GRADE 8

MAKING A LIVING

STRAND 3

COMMUNITY DEVELOPMENT

COURSE BOOK 3
Name : _____________________________________________
Address : _____________________________________________
District / : _____________________________________________
Province _____________________________________________

FLEXIBLE OPEN AND DISTANCE EDUCATION

PRIVATE MAIL BAG, P.O.WAIGANI, NCD
DEPARTMENT OF EDUCATION
PAPUA NEW GUINEA
 Compiled by : Ursula Miria

Department Editors : Lucy Joseph

Doris Payok

Subject Team Editors : Armstrong Rupa

Celine Vavetaovi
Loretta Mekesi
Margaret Kakas -Warupi
GR 8 MAL S3 1 TITLE PAGE

GRADE 8

MAKING A LIVING

STRAND 3

COMMUNITY DEVELOPMENT

In this strand you will learn;

SUBSTRAND 1: KNOWING YOUR COMMUNITIES

SUBSTRAND 2: COMMUNICATION

SUBSTRAND 3: COMMUNITY PROJECTS

GR 8 MAL S3 2 ISBN & COPYRIGHT

Acknowledgements

We acknowledge the contributions of all Primary Teachers who in one way or

another helped to develop this course.

Our profound gratitude goes to the former Principal, Mr Demas Tongogo for
leading FODE team towards this great achievement. Special thanks to the staff
of MAL and Business Studies Department of FODE who played an active role in
coordinating writing workshops, outsourcing lesson writing and editing
processes.

We also acknowledge the professional guidance provided by Curriculum and

Development Assessment Division throughout the processes of writing and, the
services given by member of the Primary Section and Academic Committees.

The Course Book was developed with the support and funding of the GO- PNG
FODE World Bank Project.

DIANA TEIT AKIS

PRINCIPAL

Published in 2017 by the Flexible, Open and Distance Education

© Copyright 2017, Department of Education, Papua New Guinea

All rights reserved. No part of this publication may be reproduced, stored in a

retrieval system, or transmitted in any form or by any means of electronic,
mechanical, photocopying, recording or otherwise without prior permission of the
publisher.

Printed by the Flexible, Open and Distance Education

ISBN 978 – 9980 – 87 –230-2
National Library and Archives services of Papua New Guin

TABLE OF CONTENTS
GR 8 MAL S3 3 INTRODUCTION

Strand Introduction.………………………………………………………………………………….. 05
Study Guide…………………………………………………………………………………………… 06
Substrand 1: Knowing Your Communities……………………………………………………… 09
Substrand Introduction …………………………………………………………………………….. 10
Lesson 1: Knowledge of Local Communities ……………………………....................... 13
Lesson 1: Supplementary Readings……………………………………………………… 20
Lesson 2: National and International Resources Available for Community
Development…………………………………………………………………….. 22
Lesson 2: Supplementary Readings ……………………………………………………… 29
Lesson 3: Sustainable Development Practices …………………………....................... 35
Lesson 3: Supplementary Readings……………………………………………………… 42
Lesson 4: Economic and Social Opportunities in the Community ……………………. 44
Lesson 4: Supplementary Readings……………………………………………………… 49
Lesson 5: Community Development Initiatives …………………………………………. 52
Lesson 5: Supplementary Readings……………………………………………………… 61
Lesson 6: Local and Global Issues in the Community…………………………………. 63
Lesson 6: Supplementary Readings……………………………………………………… 71
Answers to Practice Exercises 1- 6…………………………………………………… 75-82

Substrand 2: Communication……………………………………………………………………… 83
Substrand Introduction……………………………………………………………………………… 84
Lesson 7: Community Concerns and Issues ……………………………....................... 85
Lesson 7: Supplementary Readings……………………………………………………… 93
Lesson 8: Community Skills in Community Awareness ………………………………… 95
Lesson 8: Supplementary Readings……………………………………………………… 102
Lesson 9: Carrying out Community Awareness …………………………………………. 107
Lesson 9: Supplementary Readings……………………………………………………… 113
Answers to Practice Exercises 7- 9…………………………………………………… 117-120

Substrand 3: Community Projects…………………………………………………...................... 121

Substrand Introduction……………………………………………………………………………… 122
Lesson 10: Enterprising Projects …………………………………………………………. 123
Lesson 10: Supplementary Readings…………………………………………………….. 130
Lesson 11: Principles of Planning and Running an Enterprise ………………………. 132
Lesson 11: Supplementary Readings…………………………………………………….. 140
Lesson 12: Planning a Small Enterprising Project ……………………………………… 143
Lesson 12: Supplementary Readings…………………………………………………….. 150
Lesson 13: Project Plan Assessment………………………………………………….….. 152
Lesson 13: Supplementary Readings…………………………………………………….. 158
Answers to Practice Exercises 10- 13………………………………………………….161-166
Answers to Strand 3 Lesson Activities………………………………………………..167-180
References ………………………………………………………………………………………181
GR 8 MAL S3 4 MESSAGE

SECRETARY’S MESSAGE

Achieving a better future by individual students and their families, communities or the
nation as a whole, depends on the kind of curriculum and the way it is delivered.

This course is part and parcel of the new reformed curriculum. The learning
outcomes are student – centred and allow them to be demonstrated, assessed or
measured.

It maintains the rationale, goals, aims and principles of the national curriculum and
identifies the knowledge, skills, attitudes and values that students should achieve.

This is a provision by Flexible, Open and Distance Education as an alternative

pathway of formal education.

The course promotes Papua New Guinea values and beliefs which are found in our
Constitution, Government policies and reports. It is developed in line with the
National Education Plan (2005 -2014) and addresses an increase in the number of
school leavers which has been coupled with a lack of access to secondary and
higher educational institutions.

Flexible, Open and Distance Education curriculum is guided by the Department of

Education’s Mission which is fivefold:

 To facilitate and promote the integral development of every individual

 To develop and encourage an education system which satisfies the
requirements of Papua New Guinea and its people
 To establish, preserve and improve standards of education throughout Papua
New Guinea
 To make the benefits of such education available as widely as possible to all
of the people
 To make the education accessible to the poor and physically, mentally and
socially handicapped as well as to those who are educationally
disadvantaged.

The college is enhanced to provide alternative and comparable pathways for

students and adults to complete their education through a one system, many
pathways and same outcomes.

It is our vision that Papua New Guineans harness all appropriate and affordable
technologies to pursue this program.

I commend all those teachers, curriculum writers and instructional designers who
have contributed so much in developing this course.
GR 8 MAL S3 5 INTRODUCTION

STRAND 3: INTRODUCTION

Welcome to Strand 3: Community Development. This Strand aims to give

you the skills and knowledge to contribute to, live and work within your
community. It teaches you to create awareness to your community about
the available services. It also teaches you in how to assist in making
decisions collectively that are most appropriate for your community.
Furthermore, the Strand teaches you to value community property and develop a
sense of ownership. Alongside that, it teaches you to learn the necessary skills in how
to liaise and actively participate in community based projects. Finally, it teaches you
to build good working relationships with people in your community as well as people
outside of your community.

The Strand 3 Course Book has three (3) Substrands. These substrands are;

Substrand 1: Knowing Your Communities

There are six (6) lessons and fourteen (14) supplementary readings in this
Substrand. It teaches you to have an understanding of your local community. The
understanding you receive will help you develop and undertake a cooperative plan.
This cooperative plan will provide economic and social opportunities and benefits for
your community.

Substrand 2: Communication
There are three (3) lessons and seven (7) supplementary readings in this Substrand.
It teaches you to apply effective communication skills and mediums to facilitate
awareness of an issue of concern to the community.

Substrand 3: Community Projects

There are four (4) lessons and seven (7) supplementary readings in this Substrand. It
teaches you to plan and undertake an enterprising project. In doing so, you will be
enabled to make a living.

You will find that each lesson has lesson activities to do, supplementary readings to
read, and a practice exercise to complete. The supplementary readings are at the
back of each lesson, the answers to the lesson activities are at the back of the Strand
and the answers to the practice exercises are at the end of each Substrand
GR 8 MAL S3 6 GUIDE

STUDY GUIDE

Step 1: Start with Substrand 1, study Lesson 1 and do the Lesson Activities as you
go along. When you have completed Lesson 1, do Practice Exercise 1.
Step 2: When you have completed Lesson 1 Activities and Practice Exercise 1,
turn to the back of the Substrand and the Strand Book to correct your
answers. The Answers for your Practice Exercises are at the end of the
Substrand. While the Answers for your Lesson Activities are at the end of
the Strand Book.

Take noted that you will also read your supplementary readings that are
located behind the Practice Exercise. These readings give you more
information which were not discussed in the lesson. You will learn further
skills and knowledge from the readings.
Step 3: If you make any mistake, go back to the lesson or your readings in the
Supplementary Book, revise well and try to understand why you gave an
incorrect answer
Step 4: When you have completed steps 1 to 3, tick the box for Lesson 1 on the
contents’ page (page 3) like this,

Substrand 1: Knowing Your Communities

√ Lesson 1: Knowledge of local communities
√√ Lesson 1: Supplementary Readings
Step 5: Go to√ Lesson 2 and repeat the same process until you complete all the
Lessons in Substrand 1. Do the same for Substrand 2 and 3.
Step 6: After completing your Lessons and Practice Exercises in each Substrand,
then complete each Substrand Test and part of the project in the
Assessment Book.
Step 7: After you have studied the whole Strand, do also the Strand Examination
and the rest of the project in the Assessment Book.
Step 8: Check through your Assessments when you are satisfied, then submit your
Assessment and Project Book to your Provincial Centre for marking.

Icons

Introduction Target of Lesson Activity Reading Summary

the Lesson & Practice
Exercise
GR 8 MAL S3 7 GUIDE

Assessment

There is one assessment book for this Strand. The assessment includes topic tests,
topic projects and strand examination. The assessment book is out of 200 marks.

Your Assessment Book will be marked by your distance teacher. The marks you
score will count towards your final mark and grade.

If your score is less than 50%, you must repeat that Assessment. If you continue to
score less than 50% in your assessment three times, then, your enrolment will be
cancelled, and you need to re –enroll if you wish to continue this Course.

Study Schedule

Here is a study schedule. It will guide you to complete your Strand 3: Community
Development Course Book and its assessment within ten (10) weeks.

WEEKS SUBSTRAND / ASSESSMENT COMMENTS

LESSON NUMBER

1-3 Substrand 1 Substrand 1 Test/ 20 marks

Lessons 1-6 Project: 30 marks
14 Supplementary Total: 50 marks
Readings

4- 6 Substrand 2 Substrand 2 Test/20 marks

Lessons 7-9 Project: 30 marks
7 Supplementary Total: 50 marks
Readings

7- 8 Substrand 3 Substrand 3 Test/20 marks

Lessons 10-13 Project: 40 marks
7 Supplementary Total: 60 marks
Readings
Strand Examination
9-10 Total: 40 marks

10 Submit your Assessment Book to your Provincial Centre for marking.

As you complete each lesson, tick the box on the contents’ page. This helps
you show what you have done and what you still have to do in each
Substrand.

All the best in your studies with FODE – Making a Living

GR 8 MAL S3 8 VACANT PAGE
GR 8 MAL S3 9 TITLE PAGE

SUBSTRAND 1

KNOWING YOUR COMMUNTIES

In this Substrand, you will

 acquire knowledge of your local community

 identify the kinds of national and international
resources related to your community
 discuss sustainable development practices that are
appropriately needed when using resources
 identify economic and social opportunities in the
community
 discuss community development initiatives
 identify local and global issues in the community
GR 8 MAL S3 10 SS 1 INTRODUCTION

SUBSTRAND 1 INTRODUCTION

Welcome to Substrand 1: Knowing Your Communities. In this

Substrand you will learn about the culture, traditions and values,
geoprahic locations, family clans and population, economic
opportunities and available resources. Your knowledge about your
community will enable you to contribute, live and work well with
your community.

This Substrand contains six (6) lessons and twelve (12) supplementary readings. They
are as follows:

Lesson 1: Knowledge of Local Communities

This lesson discusses the terms; culture, traditions, values, geographic locations,
family clans, populations, economic opportunities and resources. These terms are
important because they relate to your local community. The lesson also teaches the
impacts and influences of developments and the benefits to the community.

Lesson 1 has two (2) supplementary readings. Reading 1 gives information about
maintaining valued cultural practices. Reading 2 gives information about the different
types of families.

Lesson 2: National and International Resources Available for Community

Development
This lesson teaches you to identify the kinds of national and international resources
as they relate to your community. The lesson also highlights the benefits and
problems of the available national and international resources in the community.

Lesson 2 has two (2) supplementary readings. Reading 1 gives information about
United Nations. Reading 2 gives information about International Organisations.

Lesson 3: Sustainable Development Practices

This lesson teaches about sustainable development practices. It also teaches you to
identify various resources and how they can be effectively managed in the
community.

Lesson 3 has two (2) supplementary readings. Reading 1 gives information about
natural resources. Reading 2 gives information about sustainable use of natural
resources.

Lesson 4: Economic and Social Opportunities in the Community

This lesson teaches you to identify economic and social opportunities and their
benefits within your community.

Lesson 4 has two (2) supplementary readings. Reading 1 gives information about
International Trade and the past. Reading 2 gives information about values needed
to function with others.
GR 8 MAL S1 11 INTRODUCTION

Lesson 5: Community Development Initiatives

This lesson teaches you firstly, to complete a survey of available resources in the
community and secondly, to identify and plan a community based project.

Lesson 5 has two (2) supplementary readings. Reading 1 gives a sample of a market
survey. Reading 2 gives an example a simple project.

Lesson 6: Local and Global Issues in the Community

This lesson teaches you about local and global issues. It will also discuss strategies
to deal with the issues and how to prepare a plan of action.

Lesson 6 has two (2) supplementary readings. Reading 1 gives information about
land disputes. Reading 2 gives information about HIV Aids.
GR 8 MAL S1 12 VACANT PAGE
GR 8 MAL S3 13 SS 1 LESSON 1

Lesson 1: Knowledge of Local Communities

Introduction
Welcome to lesson 1 of Strand 3. In the last lesson of Grade 7, you
learnt about knowing yourself and also knowing about others. You learnt
this by firstly, recognizing your own strengths and capabilities. Then,
you discovered and recognized the strengths and capabilities of other
people who lived in your community. It was important for you to know
about your own strengths as well as the strengths and capabilities of
others so that you could work well with those people to achieve
community goals and objectives through the established projects. In this
lesson, you will learn about having knowledge of your local community.
Your Aims:
 Define and discuss the following terms; culture, traditions and values,
geographical locations, family clans, populations, economic
opportunities and resources
 Identify the impacts and influences of the developments in your
Community
 Identify the benefits of the developments in your community.

Let us now look at each of the terms.

1. Culture, Traditions and Values

What is the definition of culture, traditions, and values?

Culture: It describes people‟s way of life. It involves their beliefs, social practices, the
characteristics of where they came from, their religion and also their social group. For
example, In Milne Bay Province, the Trobriand Islanders dance for one or two
months in celebration for their yam harvests.

Customs: It is referred to as the usual way of doing things in a community. For

example, in Enga Province, the women do the preparation of the food and the men
put the food into the mumu pit. When the mumu is cooked, the men remove it and
they distribute it. In Buka, the women do all the work for the mumu. They prepare it,
put it into the mumu pit, remove it and serve it. You can see that the Buka mumu
practice is the total opposite to the Engans.

Values: These are the moral standards considered by a community to be important in

life. The word “moral” relates to issues of right and wrong and how each person
should behave.

Now turn to the end of Lesson 1 and read the supplementary reading
1.1 titled ‘Maintaining Valued Cultural Practices”.
GR 8 MAL S3 14 SS 1 LESSON 1

Activity 1:1

Interview your father, mother or someone older in your local area about the important
customs and traditions. List them down.

2. Geographic Locations

The word “geographic” comes from the word geography. It refers to the physical
features of a place such as mountains and rivers. It also talks about the arrangement
of the different parts of a village, city or place. Let us look at the settlement sites of
the villages. Some villages are built along the river banks and seashores, others on
the lower lands and on top of the mountain ranges.

What are some good and bad things about the location of the place you are living in?
Walk around your village and describe the location.
Is your village location good for protection against enemy attack? Is it good for
gardening and has fresh water for drinking?

On the other hand, perhaps, your village location is in a dangerous position where
the river banks can burst and cause the flood to wash away your valuable properties
or along the seashore where the strong hurricanes can cause damage to your
houses. Therefore, it is very important that you observe your location and know about
the good and the bad sides of the location of your village.

Most of the lesson notes above are referring to the village scenerio. However, it is
also good to examine or study the location of your small town or the big city that you
may be living in. You may find that your province or town is situated in the thick forest
and big mountains for example; Mt. Hagen town, however, due to today‟s
improvement in communication and transport network, it has become easier for you
and everyone in the community to move around and visit other nearby districts and
provinces.

3. Family Clans

What are family clans? Family clans are made up of many small family units which all
descended from the same ancestors. They speak the same language and share the
same customs and traditions. Even though they may be living some distance apart,
they remain loyal and helpful to each other.

Family clans operate on a system called wantok system. Surely you know well, what
is wantok system. It is still practiced today. Urban development and change has not
stopped the wantok system, because people in towns and settlements prefer to live
together in their own ethnic groups. People from the same districts, provinces,
language groups and regions get together to support each other for marriages,
deaths or birthday celebrations. This is how wantok system is practiced in urban
communities.

It is also good for you to know the different types of families that make up family
clans. Everyone is a member of a family although; there are many different types of
families. Each person in a community comes from one of these types of families; the
GR 8 MAL S3 15 SS 1 LESSON 1

extended family, nuclear family, single-parent family, polygamy family, polyandry

family, polygyny family, de facto family and blended family.

Now turn to the end of Lesson 1 and read the Supplementary Reading
1.2 titled ‘Types of Families”.

Activity 1:2

1. Explain why family is important

___________________________________________________________________
___________________________________________________________________

2. List values that you have learnt from your family members.
___________________________________________________________________
___________________________________________________________________

4. Population

What is population? The word “population” refers to the total number of people living
in a particular area.

What is the population of your community? Is it less than ten thousand or more than
ten thousand? Or is it between three to five thousand people. Well… in order for any
one of us to know how many people live in a particular place, a population census
has to be carried out.

What is a population census? A “population census” is a count of people living in a

particular place. This is done through a survey. The people doing the counting will
walk from house to house asking how many adults and children are living in each
home or house. All their findings will be recorded. In 2011, there was a population
census. People were counted and their records were brought to the National
Statistical Office (NSO) in Port Moresby.

For those of you who are living in the city of Port Moresby, it is good for you to know
that the population is now growing quite rapidly. More people are moving from rural
areas to urban areas in search of jobs and good services such as health and
education. Most of these people buy off local land and create settlements to live in. In
fact, the settlements in Port Moresby are growing rapidly and they also accommodate
very well educated people who work at the executive levels of the government and
the private sectors. This experience may also be true for those of you who are living
in towns and provinces where new developments are taking place such as the Oil
Palm Production in West New Britain, Ramu Nikel Mine in Madang Province, Pogera
Gold Mine in Enga, the LNG Project in Southern Highlands and Central Province
which is located just a few miles outside of the National Capital District.

Suppose you are living in the urban areas and you see people move from rural areas
and other provinces to your town, this can make population density very high in your
community. Population density means having so many people living in a per square
kilometer of land.
GR 8 MAL S3 16 SS 1 LESSON 1

5. Economic opportunities

What are economic opportunities? Economic opportunities are business activities

which are based on production and distribution of goods and services. These
activities enable people to earn money for a living.

Have you ever heard of the term “self-employed or self-employment”? Well, it is a

term relating to people who do work for themselves to earn money to pay for the
goods and services they use each day. Have a look around your community and see
how many of these kinds of people are in that category. Do you find that there are so
many self-employed people? For those of you who are living in the towns and
especially in Lae or Port Moresby city you will not miss these people. They are
people such as ice block sellers, betel nut and cigarette sellers, live chicken sellers,
egg sellers, vegetable sellers, second hand sellers, etc. There are others who run
canteens, hire cars, taxis, and PMV buses. They are known as informal workers
because the work they do is categorized as an informal work.

In Port Moresby, there is a rapid increase of informal activities especially in selling

consumable items. Selling items such as coke –cola drinks, meri blouses, betel nuts,
cigarettes, cooked food, bottles of water and juices, etc. These people make a lot of
money each day compared to the hourly rate of workers engaged in the formal jobs.
From testimonies, some of these people have bought themselves cars and they can
pay off school fees for their children without making bank loans.

Now, let us look at the formal work. What is a formal work? Formal work is referring
to jobs such as a clerk, security guard, shopkeeper, teacher, doctor, nurse or PMV
driver. These types of jobs also enable people to earn money to pay for the goods
and services they use each day.

6. Resources

What are resources? Resources are things we can use. Resources come in the form
of technical and natural resources. Technical resources are things such as tools and
equipment. Natural resources include water, land, forest and minerals.

Our societies and people greatly depend on the natural resources.How we use these
resources influence our health, security, economy, and well-being.

7. How Community Development Benefits the Community?

What are Community developments? Community Developments are changes that

bring improvement to the life of people. It involves services such as health and
education, good roads and bridges, access to telecommunication, churches and
schools and opportunities for people to gain employment. Furthermore, it enables
people to fulfil their needs for shelter, spiritual development, medical care, family life,
peace and harmony, population growth, family planning, water, food, communication,
money and education.
GR 8 MAL S3 17 SS 1 LESSON 1

Study the Table 1.1. It shows the benefits of community developments.

Community Developments and Their Benefits

Type of Community Benefits to the community

Development

A school This enables children to be enrolled and have a

chance to be educated. It will increase the literacy
level of the community.

A health centre This enables everyone to get treatment quickly when

they need it. This also means more people enjoy
healthier and longer lives and there are fewer infant
deaths

PMV services This enables people to travel to and from other

places and also important services such as better
medical services are easier to reach

A Church This enables people to hear the word of God and

develop spiritually

Connection to an electric This enables people to have lighting and use their
power supply electrical appliances.

A Water well This gives families access to clean water for cooking
and drinking

Living in or near a town This gives families access to commercial services by

big businesses and also the government services
such as health, education, law and order.
Table 1.1 Community developments and benefits
Source: Norman, Potek, Hagunama, Deruge. Making a Living Book 2. DOE. (2005)

Activity 1:3

List two effects of the following developments in your communities

(a) Improved road networks________________________________________

(b) Schools_____________________________________________________

(c) Bridges_____________________________________________________

(d) Churches ___________________________________________________

(e) Sports field_________________________________________________

GR 8 MAL S3 18 SS 1 LESSON 1

Summary

You have come to the end of Lesson 1. In this lesson you learnt that:
 Culture describes people‟s way of life. It involves their beliefs,
social practices, the characteristics of where they came from, their
religion and also their social group.
 Customs refer to the usual ways of doing things in a community.
 Values are the moral standards considered by a community to be
important in life. The word “moral” relates to issues of right and
wrong and how each person should behave.
 A geographic location refers to the physical features of a place
such as mountains and rivers. It also talks about the arrangement
of the different parts of a village, city or other places.
 Family clans are made up of many small family units which all
descended from the same ancestors. They speak the same
language and share the same customs and traditions. Even though
they may be living some distance apart, they remain loyal and
helpful to each other.
 Population is defined as the total number of people living in a
particular area.
 Economic opportunities are business activities which are based on
production and distribution of goods and services. These activities
enable people to earn money for a living.
 Resources are anything we can use which come in the form of
technical resources and natural resources. Technical resources
are things such as tools and equipment. Natural resources include
water, land, forest and minerals.
 Community developments are changes that bring improvement to
the lives of people. It involves services such as health and
education, good roads and bridges, access to telecommunication,
churches and schools and opportunities for people to gain
employment.

NOW DO PRACTICE EXERCISE 1 ON THE NEXT PAGE

GR 8 MAL S3 19 SS 1 LESSON 1

Practice Exercise 1

1. List two (2) possible causes and solutions of general breakdown of law and order
in our communities.

___________________________________________________________________
___________________________________________________________________
___________________________________________________________________

2. List three (3) important services provided by the government or NGOs that
benefits your community.
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________

3. List some likely effects of population increase in our country.

___________________________________________________________________
___________________________________________________________________
___________________________________________________________________

4. Why do you think that in the past most Papua New Guineans wanted children?
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________

5. There are two kinds of work that people do in our economy: informal work and
formal work.
(a) Define formal work and give two (2) examples
______________________________________________________________
______________________________________________________________

(b) Define informal work and give two (2) examples

______________________________________________________________
______________________________________________________________

6. Is human being a resource? Yes / No. Explain

___________________________________________________________________
___________________________________________________________________
___________________________________________________________________

7. Is time a resource? Yes / No. Explain

___________________________________________________________________
___________________________________________________________________
___________________________________________________________________

CHECK YOUR ANSWERS AT THE END OF THE SUBSTRAND 1

GR 8 MAL S 20 LESSON 1 SUPPLEMENTARY READINGS

Lesson 1:

Supplementary Reading1.1- Maintaining Valued Cultural Practices

In Papua New Guinea, the culture of the people is very strong and the people
maintain it in a number of different ways. These ways involve;

1. Language

Language is about communication with words. In the case of culture, it is about the
speech of a group of people from the same place. There is about 860 languages
altogether In Papua New Guinea. So it means that there are 860 groups of people
who belong to a place with one of these languages. When people speak their own
language they are practising an important part of their culture.

2. Traditional Dressing

Traditional dressing is an important practice in Papua New Guinea. Each place in

Papua New Guinea has its own way of dressing. The items they wear on their bodies
usually tell of their wealth and position in the culture. It is usually based on what their
ancestors have done.

When we see people in traditional dress, or when we see a photograph, we can

usually tell if they are from the highlands, the New Guinea Islands or the Papuan
coast.

3. Traditional Dances

Dances are also an important way in how people maintain their culture. Traditional
dances are performed at special occasions in the villages, at school celebrations and
provincial cultural shows.

Traditional dances tell of many stories of events that the people‟s ancestors were
involved in.

4. Food

Food is another important part of the culture, especially the staple food that people
eat every day. Sweet potatoes, yams, taro, sago and bananas are all examples of
staple food in different parts of Papua New Guinea. Rice has also become a staple
food for many people in Papua New Guinea. When people move away from their
own area, one of the things they miss the most is their local diet or the local food they
usually eat.
GR 8 MAL S 21 LESSON 1 SUPPLEMENTARY READINGS

Supplementary Reading 1.2: Types of Families

We are all members of a family. No one can say that they do not belong to a family.
Families can be different in the same country and can also be different in other
countries in the world. The main types of families are the following:

 Extended family: This is a family where the children live with their parents,
grandparents and other relatives too.

 Nuclear family: This is a family where the children live with their parents, and also
with other relatives, too.

 Single Parent Family: This is a family where one parent dies, or when a couple get
divorced, then the children are brought up by one parent only.

 Polygamy: This is a family where a man has more than one wife, or a woman has
more than one husband. Polygamy is found in some parts of Papua New Guinea.

 Polyandry: This is a family where a woman has more than one husband. These
women may have children who have different fathers. Polyandry is one kind of
polygamy.

 Polygyny: This is a family where a man has more than one wife. This man has
children with each of his wives. Each wife may live in her own house away from
the other wives to prevent arguments. Polygyny is one kind of polygamy.

 De facto: This is where a man and woman living together, but they are not
married. There may be children in this family, or the couple may not have children.

 Blended family: This is a family where after someone dies or after a couple get
divorced, a man or woman might get married again. When both husband and wife
have children from the previous marriage then they all live together.

END OF LESSON 1 SUPPLEMENTARY READINGS

GR 8 MAL S3 22 L2 SUPPLEMENTARY READINGS

Lesson 2: National and International Resources Available for

Community Development

Introduction
Welcome to lesson 2 of strand 3. In the last lesson, you learnt about
culture, customs, values, physical features of a place such as mountains
and rivers and the arrangement of the different parts of a village, city or a
place. You also learnt where family units exist, they speak the same
language, share the same customs, traditions and they remain loyal and
helpful to each other. You then, learnt about population and resources.
In this lesson you will learn about National and International Resources
available for community Development.

Your Aims:
 Define and discuss examples of national and international resources
 Discuss the importance of national and international resources and
how they contribute to community development.

Firstly, let us define National and International Resources.

Definitions

The word national comes from the word nation. Nation is talking about a country. A
country has people, land, sea, air and it also has a government to take care of it.

The word resource has already been learnt in Lesson one. You learnt that a resource
is anything that we can use. Resources come in the form of technical resources and
natural resources. Technical resources are things such as tools and equipment.
Natural resources include water, land, forest and minerals.

So, the word national resources will cover all of our technical and natural resources
that we use which also includes ourselves. These must be used in the best way to
produce a greater good for the whole nation.

Now, let us define the word international resources. The word international relates to
other countries in overseas. So the word international resources are referring mainly
to foreign organisations, agencies, companies and expertise which our government
has signed agreements with. Our country has allowed these resources to operate in
our nation so we can have access to the services which we lack to help us develop.

National Resources

1. National resources in the form of technical resources. Technical resources are

things such as tools and equipment.

2. National resources in the form of natural resources. Natural resources include

water, land, forest and minerals.

3. The national resources in the form of physical infrastructure. By saying

infrastructure, it is referring to roads, airports, harbours, and buildings such as
factories, schools, hospitals and offices. These things belong to the nation. The
GR 8 MAL S3 23 L2 SUPPLEMENTARY READINGS

government funds and maintains these things so that the people can use them.
When the people use these things, they benefit by having improved lives and
livelihood in their communities. The people, then, can contribute greatly towards
activities done in their communities.

 Roads and bridges: These are very important national resources. The
government spends money to maintain roads and bridges so that people can carry
their produce to the markets. Let us look at the Highlands Highway. It is the
longest sealed road in Papua New Guinea. Hundreds of kilometres of smaller
roads stretch out in all directions from the highway to the villages. These roads
enable coffee, vegetables, other crops, fish and fresh wild meat to be taken to the
markets.

Activity 2:1

Name four (4) national roads that you know.

___________________________________________________________________
___________________________________________________________________

 Airports and Harbours: These are also very important national resources.
There are 24 main commercial airports. Jacksons Airport in the National Capital
District is the centre of all commercial operations of aircrafts. We also have the
other airports such as Lae/Nadzab, Kagamuga – Mt. Hagen, Tokua, Daru, Gurney,
Wewak, Madang, Rabaul, Buka and many others that are in the provinces. The
airports play a key role to make air transportation a full filling method of travelling.
People can travel faster to and from different places for personal and business
purposes.

