2009 provincial and district universal basic education profile

September 2020

SOUTHERN HIGHLANDS PROVINCE2009 PROVINCIAL AND DISTRICT UNIVERSAL BASIC EDUCATION PROFILE

Jeremy Goro

www.pngnri.org

Kilala Devette-Chee

Daphney KollinPeter Magury

OTHER PUBLICATION

Martha Waim

This page is intentionally left blank

OTHER PUBLICATION

September 2020

SOUTHERN HIGHLANDS PROVINCE2009 PROVINCIAL AND DISTRICT UNIVERSAL BASIC EDUCATION PROFILE

Jeremy Goro

Kilala Devette-Chee

Peter Magury

Daphney Kollin

Martha Waim

First published in September 2020All 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: Publications EditorNational Research InstituteP.O. Box 5854Boroko, NCD 111 Papua New Guinea

Tel: +675 326 0300/326 0061; Fax: +675 326 0213Email: [email protected]: 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; and, (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 75 298 XNational 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 ContentsAcknowledgement 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

Southern Highlands Province 8

Ialibu/Pangia District 12

Imbonggu District 16

Kagua/Erave District 20

Komo/Margarima District 24

Koroba/Lake Kopiago District 28

Mendi/Munihu 32

Nipa/Kutubu 36

Tari/Pori 40

Summary of findings 44

Bibliography 45

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List of Charts, Figures and TablesList of TablesTable 1: Southern Highlands Province – number of schools, classes, students and teachers by school level 9

Table 2: Southern Highlands Province – distribution of schools by district and school level 10

Table 3: Southern Highlands Province – number of schools by basic education providers 10

Table 4: Southern Highlands Province – net admission rates 11

Table 5: Southern Highlands Province – gross and net enrolment rates 11

Table 6: Southern Highlands Province – retention rates 11

Table 7: Southern Highlands Province – Grade 8 examination results by subject 11

Table 8: Ialibu/Pangia District – number of schools, classes, students and teachers by school level 13

Table 9: Ialibu/Pangia District – number of schools by basic education providers 13

Table 10: Ialibu/Pangia District – net admission rates 14

Table 11: Ialibu/Pangia District – gross and net enrolment rates 14

Table 12: Ialibu/Pangia District – retention rates 15

Table 13: Ialibu/Pangia District – Grade 8 examination results by subject 15

Table 14: Imbonggu District – number of schools, classes, students and teachers by school level 17

Table 15: Imbonggu District – number of schools by basic education providers 17

Table 16: Imbonggu District – net admission rates 18

Table 17: Imbonggu District – gross and net enrolment rates 18

Table 18: Imbonggu District – retention rates 19

Table 19: Imbonggu District – Grade 8 examination results by subject 19

Table 20: Kagua/Erave District – number of schools, classes, students and teachers by school level 21

Table 21: Kagua/Erave District – number of schools by basic education providers 21

Table 22: Kagua/Erave District – net admission rates 22

Table 23: Kagua/Erave District – gross and net enrolment rates 22

Table 24: Kagua/Erave District – retention rates 23

Table 25: Kagua/Erave District – Grade 8 examination results by subject 23

Table 26: Komo/Margarima District – number of schools, classes, students and teachers by school level 25

Table 27: Komo/Margarima District – number of schools by basic education providers 25

Table 28: Komo/Margarima District – net admission rates 26

Table 29: Komo/Margarima District – gross and net enrolment rates 26

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Table 30: Komo/Margarima District – retention rates 27

Table 31: Komo/Margarima District – Grade 8 examination results by subject 27

Table 32: Koroba/Lake Kopiago District – number of schools, classes, students and teachers by school level 29

Table 33: Koroba/Lake Kopiago District – number of schools by basic education providers 29

Table 34: Koroba/Lake Kopiago District – net admission rates 30

Table 35: Koroba/Lake Kopiago District – gross and net enrolment rates 30

Table 36: Koroba/Lake Kopiago District – retention rates 31

Table 37: Koroba/Lake Kopiago District – Grade 8 examination results by subject 31

