3 Responses

  1. Dhenie Benson
    Dhenie Benson September 30, 2016 at 1:21 pm

    The TFF is a very good educational development policy instrument to achieve universal education plus other associated objectives in PNG. However, the many undesirable issues associated with TFF point out the need to strengthen the accountability aspect of it. And Provincial Education Board (PEB) is already a key partner in the system, so its isolation is a bad precedent. Interestingly the already ever-know-it-all politicians are dipping their finger of greed into this policy. For instance, now that the 2017 National Election in around the corner, few shortsighted and selfish politicians are already awarding the TFF infrastructural components to their cronies objectively to steal through kickbacks.. How sad to have legislators (Law Makers) who are at the same time criminals? This is wisdom in limbo.

  2. Vanua Iruna
    Vanua Iruna August 23, 2016 at 6:10 am

    Tff policy was developed to achieve governments objective of universal education. However, the policy created other issues such as poor quality education, ineffective teacher deliver, misuse of funds, delay in delivery of funds, and it made the parents lazy. For these reasons other stake holders disagree with the policy. In order to balance the interest of the government’s objective and the stakeholders disagreement, the government should revisit the user pay policy which I believe is in the trash bin and improve it. The user pay policy will still achieve governments objective of universal education at the same time it will minimise the negative attitude from the teachers and parents.

    Thank you

  3. John Kalu
    John Kalu April 7, 2016 at 2:22 pm

    While are a number of success indicators of the TFF policy as identified in the report, there are so many other problems also associated with the implementation of this policy. Some of them are discussed in the report and others include the following:
    • There wasn’t a review done on the Provincial Education Act (PEA) for each Province which encompasses among other principles the use of national and provincial grants to schools and how the TFF policy will be implemented. Previously, Provincial Education Board (PEB) determines much of the funding to schools in each Province depending on the needs on the ground, however, under the TFF policy, funding is provided directly to the schools bypassing PEB and PEA, so accountability which previously provided by PEB on school funding as per the PEA can no longer be in effect.
    • When there is no or limited accountability at the schools, the possibility of mismanagement of funds is very high. So far there have been reported cases of TFF funds being misused or thieved.
    • Under the TFF, funding is provided on the basis of enrollment list received by the National Education department, and not on the basis of needs and evidence about a particular school. The paradox is that, a school with big enrollment list does not imply that it requires huge funding to operate, or a school with small enrollment list has less problems and needs less funding. When you go down to the schools and see the situations there, it is totally different and much critical in the remote schools.
    • When the TFF policy was introduced, no detail preparation and induction provided to the schools on how to plan, manage, use and report on the funding. Teachers are trained to teach, not to be budget officers or accountants. School board of managements is a mere part time role played by local leaders with not so much aptitude on managing funds. Either a full time non-teaching staff is employed to do the book keeping and the procurement side of school needs or outsource such role which will involve a cost. Previously these roles were played by staff at the PEB office.
    • The TFF policy is interested in sending money directly to the schools, and not investing in upskilling the teachers at the schools to absorb the increase demand in the school as a result of the TFF policy. Teaches are stressed out with increase enrollment and demand for resources and teachers time, however, with better upskilling, teachers can meet the demand by delivering quality teachings.
    • Also as pointed out in the report, the needs in the schools and especially in the remote school, the cost of delivering a single improvement like a new classroom will cost more in the freight of building materials than the cost of the new classroom itself. That’s why PEB plays a key role in the management of TFF Policy.

    Thank you

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