There are 16 major port habours. These ports make shipping possible. Through
these ports, we are able to export and import commodities. We export our
commodities such as coffee, rubber, gold and cocoa. We import goods like food,
fuel, machinery, steel and other essential items.
With our latest developments, we also have the napa napa port in NCD where our
commodity called the Liquefied Natural Gas is exported out to the overseas
nations.

 Schools, hospitals and offices: These are national resources that you can see
around you, too. These are very important resources.

Schools are places for learning. Schools are made up of teachers, students, and
other workers of the school, classrooms, libraries and resource books. The
government provides funds to schools so that they provide the service of
education to the young children.

Hospitals are places where the sick people go to, to be treated for health
problems. Nurses and doctors work at hospitals to treat the sick people. The
government provides funds to hospitals so that these places treat the sick people
and the people can remain healthy and live longer.
GR 8 MAL S3 24 L2 SUPPLEMENTARY READINGS

 National Library, Parks and Museum: These are national resources.The

government maintains these resources so that the people can use them.

National libraries are very important resources. A library is a building containing

books, CD and internet network connections through the use of computers that
you can use to collect information for your studies or research. It can be used by
any person in the community who is studying or researching a subject.

In cities like Port Moresby and Lae, many students are found in the library
searching for information through the use of the books, CDs and internet to
complete their assignments.

National parks are areas set apart and kept as places of beauty or recreation by
the national government. Visitors go to the park to enjoy the beauty of the natural
environment. The land scapes, plants and animals in the national park are kept in
their natural state. There are also roads, trails, campgrounds and picnic areas built
and maintained in the park. Guidelines are also given to the visitors to keep the
park from being hurt by human activities such as littering, cutting off plant parts or
even killing of animals.

In Central Province, Variarata National Park was the first national park in Papua
New Guinea. It has beautiful wild birds and other animals, plants and walking
tracks for visitors to use and enjoy.

National Museum is a building in which objects of lasting interests or values are

displayed. It contains a collection of remains of early humans who lived in the area
and artifacts reflecting the country‟s historical culture. In NCD, the National
Museum and Art Gallery collects preserves and displays more than 100,000
examples of Papua New Guinea‟s culture and natural history.

Activity 2:2

Answer the following questions.

(a) Explain how people or students can benefit from a National Museum.
______________________________________________________________
______________________________________________________________

(b) Explain how people or students can benefit from a National Park.
______________________________________________________________
______________________________________________________________

International Resources

We discussed that international resource are referring mainly to foreign

organisations, agencies, companies and expertise which our government has signed
agreements with. Our country has allowed these resources to operate in our nation
so we can have access to the services which we lack to help us develop.
 GR 8 MAL S3 25 L2 SUPPLEMENTARY READINGS

1. International Resources in the form of Organisations and Agencies

We will study this table to learn about foreign agencies and the kind of help or
assistance these agencies provide to countries like Papua New Guinea.

Organisation The kind of assistance given

 The International Monetary This organization advises and assists Papua
Fund (IMF) New Guinea Department of Finance to plan
the spending of Foreign Aid
 The Economic and Social This organization is responsible for
Council (ESC) development projects. It collects facts and
figures on problems in Papua New Guinea
and gives ideas of how to improve conditions

 The International Court of In the case where Papua New Guinea has an
Justice (ICJ) argument with another country, it will look at
the case and decide what is right
 The Food and Agriculture This organization gives advice and training
Organisation (FAO) on healthy food and nutrition
 The World Health This organization gives advice, training and
Organisation (WHO) equipment through the Health Department in
areas such as village health care,
immunization programmes, malaria control
and health water supply.
 The United Nations Education, This organization works with the Department
Scientific and Cultural of Education to develop and improve projects
Organisation (UNESCO) in agriculture, tourism and the environment
 The United Nations This organization gives technical advice and
Development Programme ( training in social and economic development
UNDP) . It has also helped agriculture, forestry and
fisheries projects
 The World Bank This gives technical assistance and loans for
education, roads, communication and
electricity
 The United Nations Children‟s This organization funds planning
Fund (UNICEF) programmes and develop projects that
emphases the health and special needs of
children and mothers

Experts

Let us define the term „expert‟. An expert is a person who is skilled and knowledgeable
in a particular field or activity. For example, a medical doctor; he or she is well trained
with the skills and knowledge of diagnosing illnesses in the human body and giving the
required medication or treatment.

In each of the agencies listed in the table above, there are experts involved to do
particular tasks. These experts are sent to Papua New Guinea. The experts have work
permits and contracts for certain jobs to do in Papua New Guinea. Some of these
 GR 8 MAL S3 26 L2 SUPPLEMENTARY READINGS

experts do their jobs in the towns or cities and some are sent to visit or work in rural
areas and the local communities

Look around your community. Do you see some expatriates doing some work in your
community? If you do not see any in your immediate community, then look at your
district schools or the health centre? Well, these people you see in your communities
are experts. They have the knowledge, skill, training, and experience in such areas as
agriculture, health, education, social and economic developments. These experts give
training to people in the communities so that the local people can apply skills correctly
to what they are doing to produce effective results.

2. International Resources in the form of Foreign Companies

International resources can also come through foreign companies such as the logging
companies, the tuna cannery companies, mining companies, oil palm projects and
multi-billion projects such as the LNG.

In each of these foreign companies, experts in these areas help to educate the local
people on certain skills relating to their area of work. For example, the Wafi Gold Mine
has a fish farm program cocoa and coffee training program. In the fish farm program,
the experts gives training in fish farming and how to develop and support coffee
programs for stakeholder communities.

Activity 2:3

The organisations that are listed in the table on the previous page are taken care of by
United Nations. Find out and explain what United Nations is.
_____________________________________________________________________
_____________________________________________________________________

Benefits of National and International Resources

What is a benefit? A benefit is talking about something that has a good effect or
promotes well-being. So, let us put it in this way, how do national and international
resources promote the well- being of people living in the communities?

The following are some benefits of the national and international resources to the
people living in the community:

 People learn to take ownership and responsibility of public properties

 People learn to be effective and efficient in doing things
 People learn to appreciate services provided by their government
 People learn the importance of conservation and develop more sustainable uses
of natural resources
 People are educated about the economic and non-economic values of the natural
resources around them
 People make a living out of the skills and trainings they have learnt
 People learn to be self-reliant
GR 8 MAL S3 27 L2 SUPPLEMENTARY READINGS

 People are trained in specific areas such as agriculture, fisheries, forestry, health,
social and economic development
 People receive technical assistance and equipment to help them do work
 People receive good health advises to help them improve their living conditions
 People are taught moral values and that gives direction to change of personal
attitudes
 People have jobs and learn good governance and participation

Problems of National and International Resources

Here are some problems that can be encountered:

 When national resources are not funded or governed well, it causes a lot of
inconveniences for simple people who depend on these services
 In some cases, international resources in the form of materials or equipment can
take the place of simple people who perform simple jobs to end an income
 In some cases, international resources in the form of human resource can be very
costly to the budget of the departments

When these problems arise, the people and their communities do not fully benefit
from the services

Now turn to the end of Lesson 2 and read Supplementary Readings 2.1
and 2.2 Titled “United Nations and International Organisations

Summary

You have come to the end of Lesson 2. In this lesson you learnt that:

 National resources will cover all of our technical and natural resources
that we use which also includes ourselves.
 National resources come in the form of technical and natural resources.
 Technical resources are things such as tools and equipment.
 Natural resources include water, land, forest and minerals.
 National resources also come in the form of physical infrastructure, too.
 Infrastructure, it is referring to roads, airports, harbours, and buildings
such as factories, schools, hospitals and offices.
 International resources are referring mainly to foreign organisations,
agencies, companies and expertise which our government has signed
agreements with.
NOW DO
 International PRACTICE
Resources EXERCISE
in the 2 ON THE NEXT
form of organisations, PAGEand foreign
agencies
companies
 An expert is a person who is skilled and knowledgeable in a particular
field or activity
 National and International Resources have benefits and promote the well-
being of the people.
GR 8 MAL S3 28 L2 SUPPLEMENTARY READINGS

Practice Exercise 2

1. Define the following terms;

(a) Resources:_______________________________________________________
________________________________________________________________

(b) Technical resources:_______________________________________________

______________________________________________________________________

(c) Natural Resources:_________________________________________________

________________________________________________________________

(d) National Resources:________________________________________________

________________________________________________________________

(e) International resources:______________________________________________

_________________________________________________________________

2. Identify the kinds of National Resources that you can see in Papua New Guinea.
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________

3. Define expert and explain an expert‟s function in the organization and the
community.
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________

4. List benefits of national and international resources to the people living in the
community
________________________________________________________________
_________________________________________________________________
_________________________________________________________________

5. List problems of National and International Resources

_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________

CHECK YOUR ANSWERS AT THE END OF THE SUBSTRAND 1

GR 8 MAL S3 29 L2 SUPPLEMENTARY READINGS

Lesson 2:

Supplementary Reading 2.1: United Nations

In lesson 2, you learnt about foreign organisations such as the World Bank, the
World Health Organisation, etc. and the kind of help or assistance these
organisations provide to countries like Papua New Guinea. Have you thought about
who looks after or monitors the work of these organisations? The body that does this
work is United Nations.

We will now do some reading on United Nations.

United Nations is an international council or assembly of nations. It is created to

promote peace and cooperation. The UN was founded after World War II ended in
1945. Its mission is to maintain world peace, develop good relations between
countries, promote cooperation in solving the world‟s problems, and encourage
respect for human rights.

The United Nation is an organisation of countries. It agrees to cooperate with one

another. It brings together countries that are rich and poor, large and small, and have
different social and political systems. Nations that are members to this body promise
to settle their disputes or problems peacefully and to turn away from using force or
the threat of force against other countries. Nations that are members refuse to help
any country that opposes United Nation actions.

United Nation membership is open to any country that is willing to further the mission
of United Nations. Remember, the mission of United Nations is; to maintain world
peace, develop good relations between countries, promote cooperation in
solving the world’s problems, and encourage respect for human rights. Each
country has an equal voice and vote and it is expected to pay dues to support the
United Nations. As of 2006 the United Nation had 192 members, these includes
nearly every country in the world.
In 1945 the United States Congress invited the United Nations (UN) to establish its
permanent headquarters in the United States. Completed in 1952, the UN complex
sits in Manhattan, alongside the East River, in the city of New York. Under the UN‟s
agreement with the United States, the site of the UN headquarters is exempt from
local laws.

Supplementary Reading 2.2: Studying International Organisations

International organisations are groups such as United Nations and the Asian
Development Bank. Some are religious organisations that try to help people around
the world. There are Christian, Islamic, Jewish and other international religious
groups. There are many other non- government international organisations like the
World Wildlife Fund, Green Peace and Save the Children. These groups have
special interests. You may be able to find representatives from some of these groups
in Papua New Guinea. They may be able to help you with information for a project.
GR 8 MAL S3 30 L2 SUPPLEMENTARY READINGS

Remember that most International Organisations are advocates. To advocate

something means to stand for it or work for it. An advocate wants a result for a
cause. An organisation can be an advocate for peace or for free trade. Some groups
maybe an advocate for a religion or a belief.

World Health Organisation (WHO)

World Health Organisation was established in 1948. It is an agency of the United

Nations that organises and funds health care programs in nearly every country in the
world. It works together with national governments and other international aid
agencies.

World Health Organisation‟s work is focussed in reducing human disease, funding

medical research, providing emergency aid during disasters, and aiming to improve
nutrition, housing, sanitation and working conditions in developing countries.

The World Health Organisation is based in Geneva, Switzerland. It is best known for
its immunization programs and its successful campaign to eradicate smallpox.

World Bank

The World Bank is also known as; International Bank for Reconstruction and
Development. It is a specialized United Nations agency. It was established at the
Bretton Woods Conference in 1944.

The main objectives of the bank are:

 To assist in the reconstruction and
development of territories of members by
facilitating the investment of capital for
productive purposes
 To promote private foreign investment by
means of guarantees or participation in
loans
 To supplement private investment by
providing on suitable conditions, finance
for productive purposes out of its own World Bank Head Quarters in Washington
DC
capital.
International Monetary Fund (IMF)

The International Monetary Fund was established along with the World Bank at the
United Nations Monetary and Financial Conference held at Bretton Woods in 1944.
It is an international economic organisation whose purpose is to promote
international monetary cooperation to facilitate the expansion of international trade.
It operates as a United Nations specialised agency. It is also a permanent forum that
considers issues of international payments in which member nations are encouraged
to maintain an orderly pattern of exchange rates and to avoid restrictive exchange
practices.
The International Monetary Fund began operations in 1947. Its membership is open
to all independent nations.
GR 8 MAL S3 31 L2 SUPPLEMENTARY READINGS

The Economic and Social Council

Economic and Social Council (ECOSOC), is one of the six principal organisations of
the United Nations. It is composed of representatives from 54 countries. Each year
18 members are elected by the United Nation General Assembly. These members
serve for three (3) years.

ECOSOC's early activities were directed toward providing aid to war-ravaged

countries of Europe and Asia. Today, the problems of developing nations are its
major concern. It carries out studies on international economic, social, humanitarian,
cultural, educational, and other related matters and it also coordinates the activities
of the UN's specialized agencies in these areas.

ECOSOC makes its decisions at council meetings. At the council meeting, each
member has one vote and a simple majority rules. The decisions reached are sent as
recommendations to the General Assembly. ECOSOC operations are mainly through
its various standing committees, functional commissions, and regional commissions.

Functional Commissions
There are six functional commissions that deal with problems relating to social
development, human rights, the status of women, narcotic drugs, population, and
national and international statistics.

Standing Committees
There are also five standing committees and assorted expert bodies that deal with
such matters as natural resources, development of science and technology, and
crime prevention.

Regional Commissions
There are five regional commissions that are currently in operation within the council.
They are modelled after the parent body and reflect the geographic diversity of
resources and needs. Each one is headed by an executive secretary. The Economic
Commission for Europe, headquartered in Geneva, has 42 members; and the
Economic and Social Commission for Asia and the Pacific, headquartered in
Bangkok, has 45 full members and 8 associate members; both were established in
1947. The Economic Commission for Latin America and the Caribbean, with 41 full
members and 6 associate members, was set up in 1948 in Santiago, Chile. In 1958
the Economic Commission for Africa was established at Addis Ababa, Ethiopia; it has
52 participating member nations and 2 associate members. The Economic
Commission for Western Asia, with 13 members, was organized in 1973 in Beirut,
Lebanon; its headquarters was subsequently moved to Baghdad and Iraq because of
the war in Lebanon.

A regional commission may make recommendations to any member government but

can act only with the consent of that government. Regional cooperation has
stimulated progress in agriculture, industry, education, housing, electric power, trade,
transportation and environmental protection issues.

ECOSOC is also involved with other UN organisations, participating in their work or

electing board members for numerous specialized agencies such as the International
Atomic Energy Agency and the United Nations Children's Fund.
GR 8 MAL S3 32 L2 SUPPLEMENTARY READINGS

Food and Agriculture Organization

Food and Agriculture Organization (FAO) is a specialized United Nations agency

whose main goal is to eliminate hunger on a world scale.

The organization‟s target is to “raise levels of nutrition, improve agricultural

productivity, better the lives of rural populations and contribute to the growth of the
world economy.”

The FAO originated at a conference called by President Franklin D. Roosevelt in Hot

Springs, Virginia, in May 1943. At that conference, the 34 nations represented
established the UN Interim Commission on Food and Agriculture. In October 1945
the first session of the FAO was held in Québec City, Canada.

United Nations Educational, Scientific and Cultural Organization (UNESCO)

United Nations Educational, Scientific and Cultural Organization (UNESCO) is an

agency of the United Nations. It was established in 1946 to encourage collaboration
among nations in the areas of education, science, culture, and communication.

UNESCO hopes to encourage universal respect. The word universal means whole
world. Therefore, UNESCO is basically encouraging the whole world to respect
justice, laws, human rights, and fundamental freedoms.
UNESCO also has a founding statement. This statement declares that “peace must
be founded upon the intellectual and
moral solidarity of mankind.”

The agency has its headquarters in Paris,

France. It operates educational, scientific
and cultural programs and exchanges
from 60 field offices worldwide. Projects
sponsored by UNESCO include;
Bible Translation at SIL – UNESCO Program
international science programs literacy,
technical, and teacher-training programs regional and cultural history project and
international cooperation agreements to secure the world‟s cultural and natural
heritage and to preserve human rights.

United Nations Development Program (UNDP)

United Nations Development Program (UNDP) was established in 1965. It focuses

on providing the care of maintaining the development of humans in poor nations. In
its development efforts, the UNDP strives to reduce poverty; increase literacy; create
jobs; enhance technical cooperation between industrialized and non-industrialized
nations; preserve and protect the environment; and ensure that women receive
recognition, encouragement and training. The organization has its headquarters in
New York City.

The UNDP has taken a lead role in helping countries create national development
plans that fit into management, protection and regeneration of the environment. At
the same time, it has helped these countries create local action plans to fight against
water pollution, biodiversity loss and depletion of the ozone layer.
GR 8 MAL S3 33 L2 SUPPLEMENTARY READINGS

In addition, UNDP coordinates all operational development activities of the United

Nations. It also helps to organize international responses to natural and human-
caused disasters around the world.

United Nations Children’s Fund (UNICEF)

United Nations Children‟s Fund (UNICEF) organization was founded by the United
Nations in 1946. Its purpose was to provide food, clothing and rehabilitative programs
to European children who were treated harshly and cruelly by World War II (1939-
1945). Rehabilitative is a word taken from the word rehabilitate. It means helping
someone to return to normal life. From this meaning, you can see that children were
taken through programs that would help them return to normal lives after the cruel
treatment from the war. Later in 1950, the United Nations made UNICEF responsible
for improving the welfare of all children worldwide.

UNICEF‟s Mission

The organization‟s mission is threefold: These includes;

(1) To ensure that basic nutrition, health and education needs of children are met,
(2) To give children the opportunity to expand their potential, and
(3) To create an international ethical standard of behaviour toward children.

What is UNICEF doing?

Since 1950 UNICEF has focused mainly on promoting “sustainable development”. In

Lesson 3 of your course book you learnt that Sustainable Development is
development that meets the needs of the people in the present time without
destroying the relationship of the people with their environment. You also learnt that it
is a development that promotes making of money for the nation and at the same
time, the development functions within the limits of our earth‟s natural resources.

UNICEF has been promoting sustainable development in more than 150 developing
nations. It (UNICEF) does this by providing community-based services to teach
community leaders to build wells and sewage-disposal systems; helping to provide
millions of children with clean drinking water and sanitary living conditions, training
educators to develop effective school programs, to enable children around the world
to benefit from a primary school education.

When there is a disaster such as a flood, earthquake or a drought, UNICEF usually

provides a relief network for children, their parents and other caregivers in the
aftermath of disasters.

It works extensively with children from countries that are at war with each other to
help lessen the children‟s suffering. The organization works to prevent child abuse,
child labour, sexual exploitation of children and the use of children as soldiers. In the
United States, UNICEF has focused its work on inner-city children victimized by
random violence and gang warfare.

UNICEF provides immunizations to millions of children against possible fatal

diseases, such as diphtheria, tetanus, whooping cough, measles, polio, and
tuberculosis. UNICEF‟s promotion of basic health-care delivery systems and
treatments, such as rehydration therapy for children suffering from diarrhoea, has
GR 8 MAL S3 34 L2 SUPPLEMENTARY READINGS

also contributed to dramatic reductions in child mortality. In response to the global

epidemic of acquired immunodeficiency syndrome (AIDS), UNICEF works to prevent
the transmission of AIDS and human immunodeficiency virus (HIV) in young people
and to obtain medicine for infected individuals. It also helps communities, especially
those in sub-Saharan Africa, care for the millions of children orphaned by the death
of their parents from AIDS.

UNICEF receives financial support from more than 150 national governments. Like
many international aid organizations, however, UNICEF faces shrinking government
subsidies for the work it performs. UNICEF‟s challenge in the years ahead is to
attract a greater percentage of its funding from foundations, corporations and
individuals to ensure its programs can continue.

END OF LESSON 2 SUPPLEMENTARY READINGS

GR 8 MAL S3 35 LESSON 3

Lesson 3: Sustainable Development

Introduction
Welcome to Lesson 3 of Strand 3. In your last lesson, you learnt about
national and international resources. National resources are things or
services which are set up and maintained by the government for the
people to use. International resources are referring mainly to foreign
organisations, companies and expertise which our governments have
allowed to operate in our nation so we can have access to their services
and benefit from them. In this lesson, you will learn about sustainable
development practices.

Your Aims:
 Discuss sustainable development practices
 Explain the importance of using sustainable development
practices
 Identify various resources and how they can be efficiently
managed in the community

Sustainable Development Practices

What is Sustainable Development Practices? Let us begin with the word „Sustainable
Development‟.

Sustainable Development is development that meets the needs of the people in the
present time without destroying the relationship of the people with their environment.
It is also a development that promotes making of money for the nation and at the
same time, the development functions within the limits of our earth‟s natural
resources.

The word „practices‟ simply is referring to ways or approaches of how to sustain or

maintain the development as it grows and improves the society in which the
development is located.

Let us take Liquidfied Natural Gas Project (LNG) as an example. This project is a
multi-billion project in Papua New Guinea. It is a big development in Papua New
Guinea. It will bring a lot of changes to the livelihood of the people in Southern
Highland, Central, National Capital District and rest of Papua New Guinea.
The company, Exon Mobile will have to carry out its operations by using the best
ways and approaches so that it does not affect the lives of people and their
environment. In using these best ways and approaches in extracting the gas from the
earth, the people‟s relationship with their environment is maintained as much as
possible within its 30 years of operation.

Resources

When we study „sustainable development‟ it is about taking care of resources and

using them wisely. So, let us discuss what resources are and give some examples of
them.

What is a resource? It is anything we can use as discussed in Lesson 1.

GR 8 MAL S3 36 LESSON 3

The table demonstrates examples of resources under sea, land and air.

Sea Resources Land Resources Air Resources

1. Sea, itself 1. Land, itself 1. Air, itself

2. Fish 2. Forest and its trees 2. Oxygen

3. Shells 3. Insects of the forest 3. All the different

gases in the air

4. Turtles 4. Plants of the forest 4. Birds that move

about in the air

5. Coral rocks 5. Fresh waters in the 5. Rain and its cycle

forest

6. Sea weeds 6. Mountains 6. Sunshine rays the

wind

7. Everything you can 7. Everything you can 7. Everything you can

think of that lives in think of that lives in think of that lives in
the sea the forest the air

1. Efficient Use and Management of Resources

We must look after our resources by using them wisely. Our way of living and using
these resources must be environmentally friendly and sustainable.
Environmentally friendly means, we should not harm our environment.
Sustainable means we maintain the goodness of our environment.
For example, if there is a need to clear forest to provide more land for agriculture,
then, there must be some sustainable approaches in place to maintain the
environment as much as possible. Sustainable approaches could cover replanting
trees or other plants that give nutrients back to the soil.

The values of our communities are not the same as before or during the times of our
great grandparents. Today, changes and developments have challenged the values
of our communities. It is mainly because of money being the main factor in the
developments. Everyone needs money to pay for goods and services in order to
survive in this changing world and its demands. Therefore, how communities
participate in and manage changes is important to the community‟s healthy
development.

2. Conservation and Preservation of Environment

What is conservation of resources? It means using resources wisely to prevent them

from being wasted.

In our traditional way of life, conservation was already a part of people‟s living. For
example, the soil was looked after by using methods such as mulching or re-planting
GR 8 MAL S3 37 LESSON 3

plants that added nutrients back to the soil. Another example is that the animals and
the fish were given time to breed and multiply. These were some good sustainable
practices that our traditional ancestors used in order to sustain our resources over
thousands of years.

Today, we can continue to actively protect and conserve our resources by carrying
out some of these ways or methods:
 Using the same garden land without cutting down more forest
 Growing trees for firewood on grassland instead of cutting down forests
 Growing trees for houses and furniture
 Not lighting grass fires
 Growing trees and plants that will attract wildlife such as birds and butterflies
 Recycling old things to make other useful things

The things we want to produce in the future depend on the resources that we
conserve today. Therefore, it is important that we conserve resources for the future.
Conservation of resources is important for our children and their children are to live
well. Take note that our resources are limited and must be managed carefully.

3. Care of Environment

What is environment? Environment is everything around us. To take care of the

environment means to look after everything around us. We must look after our land,
forests, rivers, reefs, seas and air. Everything that is living in the forest, rivers, reefs,
seas and air must be taken care of.

Today, changes in values that have come with development can damage the
environment. Communities and companies, greedy to exploit resources for money
can cause lasting damage. Therefore, care must be taken so our land and water are
not harmed or polluted. Remember, when we conserve, the natural environment may
be sustained for the benefit of future generations.

Activity 3:1

Describe what you are expected to do on a community environment cleanup day.

__________________________________________________________________
__________________________________________________________________
__________________________________________________________________

4. Sustainable Farming Practices

What are sustainable farming practices? It is about growing crops and raising
animals in better ways that will maintain soil richness and healthy animals without
affecting the environment.

Shift cultivation is an example of sustainable farming practice. Shift cultivation is

about moving to a new land to make the new garden while leaving the land of the old
garden to lie fallow for a period of ten (10) to twenty (20) years so that the soil can
recover its nutrients and fertility.
GR 8 MAL S3 38 LESSON 3

Crop rotation and use of compost are examples of sustainable farming practices.
Crop rotation is about planting the types of plants that add nutrients back to the soil
after the previous plant food are harvested. Use of compost is about adding
vegetable peelings, dry leaves and grass and even chicken manure to the soil. The
vegetable peelings, dry leaves and grass is left on the soil to rot or decay. The
chicken manure is turned into the soil and left for some time. In doing all of these
tasks, the soil is being restored.

5. Capacity Building

What is capacity building? It is about training people to become good at their jobs
and to learn life-long skills.
Capacity building is important because it will lead to each individual living a
sustainable lifestyle. When this happens, what they learn will sustain development
and bring benefit to the community over the long term and finally,it will build our
nation.

How are local communities trained? You have already learnt in Lesson 2 that there
are organisations that operate in Papua New Guinea for the purpose of developing
the people and the nation. Therefore, experts in these organisations go out to the
communities and run programs that mainly cover health, agriculture and business.
For example, the local people are taught about family planning methods and how to
prevent themselves from HIV Aids and STIs. They are also taught how to run small
business enterprises, walkabout sawmills, PMV operations, sewing, screen printing,
and even how to prepare nutritious meals. There are also other organizations that do
target at teaching people to read and write too. They do this type of training through
churches that go out to the settlements and communities.

Furthermore, where there is a company at a certain location, it sends out its expertise
to run training programs in the communities too. For example, Wafi Gold Mine in
Morobe Province sends out trainers to teach and promote cocoa and coffee planting
to the local people.

Activity 3:2

Imagine you were to run a class canteen for a month. List skills you would need in
order to run the canteen successfully.
___________________________________________________________________
___________________________________________________________________

6. Peaceful Relations

What are peaceful relations? It means groups of people who live and work together
in a community must get on well with one another.
It is important to have peaceful relations amongst each other in a community. When
there is peace, communication with each other is easy which enables better
understanding. People will work together, support each other and enjoy a better
quality of life.
GR 8 MAL S3 39 LESSON 3

Activity 3:3

Answer the following questions.

(a) What things could you do to encourage peace in your community?

___________________________________________________________________
___________________________________________________________________

(b) What are the positive and negative things about having different cultures and
communities in Papua New Guinea?
___________________________________________________________________

Now turn to the end of Lesson 3 and read Supplementary Readings

3.1 and 3.2 titled, Natural Resources and Sustainable Use of
Natural Resources respectively.

Summary

You have come to the end of Lesson 3. In this lesson you learnt that:

 Sustainable development is development that meets the needs of

the people in the present time without destroying the relationship of
the people with their environment. It is also a development that
promotes the making of money for the nation and at the same time,
the development functions within the limits of our earth‟s natural
resources.
 Practices are ways or approaches of how to sustain or maintain the
development as it grows and improves the society in which the
development is located.
 Conservation of resources is about using resources wisely to prevent
them being wasted.
 Sustainable farming practices is about growing crops and raising
animals in better ways that will maintain soil richness and healthy
animals without affecting the environment.
 Shift cultivation is an example of sustainable farming practice
 Shift cultivation is about moving to a new land to make the new
garden while leaving the land of the old garden to lie fallow for a
period of ten (10) to twenty (20) years so that the soil can recover.
 Crop rotation and use of compost are also examples of sustainable
farming practices.
 Crop rotation is about planting the types of plants that adds nutrients
back to the soil after the previous plant food are harvested.
 Use of compost is about adding vegetable peelings, dry leaves and
grass, and even chicken manure to the soil to restore its fertility.
GR 8 MAL S3 40 LESSON 3

 Capacity building is about training people to become good at their jobs

and to learn life-long skills.
 Experts in organisations go out to the communities and run programs that
mainly cover health, agriculture and business.
 Peaceful relations are talking about relationships of people among
themselves. It means groups of people who live and work together in a
community must get on well with one another.
 Efficient use and careful management of resources are important for the
benefit of our natural environment and for the benefit of our future
generation.

NOW DO PRACTICE EXERCISE 3 ON THE NEXT PAGE

GR 8 MAL S3 41 LESSON 3

Practice Exercise 3

1. Define the terms:

(a) Sustainable development

________________________________________________________________
________________________________________________________________
________________________________________________________________

(b) Practices
________________________________________________________________
________________________________________________________________
________________________________________________________________

2. Match the incomplete sentences to their meanings by writing the correct letter
beside each.
1. Conservation of resources ________________
2. Sustainable farming practices _____________
3. Shift cultivation_________________________
4. Use of compost________________________
5. Crop rotation__________________________
6. Peaceful relations______________________
7. Capacity building______________________
Meanings:
A. Training people to become good at their jobs and to learn life-long skills.
B. Planting the types of plants that add nutrients back to the soil after the
previous plant food are harvested.
C. Growing crops and raising animals in better ways that will maintain soil
richness and healthy animals without affecting the environment.
D. Using resources wisely to prevent them being wasted.
E. Moving to a new land to make the new garden while leaving the land of the
old garden to lie fallow for a period of ten (10) to twenty (20) years so that
the soil can recover.
F. Adding vegetable peelings, dry leaves and grass, and even chicken
manure to the soil to restore the soil.
G. Talking about relationships of people among themselves. It means groups
of people who live and work together in a community must get on well with
one another.