Table 38: Mendi/Munihu District – number of schools, classes, students and teachers by school level 33

Table 39: Mendi/Munihu District – number of schools by basic education providers 33

Table 40: Mendi/Munihu District – net admission rates 34

Table 41: Mendi/Munihu District – gross and net enrolment rates 34

Table 42: Mendi/Munihu District – retention rates 35

Table 43: Mendi/Munihu District – Grade 8 examination results by subject 35

Table 44: Nipa/Kutubu District – number of schools, classes, students and teachers by school level 37

Table 45: Nipa/Kutubu District – number of schools by basic education providers 37

Table 46: Nipa/Kutubu District – net admission rates 38

Table 47: Nipa/Kutubu District – gross and net enrolment rates 38

Table 48: Nipa/Kutubu District – retention rates 39

Table 49: Nipa/Kutubu District – Grade 8 examination results by subject 39

Table 50: Tari/Pori District – number of schools, classes, students and teachers by school level 41

Table 51: Tari/Pori District – number of schools by basic education providers 41

Table 52: Tari/Pori District – net admission rates 42

Table 53: Tari/Pori District – gross and net enrolment rates 42

Table 54: Tari/Pori District – retention rates 43

Table 55: Tari/Pori District – Grade 8 examination results by subject 43

Table 56: Summary of Southern Highlands Province’s performance in UBE in 2009 44

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List of FiguresFigure 1: Southern Highlands Province map and population figures 8

Figure 2: Southern Highlands Province – basic education distribution 9

Figure 3: Southern Highlands Province – basic education providers 10

Figure 4: Ialibu/Pangia District map 12

Figure 5: Ialibu/Pangia District – basic education distribution 13

Figure 6: Ialibu/Pangia District – basic education providers 14

Figure 7: Imbonggu District map 16

Figure 8: Imbonggu District - basic education distribution 17

Figure 9: Imbonggu District – basic education providers 18

Figure 10: Kagua/Erave District map 20

Figure 11: Kagua/Erave District – basic education distribution 21

Figure 12: Kagua/Erave District – basic education providers 22

Figure 13: Komo/Margarima District map 24

Figure 14: Komo/Margarima District – basic education distribution 25

Figure 15: Komo/Margarima District – basic education providers 26

Figure 16: Koroba/Lake Kopiago District map 28

Figure 17: Koroba/Lake Kopiago District – basic education distribution 29

Figure 18: Koroba/Lake Kopiago District – basic education providers 30

Figure 19: Mendi/Munihu District map 32

Figure 20: Mendi/Munihu District – basic education distribution 33

Figure 21: Mendi/Munihu District – basic education providers 34

Figure 22: Nipa/Kutubu District map 36

Figure 23: Nipa/Kutubu District – basic education distribution 37

Figure 24: Nipa/Kutubu District – basic education providers 38

Figure 25: Tari/Pori District map 40

Figure 26: Tari/Pori District – basic education distribution 41

Figure 27: Tari/Pori District – basic education providers 42

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AcknowledgementWe are indebted to the Department of Education (DoE) for the use of its 2009 National Annual School Census data to compile the Southern Highlands 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 AuthorsJeremy 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.

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Abbreviations and AcronymsCRR 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 termsElementary education

Programs at the initial stage of an organised instruction, which are designed to introduce very young children, usually from age six to eight 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).

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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 Southern 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 Southern 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, 2010–19 (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 Southern Highlands Province.

Dr Osborne Ogis Sanida

Director

Southern Highlands Province covers the Central Range and Lagaip Valley in the north. The Tagari Valley runs through the centre. The south of the province includes limestone plateaux, Lake Kutubu and the Hegigio, Mubi and Digimu valleys, as well as the dormant volcano, Mount Bosavi. With eight districts, 32 LLGs and 729 wards, 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 an 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 the Southern Highlands Province 2009 Provincial and District Universal Basic Education Profile focuses on the need for information at the province and district levels towards the attainment of UBE goals and, simultaneously, to identify gaps that need interventions in the areas of access, retention and quality.

The Southern Highlands 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 Southern Highlands 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.

