OTHER PUBLICATION Jeremy Goro EASTERN HIGHLANDS Kilala Devette-Chee Peter Magury PROVINCE Daphney Kollin 2009 PROVINCIAL AND Martha Waim DISTRICT UNIVERSAL BASIC www.pngnri.org EDUCATION PROFILE

September 2020 This page is intentionally left blank OTHER PUBLICATION EASTERN HIGHLANDS Jeremy Goro Kilala Devette-Chee PROVINCE Peter Magury Daphney Kollin 2009 PROVINCIAL AND Martha Waim DISTRICT UNIVERSAL BASIC EDUCATION PROFILE

September 2020 First published in September 2020 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, electronic, mechanical, photocopying or otherwise, without the prior permission of the publisher.

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Cover designed by PNG NRI Digital Media Unit Table of Contents Acknowledgement v Abbreviations and Acronyms vi Foreword vii Introduction 1 Provincial education system coverage 2 Overview of Universal Basic Education indicators 3 Guide to data sources 6 Limitation of data 7 Eastern Highlands Province 8 12 District 15 18 District 21 24 Obura/Wonenara District 27 30 Unggai/Bena District 33 Summary of findings 36 Bibliography 37

i List of Charts, Figures and Tables List of Tables Table 1: Eastern Highlands Province — number of schools, classes, students and teachers by school level 9 Table 2: Eastern Highlands Province — distribution of schools by district and school level 10 Table 3: Eastern Highlands Province — number of schools by basic education providers 10 Table 4: Eastern Highlands Province — net admission rates 11 Table 5: Eastern Highlands Province — gross and net enrolment rates 11 Table 6: Eastern Highlands Province — retention rates 11 Table 7: Eastern Highlands Province — Grade 8 examination results 11 Table 8: Daulo District — number of schools, classes, students and teachers by school level 13 Table 9: Daulo District — number of schools by basic education providers 13 Table 10: Daulo District — net admission rates 14 Table 11: Daulo District — gross and net enrolment rates 14 Table 12: Daulo District — retention rates 14 Table 13: Daulo District — Grade 8 examination results by subject 14 Table 14: — number of schools, classes, students and teachers by school level 16 Table 15: Goroka District — number of schools by basic education providers 16 Table 16: Goroka District — net admission rates 17 Table 17: Goroka District — gross and net enrolment rates 17 Table 18: Goroka District — retention rates 17 Table 19: Goroka District — Grade 8 examination results by subject 17 Table 20: Henganofi District — number of schools, classes, students and teachers by school level 19 Table 21: Henganofi District — number of schools by basic education providers 19 Table 22: Henganofi District — net admission rates 20 Table 23: Henganofi District — gross and net enrolment rates 20 Table 24: Henganofi District — retention rates 20 Table 25: Henganofi District — Grade 8 examination results by subject 20 Table 26: — number of schools, classes, students and teachers by school level 22 Table 27: Kainantu District — number of schools by basic education providers 22 Table 28: Kainantu District — net admission rates 23 Table 29: Kainantu District — gross and net enrolment rates 23 Table 30: Kainantu District — retention rates 23 Table 31: Kainantu District — Grade 8 examination results by subject 23 ii Table 32: Lufa District — number of schools, classes, students and teachers by school level 25 Table 33: Lufa District — number of schools by basic education providers 25 Table 34: Lufa District — net admission rates 26 Table 35: Lufa District — gross and net enrolment rates 26 Table 36: Lufa District — retention rates 26 Table 37: Lufa District — Grade 8 examination results by subject 26 Table 38: Obura/Wonenara District — number of schools, classes, students and teachers by school level 28 Table 39: Obura/Wonenara District — number of schools by basic education providers 28 Table 40: Obura/Wonenara District — net admission rates 29 Table 41: Obura/Wonenara District — gross and net enrolment rates 29 Table 42: Obura/Wonenara District — retention rates 29 Table 43: Obura/Wonenara District — Grade 8 examination results by subject 29 Table 44: Okapa District — number of schools, classes, students and teachers by school level 31 Table 45: Okapa District — number of schools by basic education providers 31 Table 46: Okapa District — net admission rates 32 Table 47: Okapa District — gross and net enrolment rates 32 Table 48: Okapa District — retention rates 32 Table 49: Okapa District — Grade 8 examination results by subject 32 Table 50: Unggai/Bena District — number of schools, classes, students and teachers by school level 34 Table 51: Unggai/Bena District — number of schools by basic education providers 34 Table 52: Unggai/Bena District — net admission rates 35 Table 53: Unggai/Bena District — gross and net enrolment rates 35 Table 54: Unggai/Bena District — retention rates 35 Table 55: Unggai/Bena District — Grade 8 examination results by subject 35 Table 56: Summary of Eastern Highlands Province ‘s Performance in UBE in 2009 36

List of Figures Figure 1: Eastern Highlands Province map 8 Figure 2: Eastern Highlands Province — basic education distribution 9 Figure 3: Eastern Highlands Province — basic education providers 10 Figure 4: Daulo District map 12 Figure 5: Daulo District — basic education distribution 13 Figure 6: Daulo District — basic education providers 13

iii Figure 7: Goroka District map 15 Figure 8: Goroka District — basic education distribution 16 Figure 9: Goroka District — basic education providers 16 Figure 10: Henganofi District map 18 Figure 11: Henganofi District — basic education distribution 19 Figure 12: Henganofi District — basic education providers 19 Figure 13: Kainantu District map 21 Figure 14: Kainantu District — basic education distribution 22 Figure 15: Kainantu District — basic education providers 22 Figure 16: Lufa District map 24 Figure 17: Lufa District — basic education distribution 25 Figure 18: Lufa District — basic education providers 25 Figure 19: Obura/Wonenara District map 27 Figure 20: Obura/Wonenara District — basic education distribution 28 Figure 21: Obura/Wonenara District — basic education providers 28 Figure 22: Okapa District map 30 Figure 23: Okapa District — basic education distribution 31 Figure 24: Okapa District — basic education providers 31 Figure 25: Unggai/Bena District map 33 Figure 26: Unggai/Bena District — basic education distribution 34 Figure 27: Unggai/Bena District — basic education providers 34

iv Acknowledgement We are indebted to the Department of Education for the use of its 2009 National Annual School Census data to write the Eastern Highlands Province 2009 Provincial and District Universal Basic Education Profile. We thank the National Statistical Office for providing the soft copies of the district and provincial maps, and the use of the 2009 population figures in the profiles. We also thank Lewis Iwong for modifying the base maps. We express our sincere appreciation to Dr Thomas Webster, Dr Charles Yala and Dr David Ayers for their insights, encouragement, and passion for the project. We acknowledge the efforts of our colleagues Peter Kerrison and the staff of the Knowledge Management Division for layout of the profiles, the Research Cadets for helping with data downloading and formatting, and Dr Esther Lavu for her invaluable comments during the drafting of the profiles.

About the Authors

Jeremy Goro is a Research fellow in the Universal Basic Education Research Program at the PNG National Research Institute. He has a Master of Education specialising in research and pedagogy from the University of Newcastle, New South Wales, Australia. His research interest areas include education and curriculum reforms, understanding issues in higher education, economics of education, governance of education and cross-cutting issues in education. He also has research interest in governance and service deliveries in Papua New Guinea. Dr Kilala Devette-Chee is a Senior Research Fellow and the Program Leader of the Universal Basic Education Program at the PNG National Research Institute. She holds a PhD in Educational Linguistics and Masters in English Language Teaching from the University of Canberra as well as a Postgraduate Diploma in Linguistics and Applied Linguistics from the Australian National University. Her current research interest is in the fight and advocacy for quality education which is the foundation to creating sustainable development. As vice chair of the PNG Education Advocacy Network and the South Pacific female representative in the Asia South Pacific Association for Basic & Adult Education’s (ASPBAE) Executive Council, which promotes equitable quality education and promotes life-long learning for all, Dr Devette-Chee advocates for “leaving no child behind”. Peter Michael Magury is a Research Fellow with the Development Indicators Research Program at the PNG National Research Institute. Prior to that Mr Magury was a Research Fellow with the Universal Basic Education (UBE) Research Program. His current projects include the 2019 selected education indicators of access, retention and quality at agreed geographical levels and understanding the basic concept of Access, Retention, and Quality Indicators in UBE Plan 2010–2019. Mr Magury received his bachelor’s degree in science from the University of Papua New Guinea and his master’s degree in statistics from the Swinburne University of Technology in Melbourne. Following his master’s degree, Mr Magury served as a principle statistician overseeing the statistics unit and the Education Management Information System (EMIS) at the Department of Education. His research and development interests are in the areas of social statistics and indicators for policy formulation and analysis, monitoring and evaluation of social indicators. Daphney Kollin and Martha Waim were research cadets working under the Universal Basic Education Program at the time this report was written. Both had graduated from the University of Papua New Guinea with Bachelors in Economics in 2017.

