Papua New Guinea is a country endowed with mineral wealth. Mining has contributed immensely to both the local and national economies as discussed in chapter two and chapter three of the literature reviews. The substantial amount of benefits mining brings at the expense of huge environmental and livelihood disruptions and destructions were noted by a serious of authors (Banks, 1993, 1996, 2001, 2003, 2006, Filer, 2006, Filer & Macintyre, 2006, Jackson, 1991, Burton, 2006, Imbun, 2007, Paull, 2006, et al, Finlayson, 2002) and others. Although the mining companies are said to be contributing immensely towards educational developments, this study shows that more needs to be still done. However, the mining companies are not to be singled out as the state and other regulatory entities should also be held responsible as obligated to improve the livelihoods of their citizens. Education provision is the prime responsibility of the state to its citizens. However, the inability of the state to effectively provide these basic services including health compels communities to demand these services out of desperation from mining companies at the expense of long-term destruction and desolation to their livelihoods due to their remote localities (Imbun, 2007).
Previous studies undertaken by Banks, Filer, Imbun and others confirm that there is very little or minimal government presence in areas of mining operations. The governments‘ absence in resources project areas gives local people no choice but to look to companies to meet their development needs. This study confirms that there is certainly lack of government officers within the district to manage and address educational issues. Consequently, mining companies take on the government‘s role instead doubling their CSR roles and taking the host government‘s responsibility as well. Logically, communities cannot wait forever to access development; for them it is a case of now or never. Just the mere sight and sound of heavy machinery moving into their backyard is already a sign of accessing development and modernity (Filer & Macintyre, 2006). However, as discussed in chapter two, despite such swift developments, local people lack to foresee the detrimental environmental and social ills that comes with mining that could transform their lives forever. Samana (1988) warned that, ―Mining developments either bring genuine development or promote devil-upment‖. This study revealed that although development opportunities are
presented by the mines, lack of capacity and proper institution fail to harness mine benefits to improve livelihoods, which are still prevalent within organizations and at the local levels. This in part is blamed on the relevant government agencies. However, the government is still the policy maker, regulator, a major financial beneficiary and part owner of a number of mines (Banks, 2001, p.25). PNG government has been inconsistent in performing their roles to maintain active involvement in development plans, issues and coordination due to lack of staff, resources, and capacity (Banks, 2008). Consequently, the brunt of mining developments is borne by the communities which should not be dismissed as they are quite often unfairly disadvantaged (Banks, 2001, 2008, Whitmore, 2006, Imbun, 2007, Humphreys, 2007, Burton 1998). In compensation for such neglects, mining companies advocate for sustainable development (SD) initiatives for local communities. SD continues to be the common language within the mining industry. Although it has been continuously debated, (see chapter two and three), SD is important for the local communities.
One key SD option is the long term investment in sustainable human resources development of the local people (Alam, 2008, Sen, 2000, Friere, 1998, Thirlwall, 2002).The Human Development Report beautifully describes SD as;
Sustainable human development is development that not only generates economic growth but distributes its benefits equitably; that regenerates the environment rather than destroying it; that empowers people rather than marginalizing them. It is development that gives priority to the poor, enlarging their choices and opportunities and providing for their participation in decisions that affect their lives. It is development that is pro-people, pro- nature, pro-jobs and pro-women (Human Development Report, 1994).
The human development definition signifies the approach of development mining companies and stakeholders should take to improve the livelihood of the local people affected by mining operations. The sustainable human development approach coincides with the Sustainable Livelihood Approach (SLA), where local people affected by mining can recover from the loss of their environments and provide opportunities for the current generation to live and develop for the next generation to improve their livelihoods (Chambers& Conway, 1991). Educational developments could be one way of addressing SD for these communities. According to the
philosophical perspectives of Amartya Sen (2000), Paulo Freire () and Robert Chambers (1991) as discussed in chapter three, all hold in common that education provides that freedom people can access to develop and contribute to improving their livelihoods after the mine is gone. The role and significance of education was discussed extensively in chapter three (World Development Report, 2007; UNESCO, 2000; AusAID, 2001; Alam, 2008; NZAID, 2009; and UNDP, 2002).People should be given the opportunity to develop their lives and maintain their livelihood to enjoy improved and quality life. Therefore, viewing education from a sustainable livelihood approach and SD within the context of mining has been the focus of this study.Thus among mining development benefits, educational development that must be pursued by communities affected by large scale mining projects as it serves as the primary means to effective, equitable and coherent sustainable livelihood for indigenous local communities around the fringes of the mine operations.
However, most times mining companies publish glossy SD reports that purport to show how much development has taken place within the affected communities. This study found that, many of those reports were written for corporate reputation without the real stories from people affected. Furthermore, this study looks at educational developments and progresses from the local people‘s perspective. The study showed that very little have transpired over the years since the mine started in 1990 at Porgera. However, mining companies are not alone in this but should still need to take responsibility for this. The state and other obligated authorities also have a critical role, so as do parents. Educational investments lead to long term SD and that has been true in many communities around the world. Although the government of PNG enjoys and boasts about the significant revenues generated from mining, its social indicators are declining. When social services are declining and not meeting standards, the education system is also encountering problems as discussed in chapter three. The following sections discuss the research findings to highlight the enabling factors for effective educational developments especially for communities affected by mining.