CHECK YOUR WORK.ANSWERS AT THE END OF THE SUBSTRAND 1

GR 8 MAL S3 41 LESSON 3 SUPPLEMENTARY READINGS

Lesson 3

Supplementary Reading 3.1: Natural Resources

The definition for resource is anything that we can use. Natural resources are things
that are found in the air, land, sea, waters, forest and mountains that we can use.

Air

Air is a resource. It may not concern you too much in your everyday dealings but it is
a very important resource for the survival of plants and animals, including the human
beings. From the air, we are able to breathe oxygen and the plants are also able to
function as they use carbon dioxide. Again, from the air, we are able to receive rain
and sun‟s rays; you know that plants need rain and the sun rays to grow healthy and
bear fruits for human consumption.

Water

Water is a very important resource. Plants, animals and human beings need water to
survive. In most of our Papua New Guinea villages, water is used freely without any
payment. But when we look at the cities like Port Moresby, the water is channelled
through pipes to each house and the people pay for the use of the water.
Water is needed in agriculture for irrigation. Irrigation is a method of agriculture which
is used in other countries where water is lacking. Irrigation is about channelling plenty
of water from a river through the garden beds to keep the soil moist for the crops to
grow and produce.

Water also enables other resources such as fresh fish and eels for people‟s
consumption, too.

Land

Land is a very important resource. In Papua New Guinea, it holds our forests and
grasslands. The forest itself contains many different types of insects, and hundreds
of different animals, trees, and other plants. In other countries, land would include
the deserts, too.

Land produces food. It is used to produce seasonal crops like sweet potatoes, corn,
grains, vegetables and fruits.

Land also produces grazing land for animals. If you are

somewhere near Markham valley in Morobe Province, you will
see animals such as cows and sheep grazing. Land is an
important resource for the people of Papua New Guinea. A patch of land

Minerals

Minerals are natural resources that are taken from the earth. Our country has lots of
minerals such as gold, copper, silver, natural gas, timber and oil. These minerals are
GR 8 MAL S3 42 LESSON 3 SUPPLEMENTARY READINGS

also found in the sea. Mineral resources are non – renewable. Once a mine is empty
it must close. These resources are quickly being used up.

Supplementary Reading 3.2: Sustainable Use of Natural Resources

Resources are things that we use every day. Every person has a need to use
something in order to survive, to improve his or her economy or to make his her
lifestyle more comfortable. This uses up more resources.

How do we protect our natural resources?

We can recycle and we can also use whatever we are using in a more careful way.
There are also improved technologies that can help sustain resources and find new
ways of protecting our natural resources.

Both the land and sea hold many life forms that we still do not know about. Science
has recorded about one and a half million living species. But there may be another
28 million species still to be recorded. All are potential resources; therefore, we
should do our best to take care of our land and sea so we do not contribute to
destroying these resources.

Renewable and Non-Renewable Energy

There are many types of energy resources. The world economy needs energy
resources to grow. Oil (petroleum) and natural gas are two very important fuels that
provide energy for transportation on land and sea and in the air. Coal is another
important important natural resource that is used to create electricity. Oil, gas and
coal have been produced over millions of years but they are not renewable. One day
they run out.

The oil industry started in the United States of America and helped to create the
automobile industry. The United States came to depend on cars and trucks for
transportation. But its oil supplies dwindled. Most of its supplies now come from the
Middle East. The biggest oil producer is Saudi Arabia.

The united States, Russia, China, India and Australia all have much greater coal
reserves, which could last for another 200 years. However, coal produces a lot of
carbon dioxide when it is burned for energy. Coal is more damaging to the
atmosphere than oil or gas. One solution to the problems caused by coal, oil and gas
is to find cleaner renewable fuel resources.

Presently, the world still depends on oil, gas and coal for most of its energy. The
biggest problem with alternative energy is the cost. The use of non-renewable fuels
cost less.
Currently, no one has to pay for the damage they cause to the environment or the
carbon dioxide they release into the atmosphere, but this is now changing.

END OF LESSON 3 SUPPLEMENTARY READINGS

GR 8 MAL S3 44 LESSON 4

Lesson 4: Economic and Social Opportunities in the Community

Introduction
Welcome to Lesson 4 of Strand 3. In your last lesson, you learnt about
Sustainable Development Practices and its importance. You also identified
various resources and how they can be efficiently managed in the
community so that the community can benefit from these practices.
In this lesson, you will learn about economic and social opportunities in the
community.
Your Aims:
 Identify economic opportunities and their benefits to the community
 Identify social opportunities and their benefits to the community

Economic Opportunities in the Community

What are economic opportunities? It is talking about ways of making money.

Examples of economic opportunities

 At the Primary School

Many mothers take the opportunity to sell their drinks, ice blocks and food stuff at
the schools for the school children to buy at recess and lunch time. They earn a lot
of money by selling their items to the school children.

 At the village Sports Field

When the villages are engaged in playing sports, you will find that many people
take the opportunity to sell their drinks, food stuff and other stuff like betelnuts to
earn money. During this time, they usually make a lot of money.

 At the Clinic or Health Center

Some mothers who live near the clinic or health centre take the opportunity to sell
fruits and young coconut (kulau). Patients and their guardians buy and eat while
waiting to be treated. In doing this, they earn money on a daily bases.

 Election Period
Many people in Papua New Guinea take the opportunity during the election period
to do major sales. Most business executives hire out their cars for campaign
groups to use and they receive payments for the use of the vehicles. Others rent
out their houses and rooms for campaign groups to sleep and hold meetings.
Many street vendors take the opportunity to sell a lot of betel nuts and cigarettes
during the campaign rallies. Again, some smart mothers cook food and sell at the
time of campaign rallies and they also earn a lot of money.

 Independence Celebrations
During independence celebrations many people take the opportunity to sell drinks,
water, food stuff, betel nuts and cigarettes. The stores and street sellers sell T-
shirts, flags,caps and umbrellas. A lot of money is earned during this time.
GR 8 MAL S3 45 LESSON 4

 School Cultural Day

The school as well as the parents take the opportunity to sell items to make money.
The school sells what it has produced such as scrapers, stools, patrol boxes, outside
ovens, open fire iron for cooking, bilums, caps, necklaces and pot plants. The basic
technology teachers and the girls also cook food and sell on behalf of the school to
make extra money. Sometimes, special school committee and clubs also sell their
food and drinks to make money for them.

Days of events are the main venues where the opportunity is taken to make money.
With informal commercial activities such as selling of cooked food and drinks, you
have to be alert and act smartly to make money.

Now, read this passage

An increasing number of Papua New Guineans are looking for paid work because
they want to earn money. A regular paid work is called formal work. People who
work in formal work are mostly government officers such as teachers, nurses,
doctors and lawyers. People who work for companies are also doing formal work.
They are been paid every fortnight.

There are also people who earn money through commercial farming. Commercial
farming is about farmers growing crops such as coffee, cocoa, rubber, oil palm and
vanilla to earn cash rather than growing crops just to feed their families.

While farmers are earning money from growing and selling cash crops, other
people are taking up the activity of selling items to earn money. They sell mostly
betel nuts, cigarettes, food stuff, drinks and water, second hand clothes etc. These
are just some of the activities people in our communities do to earn money.

Activity 4:1

Complete the benefit that comes from the economic activities or the jobs. You can
even relate to what you see and know around you and your community.

Economic Activities Benefits

 Informal work i.e., Selling items

 Commercial farming

 Formal work
GR 8 MAL S3 46 LESSON 4

Social Opportunities in the Community

What is social opportunity? Firstly, the word social is concerned with people and their
interactions with each other. So, social opportunities are shared activities that enable
people to interact with each other and it brings joy and satisfaction to individuals and
communities.

Examples of social opportunities

 Traditional games  Playing sport

 Traditional dances  Doing creative art
 Feasts and bride price activities  Sporting activities
 Ceremonial food exchange  Religious gatherings

The list given is an example of social activities which give people the opportunity to
interact with each other. When participating in these activities, people spend time
with each other and also get to know each other. They also relax and enjoy
themselves.

Furthermore, the activities encourage friendship and goodwill and build strong
healthy communities. Spiritual growth is also encouraged through church activities
which then, help prevents bad behaviours that can lead to law and order problems.

Activity 4:2 List some benefits that come from the social activities.

Social Activities Benefits

 Traditional games __________________________________

__________________________________
 Traditional dances __________________________________
__________________________________
 Feast and bride price __________________________________
__________________________________
 Ceremonial food exchange __________________________________
__________________________________
 Playing sport __________________________________
__________________________________

 Doing creative art __________________________________

__________________________________

 Sporting activities __________________________________

__________________________________
__________________________________
 Religious gatherings
GR 8 MAL S3 47 LESSON 4

The Benefits of Economic and Social Opportunities

Economic Benefits Social Benefits

 Extra income for the  Strong bond relations within the
family community are created
 Extra income for the  Strong and healthy community is
school created
 Standard of living  Friendship and goodwill is
increases encouraged
 Increase in business  Spiritual growth is encouraged and
opportunities strengthened

Now turn to the end of Lesson 4 and read Supplementary Readings

4.1 and 4.2 titled, International Trade of the Past and Values
needed to function with others respectively.
Summary

You have come to the end of Lesson 4. In this lesson you learnt that:

 Economic opportunities are talking about ways of making money.

 Economic opportunities come in the form of formal work, informal
work and commercial farming.
 The benefits of economic activities are:
- Extra income for the family
- Extra income for the school
- Standard of living increases
NOW DO - PRACTICE
Increase inEXERCISE
business opportunities
4 ON THE NEXT PAGE
 Social is a term which is concerned with people and their
interactions with each other.
 Social opportunities are shared activities that enable people to
interact with each other and it brings joy and satisfaction to
individuals and communities.
 The benefits of social opportunities are:
- Strong bond relations within the community are created
- Strong and healthy community is created
- Friendship and goodwill is encouraged
- Spiritual growth is encouraged and strengthened

NOW DO PRACTICE EXERCISE 4 ON THE NEXT PAGE

GR 8 MAL S3 48 LESSON 4

Practice Exercise 4

1. Define the following terms:

(a) Social opportunities
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________

(b) Economic opportunities

___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________

2. Identify three (3) economic opportunities

______________________________________________________________
______________________________________________________________
______________________________________________________________
_____________________________________________________________

3. Identify three (3) examples of social opportunities

______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________

4. Identify three (3) economic benefits

______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________

5. Identify three (3) social benefits

______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________

CHECK YOUR WORK. ANSWERS AT THE END OF THE SUBSTRAND 1

GR 8 MAL S3 49 L4 SUPPLEMENTARY READINGS

Lesson 4

Supplementary Reading 4.1: International Trade of the Past

International Products of the Past

People have been trading and spreading products around the world for a long time.
Today, many countries depend on international trade as an important part of their
economy. Better transport, storage and communication all make trade easier. Almost
anything you can think of is a trade item somewhere. Mangoes, passion fruit, chillies
and coffee were all brought to Papua New Guinea through international trade.

Passion Fruit

Passion fruit is a tropical vine that produces a fruit. There are several types; you may
have seen a purple one or a larger yellow one.

Where did it come from? It first started to grow in what is now Brazil. People have
probably been eating it for thousands of years. When the Spanish and Portuguese
arrived in Brazil over 400 years ago, the flower of the fruit reminded them of the
crucifixion, or „passion‟ of Jesus Christ. If you can find a passion fruit flower, look at
the different parts to see if you can see what the spanish saw.

Where did it go? The passion fruit vine has been spread all over the tropics and even
to some mild temperate zones.

What is it used for today? Its main commercial use is for juice or fresh fruit. It is used
in some desserts and people eat it fresh where it is grown.

Mango

Mango is a tropical fruit.

Where did it come from? It first started to grow in the foothills of the Himalayas in
Burma and India. Mangos can grow at sea level and up to altitudes as high as 1200
metres. The earliest evidence shows that people were cultivating mangos about 4000
years ago. The mango is an important item in the Hindu religion and culture.

Where did it go to? The cultivation of mangos spread from india and Burma east to
other parts of Asia and to Africa, especially to east and west coasts. In the last
200years, the cultivation of mangos has spread across the tropics and subtropics.
Mangos are found in all tropical countries today, and in some subtropical places.

What is it used for today? Modern markets see mangos travel to many countries and
places where they cannot be grown. The fresh fruit market for mangos continues to
grow. People can buy fresh mangos in Europe, North america and the southern parts
of Australia. This is after the fruit has travelled thousands of kilometres to market.
Other products use preserved mango. These include juices, pickles, preserves, dried
fruit, tinned fruit and chutneys.
GR 8 MAL S3 50 L4 SUPPLEMENTARY READINGS

Chilies

Chilies come from the capsicum species. There are various types. Some are very
hot. They have also been called peppers (like the spice). For example, there are
bird‟s eyes chillies that are small and very hot. Then, there are sweet chilli peppers
(or bell peppers) that are sweet and mild. All of them are an excellent source of
vitamin C.

Where did it come from? Chillies first started in South and Central America and in
Mexico. People have been eating them for at least 9000 years. First they took wild
chillies and then started growing them perhaps as long as 7000 years ago.

Where did it go to? Christoper columbus was the first European explorer to travel to
the Americas, in 1492. He brought chillies back to Europe. They have been grown in
the warmer climates of sothern Europe since 1500. The cultivation of chillies spread
very quickly to Africa and Asia.

What is it used for today? Today fresh and dried chillies are very important for
cooking in India, China, Thailand and other tropical countries. They continue to be
important in the Americas. Sweet dried chilli powder is called paprika and spicy chilli
powder is often called cayenne powder or cayenne pepper. Both are used in cooking
in many parts of the world. Many curry powders have some chilli powder in them.
Preserved and dried chillies are used all over the world in cooking.

Coffee

There are two main types of coffee plants. Both are trees. Arabic coffee is a tree that
produces a mild type of coffee. It is the most frequently grown commercial coffee
plant. It grows best in highlands or upland conditions with good soils. Robusta coffee
is a bigger tree than the Arabica. It will grow in hotter coastal conditions where soils
may not be as good.

Where did it come from? Arabica coffee originally comes from the highlands of
Ethiopia. This is a country in northern Africa. Robusta coffee comes from the tropical
forests near the Equator in Africa.

Where did it go to? Sometime between 1000 and 2000 years ago, Arabica coffee
was taken to Arabia (in the Middle East) and then traded to Europe. Coffee- growing
plantations spread to South America and the coffee trade grew. In the 1600s, coffee
houses were popular places to meet friends and discuss events in many parts of
Europe. Portuguese and Spanish colonist took the stroger Robusta coffee from
Africa. It is now grown in Africa and in parts of Asia and Brazil at lower tropical
altitudes.

What is it used for today? The main use for coffee is drinking. It must be processed.
There are different ways to prepare coffee from instant coffees to brewed coffees.
Robusta is the major item in the instant coffees. Other uses for coffee include
flavoring for ice creams and other sweets. There are some coffee – flavoured
alcoholic beverages too.

These products of the past are found abundantly in our communities. We can use
them to make businesses. Good businesses ideas can be developed out of these
GR 8 MAL S3 51 L4 SUPPLEMENTARY READINGS

products. These products create an economic opportunities for us in our

communities.

Supplementary Reading 4.2: Values needed to function with others

In lesson 4, you learnt that the word social is concerned with people and their
interactions with each other. When people interact with each other, there must be
some good values in themselves to enable them to make better decisions and
choices. So in the next paragraph, you will read about having the kinds of values that
are important for people.

Values we use to help make decisions

The values that people have are the things that they say or think are important.
Values come from the things that people believe are good and right and true. We all
begin to learn values when we were children and we continue throughout our lives.
Parents and teachers help children to develop the values that are accepted in the
community. We also learn values from being a member of a church or a religion and
from other groups in the community.

We show our values in the way we behave, not just by what we say. The values that
we use to make decisions are given in the table.

Respect Concern
 Respect for myself and others  Being kind and considerate and
 Respect for laws and for authority understanding the feelings of other
 Respect for private and public people
property- the things that belong to  Being cooperative and accepting that
other people and the community people are different and that there can
be more than one way of doing things
 Sharing in decision-making
Honesty Dedication
 Being fair and trustworthy  Knowing and understanding what is
 Being reliable and dependable happening in the community
 Knowing and admitting when other  Taking part in community activities
people are dishonest  Helping the community activites
 Helping the community before helping
yourself – being civic-minded
Obligation- things that you must do Justice
 Obligations to your family and  Being fair and treating people equally
community  Respecting the rights of other people
 Being open-minded, ready to listen,  Letting the law do the job that it has to
not too quick to judge other people do
 Being interested in the community and
prepare to ask questions

END OF LESSON 4 SUPPLEMENTARY READINGS

GR 8 MAL S3 52 LESSON 5

Lesson 5: Community Development Initiatives

Introduction
Welcome to Lesson 5 of Strand 3. In your last lesson, you learnt about
economic and social opportunities. An economic opportunity is talking
about ways of making money. A social opportunity is about shared
activities that enable people to interact with each other and it brings joy
and satisfaction to individuals and communities. Economic opportunities
have benefits such as extra income for the family and social
opportunities have benefits such as friendship and goodwill is
encouraged and established. In this lesson, you will learn about
community development initiatives.

Your Aims:
 Define survey
 Complete a survey on the availability of the resources in a
community
 Identify social opportunities and their benefits to the community
 Identify a community based project by basing decision on the
completed survey of the resources.

A survey

What is a survey? It is about examining an area or location for details of something

that you would like to know about.

In our case, it is about examining the local community area to find out the kind of
resources that are available which we can be use in our project.

Why should we carry out a survey? We should carry out a survey so we can collect
results that we want so we can decide whether the project we want to start is suitable
for the resources available in our community or not.

When should we carry out a survey? We should carry out a survey after we have
decided on the type of project that we want to do in our community.

How should we start our survey? To start a survey, we must first of all have a
questionnaire. A questionnaire is a prepared set of questions. The set of questions
we prepare must relate to the thing or item we want to find out about. In our case, the
questions will relate to what resources are available in the community. Then, we
should go out and use this set of questions to ask the people. The people we ask are
going to answer this set of questions according to what they have or do not have in
and around their homes.

Components of a Survey

The components involved in a survey are; aim, method, results, conclusion and
recommendation.
GR 8 MAL S3 53 LESSON 5

 Aim: the aim states the purpose of the survey

 Method: the method is about how the survey will be conducted. Whether it be
done through the questionnaire, observing or face to face interviews with
people.
 Results: the results is the information collected from the survey
 Conclusion: the conclusion is about what is true in our findings.
 Recommendations: the recommendations is where suggestions of better
approaches or ways are provided

The Type of Project

Remember, a survey is conducted only after we have decided or picked out the type
of project we want to carry out in our community. So, let us say that we have all
agreed to carry out the project of making Drum Seats in our community.

Now that we have decided to make Drum Seats in our community as a project, then,
we should go ahead to prepare our questions.

A questionnaire

Again, a questionnaire is a prepared set of questions. The set of questions must

relate to the thing or item we want to find out about. In our case, we want to find out
about the available resources such as empty drums, sand, river stones, tools in our
community so that we can use these available resources in our Drum Seats Project.
Therefore, our prepared questions are related to empty drums, river stones, sand,
necessary tools to work on the empty drums and whether or not there is a river close
by where rocks and sand can be collected.

Our questionnaire

1. How many empty 40 litre fuel drums do you have at home which you are not
using?
(a) 0 (b) 1 to 5
(c) 6 to 10 (d) 11 and More, indicate:____
2. How close are you to the river?
(a) Very close (b) Not so far (c) Extremely far
3. How free are you to collect sand or river stones from the river?
(a) Very free (b) Not free
4. If you wish to help, how many bags of river stones would you offer to give?
(a) 0 (b) 1 to 5
(c) 6 to 10 (d) 11 and More, indicate:____
5. If you wish to help, how many bags of sand would you offer to give?
(a) 0 (b) 1 to 5
(c) 6 to 10 (d) 11 and More, indicate:____
GR 8 MAL S3 54 LESSON 5

6. Do you own any of these tools? For each tool, circle Yes or No

(a) Mallet Yes No

(b) Hammer Yes No
(c) Bucket Yes No
(d) Spade Yes No
(e) Shovel Yes No
(f) Chisel Yes No

How to conduct the survey

After, the preparation of the questionnaire, we then take the questions out to the
students in the community. Let us say that there are only ten (10) students who are
living in the community. Then, we must ask these ten (10) students the set of
questions. How these ten (10) students answer these questions will depend on what
is available in their hands or homes. For example, if we asked the question; “how
many empty 40 litre fuel drums do you have at home which you are not using?” to the
ten (10) students. We might have:
- Three students stating (a) for (0) zero
- Two students stating (b) for one (1) to five (5)
- One students stating (c) for six (6) to ten (10)
- Four students stating (d) for eleven (11) and more

Then, we would move on to the next question; how close are you to the nearest
river? Again, we might have a result like this;
- Five students stating (a) very close
- Five students stating (b) not so far
- None stating (c) extremely far

Our next question is; “how free are you to collect sand or river stones from the river?”
You know that there are lot of disputes or arguments about land therefore, this type
of question is prepared to help us find out if there are any disagreements about the
use of the resources in and around the river. For example, in some places, you will
be asked to pay compensation if you collect rocks and sand along the river that may
be the local land of someone else.

So, with this question, we may have a result that will reflect who is connected to the
river by land right and who is not.
Our result may look like this;
- Four students stating (a) very free
- Six students stating (b) not free

For question 4 and 5, the four people who are freely connected to the river would
state (d) 11 and More because they can contribute more out of their land and river.
The other six would state (a) 0 because they would not be able to collect anything
from the river.

For question 6, let us assume that after we asked the question, we collected these
results:
GR 8 MAL S3 55 LESSON 5

(a) Mallet Yes (3) No (7)

(b) Hammer Yes (5) No (5)
(c) Bucket Yes (10) No (0)
(d) Spade Yes (8) No (2)
(e) Shovel Yes (6) No (4)
(f) Chisel Yes (4) No (6)

The results we will collect depend entirely on what the students have and how free
the students are in their environment to help. Then, we will compile the findings. After
we compile our findings, then, we will draw our conclusion for what we are looking for
in our survey.

Compiling the Findings of the Survey

We will now show the results we have collected from the survey that we carried out.

Results:

 Number of people surveyed : 10 students living in the community

 Tools available :
Mallet 3
Hammer 5
Bucket 10
Spade 8
Shovel 6
Chisel 4

 Empty 40 litre fuel drums : 26 and some extra

 Access to river : 10 students have access to the river
 Freedom to collect sand/rocks : 4 students only
 Bags of sand : 11 and more bags by 4 students only
 Bags of rocks : 11 and more bags by 4 students only

Conclusion:

1. Out of the ten students surveyed only 4 students are able to contribute 11 or
more bags of sand and rocks
2. Out of the ten students surveyed only 4 students have the freedom to collect
sand and rocks from the river because they have links to the ownership of the
land where the river is located.
3. There are about 26 plus empty 40 litre fuel drums.
4. There a six different types of tools and at least three or more of these tools are
available for use.

Now, we have completed the compiling of our results. Next, we will decide whether to
take up this Drum Seats Project or not. Our decision will be based on our findings.
GR 8 MAL S3 56 LESSON 5

Activity 5:1

If you were among the students who carried out this survey, what would you say?
Would you take up the project or would you not?
___________________________________________________________________
___________________________________________________________________

Deciding To Take Up the Project or Not

After the survey, we will now decide whether to take up this Drum Seats Project or
not. Remember, our survey was based on finding out the availability of resources
such as empty drums, sand, river stones and tools in our community so that we can
use these available resources in our Drum Seats Project.

Now, what have we found out from our survey? Well, we discovered that there are
different types of tools available for use. However, other resources do not seem to
look okay for us.

Like for instance, we only have 26 empty 40 litre fuel drums and some extra. We also
have only four (4) students who have the freedom to use the river to collect eleven
(11) bags or more. The other six (6) students can not contribute freely.

From this outcome of our survey, we can say that the resources and the help we
need is not sufficient for us to take up the project.

We should then, think of another project and carry out another survey to find out if
the resources are available for that project.

Examples of other community projects are:

 Pot Plant Platorm  Building A Fish Pond

 Fold –Up PitPit Dish  Carving
 Hand – Held Fan  Artifacts
 Raising Chickens  Piggery

Activity 5: 2

Now that we have discovered that the resources and the help we need are not
sufficient for us to take up the Drum Seats Project. then, decide for another project
and name it.
___________________________________________________________________
___________________________________________________________________

Now, we will move on to discuss SWOT. It is a method that is used to analyse,

assess or check out and measure the ability of the community that you are living in. It
can also be used on a person.
GR 8 MAL S3 57 LESSON 5

What is SWOT? SWOT is the initials of four (4) words. These words are; strengths,
weaknesses, opportunities and trends.
 Strengths refers to qualities that make someone strong
 Weaknesses refer to the areas in a person‟s life which he or she is not strong
or good at.
 Opportunities refers to favourable time, occasion or set of circumstances
 Trends refer to general tendency or direction

To carry out a SWOT for your community it would mean you will have to prepare a
questionnaire. The questions will be asked to resource people in the community such
as agriculture officers, teachers, policemen, village councillors, pastors and any other
good persons that have lived long enough in the community. You should at least ask
every resource person living in the community.

This is an example of a SWOT questionnaire:

1. What is your name?
2. Male / Female
3. What is your occupation in the community?
4. How long have you stayed in this community?
(a) 1 to 3 years (b) 4 to 9 years (c) more 10 year
5. What are the strengths of the community in the years of your stay?
6. What are the weaknesses of the community in the years of your stay?
7. What are the opportunities of the community in the years of your stay?
8. What are the trends of the community in the years of your stay?

In answering these set of questions, the resource people will be giving the answers
to the four different areas; that is Strengths, Weaknesses, Opportunities, and Trends.

After every resource person has answered these set of questions, you will then,
collect all answers of strengths, weaknesses, opportunities and trends and compile
them in a table. On the right hand side of the table, you will list every strength,
weakness, opportunity and trend that the resource people mentioned.

Your table will look like the one on the next page.

Activity 5:3

Explain how the following organisations add strength to the community.

 Police station:___________________________________________________
 Hospital:_______________________________________________________
 Schools:_______________________________________________________
 Churches:______________________________________________________
GR 8 MAL S3 58 LESSON 5

SWOT NAME OF YOUR COMMUNITY: TOKOTOKO

1. Strengths The community has the following;
- Police station
- Hospital
- Schools
- Churches
- Big land
2. Weaknesses - People are not using initiative, lazy, ignorant
- Roads are very poor during rainy times
- Dirty, no beautification
3. Opportunities - Capable of farming-cattle, poultry, piggery,
vegetable farming
4. Trends - Engaging youths in sports to avoid crime activities
- Identifying potential youths through sports and
church activities and sending them to community
development training which are run by the NGOs.

Now turn to the end of Lesson 5 and read supplementary readings

5.1 and 5.2 titled, Sample Report of a Marketing Gardening
Survey and Project Drum Seats respectively.

Summary

You have come to the end of Lesson 5. In this lesson you learnt that:

 A survey is about examining an area or location for details

of something that you would like to know about.
 A survey has four (4) components. These includes; aim,
method, result and conclusion
 A questionnaire is prepared for a survey. A questionnaire is
a set of questions which a related to the thing or item we
want to find out about in our survey.
 The questions have to be asked in order to find out about
the thing or item we want to know about in the community.
 The result of the survey depends entirely on what is
available
 The survey results enable our decision to take up the
project or not
 Another project will be decided if the survey results are not
in the favour of our first project
 SWOT is a method that is used to analyse, assess or
check out and measures the ability of the community that
you are living in. It can also be used on a person.
GR 8 MAL S3 59 LESSON 5

 SWOT is the initials of four (4) words, which are; strengths,

weaknesses, opportunities and trends.
 To carry out a SWOT for your community it would mean you will
have to prepare a questionnaire. The questions will be asked to
resource people in the community such as agriculture officers,
teachers, policemen, village councillors, pastors and any other
good persons that have lived long enough in the community.
 In answering these set of questions, the resource people will be
giving the answers to the four different areas; that is Strengths,
Weaknesses, Opportunities, and Trends.

NOW DO PRACTICE EXERCISE 5 ON THE NEXT PAGE

GR 8 MAL S3 60 LESSON 5

Practice Exercise 5

1. Define the following terms:

(a) Survey
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________

(b) Questionaire
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________

(c) SWOT
______________________________________________________________
______________________________________________________________
______________________________________________________________
_____________________________________________________________

2. Name and explain the components of a survey.

_____________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________

CHECK YOUR ANSWERS AT THE END OF THE SUBSTRAND 1

GR 8 MAL S3 61 L5 SUPPLEMENTARY READINGS

Lesson 5

Supplementary Reading 5.1: Sample Report of a Market Gardening

Survey

Market Gardening Survey

Aim To find out which vegetables and fruits could be planted to sell to local
residents
Method A questionnaire was prepared, with questions on
 Personal particulars of the person interviewed
 Which vegetables were popular
 How much money each person spent on vegetables
People were interviewed throughout the area in the street or in their houses
Results 1. People interviewed:
Men : 221
Women : 141
Total : 362
2. Amount of money spent on vegetables:
Amount Number Percentage
Less than K2 15 4
K2-K5 223 62
K5-K10 84 23
More than K10 40 11

3. Favourite vegetables the person interviewed could tick as many as he/she

liked:
Vegetable Number of ticks
Tomato 151
Cucumber 120
Cabbage 204
Capsicum 84
Beans 190
Corn 194
watermelon 220
Conclusion 1. Most people spend between K2.00 to K5.00
2. Most people like to eat watermelon and cabbage
Recommendations To plant the four vegetables that had the highest tally. These includes;
watermelon, beans, cabbage and corns
GR 8 MAL S3 62 L5 SUPPLEMENTARY READINGS

Supplementary Reading 5.2: Project – Drum Seats

The use of Drum Seats

Drum seats are made out of empty 40 litre fuel drums. Drum seats can be used as
outdoor seats. They last much longer than wooden outdoor seats.

Material needed

Half- cut, empty 40 litre fuel drums, river stones and sand, cement

Tools needed

 Chisel
 Mallet
 Bucket
 Spade or shovel

Steps

1. Collect empty 40 litre fuel drums. Use a cold chisel to cut the drums in half. (do
not remove the top or bottom lids)

2. Collect river stones and sand. The stones will be used to fill up the drum.

3. Select a site for the seat and position the half drum. Make sure the end with
the lid is on the ground.

4. Fill the empty drum with stones. Leave a 3 cm space for concreting

5. Fill the space left at the top with sand. Pour cement on top and use water to
smooth and level the surface. Leave to dry.

