OTHER PUBLICATION Jeremy Goro Kilala Devette-Chee 2009 PROVINCIAL AND Peter Magury Daphney Kollin DISTRICT UNIVERSAL BASIC Martha Waim

EDUCATION PROFILE www.pngnri.org

September 2020 This page is intentionally left blank OTHER PUBLICATION MOROBE PROVINCE Jeremy Goro Kilala Devette-Chee 2009 PROVINCIAL AND Peter Magury Daphney Kollin DISTRICT UNIVERSAL Martha Waim 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 Morobe Province 8 District 12 Finschhafen District 15 Huon Gulf District 18 Kabwum District 21 District 24 27 30 Nawaeb District 33 Tewai Siassi District 36 Summary of findings 39 Bibliography 40

i List of Charts, Figures and Tables List of Tables Table 1: Morobe Province - number of schools, classes, students and teachers by school level 9 Table 2: MorobeProvince - distribution of schools by district and school level 9 Table 3: Morobe Province - number of schools by basic education providers 10 Table 4: Morobe Province - net admission rates 11 Table 5: Morobe Province - gross and net enrolment rates 11 Table 6: Morobe Province - retention rates 11 Table 7: Morobe Province - Morobe Province – Grade 8 examination results by subjects 11 Table 8: - number of schools, classes, students and teachers by school level 13 Table 9: Bulolo District - number of schools by basic education providers 13 Table 10: Bulolo District - net admission rates 14 Table 11: Bulolo District - gross and net enrolment rates 14 Table 12: Bulolo District - retention rates 14 Table 13: Finschhafen District - number of schools, classes, students and teachers by school level 16 Table 14: Finschhafen District - number of schools by basic education providers 16 Table 15: Finschhafen District - net admission rates 17 Table 16: Finschhafen District - gross and net enrolment rates 17 Table 17: Finschhafen District - retention rates 17 Table 18: Huon Gulf District - number of schools, classes, students and teachers by school level 19 Table 19: Huon Gulf District - number of schools by basic education providers 19 Table 20: Huon Gulf District - net admission rates 20 Table 21: Huon Gulf District - gross and net enrolment rates 20 Table 22: Huon Gulf District - retention rates 20 Table 23: Kabwum District - number of schools, classes, students and teachers by school level 22 Table 24: Kabwum District - number of schools by basic education providers 22 Table 25: Kabwum District - net admission rates 23 Table 26: Kabwum District - gross and net enrolment rates 23 Table 27: Kabwum District - retention rates 23 Table 28: - number of schools, classes, students and teachers by school level 25 Table 29: Lae District - number of schools by basic education providers 25 Table 30: Lae District - net admission rates 26 Table 31: Lae District - gross and net enrolment rates 26 Table 32: Lae District - retention rates 26 ii Table 33: Markham District - number of schools, classes, students and teachers by school level 28 Table 34: Markham District - number of schools by basic education providers 28 Table 35: Markham District - net admission rates 29 Table 36: Markham District - gross and net enrolment rates 29 Table 37: Markham District - retention rates 29 Table 38: Menyamya District - number of schools, classes, students and teachers by school level 31 Table 39: Menyamya District - number of schools by basic education providers 31 Table 40: Menyamya District - net admission rates 32 Table 41: Menyamya District - gross and net enrolment rates 32 Table 42: Menyamya District - retention rates 32 Table 43: Nawaeb District - number of schools, classes, students and teachers by school level 34 Table 44: Nawaeb District - number of schools by basic education providers 34 Table 45: Nawaeb District - net admission rates 35 Table 46: Nawaeb District - gross and net enrolment rates 35 Table 47: Nawaeb District - retention rates 35 Table 48: Tewai Siassi District - number of schools, classes, students and teachers by school level 37 Table 49: Tewai Siassi District - number of schools by basic education providers 37 Table 50: Tewai Siassi District - net admission rates 38 Table 51: Tewai Siassi District - gross and net enrolment rates 38 Table 52: Tewai Siassi District - retention rates 38 Table 53: Summary of Morobe Province‘s Performance in UBE in 2009 39

List of Figures Figure 1: Morobe Province map and population figures 8 Figure 2: Morobe Province - basic education distribution 9 Figure 3: Morobe Province - basic education providers 10 Figure 4: Bulolo District map 12 Figure 5: Bulolo District - basic education distribution 13 Figure 6: Bulolo District - basic education providers 14 Figure 7: Finschhafen District map 15 Figure 8: Finschhafen District - basic education distribution 16 Figure 9: Finschhafen District - basic education providers 17 Figure 10: Huon Gulf District map 18

iii Figure 11: Huon Gulf District - basic education distribution 19 Figure 12: Huon Gulf District - basic education providers 20 Figure 13: Kabwum District map 21 Figure 14: Kabwum District - basic education distribution 22 Figure 15: Kabwum District - basic education providers 22 Figure 16: Lae District map 24 Figure 17: Lae District - basic education distribution 25 Figure 18: Lae District - basic education providers 26 Figure 19: Markham District map 27 Figure 20: Markham District - basic education distribution 28 Figure 21: Markham District - basic education providers 29 Figure 22: Menyamya District map 30 Figure 23: Menyamya District - basic education distribution 31 Figure 24: Menyamya District - basic education providers 32 Figure 25: Nawaeb District map 33 Figure 26: Nawaeb District - basic education distribution 34 Figure 27: Nawaeb District - basic education providers 35 Figure 28: Tewai Siassi District map 36 Figure 29: Tewai Siassi District - basic education distribution 37 Figure 30: Tewai Siassi District - basic education providers 38

iv Acknowledgement We are indebted to the Department of Education (DoE) for the use of its 2009 National Annual School Census data to compile the Morobe Province 2009 Provincial and District Universal Basic Education Profile. We would like to thank the National Statistical Office for providing the soft copies of the district and provincial maps, and for the 2009 population figures used in the profiles. We also thank Lewis Iwong for modifying the base maps. We wish to 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 layouts of the profiles, the research cadets for their help 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 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 Millenium Development Goals (MDGs) established in 2000, in addition to 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 Papua New Guinea, there are more than 800 languages that 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 is unique and different in terms of the challenges to address the constraints to working towards UBE. Challenges at these levels vary and therefore require unique and specific interventions that can work in their local settings. It is in the context of this background that the Morobe Province 2009 Provincial and District Universal Basic Education Profile is developed. This profile is prepared to draw 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 also common universal basic education indicators related to 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 Morobe Province and its districts should take responsibility for designing and implementing their own strategies towards universalising basic education in their areas. The UBE Plan, 2010–2019 (DoE, 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, 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 Morobe Province.