v Abbreviations and Acronyms CRR cohort retention rate DoE Department of Education EMIS Education Management Information System GER gross enrolment rate LLG local-level government NAR net admission rate NER net enrolment rate NRI National Research Institute PES Provincial Education System PNG Papua New Guinea SDA Seventh Day Adventist UBE Universal Basic Education Glossary of terms Elementary education Programs at the initial stage of an organised instruction, which are designed to introduce very young children, usually from age 6 to 8 to a school type environment. This is to provide a bridge between school and home. Such programs are a more formal component of the Early Childhood Care and Education. Upon completion of this program, children continue to lower primary education. Gross enrolment rate Number of students enrolled in a given level of education regardless of age, expressed as a percentage of the population in the relevant official age group. Note also that GER can be higher than 100 percent as a result of grade repetition and entry to school by younger and over-age children than the correct-age. Net enrolment ratio Number of students enrolled in the official age group for a given level of education enrolled in that level expressed as a percentage of the total population in that age group. Net admission rate Number of students in the official school entrance age who are new entrants into the first grade of elementary education, expressed as a percentage of the total population in that age group. This indicator is sometimes known as net intake rate. Primary education Education programs that are usually designed on a unit or project basis to give students a sound basic education in reading, writing and mathematics with an elementary understanding of other subjects such as history, geography, natural science, social science, art and music. In some cases, religious instruction is also taught. It has pupils enrolled in Grades 3 to 8. Children enrolled in primary school are around nine years old. Retention rate Number of students who complete the final year (Grade 8) of primary school expressed as a percentage of the number who entered the first year (elementary prep). vi Foreword Education has been a focal point of the Government of Papua New Guinea’s development strategy prior to, and after independence in 1975. This is due to its importance in the overall development of people capacity and the positive impact it will have on the citizens’ quality of life. The emphasis and strategies to develop education in Papua New Guinea (PNG) were influenced by international conventions associated with this sector. The Education for All goals agreed to in 1990 in Jomtien, Thailand (Shaeffer, 1995), and the Dakar Framework for Action (2000) to universalise primary education by 2015, informed the planning and actions taken in the country. Similarly, the United Nations Millennium Development Goals (MDGs) established in 2000, the United Nations Convention on the Rights of the Child (1990), and the Universal Declaration of Human Rights (1948) provided further international impetus for education development. In PNG, more than 800 languages are spoken. More than 80 percent of the population lives in rural areas and some of these areas are very remote and inaccessible. The 22 provinces, 91 districts, 113 local-level governments and 6,131 wards, are very different and have their own challenges. Each locality has unique challenges and constraints when working towards Universal Basic Education (UBE). They require specific interventions that can work in their local settings. It is in this context that the Eastern Highlands Province 2009 Provincial and District Universal Basic Education Profile is developed. This profile draws attention to the need for proper education data and information at the district level. It provides basic education information at the district level so that planners can plan better and develop policies that reflect the school-age children’s population distribution in the province. This profile establishes common UBE indicators for providing basic education services at the district level. It establishes a reference point from which each district can implement various UBE policies and monitor its progress over time. At the same time, each community in the Eastern Highlands Province and its districts should take responsibility for designing and implementing their own strategies towards universalising basic education in their areas. The Achieving a better future through Universal Basic Education Plan, 2010–2019 (Department of Education, 2009), outlines three critical areas for a community to measure its progress towards UBE: 1) How many of the school- aged children have access to and enroll in school?; 2) How many of them stay on and complete the full phase of basic education in elementary and primary level?; 3) How many of them have acquired the minimum level of knowledge and skills covered in the school curriculum — and is it quality education? The main thrust of the plan was for a school-based education approach developed by each community and supported by district-level authorities and provincial and national governments. This bottom-up approach works towards achieving quality basic education targets. Each community knows which children are not in school and what they need to do to increase access and ensure that children do not drop out but are retained and complete the whole school cycle. Each community can work on strategies to improve the quality of learning in their schools in many areas identified by research. It is hoped that this profile can be used by education administrators, planners, policy-makers, researchers and academics to monitor the progress of districts and to assist in planning and policy development in basic education in the Eastern Highlands Province.

Dr Osborne Ogis Sanida Director

vii Introduction Eastern Highlands Province includes the Bismark Range and Upper Ramu Valley in the north of the province. It also covers the Asaro, Benabena and Dunantina valleys, all of which are very agriculturally productive. However, the south of the province, especially near Marawaka, is mountainous and remote. With eight districts, 24 local- level governments (LLGs), and 261 wards, the challenges for education policy makers and implementers in delivering basic education services are substantial. These challenges are coupled with additional pressures emanating from serious concerns about the lack of access for most school-aged children to education, poor student retention rates, and poor student learning outcomes due to an irrelevant curriculum. As a result, enabling education policies and plans have been developed and implemented with the goal of making education universally available to all school-aged children to keep them in school to complete good quality basic education. It is essential that these education policies and plans are carefully monitored at the province and district levels to see progress over time. To monitor the progress of these education policies and plans, we need up-to-date data and information disaggregated to the level of the district. This will help the government and its stakeholders better understand the unique needs and challenges of each district, and identify performance monitoring gaps where there is improvement, no change, or deterioration in relation to access, retention and quality of learning. The production and dissemination of theEastern Highlands Province 2009 Provincial and District Universal Basic Education Profile focuses on the need for information at the province and district levels towards attainment of UBE goals and, simultaneously, to identify gaps that would need interventions in the areas of access, retention, and quality. TheEastern Highlands Province 2009 Provincial and District Universal Basic Education Profile contains maps and general basic education information regarding the school-age population, enrolment, number of schools and teachers. These are followed by the three UBE indicators of access, retention, and quality. This profile will be circulated to all stakeholders at the national, provincial, district, and local levels of government, political leaders, public servants, and development partners. It is hoped that this profile will provide insight into the progress of Eastern Highlands Province and its districts towards achieving UBE, and the unique challenges they have in doing so, and will be used as a platform to influence policy choices and interventions.

1 Provincial Education System coverage Provincial Education System (PES) coverage is the extent to which education is made available in the province and at various education levels to adequately meet the demand for education. It helps education planners and policy makers to understand, amongst other factors the absorptive capacity of the PES, the access and participation gaps, the number of places that will need to be provided for students at various levels in the education system, and the disparities in the provision of education. An understanding of these factors will enable more effective measures to be taken to address these and to ensure that education is made available to all school-aged children. For this education profile, data of the number of schools and in and out-of-school children are used as measures of PES coverage. In 2009, the Eastern Highlands Province education system had grown to one employing 2,388 teachers with 98,436 students in 319 elementary schools, 98 community and 143 primary schools. While the DoE provides the support to, and oversight of all schools registered within the PES, more than half of all the schools are run by the non-government sector. The main church education agencies are: Lutheran, Evangelical Alliance, Catholic, and the Seventh Day Adventist (SDA) churches. Smaller church education agencies are the Evangelical Brotherhood Church and the Baptist Union. In 2009, the Lutheran Church provided six percent of schools within the church agency category. The distribution of basic education providers from other denominations was Evangelical Alliance (4%); Catholic Church (3%); SDA (2%), and others (3%) (DoE, 2009). Each district profile shows the number of schools in each level of education, by district, in order to ascertain if there is adequate space to meet the demand for education. Access and enrolment data suggest that a critical factor for the increased number of school-aged children being out of school is the lack of schools.

