The History of the School of Mathematics & Computer Science

Early Beginnings: 1967–1970s

The origins of the school trace back to 1967 when it was part of the Faculty of General Studies in Port Moresby. At that time, mathematics was taught alongside language, chemistry, and physics as a service subject for various professional departments. By the early 1970s, the Faculty split into four independent departments, one of which was the Department of Mathematics, led by an associate professor. The move to Lae marked a significant shift, with teaching beginning in temporary buildings before settling into purpose-built facilities. In 1978, the department moved into its own dedicated building, designed with tropical ventilation in mind, becoming the last of the original academic buildings on campus.

Growth and Transformation: 1970s–1980s

Throughout the 1970s and into the 1980s, the department attracted a diverse range of overseas staff—Australian, British, Indian, Chinese, European, and American—who played a crucial role in developing its educational mission. The emphasis was initially on mathematics education, with most recruits having backgrounds or interests in pedagogy rather than pure research. However, this period also saw the emergence of the first citizen academic staff members, including Yanos Suagotsu, Henry Korim, Wilson Tovorika, and Awawe Koigiri. These individuals, all graduates of the University of Papua New Guinea (UPNG), helped lay the foundation for greater local participation in higher education.

A major milestone came with the establishment of the Mathematics Learning Project (MLP) in 1975—a collaborative initiative between Unitech and Monash University, supported by funding from the Nuffield Foundation, Ross Trust, and other international bodies. The MLP introduced self-paced learning techniques, allowing students to progress through modules tailored to their individual needs. This innovative approach revolutionized teaching methods and laid the groundwork for future curriculum development. The project eventually evolved into the Mathematics Education Centre, further enhancing the department’s influence in mathematics education across PNG.

Name Changes Reflecting Academic Evolution

As the department expanded its scope beyond pure mathematics, several name changes reflected its evolving identity:

• Department of Mathematics (early 1970s)

• Department of Mathematics and Statistics (1987) – recognizing the growing importance of statistical applications

• Department of Mathematics and Computer Science (1992) – marking the introduction of formal computer science education

These transitions mirrored shifts in both staffing and student demand, with increasing emphasis on applied mathematics and computational sciences. Despite discussions around a potential fifth name—possibly “Department of Computer and Mathematical Sciences”—no consensus emerged, and the name remained unchanged until 2024.

The Rise of Computer Science and Postgraduate Programs

By the late 1980s and early 1990s, the department had firmly established itself as a leader in mathematics and computing education. Under the leadership of Professor Ted Phythian, who arrived in 1989, the department launched its Computer Science program, starting with a diploma and later expanding to include a degree. The first cohort of 16 students entered in 1993, with the first graduates emerging in 1996. This new direction transformed the department from a primarily service-oriented unit into a professional academic entity.

In addition to undergraduate offerings, the department introduced postgraduate coursework programs:

• Postgraduate Diploma in Engineering Mathematics (1986)

• Postgraduate Diploma in Mathematics (1993)

• Postgraduate Diploma in Computer Science (1993)

These programs were instrumental in enabling junior academic staff to upgrade their qualifications and pursue further studies abroad. Notable alumni include Dr. Samuel Kopamu (formerly Joseph), who began his academic journey as a cadet sponsored by the department and later earned a PhD in Pure Mathematics from Scotland. Other graduates like Ilia Kachirski and Ian Hanspeter pursued doctoral studies overseas, highlighting the department’s commitment to fostering academic excellence despite limited resources.

Challenges and Setbacks: The Fire of 1999

The late 1990s brought significant challenges. In November 1999, a devastating fire destroyed the entire departmental building, along with all computing infrastructure, office equipment, historical records, and teaching materials. The cause of the fire remains unknown, but it left the department without a home for nearly a decade. For years afterward, staff operated out of makeshift offices, shared laboratories, and borrowed spaces, severely impacting recruitment and program delivery.

This period of instability coincided with a prolonged absence of permanent leadership. From 1997 to 2010, the department had only three years of substantive headship, significantly hampering its ability to grow and innovate. Despite these setbacks, dedicated staff continued to teach and mentor students, ensuring continuity even under adverse conditions.

Rebuilding and Renewal: 2000s

In 2007, after years of uncertainty, the Chinese government agreed to fund the construction of a new building for the department. Although the design did not fully meet the department’s needs—lacking proper climate control and essential amenities—it provided much-needed stability. The building was completed in 2008 and officially used from 2009 onward.

During this rebuilding phase, several citizen staff joined the department, including John Wamil, Benson Mirou, Jimmy Keake, and John Shadlow. Many of them pursued postgraduate studies abroad under scholarship programs such as Mucia, which allowed them to return and contribute to the department’s growth.

A New Era: The 2010s and Beyond

From 2011 onwards, the department began to regain momentum. Citizen academics like Samson Menggeneng, Nicholas Puy, Bob Angopa, Isaac Angra, and Sankwi Abuzo joined the ranks, strengthening the teaching team. However, the lack of a permanent Head of Department persisted, affecting strategic planning and long-term vision.

Despite these administrative challenges, the department launched several new initiatives aimed at improving access to quality education:

• Bachelor of Science in Applied Mathematics (BSAM) – launched in 2022, this program aims to train effective mathematics teachers for primary and secondary schools across PNG while also preparing graduates for careers in banking, finance, and industry.

• Online Bachelor of Science in Applied Mathematics (OBSAM) – introduced in 2023, this online program caters to students in remote areas who face barriers to university attendance due to geography or financial constraints. With over 40 students enrolled in 2025, the program is making a tangible impact on rural education.

• Master of Science in Applied Mathematics (MSAM) – launched in 2025, this two-year program addresses the critical shortage of qualified mathematics educators in PNG universities. It includes coursework and thesis components, providing graduates with the credentials needed for academic and research roles.

Additionally, the school continues to offer:

• Bachelor of Science in Computer Science (BSCS)

• Master of Philosophy (MPhil) in Computer Science

• PhD in Computer Science

• MPhil and PhD in Mathematics/Applied Mathematics

These programs reflect the school’s commitment to expanding opportunities in STEM education and addressing national workforce needs.

Looking Ahead

Today, the School of Mathematics and Computer Science stands as a testament to perseverance and adaptability. With approximately 200–250 students enrolled across its programs, the school is steadily growing and enhancing its academic profile. The number of staff with PhDs has increased, and efforts are ongoing to attract more qualified professionals to strengthen the faculty.

The school recognizes the need to improve its visibility and appeal to prospective students, particularly in light of declining entry standards over the past decade. Initiatives such as the BSAM, OBSAM, and MSAM programs aim to reverse this trend by raising the quality of mathematics education nationwide.

Conclusion

From humble beginnings in 1967 to the present-day status as a leading academic unit at PNGUOT, the School of Mathematics and Computer Science has demonstrated remarkable resilience and innovation. Through periods of expansion, crisis, and renewal, it has remained committed to its mission: equipping students with the mathematical and computational skills necessary to succeed in academia, industry, and public service.

The contributions of countless staff, both local and international, have shaped the school’s legacy. As it moves forward into a new era of digital learning and advanced research, the school looks to build on its rich history while embracing the challenges and opportunities of the 21st century.

We invite students, alumni, partners, and the broader academic community to join us in continuing this important work—together, we will shape the future of mathematics and computer science education in Papua New Guinea.

Special thanks to Dr. Christopher Wilkins for preparing this report.