Dr Osborne Ogis Sanida Director

vii Introduction Morobe Province stretches from the Sarawaget Range in the north along the Huon Peninsula to the east and through the Markham Valley in the centre of the province. The Bulolo and Watut Valleys run north to south, with the Ekuti and Owen Stanley Ranges in the south. Morobe’s nine district are broken down into 33 local -evel governments and 547 wards; the provincial capital is located in Lae. The Highlands Highway and a road between Lae and Wau provide reasonable road access in the province. Roads along the Huon Peninsula do not connect to Lae, making water transport more common, which becomes dangerous in the wet season. The very north of the province in Kabwum Distict and south of the province, around Garaina, are very remote. With the remoteness of some of its districts and the hard geography the challenges for education policy-makers and implementers in delivering basic education services are substantial. These challenges are coupled with 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, a number of enabling education policies and plans have been developed and implemented with the goal of making education universally available to all school-aged children, keeping 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 to have up-to-date data and information disaggregated to the district level. This will help the government and its stakeholders to better understand the unique needs and challenges of each district and to identify where there is improvement, no change and deterioration in relation to access, retention and quality of learning. The production and dissemination of theMorobe Province 2009 Provincial and Disrict Universal Basic Education Profile focuses on the need for information at the province and district levels towards the attainment of UBE goals and, simultaneously, identify gaps that would need interventions in the areas of access, retention and quality. The Morobe Province 2009 Provincial and District Universal Basic Education Profile contains maps and basic education information regarding the school-age population, enrolment, number of schools and teachers. These are followed by the three key UBE indicators on access, retention and quality. This profile will be circulated to all stakeholders at the national, provincial, district and local levels, political leaders and public servants, and development partners. This profile provides insight into the progress of Morobe Province and its districts towards achieving UBE, and the unique challenges they have in doing so. We hope it will be used as a platform for influencing policy choices and interventions.

1 Provincial Education System coverage Provincial education system 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, among other factors, the absorptive capacity of the provincial education system, the access and participation gaps, the number of places that will need to be provided for pupils 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 on the number of schools is used as measures of provincial education system coverage. In 2009, the Morobe Province education system had grown to one employing 3,128 teachers, with 113,127 students in 519 elementary and 312 community and primary schools. While the DoE provides the support to, and oversight of, all schools registered within the provincial education system, more than half of all schools are run by the non-government sector. The main church education agencies are Lutheran and Catholic, with smaller ones such as the Seventh-Day Adventist, Evangelical Brotherhood Church and others picking up in numbers. Within the church agency category, in 2009, the Lutheran Church provided 24 percent of schools. The distribution of basic education providers from other denominations is as follows: Catholic (2%), Seventh-Day Adventist (1%), and others (3%) (DoE, 2009). Each district profile shows the number of schools in each level of education, by district, to ascertain if there is an adequate supply of space to meet the demand for education. Access and enrolment data seem to suggest that one of the critical factors 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 is a guide to the key Universal Basic Education (UBE) indicators chosen for this profile. It provides a description of the three main indicators (access, retention and quality) and an overview of the current situation in Morobe Province and its districts’ basic education (retention). These indicators are addressed according to three priority pillars in basic education development in the province and each of the districts. These are: increasing access to schools (access), ensuring that students get a full nine years of education, 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 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 also more importantly, the number of students being denied access. Overall, the NAR for Morobe Province is 17.4 percent. This indicates that of all the children enrolled in elementary prep, only 17.4 percent of the children are six years old while 82.6 percent are more or less than six years old. The data presented illustrates that all the districts have low numbers of six-year-old children enrolled in elementary schools in 2009. District distribution shows that Markham had the highest NAR (20.9%) followed by Huon Gulf (20.5%), Bulolo (19.5%), Lae (19%), Finschhafen (17.1%), Tewai Siassi (17.1%), Nawaeb (17%), Menyamya (15%) and Kabwum (10.2%). Generally, the NAR for Morobe Province and its nine districts show that a large proportion of six-year-old children do not have access to the first year of formal education. The very large number of children enrolled at ages above the required entry age 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. A 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 help us to identify the number of children enrolled in education as a proportion of the population of related school age. The gross and net enrolment rates (GERs and NERs) are often used to measure students’ participation in education. The GER has been used here because it helps us 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. Overall, Morobe Province has a GER of 81.2 percent, but this varies by district. The actual enrolment rate (of those in the desired age groups) may be much lower because of over- and under-aged children in school as well as inaccurate population figures. This is well below the Papua New Guinea average GER of 91 percent. There are also wide variations across the province with Kabwum (99.4%) and Finschhafen (99.3%) showing higher enrolment rates, while Tewai Siassi (89%), Markham (86.6%), Nawaeb (81.7%), Huon Gulf (81%), Bulolo (77.7%), Menyamya (62%) and Lae (54.4%) have lower enrolment rates. Although these enrolment rates provide an impression of high enrolment in basic education, this high enrolment is caused by factors such as the enrolment of a large number of students who are outside the population of related school age (6–14 years of age).

