From Port Moresby to Madang: Reviewing PNG’s Push for Deeper Education Ties with China

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In a recent interview covered by Bastille Post, Papua New Guinea’s Foreign Minister Justin Tkatchenko praised the Butuka China–PNG Friendship School as a “school of excellence” and a cornerstone of PNG–China bilateral ties. He emphasized that the school’s modern infrastructure and bilingual education programs represent a model for what educational diplomacy can achieve. His remarks suggest a desire to scale up such partnerships across the country, prompting the question: should Madang be the next location for a China–PNG Friendship School?

Tkatchenko pointed to Butuka Academy’s success in promoting people-to-people links, including producing students fluent in Chinese. These achievements, he argued, go beyond pedagogy and into the realm of diplomacy, where education becomes a tool for strengthening bilateral relations. For a province like Madang—strategically important, economically vibrant, yet educationally underserved—this vision offers both symbolic and practical potential.

Madang, despite hosting the Ramu NiCo mine, the largest Chinese mining investment in PNG, struggles with significant educational challenges. At Tusbab Secondary School, the student-to-teacher ratio exceeds 60:1, far above the recommended national standard. Classrooms are overcrowded, teachers are overburdened, and facilities are aging. Combined with Kusbau Primary School, which also faces infrastructural decay, the conditions in these schools point to an urgent need for investment. A China–PNG Friendship School modeled after Butuka could help alleviate these pressures by consolidating resources and introducing upgraded infrastructure.

Screenshot from Google Map

Tkatchenko’s endorsement of Butuka Academy as a blueprint for future collaboration opens the door for such a transformation. As Madang is already a focal point for China’s economic engagement in PNG, extending this cooperation to the education sector would align development with diplomacy. Establishing a modern, jointly supported school in Madang would signal a commitment to long-term investment in the province’s human capital and provide opportunities for bilingual learning, digital literacy, and academic exchanges.

But caution is warranted. Education is a deeply national issue, and any foreign involvement—particularly in curriculum or school management—must be approached transparently. For the Madang community to embrace the project, there must be open consultation with teachers, parents, local leaders, and provincial education officials. PNG must retain sovereignty over school governance while benefiting from Chinese technical and financial support.

A formal agreement between the Department of Education and the Chinese Embassy would be necessary to clarify roles and responsibilities, ensure the curriculum meets PNG’s standards, and secure teacher training and maintenance budgets. Importantly, any such project must align with PNG’s Vision 2050 goals of improving access to quality education, particularly in underserved regions like Madang.

Tkatchenko’s remarks reflect a broader diplomatic strategy where infrastructure is paired with influence. Butuka Academy was not only a gift; it was a message—China is here to partner for the long haul. A second China–PNG Friendship School in Madang would carry similar significance, but it must be rooted in community ownership. If designed inclusively, it could revitalize Madang’s education sector while serving as a beacon of international cooperation.

In conclusion, while Madang may host mining riches, its future depends on investing in people. By addressing real challenges—like overcrowded classrooms and teacher shortages—a new China–PNG Friendship School could reshape the province’s educational landscape. Tkatchenko’s comments lay the political groundwork. What remains is for national and local leaders to turn vision into reality, guided by the principle that diplomacy should serve the everyday needs of PNG’s citizens.

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