2 Overview of Universal Basic Education indicators This section provides a background and a guide to the key UBE indicators chosen for these profiles. It provides the description of the three main indicators (access, retention, and quality) and an overview of the current situation in Eastern Highlands Province and its districts’ basic education. These indicators are addressed according to three priority pillars in basic education development in the province and each of the districts: increasing access to schools (access), ensuring that students get a full nine years of education (retention) and improving the quality of education so that all students have acquired all the knowledge and skills that are taught at the community school level (quality). Net admission rate Children’s access to the first level of education is measured using the net admission rate (NAR). This is measured in terms of the proportion of six-year-old children admitted to elementary prep relative to the population of six-year-olds. The NAR is a useful indicator because it tells us not only the number of students with access to elementary prep, but, more importantly, the number of students being denied access. Overall, the NAR for Eastern Highlands Province was 30.2 percent. This indicates that of all the children enrolled in elementary prep, only 30.2 percent of the children were six-years-old while 69.8 percent were older or younger than six years old. The data presented illustrate that all the districts had low numbers of six-year-old children enrolled in elementary schools in 2009. District distribution shows that Lufa (51.7%) had the highest NAR followed by Goroka (46.3%), Daulo (43%), Obura/Wonenara (31.7%), Unggai/Bena (25.8%), Henganofi (20.4%), Okapa (12.3%), and Kainantu (10.8%). Generally, the NARs for the Eastern Highlands Province and its eight districts show that a large proportion of children in the population of six-year-old do not have access to the first year of formal education. The high number of children enrolled far below their ages can be explained by the fact that children are starting school very late. It would seem to merit further investigation into the factors behind the low participation rate of six-year-old children. Better understanding of the reasons will help in designing effective strategies for getting parents to enroll their six-year-old children in school. Enrolment rates Enrolment rates are used to measure students’ participation in education as well as to help identify the number of children enrolled in education as a proportion of the population of related school age. The GER and NER are often used to measure students’ participation in education. The GER has been used here because it helps to know the exact number of children, regardless of age, who are enrolled from elementary prep to Grade 8 and, most importantly, those who are not enrolled. Generally, the enrolment data presented here shows that Eastern Highlands Province had a GER of 96.9 percent while the national average was 88.6 percent. Of the districts, Obura/Wonenera had the highest GER (141%) while Kainantu had the lowest GER (66%). The figures for the Eastern Highlands Province and Obura/ Wonenara District suggest that student enrolment in basic education was very high. However, these enrolment rates provide an illusion of high enrolment in basic education. This high enrolment is caused by factors such as the enrolment of many students who are outside the population of related school age (six to 14 years). The NER has been used to measure students’ participation in basic education because it helps to know the actual number of students in the population of related school age (six to 14 years) who are in school and, most importantly, those who are not in school. Secondly, it is a good indicator for measuring the province’s and

3 districts’ status of progress toward the attainment of the goal of UBE. The enrolment data presented indicate that Eastern Highlands Province had a NER of 50.7 percent. This means that 50.7 percent of students who were enrolled in elementary prep in 2009 were of the correct age of six years. Of the districts, Obura/Wonenara had the highest NER (69.2%) followed by Lufa (52.7%), Henganofi (52.3%), Goroka (52.1%), Daulo (51.6%), Kainantu (45.4%), Okapa (42.2%), and Unggai/Bena (40%). The data suggest that Eastern Highlands Province and all its districts were making good progress towards the goal of UBE. Retention rate The CRR is the indicator used to measure the number of children who complete a basic education cycle. In other words, it takes the children completing the final grade (Grade 8) of basic education as a percentage of those who started in the first grade (elementary prep). The CRR is a useful indicator because it not only tells us the number of children that remain in school to progress to the next level of the education cycle but also the number of children who dropped out of school. Completion of basic education implies achieving the necessary level of competence to allow a child to progress to the next level of education or to be able to be self-taught. Leaving school before completing the nine years of basic education for various reasons means that a smaller number of children finally completed Grade 8. This fact is important in looking at the UBE because we will only be successful if all the children enrolled in elementary prep continue in school until the end of Grade 8. This is referred to as CRR. Leaving school before completing Grade 8 means children may not have learnt as much as they should have and may not be competent at the expected skill level. It may also mean that children will be illiterate and being unable to fulfil a role in society at large. Overall, data presented here show that Eastern Highlands Province’s CRR in 2009 was 52.5 percent, which was slightly higher than the PNG average CRR of 37.4 percent. In terms of districts, Goroka had the highest CRR (110.6%) followed by Kainantu (59.1%), Okapa (44.7%), Henganofi (41.3%), Daulo (39.1%), Unggai/Bena (36.3%), Lufa (35.3%), and Obura/Wonenara (21%). Although, the enrolment rate is high in Eastern Highlands Province, the retention of students in school is slightly above average. A high percentage of the children who enroll in Elementary 1 and Grade 1 in community and primary schools do not complete Grade 8. This is a problem in the province. Nearly half the children do not complete the full basic education program (See tables on retention rates). This means that many children have dropped out of schools in Eastern Highlands Province and its districts. This emphasises how important it is that efforts by the government should concentrate more on these disadvantaged districts. However, if these problems are not addressed immediately, CRR will decline further and the chances to reach the goal of UBE will be minimal in Eastern Highlands Province. Closer monitoring is necessary to see which districts are comparatively worse off in order to focus attention in those districts. Quality The third parameter of UBE in PNG is quality education. It is where students can learn the required knowledge, skills and competencies prescribed in the national school curriculum. Quality is often measured using students’ academic achievements from examination results or pass mark. In most cases, proxy indicators such as Pupil Teacher Ratio, Qualified Teachers, and Pupil to Textbook Ratio are used instead. However, for this UBE Province and District Profile, the pass mark for Grade 8 examination is used as measure of quality education under UBE, which then translates into Sum of Mean Scores of the subjects examined (English, Maths, and Combined Subject), which is the determining factor in selection for admission to Grade 9 in secondary schools. An analysis of the national Grade 8 examination results in 2009 generally shows that the provincial average for

4 Eastern Highlands (73.9) in basic education was high in all four subjects. Literacy, numeracy and general skills results are high in the province. The province’s pass mark (73.9) was below the national target of 80. At the provincial level, Eastern Highlands Province’s performance was above the national average pass mark. The national average pass mark is the benchmark for selecting students for Grade 9. A significant number of students were performing well above the national average. As a result, more students were enrolled into Grade 9. District comparisons show the districts scored the following: Daulo (77.1), Goroka (75.5), Henganofi (77.1), Kainantu (70.5), Lufa (71.6), Obura/Wonenara (69.9), Okapa (74.1) and Unggai/Bena (75.2). The districts performed very well in Grade 8 examination in 2009. This indicates that most students after completing Grade 8 have acquired the minimum knowledge and skills necessary to equip them for work and life in their rural village settings to which most will return.

5 Guide to data sources The publication Eastern Highlands 2009 Provincial and Universal Basic Education Profile is produced by the PNG National Research Institute based on collections from the census of Papua New Guinea schools held in March 2009. It presents information on all government and non-government schools, students and teachers in Eastern Highlands Province. From 2007, all Eastern Highlands schools provide details of enrolments and staffing data once every year. The collection starts in March and provides data to be used as a basis for school resource allocation and for inclusion in provincial and national statistical digest publications. The census was processed and validated by staff of the Policy Planning Research and Data Analysis Division of the Department of Education. The figures have been taken from the 2009 school census. This census collected student-age data for the first time, as well as the previously unavailable data about the teachers. Approximately 90 percent of schools in Eastern Highlands Province responded to the 2009 school census — a figure that was considered acceptable. In order that realistic figures could be established, it was decided to estimate the enrolments and staffing from those schools that did not submit their enrolment and staffing data. This was so that reasonable estimates could be made of enrolment rates — both GER and NER from non-respondents (missing schools) that were known to be operating in 2009 were adjusted by using the 2008 enrolment returns from those schools. Staffing in the missing schools was based upon the Teacher Pupil Ratio of the other schools in the province which did submit returns. The age structure of the missing schools was assumed to be the same as those schools in the province that did submit returns. So, the age structure of the schools that submitted data were applied to the estimated enrolments of those that did not. Population data was supplied by the National Statistical Office in the form of estimates in five-year age groups, disaggregated by gender. The age groups were 0–4, 5–9, 10–14, 15–19, 20+. The age for commencement of elementary in PNG is six years, primary starts from nine years, and secondary from 15 years of age. The data had to be rearranged to form appropriate age group to calculate age-related indicators such as NAR and NER. For this purpose, the following age group were defined: • Age six, for calculating NAR for elementary prep. • Age six to 14, for calculating GER and NER for basic education. District age population was estimated by applying the age structure of the province across each of the districts as in the province as a whole. The estimates were compared for provincial and district consistency. In some situations where there has been rounding, discrepancies may occur between sums of the component items and totals. Further information about this publication may be obtained by writing to: Universal Basic Education Research Program National Research Institute P.O Box 5854 Boroko, National Capital District Papua New Guinea Or by telephone on (675) 326 0300.