3 And in all districts, the proportion of males enrolled out of the total male population is higher than the proportion of females. The NER has been used to measure students’ participation in basic education because, firstly, it helps us to know the actual number of pupils in the population of related school age (6–14 year olds) 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 districts’ progress towards the goal of UBE. The enrolment data presented indicate that Morobe Province has an NER of 45.7 percent. This means that 45.7 percent of 6–14 years -old children were enrolled in basic education in 2009, while 54.4 percent were still out of school. In terms of districts, Finschhafen has the highest NER (53.3%), while Markham (50.4%), Nawaeb (48.1%), Kabwum (47.7%), Bulolo (45.7%), Huon Gulf (44.7%), Tewai Siassi (43.6%), Lae (32.8%) and Menyamya (29.9%) have lower enrolment rates. The data suggest that Morobe Province and all its districts are making slow progress towards the goal of UBE. Retention rate The cohort retention rate (CRR) is the indicator used to measure the number of children who complete a basic education cycle. 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 when looking at UBE because the goal will only be met if all children enrolled in elementary prep continue in school until the end of Grade 8. This is the 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 unable to fulfil a role in society at large. Overall, data presented here show that Morobe Province’s CRR of 60 percent is slightly lower than the Papua New Guinea average CRR of 65 percent. Just as the enrolment rate is low in Morobe Province, the retention of students in school is also slightly lower than the national average. A large percentage of children who enrolled in elementary one 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. Of the children that started Grade 1 in 2000, only 60 percent completed Grade 8 in 2009, while nearly 40 percent had left school. There are, however, wide variations within the province in some districts; Huon Gulf (80%) and Lae (73%) show higher rates than Markham (72%), Nawaeb (60%), Menyamya (58%), Finschhafen (57%), Tewai Siassi (50%), Bulolo (47%) and Kabwum (42%). More than half of students enrolled in elementary one and Grade 1 in 2000 in Bulolo and Kabwum districts left school before completing Grade 8 in 2009. This means that a lot of children have dropped out of schools in Morobe Province and its districts. This emphasises how important it is that efforts by the government should concentrate more on these disadvantaged districts. If these problems are not addressed immediately, the CRR will decline further and the chances of reaching the goal of UBE will be minimal in Morobe Province. And in all districts, a larger proportion of female students (from the total population of females) dropped out than the proportion of males. Closer monitoring is necessary to see which districts are comparatively worse off in order to focus attention on

4 those districts. Quality The third indicator of UBE in Papua New Guinea is quality education. It assesses a student’s ability to learn the required knowledge, skills and competencies prescribed in the national school curriculum. It can be measured using students’ academic achievements from examination results or pass mark, but, in most cases, proxy indicators such as Pupil-Teacher Ratio, Qualified Teacher Ratio and Pupil-to-Textbook Ratio are used instead. For this Morobe Province 2009 Provincial and District Universal Basic Education Profile, the pass mark for Grade 8 examination is used as a measure of quality education for UBE, which translates into the sum of mean scores, which is the determining factor in selection for admissions to Grade 9 in secondary schools. An analysis of the national Grade 8 examination results in 2009 for Morobe Province and its districts could not be done because there was no data available.

5 Guide to data sources The publicationMorobe Province 2009 Provincial and District Universal Basic Education Profile is produced by the PNG National Research Institute based on collections from the school census of Papua New Guinea held in March 2009. It presents information on all government and non-government schools, students and teachers in Morobe Province. As of 2007, all Morobe schools provide details of enrolments and staffing data once a 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 2009 census data were processed and validated by staff of the Policy Planning Research and Data Analysis Division of the Department of Education. The figures in this profile have been taken from the 2009 school census. The census collected student-age data for the first time, as well as large amounts of previously unavailable data about the teachers. 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 school in Papua New Guinea is six years, primary school starts from nine years, and secondary school from 15 years of age. The data had to be rearranged to form appropriate age groups to calculate age-related indicators such as Net Admission Rate (NAR) and Net Enrolment Ratio (NER). For this purpose, the following age groups were defined: • Aged six, for calculating NAR for elementary prep. • Aged 6–14, 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 The Morobe Province 2009 Provincial and District Universal Basic Education 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 NAR, NER and GER, and school-age population. Errors occur when enrollment levels are under- or over-reported. Over-reporting of enrollment levels may occur if schools have a financial incentive (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 for which information was missing at the time, projections were made, for example for the access rates.

7 Morobe Province Figure 1: Morobe Province map and population figures

Source: 2011 PNG National Population and Housing Census (NSO, 2013). About Morobe Province Morobe Province stretches from the Sarawaget Range in the north along the Huon Peninsula to the east and through the Markham Valley in the centre of the province. The Bulolo and Watut Valleys run north-south, with the Ekuti and Owen Stanley Ranges in the south. Morobe’s nine districts are broken down into 33 local- level governments and 547 wards. The provincial capital is located in Lae. The Highlands Highway and a road between Lae and Wau provide reasonable road access in the province. Roads along the Huon Peninsula do not connect to Lae, making water transport more common, which becomes dangerous in the wet season. The very north of the province in Kabwum District and south of the province, around Garaina are very remote. In 2009, the province had 441 primary-level schools: 300 of these were elementary schools, 62 were community schools and 79 were primary schools. The schools were provided by the Government (72%), the Lutheran Church (24%), the Catholic Church (2%), the Seventh-Day Adventist church (1%) and other educational providers (1%). Summary Morobe’s performance in UBE in 2009 is reported in this profile. In terms of access, the NAR, GER and NER are below national averages. In terms of gender, a larger proportion of males of the total population of males had access to education compared with the percentage of females (of the total female populace) for both GER and NER, while it was the opposite in terms of the NAR. District distribution shows that Markham had the highest NAR (20.9%) followed by Huon Gulf (20.5%), Bulolo (19.5%), Lae (19%), Finschhafen (17.1%), Tewai Siassi (17.1%), Nawaeb (17%), Menyamya (15%) and Kabwum (10.2%). In terms of GER, Kabwum had the highest GER (99.4%), while Lae (54.4%)had the lowest; Finschhafen (99.3%), Tewai Siassi (89%), Markham (86.6%), Nawaeb (81.7%), Huon Gulf (81%) and Bulolo (77.7%) scored in the middle. In terms of NER, Finschhafen had the highest (53.3%) followed by Markham (50.4%), Nawaeb (48.1%), Kabwum (47.7%), Bulolo (45.7%), Huon Gulf (44.7%), Tewai Siassi (43.6%),

