1. DEAN, SCHOOL OF DISTANCE & FLEXIBLE LEARNING; PN. 811001

A suitably qualified and experience professional will lead a team of people and manage the newly established and growing School of Distance and Flexible Learning (SDL); in the following areas including; development of the new School, recruitment, training and supervision of staff, in academic program and material development and delivery by distance mode, in development of a research culture around distance education and actively liaise with partner institutions and organizations ensuring relevant and appropriate distance learner support models and services are develop. In view of these, the candidate must posses the following qualities; be energetic team player; with a willingness to learn; a willingness to trust and delegate; a strong understanding of adult learning pedagogy especially with a distance learning context, with a strategic focus; and a lateral thinker who can see (and break through) more traditional thinking and administrative constraints.

The Dean, an executive academic who will provide administrative leadership within a growing multidisciplinary and dual mode University. Specific requirement someone are as follows. Must hold a minimum of postgraduate qualification, preferably at a PhD level, in education or related field with extensive management and teaching experience in a tertiary institution; have considerable experience in the development and management of distance or alternative methods of education delivery in a tertiary context, have a good understanding of the PNG education system and be willing, (with proven energy and lateral thinking skills, to pick up the) challenge of establishing and managing the new DFL function; and proven research knowledge and experiences in education or related fields with potential to provide leadership in the development of a research capacity around DFL both within the University and in collaboration with external authorities.

2. LECTURER/SNR LECTURER IN LANGUAGE, LITERATURE AND/OR LINGUISTICS; PN. 631005

The successful applicant will be in the field of Language, Linguistics and/or TESOL, and should have a Masters Degree for appointment at Lecturer level and/or PhD in Language, Literature and/or Linguistics for appointment at Senor Lecturer level. Specific requirements include successful undergraduate and postgraduate teaching experience at tertiary level in a developing country, with internationally recognized research achievements reported in established journals. S/he must have experience in the supervision of postgraduate researches students, substantial administrative experience and expertise and demonstrated ability to provide academic leadership in both the teaching and research at a high level. Applicants whose work encompasses South Pacific and Indigenous-centered knowledge production and epistemologies and
language documents are encouraged to apply.
The successful applicant will be expected to teach all Language, Literature and/or Linguistics courses, conduct research and publications, take a leadership role in the development and supervision of undergraduate and postgraduate programs and research. In additional, s/he must be competent and have expertise in computing skills.

3. LECTURER/SNR. LECTURER IN LANGUAGE & LINGUISTICS – P/NO. 621009

The successful appointee will be in the field of Language, Linguistics, Literature and/or Media Studies; and should have a Masters degree for appointment at Lecturer level and/or PhD in Language, Linguistics, and/or Literature for appointment at Senior Lecturer level. Specific requirements include successful undergraduate and postgraduate teaching experience at tertiary level in a developing country, with internationally recognized research achievements reported in established journals, experience in supervision of postgraduate research students, substantial administrative experience and expertise and demonstrated ability to provide academic leadership in both teaching and research at a high level. Applicants whose work encompasses South Pacific and Indigenous-centered knowledge product and epistemologies and language dements are encourage to apply.
The appointee will be expected to teach all Language, Linguistics, and/or Literature courses, conduct research and publications, take a leadership role in the development and supervision of undergraduate and postgraduate programs, and the supervise postgraduate research students. In addition, s/he must be competent and have expertise in computing and internet skills.

4. LECTURER/ SNR. LECTURER IN LANGUAGE AND LINGUISTICS; PN. 621010

The successful applicant will be in the field of Linguistics and should have a Masters Degree for appointment at Lecturer level and/or PhD in Language and linguistics for appointment at Senior lecturer level. Specific requirements include successful undergraduate and postgraduate teaching experience at tertiary level in a developing country, with internationally recognized research achievements reported in established journals, experience in supervision of postgraduate research students, substantial administrative experience and expertise and demonstrated ability to provide academic leadership in both teaching and research at a high level. Applicants whose work encompasses South Pacific and indigenous-centered knowledge production and epistemologies and language documentation are encouraged to apply.
The successful applicant will be expected to teach all language and Linguistics courses, conduct research and publications, take a leadership role in the development of undergraduate and postgraduate programs and supervise postgraduate research students. In additional, s/he must be competent and have expertise in computing and internet skills. Appointment is a 3 years non renewable contract.
5. SNR TUTOR/LECTURER – MUSIC; PN. 611002
The University requires the services of a competent, versatile and dynamic music teacher to teach in the area of musicology, PNG music studies, music business & technology and instrumental studies. The successful applicant will be required to work closely with the other strands in the department of dance/drama and visual arts, will be required to take on a strategic leadership and management role in the functions and operations of the new music complex and in organizing students’ performances, recitals and other important events and shows requiring the use of audio and hardware set up which will include the National Live Lave Arts Award, Artist Club and graduating ceremonies.
The applicant should preferably hold an Honours Degree in Music with a teaching qualification in secondary or tertiary education. A sympathetic response in the preservation and promotion of PNG and Melanesian cultural heritage is expected.

