**13. Kibung framework**

The *Kibung* Framework (KF) is a locally developed model that will help sustain global education policies locally using professional development (PD) [2]. Kibung is a local term in the PNG Tok Pisin, one of three official languages spoken in country [30]. It is pronounced/ki:bung/ and has meanings of 'coming together' and 'meeting' or 'talking about issues' formally or informally [1]. The practice of kibung resonates with other Melanesian practices such as Tok Stori in the Solomons Islands.

The KF also resonates with western literature discussions on using PD to embed global education policies. In support, Fullan [11] and Hall & Irving [23], also argue that, for any educational change to survive in institutions, continuous PD practices need to be inbuilt into school environments to foster a culture of professional learning for practitioners who are the most important agents of any mandated reforms. Interestingly, using the Kibung Framework to run PD sessions link well with Rogers [19] Continuation phase of the diffusion theory to assist curriculum changes.

For instance, participants in Joskin's [2] study understood that the OBE as a policy curriculum was an instrument of governance: "It is a policy that is going to be here, so whether we like it or not, we need to implement it" (P1-S1). This citation shows subordinates conforming to a central administration, who despite various personal reactions would ultimately implement the OBE Curriculum. Thus, the Kibung Framework borrows from Hall and Irving's [23] PD suggestions as originally taken from eight identified factors for successful PD to embed global agenda locally.

**Figure 1** below illustrates the seven attributes of the KF that would need to be taken into consideration when a local context like PNG tries to align curriculum reform with global agenda.

**Kibung framework application:** The 'Kibung' PD framework draws on Hall and Irving's [23] suggestion for using eight factors for facilitating PD as developed by Mitchell and Cubey (2003, p. 81). These are:


*Global Policy and Local Implementation: A Papua New Guinea Experience DOI: http://dx.doi.org/10.5772/intechopen.94321*

**Figure 1.** *Kibung professional development framework.*


In closing, teachers would need to view PD as something that will not only change their educational practices, but would give them insights into being reflective learners, and help contribute to sustainable education.

*'How has global educational policies influenced reform in a local context?*'