8 Lae (32.8%) and Menyamya (29.9%). The figures for Morobe Province and its districts suggest that student enrolment in basic education is at average levels. Retention rates show that there were more males (as a proportion of the total male population) than females (as a proportion of the female population) in school until end of Grade 8. The province’s retention rates in 2009 fell below national averages. Comparisons between districts show that Huon Gulf had the highest retention rate (79.9%) followed by Lae (73%), Markham (72%), Nawaeb (60%), Menyamya (58%), Finschhafen (57.4%), Tewai Siassi (43.6%), Bulolo (47%) and Kabwum (41.7%). Quality is measured using the results for Grade 8 national examinations. For Morobe Province, in 2009, no analysis could be done as there was no data available. Basic education institutions Table 1: Morobe Province - number of schools, classes, students and teachers by school level

School Level Schools Classes Students Teachers Elementary 519 1,361 44,871 1,134 Community 133 337 11,595 274 Primary 188 1,711 56,661 1,720 Total 840 3,409 113,127 3,128 Source: 2009 Education Statistical Bulletin and EMIS Database (DoE, 2009). Figure 2: Morobe Province - basic education distribution

Source: 2009 Education Statistical Bulletin and EMIS Database (DoE, 2009). Distribution of schools Table 2: Morobe Province - distribution of schools by district and school level

District Elementary Community Primary Total Bulolo 65 19 26 110 Finschhafen 58 16 23 97 Huon Gulf 49 20 31 100 Kabwum 56 18 14 88 Lae 59 0 19 78

9 Markham 53 16 20 89 Menyamya 54 13 13 80 Nawaeb 58 15 18 91 Tewai Siassi 67 16 24 107 Total 519 133 188 840

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

Provider # of Schools Catholic 19 Government 608 Lutheran 203 Others 5 SDA 95 Total 840

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

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

10 Net admission rates Table 4: Morobe Province - net admission rates

Male Female Total Morobe Province 16.6% 18.3% 17.4% 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: Morobe Province - gross and net enrolment rates

Gross Enrolment Net Enrolment Male Female Total Male Female Total Morobe Province 86.7% 75.4% 81.2% 45.9% 42.0% 44.0% 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: Morobe Province - retention rates

Male Female Total Morobe Province 64.9% 54.2% 60.0% 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: Morobe 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) Morobe Province NA NA NA NA NA 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 Bulolo District Figure 4: Bulolo District map

Source: 2011 PNG National Population and Housing Census (NSO, 2013). About Bulolo District Bulolo District encompasses the Watut, Snake and Bulolo Valleys in the north and the Waria Valley, Kuper Range and Kodama Range in the south. Bulolo has six local-level governments and 108 wards. While road access between Wau, Bulolo and Lae is reasonable, there is no road to the south of the district. Those in the Watut and Waria Valleys and surrounding mountains must travel for up to eight hours to a service centre. There were 110 primary-level schools in Bulolo district in 2009, Sixty-five of these were elementary schools, 19 were community schools and 26 were primary schools. The schools were provided by the Government (84%), the Lutheran Church (10%), the Catholic Church (3%) and other educational providers (3%). Summary Bulolo’s access rates in 2009 were same as the provincial average. Its NAR and NER were just above the provincial average, while the GER was below the provincial average. This shows that access in Bulolo is quite low. Bulolo’s retention rate was also below the provincial average and one of the lowest among the nine districts in 2009. There was no data for quality to be analysed.

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

School Level Schools Classes Students Teachers Elementary 65 186 6,596 163 Community 19 36 1,384 29 Primary 26 224 8,205 245 Total 110 446 16,185 437

Source: 2009 Education Statistical Bulletin and EMIS Database (DoE, 2009). Figure 5: Bulolo District - basic education distribution

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

Provider # of Schools Catholic 3 Government 93 Lutheran 11 Others 62 SDA 1 Total 110 Source: 2009 Education Statistical Bulletin and EMIS Database (DoE, 2009).

13 Figure 6: Bulolo District - basic education providers

Source: 2009 Education Statistical Bulletin and EMIS Database (DoE, 2009). Universal Basic Education indicators Net admission rates Table 10: Bulolo District - net admission rates

Male Female Total Bulolo District 18.7% 20.5% 19.5% Morobe Province 16.6% 18.3% 17.4% 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: Bulolo District - gross and net enrolment rates

Gross Enrolment Net Enrolment Male Female Total Male Female Total Bulolo District 85.1% 69.8% 77.7% 49.3% 41.8% 45.7% Morobe Province 86.7% 75.4% 81.2% 45.9% 42.0% 44.0% 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: Bulolo District - retention rates

Male Female Total Bulolo District 53% 40% 47% Morobe Province 65% 54% 60% Source: Authors’ calculations from 2009 enrolment data from EMIS Database (DoE, 2009) and 2011 PNG National Population and Housing Census (NSO, 2013). Quality The 2009 Grade 8 examination results for Morobe Province are not available.

14 Finschhafen District Figure 7: Finschhafen District map

Source: 2011 PNG National Population and Housing Census (NSO, 2013). About Finschhafen District Finschhafen District occupies the end of the Huon Peninsula. It includes the Cromwell Mountains and the valleys of the Song, Mape, Mongi, Kua and Bulum Rivers. There are five local-level governments and 57 wards in the district. There are some roads running along the coast and inland. However, there is no road connection to Lae. Water transport is common but conditions are dangerous in the wet season. Passenger ships run between Lae and Finschhafen. In 2009 there were 97 primary-level schools in the district. Of these, 58 were elementary schools, 16 were community schools and 23 were primary schools. The schools were provided by the government (67%) and the Lutheran Church (33%). Summary In terms of access in Finschhafen in 2009, its NAR was just below the provincial average while the GER and NER were above the provincial average. This shows that the district is performing fairly well in terms of access. Finschhafen’s retention was slightly below the provincial average in 2009. Its CRR of 57 percent meant that a little over half of the students who enrolled in elementary prep in 2000 completed Grade 8 in 2009. There was no data on quality to be analysed.