Introduction

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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, amongst 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 and in- and out-of-school children are used as measures of provincial education system coverage.

In 2009, the Southern Highlands Province education system had grown to one employing around 2,077 teachers, with 88,723 students in 552 elementary schools, 64 community schools and 166 primary schools. While the DoE provides the support to, and oversight of, all schools registered within the provincial education system, about more than half of all the schools are run by the non-government sector. The main church education agencies are: Evangelical Alliance, Catholic, United, Lutheran churches, with smaller ones such as the Evangelical Brotherhood Church and Baptist Union picking up in numbers.

Within the church agency category in 2009, the Evangelical Alliance Church provided seven percent of schools. The distribution of basic education providers from other denominations is as follows: Catholic Church (6%), United Church (6%), Lutheran Church (2&), 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.

Provincial Education System coverage

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 and an overview of the current situation in Southern 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. These are: increasing access to schools, 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.

Net admission rateChildren’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 denied access.

Overall, the NAR for Southern Highlands Province is 38.4 percent. This indicates that of all the children enrolled in Elementary Prep, only 38.4 percent of the children are six years old while 61.6 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 Kagua/Erave had the highest NAR (71.6%) followed by Ialibu/Pangia (45.4%), Imbonggu (32.8%), Komo/Margarima (29.1%), Tari/Pori (26.8%), Mendi/Munihu (26.4%), Koroba/Lake Kopiago (23.7%) and Nipa/Kutubu (15.8%).

Generally, the NAR for Southern Highlands Province and its eight 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 older 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. 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 ratesEnrolment 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 the 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.

Generally, the enrolment data presented here shows that Southern Highlands Province had a GER of 98.3 percent, while the national average stands at 88.6 percent. In terms of the districts, Kagua/Erave had the highest GER (140%) while Mendi/Munihu had the lowest GER (58%). The figures for Southern Highlands Province and Kagua/Erave District suggest that student enrolment in basic education is 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 a large number of students who are outside the population of related school age (6–14 years of age).

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

Overview of Universal Basic Education indicators

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districts’ progress towards the goal of UBE.

The enrolment data presented indicate that Southern Highlands Province has an NER of 52.4 percent. This means that 52.4 percent of 6–14 year-old children were enrolled in basic education in 2009. In terms of districts, Kagua/Erave had the highest NER (73.1%) followed by Ialibu/Pangia (58.5%), Imbonggu (51.1%), Komo/Margarima (46.8%), Nipa/Kutubu (45.9%), Koroba/Lake Kopiago (39.8%), Tari/Pori (38.6%) and Mendi/Munihu (33.4%). The data seem to suggest that Southern Highlands Province and all its districts are making good progress towards the goal of UBE.

Retention rateThe cohort retention rate (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 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 Southern Highlands Province CRR in 2009 is 61.9 percent, which is slightly lower than the national average CRR of 65.3 percent. In terms of districts, Ialibu/Pangia had the highest CRR (69%t) followed by Nipa/Kutubu (63%), Imbonggu (61%), Mendi/Munihu (56.1%), Koroba/Lake Kopiago (49.8%), Komo/Margarima (46.7%) and Kagua/Erave (37.4%) while the data for Tari/Pori was unavailable.

Although, enrolment rate is high in Southern Highlands Province, the retention of students in school is slightly above average. A large percentage of the children who enroll into elementary one and Grade one 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 programme (see tables on retention rates in each sub-profile).

This means that a lot of children have dropped out from schools in Southern Highlands Province and its districts. This emphasises how important it is that efforts by the government should concentrate more on these disadvantaged districts. If this is not addressed immediately, CRR will decline further and the chances of reaching the goal of UBE will be minimal in Southern Highlands Province.

Closer monitoring is necessary to see which districts are comparatively worse off in order to focus attention on those districts.

QualityThe third indicator of UBE in PNG is quality education. It assesses a student’s ability to gain 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 Southern Highlands 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 sum of mean scores of the subjects examined (English, Maths and Combined subject), 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 shows that the provincial sum of mean scores for Southern Highlands Province (65.1) in basic education is fairly high in all the three subject areas. Literacy, numeracy and general skills results are high in the province. The province’s pass mark (65.1) has been above the national average of 60, but below the national target of 80.