5. SNR TUTOR/LECTURER – MUSIC; PN. 611002

The University requires the services of a competent, versatile and dynamic music teacher to teach in the area of musicology, PNG music studies, music business & technology and instrumental studies. The successful applicant will be required to work closely with the other strands in the department of dance/drama and visual arts, will be required to take on a strategic leadership and management role in the functions and operations of the new music complex and in organizing students’ performances, recitals and other important events and shows requiring the use of audio and hardware set up which will include the National Live Lave Arts Award, Artist Club and graduating ceremonies.
The applicant should preferably hold an Honours Degree in Music with a teaching qualification in secondary or tertiary education. A sympathetic response in the preservation and promotion of PNG and Melanesian cultural heritage is expected.

 

6. LECTUER/SNR. LECTURER IN THEORETICAL PHYSICS PN. 651001

The successful applicant should have minimum qualifi cation of a Masters degree in Theoretical Physic for appointment at a lecturer level and a PhD for appointment at a Snr. Lecturer.
Specific requirements include academic leadership to develop postgraduate and undergraduate physics programs, should have a sound research background experience contributing to innovative, effective teaching and learning process. Be competent to develop and teach courses with various content in the fields of condensed matter physics, particle physics, atomic, molecular and optical physics, quantum mechanics and astrophysics. Teaching qualification will be an advantage at tertiary level. S/He should be prepared to learn new skills and be able to work under pressure to meet deadlines.

7. LECTURER/SNR. LECTURER IN APPLIED PHYSICS PN. 651003

The successful applicant should have minimum qualification of a Masters in applied Physics for appointment at Lecturer level and a PhD for appointment at Snr. Lecturer.
The successful applicant is expected to have academic leadership to develop postgraduate/undergraduate physics programs were a sound research background who will be contributing to innovative, effective teaching and learning processes. Competent to develop and teach courses with various content in fields of electronics and instrumentation, environmental physics and energy physics, geophysics, atmosphere and oceanic physics. A teaching qualification at tertiary level will be an advantage; should be prepared to learn new skills and be able to work under pressure to meet deadlines.

8. SNR-TUTOR IN MIDWIFERY; PN. 651020

The appointee should hold a Masters in :Public Health or in Health Personnel Health Education, with a Bachelor in Nursing, Bachelor in Maternal child Health or in Health Promotion, be a current Registered Midwife with PNG Nursing Council, possess a diploma in Health Teaching/Health Education, health promotion, have worked as midwife for more than five years in a hospital and show evidence that of having worked in labour ward, Antenatal clinic and in the Post Natal ward in PNG. Must have taught in a School of Nursing and or have supervised students in the clinical ward situation of the O & G Departments either in the hospital or in the health centre in the last five years. Must be able to teach in both the diploma and bachelor level courses and be able to supervise students in the hospital wards and health centers while on midwifery practice and during micro and teaching practice.

9. LECTURER/SNR. LECTURER IN DESIGN AND TECHNOLOGY PN. 671009

The applicant should hold a specialized Masters of Education degree or Higher with specialization in teaching industrial Arts, or Design and Technology, or Technology Education. Must be competent in teaching students bench metal work, sheet metalwork, welding and fabricating, and machining; conversant and fluent in technical drawing as a universal language of trade and industry; and a qualified teacher with minimum of five consecutive years of successful teaching of design and technology disciplines in secondary schools and/or tertiary institutions. Ability in teaching contemporary furniture design and wood machining would be an advantage. Reference from current or most recent employer is essential.
The successful appointee will provide leadership in curriculum development, coordinating teaching and assessment of specially disciplines; teach both the pre service and in service teacher education program in design and technology. Capacity reference is essential.

- GENERAL NOTICE
Application Closes on the 25th January, 2012.