15 Basic education institutions Table 13: Finschhafen District - number of schools, classes, students and teachers by school level

School Level Schools Classes Students Teachers Elementary 58 145 3,775 101 Community 16 50 1,797 31 Primary 23 217 6,591 209 Total 97 412 12,163 342

Source: 2009 Education Statistical Bulletin and EMIS Database (DoE, 2009). Figure 8: Finschhafen District - basic education distribution

Source: 2009 Education Statistical Bulletin and EMIS Database (DoE, 2009). Education providers Table 14: Finschhafen District - number of schools by basic education providers

Provider # of Schools Government 65 Lutheran 32 Total 97

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

16 Figure 9: Finschhafen District - basic education providers

Source: 2009 Education Statistical Bulletin and EMIS Database (DoE, 2009). Universal Basic Education indicators Net admission rates Table 15: Finschhafen District - net admission rates

Male Female Total Finschhafen District 17.0% 17.2% 17.1% Morobe Province 16.6% 18.3% 17.4% 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 16: Finschhafen District - gross and net enrolment rates

Gross Enrolment Net Enrolment Male Female Total Male Female Total Finschhafen District 102.9% 95.4% 99.3% 53.4% 53.1% 53.3% Morobe Province 86.7% 75.4% 81.2% 45.9% 42.0% 44.0% Source: Authors’ calculations from 2009 enrolment data from EMIS Database (DoE, 2009) and 2011 PNG National Population and Housing Census (NSO, 2013). Retention Table 17: Finschhafen District - retention rates

Male Female Total Finschhafen District 125% 94% 111% Morobe Province 65% 54% 60% Source: Authors’ calculations from 2009 enrolment data from EMIS Database (DoE, 2009) and 2011 PNG National Population and Housing Census (NSO, 2013). Quality The 2009 Grade 8 examination results for Morobe Province are not available.

17 Huon Gulf District Figure 10: Huon Gulf District map

Source: 2011 PNG National Population and Housing Census (NSO, 2013). About Huon Gulf District Huon Gulf District runs from the inland areas in the centre of Morobe Province, down the south coast to the border of Oro Province. It covers the lower Markham, Watut and Ramu Valleys in the north and the coastal plains in the south. There are three local-level governments and 64 wards in the district. In the north, the Highlands Highway runs from Lae going west, however there are no roads going south. Water transport in small boats is common on the coast but can be seasonally dangerous. In 2009, there were 100 primary-level schools in the Huon Gulf district: 49 of these schools were elementary schools, 20 were community schools and 31 were primary schools. Seventy percent of these schools were provided by the government, 25 percent by the Lutheran Church and 55 percent by other providers. Summary Huon Gulf performed fairly well in terms of access in 2009. Its NAR was the highest among the nine districts. Its GER and NER were just below and above the provincial averages, respectively. Huon Gulf’s retention rate in 2009 was the highest among the districts of Morobe Province. This suggests that a large proportion of the children who enrolled in 2009 were retained and completed Grade 8 in 2009. No data on quality was available for analysis.

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

School Level Schools Classes Students Teachers Elementary 49 129 3,808 105 Community 20 32 946 27 Primary 31 231 7,247 233 Total 100 392 12,001 365

Source: 2009 Education Statistical Bulletin and EMIS Database (DoE, 2009). Figure 11: Huon Gulf District - basic education distribution

Source: 2009 Education Statistical Bulletin and EMIS Database (DoE, 2009). Education providers Table 19: Huon Gulf District - number of schools by basic education providers

Provider # of Schools Catholic 2 Government 70 Lutheran 25 Others 3 Total 100

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

19 Figure 12: Huon Gulf District - basic education providers

Source: 2009 Education Statistical Bulletin and EMIS Database (DoE, 2009). Universal Basic Education indicators Net admission rates Table 20: Huon Gulf District - net admission rates

Male Female Total Huon Gulf District 20.5% 20.6% 20.5% Morobe Province 16.6% 18.3% 17.4% 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 21: Huon Gulf District - gross and net enrolment rates

Gross Enrolment Net Enrolment Male Female Total Male Female Total Huon Gulf District 85.1% 76.5% 81.0% 46.4% 43.0% 44.7% Morobe Province 86.7% 75.4% 81.2% 45.9% 42.0% 44.0% Source: Authors’ calculations from 2009 enrolment data from EMIS Database (DoE, 2009) and 2011 PNG National Population and Housing Census (NSO, 2013). Retention Table 22: Huon Gulf District - retention rates

Male Female Total Huon Gulf District 88% 71% 80% Morobe Province 65% 54% 60% Source: Authors’ calculations from 2009 enrolment data from EMIS Database (DoE, 2009) and 2011 PNG National Population and Housing Census (NSO, 2013). Quality The 2009 Grade 8 examination results for Morobe Province are not available.

20 Kabwum District Figure 13: Kabwum District map

Source: 2011 PNG National Population and Housing Census (NSO, 2013). About Kabwum District Kabwum District covers the north side of the Sarawaget Range. This includes the Yapna, Urawa, Som, Timbe and Kwama Rivers. There are four local -level governments and 67 wards in the district. There is a road from Wasu in Tewai Siassi District to Kabwum. However, some areas are very remote from Kabwum and more so from major service centres. Coastal travel is by small boats, which can be dangerous in the wet season. In 2009, there were 88 primary-level schools in the district: 56 were elementary schools, 18 were community schools and 14 were primary schools. These schools were provided by the government (66%) and the Lutheran Church (34%). Summary Kabwum’s access rates show that there was a very low number of six-year olds entering elementary prep (lowest NAR of all nine districts), while its GER was the highest of the nine districts and its NER was above the provincial average. Kabwum’s retention in 2009 was below the provincial average and the lowest among Morobe’s nine districts. This shows that more than half of the children who had enrolled in elementary prep in 2000 dropped out and did not complete Grade 8. No data on quality was available for analysis.