END OF LESSON 5 SUPPLEMENTARY READINGS

GR 8 MAL S3 63 LESSON 6

Lesson 6: Local and Global Issues in the Community

Introduction
Welcome to Lesson 6 of Strand 3. In your last lesson, you learnt about
survey. Survey is about examining an area or location for details of
something that you would like to know about. In our case, it is about
examining the local community area to find out the kind of resources
that is available which we can use in our projects. You also learnt
about SWOT. SWOT is the initials of four (4) words. These words are;
strengths, weaknesses, opportunities and trends. It is a method that is
used to analyse, assess or check out and measure the ability of the
community that you are living in. It can also be used on a person. In
this lesson, you will learn about Local and Global issues in the
community.

Your Aims:
 Identify local and global issues
 Identify local issues which are also global issues
 Identify strategies to deal with the issues

Local Issues

Local issues are talking about problems or negative happenings that occur in nearby
areas within a community where people are living. Examples of local issues are; tribal
fights, ethnic clashes, schools fights, continuous stealing of cars or bilums, natural
disasters, traffic accidents, marijuana consumption and trade, boat tragedy at sea,
illnesses such as cholera, malaria, tuberculosis, STIs and HIVAids and many more.

Local issues are confined to a fairly small area. In our case, it is referring to issues
within the towns, districts or regions of Papua New Guinea.

Activity 6:1 Look at the Map of Papua New Guinea. Give at least three (3)
examples of local issues in the four (4) areas that are labelled.

A
GR 8 MAL S3 64 LESSON 6

A. Port Moresby C. NGIs

1……………………………... 1…………………………………
2……………………………… 2………………………………….
3……………………………... 3………………………………….

B. Mt. Hagen D. Lae

1…………………………… 1. ……………………………….
2…………………………… 2. ……………………………….
3…………………………… 3. ……………………………….

Descriptions of Some of the Local Issues within Papua New Guinea

 Land disputes - disagreements, arguments and fights over the ownership of

land
 Tribal fights- revenge killing between two tribes over issues such as land,
woman, pigs, which destroys homes and properties
 Ethnic clashes- fights between two groups of people in a society with different
cultural beliefs and traditions
 Crime - illegal activities such as bank robbery, car theft, violence against
children and women, rape, killing, etc
 Cult practices in public schools- harmful spiritual beliefs and practices that are
organised by small minority of students secretly without the notice of the
school authorities. This greatly affects a good learning environment for the
good students and the school as a whole.
 Health Issues - health issues such as cholera, cancer, malaria, tuberculosis,
maternity mortality, Sexual Transmitted Diseases and HIV Aids that is
affecting people in our country.
 Rising sea level - small islands in Manus Province and New Ireland Province
have been covered by the sea. Many more small islands are been affected by
the rising of sea level. This happens because of the climate changes.
 Human kidnapping and Trade- mothers selling their children for money
because they cannot afford to support them. This is happening in Papua New
Guinea already for example where the newspaper reported that two mothers
sold their babies at the market. Also many small children are been kidnapped.
 Marijuana consumption and trade – people sell marijuana for money and
weapons such as guns. The mental health of youths are been affected by the
consumption of marijuana.
 Corrupt Practices- corrupt practices in all levels of government organisations
and departments, and the political leaders of the country. This affects the lives
of every person in this nation.

There are a lot of local issues in your communities, districts, provinces and regions. If
we were to list all of them, this page will be totally full to the end. However, what you
have in your lesson notes is enough to show you that the community you live in does
GR 8 MAL S3 65 LESSON 6

encounter problems. These problems are referred to as local issues. Government

departments, Private Companies, Non-Government Organisations and churches do
have great concern for these issues. They try their best to control and solve these
issues.

Global Issues

Global issues are talking about problems

or negative happenings that occur
around the world which affects the
environment and the lives of people. For
example the Ozone Layer Depletion is a
world issue and it is a big concern.

What is Ozone Layer Depletion?

The ozone layer is the layer of gas that Sun rays penetrating through the atmosphere of
forms a protective covering in the Earth's the earth
upper atmosphere. It protects life on
Earth from the harmful effects of ultraviolet radiation. When we say, Ozone Layer
Depletion, it means that this layer of gas that forms a protective covering is wearing
out. The wearing out is caused by an increase in use of chemicals that react with
chemical compounds in the atmosphere of the earth. This is harmful. The strongest
heat of the sun can penetrate through the atmosphere and cause harm to plants,
animals and humans.

Descriptions of Global Issues

Environmental problems: There are a number of major environmental problems

today. They are as follows:

 Loss of forest cover: This means the forest is being cut down for timber,
construction and for obtaining extra agricultural land.
 Air pollution: This is caused by
industries and factories that give up
smoke, vehicles that give off excess
smoke from their exhaust pipes,
burning incinerators, open fire and
stoves that use fuel to burn and send
out smoke. When the smoke is been
released, the wind is responsible for
spreading the smoke. This creates air
pollution.
Furthermore, the ozone layer has
been damaged because of the use of
CFC‟s (Chlorofluorocarbons) which
are used in a number of industrial,
commercial, and household items and Factories releasing smoke into the sky
applications.
 Climate Change and Global Warming:
It is about increases in the average temperature of Earth‟s atmosphere,
oceans, and landmasses. Have you heard about ice in the north-pole melting
GR 8 MAL S3 66 LESSON 6

and breaking off? The melting of ice is due to the temperature in north-pole
becoming warmer.
It is human activities such as using vehicles that give off excess smoke from
their exhaust pipes that contribute to cause climate change. Many animal and
plant species may be destroyed by climate change.
 Erosion of soil: It is about the wearing away of material on the surface of the
land by wind, water or gravity. When trees and plants are destroyed, it causes
increase in soil erosion.
 Diminishing natural resources: human beings are using up natural
resources at an alarming rate. Fuel, water, minerals and timber are being
consumed rapidly. Oil and natural gas resources are expected to be used up
by the end of this century. For example, the LNG project in Papua New
Guinea is expected to completely extract the natural gas in 30 years. This
means after 30 years, there won‟t be any natural gas left for extracting.
 Overpopulation: The human population is increasing in cities and towns.
There is a demand for more land and more houses. There is also the
increased demand for food for which more agricultural land is needed.

Overpopulation in cities and towns leading to building settlements

 Water pollution: Industries and factories

release toxic wastes into the water. Leakage
from oil tankers causes pollution of the sea.
Pesticides and fertilizers also cause water
pollution as well as sewerage released by
cities into water bodies. It is predicted that
there will be conflicts among nations
because water will become scarce.
 Introduction of genetically modified
species: Humans are tinkering with the
genes of various plants and animals. We do
not fully understand how the introduction of
new species will affect the environment.
Leakage of oil into the water
GR 8 MAL S3 67 LESSON 6

 Destruction of biodiversity: Many plant and animal species have become

extinct or are approaching extinction because of human activities. These
endangered species may have important uses in medicine and science for
humans.
 Devastation of natural habitats: Species such as tigers and lions are
reducing in numbers because humans are steadily destroying the natural
habitats which sustain them.
 Marine habitats are being polluted: Overfishing has led to the extinction of
many fish species. The oceans are vast but still vulnerable to pollution.

Activity 6:2
Identify some of the impacts caused by Climate Change and Global Warming.
___________________________________________________________________
___________________________________________________________________

World Health Issues

 HIV/ AIDS:
HIV/ AIDS have spread rapidly. Research has shown that roughly 33.4 million
are living with HIV, 2.7 million are newly infected with HIV and 2 million deaths
have occurred from AIDS.
 Malaria:
Research has shown that more than 300 million serious illnesses occur and at
least 1 million deaths, annually.
 Tuberculosis (TB)
Research has shown that there are 8.8 million new cases of Tuberculosis (TB)
and 1.75 million deaths from TB, each year.
 Cardiovascular diseases (CVDs)
These are the number one group of conditions causing death globally. An
estimated 17.5 million people died from CVDs in 2005, representing 30% of all
global deaths. Over 80% of CVD deaths occur in low- and middle-income
countries.
 Malnutrition
Research has shown that there are around 11 million children under the age
of 5 die from malnutrition and mostly preventable diseases, each year.
 Infectious diseases
Research has shown that almost 11 million people died of infectious diseases
alone, far more than the number killed in the natural or man-made
catastrophes that make headlines. These are the latest figures presented by
the World Health Organization.
 Pneumococcal Diseases
Research has shown that 1.6 million People still die from pneumococcal
diseases every year, making it the number one vaccine-preventable cause of
death worldwide. More than half of the victims are children. The
pneumococcus is a bacterium that causes serious infections like meningitis,
GR 8 MAL S3 68 LESSON 6

pneumonia and sepsis. In developing countries, even half of those children

who receive medical treatment will die. Every second surviving child will have
some kind of disability.
 Measles
Research has shown that more than half a million people, mostly children,
died from measles in 2003 even though effective immunization costs just 0.30
US dollars per person, and has been available for over 40 years.
 One billion people lack access to health care systems.

Activity 6: 3

Explain “HIV/AIDS”
______________________________________________________________
______________________________________________________________

Global Issues which are also Local Issues

 Climate Change and Global Warming:

The melting of ice is due to the temperature in north-pole becoming warmer

has caused the sea level to rise. When this happens, our little lslands in
Autonomous Region of Bouganville, New Ireland and Manus are been
covered under water. People are been relocated to other highland area.
 HIV/ AIDS:

There is rapid increase of HIV/Aids in the world as well as in our country. Our
government and the non-government organisations are spending funds and
resources in the fight against the spread of HIV/ AIDS in community and
settlements.
 Cancer

Cancer is a health issues on the world as well as in our country. There are
many female in our country that are suffering from breast and cervical cancer.
Mostly, the cases result in death because we do not have the medical
equipment in our hospitals to save lives.
 Woman and Child Violence

Woman and child violence is an issue in the world as well as in our country.
The government, Women Advocators and NGOs are spending funds and
resources in the fight against the violence against woman and children.

Strategies to deal with the Issues

To deal with these issues, means the government has to spend more money through
programs that will bring awareness to the people. The NGOs will also spend more
resources to educate people and bring the necessary awareness concerning the
issues to people.
GR 8 MAL S3 69 LESSON 6

Now turn to the end of Lesson 6 and read the Supplementary

Readings 6.1 and 6.2 titled, Land Disputed and HIV AIDS
respectively

Summary

You have come to the end of Lesson 6. In this lesson you learnt that:

 Local issues are talking about problems or negative

happenings that occur in nearby areas within a
community where people are living.
 Local issues are confined to a fairly small area. It is
referring to issues within the towns, districts or regions of
Papua New Guinea.
 Global issues are talking about problems or negative
happenings that occur around the world which affects the
environment and the lives of people.
 There are some global issues that are also local issues,
for example, Climate Change and Global Warming, HIV/
AIDS, Cancer, Woman and Child Violence
 To deal with these issues means the government has to
spend more money through programs that will bring
awareness to the people.
 The NGOs will also spend more resources to educate
people and bring the necessary awareness concerning
the issues to people.

NOW DO PRACTICE EXERCISE 6 ON THE NEXT PAGE

GR 8 MAL S3 70 LESSON 6

Practice Exercise 6

1. Define local issues

________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________

2. Define global issues

________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________

3. Give examples of local issues

________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________

4. Give examples of global issues

________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________

5. List global issues which are also local issues

________________________________________________________________
________________________________________________________________
________________________________________________________________
____________________________________________________________

CHECK YOUR ANSWERS AT THE END OF THE SUBSTRAND 1

GR 8 MAL S3 71 L6 SUPPLEMENTARY READINGS

Lesson 6
Supplementary Reading 6.1: Land Disputes

The land is like a mother to us. It is one of the resources and holds our forests,
deserts and grassland. The land produces food for us and also holds other
environments that contain natural resources. Vegetation makes up nearly all the
living matter on the land. Rainforest are home to very complex life forms. About 15
percent of the land is arable. That means it is used to produce seasonal crops like
sweet potatoes, corns, grains, vegetable and fruits.

However, the growing world population puts more and more pressure on the natural
resources. Population can be simply defined as the whole number of people or
inhabitants in a country or region. The world‟s population density is not spread evenly
around the earth. Population density is the number of people living in a certain area,
such as per square kilo meter. It is hard to live in many parts of the biosphere.
(Biosphere is the part of the earth that supports life). For example, Antarctica has no
permanent settlements and very few people live in the Sahara desert. Human beings
have changed the face of the Earth. Human settlement and use of resources now
has a growing impact on the land, the oceans and the atmosphere.

Two things are now happening as populations grow. First, while the rate of
population growth today is very rapid, it will be much slower in fifty years‟ time.
Secondly, city population is growing faster than the rural population as more people
are moving to cities. This can make population density very high in some places. The
largest cities of the world have very dense populations. Urbanization happens when
a settlement turns into a city. New cities are being made all over the world. Old cities
are getting bigger as rural people are migrating to cities. The population density in
those places is very high and squatter settlements are a common sight. They are part
of larger urban settlements.

In Papua New Guinea the growth in population causes many problems. One of the
main problems is land disputes. Most of the land in the country is owned by
indigenous people through customary ownership. As population increases, the land
is becoming scarce and disputes arise more often. Land disputes can cause social
disruption and sometimes loss of life. In the Highlands where the population is dense,
tribal fights and arguments are common. They can have a negative impact on the
development of land and ultimately on the local and general economy of the country.
In developing large areas of land for forestry or mining, drilling for oil, building new
roads and erecting power lines, land ownership becomes a problem. Many good
projects cannot be developed because of land disputes.

Supplementary Reading 6.2: HIV AIDS

Here are some important facts on AIDS to help you protect yourself and other family
members from the virus. One day, you will become a parent and you will have to talk
to your children about AIDS.
GR 8 MAL S3 72 L6 SUPPLEMENTARY READINGS

Fact 1: It’s important to get the facts on AIDS.

There is no cure for AIDS. The body cannot get rid of the virus once it is infected by
the virus. That‟s why it‟s important for your parents to talk honestly about AIDS to you
and other family members. It may be difficult, upsetting or confusing with young
children when parents bring up the subject of AIDS, however, it is very important to
do so. By the time children are in school, many of them would have already heard
about AIDS. Sometimes, what the young people learn about AIDS is often not correct
and frightening. You can set them straight – if you know the facts yourself.

Fact 2: Fear will not protect your family from AIDS

Some parents are afraid that if they talk to their children about sex, it may increase
their curiosity and cause them to experiment with sex. Other parents fear that talking
about men who have sex with men might influence a child‟s ideas on sexuality. But,
talking about these things openly with your children can keep them safe, reduce their
fears and correct any untrue information they may have heard. Finally, parents
talking with their children about AIDS now, will make future talks with them easier and
protect them from the risk of infection.

Fact 3: Parents need to put their children’s safety first

Some adults mistakenly believe that AIDS is only a disease of people who have
many sexual partners. Whatever the parents‟ beliefs, they should try not to let their
views or feelings prevent them from giving their child the facts about AIDS and its
transmission. It is information that is essential to their health and safety.

Fact 4: The parents need to start the discussion

A parent should use any “talk opportunity” to introduce the subject of AIDS to his or
her child. A parent should start the talk after his or her child sees or hears something
about AIDS, such as a talk, radio advertisement, billboard or poster. After a parent
and a child see or hear the message, say something like, “Have you heard about
AIDS before? What do you think AIDS is? In this way, a parent can work out what the
child already understands and go from there.

Fact 5. It’s important for a parent to praise his or her child

Parents should praise their children frequently, setting realistic goals and keeping up
with their interests. These are good ways to build their confidence. This is important
because when young people feel good about themselves, they are much more likely
to withstand the pressure and influence from friends and other people to have sex
before they are ready or to use addictive drugs. In short, they are less likely to do
things that will put them at risk of AIDS.

Fact 6. Parents Being honest about AIDS can protect their children
Parents should offer honest, accurate information that is right for his or her child‟s
age and stage of development. To a younger child the parent might say – AIDS is a
disease that makes people very sick. It‟s caused by a virus called HIV, which is a tiny
germ. If this parent has already talked about sex with his or her children, he or she
might add- during sex, the semen from the man‟s body goes into the women‟s body.
That semen can carry the AIDS virus- also, the fluid from the woman‟s body comes
into contact with the man‟s body- that fluid can also carry that virus. If you have not
yet talked about sex, don‟t bring it up during your first talk about AIDS. It‟s not a good
idea for your child‟s first talk about sex to be associated with such a serious disease.
GR 8 MAL S3 73 L6 SUPPLEMENTARY READINGS

For adolescents the conversation can be quite honest – the AIDS virus is transmitted
from person to person through contact with blood, semen, vaginal fluids, or breast
milk. The parent should tell the teenage child that he or she can prevent infection
from the AIDS virus by abstaining from sex (this means not having sexual
intercourse), being faithful to one partner or using condoms every time having sex.
Other ways of protection is not to share needles for anything ( either injections, tattoo
or making holes in the ears, etc.) or blades of any kind, which cut the skin, during
circumcision, scarification or initiation ceremonies.

Fact 7. Parents need to be prepared to answer commonly asked questions by

children about AIDS.

What is AIDS?
AIDS is a very serious disease that is caused by a tiny germ called Human
Immunodeficiency Virus – HIV. When you are healthy, your body can fight off
diseases, but when you have the AIDS virus, your body is weaker and sometimes
cannot protect you from these diseases. That‟s why people with AIDS can get very
sick.

How do you get AIDS?

You can get AIDS when the fluids in your body mix with those of someone who has
the AIDS virus. You can‟t catch it like the flu and you can‟t get it just by touching or
being near someone with AIDS. If you have already talked with your child about
sexuality, you should also add- you can also get AIDS by having unprotected sexual
intercourse with someone who has the virus. Aids may also pass through deep cuts
in the skin or hands.

Can children get AIDS?

If children are born to a mother who has the AIDS virus, they might get infected with
the virus while in the mother‟s body at birth or during breast feeding.

Can you tell by looking at someone, if they have the virus that causes AIDS?
You cannot. Anyone, regardless of what they look like, might have the virus. People
find out if they have the AIDS virus after being tested by a doctor. This needs a
special blood test to detect the presence of HIV.

Some Important Safety Measures To Take

A. Abstain from sex. It means not to have sex.

B. Be faithful when you are married. Have one partner only.
C. Use condoms as a barrier if you wish to have sex.
D. Delay sex until your body is mature and you find a partner in marriage.
E. Educate yourself on sexual health issues and make a choice.

END OF LESSON 6 SUPPLEMENTARY READINGS

GR 8 MAL S3 74 VACANT PAGE
GR 8 MAL S3 75 TITLE PAGE

ANSWERS TO

SUBSTRAND 1

PRACTICE EXERCISES 1-6

GR 8 MAL S3 76 ANSWERS TO PE L1-L6

ANSWERS TO PRACTICE EXERCISES 1 – 6

Practice Exercise 1

1. List two (2) possible causes and solutions of general breakdown of law and order
in our communities.
Any two of these listed below.

Possible Causes Possible Solutions

Because of;  Basic education and

vocation training to all up to
 Unemployment Grade 12
 Poverty  More of agriculture
 Breakdown of Christian moral education to all school
values children to make them see
that they can produce from
 Break down of families the land and sell to earn a
living
 Lack of Community Development
Programs to get youths involved  More community based
training in business to
 Lack of good services such as youths and even help them
education to get started with proper
 Leaders not getting to the level of monitoring polices
people and helping them with the  Churches to give more of
basic needs Christian training programs
for families because a family
is where a person’s
foundation is

 Churches to start teaching

moral values for all

 Leaders to get down to their

people’s levels to provide
the help needed

2. List three important services provided by the government or NGOs that

benefits your community.

 Education service provided by the churches; Catholic, SDA, Lutheran,

Anglican, Baptist and other Christian Denominations
GR 8 MAL S3 77 ANSWERS TO PE L1-L6

 Health Service provided by the churches; catholic and SDA, and other
Christian denominations
 Police (law and order) provided by the government
 Roads and bridges ( infrastructure) provided by the government
 Water supply and pumps provided by AusAid Funding

3. List some likely effects of population increase in our country.

 unemployment
 law & order problem
 increase in social problem

4. Why do you think that in the past most Papua New Guineans wanted children?

 To cultivate the land

 For security purpose
 To inherit the land and other important traditional statuses and roles
 To earn wealth through the through the pride prices of daughters
 To have a strong tribe through the sons especially in times of tribal fights

5. There are two kinds of work that people do in our economy: informal work and
formal work. What does this mean? Give five (5) examples of each.

(a) Define formal work and give two (2) examples

Informal work: It is an irregular paid job. It’s the work done by self -employed
people.

 Taxi business
 PMV Bus Business
 Canteen
 Private Consultation Service
 Street sellers – selling cooked food, betelnuts, cigarettes, vegetables,
meri blouses

(b) Define informal work and give two (2) examples

Formal work: It is a regular paid job. It is the work done by people who are
employed by the government and the private companies.

 Tea boy or an office cleaner

 Shop assistant
 Security guard
 Clerks
 Police, teacher, nurse, doctor, lawyer, accountant, company manager

6. Is human being a resource? Yes / No. Explain

Yes, the human beings are the most important natural resource in the community.
It is the human being with the skills and knowledge needed to make good use of
other resources such as tools and equipment to work.
GR 8 MAL S3 78 ANSWERS TO PE L1-L6

7. Is time a resource? Yes / No. Explain

Yes, time is a resource. Everyone should use time wisely so that improvements
are made in our community.

PRACTICE EXERCISE 2

1. Define the following terms;

(a) Resources: Resources are anything that we use.

(b) Technical resources: Technical resources are things such as tools and
equipment.

(c) Natural Resources: Natural resources include water, land, forest and
minerals.

(d) National Resources: National resources come in the form of technical and
natural resources. It also comes in the form of physical infrastructure.

(e) International resources: International resources are referring mainly to foreign

organisations, agencies, companies and expertise which our government has
signed agreements with. Our country has allowed these resources to operate
in our nation so we can have access to the services which we lack to help us
develop.

2. Identify kinds of National Resources that you can see in Papua New Guinea.

 tools and equipment

 water – everything that you can find and use in the water and water itself
 land – land itself, all cash crops grown on the land, all livestock raised on
the land
 forest – everything you can find and use from the forest such as the trees,
plants, herbs, birds and animals
 minerals – gold, copper, iron ore, gas, oil
 physical infrastructure- roads, airport, habours, and buildings such as
factories, schools hospitals and offices

3. Define expert and explain an expert’s function in the organization and the
community.

An expert is a person who is skilled and knowledgeable in a particular field or

activity.

An expert runs training programs to help educate the local people in that
particular area to learn basic skills in agriculture, health, education, social and
economic developments. This is done for the purpose of developing local people
to produce effective results or outcomes and to later use those skills to make a
living.
GR 8 MAL S3 79 ANSWERS TO PE L1-L6

4. List benefits of national and international resources to the people living in the
community.

 People learn to take ownership and responsibility for public properties

 People learn to be effective and efficient in doing things
 People learn to appreciate services provided by their government
 People learn the importance of conservation and to develop more
sustainable uses of natural resources
 People are educated about the economic and non-economic values of the
natural resources around them
 People make a living out of the skills and trainings they have learnt
 People learn to be self-reliant
 People are trained in specific areas such as agriculture, fisheries, forestry,
health, social and economic development
 People receive technical assistance and equipment to help them do work
 People receive good health advises to help them improve their living
conditions
 People are taught moral values and that gives direction to change of
personal attitudes
 People have jobs and learn good governance and participation

5. List problems of National and International Resources

 When national resources are not funded or governed well, it causes a lot of
inconveniences for simple people who depend on the services
 In some cases, international resources in the form of materials or
equipment can take the place of simple people who perform simple jobs to
end an income
 In some cases, international resources in the form of human resource can
be very costly to the budget of the departments

PRACTICE EXERCISE 3

1. Define the terms:

(a) Sustainable Development

Sustainable development is development that meets the needs of the

people in the present time without destroying the relationship of the people
with their environment. It is also a development that promotes the making
of money for the nation and at the same time, the development functions
within the limits of our earth’s natural resources.

(b) Practices

Practices are ways or approaches of how to sustain or maintain the

development as it grows and improves the society in which the
development is located.
GR 8 MAL S3 80 ANSWERS TO PE L1-L6

2. Match the incomplete sentences to their meanings by writing the correct letter
beside each incomplete sentence.
1. Conservation of resources: D
2. Sustainable farming practices: C
3. Shift cultivation: E
4. Use of compost: F
5. Crop rotation: B
6. Peaceful relations: G
7. Capacity building: A
Meanings:
A. Training people to become good at their jobs and to learn life-long skills.
B. Planting the types of plants that add nutrients back to the soil after the
previous plant food are harvested.
C. Growing crops and raising animals in better ways that will maintain soil
richness and healthy animals without affecting the environment.
D. Using resources wisely to prevent them being wasted.
E. Moving to a new land to make the new garden while leaving the land of the
old garden to lie fallow for a period of ten (10) to twenty (20) years so that
the soil can recover.
F. Adding vegetable peelings, dry leaves and grass, and even chicken
manure to the soil to restore the soil.
G. Talking about relationships of people among themselves. It means groups
of people who live and work together in a community must get on well with
one another.

PRACTICE EXERCISE 4

1. Define the following terms:

(a) Social opportunities

Social opportunities are shared activities that enable people to interact with
each other and it brings joy and satisfaction to individuals and
communities.

(b) Economic opportunities

Economic opportunities are talking about ways of making money.

2. Identify three (3) economic opportunities

Economic opportunities come in the form of formal work, informal work and
commercial farming.
GR 8 MAL S3 81 ANSWERS TO PE L1-L6

3. Identify three (3) examples of social opportunities

 Traditional games
 Traditional dances
 Feast and bride price
 Ceremonial food exchange
 Playing sport
 Doing creative art
 Sporting activities
 Religious gatherings

4. Identify three (3) economic benefits

 Extra income for the family

 Extra income for the school
 Standard of living increases
 Increase in business opportunities

5. Identify social benefits

 Good bond relations within the community are created

 Strong and healthy community is created
 Friendship and goodwill is encouraged
 Spiritual growth is encouraged and strengthened

PRACTICE EXERCISE 5

1. Define the following terms:

(a) Survey
A survey is about examining an area or location for details of something
that you would like to know about.

(b) Questionaire
A questionnaire is a set of questions which a related to what we want to
find out about in our survey.

(c) SWOT
SWOT stands for: strengths, weaknesses, opportunities, and trends. It is a
method that is used to analyse, assess or check out and measure the
ability of the community that you are living in. It can also be used on a
person.

2. Name and explain the components of a survey.

 Aim - the aim states the purpose of the survey
 Method - the method is about how the survey will be conducted.
Whether it be done through the questionnaire,
observing or face to face interviews with people.
GR 8 MAL S3 82 ANSWERS TO PE L1-L6

 Results - the results is the information collected from the survey

 Conclusion - the conclusion is about what is true in our findings

PRACTICE EXERCISE 6

1. Define local issues

Local issues are talking about problems or negative happenings that occur in
nearby areas within a community where people are living.
Local issues are confined to a fairly small area. It is referring to issues within the
towns, districts or regions of Papua New Guinea.

2. Define global issues

Global issues are talking about problems or negative happenings that occur
around the world which affects the environment and the lives of people.

3. Give examples of local issues

Land disputes, Tribal fights, Ethnic clashes, Crime, Cult practices in public
schools, Health Issues such as cholera, cancer, malaria, tuberculosis, maternity
mortality Sexual Transmitted Diseases and HIV Aids, Rising sea level, Human
kidnapping and Trade, Marijuana consumption and trade, Corrupt Practices,

4. Give examples of global issues

Environmental Issues: Loss of forest cover, Air pollution, Climate Change and
Global Warming, Erosion of soil, Diminishing natural resources, Overpopulation,
Water pollution, Introduction of genetically modified species, Destruction of
biodiversity, Devastation of natural habitats, Marine habitats being polluted

Health Issues: HIV/ AIDS, Malaria, Tuberculosis (TB), Cardiovascular diseases

(CVDs), Malnutrition, Infectious diseases, Pneumococcal Diseases, Measles
 One billion people lack access to health care systems.

5. List global issues which are also local issues

Climate Change and Global Warming, HIV/ AIDS, Cancer, Woman and Child
Violence

REVISE SUBSTRAND 1 AND DO SUBSTRAND 1 TEST AND THE PROJECT IN

YOUR ASSEMENT BOOK
GR 8 MAL S3 83 TITLE PAGE

SUBSTRAND 2

COMMUNICATION

In this Substrand, you will;

 discuss community concerns and issues in the
communities
 identify community skills and mediums that can
be used in community awareness
 discuss how to carry out community awareness
 discuss appropriate awareness tools to address
community concerns and issues
GR 8 MAL S3 84 INTRODUCTION

SUBSTRAND 2 INTRODUCTION

Welcome to Substrand 2, Communication. Communication is about

sending, receiving and interpreting messages. In Grade 8, it is
important to use effective communication mediums and skills to
facilitate awareness of community concerns and issues.

It is through communication that the community can identify issues

and concerns in the community and find solutions for these issues.
Proper awareness can be made to educate the community about
these issues. Furthermore, reports about the issues can be written
and be analyzed for future improvement.

This Substrand contains three (3) lessons and seven (7) supplementary readings.
These are as follows;

Lesson 7: Community Concerns and Issues

It discusses issues and concerns in the community such as land disputes,
population, law and order, literacy, health and hygiene, HIV and Aids and many
others. It also identifies possible solutions for these concerns and issues.

Lesson 7 has two supplementary readings. Reading 1 gives information about law
and order. Reading 2 gives information about investing in infrastructure.

Lesson 8: Community Skills in Community Awareness

It discusses mediums of communication to carry out community awareness. It also
explains the effective communication skills and mediums such as community
networking, interview, public meetings, demonstration and debates to facilitate
community awareness.

Lesson 8 has three supplementary readings. Reading 1 gives information about

communication. Reading 2 gives information about advertising. Reading 3 gives
information about having skills in using the telephone and writing a letter.

Lesson 9: Carrying Out Community Awareness

It discusses how to formulate appropriate awareness tools to address an identified
community concern.

Lesson 9 has two supplementary readings. Reading 1 is an article on HIV Aids

Awareness. Reading 2 is an article on awareness of the disabled.
GR 8 MAL S3 85 LESSON 7

Lesson 7: Community Concerns and Issues

Introduction
Welcome to lesson 7 of Strand 3. In the last lesson you learnt about
Local and Global Issues in the Community. You learnt about the local
and global issues and explained what these issues meant. You also
identified local issues which are also global issues. Finally, you
identified strategies to deal with these issues. In this lesson, you will
learn about community concerns and issues.
Your Aims
 Identify community concerns and issues in the community that
you live in.
 Suggest possible solutions to community concerns or issues

What are issues?

