Women academics have the potential to contribute to the Millennium Development Goals in Nation building through Open and Distance Learning in Papua New Guinea.

Women academics have the potential to contribute to the Millennium Development Goals in Nation building through Open and Distance Learning in Papua New Guinea.

Janet Rangou, University of Papua New Guinea

Abstract
Distance education in Papua New Guinea (PNG) is fast becoming the new trend which addresses accessibility and equity for the majority of potential students throughout the nation who are unable to attend on campus classes. Education for all and participation of women is echoed everywhere in government and private educational institutions. UPNG Women academics are often the silent achievers in their own rights thriving amongst the dominance of their male counterparts. PNG’s National Constitution calls for equal participation by all. The University of Papua New Guinea also has in place its Gender equity policy which calls for the recognition and participation of women. How can women academics at Higher Educational Institutions contribute more to distance education for nation building in PNG?

This paper aims at investigating how women academics can participate to nation building as course designers, writers, mentors, counsellors and Distance Education facilitators in PNG. An analysis of the current percentage of Women academics who are already involved in Distance Education will be presented along with motivators versus hinderances as well as the benefits for being part of UPNG’s distance education mission in PNG.

UPNG women academics are able to create conditions for innovative changes. They can share in UPNG’s vision for Distance Education and are valuable contributors as well as resources to this evolving nature of Distance Education in Papua New Guinea.

UPNG Women academics have the potential to contribute to Nation building through Open and Distance Learning in Papua New Guine

Women academics have the potential to contribute to the Millennium Development Goals in Nation building through Open and Distance Learning in Papua New Guinea.

Janet Bulumaris Rangou

University of Papua New Guinea Open College

Distance education in Papua New Guinea (PNG) is fast becoming the new trend, which addresses accessibility and equity for the majority of potential students throughout the nation who are unable to attend on campus classes. Education for all and participation of women empowerment for development is echoed everywhere in government and private educational institutions. UPNG Women academics are often the silent achievers in their own right thriving among the dominance of their male counterparts. PNG's National Constitution calls for equal participation by all. The University of Papua New Guinea also has in place its Gender equity policy, which calls for the recognition and participation of women. How can women academics at Higher Educational Institutions contribute more to distance education that in turn will contribute to the achievements of the millennium development goals? UPNG women academics are able to create conditions for innovative changes. They can share in UPNG's vision for Distance Education and are valuable contributors as well as resources to this evolving nature of Distance Education in Papua New Guinea. This paper aims at investigating how women academics can participate to the development processes of Distance Education in PNG as course designers, writers, mentors, counsellors and facilitators. An analysis of the current percentage of Women academics that are already involved in Distance Education will be presented along with motivators versus hindrances, as well as the benefits of being part of UPNG's distance education mission in PNG.

Introduction

Papua New Guinea (PNG) is a country, geographically located in the South Pacific. Its diversity of uniquely riched cultures and traditions, many tribes, flora and fauna along with its famous slogan "the land of the Unexpected " describes truly what it is. There are about 832 living languages and a population of about 5million people of which half is women. The rural based population is about 80% and the literacy rate is about 56.2%. Issues affecting women include illiteracy, HIV Aids, domestic violence, rape, teenage pregnancy, divorce and marriage break up, prostitution, gambling, alcoholism, cross cultural marriages and economic hardships being evident in both rural and urban PNG settings.

University of Papua New Guinea Open and Distance Learning (ODL)

Established in 1964, UPNG has continued to produce educated men and women who are contributing meaningfully to this nation's workforce in both the government and private sectors. University of Papua New Guinea's mission statement is to be the premier University, making available quality education, research and service to Papua New Guinea and the Pacific. One of its key objectives is to bring University education to the people. This involves embracing innovative, appropriate and affordable technologies in education to meet the demands of Open and distance learning (ODL) in PNG. Are we there yet?

The UPNG Strategic Plan 2001-2005 makes a strong statement about the use of electronic media for teaching and learning. Electronic capabilities that need to be developed along with our current resources include;

The use of interactive programs that students can read, answer questions on screen, and receives feedback on their answers.
The presentation of animated diagrams and procedures that show direction of flow and outcome of procedures.
Student preparation and submission of assignments via UPNG network.

If we have to move in that direction, we have yet to know how to do it right with technology.

UPNG's model of Distance Education demands for schoolsā€² responsibility in developing and delivering courses in the dual mode face to face and distance flexible learning. Academic staffs are contractually obliged to teach both internal and external students.

This is a shift in the traditional culture of teaching in UPNG as most of the academics recruited prior to 2002, were recruited to teach on campus, face to face only. The shift now demands their participation and contractual obligation to teach in the dual mode.