21 Basic education institutions Table 23: Kabwum District - number of schools, classes, students and teachers by school level

School Level Schools Classes Students Teachers Elementary 56 133 3,902 104 Community 28 63 2,048 52 Primary 14 150 5,412 140 Total 88 346 11,362 295

Source: 2009 Education Statistical Bulletin and EMIS Database (DoE, 2009). Figure 14: Kabwum District - basic education distribution

Source: 2009 Education Statistical Bulletin and EMIS Database (DoE, 2009). Education providers Table 24: Kabwum District - number of schools by basic education providers

Provider # of Schools Government 58 Lutheran 30 Total 88

Source: 2009 Education Statistical Bulletin and EMIS Database (DoE, 2009). Figure 15: Kabwum District - basic education providers

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

22 Universal Basic Education indicators Net admission rates Table 25: Kabwum District - net admission rates

Male Female Total Kabwum District 10.1% 10.3% 10.2% Morobe Province 16.6% 18.3% 17.4% 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 26: Kabwum District - gross and net enrolment rates

Gross Enrolment Net Enrolment Male Female Total Male Female Total Kabwum District 104.3% 94.2% 99.4% 48.6% 446.6% 47.7% Morobe Province 86.7% 75.4% 81.2% 45.9% 42.0% 44.0% Source: Authors’ calculations from 2009 enrolment data from EMIS Database (DoE, 2009) and 2011 PNG National Population and Housing Census (NSO, 2013). Retention Table 27: Kabwum District - retention rates

Male Female Total Kabwum District 45% 38% 42% Morobe Province 65% 54% 60% Source: Authors’ calculations from 2009 enrolment data from EMIS Database (DoE, 2009) and 2011 PNG National Population and Housing Census (NSO, 2013). Quality The 2009 Grade 8 examination results for Morobe Province are not available.

23 Lae District Figure 16: Lae District map

Source: 2011 PNG National Population and Housing Census (NSO, 2013). About Lae District Lae District covers the largest urban centre of Papua New Guinea outside of Port Moresby and is a major commercial and industrial hub. There are two local-level governments and 25 wards in Lae District. Lae is a major service and market centre for goods and people travelling in from the Highlands Region and the districts of Morobe Province. There is also commercial shipping along the coast and to the New Guinea islands. There were 78 primary-level schools in the district in 2009: 59 were elementary schools and 19 were primary schools. These schools were provided by the government (65%), the Lutheran Church (20%), the Catholic Church (11%) and other education providers (4%). Summary Lae district’s NAR in 2009 was above the provincial average. However its GER and NER fell far below the provincial average. Its GER was the lowest among the nine districts. This suggests that access to education in the district is poor and needs to be addressed. Retention in Lae in 2009 was above the provincial average. It showed that a good number of students who enrolled in 2000 in elementary prep were able to complete Grade 8 in 2009. There was no data on quality available to be analysed.

24 Basic education institutions Table 28: Lae District - number of schools, classes, students and teachers by school level

School Level Schools Classes Students Teachers Elementary 59 198 8,462 183 Community 0 0 0 0 Primary 19 259 8,766 280 Total 78 457 17,228 463

Source: 2009 Education Statistical Bulletin and EMIS Database (DoE, 2009). Figure 17: Lae District - basic education distribution

Source: 2009 Education Statistical Bulletin and EMIS Database (DoE, 2009). Education providers Table 29: Lae District - number of schools by basic education providers

Provider # of Schools Catholic 9 Government 51 Lutheran 16 Others 1 SDA 2 Total 79

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

25 Figure 18: Lae District - basic education providers

Source: 2009 Education Statistical Bulletin and EMIS Database (DoE, 2009). Universal Basic Education indicators Net admission rates Table 30: Lae District - net admission rates

Male Female Total Lae District 18.7% 19.3% 19.0% Morobe Province 16.6% 18.3% 17.4% 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 31: Lae District - gross and net enrolment rates

Gross Enrolment Net Enrolment Male Female Total Male Female Total Lae District 55.8% 53.0% 54.4% 32.9% 32.7% 32.8% Morobe Province 86.7% 75.4% 81.2% 45.9% 42.0% 44.0% Source: Authors’ calculations from 2009 enrolment data from EMIS Database (DoE, 2009) and 2011 PNG National Population and Housing Census (NSO, 2013). Retention Table 32: Lae District - retention rates

Male Female Total Lae District 80% 66% 73% Morobe Province 65% 54% 60% Source: Authors’ calculations from 2009 enrolment data from EMIS Database (DoE, 2009) and 2011 PNG National Population and Housing Census (NSO, 2013). Quality The 2009 Grade 8 examination results for Morobe Province are not available.

26 Markham District Figure 19: Markham District map

Source: 2011 PNG National Population and Housing Census (NSO, 2013). About Markham District Markham District covers the Upper Ramu and Markham Valleys, including the Leron, Mami, Ufim, Ikwap and Wontaop Rivers. The Sarawaget Range is in the north, as are the Wanton and Wafu Valleys. There are three local-level governments and 63 wards in Markham district. There is good road accessibility in the centre of the district where the Highlands Highway runs through. A road to Wantoat in the north allows for travel to Lae in less than eight hours. However, those in the south of the district are quite remote. There were 89 primary -level schools in 2009 in Markham. Of these, 53 were elementary schools, 16 were community schools and 20 were primary schools. The schools were provided by the government (93%) and the Lutheran Church (7%). Summary Markham had relatively high access rates in 2009. Its NAR was the highest among Morobe’s nine districts while its GER and NER were above the provincial averages. Markham’s retention in 2009 was also high. This indicates that a good number of students were retained throughout the nine years of basic education from 2000 to 2009. There was no data for quality to be analysed.

27 Basic education institutions Table 33: Markham District - number of schools, classes, students and teachers by school level

School Level Schools Classes Students Teachers Elementary 53 115 3,104 120 Community 16 63 2,374 59 Primary 20 189 5,847 201 Total 89 367 11,325 380

Source: 2009 Education Statistical Bulletin and EMIS Database (DoE, 2009). Figure 20: Markham District - basic education distribution

Source: 2009 Education Statistical Bulletin and EMIS Database (DoE, 2009). Education providers Table 34: Markham District - number of schools by basic education providers

Provider # of Schools Government 83 Lutheran 6 Total 89

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

28 Figure 21: Markham District - basic education providers

Source: 2009 Education Statistical Bulletin and EMIS Database (DoE, 2009). Universal Basic Education indicators Net admission rates Table 35: Markham District - net admission rates

Male Female Total Markham District 18.6% 23.4% 20.9% Morobe Province 16.6% 18.3% 17.4% 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 36: Markham District - gross and net enrolment rates

Gross Enrolment Net Enrolment Male Female Total Male Female Total Markham District 94.8% 77.8% 86.6% 53.3% 47.2% 50.4% Morobe Province 86.7% 75.4% 81.2% 45.9% 42.0% 44.0% Source: Authors’ calculations from 2009 enrolment data from EMIS Database (DoE, 2009) and 2011 PNG National Population and Housing Census (NSO, 2013). Retention Table 37: Markham District - retention rates

Male Female Total Markham District 77% 66% 72% Morobe Province 65% 54% 60% Source: Authors’ calculations from 2009 enrolment data from EMIS Database (DoE, 2009) and 2011 PNG National Population and Housing Census (NSO, 2013). Quality The 2009 Grade 8 examination results for Morobe Province are not available.

