title: The impact of the Papua New Guinea Free Education Policy on the School Executive's Decision Making in the management of Class SIze

authors: Abady, Roddy

abstract: The Papua New Guinea National Government’s directives on educational policies are expected to be implemented effectively throughout the country, in educational institutions that are solely or partly funded by the government. The Free Education Policy (FEP), also known as Tuition Fee Free Policy (TFFP) is a governmental directive that is implemented in elementary, primary and secondary schools. The implementation of FEP is perceived as a device for fulfilling the National Government’s Universal Basic Education (UBE) Plan (Guy, 2009; Swan & Walton, 2014) that aims to provide formal education for children between the ages of six and eighteen. The 2012 implementation of FEP in secondary schools, created a significant increase in student population thus (Marshall, 2002) creating class sizes to exceed forty-eight students. 
This study was conducted to explore how classroom teachers are assisted by school leaders in the management of large class sizes as influenced by FEP. Participants included ten school leaders from two separate secondary schools which are currently implementing FEP in the National Capital District of Papua New Guinea. 
A qualitative research methodology was used, based on the interpretivist paradigm. Guided questions were deliberated and utilised in collecting data through semi-structured and focus group interviews. The data was collated then analysed thematically. The findings indicate that school leaders are very much challenged in assisting classroom teachers manage large class sizes. The main factors that appear to undermine the success of effectively assisting classroom teachers are inadequate facilities, insufficient resource materials and the shortage of teachers. The amount of time classroom teachers have for classroom preparations and presentations are also encumbered by the number of classes with large class sizes.
It was apparent that while the National Government’s directive of FEP gives an opportunity for all school aged children to receive formal education, there are setbacks that impede effective implementation of this policy specifically in secondary schools. The implications suggest that as specialised teachers, classroom teachers need to be assisted in managing classes in overcrowded classrooms.

text: The impact of the Papua New Guinea Free Education Policy on the School Executive's Decision Making in the management of Class SIze The Papua New Guinea National Government’s directives on educational policies are expected to be implemented effectively throughout the country, in educational institutions that are solely or partly funded by the government. The Free Education Policy (FEP), also known as Tuition Fee Free Policy (TFFP) is a governmental directive that is implemented in elementary, primary and secondary schools. The implementation of FEP is perceived as a device for fulfilling the National Government’s Universal Basic Education (UBE) Plan (Guy, 2009; Swan & Walton, 2014) that aims to provide formal education for children between the ages of six and eighteen. The 2012 implementation of FEP in secondary schools, created a significant increase in student population thus (Marshall, 2002) creating class sizes to exceed forty-eight students. 
This study was conducted to explore how classroom teachers are assisted by school leaders in the management of large class sizes as influenced by FEP. Participants included ten school leaders from two separate secondary schools which are currently implementing FEP in the National Capital District of Papua New Guinea. 
A qualitative research methodology was used, based on the interpretivist paradigm. Guided questions were deliberated and utilised in collecting data through semi-structured and focus group interviews. The data was collated then analysed thematically. The findings indicate that school leaders are very much challenged in assisting classroom teachers manage large class sizes. The main factors that appear to undermine the success of effectively assisting classroom teachers are inadequate facilities, insufficient resource materials and the shortage of teachers. The amount of time classroom teachers have for classroom preparations and presentations are also encumbered by the number of classes with large class sizes.
It was apparent that while the National Government’s directive of FEP gives an opportunity for all school aged children to receive formal education, there are setbacks that impede effective implementation of this policy specifically in secondary schools. The implications suggest that as specialised teachers, classroom teachers need to be assisted in managing classes in overcrowded classrooms.

year: 2015

title: Leaf-level coordination principles propagate to the ecosystem scale.

authors: Gomarasca, Ulisse

subjects: Ecosystem

abstract: Fundamental axes of variation in plant traits result from trade-offs between costs and benefits of resource-use strategies at the leaf scale. However, it is unclear whether similar trade-offs propagate to the ecosystem level. Here, we test whether trait correlation patterns predicted by three well-known leaf- and plant-level coordination theories - the leaf economics spectrum, the global spectrum of plant form and function, and the least-cost hypothesis - are also observed between community mean traits and ecosystem processes. We combined ecosystem functional properties from FLUXNET sites, vegetation properties, and community mean plant traits into three corresponding principal component analyses. We find that the leaf economics spectrum (90 sites), the global spectrum of plant form and function (89 sites), and the least-cost hypothesis (82 sites) all propagate at the ecosystem level. However, we also find evidence of additional scale-emergent properties. Evaluating the coordination of ecosystem functional properties may aid the development of more realistic global dynamic vegetation models with critical empirical data, reducing the uncertainty of climate change projections.

text: Leaf-level coordination principles propagate to the ecosystem scale. Fundamental axes of variation in plant traits result from trade-offs between costs and benefits of resource-use strategies at the leaf scale. However, it is unclear whether similar trade-offs propagate to the ecosystem level. Here, we test whether trait correlation patterns predicted by three well-known leaf- and plant-level coordination theories - the leaf economics spectrum, the global spectrum of plant form and function, and the least-cost hypothesis - are also observed between community mean traits and ecosystem processes. We combined ecosystem functional properties from FLUXNET sites, vegetation properties, and community mean plant traits into three corresponding principal component analyses. We find that the leaf economics spectrum (90 sites), the global spectrum of plant form and function (89 sites), and the least-cost hypothesis (82 sites) all propagate at the ecosystem level. However, we also find evidence of additional scale-emergent properties. Evaluating the coordination of ecosystem functional properties may aid the development of more realistic global dynamic vegetation models with critical empirical data, reducing the uncertainty of climate change projections.

year: 2023-07-04

title: Te Pūtahitanga: A Tiriti-led science-policy approach for Aotearoa New Zealand

authors: Kukutai, Tahu

abstract: This paper examines the interface between science and policymaking and calls for a policy approach that is enabled by, and responsive to, Te Tiriti o Waitangi and Mātauranga Māori. For a science sector to have its greatest reach and impact for all citizens, it must demonstrate relevance, accessibility and inclusion. In Aotearoa, there has been concern about the exclusion of Māori and Pacific expertise from science advice and key decision-making roles. Te Tiriti offers a powerful framework for connecting systems and communities of knowledge in ways that are mutually beneficial and future focused.

text: Te Pūtahitanga: A Tiriti-led science-policy approach for Aotearoa New Zealand This paper examines the interface between science and policymaking and calls for a policy approach that is enabled by, and responsive to, Te Tiriti o Waitangi and Mātauranga Māori. For a science sector to have its greatest reach and impact for all citizens, it must demonstrate relevance, accessibility and inclusion. In Aotearoa, there has been concern about the exclusion of Māori and Pacific expertise from science advice and key decision-making roles. Te Tiriti offers a powerful framework for connecting systems and communities of knowledge in ways that are mutually beneficial and future focused.

year: 2021-04-28