Applications will be treated as strictly confi dential and should include full updated Curriculum Vitae, a recent passport size photograph, the names and addresses of three recent referees and date of availability. In order to expedite the appointment procedures, applicants are advised to contact their referees to send confidential reports directly to the University without waiting to be contacted Academic appointees are required to submit relevant documentation, including transcript, certifi ed copies of degrees and awards and samples of latest publications. All academic appointees will be required annually to participate in micro teaching and Teaching Practice supervision of undergraduate student throughout Papua New Guinea and this may require an absence of up to six weeks from the University.

SALARY PACKAGE:
Dean - (U5) K47,119 – K57,559
Senior Lecturer - (U4) K38,536 – K47,100
Lecture - (U3) K31,847 – K38,938
Senior Tutor - (U2) K26,669 – K32,595

Plus appropriate, DMA, IMA & ATA and Gratuity of 25% pa National; 30% - 40% pa Non National with other benefits applicable to the positions.

HOUSING IS NOT A CONDITION OF EMPLOYMENT. MAY ONLY BE PROVIDED IF AVALIABLE.

Applications should be forwarded to the Manager, Human Resources Division, University of Goroka, P.O. Box 1078, GOROKA EHP or email it to the Human Resources Secretary at pmsecretary[at]uog.ac.pg

Authorized by: 
Gairo Onagi (Ph.D  -
Vice Chancellor

EDUCATION is the only sustainable poverty reduction strategy and every effort must be made to make education accessible for all children in Papua New Guinea.
Every child has the right to education and the longer that right is blocked by poverty, the more our law and order problems will increase.
The quickest way to increase literacy in PNG is to ensure that all children have free primary education and that adult literacy is available in community learning centres throughout PNG.
These centres can be run in classrooms after hours, in church halls or under the trees and are a priority in the newly endorsed Integrated Community Development Policy of the Department for Community Development.
Unfortunately, the discussions are a bit late for this school year but hopefully a new policy can be in place for 2008.
The education cost- analysis policy should also look at other issues such as the need for shift classes in areas where there are not enough classrooms to accommodate the number of children.
No class size should exceed 40 – and preferably it should be reduced to a maximum of 30 students as soon as possible.
As a teacher by profession, I am very sympathetic to teachers who are faced with large classes. It is impossible to do quality teaching in those circumstances.
Another cost burden for parents is the school uniform requirements in many schools.
The cost of uniforms is ridiculously high and school boards should be forced to review their policies.
No child should be turned away from school because they do not have shoes or uniform.
It is an injustice and a denial of basic rights. Uniforms must be made affordable and simple so that women can sew the uniforms for their children or as a small business.
It is shameful that countries in Asia and Africa that are much poorer than PNG have already achieved universal primary education and yet our statistics are getting worse every year.
The “user pay” policy should not apply to primary education.
If anything, it should be a very nominal amount to help with consumable items such as exercise books.
All political parties must be committed to making basic education accessible to all our children.

EDUCATION is the only sustainable poverty reduction strategy and every effort must be made to make education accessible for all children in Papua New Guinea.
Every child has the right to education and the longer that right is blocked by poverty, the more our law and order problems will increase.
The quickest way to increase literacy in PNG is to ensure that all children have free primary education and that adult literacy is available in community learning centres throughout PNG.
These centres can be run in classrooms after hours, in church halls or under the trees and are a priority in the newly endorsed Integrated Community Development Policy of the Department for Community Development.
Unfortunately, the discussions are a bit late for this school year but hopefully a new policy can be in place for 2008.
The education cost- analysis policy should also look at other issues such as the need for shift classes in areas where there are not enough classrooms to accommodate the number of children.
No class size should exceed 40 – and preferably it should be reduced to a maximum of 30 students as soon as possible.
As a teacher by profession, I am very sympathetic to teachers who are faced with large classes. It is impossible to do quality teaching in those circumstances.
Another cost burden for parents is the school uniform requirements in many schools.
The cost of uniforms is ridiculously high and school boards should be forced to review their policies.
No child should be turned away from school because they do not have shoes or uniform.
It is an injustice and a denial of basic rights. Uniforms must be made affordable and simple so that women can sew the uniforms for their children or as a small business.
It is shameful that countries in Asia and Africa that are much poorer than PNG have already achieved universal primary education and yet our statistics are getting worse every year.
The “user pay” policy should not apply to primary education.
If anything, it should be a very nominal amount to help with consumable items such as exercise books.
All political parties must be committed to making basic education accessible to all our children.