The word ‗issue‘ is referred to as affairs, matters, problems or consequences subject

to a topic. Most of these issues are a concern in the community because they are
affecting the people‘s lifestyle and their normal way of living. Examples are land
disputes, population related problems, law and order, rules and laws, literacy and
health, education, skills and resources, HIV/AIDS etc.

What are Community Issues?

Community issues are problems that concern the community; homelessness, hunger,
domestic violence, crimes, illiteracy, alcohol and drug abuses, youth unemployment
and child care.

What is concern?

Concern is explained as to have to do with or relate to or to engage the attention of

or involved in.

Why are Community Concerns important?

Community concerns are important because they are matters relating to issues
affecting individuals and families in the communities.

Issues of concern in the community are as follows:

1. Land Disputes

Traditional owners through customary ownership, own most of the land in Papua
New Guinea. In developing large areas of land for forestry or mining, drilling for oil,
building new roads and erecting power lines. Land ownership has become a major
problem. Too many people are claiming ownership of the land where developments
are taking place. Many good projects in Papua New Guinea cannot develop quickly
GR 8 MAL S3 86 LESSON 7

because of the long process in sorting out land ownership issues or disputes.
Example of land dispute issue up in the Highlands is being controlled by heavy police
presence.

2. Population related problems

As the population increases land is becoming scarce and land issues or disputes
arise more often. Also, more land is being used for cash crops and less is available
for growing food crops. Tribal fighting and arguments over land are common in highly
populated areas like the Highlands. Sometimes these disputes force people to move
to other areas to settle as block-holders or squatter settlers. Block-holders, for
example, have settled on Tea plantations in WHP and the Oil palm blocks in West
New Britain and Northern Provinces.

Squatter settlements are a common sight on unused land in urban areas that may be
owned by the Government or Traditional landowners. This can become a problem
when landowners or the government makes plans to develop these areas.The
eviction exercises in Madang town and Lae are examples of land disputes.

3. Law and Order

Law and Order is a concern for all Papua New Guineans at this time. Poor health
facilities, low literacy rates, and an increase in the spread of HIV and AIDS have
fuelled law and order problems in Papua New Guinea. In an attempt to escape from
the poor services and infrastructures in rural areas, people are migrating towards
urban centers where unemployment rates are dramatically high. This has created an
immense challenge to law and order. A lot of things are happening so fast with the
changing times. Increased school dropouts and unemployed youths are involved in
crimes. Changes in lifestyles and ways of thinking make crime more likely. Problems
of law and order are social problems that can badly affect economic development.
Tourist and foreign companies wanting to visit or to do business in Papua New
Guinea may think twice if the place is not safe.

We read and hear a lot about tribal fighting, rascals, rape and assaults, armed hold-
ups and burglary. Many people are suspected of owning guns without official license,
especially in the Highlands. Nowadays, people are using guns in tribal warfare and
urban criminal activities.

Growing, trading and using drugs are a problem in all Papua New Guinean
communities. This can have a bad picture or image of Papua New Guinea, through
the media overseas frightening of potential tourist and investors.

4. Rules and Laws

All communities have rules and laws that show people the way they should behave
and make it easier for people to live together in the community. Rules and laws may
be different in different places for example, if you have friends in other schools, you
may find that some of their school rules are different to yours. The same applies to
families; different families have rules about what is expected of their children.
GR 8 MAL S3 87 LESSON 7

When people follow the rules and laws then

there may be rewards to encourage people
to continue to follow them. But when people
are caught breaking a rule or law then there
is usually some sort of punishment put in
place to stop the person from breaking the
rule or the law in the future.

The laws are made by the government and

apply for everyone in the country. If the Leaders function under the rules and laws
police catch people breaking the law, they
can be taken to court and be punished.

5. Literacy and Health

The literacy rate in Papua New Guinea is still very low. Adult literacy programs are
carried out by NGO‘s and other Community Based Organizations in both rural and
urban communities. Literacy programs help people to read and write in their Local
Vernacular, Pidgin or simple English.
This is done so that they are able to
communicate and access information to
improve their lifestyles.

Health means feeling well and happy

while you peacefully live with others in
your community. In communities where
people are literate, they can read
community notices, newspapers,
pamphlets and TV advertisements about
the nature and causes of diseases like
HIV/AIDS, Malaria and TB. Teaching Adults to Read and Write

Some of the important health issues in the community are clean water for drinking
and washing, personal cleanliness and hygiene, how to properly dispose rubbish and
how to keep children happy and healthy.
Facts about common diseases, their causes and treatment using traditional and
modern medicine, good nutritional eating habits, personal and community safety and
dangerous animals and poisons can also be communicated.

6. Education

Education is important in all communities. It

is essential that values, attitudes, skills and
knowledge are passes down properly from
Adults (parents) to children. Whatever
passes down to their children must be
learnt well in order for them to live a good
and happy life later on.

Learning in the classroom

GR 8 MAL S3 88 LESSON 7

Learning can be informal for example, watching and practicing skills like fishing,
weaving a basket, gardening and hunting.

Teachers conduct formal learning in schools where children learn to read and write
and to do Mathematics. This can lead to further training for a job. However, jobs can
be difficult to find now a days, even after complete schooling, so we need to have
practical skills that we can apply to make a living. All work requires skills and all work
is equally worthwhile.

Both formal and informal learning are important. Both types of learning can teach you
the skills that will help you to survive. Each form of learning is a lifelong activity that
can help you to improve your way of life. Working as a subsistence farmer or a
fisherman can feed yourself and your family. Surplus can be sold for cash income. It
is the same like someone working as a teacher who earns a fortnightly pay to buy
food and clothes for him/her and the family.

The new curriculum in PNG stresses that schools need to ensure students gain the
basic or relevant skills to help them find employment as well as to sustain them living
in their communities.

The curriculum stresses that students need to:

 Respect their traditions
 Be skilled to live happily within their communities
 Earn their own living
 Like and respect each other
 Be willing to work together to benefit their family, community and the country
as a whole.

7. Skills and Resources

Skills refers to ―alearned ability to bring about the

result you want, with maximum certainty and
efficiency‖ or the ability to do something well.

Resources refer to money, materials stuff only to

name a few that can be drawn on by a person or
organization in order to function

Skills and Resources are required to educate a

person to make things for personal use as well as Sewing Pillow Cases is a Skill
giving to others in order to improve an individual or
the whole family‘s‘ life. Some of the things or items made may benefit the individual
or the community as a whole by providing a source of income. Example, Photo
frame, candle holder or large items like a drum oven or a canoe.
GR 8 MAL S3 89 LESSON 7

8. HIV/AIDS

Many people (not just children, but adults too) don't understand how HIV and AIDS
are related, even though they hear these two words used together all the time. HIV
stands for Human Immunodeficiency (say: im-yuh-noh-di-fish-un-see) Virus. AIDS
stands for Acquired Immunodeficiency Syndrome. HIV is actually the virus that
causes the disease AIDS. HIV hurts the Immune System.
People who are HIV positive have been tested and found to have signs of the human
immunodeficiency virus in their blood. Someone who is infected with the virus is
called HIV positive. But it may take years for the virus to damage enough T cells for
that person to get sick and develop AIDS. Although the HIV-positive person may feel
fine, the virus is silently reproducing itself and destroying T cells.
When the person's immune system has weakened and more of the blood's T cells
have been destroyed by the virus, the person can no longer fight off infections. This
is when he or she gets very sick.
A doctor may diagnose someone with AIDS when the person has a very low number
of T cells or shows signs of a serious infection.

Papua New Guinea‘s first case of HIV was reported in 1987, and since then,
HIV/AIDS has been on the increase. According to reports, HIV cases in the country
have been increasing at a rate of 30 percent annually since 1997. There is an
increase of new infections, particularly in rural areas.

The Government, NGOs and Community Based Organizations have played an active
role in addressing the prevention, treatment, and support needs of people living with
or affected by HIV and AIDS, particularly those who are most vulnerable.
People in the communities must be very careful in choosing whom they want to be
their life time partner. They need to be educated well to make wise decisions about
their lives so they can live longer.
People are dying leaving their loved ones without proper care and many a times,
people living with HIV/AIDS are neglected by the community.

Activity 7:1

Write down at least 4 other concern issues experienced in the community apart from
the eight as mentioned above.
1. _____________________________________________________________
2. _____________________________________________________________
3. _____________________________________________________________
4. _____________________________________________________________
GR 8 MAL S3 90 LESSON 7

Possible Solutions to Solve Community Concern Issues

These are basically some of the solutions or ways people can use to solve the
current or on going concern issues in the communities.

1. Training (Teaching and learning)

Provide students with an opportunity to practice the skills that are needed to
participate in finding solutions to the local issues that concern them. This helps to
develop learning for a sustainable future, example, short course training on book
keeping or making a nursery or poultry farming etc.

2. Community awareness

This can be done through the Governments‘ Welfare Services Section in the
Provinces, the NGOs, Church groups and Community Based Organizations by
educating or addressing certain issues affecting families in the communities. By
doing that people will be well-informed and well aware and try to keep away from
such issues.

3. Counselling

Again counselling can be done through the Governments‘ Welfare Services Section
in the Provinces, the NGOs, Church Groups and Community Based Organizations
regarding certain issues affecting the communities.

4. Community Police

Serious matters or issues can be dealt with by the police. By involving the police
personal will make a difference. People will avoid creating disharmony in the
communities and it will be much safer to live in.

5. Mediations

Mediations are also conducted to try and solve community issues affecting families.
This is done again by the Governments‘ Welfare Services Section in the Provinces,
the NGOs, church groups and Community Based Organizations.

Activity 7:2
Explain the following words:
(a) Consequences -_________________________________________________
(b) Violence -______________________________________________________
(c) Substance -____________________________________________________
(d) Abuse -________________________________________________________
(e) Community - ___________________________________________________
(f) Literacy - ______________________________________________________
(g) Vernacular - ____________________________________________________
(h) Diagnoses - ____________________________________________________
GR 8 MAL S3 91 LESSON 7

Activity 7:3

1. Name the Government Department that deals with family issues and other
community related issues in the past.
________________________________________________________________

2. Are these community issues increasing or decreasing?

________________________________________________________________

3. Do you think law and order is one of the main community concern issue seen
everywhere both in rural and urban areas.______________________________

If your answer is yes, then explain your answer _________________________

___________________________________________________________________

Now turn to the end of Lesson 7 and read Supplementary Readings 7.1
and 7.2 titled, Law and Order and Infrastructure respectively.

Summary:

You have come to the end of Lesson 7. In this lesson you learnt that:
 There are community concerns and community issues
 Issues or concerns in communities are such as;
- Land disputes
- Population related problems
- Law and order
- Rules and laws
- Literacy and health
- Education
- Skills and resources
- HIV/AIDS

 Possible solutions which one can use to solve community concern

issues are;
- Teaching and learning
- Community awareness
- Counselling
- Community Policing
- Mediation

NOW DO PRACTICE EXERCISE 7 ON THE NEXT PAGE

GR 8 MAL S3 92 LESSON 7

Practice Exercise 7

1. Explain the following words

(a) Issues
________________________________________________________________
________________________________________________________________
(b) Community issues
________________________________________________________________
________________________________________________________________
(c) Community concern
________________________________________________________________
________________________________________________________________
(d) Skills
________________________________________________________________
________________________________________________________________

2. List 5 common or current concern issues in the community where you live in.

(a)______________________________________________________________

(b)______________________________________________________________

(c) ______________________________________________________________

(d)______________________________________________________________

3. List 5 things Papua New Guinea curriculum stresses that students need to know.

(a) _________________________________________________________
(b) _________________________________________________________
(c) _________________________________________________________
(d) _________________________________________________________
(e) _________________________________________________________

CHECK YOUR ANSWERS AT THE END OF SUBSTRAND 2

GR 8 MAL S3 93 L7 SUPPLEMENTARY READINGS

Lesson 7:

Supplementary Reading 7.1 – Law and Order

Law and Order

Like other developing countries in the world, Papua New Guinea has its share of law
and order problems. The Law and Justice Sector in Papua New Guinea have
provided the policy outline for law and order in Papua New Guinea. Agencies who
are involved in law and order sector are; the Royal Papua New Guinea Constabulary,
National and District Courts, Department of Attorney General and Justice, Village
Courts and Land Mediations, Correctional Services, Community Based Correction.

Law and Order remains the biggest threat for everyone including the business
communities, foreign investors and others who are interested in our country. Despite
the threat, law and order is manageable and police who are the main law enforcing
agency are tasked with the responsibility to protect lives and properties in the
country. The Royal Papua New Guinea Constabulary continues to work hard towards
addressing the law and order issues in the country.

Business houses and citizens around the country are affected by law and order
problems like rape, break and enter, armed hold-ups, tribal fights and so on. These
are rated as crimes and they affect both businesses and ordinary people. When there
is a crime or law and order problem people are scared to do business. When this
happens the country becomes poor like some African and Middle East countries. In
our country we have tribal warfare that is destroying businesses and properties and
affecting the lives of people. These hinder economic activities in our country and
cause production of goods and service to drop and hence our economy shrinks.
Therefore law and order problem is not good and must be reduced.

There are many root causes of crimes that the government of the day must deal with.
Poor health indicators, low literacy rates, high unemployment rates and an increase
in the spread of HIV and AIDS have fuelled law and order problems in PNG. In an
attempt to escape rural areas where there is a poor living condition, no basic health
and other government services available, people are migrating towards urban
centers. This causes high unemployment rates in the towns and cities. Though more
companies are operating in the country, most of our population is uneducated which
leads to great numbers of them being unemployed. Our country has more school
leavers who are unemployed and these people do not have resources to venture into
business therefore, they turn to illegal activities to sustain their lives in urban areas.
This clearly shows that majority of our people are poor and poverty leads to law and
order problems. This has created an immense challenge to law and order in our
country.
GR 8 MAL S3 94 L7 SUPPLEMENTARY READINGS

Supplementary Reading 7.2 – Infrastructures

Investment in infrastructure is a recognized approach to poverty reduction in

developing countries like Papua New Guinea. The term infrastructure typically refers
to the technical structures that support a society, such as roads, water supply,
sewers, electricity, telecommunications, and so forth. Through providing and
improving these essential services lives in both rural and urban setting can improve.

The Government‘s role is to provide effective and efficient infrastructure development

in the country. In Papua New Guinea, some of these facilities are non-existent or if
they are; they were probably built in the pre-Independence days and gradually
deteriorating.

Successive governments have come and gone but have not looked into the effect of
deteriorating infrastructure on the country if not addressed adequately. Careless
spending, daylight robbery, corruption, mismanagement and abuse of power are
consuming millions of kina which should have gone to maintaining infrastructure
development in the country.

Those in the villages think everything is fine but many elite and thinking Papua New
Guineans feel that there is something wrong with the government. This makes us
wonder whether or not those who lead the country and call themselves "leaders"
open their eyes to see and keep their ears open to hear what is happening to their
own people who live in the remote parts of Papua New Guinea.

If the members of parliament want Papua New Guinea to prosper they must put more
money into infrastructure development. Infrastructure facilitates the production of
goods and services; for example, roads enable the transport of raw materials to a
factory and also for the distribution of finished products to markets. That will boost
the country‘s economy when everyone in the village will participate in production of
some sort when they know that there is a good road system and bridges.

If these infrastructures are given a face lift and a proper budget year-in and year-out,
Papua New Guinea will slowly minimize the rapid deteriorating infrastructure and will
in the process save thousands of innocent lives from preventable accidents,
sicknesses, minimize law and order resulting in low crime rates and other related
areas.

This pictures show how critical Papua New Guinea needs urgent response in repairing our infrastructure
system.
GR 8 MAL S3 95 LESSON 8

Lesson 8: Communication Skills in Community Awareness

Introduction
Welcome to lesson 8 of Strand 3. In the last lesson, you learnt about
Community Concerns and Issues. You identified community concerns
and community issues and suggested possible solutions for them. In this
lesson, you will learn about communication skills in community
awareness.
Your Aims:
 Define communication
 Identify effective communication mediums and skills to facilitate awareness
of different community concern issues.
 Explain the importance of the participatory approach to promote community
awareness.

What is communication?

There are many meanings of Communication. However, considering the grade you
are in we will use this simple meaning.
Communication is giving or exchanging information, signals, messages by talk or
gestures or writing or passing of information from one person to another.

What are communication skills?

Communication skills are verbal and non-verbal words, phrases, voice tones, facial
expressions, gestures, and body language that you use in exchanging or giving
information between you and another person.
We all use language to communicate, to express ourselves, to get our ideas across
and to connect with the person to whom we are speaking.

Importance of communication in community awareness

The main aim of communication in community awareness is to make the community

more informed, alert, self-reliant and capable of participating in all activities that are
involved in issues of concern in the communities.

 Keeping the community informed

Communication as explained is a process of passing and receiving information.

Ways of passing information can be through community meetings, radio broadcasts,
TV programs, newspapers, public notices and information pamphlets. Keeping the
community informed about what is happening and the issues affecting them (such as
health, nutrition, farming and marketing information) will help improve community
living.

Therefore, in the process of passing and receiving information various

communication services can be used to deliver the information to the community.
GR 8 MAL S3 96 LESSON 8

 Meeting other people

The ability to meet and relate well to other people is an important social skill. Meeting
people enables you to develop good and friendly relationship with others within and
outside of the community. It is important to introduce yourself and speak clearly when
meeting new people. It also gives you confidence and self-esteem when dealing with
individuals and groups.

 Maintain good relationship

Communities are made up of groups of people who live and work together. They
include community members such as the village elders and other networking
partners like the skilled people, government officers and community workers and civil
societies. They must all live and work together and continue to maintain the good
relationship already established. Many problems occur because people do not
understand each other. When the relationship is well maintained in the community
then we can also expect community issues to be properly addressed.

Importance of networking

Networking is the best way to deliver information to the people, especially for the
community concern issues learnt in lesson 7. This means working cooperatively with
Village elders, NGOs, Community Based Organizations, Church groups and
Government officers.

Making contacts and having good relationship with others enables you to share
resources, information, skills and ideas to develop your community. Networking is
part of human relations. We all depend upon each other for meeting needs. Our
―Wantok‖ system is a traditional networking system that has worked well in the
traditional societies and is still very effective nowadays.

Effective communication mediums used in Papua New Guinea

The popular and most effective communication mediums that people are familiar with
in both the rural and urban communities are through the word of mouth, that is verbal
and non-verbal, radio, newspapers, telephones, mobile phones, mail, television, fax
and e-mail.

1. Through the word of mouth - verbal and non-verbal communication

Verbal communication - is the ability to explain and present

your ideas in clear English or a common language
understood by all the people in the community.

Non-verbal communication - is the ability to enhance the

expression of ideas and concepts through the use of body
language, gestures, facial expressions and tone of voice, Non- Verbal
and also the use of pictures, icons and symbols basically to communication
help understand what was trying to get across to the people (the special disability
people and those who do not understand Pidgin or English).
GR 8 MAL S3 97 LESSON 8

2. Radio

This helps to transmit information to all part of the country in the common language
understood by everyone. In Papua New Guinea the main broadcast languages are
Pidgin, Hiri Motu and English. Schools use radio programs in their teaching as a way
of helping students in rural communities as well as some urban schools.

The National Broadcasting Commission (NBC) is the only radio broadcasting

authority in the country. It provides radio services to about 7 million people in the
country apart from others like Karai, Nau FM, Wantok Radio Light and others. Certain
issues affecting the communities can be addressed and stressed through the radio.

Activity 8:1

1. What is communication? ________________________________________

2. Explain Verbal Communication, Non-verbal communication and facial expression

________________________________________________________________
________________________________________________________________

3. Newspapers

Newspapers have current news, up to-date information and

advertisement printed on paper. Newspapers provide information on the political,
economic, environment and social issues affecting the welfare of individuals and
families.

This medium is one very good way to get the information across to the communities;
however newspapers are not reliable in smaller towns like Wewak, Kavieng just to
name a few. Newspapers reach these places a day after or depending on the Air
Niugini flights into these provinces.

4. Telephones

A telephone is an instrument or machine you can speak to

someone far away or even a few distance away. People
with problems in the communities can seek advice through
the respective people or organizations regarding their
queries of certain issues through this means. It is also very
fast and reliable.

Telephones are installed in offices in urban areas but are

not very common in rural areas. People also have private A person using telephone to
communicate
telephones in their homes and pay monthly bills to Telikom
PNG.
GR 8 MAL S3 98 LESSON 8

5. Mobile phone

A mobile phone (also called mobile, cellular phone, cell phone

or hand phone) is portable usually cordless telephone for use in a cellular system.
This medium is reliable, user friendly and very popular amongst the new generation.

Almost over 50% of Papua New Guineans own a mobile phone, including children.
Whether you live in urban or rural community information can be easily sent or
received depending on the network coverage.

So we can say that individuals and families can easily get assistance or help through
the mobile phones and we should be thankful for Digicel and Bmobile Mobile
companies for providing such services.

6. Mail

Materials such as letters and packages are handled in a postal system. Written
letters keep you in touch with people who live overseas or here in Papua New
Guinea. Postal services carry mail and other small goods from the sender to the
receiver. In Papua New Guinea these services are provided by POST PNG.
This is a good way of communicating, however it may take a while before your mail
reaches its destination. Therefore to get immediate assistance and action on any
community issues one has to wait for a while.
The good thing about it is that the affected individuals or families can write in detail
every events and activities that took place for counseling or advice or other actions.

7. Television

A system for transmitting pictures and sound that are reproduced

on screens through the air by electricity. Programs telecasted show you about what
is happening in Papua New Guinea and around the world.

In Papua New Guinea there are two Television stations, EMTV, NBC and TVwan.
Some awareness programs on certain issues affecting the communities are shown to
inform the public. This medium is very effective because people actually see with
their eyes and hears for themselves the reality of what is happening in Papua New
Guinea, today.
Government Welfare Service, Church groups, NGOs and Community Based
Organizations have special programs telecast to address the current issues and
ways to assist those who are in need or mostly affected.

8. Fax Document

A fax (short for facsimile) is a document sent over a telephone line. Fax machines
have existed, in various forms, since the 19th century. Not many people use this
medium because of other factors involved. However, it can become handy if
information is needed urgently. Fax is not reliable in the rural communities where
electricity is not provided, but is effective in urban areas, however, only to those who
can use this form of medium.
GR 8 MAL S3 99 LESSON 8

9. E mail

The word e mail, means electronic mail. Many people prefer to communicate
through e-mail in this modern era then the other mediums, because it is very effective
and reliable. Though it is still a new technology, e mail very fast and effective to
communicate with partners regarding issues and finding possible solutions for
communities.

10. Internet

It is a network that links computer networks all over the world by satellite and
telephone, connecting users with service networks such as e-mail and the World
Wide Web.Most educated people and school children today whether they live in rural
or urban communities get their information through internet. They can also use their
mobile phones to excess the internet. Internet is very good because one can search
for information about issues in the communities and possible solutions to solving
issues affecting them.

Effective communication skills to facilitate awareness of different community

concern issues

Effective communication skills include speaking, listening, reading and writing. These
skills help people to understand and learn from each other, develop alternate
perspectives, and meet each other‘s' needs.

Activity 8: 2

1. Why do people prefer Internet over Fax as a medium of communication?

__________________________________________________________________

2. Why are people using mobile phones more often than telephones?
__________________________________________________________________

3. What will be the most effective means of communication to address issues back
in the communities?
__________________________________________________________________

4. List down Four (4) effective communication skills:

(a) _______________________________________________________________
(b) _______________________________________________________________
(c) _______________________________________________________________
(d) _______________________________________________________________

Now turn to the end of Lesson 8 and read Supplementary Readings

8.1: Communication, 8.2: Advertising and 8.3: Telephone Manners and Writing
a Cover Letter.
GR 8 MAL S3 100 LESSON 8

Summary

You have come to the end of Lesson 8. In this lesson you learnt that:
 Communication is giving or exchanging information, signals,
messages by talk or gestures or writing or passing of information from
one person to another.
 Effective communication mediums used in Papua New Guinea are;
- Radio - Mail
- Newspapers - Television
- Telephones - Fax
- Mobile phones - E-mail and internet
- word of mouth, that is verbal and non-verbal
 Effective communication skills to facilitate awareness of different
community concern issues include; speaking, listening, reading and
writing
 The importance of communication in community awareness is to
make the community more informed, alert. Self-reliant and capable of
participating in all activities that are involved in issues of concern.

NOW DO PRACTICE EXERCISE 8 ON THE NEXT PAGE

GR 8 MAL S3 101 LESSON 8

Practice Exercise 8

1. Explain the following words

(a) E-mail_________________________________________________________
______________________________________________________________

(b) Internet________________________________________________________
_____________________________________________________________

(c) Fax document__________________________________________________

_____________________________________________________________

2. List 4 mediums of communication and explain each of them.

(a) __________________________________________________________

(b) __________________________________________________________

(c) __________________________________________________________

(d) ___________________________________________________________

3. Why is communication important in addressing community concern issues?

_________________________________________________________________
_________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________

CHECK YOUR WORK.ANSWERS AT THE END OF THE END OF SUBSTRAND 2

GR 8 MAL S3 102 L8 SUPPLEMENTARY READINGS

Lesson 8:

Supplementary Reading 8.1: Communication

The use of Information and Communication Technology (ICT) has transformed the
World in any aspect of life. Many countries today adopt new technology that provides
for opportunities to do business like open access to market places, delivers wealth of
information enhancing social interaction and enabling far greater community
participation.

In Papua New Guinea, over 80 per cent of the population lives in rural areas, engage
mainly in subsistence-level activities such as smallholder farming, fishing, and
informal activities such as alluvial mining and the sale of betel nuts. Communication
level in rural areas is much lower compared to urban areas.

One of the main barriers to growth and development of ICT has been the poor quality
of the country‘s infrastructure which slows economic activity as well as service
delivery. Access to Information and Communication Technology infrastructure and
services in PNG is among the lowest in the world. Internet service penetration is less
than 30,000 subscribers (mostly in Port Moresby), due to high prices and limited
investment in access networks.
The entry of private operators and aggressive competition in the mobile sector by B
Mobile and Digicel mobile companies has resulted in increased network coverage
and access to services. However despite these developments, access is still limited
in many parts of the country which the public can access.

The major challenges affecting the development of this sector includes

1. the availability of land for the development of ICT,
2. political support that promote the advancement of ICT development and
3. resource availability.

For Papua New Guinea to achieve the level of development experienced by many of
the developed countries and to achieve PNG‘s vision 2050 for a healthy wealthy
population, there must be efficient ICT infrastructure with the use of technology that
is appropriate in Papua New Guinea circumstances.
GR 8 MAL S3 103 L8 SUPPLEMENTARY READINGS

Supplementary Reading 8.2: Advertising

Advertising is a form of communication for marketing and used to encourage or

persuade an audience (viewers, readers or listeners; sometimes a specific group) to
continue or take some new action. Most common motive behind advertising is to
drive consumer behavior with respect to a commercial offering. Such advertisements
are called Persuasive Advertisement. These advertisements try to persuade people
to buy their business product. They are designed to make an impression on its
audience (customers)

Some of the successful advertisements involve catch

phrases or slogans that have become so ingrained in
the community conscious, that they are well known
as the products them selves.

Here are some of them:

 Just do it (Nike)
 Oh what a feeling (Toyota)
 The taste of origin (Prima Sausages )
Just do it- Nike Advertisement
 My bank (Bank South Pacific)

The purpose of advertising may also be to reassure employees or shareholders that

a company is viable or successful. Advertising messages are usually paid for by the
owner of the advertised product and viewed via various traditional media; including
mass media such as newspaper, magazines, television commercial, radio
advertisement, outdoor advertising or direct mail; or new media such as blogs,
websites or text messages.
Commercial advertisers often seek to generate increased consumption of their
products or services through "branding," which involves the repetition of an image or
product name in an effort to associate certain qualities with the brand in the minds of
consumers.

Non-commercial advertisers who spend money to advertise items other than a

consumer product or service include political parties, interest groups, religious
organizations and governmental agencies. These types of advertising are called
Informative Advertisement. Such advertisements provide information to the readers
or general public.

Supplementary Reading 8.3: Telephone Manners and Writing a

Cover Letter

Basic Telephone Manners

Telephone has become a vital part of communication. So it is only logical to know the
basic telephone manners. Let us follow the basic telephone manners to make our
calls count.
GR 8 MAL S3 104 L8 SUPPLEMENTARY READINGS

Before the caller calls, one should:

 Prepare for the phone call before you make it.
 Have a good idea of what you are going to talk about.
 Make notes if necessary

Now here are some basic telephone manners:

 First, you should say a greeting.
 When you call someone, introduce yourself right away.
 Identify yourself and your affiliation. State your name when placing a call.
The game of "guess who this is" may not play very well to a busy friend
 Third; ask for the person to whom you would like to speak to.
 Exercise patience on the phone and let other people finish their sentence.
 Speak clearly so you are not misunderstood.
 Never eat, drink or chew gum while on the phone doing business.

Note:
 If you dial a number that is wrong, apologize promptly and hang-up.
Dial carefully and in proper lighting to avoid calling a wrong number and in-
convenience to others.
 When speaking to anyone who is working and time is of the essence, make
your call informative and short.

Writing a cover letter

Be sure to include a cover letter with your résumé when you apply for a job. This
page will help you write a strong cover letter and provide you with tips to help you
write a good covering letter.

What is a cover letter?

A cover letter is a formal letter applying for employment. It contains also your
curriculum vitae (cv) or résumé. Use it to introduce yourself to potential employers,
and to convince them that you‘re the right person for the job.

Your cover letter doesn‘t simply re-state your curriculum vitae—it offers some new
information and it highlights the skills you have that are relevant to the job you‘re
applying for.

Important information to include in your cover letter

The three main objectives of your cover letter are to:

1. introduce yourself, identify the position you are applying for and explain how
you found out about the position
2. explain how you are qualified for the position and why you would be a great fit
for the job
3. request an interview and thank the employer
GR 8 MAL S3 105 L8 SUPPLEMENTARY READINGS

Sample cover letter

Although the basics of a cover letter remain the same, the information you include in
your cover letter may change, depending on whether or not the job is advertised.

Advertised job

In your cover letter for an advertised job, mention how you heard about the position—
whether you heard from a job posting, a newspaper article, or from someone in your
network of contacts.