29 Menyamya District Figure 22: Menyama District map

Source: 2011 PNG National Population and Housing Census (NSO, 2013). About Menyamya District Menyamya District, on the south-western border of Morobe Province, shares a border with the Eastern Highlands and Gulf provinces. It lies over the main mountain divide of Papua New Guinea, with the Tauri River flowing south to the gulf and the Watut River flowing north. There are four local-level governments and 60 wards in Menyamya. A road links Aseki with Bulolo. However, people in the district still take up to eight hours to travel to a service centre. A very poor road also leads to Marawaka in the Eastern Highlands Province. There were 80 primary-level schools in Menyamya in 2009. These included 54 elementary schools, 13 community schools and 13 primary schools. The government provided 55 percent of these schools, the Lutheran Church provided 42 percent and the remaining 3 percent was provided by other education providers. Summary Menyamya’s access rates in 2009 was the lowest. Its NER was the lowest out of the nine districts, while its NAR and GER fell below the provincial averages. In terms of retention, Menyamya’s retention in 2009 was just slightly lower than the provincial average. This indicates that more than half of the students who enrolled in 2000 were able to complete Grade 8 in 2009. There was no data on quality to be analysed.

30 Basic education institutions Table 38: Menyamya District - number of schools, classes, students and teachers by school level

School Level Schools Classes Students Teachers Elementary 54 164 8,078 129 Community 13 25 833 20 Primary 13 148 5,533 126 Total 80 337 14,444 275

Source: 2009 Education Statistical Bulletin and EMIS Database (DoE, 2009). Figure 23: Menyamya District - basic education distribution

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

Provider # of Schools Government 44 Lutheran 34 Others 2 Total 80

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

31 Figure 24: Menyamya District - basic education providers

Source: 2009 Education Statistical Bulletin and EMIS Database (DoE, 2009). Universal Basic Education indicators Net admission rates Table 40: Menyamya District - net admission rates

Male Female Total Menyamya District 15.3% 14.7% 15.0% Morobe Province 16.6% 18.3% 17.4% 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: Menyamya District - gross and net enrolment rates

Gross Enrolment Net Enrolment Male Female Total Male Female Total Menyamya District 75.2% 47.7% 62.0% 36.4% 23.0% 29.9% Morobe Province 86.7% 75.4% 81.2% 45.9% 42.0% 44.0% 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: Menyamya District - retention rates

Male Female Total Menyamya District 67% 43% 58% Morobe Province 65% 54% 60% Source: Authors’ calculations from 2009 enrolment data from EMIS Database (DoE, 2009) and 2011 PNG National Population and Housing Census (NSO, 2013). Quality The 2009 Grade 8 examination results for Morobe Province are not available.

32 Nawaeb District Figure 25: Nawaeb District map

Source: 2011 PNG National Population and Housing Census (NSO, 2013). About Nawaeb District Nawaeb District stretches north and east from Lae. In the east, it includes the coast of Bukaua. In the north, it covers parts of the Rawlinson and Sarawaget Ranges and numerous river valleys. The district has three local-level governments and 46 wards. Most of the district has decent transport access to Lae. The Boana area has a road running from the Highlands Highway in the Markham Valley. A road that runs along the coast is frequently closed. Water transport is common. In 2009 there were 91 primary-level schools in the district. Of these 58 were elementary schools schools, 15 were community schools and 18 were primary schools. These schools were provided by the government (75%), the Lutheran Church (24%) and other education providers (1%). Summary Nawaeb had access rates that were around average in 2009. Its NAR was just below the provincial average, while its GER and NER were just above the provincial average. This indicates that Nawaeb is progressing well. However, more work still needs to be done to enable better access. Retention in Nawaeb was equal to the provincial average of 60 percent. This shows that the district is doing well, however, more needs to be done to ensure increased student retention throughout the nine years of basic education. There was no data on quality available to be analysed.

33 Basic education institutions Table 43: Nawaeb District - number of schools, classes, students and teachers by school level

School Level Schools Classes Students Teachers Elementary 58 127 3,122 97 Community 15 22 668 19 Primary 18 131 4,308 139 Total 91 280 8,098 255

Source: 2009 Education Statistical Bulletin and EMIS Database (DoE, 2009). Figure 26: Nawaeb District - basic education distribution

Source: 2009 Education Statistical Bulletin and EMIS Database (DoE, 2009). Education providers Table 44: Nawaeb District - number of schools by basic education providers

Provider # of Schools Government 68 Lutheran 22 Others 1 Total 91

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

34 Figure 27: Nawaeb District - basic education providers

Source: 2009 Education Statistical Bulletin and EMIS Database (DoE, 2009). Universal Basic Education indicators Net admission rates Table 45: Nawaeb District - net admission rates

Male Female Total Nawaeb District 14.5% 19.7% 17.0% Morobe Province 16.6% 18.3% 17.4% 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 46: Nawaeb District - gross and net enrolment rates

Gross Enrolment Net Enrolment Male Female Total Male Female Total Nawaeb District 84.7% 78.4% 81.7% 49.0% 47.1% 48.1% Morobe Province 86.7% 75.4% 81.2% 45.9% 42.0% 44.0% Source: Authors’ calculations from 2009 enrolment data from EMIS Database (DoE, 2009) and 2011 PNG National Population and Housing Census (NSO, 2013). Retention Table 47: Nawaeb District - retention rates

Male Female Total Nawaeb District 60% 59% 60% Morobe Province 65% 54% 60% Source: Authors’ calculations from 2009 enrolment data from EMIS Database (DoE, 2009) and 2011 PNG National Population and Housing Census (NSO, 2013). Quality The 2009 Grade 8 examination results for Morobe Province are not available.