A QUITE revolution is taking place in Papua New Guinea which promises to bring about massive development to our beloved country.
This is the development of what is known as PNGARNet, short for Papua New Guinea Academic and Research Network, which is being spearheaded by our universities, in particular the Divine Word University in Madang.
PNGARNET, set to be launched next month, is a company wholly-owned by the PNG Vice-Chancellors Committee.
PNGARNET was formed with the express purpose of facilitating the efficient cost-effective delivery of Internet services to Institutions of Higher Education (IHE) and research in PNG so that PNG tertiary students can receive a world-class education.
Potentially, all those organisations, which are part of the Office of Higher Education (OHE) in PNG, can become involved in PNGARNET.
In its initial and start-up phase, the original formation group of the PNG universities is spearheading the development.
The Universities of PNG are either state-funded or non state-funded.
The state-funded universities are University of Goroka, University of Papua New Guinea, University of Technology and Vudal University.
The non state-funded universities are Divine Word University and Pacific Adventist University.
These six universities are the founding institutions of PNGARNET along with National Research Institute (NRI) and National Agricultural Research Institute (NARI).
PNGARNET is providing efficient Internet resources to its members through a satellite Virtual Local Area Network (VLAN).
The typology of PNGARNET attempts to provide each member institution with complete institutional integrity as well a provide potentials for intercommunications.
At Divine Word University in Madang last weekend, I was able to see for myself initial work on this exciting project, which promises to bring about untold development
PNGARNET was formed three years ago by the OHE and its stakeholders, the six universities, with DWU’s visionary president Father Jan Czuba appointed as chairman to commence dialogue with Telikom and PANGTEL.
“The benefits will be tremendous,” Fr Czuba said in an interview.
“The whole approach to teaching and learning in PNG will change.
“Having access to information will significantly reduce the cost of higher education.
“Instead of flying in professors, they can teach using video conferencing.
“To improve our quality of higher education, we need to have resources, which are very expensive.
“The PNGARNET will allow have student to have access (to these resources).
“That’s a huge advantage.
“It will open up new opportunities for PNG students, with unlimited access to universities in US, Australia and New Zealand.”
Fr Czuba said ARNET had the full backing of Prime Minister Sir Michael Somare and his Ministers.
The PNGARNET system is designed around a VLAN implemented through satellite technology.
It is designed to help answer the challenge that the universities of PNG offer a quality education to PNG citizens.
The third PNG National Educational Plan offers the challenge that the universities provide a world class education to its citizens.
This plan presumes that PNG tertiary students will be able to access the learning resources that are commonly provided via Internet connections, thus, PNG students must become world learners.
PNGARNET will employ satellite technology to link the universities of PNG to each other and to the World Wide Web.
To achieve this linkage, PNGARNET provides the infrastructure to coordinate the satellite system.
PNGARNET enables the satellite dishes to coordinate with central servers, which happen to be installed at this point in time, in Hong Kong.
The company, PNGARNET, also provides the central skill base in order to train staff for each institution.
PNGARNET is designed to not limit the independence of any university and to maximise the skill sharing for all universities.
The vision of PNGARNET is that this satellite link will connect all the institutions of higher education in PNG.
This linking will take time, and in the first stages, the major partners are all the universities of PNG, NRI and NARI.
It is hoped that other institutions of higher education will join the scheme as funding becomes available, as they grow in confidence in the scheme, and as the scheme matures into benefits for PNG tertiary students.
It is also anticipated that other schemes will evolve, similar to PNGARNET, for higher education.
It is hoped that hospitals and secondary schools might also develop similar projects to enhance their provision of services and to better attain their goals.
PNGARNET has the mission to provide efficient, cost-effective Internet to institutions of higher education in PNG.
The objectives of PNGARNET are simple ones.
These objectives are to offer PNG higher education institutions increased bandwidth that is reliable, cost effective and of a bandwidth suitable to be educationally advantageous.
At the same time, PNGARNET seeks to maintain and promote institutional independence and encourage collaboration.
Further, PNGARNET seeks to develop skills and ICT capacities in all its institutions by enabling skill-sharing, inter-institution training, and bringing new skills sets into play.
As these possibilities are exploited and used in daily teaching and administration tasks, then the goals of PNGARNET are being achieved.
Chandana Silva, ICT manager of DWU, and his team have collated the equipment needs of the major initial PNGARNET partners.
The equipment including satellite dishes, antennae and Block Up Converters (BUCs) - a device used in the transmission of satellite signals - for the sites of the PNGARNET partners has been sourced mainly from China.
The coordination of this equipment has been a large undertaking.
Mr Silva is in Hong Kong this week to commission the PNGARNet set-up there in time for the launch next month.
All over this increasingly-globalised world, a massive Information Revolution is taking place as economies use ICT as a passport to what economists call the “New Economy”.
Papua New Guinea will continue to remain light years behind the rest of the world if we do not jump on the ICT bandwagon in this globalised world.
Access to Internet, adequate infrastructure, human capacity building and appropriate policies on ICT are central issues in addressing the digital divide.
Success in this globalised world is predicated on ICT knowledge and successful knowledge-based economies will be based on the efficient and widespread use of ICT by all sectors within any given country.
ARNET is indeed a giant step in the right direction for Papua New Guinea.