Identify the position you are interested in. If there‘s a competition or job number,
include it in your cover letter.

Review the qualifications or job description and describe why you would be a good fit
for the job, based on your skills and experience.

Unadvertised job

When writing a cover letter for an unadvertised job, introduce yourself and explain
why you are interested in working for the company and how you came to hear about
it.

Use your cover letter as an opportunity to convince the employer‘s interest in you as
a potential interviewee and to request an opportunity to discuss potential employment
opportunities or the possibility of an informational interview.

Top-10 cover letter tips

1. Do your homework. Learn what you can about the company or organization
you‘re applying to, so you can tailor your cover letter and really show the
employer that you could be a good fit.

2. Follow instructions. Be sure to include any information that was requested in the
job posting. If the posting asked for the amount of hours a week you are available
to work, be sure to answer that question in the cover letter.

3. Don‘t just restate your résumé. Use your letter as an opportunity to make a great
first impression. Most employers read the cover letter first, so you want to catch
their attention by describing your impressive skills. That way, they are more likely
to read your full résumé.

4. Personalize your letter. When possible, address your cover letter to a specific
person. Use their name and title and make sure the spelling of the name is
correct.

5. Tailor your letter to the job. Make sure the skills and experience you highlight in
your cover letter are clearly connected to the job you‘re applying for.
GR 8 MAL S3 106 L8 SUPPLEMENTARY READINGS

6. Presentation counts. Use a font that‘s easy to read, like 12-point Times New
Roman or Arial. Using 8.5 x 11-inch white paper is usually a smart choice.

7. Break it down. Make your cover letter easier to read by breaking the text down
into short paragraphs.

8. Use a professional tone. Be sure to use professional and respectful language

when writing your cover letter.

9. Be brief. Your cover letter should be no more than one page long—the best
strategy is to keep it short and to the point.

10. Proofread. Review your cover letter several times; don‘t just rely on spell-check.
Ask someone else to proofread it as well.

END OF LESSON 8 SUPPLEMENTARY READINGS

GR 8 MAL S3 107 LESSON 9

Lesson 9: Carrying Out Community Awareness

introduction
Welcome to Lesson 9. In the last lesson, you defined communication
and explained its importance and networking with other partners.You
also identifed and explained the effective communication mediums used
in community awareness. Finally, you explained the effective
communication skills used to facilitate awareness of different community
concern issues. In this lesson you will learn about appropriate
awareness tools to carry out community awareness.

Your Aims:
 Define the terms; Community, Awareness, Time, Resource, Knowledge
Skills and Labour.
 Formulate appropriate awareness tools to address community concerns
and issues

Definitions

Community: A community is made up of people living in one place, district or country

who work together to satisfy their needs and wants.

Awareness: The word awareness really means knowing about a situation or fact.
Before you carry out awareness, you need to consider the time, resources,
knowledge and skills and labour.

Time: Time is a resource. You can waste it or you can use it wisely. Time is valuable.

Resource: Resource is anything we use. Resources can be natural and technical.

Natural resources can be found in the nature or in other words, are the things we find
or get from the land and the sea like fish, crabs, corals, coconut, and bush medicine.
Humans use their knowledge and skills to make a natural resource useful. There are
two types of resources – Renewable and Non-renewable.

Renewable resources: These are resources that can be replaced, such as a tree or
plant.

Non-renewable resources: These are resources that cannot be replaced such as

copper, gold and oil. When we use the resources, nature does not replace them.
They are gone forever.

Knowledge and Skills: Knowledge and skills are the ideas and understanding that a
person gains. You grasp the knowledge and skills from your parents and elders of
the community who teach certain local or traditional things and give advice.

Labour: Labour is the task, job and effort put to do something.

GR 8 MAL S3 108 LESSON 9

Activity 9:1

1. Give three (3) examples of Renewable resources.

(a) _________________________________________
(b)_________________________________________
(c)_________________________________________

2. Give three (3) examples of Non-renewable resources.

(a)_________________________________________
(b)_________________________________________
(c)_________________________________________

3. Why give awareness or address concerned issues in the community?

__________________________________________________________
__________________________________________________________

Importance of Networking

In lesson 8, if you can still remember, we looked at the importance of networking. In

this lesson we will continue on to identify some of the networking partners in details
and see how each of them can assist with community concern issues.
Addressing community issues at this changing time is very important because more
than half of family units in the communities are falling apart, creating so many issues
affecting lives of parents and the innocent victims – the children.
There are mainly social issues like Poverty, Illiteracy, Drugs and Alcohol, Teenage
Marriages and Pregnancies, Commercial Sexual Exploitation of Children (CSEC),
Law and Order, Prostitution, Gender Based Violence, Child Abuse etc. These social
issues have grown out of hand and families are affected in one way or the other.
The increasing issues on the rise today are maybe a result of modern ideas and
influence from the outside and the rapid development boom in Papua New Guinea.
Other associated issues are the LNG Project and Mining, HIV/AIDS, Logging,
Fishing, Overpopulation, Tribal fighting, Land issues, etc.

Having said that, we will continue to look at some of the possible networking partners
who can assist in educating or addressing issues of concern in different ways. For
example, through hearing, reading, seeing or watching TV or drama play to help
minimize or completely stop the escalating issues for a better healthy community
living. People must be responsible and take ownership of their community to make it
conducive and a happier place to live in.
In reality, there are so many community issues escalating and getting out of hand at
its‘ highest peak these days. Youths are creating all sorts of issues or problems
making it so difficult and complicated for the village councilor or elders to settle,
therefore networking is a way forward for the message to reach a wider audience
through various mediums of communication.
Networking is very important and will only be effective when working cooperatively
with the various networking partners who are more concerned with family issues and
peoples‘ welfare or lives. For example, speaking out to those in power, using media
connection to carry out community awareness on various selected issues and when
GR 8 MAL S3 109 LESSON 9

that is in place the community must fully participate in planning on how to carry out
the awareness.

Below is a list of a few organisations and their functions in the community.

 Government officers include Public servants like the Welfare officers,
Teachers, Health workers, Agriculture officers, District managers etc. These
are the network partners in community development.
 NGOs include World Wide Fund for Nature (WWF), Volunteer Service
Overseas (VSO), World Vision, Save the Children Fund etc. These are Non-
government organizations set up with the support from overseas agencies to
help also in community development.
 Community Based Organizations (CBO) are set up to address community
issues in the community for better and healthy living within family members.
 Village elders are appointed by the people in the village who have the
leadership qualities who can help and assist with any community social issues
and problems.
 Community workers help one way or the other with any community issues.
 Church groups also assist with community issues and problems incorporating
with the word of God.

Activity 9:2

1. Name two other Non-Government Organization (NGO) that addresses community

issues apart from the ones listed already.
(a)____________________________________________________
(b)____________________________________________________

2. Name one Community Based Organization (CBO) that also assists with
addressing community issues.
(i)____________________________________________________

3. NGOs, CBOs and any other organizations that assist with issues in the
community are called ________________________

4. Why are church groups important in community awareness?

________________________________________________

We will now move on to formulate some of the effective and appropriate awareness
tools used to address community concern issues.

Appropriate awareness tools to address community concern issues escalating

almost everywhere in Papua New Guinea communities.

There are many different tools to address community concern issues escalating
almost everywhere in Papua New Guinea; however, we will look at the common ones
like the Posters, Drawings, Awareness through the media (Radio & TV) and Slogans.
GR 8 MAL S3 110 LESSON 9

1. HIV/AIDS

People can transmit HIV/AIDS through sex and may not know they have it, so it‘s
important to get tested and use protection.

Posters on HIV/AIDS
Slogans on HIV/AIDS

 Spread the KNOWLEDGE

not the VIRUS.

 Don‘t cry, Don‘t die, when

AIDS comes near, say
goodbye

2. Logging

Forests are overexploited when they are logged at a rate faster than reforestation
taking place. Apart from logging, forests are important source of timber for housing,
boat building etc. Today, developed countries continue to utilize timber for building
houses and wood pulp for paper. In developing countries almost three billion people
rely on wood for heating and cooking.

Mismanagement practices reduce the availability of resources. Logging areas without

a reforestation program causes loss of plant diversity, animal habitats and soils.
Continuous cropping on the same piece of land reduces the fertility of the soil, which
then requires much time to recover and requires the use of fertilizers. Low production
of food also occurs overtime.
Images on Logging
Slogans on saving the
Land or Environment

 I dream of a greener
tomorrow so we don‘t
have to live in sorrow
 From the mountain to
the sand, give a hand
to save the land

3. Fishing

Commercial fishing by Local and Overseas Companies takes place in Papua New
Guinea. Mismanagement of the fishing industry could lead to a shortage of marine
resources for family or domestic needs in future.
GR 8 MAL S3 111 LESSON 9

Images on different types of fishing

Slogans on Fishing
 Fishing is not a sport-
it‘s a way of life
 Give a man a fish & he
will eat for a day
 Teach a man to fish &
he will be broke for life

Figure 1. Fishing Boats fishing Figure 2. Man fishing with a

with gigantic nets in deep oceans traditional net in the river

Now turn to the end of Lesson 9 and read Supplementary Reading 9.1
and 9.2 titled, Articles on HIV AIDS Awareness and Article on Disabled
Awareness respectively.

Summary:

You have come to the end of Lesson 9. In this lesson you learnt that:

 A community is made up of people living in one place, district or

country who work together to satisfy their needs and wants.
 Awareness means knowing about a situation or fact
 Time is a resource and it is valuable.
 Resource is anything we use. Resources can be natural and
technical
 Renewable resources are resources that can be replaced.
 Non-renewable resources are resources that cannot be
replaced.
 Knowledge and skills are the ideas and understanding that a
person gains.
 Labour is the task, job and effort put to do something
 Appropriate awareness tools can be formulated to address
community issues that are of great concern or importance to
people‘s lives today. These tools basically make it simple or
easier for the people to understand.
Examples of appropriate awareness tools are; Posters,
Images, Awareness through the media (Radio & TV) and
Slogans.

NOW DO PRACTICE EXERCISE 9 ON THE NEXT PAGE

GR 8 MAL S3 112 LESSON 9

Practice Exercise 9

Q1. Explain the following words:

a. Resources_____________________________________________________
b. Natural resources_______________________________________________
c. Re-newable resources___________________________________________
d. Poverty_______________________________________________________
e. Illiteracy_______________________________________________________
f. Overpopulation_________________________________________________
g. Escalating_____________________________________________________

Q2. What is the purpose of the NGOs?

______________________________________________________________
______________________________________________________________

Q3. Name two mining companies in PNG that have caused environmental issues.
Company Province
(a) _____________________ ____________________
(b) _____________________ ____________________

Q4. Name one logging company in PNG that has caused environmental issues.
Company Province
_____________________ ____________________

Q5. Name two fishing companies in PNG that have caused environmental issues.
Company Province
(a) _____________________ ____________________
(b) _____________________ ____________________

Q6. Fill in the missing words of the following three slogans.

(a) _________- an equal opportunity______________

(b) Have you___________ __ ________ today?
(c) IF______________ ___ _________, I DON‘T WANT TO BE RIGHT

Q7. Why are so many people dying of HIV/AIDS?

_____________________________________________________________

Q8. Why are community concerned issues increasing at a faster rate?

______________________________________________________________

CHECK YOUR ANSWERS AT THE END OF THE END OF SUBSTRAND 2

GR 8 MAL S3 SUPPLEMENTARY 113 L9 SUPPLEMENTARY READINGS

Lesson 9

Supplementary Reading 9.1: Articles on HIV/AIDS Awareness

Article 1

Awareness Program Starts on HIV/AIDS

HIV/AIDS has been haunting Papua New Guinean society and families by showing
its ugly face of discrimination and other forms of abuse.
The global epidemic has prompted government and private institutions to take
remedial action by pouring money into projects that create awareness about the
dreaded disease.
A prominent Lae school has been tasked to carry out awareness among schools in
the city.
Bugandi Secondary School yesterday received a cheque of K3000 from the
Morobe Provincial AIDS Council Secretariat to assist its awareness campaign.
Provincial HIV/AIDS response coordinator Charles Pepe presented the cheque to
start the Morobe Schools HIV/ AIDS Awareness Task Force, which goes into
operation this weekend.
The trial program includes all schools in the city and outside of the city to
participate in competitions including dance and drama, singing, essay writing,
posters and slogans focusing on HIV/AIDS awareness.
Mr Pepe said the HIV/AIDS issue had been neglected in schools for many years
with reports from the National AIDS council that student as young as 15 years
were vulnerable to the disease.
He said students were the future leaders of PNG and with such initiative young
people would take extra precautions in their social lives.
He said risky behaviour such as consuming alcohol and illicit drugs contributed to
the spread of HIV/AIDS and students should be aware of this.
The program would run for 10 weeks with the finals held in August to celebrate the
National Book Week.
By Poreni Umau
GR 8 MAL S3 SUPPLEMENTARY 114 L9 SUPPLEMENTARY READINGS

Article 2

Future HIV youth debate will take two days: Barter

The National HIV Youth Debate will be staged annually and it will be over two
days.
Chairman of the National AIDS Council, Sir Peter Barter, said this was necessary
because the issues were critical to the country.
He said the additional day was necessary as time was tight for the inaugural
debate held for one day at the Divine Word University campus in Madang on June
23.
Sir Peter also praised the students from the six national universities that took part,
saying it was encouraging to see students taking a keen interest in debating a
national issue such HIV.
The debate saw the universities fielding two teams each to challenge each other in
a knock out competition.
DWU and Pacific Adventist University (PAU) eventually fought out the grand final
at the SVD memorial authorium which was packed.PAU edged out DWU in a close
contest.
Sir Peter said that the debates did their best however; they needed to do more
research and talk about all aspects of HIV/AIDS issue in the country.
Sir Peter said the debatees spoke little about the HIV testing centres, the
availability of anti-retroviral therapy (ART), the work of organisations like Business
Coalition Against HIV/AIDS (BAHA) and positive living among other topics.
The 2010 Nature‘s Own National HIV Youth debate was an initiative of Sir Peter
and was sponsored by Coca- Cola Amatil ( who received the naming right with one
of its products – Nature‘s Own), Aus AID, PNG Institute of Medical Research,
Madang Resort Hotel, Nasfund, Barrick Gold LTD, Ramu Nico management Ltd,
West Pac Bank, Divine Word University, UNAIDS, UNDP and National AIDS
Council Secretariat.

By Kevin Pamba
GR 8 MAL S3 SUPPLEMENTARY 115 L7-L9 READINGS

Supplementary Reading 8.2: Article on Lack of Disabled Awareness

No awareness on needs of the disabled

The lack of disability friendly features is causing many problems for people living
with disability to access roads, public transport and other infrastructure around the
country.
Other problems afflicting disabled people are society‘s negative attitudes towards
them, mobility, education, training, general understanding and employment.
Papua New Guinea Assembly of Disabled Persons Chairperson Ipul Powaseu
said there was a lack of awareness on the need to help citizens living with
disability to live independently in society.
She, however, urged persons living with disability to also change their attitudes by
doing more advocacies for the convention on the Rights of Persons with Disability.
―There are ways in which you can start to create a change in attitudes and rules.‖
Powaseu said at a three- day capacity building workshop in Port Moresby‘s
Crowne Plaza last week.
―You can start with initiating self-help groups, launch campaigns, start projects
within your communities and create awareness on the conversation, such as
providing wheelchair ramps to church buildings, clinics or schools.‖
―You can also organise social events by bringing both children with and without
disability to showcase their talents,‖ she said.
Powaseu said visiting schools and talking about the importance of including
children with disability and inviting role models (of persons with disability) who had
overcome the odds to be educated at higher levels would enhance awareness.
―Ev eryone, whether able or disabled have abiltiy that can be utilised to contribute
to nation building.‖ She said.
By Dulcie Oreke

END OF LESSON 9 SUPPLEMENTARY READINGS

GR 8 MAL S3 SUPPLEMENTARY 116 VACANT PAGE
GR 8 MAL S3 117 TITLE PAGE

ANSWERS TO

SUBSTRAND 2

PRACTICE EXERCISES 7-9

GR 8 MAL S3 118 ANSWERS PE L7-L9

ANSWERS TO PRACTICE EXERCISES 7 - 9

PRACTICE EXERCISE 7

1. Explain the following words:

(a) Issues – These are matters, affairs, problems that affect people’s lifestyles
in the communities.
(b) Community issues – Are matters that concern the community, e.g.
homelessness, hunger, domestic violence, tribal frights on land issues,
over population, poverty, substance abuse etc.
(c) Community concern – Are matters relating to issues affecting individuals
and families in the communities.
(d) Skills – Skills refer to “a learned ability to bring about the result you want,
with maximum certainty and efficiency “or the ability to do something well.

2. List 5 common or current concern issues in the community where you live in.

(a) Drugs and alcohol (substance) abuse

(b) Family violence
(c) Poverty
(d) Illiteracy
(e) Unclean water
(f) Poor sanitation

3. List 5 things PNG curriculum stresses that students need to know:

(a) Respect their traditions and culture

(b) Be skilled in order to live happily within their communities
(c) Earn their own living
(d) Respect others
(e) Be willing to work together to benefit their family, community and the
country as a whole.
(f) Learn lifelong skills and knowledge

PRACTICE EXERCISE 8

1. Explain the following words:

(a) E-mail - electronic mail: (computer science) a system of world-wide electronic

communication in which a computer user can write a message at one place
to send and receive.

(b) Internet- it is a network that links computer networks all over the world by
satellite and telephone, connecting users with service networks such as e
mail and the World Wide Web.

(c) Fax document – is a document sent over a telephone line.

GR 8 MAL S3 119 ANSWERS PE L7-L9

2. List 4 mediums of communication and explain each of them.

(a) Radio – Helps to transmit information to all parts of the country in the
common language understood by everyone.

(b) Newspapers – Newspapers have current news, up to-date information and

advertisement printed on paper. Newspapers provide information on the
political, economic, environment and social issues affecting the welfare of
individuals and families

(c) Telephones – A telephone is an instrument or machine you can speak to

someone far away or even a short distance away.

(d) Through the word of mouth - Communication through the word of mouth in a
common language understood by all the people in the community.

3. Why is communication important in addressing community concern issues?

Because communication makes the community more informed, alert, self-

reliant and capable of participating in all activities that are involved in issues of
concern in the communities.

PRACTICE EXERCISE 9

1. Explain the following words:

(a) Resources – Are anything we use. Resources can be natural and technical.

(b) Natural resources – Natural resources can be found in nature or are things
we find or get from the land and the sea like fish, crabs,corals, coconut and
bush medicine.

(c) Renewable resources – are resources that can be renewed or that can be
replaced, such as a tree or plant.

(d) Poverty – State of being poor.

(e) Iliteracy – Being unable to read or write or with little or no education.

(f) Overpopulation – Referring to a level higher or increasing number of people

living in a place or country.

(g) Escalating – Increasing rapidly or at a very faster rate.

2. What is the purpose of the NGOs?

Non-government organizations (NGO) are set up with the support from overseas
agencies to help also in community development.
GR 8 MAL S3 120 ANSWERS PE L7-L9

3. Name two mining companies in PNG that has caused environmental issues.

Company Province
(a) Ok Tedi Tabubil - Western Province
(b) Barrick (New Guinea) Limited Pogera – Southern Highlands Province
(c) Morobe Mining Hidden Valley- Morobe
(d) Morobe Mining Wafi – Morobe
(e) New Crest Lihir – New Ireland

4. Name one logging company in PNG that has caused environmental issues.

Company Province
(a) Rhimbunan Hyjau (RH) Gulf Province
(b) Jent Madang Province
(c) Cloudy Bay Resource Abau- Central Province

5. Name two fishing companies in PNG that has caused environmental issues.

Company Province
(a) South Seas Tuna Wewak – East Sepik Province
(b) Besta Lae - Morobe Province
(c) RD – Tuna Madang

6. Fill in the missing words of the following slogans. The missing words are
underlined.

(a)AIDS-an equal opportunity disease

(b)Have you hugged a tree today?
(c) IF FISHING IS WRONG, I DON’T WANT TO BE RIGHT

7. Why are so many people dying of HIV/AIDS?

Because of peoples’ reckless behaviour, consuming alcohol, use of illicit drugs

and unprotected sex

8. Why are community concerned issues increasing at a faster rate?

Maybe as a result of modern ideas and influence from the outside world and the
rapid development boom in Papua New Guinea like the LNG Project and mining,
logging, fishing, etc

REVISE SUBSTRAND 2 AND DO SUBSTRAND 2 TEST AND THE PROJECT IN YOUR

ASSESSMENT BOOK
GR 8 MAL S3 121 TITLE PAGE

SUBSTRAND 3

COMMUNITY PROJECTS

In this Substrand, you will learn about:

 Enterprising Projects
 Principles of Planning and Running An Enterprise
 Planning A Small Enterprising Project
 Project Plan Assessment
GR 8 MAL S3 122 INTRODUCTION

SUBSTRAND 3 INTRODUCTION

Introduction
Welcome to Substrand 3: Community Projects. It is the third
Substrand in the Strand 3 Course Book. It is about developments
that take place in the communities we live in. In Grade 8, we will
specifically look at Enterprising Projects. An enterprising project
is actually a business project.
To get involved with an Enterprising Project requires you to identify
the different types of projects that may be appropriate for you and
your community. It also involves you to learn about the principles of planning and
running an enterprise. Furthermore, it involves evaluating the project through the use
of assessment guidelines and formats.

This Substrand has four lessons and seven (7) supplementary readings: These are
as follows:

Lesson 10: Enterprising Projects

It defines enterprise project and identifies enterprise projects that can be under taken
in a community such as agricultural projects, handicraft, catering and hospitality, eco-
tourism, walkabout sawmill and construction and maintenance. Furthermore, the
lesson differentiates between short and long term projects.

Lesson 10 has two supplementary readings. Reading 1 is about types of enterprising

projects in your community.

Lesson 11: Principles of Planning and Running an Enterprise

It identifies and discusses the principles of planning and running an enterprise such
as self – reliance, risk taking, adapting to change, solving problems, registration of a
business, understanding taxation, labour laws, quality control of products, money
management and sustainability.

Lesson 11 has two supplementary readings. Reading 1 is about the characteristics of

people in enterprise projects. Reading 2 is about self – management.

Lesson 12: Planning a Small Enterprising Project

It discusses how to assess and plan for a small business project. It explains how
samples of project plans can be used to undertake selected projects.

Lesson 12 has two supplementary readings. Reading 1 gives information on the

components of a project plan. Reading 2 shows the layout of a project plan

Lesson 13: Project Plan Assessment

It discusses how to evaluate a project using assessment formats and guidelines.

Lesson 13 has to one supplementary reading. It gives formats of financial different

records where entrepreneurs show keep to enable them to prepare financial reports.
GR 8 MAL S3 123 LESSON 10

Lesson 10 Enterprising Projects

Introduction
Welcome to Lesson 10. In your last lesson you learnt about carrying
out community awareness using suitable awareness tools to address
different issues affecting the community. In this lesson you will learn
about Enterprising Projects.

Your Aims:
 Define enterprising project
 Identify enterprising projects that will generate an income
 Identify and classify the different projects into short and long term
projects

Before we take a look at the meaning of the term enterprising project, we must first
define the words „enterprise‟ and „project‟ separately. An enterprise is an activity or a
project that produces goods or services for money. A project is a task that requires a
large amount of time, effort and planning to complete.

So, what would be your definition of an

enterprising project?

What is an Enterprising Project?

An enterprising project is actually a business project that generates money for the
owner.

There are two main types of enterprise which are business and social enterprises.
For the purpose of this lesson, we will concentrate on business enterprises only.

Business enterprises are run to make a profit for the owner or owners. They are
made up of small businesses.

Business Enterprises

There are lots of different enterprises in your community. Many of them are small
businesses. Sometimes, one person owns and runs them. Some are family
businesses and others would be owned and run by partners who are not family
members.

People usually decide to set up small businesses to earn an income from producing
and selling products or providing services to individuals and other businesses.

To earn an income from a small business, the enterprise has to make a profit. This
means that some money should be left over for the business owner once all the costs
of making the product or delivering a service have been met.
GR 8 MAL S3 124 LESSON 10

Common small businesses

Some small businesses are easy to recognize because they have a site where you
can see them in operation, making or fixing things and serving customers. For
example:To make a living, people need to be enterprising. They need to be creative,
imaginative and inventive in planning products or services that customers need or
want.

Different types of projects they could set up include:

 Agricultural .
 Handicraft
 Catering and hospitality
 Eco- tourism
 Walkabout sawmill
 Construction and maintenance projects

Activity 10:1
1. List three (3) small businesses operating in your local community.
(a)________________ (b) __________________ (c) ________________

2. Give your reasons why these businesses were set up in the community.
(i) _________________________________________________________
(ii) _________________________________________________________
(iii) _________________________________________________________

Other smaller businesses

Most trade related services are also small businesses. For example, plumbing,
electrical and building construction. They are not as obvious as shops and farms,
because they deliver their services directly to the customer, and do not always have
a workshop. Often they do business mostly over the phone, at times on visit to sites
according to their clients‟ requirements.
Here are some businesses that you can
be involved in, to make a living in your
community.

1. Agricultural projects

Agriculture is the main way people earn money in rural and urban communities in
Papua New Guinea. We can sell vegetables and fruits to make a living. We can also
sell cash crops such as cocoa, coffee, rubber, oil palm and tea. Our people can also
look after animals and sell them for money. People who live along the coasts and
along rivers and lakes can sell fish and other sea foods to earn an income. All these
items can be sold at the local markets or in town markets and shops.
GR 8 MAL S3 125 LESSON 10

To be successful, we need to think creatively about ways of marketing our produce.

One of the ways is to try to set up a business that can attract more customers. That
means that you should look for better ways of growing your business. You can make
arrangements with local hotels or bigger supermarkets in town and sell your produce
directly to them.

2. Handicrafts

People in Papua New Guinea are very enterprising in making handcrafts for sale.
There are traditional handcraft items such as armbands, necklaces, grass skirts, clay
pots, mats, carvings, baskets and bilums. In modern times, people have been
creative in making new things for tourists and local people.

For example;
 Bilums have designs and names of various organisations, people and places
woven on them.
 Carvings have clocks inserted into them.
 Pot stands, hand fans and trays are woven from pandanus leaves.
 Chairs are woven from cane.
 Lampshades and room dividers are made from sea shells, seed pods and
bamboo.
 Bilum dresses and vests are woven for special occasions.

Baskets Bilum

3. Catering and Hospitality

Catering is when you provide food or entertainment for a function. It could be meals
for important guests or visitors, traditional meals for tourists or food for some special
occasion. There are things that you must consider when planning for this activity.
They are:

 the funds available  drinks

 fees you must charge  hot or cold food
 the number of people  music
 where the function will be held  dancing or entertainment
 whether to have finger-food or food  resources and skills
on plates

Hospitality is being kind and welcoming to guests. You not only provide food and
entertainment but you also act as hosts and hostesses. You could provide flower leis,
welcoming speech and small gifts to your guests. You need to be able to hold a
conversation, ask questions and provide information.
GR 8 MAL S3 126 LESSON 10

Activity 10:2

1. What agricultural projects can you set up in your local community that can earn an
income for your family?
(a) _____________________________
(b) _____________________________

2. Which handcrafts are popular in your area?

(a)_____________ (b)_____________ (c)_____________

3. In your own words, explain the difference between catering and hospitality.
_________________________________________________________________
_________________________________________________________________

4. Eco-tourism

Eco-tourism is concerned with attracting tourists to your community and organising

activities by which they can enjoy the environment without damaging it. What are
some of the natural things or places in your environment that visitors will want to see
and enjoy?
Some of these may include:
 caves and old burial sites.  picnic spots on islands.
 beach, river, lake or waterfall.  volcano craters.
 special plants, animals and birds to see.  traditional spirit houses with
 bush walking, canoe or boat ride. artefacts to display or to sell.
If you will be involved in eco-tourism, you must;
 plan tourist information about the history and development of the place and its
people.
 consider the warnings you give to protect the environment and for safety
reasons.

An environmentally friendly eco-tourism Good diving sites attract tourists

project
5. Walkabout sawmill

A walkabout sawmill is a lightweight, portable sawmill used for cutting timber. It is

easy to operate and maintain. The sawmill can cut timber to be used locally and also
provide income for the village people. This type of sawmill does not destroy much
forest (like large-scale sawmills).
GR 8 MAL S3 127 LESSON 10

Only selected timber is cut and sawn. The Papua New Guinea Department of
Environment and Conservation and other Non-Government Organisations highly
recommend and encourage the use of a walkabout sawmill.

6. Construction and Maintenance

A person with construction and maintenance skills can find many ways to generate
an income in a community. If you listen to people, you can know what kind of things
they need or want. You can produce items like beds, tables, chairs or coconut
scrapers but also create different items like carved frames for clocks or pictures; or
fold-up portable coconut scrapers.

You need to also look out for buildings in the community that need repair such as
roofing, doors, steps and many more.
Construction and maintenance activities could also include;
 sewing or mending clothes,  landscaping or providing gardening
 making curtains  hedge trimming or grass cutting
 cleaning houses

Activity 10:3

1. List three (3) tourist attractions in your local area.

(a)_____________ (b)______________ (c)_______________

2. Which construction and maintenance project would you involve the whole family.
Explain why.
___________________________________________________________________

Now turn to the end of Lesson 10 and read the Supplementary Reading
10.1 and 10.2 titled, Type of Enterprising Projects in Your Community and
Listening Skills Needed In Enterprise Projects respectively.
GR 8 MAL S3 128 LESSON 10

Summary

You have come to the end of Lesson 10. In this lesson you learnt that:

 An enterprise is an activity or a project that produces goods or

services.
 A project is a task that requires a large amount of time, effort, and
planning to complete.
 An enterprising project is actually a business project.
 An enterprising project must be able to generate an income for the
owner.
 Business enterprises are run to make a profit for the owner or owners.
 To make a living, people need to be enterprising.
 Papua New Guineans can set up enterprising projects in agriculture,
handicraft, catering and hospitality, eco- tourism, walkabout sawmill
and construction and maintenance.
 The main way people earn money in rural and urban communities in
Papua New Guinea is through agricultural activities.
 Eco-tourism is concerned with attracting tourists to your community
and organising activities by which they can enjoy the environment
without damaging it

NOW DO PRACTICE EXERCISE 10 ON THE NEXT PAGE

GR 8 MAL S3 129 LESSON 10

Practice Exercise 10

1. Select one of the projects below that you are likely to set up in your local
community.

Projects: Chicken farming (poultry), vegetable growing, guest house, sewing,

selling hand crafts, catering, fishing or landscaping.