The national average pass mark is the benchmark for selecting students for Grade 9. A significant number of students In Southern Highlands Province are performing well above the national average. As a result, more students are enrolled into Grade 9.

District comparisons in terms of the sum of mean scores show that Nipa/Kutubu scored the highest (67.7), followed by Komo/Margarima (66.7), Imbonggu (65), Tari/Pori (63) and Ialibu/Pangia (62.4). Mendi/Munihu scored the lowest (25). Data for Kagua/Erave and Koroba/Lake Kopiago were unavailable. District performances were very low in 2009.

In 2009, 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.

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Guide to data sourcesThis publication, Southern Highlands Province 2009 Provincial and District Universal Basic Education Profile, is produced by the National Research Institute based on collections from the school census of Papua New Guinea schools held in March 2009. It presents information on all government and non-government schools, students and teachers in Southern Highlands Province.

From 2007, all Southern Highlands Province schools provide details of enrolments and staffing data once every year. The collection starts in March and provides data used as a basis for school resource allocation and for inclusion in provincial and national statistical digest publication. The census is processed and validated by staff of the Policy Planning Research and Data Analysis Division of the DoE.

The figures in this profile have been taken from the 2009 school census which collected student-age data for the first time, as well as large amounts of previously unavailable data about the teachers.

Approximately 90 percent of schools in Southern Highlands Province responded to the 2009 school census — a figure that was considered acceptable. For realistic figures to be established, estimates of enrolment and staffing were made for those schools that did not submit data. Both GERs and NERs from non-respondents (missing schools) that were known to be operating in 2009 were adjusted by using their 2008 data.

Population data was supplied by the National Statistical Office (NSO) 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 starting 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 NAR and NER. For this purpose, the following age groups were defined:

• Age six, for calculating NAR for elementary prep

• Age 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 ProgramNational Research InstituteP.O Box 5854Boroko,National Capital DistrictPapua New GuineaOr by telephone on (675) 326 0300.

The Southern Highlands 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, 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 when 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.

Limitation of data

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Figure 1: Southern Highlands Province map and population figures

Source: 2011 PNG National Population and Housing Census (NSO, 2013).

About Southern Highlands ProvinceSouthern Highlands Province covers the Central Range and Lagaip Valley in the north. The Tagari Valley runs through the centre. The south of the province includes limestone plateaux, Lake Kutubu and the Hegigio, Mubi and Digimu valleys as well as the dormant volcano, Mount Bosavi. The Highlands Highway runs through the province from Imbonggu to Kopiago, and other roads go to Komo, Erave and Pangia. Remote areas in Komo/Margarima and Nipa/Kutubu, especially near Mount Bosavi, require more than a day’s travel to reach a service centre.

Southern Highlands Province has eight districts, 32 LLGs and 729 wards. The province has 552 elementary schools, 64 community schools and 166 primary schools. These schools are provided by the government and churches that run as agency schools. The government runs 76 percent of schools, while the Evangelical Alliance runs 7 percent, Catholic and United churches run 6 percent each, the Lutheran Church runs 2 percent, and other smaller churches such as the Evangelical Brotherhood Church and the Baptist Union run 3 percent of the schools in basic education.

SummarySouthern Highlands Province’s performance in UBE for 2009 is reported in this profile. In terms of access, NAR (38.4 percent) and GER (98.3 percent) were above the national averages of 24.2 percent and 88.6 percent, respectively. Gender comparisons shows no significant difference between the proportion of male and female enrolments. NER (52.4 percent), however, was below the national average (69.5 percent) in 2009. A higher percentage of the male population was enrolled at the correct age of 6–14 years.

District distribution shows that Kagua/Erave had the highest NAR (71.6 percent), while Nipa/Kutubu had the lowest (15.8 percent). In terms of GER, Kagua/Erave had the highest (140 percent), while Mendi/Munihu had the lowest (58 percent). For NER, Kagua/Erave had the highest (73.1 percent), while Mendi/Munihu had the

Southern Highlands Province

lowest (33.4 percent). Access rates were fairly high in the districts.