6 Limitation of data This Provincial and District UBE profile is based on the 2009 school census and assesses the status of provinces and districts in relation to achieving UBE. The indicators are limited to what data were available at the time, based on the school census exercise run by the DoE at the time, throughout the country. Estimates of net admission, and net and gross enrolment rates require reliable estimates of NARs, NERs and GERs, and school-age population. Errors occur when enrolment levels are under- or over- reported. Over-reporting of enrolment levels may occur if schools have a financial incentive (e.g. Tuition Fee Free, which is based on enrolment figures) to do so. Under-reporting of enrolment may occur if the DoE fails to include all schools in the country, particularly private schools. Some schools were included in the census but did not have any data, and therefore have not been included in the analysis or the profiles. For districts whose information was missing at the time, projections were made, particularly for the access rates.

7 Eastern Highlands Province Figure 1: Eastern Highlands Province map

Source: 2011 PNG National Population and Housing Census (NSO, 2013). About Eastern Highlands Province Eastern Highlands Province includes the Bismark Range and Upper Ramu Valley in the north of the province. It also covers the Asaro, Benabena and Dunantina valleys, all of which are very agriculturally productive. However, the south of the province, especially near Marawaka, is mountainous and remote. The Highlands Highway and a network of smaller roads cover the north of the province. The Lufa and Okapa districts have limited and deteriorated roads, while Obura/Wonenara has very limited roads, especially in the remote areas in the south. Eastern Highlands has eight districts, 24 LLGs, and 261 wards. The province has 319 elementary schools, 98 community schools and 143 primary schools. These schools are provided by the government and by churches that run as agency schools: Government (82%), Lutheran Church (6%), Evangelical Alliance (4%), Catholic Church (3%), SDA (3%). Smaller agencies such as the Evangelical Brotherhood Church and Baptist Union run 3 percent of the schools in basic education. Summary Eastern Highlands Province’s performance in UBE for 2009 is reported in this profile. In terms of access, NAR (30.2%) and NER (50.7%) were below the national averages of 24.2 percent and 69.5 percent, respectively. Gender comparisons showed no difference between the proportion of male and female enrolments. The GER (96.9%), however, was above the national average (88.6%) in 2009. A higher percentage of male students than female students, regardless of age, were enrolled. District distribution shows that Lufa (51.7%) had the highest NAR while Kainantu (10.8%) had the lowest. In terms of GER, Obura/Wonenara (140.9%) had the highest GER while Kainantu (65.7%) had the lowest. For NER, Obura/Wonenara (69.2%) had the highest rate while Unggai/Bena (40.0%) had the lowest in 2009. The CRR for Eastern Highlands Province (47%) was below the national average (65.3%) in 2009. Gender comparisons shows that a higher percentage of male students than female students were in school until end of Grade 8. Goroka (111%) had the highest CRR, followed by Kainantu (59%), Okapa (45%), Henganofi (41%), 8 Daulo (39%), Unggai/Bena (36%), Lufa (35%), and Obura/Wonenara (21%). Quality indicator as measured using the Grade 8 national examination results shows that Eastern Highlands Province Sum of Mean Scores (73.8%) was high in all three subjects. Literacy, numeracy and general skills results were high in the province. The province pass mark (73.9) was above the national average of 60.1 but below the national target of 80. At the district level, Daulo and Henganofi had the highest Sum of Mean Scores (77.1) followed by; Goroka (75.5), Unggai/Bena (75.2), Okapa (74.1), Lufa (71.6), Kainantu (70.6) and Obura/Wonenara (69.9), which were all substantially above the provincial and national averages. This indicates that more students were enrolled into Grade 9. Basic education institutions Table 1: Eastern Highlands Province - number of schools, classes, students and teachers by school level

School Level Schools Classes Students Teachers Elementary 319 1002 35,175 894 Community 98 475 17,619 305 Primary 143 1,229 45,642 1,189 Total 560 2,706 98,436 2,388 Source: 2009 Education Statistical Bulletin and EMIS Database (DoE, 2009). Figure 2: Eastern Highlands Province - basic education distribution

Source: 2009 Education Statistical Bulletin and EMIS Database (DoE, 2009).

9 Distribution of schools Table 2: Eastern Highlands Province - distribution of schools by district and school level

District Elementary Community Primary Total Daulo 37 4 16 57 Goroka 62 5 15 82 Henganofi 38 10 22 70 Kainantu 45 12 30 87 Lufa 31 13 15 59 Obura/Wonenara 33 16 12 61 Okapa 32 24 19 75 Unggai/Bena 32 14 14 69 Total 319 98 143 560

Source: 2009 Education Statistical Bulletin and EMIS Database (DoE, 2009). Education providers Table 3: Eastern Highlands Province - number of schools by basic education providers

Provider # of Schools Catholic 15 Ev. Alliance 23 Government 460 Lutheran 37 Others 17 SDA 9 Total 561

Source: 2009 Education Statistical Bulletin and EMIS Database (DoE, 2009). Figure 3: Eastern Highlands Province - basic education providers

Source: 2009 Education Statistical Bulletin and EMIS Database (DoE, 2009).

10 Universal Basic Education indicators Access Access to education is the extent to which children of specific age can gain access to a particular level of education. In this report, the access to education was measured using the NAR. The NAR measures access to the first grade (elementary prep) of formal education. Children’s participation in education is measured using the NER and the GER. Net admission rates Table 4: Eastern Highlands Province - net admission rates

Male Female Total Eastern Highlands 28.8% 31.9% 30.2% Papua New Guinea 23.2% 24.9% 24.0% Source: Authors’ calculations from 2009 enrolment data from EMIS Database (DoE, 2009) and 2011 PNG National Population and Housing Census (NSO, 2013).

Gross and net enrolments Table 5: Eastern Highlands Province - gross and net enrolment rates

Gross Enrolment Net Enrolment Male Female Total Male Female Total Eastern Highlands 101.2% 92.2% 96.9% 53.2% 47.9% 50.7% Papua New Guinea 91.1% 85.9% 88.6% 72.10% 67.10% 69.50% Source: Authors’ calculations from 2009 enrolment data from EMIS Database (DoE, 2009) and 2011 PNG National Population and Housing Census (NSO, 2013).

Retention Table 6: Eastern Highlands Province - retention rates

Male Female Total Eastern Highlands 55% 38% 47% Papua New Guinea 69% 61% 65% Source: Authors’ calculations from 2009 enrolment data from EMIS Database (DoE, 2009) and 2011 PNG National Population and Housing Census (NSO, 2013). Quality Table 7: Eastern Highlands Province - Grade 8 examination results by subject

English Mathematics Combined Sum of Written Language (average Subject mean Expression (average marks marks out of (average marks scores (out (average marks out of 50) 50) out of 50) of 50) out of 50) Eastern Highlands 24.5 24.4 24.9 73.8 16.1 Papua New Guinea 19.8 19.9 20.3 60.0 13.8

Source: Authors’ calculations from 2009 examination data from EMIS Database (DoE, 2009).

11 Daulo District Figure 4: Central Bougainville map Daulo District map

Source: 2011 PNG National Population and Housing Census (NSO, 2013). About Daulo District Daulo District occupies the north-western end of Eastern Highlands Province with the Asaro Valley in the centre, surrounded by mountains to the north, west and south. Daulo has three LLGs and 23 wards. The district has 37 elementary schools, 16 community schools and four primary schools. These schools are provided by the government, and by churches that run as agency schools: Government (54%), Catholic and Lutheran churches (18% each). Other agencies share the remainder. Summary Daulo District had a NAR of 43.2 percent, which was higher than the province (30.2%) and national (24.2%) averages. Although 43 percent of the children were admitted to elementary prep in 2009, the remaining 57 percent were still out of school or were in other grades. The GER (90.6%) was slightly below the province average (96.9%) but higher than the national average (88.6%), which indicated a high number of students being enrolled in the district regardless of age. NER (51.6%) was slightly above the province average (50.7%) but below the national average (69.5%). In terms of gender comparison, there is a higher percentage of male population for GER and NER and a higher proportion of female admissions in 2009. The retention rate for Daulo District (39.1%) was below the province (47%) and national (65%) averages. A higher percentage of male students than female students were retained and completed Grade 8 in 2009. In terms of quality UBE for Daulo District, the Grade 8 examination results for the three subjects (English, Maths, and Combined Subjects) were fairly above the province and national averages. The Sum of Mean Scores for Daulo (77.1) was higher than the province average (73.9) and national average (60.1).

