One of the advantages of working at Western Sydney University in the School of Education is the opportunity to make a difference both locally and internationally to improving educational practice. As part of an Australia Awards Fellowship and in partnership with the Kokoda Track Foundation and the Papua New Guinea (PNG) Department of Education, Dr Danielle Tracey and Dr Katrina Barker have been working to develop the capabilities of 10 Fellows working in leadership positions in the Papua New Guinea education system. Their goal, to promote inclusive education within the Teacher College programs and schools across Papua New Guinea.
Inclusive education refers to the removal of barriers to education and increased participation of all children in schooling. In the PNG context, less than 2% of children who start Year 1 will continue through to Year 12. The school completion statistics for girls and children with disabilities are significantly worse given they are out of school more than their peers. To help meet the Convention On The Rights Of Persons With Disabilities (CRPD), Papua New Guinea ‘s Universal Basic Education Plan 2010-2019 identifies that Special Education lecturers require professional development to strengthen their training offered at Teacher’s Colleges. This will ensure all children are affirmed the right to an education that advocates inclusiveness. Building the capacity of teachers to include children with disabilities in education will directly assist people with disabilities to participate, find pathways out of poverty and realise their full potential.
Australia has made significant advances to policy and practice in inclusive education. At Western Sydney University we have a team of leading academics who teach and research in this field for the purpose of ensuring best practice is translated across education settings. A vehicle which facilitates the driving of best practice is the Master of Inclusive Education. Advancing the quality of life and learning outcomes for individuals with additional needs requires specialists who not only hold the necessary knowledge, but possess skills and dispositions to work in a manner that builds the capacity of individuals with additional needs, their families and those working with them.
Drawing upon the expertise of both teaching and researching team members, 10 Papua New Guinea educators visited the School of Education to develop: knowledge and skills in how to structure College programs that include pre-service teachers; observe and critique pedagogy and curriculum used within Australian Universities and schools to promote inclusive education; critique policy and procedures within the education field in PNG; and develop skills in conducting research to support implementing changes following the Fellowship.
Danielle and Katrina have been privileged to work with the Fellows to educate them on best practice (universal design for learning and person-centred framework) for inclusive education and facilitate them to develop College and school (context-driven) policies and procedures. A key outcome of this project will be improving teacher educator quality and students’ College course experience and in-service teachers’ professional development courses, with the revitalisation of their inclusive education curriculum, policies and pedagogy.
Australia Awards Fellowships funded by the Australian Government build capacity and strengthen partnerships between Australian organisations and partner organisations in eligible developing countries in support of key development and foreign affairs priorities. By providing short-term study, research and professional development opportunities in Australia, mid-career professionals and emerging leaders can tap into Australian expertise, gaining valuable skills and knowledge.