The study showed that educational infrastructures (teachers‘ houses, classrooms, desks, computers, school fencing) within most schools were either not adequate or in a very appalling conditions. Whilst infrastructures and facilities play an important part in enhancing the growth and operations of the educational institutions, all of the schools visited were in appalling and deteriorating conditions lacking most basic facilities and infrastructures. Most of the EIAs admitted that they have been struggling to keep the schools running over the years although the facilities couldn‘t cater for the increasing number of students. Maintaining a functioning education system requires adequate inputs from stakeholders in various forms (Barrow & Rouse‘s, 2005, Beine & Campos, 2007, Chang & Radi, 2001, AusAID, 2008, Gannicott & Throsby, 2006, Coe, 2006, Psacharopoulos & Woodhall, 1985). Educational developments involve costs and require a collective effort from stakeholders at every level and at various capacities. The provision and acquisition of resources such as classrooms, staff, syllabus, curriculum, computer and other teaching facilities are among some of the basic educational inputs commonly required. This study found that teachers were keen to improve educational infrastructure and facilities but lack the support from authorities with resources and power to make decision in allocating resources. For instance as one principal noted, I just came to this school thinking that this school was located in a mining township so should have all the facilities set up. When I came I was shocked (EIA2). Another also expressed the same view, as an implementer I see that PJV is not doing enough for local people and I am not getting the assistance I would expect from a mining company (EIA3). From the EIAs perspectives, PDA and PJV have not been doing enough in committing resources in a coordinated and timely manner for schools infrastructure and facilities improvements.
Undeniably, PDA and PJV have been providing educational support both in terms of infrastructures and scholarships through the Tax Credit Schemes (TCS) over the years. However, this study found that TCS educational assistance provided were focused more outside than for schools within Porgera. For instance there was more concentration and allocation of resources to schools outside of Porgera mainly Enga and along the highlands highway and Tari areas. The main reason was to maintain
cordial relationships along the highway with communities which are important for the movement of logistics for the upkeep of the mine‘s operations. Another reason revealed by this study was due to ongoing law and order problems within Porgera, authorities thought it was a waste of resources to put up services when they will be destroyed again through tribal fighting and vandalism. Furthermore, this study found that there has been lack of specific assessment on the level of infrastructure and facilities support provided by PDA, PJV and the state agencies over the years on the level of support given to the schools. From the perspective of communities and teachers of schools within Porgera, felt these were an important task that was overlooked. All the EIAs argued that an ongoing assessment is a great way to see for themselves the conditions of the school‘s infrastructures rather relying on reports. This means whatever assistance given to schools was all ―one-off‖ and lack ongoing systematic support. For instance, classrooms maybe funded for a school in three years through TCS but teachers and parents hold the view that providing an empty classroom alone is not enough. It should come with ongoing basic support in terms of desks, tables and other learning aids. Tagis (1993) argues that educational administrators need to assess the sustainability of schools and design projects in line with available resources. Another important finding was the need to use electricity to prepare lessons for all schools within Porgera. However, for some schools, teachers find it difficult to prepare lessons well because they could not operate duplicating machines, computers and copiers without electricity. This is a burden for schools who are trying to take in upper primary grades. Schools cannot expand or increase because they don‘t have the means, whilst electricity is not provided.
The study further shows that many of the educational institutional infrastructures and facilities are either in a state of repair or not enough to meet increasing demands (Refer to Appendix I for photos). Bonnell (1999) also attested to these conditions. Few buildings (staff houses and classrooms) look modern from the outset and there are still shortages of staff accommodation in other schools within the district. This in part is also the failure of the community in looking into these issues. As noted by a Principal: I used the subsidy money and built two staff houses and classrooms, I have written many letters for assistance but nothing came so I had to use money that the school has (EIA2). More appalling is the lack of stable support from the mandated local authorities to look into educational development issues affecting landowners
such as PDA in any form except the payment of SML fees from the trust. This lack of support from the local themselves appears to be a great concern in so far as the sustainable educational development outcomes are concerned. Presumably Porgerans‘ perception is that the SML Children‘s Trust Fund meets all their educational needs, and as such the sector does not need their involvements.