Infrastructure and Educational Facilities

The poor state of the educational infrastructure in Porgera reflects the state and condition of education and educational institutions. According to observations made during the research from school visits, there was need for improvements that were obvious. For instance, the sight of having bush material buildings, overcrowding, lack of desks and stationeries, kids sitting on desks made from rough timbers with grasses spread over the floors as those found in pigs sty. These were hard realities observed on the ground that seem to contradict seemingly colourful reports often written on how much the mine has contributed in transforming communities through sustainable development projects. According to the research, out of ten schools visited and interviewed, only one school had enough classrooms, but this particular school lacks staff accommodation. Although most schools have enough classrooms, they still need good furniture such as chairs and tables, and white/black boards to enhance students‘ learning. All the EIAs agreed that there was the need to have access to office machines and equipment like computers and duplicators to help teachers prepare lessons and develop teaching resources thus enabling them to improve their teaching. The research further showed that there was a need for further development of additional infrastructure and facilities to accommodate the increase in enrolments offset by the close down of other schools in the area, and also the upgrade and intake of upper primary students for year 7 and 8 classes. The following responses from Headmasters indicate:

You can see there are no facilities or supplies. We only operate out of government subsidies. I diverted the subsidy into building two staff houses and a classroom since we have not been getting any good support from the community. It‟s really a hard life when staff doesn‟t get any good support (EIA12).

Look at me, I feel like giving up and going away. This school is located right in the heart of the SML46 area and yet we don‟t have the electricity, only one tank for 300 students. I am sitting in an empty office with no power and peering out the window watching the smoke gushing from the mill. Isn‟t that crazy? (EIA8).

This school doesn‟t have the infrastructure and the means to expand, although we had plans for expansion. We are in a mining town, we should have a modern science lab, basic technology building, well equipped library or computer labs but nothing of that sort yet (EIA4).

The above views demonstrate that while most of the schools have plans and visions to develop and improve these have been hindered by a lack of resources to expand, improve or maintain the existing infrastructures and facilities. This was clearly shown by the emotional expressions shown by the EIAs when expressing the need for such assistance. All EIAs agreed that there was no systematic way of accessing assistance and their only voice was through letters of requests to key stakeholders. Other major issues highlighted by Principals include: poor staff housing, lack of facilities, lack of maintenance, poor fencing, low standard of sanitation, and high student absenteeism. Another problem is the pressure placed on teachers and facilities resulting from an influx of students from schools that has been closed. This makes teachers‘ job more difficult as highlighted by one of the Headmasters who expressed that:

People elsewhere have the perception that schools in Porgera are well established. I should sleep in a good house and teaching in a well designed and constructed classroom with good whiteboard and computers. Better still computers should be good reflections of school in the vicinity of a world class mine but that‟s only a wish (EIA3).

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However, when asked about Porgerans, Principals and local youths views on teachers‘ performance and commitments, mixed feelings were expressed as the following responses illustrate.

Although most of the schools have been burnt down during tribal fights, sometimes teachers don‟t turn up on time to teach. Students have been taught 3 days a week. What can you learn from 3 days a week? (LOE1).

I think teachers are mostly here for spin-off benefits to earn extra money. I cannot blame them because they are living and teaching in an expensive place which compels them to do so (EIA4).

There aren‟t any incentives and we are not really attracting quality teachers. It‟s a shame many teachers came and left already (LOP2).

The responses above portray the hard realities faced by teachers within Porgera who are not given enough support, although mining allowance are said to be paid. Lack of facilities and support has drastically hindered their work and performance. It is however; also evident that due to a lack of incentives and poor remuneration, teachers use the opportunity to make extra income using the school facilities as the research revealed. The onus therefore is on the local leaders and institutional authorities to look into this issue and create an environment that is conducive for teachers to enjoy their work and give their best to improve education within the valley. As confirmed by Gannicott & Throsby (1992, p.233), the ―quality of teachers must be improved‖ given the difficulties they have experienced relating to distance, terrain, and isolation from basic services.