UPNG's view on empowerment of women

The University of PNG commits itself to the promotion of Equal Opportunities for all persons including women, people of all racial and ethnic groups and people with disabilities. This is in line with the principles and spirit of the 1972 Human rights Ordinance, the national Constitution of PNG and provisions on the elimination of Discrimination against Women. UPNG's mission is to strive to be a leader in attaining gender equality. In UPNG's Staff Handbook (109-112) it states that;

"A work program shall be developed to eliminate all forms of discrimination against women in relation to seven areas of employment including;

Recruitment and selection
Promotion & termination
Training & development
Work Organization
Conditions of service
Arrangement for dealing with Sex- based harassment
Arrangement for dealing with maternity issues (breast feeding, maternity leave, and child care)"

Training and development of UPNG women academics as equal participants in developmental roles for Open and distance learning in Papua New Guinea must be seen as an important aspect of gender equity. Woman academics have the potential or better still can be in equal footing with their male counterparts in contributing to Open and Distance Education in Papua New Guinea.

Women academics must be empowered, motivated and valued as contributors to the expansion of higher distance education programs in PNG. The challenge to UPNG women academics is to liberate their minds, which is a battleground for most of them. They need to think positively to what they can contribute to meaningful development aspects of this nation. Women sustain education, knowledge is power, and therefore women academics should be liberated to think freely by re-examining old mindsets and acting rationally as educators for the citizens of this great nation.

What is the scenario like?

Since 2002, when the University of Papua New Guinea integrated Open and Distance Learning into its course program delivery, there has been less participation by women academics for the pursuit for Distance learning in the country. According to PNG's National plan for Education 2005-2014, evidence shows that more males are represented than females in all levels of education. Interestingly, for UPNG, even with the programs offered by distance, there are still lesser women teaching these courses internally. The ratio of men to women academics involved in the area of DE administration, design, writing and facilitation has been 1:5.

Table. 1 showing UPNG's programs by ODL and participation by staff.

Programs	Number of Distance Education courses	Number of academics involved	Male academics involved	Female academics involved
CTCS	12	12	10 @ 83 %	2 @ 16.6%
Diploma in Accounting	19 courses	16	13 @ 81.3%	3 @ 18.8%
Bachelor of Commerce	18	11	11 @ 100%	0
Bachelor of Management in Public Policy Management	14	4	3 @ 75%	1 @ 25%
Bachelor of Science (Foundation year only	11	12	9 @75%	3 @ 21.4 %
Bachelor of Arts in Education Studies	0		0	0
Total	74	51	46 @ 90.2%	9 @ 17.6%

What roles can women academics play in Distance Education at UPNG for DE students of this nation?

Women academics are potential contributors to ODL in roles of campus directors, designers, course writers, facilitators and student counselors. They need to be sensitive to the changes taking place and pursue new positive dimensions of their roles in PNG Distance education. What are these new positive dimensions, one may ask? These are; innovative challenges of teaching with the use of appropriate, affordable technology and the satisfaction in educating disadvantaged students by contributing to development. Wocott and Betts (1999) list the following as reasons for academics participation in Open and distance learning. UPNG women academics can embrace these new positive dimensions in ODL for themselves too.

the ability to reach new audiences that cannot attend classes on campus,
the opportunity to develop new ideas,
a personal motivation to use other means of delivery other than the face to face ( technology enhanced courses),
an intellectual challenge and
over all job satisfaction.

Another challenge is for women academics to pursue career enhancement for themselves from a personal to wider perspective. The importance of empowering women in education is an issue that cannot be denied. From an ethical perspective, stated by Flaherty (1998: 12), 'Education offers advantages for women themselves and through them for their families and societies. It is a major means for freeing women from poverty and oppression and raising socio-economic standards.” Although women now have access to educational opportunities, positions of professional leadership, which form powerful structures of control, remain largely in the hands of men.

Table 2: Showing the percentage of UPNG women academics in some areas of Open & Distance Learning.

Distance Education Areas	% of UPNG academics women at this levels, compared to male counterparts
Leadership & Management at UPNG Open College	Nil
Campus Directors	Nil
Centre Directors	2 /8 females as care takers @ 25%
Franchise Centres	2 /6 Females @33.3%
Course writers	10/60 Females @ 16.6%
Instructional Designers	2/3 @ 60%

The representation of women academics at UPNG 's ODL section is not intended to signify that women academics are not contributing to Distance & open learning in PNG but its intention is show that they are meaningful participants.

From Table 2, evidently, there is still an absence of women's voice at management and leadership levels. In academic positions of student counselors, course facilitators, management and administration of Campuses and centres, there is even minimal representation. The only area where women academics seem to be evident is in the area of instructional designing. If academic women participation for distance Education is in instructional design, the next question is, how are we ensuring that their capacities are strengthened, they are continually empowered with new relevant knowledge and skills or innovative technologies? Are they left to be the doers of what the male academics say, dictate and plan all along?

What are the constraints that UPNG women academics face?

The challenges are diverse when a higher education institution decides to integrate Distance and flexible learning. For women academics the constraints that hinder their participation are also diverse. It is important to unveil these constraints so that possible solutions can be achieved. The following are possible reasons to women academics lack of/minimal participation in ODL at UPNG.