12 Basic education institutions Table 8: Daulo District - number of schools, classes, students and teachers by school level

School Level Schools Classes Students Teachers Elementary 37 110 3,453 101 Community 16 120 3,745 129 Primary 4 22 779 20 Total 57 252 7,977 250 Source: 2009 Education Statistical Bulletin and EMIS Database (DoE, 2009). Figure 5: Daulo District - basic education distribution

Source: 2009 Education Statistical Bulletin and EMIS Database (DoE, 2009). Education providers Table 9: Daulo District - number of schools by basic education providers

Provider # of Schools Catholic 10 Government 31 Lutheran 10 Others 6 Total 57 Source: 2009 Education Statistical Bulletin and EMIS Database (DoE, 2009). Figure 6: Daulo District - basic education providers

Source: 2009 Education Statistical Bulletin and EMIS Database (DoE, 2009).

13 Universal Basic Education indicators Net admission rates Table 10: Daulo District - net admission rates

Male Female Total Daulo District 10.5% 14.4% 12.4% Eastern Highlands 28.8% 31.9% 30.2% Source: Authors’ calculations from 2009 enrolment data from EMIS Database (DoE, 2009) and 2011 PNG National Population and Housing Census (NSO, 2013). Gross and net enrolments Table 11: Daulo District - gross and net enrolment rates

Gross Enrolment Net Enrolment Male Female Total Male Female Total Daulo District 123.4% 131.3% 127.1% 64.6% 70.4% 67.3% Eastern Highlands 101.2% 92.2% 96.9% 53.2% 47.9% 50.7% Source: Authors’ calculations from 2009 enrolment data from EMIS Database (DoE, 2009) and 2011 PNG National Population and Housing Census (NSO, 2013). Retention Table 12: Daulo District - retention rates

Male Female Total Daulo District 99% 146% 120% Eastern Highlands 55% 38% 47% Source: Authors’ calculations from 2009 enrolment data from EMIS Database (DoE, 2009) and 2011 PNG National Population and Housing Census (NSO, 2013). Quality Table 13: Daulo District - Grade 8 examination results by subject

English Mathematics Combined Sum of Written Language (average Subject mean Expression (average marks marks out of (average marks scores (out (average marks out of 50) 50) out of 50) of 50) out of 50) Daulo District 120.3 16.3 19.3 55.9 13.4 Eastern Highlands 24.5 24.4 24.9 73.8 16.1 Source: Authors’ calculations from 2009 examination data from EMIS Database (DoE, 2009).

14 Goroka District Figure 7: Goroka District map

Source: 2011 PNG National Population and Housing Census (NSO, 2013). About Goroka District Goroka District has a high-density population centred on the district headquarters of Goroka town. The district includes parts of the Asaro Valley with mountains to the north. Goroka District has three LLGs and 17 wards. The district has 62 elementary schools, 15 community schools and five primary schools. These schools are provided by the government, and by churches that run as agency schools: Government (77%), Lutheran Church (6%), and Catholic Church (4%). Other agencies run the remainder. Summary Goroka District had a NAR of 46.3 percent, which was higher than the province (30.2%) and national (24.2%) averages. Of the 46.3 percent of the children who were admitted to elementary prep in 2009, the remaining 53.7 percent were still out of school or were in other grades. The GER (85.8%) was below the province average (96.9%) and slightly higher than the national average (88.6%), which indicated high number of students being enrolled in the district regardless of age. The NER (52.1%) was slightly above the province average (50.7%) but below the national average (69.5%). In terms of gender comparison, there is a higher percentage of male population for GER and NER and a higher proportion of female admissions in 2009. The CRR for Goroka District (1101%) was well above the province (47%) and national (65%) averages. A higher number of male students than female students were retained and completed Grade 8 in 2009. In terms of quality UBE for Goroka district, the Grade 8 examination results for the three subjects (English, Maths, and Combined Subjects) were fairly above the province and national averages. The Sum of Mean Scores for Goroka (75.5) was above the province average (73.9) and national average (60.1).

15 Basic education institutions Table 14: Goroka District - number of schools, classes, students and teachers by school level

School Level Schools Classes Students Teachers Elementary 62 206 7,226 195.99 Community 15 224 8,644 235 Primary 5 32 1,095 25 Total 82 462 16,965 456 Source: 2009 Education Statistical Bulletin and EMIS Database (DoE, 2009). Figure 8: Goroka District - basic education distribution

Source: 2009 Education Statistical Bulletin and EMIS Database (DoE, 2009). Education providers Table 15: Goroka District - number of schools by basic education providers

Provider # of Schools Catholic 3 Government 64 Lutheran 5 Others 11 Total 83 Source: 2009 Education Statistical Bulletin and EMIS Database (DoE, 2009). Figure 9: Goroka District - basic education providers

Source: 2009 Education Statistical Bulletin and EMIS Database (DoE, 2009).

16 Universal Basic Education indicators Net admission rates Table 16: Goroka District - net admission rates

Male Female Total Goroka District 45.3% 47.4% 46.3% Eastern Highlands 28.8% 31.9% 30.2% Source: Authors’ calculations from 2009 enrolment data from EMIS Database (DoE, 2009) and 2011 PNG National Population and Housing Census (NSO, 2013). Gross and net enrolments Table 17: Goroka District - gross and net enrolment rates

Gross Enrolment Net Enrolment Male Female Total Male Female Total Goroka District 87.4% 84.0% 85.8% 52.4% 51.6% 52.1% Eastern Highlands 101.2% 92.2% 96.9% 53.2% 47.9% 50.7% Source: Authors’ calculations from 2009 enrolment data from EMIS Database (DoE, 2009) and 2011 PNG National Population and Housing Census (NSO, 2013). Retention Table 18: Goroka District - retention rates

Male Female Total Goroka District 125% 94% 111% Eastern Highlands 55% 38% 47% Source: Authors’ calculations from 2009 enrolment data from EMIS Database (DoE, 2009) and 2011 PNG National Population and Housing Census (NSO, 2013). Quality Table 19: Goroka District - Grade 8 examination results by subject

English Mathematics Combined Sum of Written Language (average Subject (av- mean scores Expression (average marks marks out of erage marks (out of 50) (average out of 50) 50) out of 50) marks out of 50) Goroka District 25.5 24.1 25.9 25.5 17.8 Eastern Highlands 24.5 24.4 24.9 73.8 16.1 Source: Authors’ calculations from 2009 examination data from EMIS Database (DoE, 2009).

17 Henganofi District Figure 10: Henganofi District map

Source: 2011 PNG National Population and Housing Census (NSO, 2013). About Henganofi District Henganofi District, west of Goroka, is particularly mountainous. It has small, densely populated valleys running south from the mountains and small areas of flood plains. This district can be prone to drought. Henganofi District has three LLGs and 30 wards. The district has 38 elementary schools, 22 community schools and 10 primary schools. These schools are provided by the government, and by churches that run as agency schools: Government (87%), Lutheran Church (6%). Other agencies run the remainder. Summary Henganofi District had a NAR of 20.4 percent, which was below the province (30.2%) and national (24.2%) averages. Of the 20.4 percent of the children who were admitted to elementary prep in 2009, the remaining 79.6 percent were still out of school or were in other grades. The GER (93.4%) was below the province average (96.9%) and slightly above the national average (88.6%), which indicated a high number of students being enrolled in the district regardless of age. The NER (52.3%) was slightly above the province average (50.7%) but below the national average (69.5%). In terms of gender comparison, there is a higher percentage of male population for GER and NER and a higher proportion of female admissions in 2009. The CRR for Henganofi District (41%) was below the province (47%) and national (65.3%) averages. A higher percentage of male students than female students were retained and completed Grade 8 in 2009. In terms of quality UBE for Henganofi District, the Grade 8 examination results for the three subjects (English, Maths, and Combined Subjects) were above the province and national averages. The Sum of Mean Scores for Henganofi (77.1) was above the province average (73.8) and national average (60.1).