35 Tewai Siassi District Figure 28: Tewai Siassi District map

Source: 2011 PNG National Population and Housing Census (NSO, 2013). About Tewai Siassi District Tewai Siassi District is a long, narrow strip of land along the north coast of the Huon Peninsula. It also includes the islands of Sakar, Umboi, Tolokiwa, Malai and Tuam. There are three local-level governments and 57 wards in the district. A road at the end of the peninsula links Sialum with Finschhafen. However, water transport is more common. Seas are dangerous in the wet season. There is some passenger ships that run between Finschhafen and the islands. In 2009 there were 107 primary-level schools in the district. They included 67 elementary schools, 16 community schools and 24 primary schools. These schools were provided by the government (71%), the Lutheran Church (25% ) and the Catholic Church (4%). Summary Tewai Siassi’s access rates in 2009 were similar to the average for Morobe Province. Its NAR and NER were just below the provincial average, while its GER was above the provincial average. This indicates that although there is good progress in terms of access, more still needs to be done to ensure all children have access to education. Retention in the district of Tewai Siassi was below the provincial average in 2009. The CRR of 50 percent indicates that around half of the students who enrolled in 2000 were able to complete Grade 8 in 2009, while half dropped out. There was no data to be analysed in terms of quality.

36 Basic education institutions Table 48: Tewai Siassi District - number of schools, classes, students and teachers by school level

School Level Schools Classes Students Teachers Elementary 67 164 4,024 131 Community 16 46 1,545 37 Primary 24 162 4,752 148 Total 107 372 10,321 315

Source: 2009 Education Statistical Bulletin and EMIS Database (DoE, 2009). Figure 29: Tewai Siassi District - basic education distribution

Source: 2009 Education Statistical Bulletin and EMIS Database (DoE, 2009). Education providers Table 49: Tewai Siassi District - number of schools by basic education providers

Provider # of Schools Catholic 4 Government 76 Lutheran 27 Total 107

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

37 Figure 30: Tewai Siassi District - basic education providers

Source: 2009 Education Statistical Bulletin and EMIS Database (DoE, 2009). Universal Basic Education indicators Net admission rates Table 50: Tewai Siassi District - net admission rates

Male Female Total Tewai Siassi District 15.7% 18.7% 17.1% Morobe Province 16.6% 18.3% 17.4% 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 51: Tewai Siassi District - gross and net enrolment rates

Gross Enrolment Net Enrolment Male Female Total Male Female Total Tewai Siassi District 92.2% 85.6% 89.0% 43.6% 43.7% 43.6% Morobe Province 86.7% 75.4% 81.2% 45.9% 42.0% 44.0% Source: Authors’ calculations from 2009 enrolment data from EMIS Database (DoE, 2009) and 2011 PNG National Population and Housing Census (NSO, 2013). Retention Table 52: Tewai Siassi District - retention rates

Male Female Total Tewai Siassi District 54% 46% 50% Morobe Province 65% 54% 60% Source: Authors’ calculations from 2009 enrolment data from EMIS Database (DoE, 2009) and 2011 PNG National Population and Housing Census (NSO, 2013). Quality The 2009 Grade 8 examination results for Morobe Province are not available.

38 Summary of findings Morobe Province’s performance in UBE in 2009 is reported in this profile. In terms of access, the NAR, the GER and NER for the province are all below national averages. In terms of gender, a larger proportion of males of the total population of males had access to education compared with the percentage of females (of the total female population) in terms of GER and NER, while it was the opposite in terms of the NAR. District distribution shows that Markham had the highest NAR (20.9%) followed Huon Gulf (20.5%), Bulolo (19.5%), Lae (19%), Finschhafen (17.1%), Tewai Siassi (17.1%), Nawaeb (17%), Menyamya (15%) and Kabwum (10.2%). In terms of GER, Kabwum had the highest rate (99.4%) while Lae (54.4%)had the lowest; Finschhafen (99.3%), Tewai Siassi (89%), Markham (86.6%), Nawaeb (81.7%), Huon Gulf (81%) and Bulolo (77.7%) scored in the middle. In terms of NER, Finschhafen (53.3%) had the highest, followed by Markham (50.4%), Nawaeb (48.1%), Kabwum (47.7%), Bulolo (45.7&), Huon Gulf (44.7%), Tewai Siassi (43.6%), Lae (32.8%) and Menyamya (29.9%). The figures for Morobe and its districts suggest that student enrolment in basic education is at average levels in the province. Retention rates show that there were more males (as a proportion of the total male population) than females (as a proportion of the female population) in school until the end of Grade 8. The province’s retention rates in 2009 fell below national averages. Comparisons between districts show that Huon Gulf had the highest retention rates (79.9%) followed by Lae (73%, Markham (72%), Nawaeb (60%), Menyamya (58%), Finschhafen (57.4%), Tewai Siassi (43.6%), Bulolo (47%) and Kabwum (41.7%). Quality is measured using the results for Grade 8 national examinations. For Morobe Province, in 2009, no analysis could be done as there was no data available. Table 53: Summary of Morobe Province’s performance in UBE in 2009. 2009

Access Retention Quality NAR GER NER CRR Sum of mean scores

Morobe Province 17.4% 81.2% 44.0% 60.0% N/A Bulolo District 19.5% 77.7% 45.7% 47.0% N/A Finschhafen District 17.1% 99.3% 53.3% 57.4% N/A Huon Gulf District 20.5% 81.0% 44.7% 79.9% N/A Kabwum District 10.2% 99.4% 47.7% 41.7% N/A Lae District 19.0% 54.4% 32.8% 73% N/A Markham Disrict 20.9% 86.6% 50.4% 72% N/A

Menyamya District 15.0% 62.0% 29.9% 58% N/A Nawaeb District 17.0% 81.7% 48.1% 60% N/A Tewai Siassi District 17.1% 89.0% 43.6% 50% N/A

39 Bibliography Department of Education. (2009). Achieving a better future through Universal Basic Education Plan 2010-2019. Port Moresby: 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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