Cultural and historical factors. Papua New Guinean women academics originate from either a matrilineal or a partrilineal society. Matrilineal system is such where a person traces his/her descent from a common ancestress through successive generations of women. In contrast, patrilineal system is such that a person traces his/her descent through successive generations of males to a common ancestor (Flaherty.T, 1998:2). As such, these deeply rooted social systems in PNG societies seep into the modern structures of societies in work contexts and home settings in both the rural and urban settings. Cultural attitudes, norms, values and practices are evident in the mindsets of even educated Papua New Guineans. These factors obstruct some women academics at the UPNG of their ODL participation. History of PNG shows that from colonialism, modernization, commercialization and Christianity, women's participation for economic development has been minimal and far behind their male counterparts. Minimal participation by women academics for ODL as a result of cultural as well as historical factors is evident at UPNG and has to be eradicated.
Academic recruitment. Another factor is that, in terms of recruitment for academic positions. There are more male academics recruited than female academics therefore, most courses at UPNG are still being taught by male academics. Likewise, in the University's efforts for Distance education, the courses selected for distance are male academic dominated resulting in the lack of women academics participation. The fewer women academics that have taken on the challenge are role models for the younger, newly recruited women academics to follow.
Lack of time. Some women academics feel that with their current internal workload, there is no time for distance education. They have considered participating, attended course writers' workshops but are still doubtful of their participation. Cultivation of the research culture in the young academics is not evident and older academics mentoring the young ones seem almost null and void. The perception of lack of time is slowly changing as some schools are now sharing the internal and ODL loadings fairly. A woman academic recently stated that with appropriate weighting of a lesser load for internal teaching, time is now available for other academic activities like research.
Lack of training skills. Skills for empowering women academics for distance education in areas of course design and development as well as facilitating learning for students using appropriate technology is lacking for women academics who have yet to participate in ODL. Digital literacy for women academics is an area where resources can be diverted into for encouraging and equipping women to be equal partners of development in higher education. Even so, when technological enhanced courses becomes the norm elsewhere, we have to ask ourselves now if we are ready for it and whether our students are also digitally literate and ready to embrace technology enhanced courses?
Lack of recognition. For the minority of women academics who have challenged themselves to participate in ODL in course writing and coordinating courses, one of the de-motivators in ODL is lack of recognition for their efforts. For junior women academics, their effort in ODL is sometimes compromised with other academic responsibilities resulting in high workload.
Lack of adequate support. In this area, women academics express lack of adequate administrative, leadership, technical and financial support from their respective schools as well as the Open College.
Lack of incentives. Lack of incentives for greater participation in ODL is one area that women academics feel has yet to be properly formulated.

Practical strategies for encouraging women academics to be part of Distance Education in PNG.

In order to encourage and see women folks actively participating in the UPNG's efforts for distance education in this country we need to carefully ensure that the constraints that we have discussed above in this paper be addressed. The following suggestions must also be practically considered and implemented;

Ensure that women academics understand the roles that they may play in educating PNG citizens via the distance mode from ethical, gender, professional and developmental perspectives.
Empowering women academics with proper training to promote independent learning and equip them with innovative ideas to facilitate deep learning approaches for distance students in their roles of course designers, facilitators of learning, counseling, mentoring and tutoring of ODL students.
Ensure that digital literacy amongst women academics is a must for their efforts in distance education now and in the future.
Proper guidelines or policies relating to incentives are formulated with emphasis for gender equity for academics via the distance mode. Award for the best ODL women academic is in place.
Specific goals for Capacity building and strengthening for women academics in ODL be formulated and worked on.
More resources are allocated for the encouragement of women 's participation in ODL as well as other forms of development in this nation.

What will it be like in the future

Certainly, the educational environments of tomorrow will not be the same as today when we are into the streaming environments of technology. Enhanced streaming video and broadband delivery will change the face of DE once again, web based interaction has yet to compliment our paper based courses. ODL students are demanding and need to be connected with their lecturers. New technology -based models of teaching and learning have the power to dramatically improve educational outcomes (Pea.R, 2000:184).

How are we preparing the schools to teach in the educational environment of the future?

The question for women academics at UPNG is, are we there yet? If we are not there yet, how do we get there?

Conclusion

UPNG women academics are able to create conditions for innovative changes. They share in the vision for Distance Education. They are valuable contributors and resources for Distance Education in Papua New Guinea. They must now emerge from the shadow, taking a central and active role in the pursuit for distance education in Papua New Guinea. They have a lot of influences on relationships and need to be heard within the existing power structures, social structures of male dominated environments. The need for them to be rewarded fairly for their participation in developmental aspects of a nation is long overdue. Gender equity must be meaningful, practical and evidently seen by policy makers and women themselves and not just another rhetoric or a justifying catch phrase.

Bibliography

Flaherty.A.T (1998) The Woman's Voice in Education. Melanesian Institute, Goroka. Papua New Guinea.

Linda L.Wocott, Kristen S Betts (1999) What's in it for me? Incentives for Faculty Participation In Distance Education.

Papua New Guinea Department of Education (2004) Achieving a better future- A National Plan for Education 2005-2014,Department of Education, Papua New Guinea.

Pea.R (2000) The Jossey -Bass Reader on Technology and learning. Jossey -Bass Inc. San Francisco.

University of Papua New Guinea, Staff handbook.

University of Papua New Guinea Strategic Plan, 2001-2005.

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