18 Basic education institutions Table 20: Henganofi District - number of schools, classes, students and teachers by school level

School Level Schools Classes Students Teachers Elementary 38 110 3,878 95.98 Community 22 200 7,266 173.99 Primary 10 54 1,859 38 Total 70 364 13,003 308 Source: 2009 Education Statistical Bulletin and EMIS Database (DoE, 2009). Figure 11: Henganofi District - basic education distribution

Source: 2009 Education Statistical Bulletin and EMIS Database (DoE, 2009). Education providers Table 21: Henganofi District - number of schools by basic education providers

Provider # of Schools Government 61 Lutheran 4 Others 5 Total 70 Source: 2009 Education Statistical Bulletin and EMIS Database (DoE, 2009). Figure 12: Henganofi District - basic education providers

Source: 2009 Education Statistical Bulletin and EMIS Database (DoE, 2009).

19 Universal Basic Education indicators Net admission rates Table 22: Henganofi District - net admission rates

Male Female Total Henganofi District 18.9% 22.1% 20.4% Eastern Highlands 28.8% 31.9% 30.2% Source: Authors’ calculations from 2009 enrolment data from EMIS Database (DoE, 2009) and 2011 PNG National Population and Housing Census (NSO, 2013). Gross and net enrolments Table 23: Henganofi District - gross and net enrolment rates

Gross Enrolment Net Enrolment Male Female Total Male Female Total Henganofi District 96.9% 89.4% 93.4% 54.7% 49.7% 52.3% Eastern Highlands 101.2% 92.2% 96.9% 53.2% 47.9% 50.7% Source: Authors’ calculations from 2009 enrolment data from EMIS Database (DoE, 2009) and 2011 PNG National Population and Housing Census (NSO, 2013). Retention Table 24: Henganofi District - retention rates

Male Female Total Henganofi District 47% 35% 41% Eastern Highlands 55% 38% 47% Source: Authors’ calculations from 2009 enrolment data from EMIS Database (DoE, 2009) and 2011 PNG National Population and Housing Census (NSO, 2013). Quality Table 25: Henganofi District - Grade 8 examination results by subject

English Mathematics Combined Sum of Written Language (average Subject (av- mean scores Expression (average marks marks out of erage marks (out of 50) (average out of 50) 50) out of 50) marks out of 50) Henganofi District 25.5 25.5 26.1 77.1 16.5 Eastern Highlands 24.5 24.4 24.9 73.8 16.1 Source: Authors’ calculations from 2009 examination data from EMIS Database (DoE, 2009).

20 Kainantu District Figure 13: Kainantu District map

Source: 2011 PNG National Population and Housing Census (NSO, 2013). About Kainantu District Kainantu District includes the upper Ramu Valley and the Bismark Range in the north. Kainantu is the first major town along the Highlands Highway coming up from . Kainantu District has five LLGs and 45 wards. The district has 45 elementary schools, 30 community schools and 12 primary schools. These schools are provided by the government, and by churches that run as agency schools: Government (90%), Lutheran Church (5%), SDA (2%). Other agencies run the remainder. Summary Kainantu District had a NAR of 10.8 percent, which was well below the province (30.2%) and national (24.2%) averages. Of the 10.8 percent of the children that were admitted to elementary prep in 2009, the remaining 89.2 percent were still out of school or were in other grades. The GER (65.7) was below the province (96.9%) and national (88.6%) averages, which indicated fewer students being enrolled in the district regardless of age. The NER (45.4%) was below the province (50.7%) and national (69.5%) averages. In terms of comparison, there is a higher percentage of male population for GER and NER and a higher percentage of female admissions in 2009. The CRR for Kainantu District (59%) was above the province average (47%) but below the national average (65.3%). A higher percentage of female students than male students were retained and completed Grade 8 in 2009. In terms of quality UBE for Kainantu District, the Grade 8 examination results for the three subjects (English, Maths and Combined Subjects) were slightly below the province and national averages. The Sum of Mean Scores for Kainantu (70.6) was below the province average (73.8) and above the national average (60.1).

21 Basic education institutions Table 26: Kainantu District - number of schools, classes, students and teachers by school level

School Level Schools Classes Students Teachers Elementary 45 207 7,706 177.99 Community 30 201 8,416 205.5 Primary 12 52 2,273 31.46 Total 87 460 18,385 415 Source: 2009 Education Statistical Bulletin and EMIS Database (DoE, 2009). Figure 14: Kainantu District - basic education distribution

Source: 2009 Education Statistical Bulletin and EMIS Database (DoE, 2009). Education providers Table 27: Kainantu District - number of schools by basic education providers

Provider # of Schools Government 53 Lutheran 3 Others 3 Total 59 Source: 2009 Education Statistical Bulletin and EMIS Database (DoE, 2009). Figure 15: Kainantu District - basic education providers

Source: 2009 Education Statistical Bulletin and EMIS Database (DoE, 2009).

22 Universal Basic Education indicators Net admission rates Table 28: Kainantu District - net admission rates

Male Female Total Kainantu District 10.3% 11.2% 10.8% Eastern Highlands 28.8% 31.9% 30.2% Source: Authors’ calculations from 2009 enrolment data from EMIS Database (DoE, 2009) and 2011 PNG National Population and Housing Census (NSO, 2013). Gross and net enrolments Table 29: Kainantu District - gross and net enrolment rates

Gross Enrolment Net Enrolment Male Female Total Male Female Total Kainantu District 67.8% 63.3% 65.7% 46.4% 44.3% 45.4% Eastern Highlands 101.2% 92.2% 96.9% 53.2% 47.9% 50.7% Source: Authors’ calculations from 2009 enrolment data from EMIS Database (DoE, 2009) and 2011 PNG National Population and Housing Census (NSO, 2013). Retention Table 30: Kainantu District - retention rates

Male Female Total Kainantu District 68% 49% 59% Eastern Highlands 55% 38% 47% Source: Authors’ calculations from 2009 enrolment data from EMIS Database (DoE, 2009) and 2011 PNG National Population and Housing Census (NSO, 2013). Quality Table 31: Kainantu District - Grade 8 examination results by subject

English Mathematics Combined Sum of Written Language (average Subject (av- mean scores Expression (average marks marks out of erage marks (out of 50) (average out of 50) 50) out of 50) marks out of 50) Kainantu District 23.4 23.0 24.2 70.6 15.3 Eastern Highlands 24.5 24.4 24.9 73.8 16.1 Source: Authors’ calculations from 2009 examination data from EMIS Database (DoE, 2009).

23 Lufa District Figure 16: Lufa District map

Source: 2011 PNG National Population and Housing Census (NSO, 2013). About Lufa District Lufa District, bordering Simbu Province, covers the Upper Tua Valley, Crater Mountain and Upper Koma Valley as well as the Gidahu Valley in the south west. Lufa District has three LLGs and 32 wards. The district has 31 elementary schools, 15 community schools and 13 primary schools. These schools are provided by the government, and by churches that run as agency schools: Government (81%), Lutheran Church (7%), Catholic Church (1%), SDA (1%). Other agencies run the remainder. Summary Lufa District has a NAR of 51.7 percent, which was above the province (30.2%) and national (24.2%) averages. Of the 51.7 percent of the children that were admitted to elementary prep in 2009, the remaining 48.3 percent were still out of school or were in other grades. The GER (134.3%) was well above the province (96.9%) and national (88.6%) averages, which indicated more students being enrolled in the district regardless of age. The NER (52.7%) was above the province average (50.7%) but below the national averages (69.5%). In terms of gender comparison, there is a higher number of male population for GER and NER and a higher proportion of female admissions in 2009. The CRR for Lufa District (35.3%) was below the province (47%) and national (65.3%) averages. A higher percentage of male students than female students were retained and completed Grade 8 in 2009. In terms of quality UBE for Lufa District, the Grade 8 examination results for the three subjects (English, Maths, and Combined Subjects) were slightly below the province and national averages. The Sum of Mean Scores for Lufa (71.7) was below the province average (73.9) and above the national average (60.1).

24 Basic education institutions Table 32: Lufa District - number of schools, classes, students and teachers by school level

School Level Schools Classes Students Teachers Elementary 31 83 2,844 78 Community 15 125 4,631 121.99 Primary 13 67 2,612 34.97 Total 59 275 10,087 235 Source: 2009 Education Statistical Bulletin and EMIS Database (DoE, 2009). Figure 17: Lufa District - basic education distribution

Source: 2009 Education Statistical Bulletin and EMIS Database (DoE, 2009). Education providers Table 33: Lufa District - number of schools by basic education providers

Provider # of Schools Government 70 Lutheran 6 Others 11 Total 87 Source: 2009 Education Statistical Bulletin and EMIS Database (DoE, 2009). Figure 18: Lufa District - basic education providers

Source: 2009 Education Statistical Bulletin and EMIS Database (DoE, 2009).