Retention measured using the cohort retention rate (CRR) was 61.9 percent for Southern Highlands Province in 2009, slightly below the national average of 65.3 percent. Gender comparisons shows that a higher percentage of boys were in schools until end of Grade 8 than girls. In terms of districts, Ialibu/Pangia had the highest CRR (69 percent), while Kagua/Erave had the lowest (37.4 percent). Data for Tari/Pori was unavailable.

The quality indicator, as measured using the Grade 8 national examination results, shows that Southern Highlands Province sum of mean scores (65.1) is fairly high in all the three subjects areas – literacy, numeracy and general skills. The province’s pass mark (65.1) is been above the national average of 60.1, but below the national target of 80.

At the district level, Nipa/Kutubu had the highest sum of mean scores (67.7) followed by: Komo/Margarima (66.7), Imbonggu (65), Tari/Pori (63), Ialibu/Pangia (62.4) and Mendi/Munihu (25). Data for Kagua/Erave and Koroba/Lake Kopiago were unavailable. The available district data are all significantly below the national target of 80.

Basic education institutionsTable 1: Southern Highlands Province - number of schools, classes, students and teachers by school level

School Level Schools Classes Students TeachersElementary 552 991 33,596 753Community 64 286 9,498 133Primary 166 1,300 45,629 1,191Total 782 2,577 88,723 2,077

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

Figure 2: Southern Highlands Province - basic education distribution


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Distribution of schoolsTable 2: Southern Highlands Province - distribution of schools by district and school level

District Elementary Community Primary Total Ialibu/Pangia 88 3 22 113Imbonggu 87 5 21 113Kagua/Erave 80 12 29 121Komo/Margarima 67 12 18 97Koroba/Lake Kopiago 63 8 19 90Mendi/Munihu 89 7 21 117Nipa/Kutubu 58 9 24 91Tari/Pori 20 8 12 40Total 552 64 166 782


Education providersTable 3: Southern Highlands Province - number of schools by basic education providers

Provider # of SchoolsCatholic 69Ev. Alliance 80Government 537Lutheran 16Others 32United 48Total 782


Figure 3: Southern Highlands Province - basic education providers


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: Southern Highlands Province - net admission rates

Male Female TotalSouthern Highlands Province 38.5% 38.2% 38.4%Papua New Guinea 23.4% 25.1% 24.2%

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 5: Southern Highlands Province - gross and net enrolment rates

Gross Enrolment Net Enrolment Male Female Total Male Female Total

Southern Highlands Province 103.6% 92.5% 98.3% 57.2% 47.2% 52.4%Papua New Guinea 91.1% 85.9% 88.6% 72.0% 67.0% 69.5%


Retention

Table 6: Southern Highlands Province - retention rates

Male Female TotalSouthern Highlands Province 69% 54% 62%Papua New Guinea 69% 61% 65%


Quality

Table 7: Southern Highlands Province - Grade 8 examination results by subject

English Language (average marks out of 50)

Mathe-matics (average marks out of 50)

Combined Subject (average marks out of 50)

Sum of mean scores (out of 50)

Written Ex-pression (av-erage marks out of 50)

Southern Highlands Province 20.5 23.1 21.5 65.1 13.1Papua New Guinea 19.8 19.9 20.3 60.1 13.8

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

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Figure 4: Ialibu/Pangia District map


About Ialibu/Pangia DistrictIalibu/Pangia District borders both Simbu and Western Highlands Province. It covers the Kaugel, Poru and Tua Valleys and the Poru Plateau. Mount Ialibu lies in the centre of the district.

Ialibu/Pangia has four LLGs and 105 wards. The district has 88 elementary schools, 22 community schools and three primary schools. These schools are provided by the government and churches that run as agency schools. The government runs 84 percent, the Lutheran church runs 7 percent, the Catholic church runs 5 percent and others share the rest.