Hamilton region in New Zealand has the biggest number of PNG residents and the region's University of Waikato continues producing human resources for the Papua New Guinea work force.
Educationists, lawyers, scientists, accountants, academics and the list go on.
Hamilton is one of New Zealand's fastest growing cities with a population of 130,000 and provides the perfect environment for work and leisure.
Accessibility is one of the prime factors that make Hamilton such a wonderful city to live in - and it's River and Lake walkways are a perfect example.
Only a minute from the main thoroughfare of Victoria Street, you can take a quick break and escape to the sights and sounds of nature.
Hamilton has a wonderfully diverse population, and this is particularly evident when you look through the great range of active clubs and organisations operating in the city.
The University of Waikato, Hamilton campus is the largest and most beautiful in New Zealand. It is full of first-class facilities to help you work and play and gives you space to think.
Waikato has a relaxed, chilled-out atmosphere. Students study or have coffee by the lakes and there are numerous park benches and secluded gardens for some quiet time.
On April 19 this year I witnessed the graduation of three Papua New Guineans who passed through the podium of Founders Theatre in Hamilton where many of their fellow country folks have marched through.
These three teacher educators/trainers (former colleagues of mine) from Madang Primary Teachers College receiving degrees in their speciality within the field of education.
Juddy Tatu Drawii from Madang/Sandaun provinces graduated with a Postgraduate Diploma in Education (major in Counselling).
She is currently enrolled for the masters program in education and counselling. Her major research is titled, 'Cult Issues in Secondary and National High Schools in PNG'.
PNG schools lack qualified counsellors who can provide expert guidance and counselling needs for students. Her major research discusses a current issue that many secondary and high school students are practicing without the attention from their school administration.
The guidance and counseling of students is an integral component of the educational mission of each school. Guidance and counseling services and programs promote the personal/social, educational, and career development of all students.
Eron Hagunama from Eastern Highlands province also graduated with a Postgraduate Diploma in Education (major in Technology education). He is currently enrolled for the masters program in Technology Education. His major research paper is titled, 'Technology curriculum for Primary schools in PNG: Teachers perceptions and practices with focus on Making a Living curriculum'.
Technology Education is when students gain knowledge and skills in the application, design, production, and assessment of products, services, and systems. Knowledge and skills in the proper application of technology, the design of technology, the efficient production of technology, and the assessment of the effects of technology prepare students for success in the modern world. The study of technology allows students to reinforce, apply, and transfer their academic knowledge and skills to a variety of interesting and relevant activities, problems, and settings. In addition to their general academic and technical knowledge and skills, students gain an understanding of career opportunities available in technology and what employers require to gain and maintain employment in these careers.
The other graduate was Gabriel John Saun from East Sepik province with a Postgraduate Diploma in Education (major in Special and Inclusive education).
He is currently enrolled for the masters program in Special and Inclusive education. His major research paper is titled, 'Teachers perceptions of behaviour difficulties and classroom management in Madang Primary Schools, PNG'.
Special Education is providing special education needs. Special education is for children with physical and/or intellectual impairments; hearing or vision difficulties; children who struggle with learning, communicating, or getting along with others; or who have an emotional or behavioural difficulty.
Inclusive Education means that all students in a school, regardless of their strengths or weaknesses in any area, become part of the school community. They are included in the feeling of belonging or among other students, teachers, and support staff. The federal of Individuals with Disabilities Education Act (IDEA) and its 1997 amendments make it clear that schools have a duty to educate children with disabilities in general education classrooms.
If we can take a careful thought and look at what these three educationists had achieved and currently pursuing, I have a strong opinion that this are the areas in education where we need our teachers to be trained and equipped with skills and techniques to contribute to our education system.
Ka pai (Maori for very good or congratulation) - Juddy, Eron and Gabriel.