Write a short description to explain:

 The reasons for selecting that project
 Will you need money to set it up?
 How many people will you employ?
 Who are your customers or clients?
 Do you have any plans to expand in the future, what are the plans?
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
2. Write or design an advertisement offering services such as sewing, home
maintenance, child-minding, guest house, or plumbing. (Choose one only.)

CHECK YOUR ANSWERS AT THE END OF THE STRAND 3

GR 8 MAL S3 130 L10 SUPPLEMENTARY READINGS

Lesson 10:
Supplementary Reading 10.1– Type of Enterprising Projects in Your
Community

People in a community have many interests and different needs and wants. When
you identify these needs and wants through a good survey, you will be able to satisfy
the people by establishing the right enterprising project. The enterprising project will
also provide satisfying rewards for you, too.

Your enterprising project will come under two main categories; that is service type or
product type.

The service type project will focus in providing services to meet the needs of the
people and the community. For example, your project could be a cleaning service
project. This means you will be focused in providing cleaning services for your Local
Level Government building in your community and other areas like the health centre,
airstrip terminal areas, police station and schools. You will be given payment for your
service provided.

The product type service will focus in providing a particular product to meet the
needs of the people and the community. For example, your project would be making
drum seats. You would make drum seats and sell them to your Local Level
Government. The LLG would place this drum seats at the front of the community hall
for people to sit on. The schools in your community would buy these drum seats for
parents and students to sit on at the school grounds. The health centre would buy
your drum seats and place them in front of its “haus wind” for its visitors to sit on.

Your enterprising project will be successful if you do these two important things; first,
you must come up with valued approaches to providing solutions to problems.
Secondly, you must satisfy the desired needs and wants of your customers.

The main important task is for you to provide what the people want or need. That is
how you will keep your project on the demand and it will function well and achieve
the reward expected.

Supplementary Reading 10.2: Listening Skills Needed In Enterprise

Projects

People who run projects are usually good communicators but one thing they need to
take into consideration is the ability to listen. Most of us listen to only 25% of our
ability.

Below are some suggestions that can improve your listening skills. Check those that
are applicable to you. I know how to:

 Send people signal through my eyes and body gestures so that they know I
am listening
GR 8 MAL S3 131 L10 SUPPLEMENTARY READINGS

 Relax when communicating to others so they will feel comfortable about

adding their comments
 Slow my mind down when listening so that I won‟t anticipate what people say
before they say it
 Improve my concentration
 Avoid forming a reply before I hear what the other person has to say
 Not be defensive about my point of view during communication
 Keep my voice soft rather than loud and aggressive

END OF LESSON 10 SUPPLEMENTARY READINGS

GR 8 MAL S3 132 LESSON 11

Lesson 11 Principles of Planning and Running an Enterprise

Introduction:
Welcome to Lesson 11. In your last lesson, you learnt about
enterprising projects that you can involve yourself in your community to
make a living.
In this lesson, you will discuss the principles of planning and running a
business.
Your Aims:
 Define the term Principle
 Identify the Principles of Planning and Running an Enterprise.
 Discuss the Principles of Planning and Running an Enterprise
 Explain the importance of the Principles of Planning and Running an
Enterprise

Firstly, let us define the term ‘principle’.

What is ‘principle’?

Principle is the basic way in which something or an idea works.

There are ten (10) Principles that you will study in this lesson.

1. Self- reliance

One reason for planning and running an enterprise is to be self-reliant. This means
that we rely on ourselves to think of ways to use available resources to generate an
income. By ourselves, we can get ideas from talking to people, observing how people
live and by reading information. We can identify our strengths and weaknesses. We
can investigate resources, both natural and human to sustain a business enterprise.
We have knowledge and skills that we can use creatively to plan and run an
enterprise.

The advantages of being self-reliant are:

 Become more independent.
 Able to support ourselves.
 Develop pride in doing things for ourselves.

People who are not getting a salary from employment need to be enterprising and
make a living for in other ways. This is where self-reliance is important in planning
and running a business of your own.

2. Risk taking

There are risks in starting an income generating project. One of the greatest risks is
that people may not buy the goods and services on offer.

Other risks would be:

 People may not need the products or services.
GR 8 MAL S3 133 LESSON 11

 People may not have the money.

 The business may be in a poor location, or
 Other traders could be providing similar products and services at cheaper
prices.
If any of these things happen, the enterprise will lose money and be forced to close
down.

We need to have a sense of adventure in taking the risk to start an income

generating project. We do not know if we will be successful unless we try. We need
to survey the market carefully to identify a product or service that people need or
want. We need to make the product in a cost-effective way and charge affordable
prices. We need to consider options should problems occur.

3. Adapting to change

To plan and run an enterprise, people need to be able to adapt to changes when
opportunity arises. It may be to plant a new cash crop, use electricity or make use of
new technology. In the past, people lived in small rural villages growing food and
raising animals for their own consumption. They shared extra produce with other
members of the community.

Today, the supply of goods and services is centred on a cash economy or on money.
Wants have changed from simple to more complex ones. Modern people want items
such as television sets, radios, cars, computers and fashion clothing. It is no longer
possible for people to satisfy all of their wants by themselves. Instead, it is necessary
to rely on individuals or groups of people who have special skills to produce those
things that are in short supply. This creates a relationship where businesses and
people depend on each other.

Activity 11:1

1. In your own words, explain what self-reliance is.

___________________________________________________________
___________________________________________________________

2. What would you do if your business is located in a wrong place?

___________________________________________________________
___________________________________________________________

3. Why should you adapt to changes when running a business?

___________________________________________________________
___________________________________________________________

4. Solving problems

The aim of a business person is to satisfy customers while making a profit. There are
problems associated with running a business. These include:
GR 8 MAL S3 134 LESSON 11

 Dealing with complaints

 People wanting credit
 Controlling and maintaining stock
 Funds to start a business
 Loss of goods through stealing or pests
 Power failure for electrical equipment
 Bookkeeping and accounting

5. Registration of a business

Businesses operating in Papua New Guinea must be registered. In many cases,

businesses are required to register with a local authority such as the provincial
government or local level government.

Registration forms should include the following information.

(a) Name of the business.
(b) Names of the people controlling the business.
(c) Location of the business.
(d) Details of activities carried out by the business.

Retail stores like trade stores, tucker shops and supermarkets must have a license to
trade. In addition, certain items such as meat, liquor, firearms, medicines, and
insecticides require a separate license to sell them. Before a trader can be granted a
license, his or her premises must be inspected. This is to make sure that the
condition of the trade premises is safe and meets health regulations.

Inspectors check that:

 The health of the consumer who pays for the goods is not at risk.
 Employers are working in safe and healthy conditions.

6. Understanding taxation

Taxation is a system of compulsory payments by people and businesses to the

government. The government uses this money to fund its budget. In deciding who
should be taxed and how tax should be levied, the government tries to keep the tax
system fair. Taxes are the main source of money for the national, provincial and local
level governments. The government collects taxes from incomes, exports, incomes
and businesses. The government collects the money in the form of taxes and uses
the money to fund development projects and run the country.In this way, the
government distributes and shares the nation‟s wealth among all the people. People
who pay taxes are called tax payers.
Governments consider three things to work out how much each taxpayer should pay.
This depends on what people own, spend and earn.

Some type of business activity or products such as cigarettes may be discouraged by

heavy taxes.
GR 8 MAL S3 135 LESSON 11

Activity 11:2

1. What is the main aim of all businesses?

____________________________________________________________
____________________________________________________________

2. What is a license?
____________________________________________________________
_____________________________________________________________

3. Money that people pay to the government is called _________________.

7. Labour laws

The government has laws to protect the workers in business activities. The
government sets laws to make sure that the worker‟s rights are protected in the
following ways.

(a) Minimum wages

The government has fixed a national minimum wage for workers. This is the
lowest wage in which the employers may pay their workers. It applies mainly to
unskilled workers.

(b) Overtime wage rates

The normal number of hours worked by employees each week in Papua New
Guinea is usually 40 to 42 hours. Employees must be paid a higher rate of pay,
known as overtime.

(c) Holidays or recreation leave

Workers are entitled to an annual holiday with pay, after working for the same
employer for one year. Urban workers get three weeks annual leave and rural
workers get two weeks annual leave.

(d) Sick leave

Workers are entitled to sick leave with pay, if they have been with the same
employer for at least three months.

(e) Long service leave

Employees who work for the same employer for 15 years are entitled to six
months leave with pay.

(f) Dismissal of workers

If workers are to be dismissed, they should be given notice. A worker who has
been employed by the same employer for at least three months should be given
one week‟s notice if told to leave. Casual workers may be given one day‟s
notice.

(g) Workers Compensation Insurance

Employers must insure their employees against injury while they are at work.
GR 8 MAL S3 136 LESSON 11

8. Quality control of products

Price control

All retail stores must obey price control regulations when deciding the price of their
goods. The Price Controller‟s Office sets limits on the amount that sellers may charge
for many types of goods. Most of these goods are essential items like rice, tinned fish
and sugar. For the non-essential items, the Price Controller‟s Office does not fix a
minimum price that the retailer (or seller) must charge. Instead, it decides on the
mark-up a store may add to the cost of goods. This cost covers the cost price, plus
the transport cost. Stores are allowed a higher mark-up if they import directly from
overseas or buy directly from the manufacturer.

Price controlled items are usually dearer in remote places. This is because transport
costs are higher.

How price control is enforced?

There are a number of Independent Consumer Competition Commission (ICCC)

Offices in main towns of Papua New Guinea. Their job is to check stores in their
provinces to make sure that there is no overcharging. The prices of all goods must be
displayed. If shop owners are found to be overcharging, they will be told to reduce
their prices. They will be fined if they continue to ignore the warning.

The Goods Act is a law to protect consumers if they are sold goods of poor quality.
What should someone do if goods are rotten, broken or food consumption dates are
overdue? They should first complain to the store where the goods were bought. They
should ask for the goods to be replaced or ask for a refund of their money. If the
store is not willing to help, the customer should go to the local ICCC Office. The
officers there will investigate the matter. If a customer buys goods that are
underweight or short-measured, they can complain to the Standards Division of the
Department of Trade and Industry.

9. Money management

Most modern consumers do not have enough money to buy all the things they would
like. Have you had this experience yourself? We may earn money from wages,
selling of local produce or from many other sources but the money we earn is not
enough to buy everything that we need and want. Consumers must make decisions
as to how they are going to spend their money. Planning, spending and making
careful choices is one way of being sure that money will be spent on the things that
are really needed. The plan of how to spend money is called a „budget’.

Planning a Budget

The first step in planning a budget is to find out exactly how much money is available
to spend. Then plan to keep your budget within that total amount of money. Also,
prepare a priority list of items to buy, a list of essential items and non-essential items.
The money left after buying all the essentials can be kept as „savings‟.

Businesses that provide goods and services must also plan for the future. Usually
they try to plan for one year ahead. They must try to guess how much income they
GR 8 MAL S3 137 LESSON 11

will receive in one year. They also need to plan the way in which they are going to
spend this income. They need to decide on how much money will be spent on:
 Wages  Electricity and water
 Raw materials  Repairs and building improvements, etc.

10. Sustainability

One major concern in business is how to sustain business activities or production.

Business must keep operating during bad times when the demand is low. When
natural disasters strike, when raw materials are scarce or too costly, when there is a
recession and people cannot afford to buy, how can businesses survive?

Here are some ways to encourage sustainable business activities.

(a) Good money management. Budgeting money, saving and investing profits in
the goods times that can be used when bad times occur.
(b) Good human resources. These are skilled and hardworking employees.
(c) Self-reliance. The business activities or production to be based on local
production and resources.

Activity 11:3

1. How does the government protect the workers?

_____________________________________________________________
_____________________________________________________________

2. What does ICCC stand for?

_____________________________________________________________
_____________________________________________________________

3. The plan of how to make money is called a ___________________________

4. What is meant by the word sustainability in business?

_____________________________________________________________
_____________________________________________________________

Now turn to the end of Lesson 11 and read Supplementary Reading

11.1 and 11.2 tiled, Character in an Enterprise Projects and
Self – Management and respectively.
GR 8 MAL S3 138 LESSON 11

Summary

You have come to the end of Lesson 11. In this lesson you learnt that:

 Principle is the basic way in which something or an idea works.

 One reason for planning and running an enterprise is to be self-
reliant.
 The greatest risk in running a business is that people may not
buy the goods and services on offer.
 People need to be able to adapt to changes when opportunity
arises.
 The supply of goods and services is centred on a cash economy
or on money.
 The aim of a business person is to satisfy customers while
making a profit
 Retail stores must have a license to trade.
 Before traders are given license to operate, their premises are
inspected by the licensing authorities to ensure that the trade
premises are safe and meet health regulations
 Businesses operating in Papua New Guinea must be registered.
 Taxation is a system of compulsory payments by people and
businesses to the government.
 The government collects taxes from incomes, exports, incomes
and businesses.
 People who pay taxes are called tax payers.
 The government sets laws to make sure that the worker‟s rights
are protected in the following ways;(refer to lesson notes (a) to
(g))
 Minimum wages is the lowest wage in which the employers may
pay their workers.
 The Price Controller‟s Office sets limits on the amount that
sellers may charge for many types of goods.
 The Independent Consumer Competitions Commission (ICCC)
is responsible for protecting consumers in the area of pricing.
 The Goods Act is a law to protect consumers if they are sold
goods of poor quality.
 Budget is a plan of how to spend money
 Business can survive through sustainable business activities
such as;
(a) Good Money Management
(b) Good Human Resource
(c) Self - Reliance

NOW DO PRACTICE EXERCISE 11 ON THE NEXT PAGE

GR 8 MAL S3 139 LESSON 11

Practice Exercise 11

1. Refer to the table below and write down the principle of running an enterprise that
matches the given situation. The first one is done for you as an example.

Principle Description/situation
Eg. Self-Reliance Mary sets up a poultry business from the money she saved
up alone in the last 5 years.

Peter wants to set up a trade store in his village. He was told

to complete a form to register the name of his business,
where it is located and who will be running the business.

John earns K706.00 every fortnight. His employer usually

removes K52.00 and pays that to the government.

A coffee factory was almost shut down as a result of a

disease which affected the coffee trees in the Highlands. In
order to keep the business running, the owner has to lay- off
some workers to reduce its spending.

Mama Eli’s ice block business relies on PNG Power Ltd for
electricity to keep her business operating. Her community
has been experiencing regular power blackouts for the last 6
month. She decided to buy a small generator to use to
support her business.

Mr. Maniggs operates a 15 seater PMV business. After the

LNG project was set up next to his village, he has expanded
the business with five 25 seater buses to transport the LNG
workers.

Mr. Ponsted works for a construction business in Wewak. He

was involved in an accident at the work site and broke his
right hand. He has given in his medical report for
compensation.

Bonohitz Enterprises Ltd was asked to remove all the goods

on the shelves because they have reached the expiry dates.

Mrs. Wanginenga is the only person who works and makes a

living for the family. She has prepared a budget and knows
exactly what things to spend money on every fortnight.

Aunty Rose decided to set up a hair salon in her local town,

without knowing what the future of the business will be.

CHECK YOUR ANSWERS AT THE END OF THE STRAND 3

GR 8 MAL S3 140 L11 SUPPLEMENTARY READINGS

Lesson 11:
Supplementary Reading 11.1: Character in an Enterprise Projects

People who are engaged in enterprise projects have the following characteristics:

 Energy
All enterprising men and women work very hard but in a smart way. They use
a lot of mental and physical energy to provide solutions to issues and as well
as the successful completion of projects. To maintain this energy, they have
to make their brains and all their senses remain focused that is; sight, hearing,
touch, smell and taste to stay alert in identifying what needs to be done in
variety of situations. They should be healthy and physically fit. This is
achieved through diet and exercise.

 Need to achieve
All enterprising men and women have the motivation to achieve success and
accomplish all the activities they engage in. They have positive attitude and
show sharp insight and understanding that enables them to achieve
acceptable results.

 Task oriented
All enterprising men and women are task oriented. They carry out tasks and
complete them on time. Efficiency, effectiveness and time management are
important aspects that enable these people to complete tasks. They focus on
results that help them to concentrate on whatever they set out to do.

 Empathy
All enterprising men and women are able to mentally put themselves in the
position of the people they intend to influence. They try to feel what their
intended customers are feeling. It means, they put themselves in their
intended customers‟ shoes.

 Resourcefulness
All enterprising men and women are able to provide the leadership and
guidance needed to manage the enterprise projects. They know how to
identify, organise and effectively use physical and non-physical resources
needed in undertaking a risky project.

 Planning
All enterprising men and women establish written plans. This written plans
help them to make decisions whether a project should start or not and it also
helps them make judgements regarding profits or losses.

 Risk – taking
The decision to go ahead and start the enterprise or undertake the activity
must be made. All enterprising men and women take risks only after they have
conducted a survey, so that they can achieve the desired results and receive
the rewards. You will always have to take this first step, as it marks the
difference between enterprising and non-enterprising men and women.
Success begins with the decision to move in the desired direction.
GR 8 MAL S3 141 L11 SUPPLEMENTARY READINGS

 Innovation
All enterprising men and women have the ability to carry out unique activities.
Through their initiative, imagination, intuition and insight they will be able to
devise new ways of doing things to accommodate whatever new situation they
may find themselves in.

Gathering information is an important input for being innovative. Enterprising

men and women place great value on information and they are always alert
and constantly engaging in research.

 Skills
Enterprising men and women have the ability or know-how that enables them
to carry out activities and complete them. Most men and women have a
certain amount of knowledge, attitudes and practical skills that can be useful
when realizing an enterprise.

 Independence
Independence means having the freedom to do things on your own. You do
not have to depend on others to do things for you. Enterprising people are
able to make their own decisions and are self-reliant. They exercise their own
will without the control of others.

 Networking
Enterprising people obtain information through networking. They also learn the
feedback they receive from others through networking. Enterprising people
seek the advice of others and through the exchange of information formulate
their own ideas and beliefs.

 Goal oriented
Enterprising people are good at setting their own goals. They have personal
control over their own activities. Their goals are usually challenging, but can
be achieved. They have long term goals and short term goals. These goals
are specific in the sense that they can be measured.

Supplementary Reading 11.2: Self – Management

People who are engaged in enterprise projects should be doing the following:

1. Complete High priority Tasks First

Do the important task first when their energy level is high. If time is available at
the end of the day, the low priority tasks are completed.

2. Use of time
This question must be asked by those involved in the project work. “What is
the most important use of my time right now? Asking this question will help
focus on “important task”.
GR 8 MAL S3 142 L11 SUPPLEMENTARY READINGS

3. Delegate Tasks to Subordinates

Delegating tasks is a good way to build staff morale and allows the leader or
manager of the project to focus on other essential tasks. As a general rule, if a
worker can do the task almost as well as the entrepreneur, then, the task
should be delegated to an employee.

4. Group Tasks
This step will cut down on interruptions and cut down cost on the use of
resources and efforts.

5. Maintain a Clean Office

Try to clear your desk of everything except the work you intend to do
immediately. Effective managers or leaders of a project are organised and
work from clear desks.

6. Be Ready to Say “no”

People are always asking for of an entrepreneur‟s time. Instead of being
honest and saying “no” to the request, the tendency is to end up accepting a
responsibility you neither want nor have time to perform. Saying “no” takes
courage and tact.

7. Have Daily Objectives

Entrepreneurs who accomplish most of their work during the day know exactly
what they want to accomplish. However, many people think that goals and
objectives should be prepared on a monthly or yearly basis. One factor that
marks successful entrepreneurs is their ability to work out what they want to
achieve. They also have written objectives that they can review constantly.
Long term objectives should influence daily activities and be included on a
daily “to do” list. Without objectives, entrepreneurs become ineffective.

8. Don‟t try to do too much

Many entrepreneurs feel that they have not accomplished enough. Sometimes
they don‟t give themselves enough time to do important tasks properly.

9. Control Paper Flow

Deal with each piece of paper just once. Being a paper shuffler wastes time.
Keep important papers and throw away the rest.

10. Plan Effectively

Some people say they don‟t have time to plan. These individuals may be very
busy but they probably are not very effective. By taking time to plan, you will
actually save time. Develop a daily “to do” list for doing the essential tasks that
must be completed in the available time.

11. Be Proactive
Don‟t avoid making decisions. Reducing the amount of time you use to make a
decision can substantially increase the amount of time available to you.

END OF LESSON 11 SUPPLEMENTARY READINGS

GR 8 MAL S3 143 LESSON 12

Lesson 12: Planning a Small Enterprising Project

Introduction
Welcome to Lesson 12. In the last lesson you learnt about the
basic principles of planning and running a business. The principles
are important towards the success of a business. In this lesson,
you will learn about planning a small business project.
Your Aims:
 Discuss how to initiate and plan projects
 Discuss how to prepare a project action plan

In Lesson 10, you covered some examples of enterprising business projects. These
are small businesses which you can start depending on the resources, funding and of
course your customers. Any small business can grow and expand if managed well
and has a good customer base or market.

Anyone can become a business person. You can become a successful person in
your community if you are serious to do business. You may have read about other
Papua New Guineans who are now successful business people as a result of hard
work and sacrifices they have made.
A good business plan can help find the best path to
business goals. You can write your own business plan,
but get some advice first.

Prior to planning what type of project to establish, a person needs to identify the
needs in the local community.

Initiate and plan projects

Once the community‟s needs are identified and prioritised, planning is required to get
the project started. The following points should be considered before any serious
planning occurs.

 Brainstorm ideas on how to generate plans and proposals. This can mean
walking around the community and collecting data, information, sketches,
costs estimates, and materials and tools needed if a plan is to be developed.

 Consider possible options and identify priorities and constraints. This could
mean prioritising identified needs and problems and deciding which project to
carry out based on urgency, benefit and potential to encourage community
participation and gender equity.

 Consider what appropriate resources and equipment are available, including

the skilled and talented persons in the community, the type of natural
resources and the tools and equipment that can be used for specific projects.

 Formulate the criteria that will be used to assess the project.

GR 8 MAL S3 144 LESSON 12

To prepare a project action plan

When planning a project, an action plan has to be made. Planning is matching

together activities, time and resources. When planning, ask the following type of
questions:
- What has to be done? - Who will do it?
- How will it be done? - When will it be done?
- What is needed? - How long will it take?

A good planner can identify the likely problems that could occur during the project
and plan to prevent them happening.

The following guide is necessary to prepare a project action plan.

(a) Make a list of activities.
(b) Place them in the order that they should appear.
(c) Estimate how long each activity should take.
(d) Decide whether more than one activity can be undertaken at the same time.

Below are some possible projects that you can develop, depending on your
knowledge, as well as the resources and expertise available in your local community.

These projects may include:

 Projects within the local community, such as building a „haus win‟, a public
noticeboard or plant nursery, road maintenance, water supply or
environmental projects.

 Community driven initiatives that promote self-reliance, self-esteem and

ownership and encourage community participation, such as village or town
clean up or community hall building (for example, church, haus man, haus
meri, haus tambaran).

 Work with partner organisations, these may include government departments

like the Department of Agriculture and Livestock (DAL); Health Extensions
Officers; Local Level Councils, Non-Government Organisations(NGOs) and
Community Based Organisations (CBOs).

Activity 12:1

1. What is the first thing to do before the planning stage of a business?

_____________________________________________________________

2. The project can only start after needs are ______________ and ______________.

Apart from community projects to improve the community‟s quality of life, other group
projects could be undertaken to generate income. This requires preparing a business
plan for the proposed business. In preparing a business plan, the group must decide
on;
GR 8 MAL S3 145 LESSON 12

 how they business will be set up

 the cost of setting up a business
 how long it will take to set up the business
 what will be sold

A business plan is an estimate of the future sales, costs and profits that can be
achieved. It consists of a sales plan and an expenditure plan.

Project Resources Estimate

To carry out any project, human, material and equipment resources will be required.
Information can be obtained from the project plan to assist in preparing a list of
resources. Surveying the required resources can be done with the help of a Project
Resources Form.

Below is a sample of a project resources form.

Project Resources Form

Project Required Human Required Required

Activity Resources Equipment Materials
– number, skills and
knowledge

These are the steps to fill the project resources form.

1. Identify all the project activities. List these in column 1 of the form.

2. Examine each of the activities in turn and imagine how that activity will be
performed. Ask: who is going to perform the activity? Will they require special
skills or knowledge? Make a list of the numbers and skills of all human
resources required in column 2.

3. For each activity decide if equipment will be required. The equipment might be
bought, hired or borrowed. Enter the information in column 3.

4. Examine the activities and decide what materials will be required. Enter the
information in column 4.

Project cost estimate

A project cost estimate will have to be prepared to determine the amount of money
required to finance the project. Expenditure can be grouped under five headings and
their costs determined as follows:
GR 8 MAL S3 146 LESSON 12

Labour Materials Equipment Transport & Miscellaneous

costs Accommodation

An expenditure form similar to the project resources form should be devised so that
costs can be estimated and recorded. Expenditure in each area can be estimated
using a similar process (for example, a transportation requirements form can be
drawn up and used to identify all the transportation requirements).
A decision will have to be made on how to finance a project. There are three possible
sources of funds. They are:

(a) Self-help
There are many forms of self-help. Each has in common that the group
provides all or part of the necessary funds or resources. These can be
obtained by fund-raising, selling unwanted items, contributing gifts and so on.

(b) Loans
These can be obtained from individuals, private organisations or banks. A loan
is money borrowed for an agreed period of time and it is always paid back with
interest. A loan is only appropriate when the project will make enough money
to repay the debt.

(c) Grants
Unlike loans, grants do not have to be repaid. They are given to finance
specific project requirements. The money must not be used by the group to
fund activities that were not approved by the agency that gave the grant. The
three main sources of grants are local individuals or organisations, national
organisations and international organisations.

Activity 12:2

1. A business plan is made up of _______________ and _________________.

2. What document is required to find out the need for resources?
_____________________________________________________________

Basic bookkeeping and records

Bookkeeping or accounting is the process of keeping a record of details every time

money is spent or received. It is the responsibility of the group‟s treasurer to keep a
record of all financial transactions. The treasurer must be able both to show and to
prove what has happened to the group‟s money. So the treasurer needs to keep not
only records, but also to keep records of;
 receipts. These are written form as proof of cash payment.
 bills. These are given out when a cash purchase is made. A bill is also made
out when payment is required for a credit transaction.
GR 8 MAL S3 147 LESSON 12

 invoices. These are given out when a credit transaction is undertaken (for
example, purchases made or work performed with payment to be made at a
later date).
Receipts, bills and invoices are the proof of transactions.

Accounts are kept in order to keep a record of all financial transactions. There are
many different ways of recording this information, but whichever method is chosen,
be sure to be consistent. The same rule for recording the information must be used
every time. Accounts need to be checked to ensure they are correct.

Project Management Skills

During the project, you will need to use management skills. This will include using the
project plan and budget to determine whether the project is proceeding as planned or
not. This means that all issues related to financial control, quality control, planned
procurement of materials and equipment and time management need to be
monitored by the project manager to ensure conflicts, if they arise, are dealt with
quickly before they cause a problem.

Legal requirements for setting up a business enterprise

There are many government procedures for setting up a business in Papua New
Guinea. These include:
 registration of a business
 taxation paid by a business
 understanding labour laws and employee entitlements

It is important that anyone who plans to set up a business must know the legal
requirements of setting up a business in order to avoid any problem with the
government authorities in the future.

Now turn to the end of Lesson 12 and read Supplementary Reading

12.1 and 12.2 titled, Components of a Project Plan and Lay out of a Project Plan
respectively.

Summary

You have come to the end of Lesson 12. In this lesson you learnt
that:

 A plan will give you clear directions as to how you will start and
run your business successfully.
 A person needs to identify the needs in the local community
prior to planning what type of project to establish.
 Brainstorming ideas, identifying priorities and constraints,
identifying resources and equipment available and formulating
the criteria should be done before any planning occurs.
 An action plan has to be made when planning a project.
GR 8 MAL S3 148 LESSON 12

 A business plan is an estimate of the future sales, costs and profits

that can be achieved.
 A business plan is made up of a sales plan and an expenditure
plan.
 Human, material and equipment resources will be required to carry
out any project.
 Project cost estimate is prepared to determine the amount of
money required to finance the project.
 The sources of financing a project can be through self-help, loans
and grants.
 The success of a business also depends on good bookkeeping of
records.
 Good management skills are necessary in any business activity
which includes the project plan and budget
 Government requirements of setting up a business must be
considered at all times which include:
- Registration of a business
- Labour laws and employee entitlements
- taxation

NOW DO PRACTICE EXERCISE 12 ON THE NEXT PAGE

GR 8 MAL S3 149 LESSON 12

Practice Exercise 12

1. What are the different ways of brainstorming ideas?

________________________________________________________________
________________________________________________________________
2. What is the advantage of identifying priorities and constraints?
________________________________________________________________
________________________________________________________________
3. Resources and equipment in the community covers __________________
________________________________________________________________
________________________________________________________________
4. Planning involves putting together __________________, _____________and
_______________________.
5. What is a business plan?
________________________________________________________________
6. The benefit of preparing a project cost estimate is that it
________________________________________________________________
7. How can funding be obtained from self- help sources and grants?
Self- help sources Grants

(a) (a)

(b) (b)

(c) (c)

CHECK YOUR ANSWERS AT THE END OF STRAND 3

GR 8 MAL S3 150 L12 SUPPLEMENTARY READINGS

Lesson 12:

Supplementary Reading 12.1: Components of a Project Plan

When you want to start your project it is very important that you plan. Planning
means, you work out things in advance. Planning is the key aspect in any business
development process. Businessmen and women plan their long term and short term
goals for their new businesses or projects.

When you plan out your project, that plan will help you in the following:
 It will increase the chance of success in the project
 It will clearly list the activities for the successful operation of the project
 It will list all the resources available to the project and how they will be used to
obtain the best results
 It will point out the standards of performance for each section of the project
operation which can be compared with actual performances. The plan serves
as a control mechanism to keep the project operations on the right track.