SummaryIalibu/Pangia District has a NAR (45.4%) which is nabove the province and national averages (38.4% and 24.2%, respectively). Of the 45.4 percent of the children that were admitted to Elementary Prep in 2009, the remaining 54.6 percent were still out of school or were in other grades. The GER was 111 percent, which is also above the province and national averages (98.3% and 88.6%, respectively), which indicates that more students are enrolled in the district regardless of age. The NER of 58.5 percent is above the province average (52.4%) but below the national average (69.5%). Gender comparison sees a higher percentage of boys for GER and NER and a higher proportion of girls for NAR in 2009.

The retention rate for Ialibu/Pangia District (69%) was above the province and national averages (62% and 65%, respectively) — this is the percentage of boys and girls enrolled in prep that completed at Grade 8.

In terms of quality for Ialibu/Pangia District, the Grade 8 examination results for the three subjects (English, Maths and Combined subject) were above the province and national averages. The sum of the mean score for

Ialibu/Pangia District

Ialibu/Pangia (62.4) is below the province average (65.1) and slightly above the national average (60.1). The district had not achieved quality education in 2009.

Basic education institutionsTable 8: Ialibu/Pangia District - number of schools, classes, students and teachers by school level

School Level Schools Classes Students TeachersElementary 88 230 6,752 168.92Community 22 277 9,424 265.5Primary 3 19 546 15

Total 113 526 16,722 449


Figure 5: Ialibu/Pangia District - basic education distribution


Education providersTable 9: Ialibu/Pangia District - number of schools by basic education providers

Provider # of SchoolsCatholic 5Government 95Lutheran 8Others 5Total 113


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Figure 6: Ialibu/Pangia District - basic education providers


Universal Basic Education indicatorsNet admission rates

Table 10: Ialibu/Pangia District - net admission rates

Male Female TotalIalibu/Pangia District 44.7% 46.1% 45.4%Southern Highlands Province 38.5% 38.2% 38.4%



Table 11: Ialibu/Pangia District - gross and net enrolment rates


Ialibu/Pangia District 119.0% 101.8% 110.8% 62.5% 54.2% 58.5%Southern Highlands Province 103.6% 92.5% 98.3% 57.2% 47.2% 52.4%


Retention

Table 12: Ialibu/Pangia District - retention rates

Male Female TotalIalibu/Pangia District 69% 69% 69%Southern Highlands Province 69% 54% 62%


Quality

Table 13: Ialibu/Pangia District - Grade 8 examination results by subject


Mathemat-ics (average marks out of 50)



Written Expression (average marks out of 50)

Ialibu/Pangia District 19.6 21.7 21.2 62.5 12.7Southern Highlands Province 20.5 23.1 21.5 65.1 13.1


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Figure 7: Imbonggu District map


About Imbonggu DistrictSandwiched between Mendi and Ialibu is Imbonggu District. Imbonggu covers Mount Giluwe and the Iaro basin, as well as parts of the Mendi, Anggura, upper Iaro and Kaugel valleys.

Imbonggu has three LLGs and 64 wards. The district has 87 elementary schools, 21 community schools and five primary schools. These schools are provided by the government and churches that run as agency schools. The government runs 78 percent, the Catholic church runs 10 percent, the Lutheran church runs one percent and others share the rest.

SummaryImbonggu District has a NAR (32.8%) which is below the province and national averages (38.4% and 24.2%, respectively). Of the 32.8 percent of the children that were admitted to Elementary Prep in 2009, the remaining 67.2 percent were still out of school or were in other grades. The GER (86%) is above the province average (98.3%) and below the national average (88.6%), which indicates that more students are enrolled in the district regardless of age. The NER (51.1%) is below the province and national averages (52.4% and 69.5%, respectively). Gender comparison sees a higher percentage of boys for GER and NER and a higher proportion of girls for NAR in 2009.

The retention rate for Imbonggu District (61%) was slightly below the province and national averages (62% and 65%, respectively). There was no significant difference between the proportion of boys and girls that enrolled in prep and completed at Grade 8 in 2009.

In terms of quality for Imbonggu District, the Grade 8 examination results for the three subjects (English, Maths and Combined Subject) were above the province and national averages. The sum of the mean score for Imbonggu (65) is on par with the province average (65.1) and above the national average (60.1).