25 Universal Basic Education indicators Net admission rates Table 34: Lufa District - net admission rates

Male Female Total Lufa District 48.0% 55.8% 51.7% Eastern Highlands 28.8% 31.9% 30.2% Source: Authors’ calculations from 2009 enrolment data from EMIS Database (DoE, 2009) and 2011 PNG National Population and Housing Census (NSO, 2013). Gross and net enrolments Table 35: Lufa District - gross and net enrolment rates

Gross Enrolment Net Enrolment Male Female Total Male Female Total Lufa District 139.3% 128.6% 134.3% 56.5% 48.4% 52.7% Eastern Highlands 101.2% 92.2% 96.9% 53.2% 47.9% 50.7% Source: Authors’ calculations from 2009 enrolment data from EMIS Database (DoE, 2009) and 2011 PNG National Population and Housing Census (NSO, 2013). Retention Table 36: Lufa District - retention rates

Male Female Total Lufa District 45% 24% 35% Eastern Highlands 55% 38% 47% Source: Authors’ calculations from 2009 enrolment data from EMIS Database (DoE, 2009) and 2011 PNG National Population and Housing Census (NSO, 2013). Quality Table 37: Lufa District - Grade 8 examination results by subject

English Mathematics Combined Sum of Written Language (average Subject (av- mean scores Expression (average marks marks out of erage marks (out of 50) (average out of 50) 50) out of 50) marks out of 50) Lufa District 23.8 23.7 24.1 71.6 15.3 Eastern Highlands 24.5 24.4 24.9 73.8 16.1 Source: Authors’ calculations from 2009 examination data from EMIS Database (DoE, 2009).

26 Obura/Wonenara District Figure 19: Obura/Wonenara District map

Source: 2011 PNG National Population and Housing Census (NSO, 2013). About Obura/Wonenara District Obura/Wonenara is a large district that shares a long eastern border with Morobe Province. It stretches from the Bismark Range, through the upper Ramu Valley and the Lamari Valley, to the Kratke and Kuwarabi Ranges in the south. Obura/Wonenara District has two LLGs and 60 wards. The district has 33 elementary schools, 12 community schools and 16 primary schools. These schools are provided by the government, and by churches that run as agency schools: Government (80%), Lutheran Church (8%), Catholic Church (2%). Other agencies run the remainder. Summary Obura/Wonenara District had a NAR (31.7%), which was slightly above the province (30.2%) and national (24.2%) averages. Of the 31.7 percent of the children that were admitted to elementary prep in 2009, the remaining 68.3 percent were still out of school or were in other grades. The GER (141%) was well above the province (96.9%) and national (88.6%) averages, which indicated more students being enrolled in the district regardless of age. The NER (69.2%) was above the province average (50.7%) and slightly below the national average (69.5%). In terms of gender comparison, there is a higher percentage of male population for GER and NER and a higher proportion of female admissions in 2009. The retention rate for Obura/Wonenara District (21%) was below the province (47%) and national (65%) averages. A higher percentage of male students than female students were retained and completed Grade 8 in 2009. In terms of quality UBE for Obura/Wonenara District, the Grade 8 examination results for the three subjects (English, Maths, and Combined Subjects) were slightly below the province and national averages. The Sum of Mean Scores for Obura/Wonenara (69.9) was below the province average (73.9) and above the national average (60.1).

27 Basic education institutions Table 38: Obura/Wonenara District - number of schools, classes, students and teachers by school level

School Level Schools Classes Students Teachers Elementary 33 81 3,340 65.6 Community 12 98 3,442 98 Primary 16 78 3,060 47.62 Total 61 257 9,842 211 Source: 2009 Education Statistical Bulletin and EMIS Database (DoE, 2009). Figure 20: Obura/Wonenara District—basic education distribution

Source: 2009 Education Statistical Bulletin and EMIS Database (DoE, 2009). Education providers Table 39: Obura/Wonenara District - number of schools by basic education providers

Provider # of Schools Government 49 Lutheran 5 Others 7 Total 61 Source: 2009 Education Statistical Bulletin and EMIS Database (DoE, 2009). Figure 21: Obura/Wonenara District - basic education providers

Source: 2009 Education Statistical Bulletin and EMIS Database (DoE, 2009).

28 Universal Basic Education indicators Net admission rates Table 40:Obura/Wonenara District - net admission rates

Male Female Total Obura/Wonenara 29.3% 34.4% 31.7% Eastern Highlands 28.8% 31.9% 30.2% Source: Authors’ calculations from 2009 enrolment data from EMIS Database (DoE, 2009) and 2011 PNG National Population and Housing Census (NSO, 2013). Gross and net enrolments Table 41: Obura/Wonenara District - gross and net enrolment rates

Gross Enrolment Net Enrolment Male Female Total Male Female Total Obura/Wonenara 149.7% 131.0% 140.9% 74.7% 63.1% 69.2% Eastern Highlands 101.2% 92.2% 96.9% 53.2% 47.9% 50.7% Source: Authors’ calculations from 2009 enrolment data from EMIS Database (DoE, 2009) and 2011 PNG National Population and Housing Census (NSO, 2013). Retention Table 42: Obura/Wonenara District - retention rates

Male Female Total Obura/Wonenara 24% 18% 21% Eastern Highlands 55% 38% 47% Source: Authors’ calculations from 2009 enrolment data from EMIS Database (DoE, 2009) and 2011 PNG National Population and Housing Census (NSO, 2013). Quality Table 43: Obura/Wonenara District - Grade 8 examination results by subject

English Mathematics Combined Sum of Written Language (average Subject (av- mean scores Expression (average marks marks out of erage marks (out of 50) (average out of 50) 50) out of 50) marks out of 50) Obura/Wonenara 23.9 21.7 24.3 69.9 16.4 Eastern Highlands 24.5 24.4 24.9 73.8 16.1 Source: Authors’ calculations from 2009 examination data from EMIS Database (DoE, 2009).

29 Okapa District Figure 22: Okapa District map

Source: 2011 PNG National Population and Housing Census (NSO, 2013). About Okapa District Okapa District covers a very mountainous area with the Kratke Range in the north and the lower Lamari Valley in the south. Okapa District has two LLGs and 34 wards. The district has 32 elementary schools, 19 community schools and 24 primary schools. These schools are provided by the government, and by churches that run as agency schools: Government (93%), Lutheran Church (3%), SDA (1%). Other agencies run the remainder. Summary Okapa District had a NAR of 12.3 percent, which was below the province (30.2%) and national (24.2%) averages. Of the 12.3 percent of the children that were admitted to elementary prep in 2009, the remaining 87.7 percent were still out of school or were in other grades. The GER (85.7%) was below the province (96.9%) and national (88.6%) averages, which indicated fewer students being enrolled in the district regardless of age. The NER (42.2%) was below the province (50.7%) and national (69.5%) averages. In terms of gender comparison, there is a higher percentage of male population for GER and NER and a higher proportion of female admissions in 2009. The retention rate for Okapa District (45%) was below the province (47.0%) and national (65.3%) averages. A higher percentage of male students than female students were retained and completed Grade 8 in 2009. In terms of quality UBE for Okapa District, the Grade 8 examination results for the three subjects (English, Maths, and Combined Subjects) were fairly above the province and national averages. The Sum of Mean Scores for Okapa (74.1) was above the province average (73.9) and national average (60.1).

30 Basic education institutions Table 44: Okapa District - number of schools, classes, students and teachers by school level

School Level Schools Classes Students Teachers Elementary 32 86 3,235 78 Community 19 137 5,558 100.49 Primary 24 113 4,285 68.64 Total 75 336 13,078 247 Source: 2009 Education Statistical Bulletin and EMIS Database (DoE, 2009). Figure 23: Okapa District - basic education distribution

Source: 2009 Education Statistical Bulletin and EMIS Database (DoE, 2009). Education providers Table 45: Okapa District - number of schools by basic education providers

Provider # of Schools Government 70 Lutheran 2 Others 3 Total 75 Source: 2009 Education Statistical Bulletin and EMIS Database (DoE, 2009). Figure 24: Okapa District - basic education providers

Source: 2009 Education Statistical Bulletin and EMIS Database (DoE, 2009).