Components of a Project Plan

 Personal Background
This section requires information which includes name, address, email, phone
number, education, family status, sex, age and physical status.
 Project experience
This section requires information of the person(s) ability to produce the
product or service and capture the needs and wants of the people. It means,
the person(s) will have to state their motivation and experiences in relation to
the project.
 Project structure and description
This section requires information which will include, the project‟s ownership,
legal form, its money structure and a description of the production process.
 The market competition
In this section the following should be provided; the size of the market, its
growth potential and the estimated share of the business in the market,
current and potential new completion, opportunities for expanding to other
locations.
 Production or selling process for products or services
This section requires a description of the product or service of the business or
project. In this description, it has to be stated why the product or service
provided is better than that of its competitors.
 Financial status
This section requires information on the capital required to start the project. It
will include assets and liabilities, and also show the amount contributed by the
owner.
GR 8 MAL S3 151 L12 SUPPLEMENTARY READINGS

Supplementary Reading 12.2: Lay out of a Project Plan

These are the following elements found in the plan of a business or a project:
A. Cover
B. Table of content
C. Executive summary
D. Information about the owner or promoter of the business
E. Description of the business idea and market
F. Marketing plan
G. Legal form
H. Start –up capital and resources
I. Organisation and staff
J. Business operation and cost
K. Financial plan
L. Appendices

END OF LESSON 12 SUPPLEMENTARY READINGS

GR 8 MAL S3 152 LESSON 13

Lesson 13: Project Plan Assessment

Introduction
Welcome to lesson 13. This is the last lesson for this sub-strand. In
this lesson, you will look at project plan.
The key to a successful project is in the planning. Creating a project
plan is the first thing you should do when undertaking any kind of
project. Often project planning is ignored in favour of getting on with
the work. However, many people fail to realise the value of a project
plan in saving time, money and many problems.

Your Aims:
 Discuss a practical approach to project planning
 On completion of this lesson, you should have a sound knowledge
of a project planning approach that you can use for future projects.

Project Planning a Step by Step Guide

Step 1: Project Goals

A project is successful when the needs of the stakeholders have been met. A
stakeholder is anybody directly or indirectly impacted by the project.

As a first step, it is important to identify the stakeholders in your project. It is not

always easy to identify the stakeholders of a project, particularly those impacted
indirectly.

Examples of stakeholders are:

 The project sponsor.
 The customer who receives the deliverables.
 The users of the project outputs.
 The project manager and project team.

Once you understand who the stakeholders are, the next step is to find out their
needs. The best way to do this is by conducting stakeholder interviews. Take time
during the interviews to draw out the true needs that create real benefits. Often
stakeholders will talk about needs that are not relevant and don't deliver benefits.
These can be recorded and set as a low priority.

Once you have conducted all the interviews, and have a comprehensive list of needs,
then, you start to prioritise them. From the prioritised list, create a set of goals that
can be easily measured. A technique for doing this is to review them against the
SMART principle. The word SMART is the initials of the words; specific, measurable,
achievable, realistic and timely. This way it will be easy to know when a goal has
been achieved.

From this point, your goals are now established and they should be recorded in the
project plan. It can be useful to also include the needs and expectations of your
stakeholders.
GR 8 MAL S3 153 LESSON 13

This is the most difficult part of the planning process that must be completed. It's time
to move on and look at the project deliverables.

Step 2: Project Deliverables

Using the goals you have defined in step 1, create a list of things the project needs to
deliver in order to meet those goals. Specify when and how each item must be
delivered.

Add the deliverables to the project plan with an estimated delivery date. More
accurate delivery dates will be established during the scheduling phase, which is the
next step.

Step 3: Project Schedule

Create a list of tasks that need to be carried out for each deliverable identified in step
2. For each task identify the following:
 The amount of effort (hours or days) required to complete the task.
 The resource, who will carry out the task.

Once you have established the amount of effort for each task, you can work out the
effort required for each deliverable, and an accurate delivery date. Update your
deliverables section with the more accurate delivery dates.

At this point in the planning, you could choose to use a software package such as
Microsoft Project to create your project schedule. Alternatively, use one of the many
free templates available. Input all of the deliverables, tasks, durations and the
resources who will complete each task.

A common problem discovered at this point, is when a project has an imposed

delivery deadline from the sponsor that is not realistic based on your estimates. If you
discover this is the case, you must contact the sponsor immediately. The options you
have in this situation are:
 Renegotiate the deadline (project delay).
 Employ additional resources (increased cost).
 Reduce the scope of the project (less delivered).

Use the project schedule to justify pursuing one of these options.

Step 4: Supporting Plans

This section deals with plans you should create as part of the planning process.
These can be included directly in the plan.

(a) Human Resource Plan

Identify by name, the individuals and organisations with a leading role in the
project. For each, describe their roles and responsibilities on the project.
GR 8 MAL S3 154 LESSON 13

Next, describe the number and type of people needed to carry out the project. For
each resource detail start dates, estimated duration and the method you will use for
obtaining them.

Create a single sheet containing this information.

(b) Communications Plan

Create a document showing who needs to be kept informed about the project and
how they will receive the information. The most common mechanism is a weekly or
monthly progress report, describing how the project is performing, milestones
achieved and work planned for the next period.

(c) Risk Management Plan

Risk management is an important part of project management. Although often
overlooked, it is important to identify as many risks to your project as possible, and
be prepared if something bad happens.

Here are some examples of common project risks:

 Time and cost estimates too optimistic.
 Customer review and feedback cycle too slow.
 Unexpected budget cuts.
 Unclear roles and responsibilities.
 Stakeholder input is not sought, or their needs are not properly understood.
 Stakeholders changing requirements after the project has started.
 Stakeholders adding new requirements after the project has started.
 Poor communication resulting in misunderstandings, quality problems and
network.
 Lack of resource commitment.

Risks can be tracked using a simple risk log. Add each risk you have identified to
your risk log; write down what you will do in the event it occurs, and what you will do
to prevent it from occurring. Review your risk log on a regular basis, adding new risks
as they occur during the life of the project. Remember, when risks are ignored they
don't go away.

Having followed all the steps above, you should now have some good ideas about
project planning.

Remember to update your plan as the

project progresses, and measure
progress against the plan.
GR 8 MAL S3 155 LESSON 13

Activity 13:1

1. Who is a stakeholder?
______________________________________________________________
2. What is the next approach after identifying the stakeholders?
______________________________________________________________
______________________________________________________________

Now turn to the end of Lesson 13 and read Supplementary Reading

13.1, titled, Preparing Financial Statements for a Project

Summary

You have come to the end of Lesson 13. In this lesson you learnt
that:

 Planning is the key to a successful project.

 A Project Plan is the first thing to do when undertaking any kind
of project.
 Project Plan involves four (4) steps which are:
- Project Goals
- Project Deliverables
- Project Schedule
- Supporting Plans
 A project is successful when the needs of stakeholders are met.
 A stakeholder is anybody directly or indirectly impacted by the
project.
 To find out about stakeholders needs is through conducting
stakeholder interviews.
 Always prioritise needs and create a set of goals that can be
easily measured.
 The clear set of goals should be recorded in the project plan.
More
NOW DOaccurate
PRACTICE delivery
EXERCISEdates 13
willONbeTHE
established
NEXT PAGEduring the
scheduling phase.
 These plans are included in the planning process: human
resource plan; communications plan; and the risk management
plan.
 Risks can be tracked using a simple risk log.
GR 8 MAL S3 156 LESSON 13

Practice Exercise 13

1. How does a project become successful?

________________________________________________________________
________________________________________________________________

2. According to „Step 1 of project goals‟, organize these stages in their correct order
by completing the flow diagram below.

Stages: Record goals in the project plan, Prioritise the needs, Create a set
of goals, Find out about stakeholders needs

Identify stakeholders

3. What items must be specified in the „project deliverables‟?

_______________________________________________________________
_______________________________________________________________

4. After establishing the amount of effort for each task in „project schedule‟, what
can be done next?
________________________________________________________________
________________________________________________________________

5. What are the options to take if there is a problem in the project schedule phase?
(a)______________________________________________________________

______________________________________________________________
(b)______________________________________________________________
______________________________________________________________
(c) _____________________________________________________________
_______________________________________________________________
GR 8 MAL S3 157 LESSON 13

6. What are the supporting plans that should be included in the planning process?
(a)____________________________________________________________

____________________________________________________________

(b) ___________________________________________________________

____________________________________________________________

(c) __________________________________________________________

_____________________________________________________________

CHECK YOUR WORK. ANSWERS AT THE END OF STRAND 3

GR 8 MAL S3 158 LESSON 13

Lesson 13:
Supplementary Reading 13.1: Preparing Financial Statements for a
Project

These are financial statements that you will need to prepare for your project plan. Let
us say that you are producing the drum seats. Your financial statements for your
project will be focused on the drums.

Sales and cost forecast for year one year

CATEGO-- 1 2 3 4 5 6 7 8 9 10 11 12 TOTAL
RY
SALES
Cash sales
of drum
seats

Total sales

COST

Cost of
empty
drums,
rocks &
sand

Labour

Operating
costs

Total Cost

PROFIT

Projected cash flow for one year

ITEMS OPERATING MONTHS
Starting 1 2 3 4 5 6 7 8 9 10 11 12 Total

CASH RECEIPTS
Beginning cash
Family Loan
Cash sales
Total cash receipts
CASH PAYMENTS
materials
Labour
Operation
expenses
TOTAL CASH
PAYMENT

END CASH
BALANCE
GR 8 MAL S3 159 LESSON 13

Projected Profit and Loss Statement

For year one
Cash Sales
Cost of sales
Gross Profit
EXPENSES
Materials
Labour
Operation expenses
Total expenses
Net profit

Projected Balance Sheet

As at the end of first year
ASSETS
Current assets
Cash
Stock
Total current assets

Fixed Assets
Furniture
Total Fixed assets
Total Assets

LIABILITIES
Family loan
Total liabilities

END OF LESSON 13 SUPPLEMENTARY READINGS

GR 8 MAL S3 160 VACANT PAGE
GR 8 MAL S3 161 TITLE PAGE

ANSWERS TO

SUBSTRAND 3

PRACTICE EXERCISES 10-13

GR 8 MAL S3 162 ANSWERS PE L10-L13

Answers to Practice Exercise 10 -13

PRACTICE EXERCISE 10

1. Select one of the projects below that you are likely to set up in your local
community.
Chicken farming (poultry), vegetable growing, guest house, sewing, selling
handcrafts, catering, fishing or landscaping

Write a short description to explain:

 The reasons for selecting that project

 Will you need money to set it up?
 How many people will you employ?
 Who are your customers or clients?
 Do you have any plans to expand in the future, what are the plans?

Answer:
(The project you select will depend on your fair judgment. Make sure you answer the
questions by following the guidelines given.)Below is a sample answer.

Chicken Farming

Chicken farming is a good project to set up in my village. There is good source of water
from the streams and water tanks. Transportation and the roads are fairly good to
transport the young chicks to the village.

This project will need about K5000 to start up. The money can be loaned from the micro
bank finance section of the National Development Bank.

This project will involve four of my family members and me. It is a project that will supply
protein to workers such as school teachers, health workers and the people in the
community.

The project plans to double its sales when the sales increase, making more profits.

2. Write or design an advertisement offering services such as sewing, home

maintenance, child-minding, guest house, or plumbing. (Choose one only.)

Sample answer: see on the next page

GR 8 MAL S3 163 ANSWERS PE L10-L13

SAMPLE ANSWER

TOKOTOKO GUEST HAUS - SOGERI

PH: 323 72359 FAX: 323 72990

EMAIL: tokotokoguesthaus@gmail.com

Affordable & Secure City Centre

Accommodation

 Affordable self-contained rooms

 Mini Conference room
 Coffee shop
 Outdoor kitchen and dining areas

PRACTICE EXERCISE 11

1. Refer to the table below and write down the principle of running an enterprise that
matches the given situation. The first one is done for you as an example.

Principle Description/situation

Self-reliance Mary sets up a poultry business from the money she

saved up in the last 5 years. (SR)

Registration of a business Peter wants to set up a trade store in his village. He

was told complete a form to register the name of his
business, where it is located and who will be running
the business

Understanding taxation John earns K706.00 every fortnight. His employer

usually removes K52.00 and pays that to the
government.(Tax)

Sustainability A coffee factory was almost shut down as a result of

a disease which affected the coffee trees in the
Highlands. In order to keep the business running, the
owner has to lay- off some workers to reduce its
spending. (SuS)
GR 8 MAL S3 164 ANSWERS PE L10-L13

Solving problems Mama Eli’s ice block business relies on PNG Power
Ltd for electricity to keep her business operating. Her
community has been experiencing regular power
blackouts for the last 6 months. She decided to buy a
small generator to use to support her business.(SP)

Adapting to change Mr. Maniggs operates a 15 seater PMV business.

After the LNG project was set up next to his village, he
has expanded the business with five 25 seater buses
to transport the LNG workers.(A to C)

Labour laws Mr. Ponsted work for a construction business in

Wewak. He was involved in an accident at the work
site and broke his right hand. He has given in his
medical report for compensation.(LL)

Quality control of Bonohitz Enterprises Ltd was asked to remove all the
products goods on the shelves because they have reached the
expiry dates.QCoP)

Money management Mrs. Wanginenga is the only person who works and
makes a living for the family. She has prepared a
budget and knows exactly what things to spend
money on every fortnight.(MM)

Risk taking Aunty Rose decided to set up a hair salon in her local
town, without knowing what the future of the business
will be.(RT)

PRACTICE EXERCISE 12

1. What are the different ways of brainstorming ideas?

Answer:
By walking around the community and collecting data, information, sketches,
costs estimates,materials and tools needed.

2. What is the advantage of identifying priorities and constraints?

Answer:
This helps in deciding which project to carry out based on urgency, benefit
and potential to encourage community participation and gender equity.
GR 8 MAL S3 165 ANSWERS PE L10-L13

3. Resources and equipment in the community covers skilled and talented

persons in the community, the type of natural resources and the tools
and equipment.

4. Planning involves putting together activities, time and resources.

5. What is a business plan?

Answer:
It is an estimate of the future sales, costs and profits that can be achieved.

6. The benefit of preparing a project cost estimate is that it determines the

amount of money required to finance the project.

7. How can funding be obtained from self- help sources and grants?
Answer:
Self- Help Sources Grants
1. Fund-raising 1. Local individuals or organisations
2. Selling unwanted items 2. National organisations
3. Contributing gifts, etc. 3. International organisations

PRACTICE EXERCISE 13

1. How does a project become successful?

Answer:
When the needs of the stakeholders have been met

2. According to ‘Step 1 of project goals’, organize these stages in their correct order
by completing the flow diagram below.

Stages: Record goals in the project plan, Prioritise the needs, Create a set of
goals, Find out about stakeholders needs

Answer:

Identify stakeholders Find out about Prioritise the needs

stakeholders needs

Record goals in the Create a set of goals

project plan
GR 8 MAL S3 166 ANSWERS PE L10-L13

3. What items must be specified in the ‘project deliverables’?

Answer:
When and how each item must be delivered

4. After establishing the amount of effort for each task in the ‘project schedule’,
what can be done next?

Answer:
Work out the effort required for each deliverable and an accurate delivery date.

5. What are the options to take if there is a problem in the project schedule phase?

Answer:
(a) Renegotiate the deadline (project delay)
(b) Employ additional resources (increased cost)
(c) Reduce the scope of the project (less delivered)

6. What are the supporting plans that should be included in the planning process?

Answer:
(a) Human resource plan
(b) Communications plan
(c) Risk Management plan

REVISE SUBSTRAND 3 AND DO SUBSTRAND 3 TEST AND YOUR PROJECT IN

YOUR ASSESSMENT BOOK
GR 8 MAL S3 167 TITLE PAGE

ANSWERS TO

STRAND 3

LESSON ACTIVITIES
GR 8 MAL S3 168 LA ANSWERS

Answers to Lesson Activities in Substrand 1

Lesson 1

Activity 1:1

Interview your father, mother or someone older in your local area about the important
customs and traditions. List them down.

Answer:

 Customs and traditions concerning female

- Restriction in Preparation of food at the time of menstruation
- Restriction in living and eating together with other family members at the time
of delivering and from that time up to 2years of the baby’s age.
- Demonstrating presentable attitudes especially serving visitors when they
come in to the tribe
- Customs of Gardening, fishing, pottery making, harvesting sago, raising
children and looking after others

 Customs and traditions concerning male

- Customs of fighting
- Customs of how to distribute properties to wives and take care of them and
their children
- Customs of cultivating the land, fishing and hunting
- Customs of making very big feasts that portrait the wealth and strength of a
tribe

Activity 1: 2

1. Explain why family is important

Answer:
Family is very important because it is where you receive your identity. You belong
to a family. You work and share with them. Family helps you in times of need and
trouble.

2. List values that you have learnt from your family members.

Answer:
- Honesty
- Sharing with others
- Show respect for others
- Attitudes of serving others
- Solve problems in a better way
GR 8 MAL S3 169 LA ANSWERS

Activity 1:3

List two important effects of the following developments in your communities

(a) Improved road networks:

Vehicles are able to travel to and from the villages to the towns. This will enable the
villages to take their produce to the markets to sell. The villagers will earn money for
themselves and they will be able to pay for goods and services that they need for
their survival.

(b) Schools:

Young children in that location are able to go school to learn. They will learn how to
speak and read English. Later on, what they have learnt will be used appropriately in
their community activities. They will contribute skills and knowledge effectively to
whatever they are doing for their living.

(c) Bridges:

Vehicles are able to carry people over to the other side safely and again, this will
enable the villages to take their produce to the markets to sell. The villagers will earn
money for themselves and they will be able to pay for goods and services that they
need for their survival.

(d) Churches:

The spiritual well-being of the people is taken care of. Lives of people change and
they began to live a life with purpose.

(e) Sports fields:

Youths are able to play games which are healthy and keep them away from getting
into criminal activities.

Lesson 2

Activity 2:1

Name four national roads that you know.

- Wau-Bulolo Highway
- Madang-Ramu Highway
- Okuk Highway
- Malalaua Trans Highway
- Magi Highway
- Hiritano Highway
 GR 8 MAL S3 170 LA ANSWERS

Activity 2:2

(a) Explain how people or students can benefit from a National Museum.

People and students can benefit from a National Museum by being about to see what
was there in the past for their people and villages. The service enables them to be
able to connect back to their origins and the traditional identities that belong to them.

(b) Explain how people or students can benefit from a National Park.

Students can benefit from a National Park by using the park as a place for observing
the different types of species of certain animals and plants. If students, then, they can
be able to take pictures and compile into their projects.
People from that local area can be able to meet and create other form of little
businesses like craft market when tourists come to visit the park. They can also be
employed to take care of the park and be escort officers for tourists.

Activity 2:3

The Organisations that are listed in the table above are taken care of by United Nations.
Find out and explain what United Nations is.

United Nation is an international council or assembly of nations. It takes care of

organisations as listed in the table. United Nations makes sure these organisations are
functioning as expected to help the developing countries like Papua New Guinea.

LESSON 3

Activity 3:1

Describe what you are expected to do on a community environment clean-up day.

Sample answers:
- Pick up all the rubbish
- Plant flowers and shady trees
- Clean the drains
- Line up old tyres to neaten the flower gardens
- Clear the bushes alongside the road

Activity 3: 2

Imagine you were to run a class canteen for a month. List skills you would need in order to
run the canteen successfully.

Sample answers:
- Giving correct change
- Taking stock
- Calculating mark-up and Pricing goods correctly
- Placing orders and making payments on time
- Recording sales correctly
GR 8 MAL S3 171 LA ANSWERS

- Computing and adding sales daily

- Keeping proper records of credits

Activity 3:3

(a) What things could you do to encourage peace in your community?

Sample answers:
- Sports
- Invite coca cola or digicel to make awareness of programs such as violence
against women
- Canoe racing
- Gospel singing concert

(b) What are the positive and negative things about having different cultures and
communities in Papua New Guinea?

Positive side: There are good lifestyles that each culture demonstrates that contributes to
the community.

Examples:
- Some cultures are full of fun, dancing and celebration
- Some culture are full of jokes and laughter
- Some cultures are full of giving and sharing

Negative side: one action that may seem good for one culture is offensive to the other.

Example:
- Some cultures let women to do all the cooking
- Some cultures let men to do the mumu while ladies enjoy playing cards on the side
- Some cultures encourage their sons to marry more women (wives) to have more
children for the tribe
- Some cultures recognize women as the leaders and let them make decisions

LESSON 4

Activity 4:1

Complete the benefit that comes from the economic activities or the jobs. You can even
relate to what you see and know around you and your community.

Economic Activities Benefits

- Informal work i.e., Selling items - Extra income for the family
- Extra income for the school
- Standard of living improves
- Increase in business opportunities
- Commercial farming - Extra income for the family
- Extra income for the school
- Standard of living improves
GR 8 MAL S3 172 LA ANSWERS

- Increase in business opportunities

- Formal work - Extra income for the family
- Extra income for the school
- Standard of living improves
- Increase in business opportunities

Activity 4:2

List some benefits that come from the social activities.

Social Activities Benefits

- Traditional games - Good bond relations within the
- Traditional dances community are created
- Feast and bride price - Strong and healthy community is
- Ceremonial food exchange created
- Playing sport - Friendship and goodwill is
- Doing creative art encouraged
- Sporting activities - Spiritual growth is encouraged
- Religious gatherings and strengthened
- Get satisfaction from individual’s
creative art
- Decrease in law and order
problems

LESSON 5

Activity 5:1

If you were among the students who carried out this survey, what would you say? Would
you take up the project or would you not?

Sample Answer:

I would not take up or start the Drum Seats Project because:

1. only 4 students are able to contribute 11 or more bags of sand and rocks
2. only 4 students have the freedom to collect sand and rocks from the river because
they have links to the ownership of the land where the river is located.
3. There are about 26 plus empty 40 litre fuel drums.

Activity 5: 2

Now that we have discovered that the resources and the help we need are not sufficient
for us to take up the Drum Seats Project. Then, decide for another project and name it.

Sample Answer: Your answer would include any of the following or may be some others
you could think of;
GR 8 MAL S3 173 LA ANSWERS

- Pot Plant Platorm - Building A Fish Pond

- Fold –Up PitPit Dish - Carving
- Hand – Held Fan - Artifacts
- Raising Chickens - Piggery

Activity 5:3

Explain how the following organisations add strength to the community.

- Police station : maintain law and order

- Hospital : provide medical service to sustain good health in the
population
- Schools : provide education service
- Churches : provide spiritual guidance and growth

LESSON 6

Activity 6:1

Look at the Map of Papua New Guinea. Give at least three (3) examples of local issues in
the four (4) areas that are labelled.

Sample Answers
A. Port Moresby

1. Dirty city
2. Traffic conjunctions
3. Street beggars (kids)
c
B. Mt. Hagen

1. Robbing people
2. Tribal fights
B
3. Poor health services
D
C. NGIs

1. Rising sea levels

2. Boat tragedies
3. Mining issues
A
D. Lae

1. Criminal activities, eg; hold ups

2. School fights
3. Cultural clashes

Activity 6:2

Identify some of the impacts caused by the Climate Change and Global Warming.
Small islands in Manus Province and New Ireland Province have been covered by the sea. Many
more small islands are been affected by the rising sea level.
GR 8 MAL S3 174 LA ANSWERS

Activity 6:3

Explain what HIV/AIDS is.

Human Immunodeficiency Virus, infectious agent that causes acquired immunodeficiency
syndrome (AIDS), a disease that leaves a person vulnerable to life-threatening infections.
Scientists have identified two types of this virus. HIV-1 is the primary cause of AIDS
worldwide. HIV-2 is found mostly in West Africa.

END OF ANSWERS TO LESSON ACTIVITIES IN SUBSTRAND 1

GR 8 MAL S3 175 LA ANSWERS

Answers to Lessons Activities in Substrand 2

LESSON 7

Activity 7:1

1. Write down at least 4 other concern issues experienced in the community apart from the eight
already mentioned above.

Sample Answers:

- Roads and Bridges

- Drugs and Alcohol Abuse
- Gender Based Violence
- Poverty
- Crime / lawlessness
- Poor Health Services
- Lack of Economic opportunities

Activity 7:2

2. Explain the following words

(a) Consequences -Something which follows or brought about as a result

(b) Violence - Using, showing or accompanied with great force
(c) Substance -Particular kind of matter
(d) Abuse -Make a bad or wrong use of it
(e) Community - The people living in one place, considered as a whole
(f) Literacy - Ability to read and write
(g) Vernacular - Language or dialect of a district or country
(h) Diagnosis - Results from observation of symptoms of a disease

Activity 7: 3

1. Name the Government Department that deals with family issues and other community
related issues in the past

Answer: Department of Community Development

2. Are these community issues increasing or decreasing

Answer: Increasing

3. Do you think law and order is one of the main community concern issue seen everywhere
both in rural and urban areas?

Answer: Yes

If your answer is yes, then explain your answer

Answer: In both rural and urban areas we see, drugs and alcohol abuse, illiteracy,
violence, poverty and health problems.
GR 8 MAL S3 176 LA ANSWERS

LESSON 8

Activity 8: 1

1. What is communication?

Communication is giving or exchanging information, signals, messages by talk or gestures or

writing or passing of information from one person to another.

2. Explain Verbal Communication, Non-verbal communication and facial expression

(a) Verbal communication is the ability to explain and present your ideas in clear
English or a common language understood by all the people in the community.

(b) Non-verbal communication - is the ability to enhance the expression of ideas and concepts
through the use of body language, gestures, facial expressions and tone of voice, and also
the use of pictures, icons and symbols basically to help understand what was trying to get
across to the people (the special disability people and those who do not understand Pidgin
or English).

(c) Facial expression - The face is perhaps the most important conveyor of emotional
information. A face can light up with enthusiasm, energy, and approval, express confusion
or boredom, and scowl with displeasure. The eyes are particularly expressive in
telegraphing joy, sadness anger, or confusion.

Activity 8:2

1. Why do people prefer Internet over Fax as a medium of communication?

Many people using internet are saying it is easier to use to send and collect current information on
issues or other stuff whereas fax can be used but not in communities that do not have electricity
and receiving machine on the other end.

2. Why are people using mobile phones more often than telephones?

Because mobile phones are small, portable and easy to carry around unlike telephones which are
stationed in one location and need technical assistance for installation. However, with this
changing times wireless phones have been introduced as well. Some people are carrying these
wireless phones around for direct top up on the streets.

3. What will be the most effective means of communication to address issues back in the
communities?

Through the word of mouth and radios

4. List down Four (4) effective communication skills:

Effective communication includes:

- Speaking - Reading
- Listening - Writing
GR 8 MAL S3 177 LA ANSWERS

LESSON 9

Activity 9:1

1. Give three (3) examples of Renewable resources.

(a) Trees (b) Coconut palms (c) Flowers

2. Give three (3) examples of Non-renewable resources.

(a) Gold (b) Copper (c) Oil

These are minerals extracted from the ground.

3 Why give awareness or address issues of concern in the community?

So that people can be informed about how serious these issues are and how they are
affecting the communities especially the people’s normal way of living. As well as
counseling or getting advice on how to deal with certain issues

Activity 9:2

1. Name two other Non-Government Organization (NGO) that addresses community

issues apart from the ones listed already

(a) Oxfam
(b) National and Provincial Council of Women

2. Name one Community Based Organization (CBO) that also assists with addressing
community issues

- Family For Change Inc.

- Meri Safe
- Unicef
- Child fund
- World Bank
- Care International
- World Vision

3. NGOs, CBOs and any other organizations that assist with issues in the community are
called Non Profit Making Organisations

4. Why are church groups important in community awareness?

Because apart from churches contribution they also provide spiritual counseling to the
people in the community for a healthy lifestyle

END OF ANSWERS TO LESSON ACTIVITIES IN SUBSTRAND 2

GR 8 MAL S3 178 LA ANSWERS

Answers to Lessons Activities in Substrand 3

Lesson 10

Activity 10:1

1. List three (3) small businesses operating in your local community.

Sample Answer;
Eg. Badiwul trade store, Urigembi Guest House, etc.
(Your answers should have at least 3 names of any small businesses in your area.)

2. Give your reasons why these businesses were set up in the community.

Sample Answer:
- To promote tourist
- A need for manufactured goods such as sugar, rice, salt,

Activity 10: 2

1. What agricultural projects can you set up in your local community that can earn an
income for your family?

Sample Answers:
- Poultry/piggery/ vegetable farming/cash crop farming, fishing, etc.

2. Which handcrafts are popular in your area?

Sample Answers:
- bilums, mats, baskets, armbands, necklaces, etc.

3. In your own words, explain the difference between catering and hospitality.

Sample Answer:
Catering is to do with providing food to guests during a special occasion. It may be
during a meeting, a workshop or conference. Hospitality involves both providing food
to guest and serving them at the same time.

(Your answers should at least be similar to this.)

Activity 10:3

1. List three (3) tourist attractions in your local area.

Sample Answer:
Things that become tourist attraction in my area are such things as waterfall, volcano,
war relics, sandy beaches, surfing and trekking.
GR 8 MAL S3 179 LA ANSWERS

2. Which construction and maintenance project would you involve the whole family.

Explain why.

Sample Answer:
An example would be a plumbing business because you live closer to your local town
or you may involve your brothers to help because it requires piping work and digging.

LESSON 11

Activity 11.1

1. In your own words, explain what self-reliance is.

It means to set up a business by yourself/ourselves or myself without any assistance

from other people or organisations. The funding or capital is provided by the owner
himself or herself. (Your answer should be similar to this.)

2. What would you do if your business is located in a wrong place?

Close down and re-locate the business to a new location where it will make more
money.

3. Why should you adapt to changes when running a business?

So that the business is providing goods or services that are relevant and should meet
the demands of the customers.

Activity 11.2

1. What is the main aim of all businesses?

The main aim of all businesses is to make profit.

2. What is a license?

A document that gives official permission to a person or group to own something or do

something

3. Answer; Money that people pay to the government is called a tax.

Activity 11.3

1. How does the government protect the workers?

The government protects workers by setting up laws that give them protection during or
while at work.

2. What does ICCC stand for?

ICCC stands for Independent Consumer Competitions Commission.
GR 8 MAL S3 180 LA ANSWERS

3. The plan of how to make money is called a budget.

4. What is meant by the word sustainability in business?

It means that the business is able to operate through during difficult times.

LESSON 12

Activity 12:1

1. What is the first thing to do before the planning stage of a business?

Identify the needs of the community.

2. The project can only start after needs are identified and prioritised.

Activity 12:2

1. A business plan is made up of a sales plan and an expenditure plan.

2. What document is required to find out the need for resources?

Answer: Project Resources Form

LESSON 13

Activity 13:1

1. Who is a stakeholder?

A stakeholder is anybody directly or indirectly impacted by the project.

2. What is the next approach after identifying the stakeholders?

Find out their needs by conducting stakeholder interviews.

END OF ANSWERS TO LESSON ACTIVITIES IN SUBSTRAND 3