dominated. Women in Papua New Guinea (PNG) are also entering tertiary education within PNG and abroad despite facing the barriers imposed by a male-dominated society, socio-cultural and socio-economic constraints and other setbacks which challenge their sense of self as women from PNG. The National Gender Equity Policy (2003) clearly advocates for fair and equal educational opportunities to be given to the female gender in PNG. However, the challenges and experiences of educational transition to university for female students from both urban and rural areas in PNG have not been researched to date.

The main aim of the study was to explore and document educational transition experiences for female students from secondary to tertiary education in PNG. The study examined the students’ choices, challenges and sources of support. It also considered factors they perceived as possibly contributing to success and failure with university courses. 

A qualitative approach was used to gather data from twelve young women, six from urban settings and six from rural settings, in a university in PNG. Semi-structured and focus group interviews were used, with a thematic approach for data analysis to provide a comprehensive knowledge of their experiences of educational transition. 

The key findings showed that the participants made their own choices about choosing university study. Parents, teachers and other people inspired and acted as role models for the young women and initiated their interests in further education. It was evident that the socio-cultural context of PNG had a considerate impact on the choice of the young women. Both positive and negative stories were presented to the young women; however, they resisted the negative comments and pursued their education. Some men acted as role models and used their power within a patriarchal society to disrupt existing patterns to support women in education. Wider family involvement is a feature of PNG life and should be considered as having an important role in supporting transition. Upon entering the new micro-system of the university the young women encountered academic, social and welfare challenges which had an impact on their sense of self. They displayed different characteristics, including unconfidence, nervousness and despondency. However, the university provided a positive learning environment with its resources that encouraged and motivated learning to take place over time. The young women sought help and assistance from their families, lecturers, friends and others around them to sustain their transition to university. Having access to friends’ resources is an important determinant when negotiating transitions. Overall, the young women’s positive characteristics of interactions and interconnected relations with others in the new micro-system of the university played an important role in their transition. 

This study suggests that to enable more women to make a successful transition to university parental support, role modelling and cultural change are essential. This process will require the support and cooperation of all stakeholders.

year: 2012

title: The girl on the bus or the spider in the bathroom? Students’ enduring memories of learning experiences outside the classroom in technology education

authors: Milne, Louise

abstract: This paper explores the planning and management of Education Outside the Classroom (EOTC) as it relates to curriculum-based learning and teaching in schools and in this instance specifically to teaching technology education in the primary and secondary classroom. These types of experience away from the four walls of the classroom often evoke very strong memories for all of us, but frequently it is of the social context rather than the intent of the learning experience. This paper looks at Falk and Dierking’s (2000) Contextual Model of Learning and how consideration of the four over- lapping contexts of this planning model, can enhance the quality of student experiences and their learning opportunities. It will look at examples of long-term achievement and retention of student learning, the impact of an experience on student learning, and the characteristics of a successful EOTC experience.

text: The girl on the bus or the spider in the bathroom? Students’ enduring memories of learning experiences outside the classroom in technology education This paper explores the planning and management of Education Outside the Classroom (EOTC) as it relates to curriculum-based learning and teaching in schools and in this instance specifically to teaching technology education in the primary and secondary classroom. These types of experience away from the four walls of the classroom often evoke very strong memories for all of us, but frequently it is of the social context rather than the intent of the learning experience. This paper looks at Falk and Dierking’s (2000) Contextual Model of Learning and how consideration of the four over- lapping contexts of this planning model, can enhance the quality of student experiences and their learning opportunities. It will look at examples of long-term achievement and retention of student learning, the impact of an experience on student learning, and the characteristics of a successful EOTC experience.

year: 2017

title: Countering gentrification in Tāmaki Makarau: Towards a framework for urban environmental justice

authors: Terruhn, Jessica

abstract: This policy brief argues for urban policies that actively aim to end gentrification.

Gentrification is intimately tied to state-led processes of urban renewal. Though historically understood as the displacement of low-income households as an unfortunate byproduct of socioeconomic and demographic neighbourhood change, contemporary gentrification is constituted by profit-driven investment decisions that erase undervalued neighbourhoods and their communities in the name of urban renewal (variously referred to as redevelopment, regeneration, renaissance, or revitalisation).

These processes of gentrification fundamentally contribute to environmental injustice. At the same time as creating ‘zones of abundance’, neighbourhood regeneration projects simultaneously (re-)create ‘zones of neglect and sacrifice’, which are burdened with environmental risks. As low-income and ethnic minority households are more likely to either reside in or to be displaced into these neighbourhoods, they are disproportionately exposed to environmental risk factors.

Moreover, gentrification enables and legitimises the exclusion of marginalised communities in multiple ways: 1) it devalues existing places and their residents in favour of regeneration, 2) it displaces longtime residents from regenerated neighbourhoods because of increasing property values, and/or 3) it alienates longtime residents as neighbourhood aesthetics, amenities and services change and become unaffordable and/or irrelevant.

As gentrification contributes to low-income households’ experiences of precarity and severs community ties and place attachments, it generates significant costs to personal and community health and wellbeing as well as social cohesion. The recommendations articulated in this brief emphasise the importance of transformative policy solutions that actively counter gentrification.
These include:
• Equitable investment in urban infrastructure
• Prioritising affordable housing
• Ensuring accessible transportation
• Empowering local communities
• Implementing a Te Tiriti o Waitangi approach to policy development

text: Countering gentrification in Tāmaki Makarau: Towards a framework for urban environmental justice This policy brief argues for urban policies that actively aim to end gentrification.

Gentrification is intimately tied to state-led processes of urban renewal. Though historically understood as the displacement of low-income households as an unfortunate byproduct of socioeconomic and demographic neighbourhood change, contemporary gentrification is constituted by profit-driven investment decisions that erase undervalued neighbourhoods and their communities in the name of urban renewal (variously referred to as redevelopment, regeneration, renaissance, or revitalisation).

These processes of gentrification fundamentally contribute to environmental injustice. At the same time as creating ‘zones of abundance’, neighbourhood regeneration projects simultaneously (re-)create ‘zones of neglect and sacrifice’, which are burdened with environmental risks. As low-income and ethnic minority households are more likely to either reside in or to be displaced into these neighbourhoods, they are disproportionately exposed to environmental risk factors.

Moreover, gentrification enables and legitimises the exclusion of marginalised communities in multiple ways: 1) it devalues existing places and their residents in favour of regeneration, 2) it displaces longtime residents from regenerated neighbourhoods because of increasing property values, and/or 3) it alienates longtime residents as neighbourhood aesthetics, amenities and services change and become unaffordable and/or irrelevant.

As gentrification contributes to low-income households’ experiences of precarity and severs community ties and place attachments, it generates significant costs to personal and community health and wellbeing as well as social cohesion. The recommendations articulated in this brief emphasise the importance of transformative policy solutions that actively counter gentrification.
These include:
• Equitable investment in urban infrastructure
• Prioritising affordable housing
• Ensuring accessible transportation
• Empowering local communities
• Implementing a Te Tiriti o Waitangi approach to policy development

year: 2025