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OTHER PUBLICATION Jeremy Goro CENTRAL PROVINCE Kilala Devette-Chee Peter Magury 2009 PROVINCIAL AND Daphney Kollin DISTRICT UNIVERSAL BASIC Martha Waim EDUCATION PROFILE www.pngnri.org September 2020 This page is intentionally left blank OTHER PUBLICATION CENTRAL 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. Copyright © 2020 The National Research Institute. Direct any inquiries regarding this publication to: The Editorial Unit Leader National Research Institute P.O. Box 5854 Boroko, NCD 111 Papua New Guinea Tel: +675 326 0300/326 0061; Fax: +675 326 0213 Email: [email protected] Website: www.pngnri.org The Papua New Guinea National Research Institute (PNG NRI) is an independent statutory authority established by an Act of Parliament in 1988 and confirmed by the IASER (Amendment) Act 1993. PNG NRI is mandated by legislation to carry out independent research and analysis on development issues affecting PNG. The legislation states that the functions of the PNG NRI are: (a) the promotion of research into Papua New Guinea society and the economy (b) the undertaking of research into social, political and economic problems of Papua New Guinea in order to enable practical solutions to such problems to be formulated. ISBN 9980 75 275 0 National Library Service of Papua New Guinea ABCDE 202423222120 The opinions expressed in this report are those of the authors and not necessarily the views of the Papua New Guinea National Research Institute. Cover designed by PNG NRI Digital Media Unit Table of Contents Acknowledgement iv Abbreviations and Acronyms v Foreword vi Introduction 1 Provincial education system coverage 2 Overview of Universal Basic Education indicators 3 Guide to data sources 6 Limitation of data 7 Central Province 8 Abau District 12 Goilala District 15 Kairuku/Hiri District 18 Rigo District 21 Summary of findings 24 Bibliography 25 i List of Charts, Figures and Tables List of Tables Table 1: Central Province — number of schools, classes, students and teachers by school level 9 Table 2: Central Province — distribution of schools by district and school level 9 Table 3: Central Province — number of schools by basic education providers 10 Table 4: Central Province — net admission rates 10 Table 5: Central Province — gross and net enrolment rates 11 Table 6: Central Province — retention rates 11 Table 7: Central Province — Grade 8 examination results by subject 11 Table 8: Abau District — number of schools, classes, students and teachers by school level 13 Table 9: Abau District — number of schools by basic education providers 13 Table 10: Abau District — net admission rates 14 Table 11: Abau District —- gross and net enrolment rates 14 Table 12: Abau District — retention rates 14 Table 13: Abau District — Grade 8 examination results by subject 14 Table 14: Goilala District — number of schools, classes, students and teachers by school level 16 Table 15: Goilala District — number of schools by basic education providers 16 Table 16: Goilala District — net admission rates 17 Table 17: Goilala District — gross and net enrolment rates 17 Table 18: Goilala District — retention rates 17 Table 19: Goilala District — Grade 8 examination results by subject 17 Table 20: Kairuku/Hiri District — number of schools, classes, students and teachers by school level 19 Table 21: Kairuku/Hiri District — number of schools by basic education providers 19 Table 22: Kairuku/Hiri District — net admission rates 20 Table 23: Kairuku/Hiri District — gross and net enrolment rates 20 Table 24: Kairuku/Hiri District — retention rates 20 Table 25: Kairuku/Hiri District — Grade 8 examination results by subject 20 Table 26: Rigo District — number of schools, classes, students and teachers by school level 22 Table 27: Rigo District — number of schools by basic education providers 22 Table 28: Rigo District — net admission rates 23 Table 29: Rigo District — gross and net enrolment rates 23 Table 30: Rigo District — retention rates 23 Table 31: Rigo District — Grade 8 examination results by subject 23 Table 32: Summary of findings on access, retention and quality 24 ii List of Figures Figure 1: Central Province map and population figures 8 Figure 2: Central Province — basic education distribution 9 Figure 3: Central Province — basic education providers 10 Figure 4: Abau District map 12 Figure 5: Abau District — basic education distribution 13 Figure 6: Abau District —- basic education providers 13 Figure 7: Goilala District map 15 Figure 8: Goilala District — basic education distribution 16 Figure 9: Goilala District — basic education providers 16 Figure 10: Kairuku/Hiri District map 18 Figure 11: Kairuku/Hiri District — basic education distribution 19 Figure 12: Kairuku/Hiri District — basic education providers 19 Figure 13: Rigo District map 21 Figure 14: Rigo District — basic education distribution 22 Figure 15: Rigo District — basic education providers 22 iii Acknowledgement We are indebted to the Department of Education for the use of its 2009 National Annual School Census data to write up the Central 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 and design 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. iv 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.
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