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首页> 外文学位 >Cooperation, conflict, and complementarity: A study of relationships among organizations involved in mother tongue literacy and pre-primary education in Papua New Guinea.
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Cooperation, conflict, and complementarity: A study of relationships among organizations involved in mother tongue literacy and pre-primary education in Papua New Guinea.

机译：合作，冲突和互补：在巴布亚新几内亚从事母语读写和学前教育的组织之间的关系研究。

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摘要

When the national government of Papua New Guinea initiated its national Literacy and Awareness Program in 1989, mother tongue literacy and pre-primary education efforts supported by non-government organizations and several provincial governments were already operating in approximately seventy of the country's 800-plus language groups. The national government's intent was to support and assist these entities who were to retain primary responsibility for their programs. With government support, the nation-wide program expanded rapidly and in 1995, the Department of Education began incorporating children's mother tongue pre-primary classes into the formal education system as the first part of a general restructuring plan.;This dissertation studies the Literacy and Awareness Program and the factors that affected relationships among the government, non-government, and community organizations that have been involved in or affected by the program during its first six years of implementation. Relationships range from cooperation to competition to conflict and are influenced by the socio-historical context in which the mother tongue literacy movement developed, by governmental policies and actions during the years after the program was initiated, and by features of the non-government organizations themselves.;The study asserts that conflict among supporting organizations is a result of their failure to see themselves as complementing one another in terms of their basic motivations, priorities, and methods. A way is proposed to help organizations conceptualize their relationships in terms that enable each entity to remain true to its specific "mission" and to utilize its unique talents more efficiently in pursuit of the common goal of integral human development in Papua New Guinea.
机译：当巴布亚新几内亚中央政府于1989年启动其国家扫盲和意识计划时，在非政府组织和几个省政府的支持下，母语识字和学前教育工作已经使用了该国800多种语言中的大约70种组。中央政府的目的是支持和协助这些实体，这些实体对其计划负有主要责任。在政府的支持下，全国性计划迅速扩大，1995年，教育部开始将儿童的母语学前班纳入正规教育系统，作为总体结构调整计划的第一部分。意识计划以及影响该计划在实施的头六年中已参与或受其影响的政府，非政府组织和社区组织之间关系的因素。关系范围从合作到竞争到冲突，并受到母语发展扫盲运动的社会历史背景，该计划启动后几年内的政府政策和行动以及非政府组织本身的特征的影响。该研究断言，支持组织之间的冲突是由于他们未能在基本动机，优先事项和方法上认为自己是相互补充而造成的。提出了一种方法，以帮助组织概念化其关系，使每个实体能够忠于其特定的“任务”，并更有效地利用其独特的才能，以实现巴布亚新几内亚整体人类发展的共同目标。

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  • 作者

    Malone, Susan Elisabeth.;

  • 作者单位

    Indiana University.;

  • 授予单位 Indiana University.;
  • 学科 Education Bilingual and Multicultural.;Education Language and Literature.;Education Administration.;Education Early Childhood.
  • 学位 Ph.D.
  • 年度 1997
  • 页码 337 p.
  • 总页数 337
  • 原文格式 PDF
  • 正文语种 eng
  • 中图分类
  • 关键词

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