31 Universal Basic Education indicators Net admission rates Table 46:Okapa District - net admission rates

Male Female Total Okapa District 11.7% 13.0% 12.3% Eastern Highlands 28.8% 31.9% 30.2% Source: Authors’ calculations from 2009 enrolment data from EMIS Database (DoE, 2009) and 2011 PNG National Population and Housing Census (NSO, 2013). Gross and net enrolments Table 47: Okapa District - gross and net enrolment rates

Gross Enrolment Net Enrolment Male Female Total Male Female Total Okapa District 90.7% 80.0% 85.7% 45.5% 38.5% 42.2% Eastern Highlands 101.2% 92.2% 96.9% 53.2% 47.9% 50.7% Source: Authors’ calculations from 2009 enrolment data from EMIS Database (DoE, 2009) and 2011 PNG National Population and Housing Census (NSO, 2013). Retention Table 48: Okapa District - retention rates

Male Female Total Okapa District 50% 38% 45% Eastern Highlands 55% 38% 47% Source: Authors’ calculations from 2009 enrolment data from EMIS Database (DoE, 2009) and 2011 PNG National Population and Housing Census (NSO, 2013). Quality Table 49: Okapa District - Grade 8 examination results by subject

English Mathematics Combined Sum of Written Language (average Subject (av- mean scores Expression (average marks marks out of erage marks (out of 50) (average out of 50) 50) out of 50) marks out of 50) Okapa District 24.5 25.1 24.5 74.1 16.6 Eastern Highlands 24.5 24.4 24.9 73.8 16.1 Source: Authors’ calculations from 2009 examination data from EMIS Database(DoE, 2009).

32 Unggai/Bena District Figure 25: Unggai/Bena District map

Source: 2011 PNG National Population and Housing Census (NSO, 2013). About Unggai/Bena District Unggai/Bena District has the Bismark Range in the north and the Unggai Range in the southwest. In the centre is the Benabena Valley. Unggai/Bena District has three LLGs and 20 wards. The district has 41 elementary schools, 14 community schools and 14 primary schools. These schools are provided by the government, and by churches that run as agency schools: Government (90%), Lutheran Church (3%), SDA (3%), Anglican (1%). Other agencies run the remainder. Summary Unggai/Bena District had a NAR of 25.8 percent, which was below the province average (30.2%) and slightly above the national average (24.2%). Of the 25.8 percent of the children who were admitted to elementary prep in 2009, the remaining 74.2 percent were still out of school or were in other grades. The jGER (79%) was below the province and national averages (96.9% and 88.6% respectively), which indicated fewer students being enrolled in the district regardless of age. The NER (40.0%) was below the province (50.7%) and national (69.5%) averages. In terms of gender comparison, there is a higher percentage of male population for GER and NER and fairly equal proportion of male and female admissions in 2009. The CRR for Unggai/Bena District (36%) was below the province (47%) and (65%) national averages. A higher percentage of male students than female students were retained and completed Grade 8 in 2009. In terms of quality UBE for Unggai/Bena District, the Grade 8 examination results for the three subjects (English, Maths and Combined Subjects) were fairly above the province and national averages. The Sum of Mean Scores for Unggai/Bena (75.2) was above the province average (73.9) and national average (60.1).

33 Basic education institutions Table 50: Unggai/Bena District - number of schools, classes, students and teachers by school level

School Level Schools Classes Students Teachers Elementary 41 119 3,493 101.5 Community 14 124 3,940 125 Primary 14 57 1,656 38.95 Total 69 300 9,089 265 Source: 2009 Education Statistical Bulletin and EMIS Database (DoE, 2009). Figure 26: Unggai/Bena District - basic education distribution

Source: 2009 Education Statistical Bulletin and EMIS Database (DoE, 2009). Education providers Table 51: Unggai/Bena District - number of schools by basic education providers

Provider # of Schools Government 62 Lutheran 2 Others 3 SDA 2 Total 69 Source: 2009 Education Statistical Bulletin and EMIS Database (DoE, 2009). Figure 27: Unggai/Bena District - Basic education providers

Source: 2009 Education Statistical Bulletin and EMIS Database (DoE, 2009).

34 Universal Basic Education indicators Net admission rates Table 52:Unggai/Bena District - net admission rates

Male Female Total Unggai/Bena District 25.8% 25.7% 25.8% Eastern Highlands 28.8% 31.9% 30.2% Source: Authors’ calculations from 2009 enrolment data from EMIS Database (DoE, 2009) and 2011 PNG National Population and Housing Census (NSO, 2013). Gross and net enrolments Table 53: Unggai/Bena District - gross and net enrolment rates

Gross Enrolment Net Enrolment Male Female Total Male Female Total Unggai/Bena District 82.0% 75.8% 79.1% 41.6% 38.3% 40.0% Eastern Highlands 101.2% 92.2% 96.9% 53.2% 47.9% 50.7% Source: Authors’ calculations from 2009 enrolment data from EMIS Database (DoE, 2009) and 2011 PNG National Population and Housing Census (NSO, 2013). Retention Table 54: Unggai/Bena District - retention rates

Male Female Total Unggai/Bena District 45% 26% 36% Eastern Highlands 55% 38% 47% Source: Authors’ calculations from 2009 enrolment data from EMIS Database (DoE, 2009) and 2011 PNG National Population and Housing Census (NSO, 2013). Quality Table 55: Unggai/Bena District - Grade 8 examination results by subject

English Mathematics Combined Sum of Written Language (average Subject (av- mean scores Expression (average marks marks out of erage marks (out of 50) (average out of 50) 50) out of 50) marks out of 50) Unggai/Bena District 23.9 25.8 25.5 75.2 15.9 Eastern Highlands 24.5 24.4 24.9 73.8 16.1 Source: Authors’ calculations from 2009 examination data from EMIS Database (DoE, 2009).

35 Summary of findings In 2009, the NAR and GER (30.2% and 96.9% respectively) in Eastern Highlands Province were above the national averages while the NER (50.7%) was below the national average. Of its districts, Daulo, Goroka, Lufa, and Obura/Wonenara had higher access rates than Henganofi, Kainantu, Okapa, and Unggai/Bena. Eastern Highland Province’s CRR (47%) in 2009 was below the national average (65.3%). Across the province, a higher proportion of the male students were being retained than female students. Across the districts, Goroka had the highest CRR (111%) and Obura/Wonenara had the lowest CRR (21%). In 2009, Eastern Highlands Province’s Sum of Mean Scores (73.8) was above the national Sum of Mean Scores (60.0). The province’s highest scoring districts were Daulo and Henganofi (both 77.1) while the province’s lowest scoring district was Goroka (25.5). Table 56: Summary of Eastern Highlands Province’s Performance in UBE in 2009. 2009

Access Retention Quality NAR GER NER CRR Sum of mean scores

Eastern Highlands Province 30.2% 96.9% 50.7% 47% 73.8 Daulo 43.2% 90.6% 51.6% 39% 77.1 Goroka 46.3% 85.8% 52.1% 111% 75.5 Henganofi 20.4% 93.4% 52.3% 41% 77.1 Kainantu 10.8% 65.7% 45.4% 59% 70.6 Lufa 51.7% 134.3% 52.7% 35% 71.6 Obura/Wonenra 31.7% 140.9% 69.2% 21% 69.9

Okapa 12.3% 85.7% 42.2% 45% 74.1 Unggai/Bena 25.8% 79.1% 40.0% 36% 75.2

36 Bibliography Department of Education. (2009). Achieving a better future through Universal Basic Education Plan 2010-2019. : Department of Education. Department of Education. (n.d.). GoPNG [website]. Retrieved from http://www.education.gov.pg/Students/ index.html (accessed 29 June 2018). Department of Education. (2009). Department of Education Statistics. Port Moresby: Department of Education. Kukari, A. (2015). A situational analysis of education in Papua New Guinea. Port Moresby: Papua New Guinea National Research Institute. Kukari, A., Reta, M. and Michael, P. (2015). 2007 Universal Basic Education Provincial and District Profiles. Port Moresby: Papua New Guinea National Research Institute. National Statistical Office of Papua New Guinea. (2013).2011 Papua New Guinea National Population and Housing Census. Port Moresby: National Statistical Office. Papua New Guinea National Research Institute. (2010). District and provincial profiles. Port Moresby: Author. Shaeffer, S. (1995). Workshop on Education for All: Five Years After Jomtien.In Education News, No 13. New York: UNICEF.

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This publication is supported by the Australian Government in partnership with the Government of Papua New Guinea.

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