Imbonggu District

Basic education institutionsTable 14: Imbonggu District - number of schools, classes, students and teachers by school level

School Level Schools Classes Students TeachersElementary 87 199 5,627 142.95Community 21 247 8,280 242.33Primary 5 30 1,115 25.5

Total 113 476 15,022 411


Figure 8: Imbonggu District - basic education distribution


Education providersTable 15: Imbonggu District - number of schools by basic education providers



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Figure 9: Imbonggu District - basic education providers



Table 16: Imbonggu District - net admission rates

Male Female TotalImbonggu District 31.7% 33.9% 32.8%Southern Highlands Province 38.5% 38.2% 38.4%



Table 17: Imbonggu District - gross and net enrolment rates


Imbonggu District 88.2% 83.2% 85.8% 53.0% 49.1% 51,1%Southern Highlands Province 103.6% 92.5% 98.3% 57.2% 47.2% 52.4%


Retention

Table 18: Imbonggu District - retention rates

Male Female TotalImbonggu District 65% 56% 61%Southern Highlands Province 69% 54% 62%


Quality

Table 19: Imbonggu District - Grade 8 examination results by subject


Mathematics (average marks out of 50)




Imbonggu District 21.0 22.5 21.5 65.0 14.4Southern Highlands Province 20.5 23.1 21.5 65.1 13.1


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Figure 10: Kagua/Erave District map


About Kagua/Erave DistrictKagua Erave District covers the south-eastern tip of Southern Highlands Province and shares the southern border with Central Province, although this area is mostly uninhabited. It encompasses the Valkuru Range and the Kagua, Sugu and Erave valleys.

Kagua/Erave District has four LLGs and 99 wards. The district has 80 elementary schools, 29 community schools and 12 primary schools. These schools are provided by the government and churches that run as agency schools. The government runs 84 percent, the Catholic church runs three percent, the Lutheran church runs three percent and others share the rest.

SummaryKagua/Erave District has a NAR (71.6%) above the province and national averages (38.4% and 24.2%, respectively). Of the 71.6 percent of the children that were admitted to Elementary Prep in 2009, the remaining 28.4 percent were still out of school or were in other grades. The GER (140%) was also above the province and national averages (98.3% and 88.6%, respectively), which indicates more students are enrolled in the district regardless of age. The NER (73.1%) was above the province and national averages (52.4% and 69.5%, respectively). Gender comparison sees a higher percentage of boys for GER and NER, as well as for NAR.

The retention rate for Kagua/Erave District (37.4%) was below the province and national averages (62% and 65%, respectively). There was a significantly higher percentage of girls being retained and completing Grade 8 in 2009.

The Grade 8 examination result data for Kagua Erave District for 2009 was unavailable.

Kagua/Erave District

Basic education institutionsTable 20: Kagua/Erave District - number of schools, classes, students and teachers by school level

School Level Schools Classes Students TeachersElementary 80 222 8,264 164.46Community 29 236 8,790 191Primary 12 140 3,637 37.6

Total 121 598 20,691 393


Figure 11: Kagua/Erave District - basic education distribution


Education providersTable 21: Kagua/Erave District - number of schools by basic education providers



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Figure 12: Kagua/Erave District - basic education providers



Table 22: Kagua/Erave District - net admission rates

Male Female TotalKagua/Erave District 76.1% 66.7% 71.6%Southern Highlands Province 38.5% 38.2% 38.4%



Table 23: Kagua/Erave District - gross and net enrolment rates


Kagua/Erave District 155.0% 122.7% 139.5% 83.1% 62.1% 73.1%Southern Highlands Province 103.6% 92.5% 98.3% 57.2% 47.2% 52.4%


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Retention

Table 24: Kagua/Erave District - retention rates

Male Female TotalKagua/Erave District 47% 26% 37%Southern Highlands Province 69% 54% 62%


Quality

Table 25: Kagua/Erave District - Grade 8 examination results by subject






Kagua/Erave District N/A N/A N/A N/A N/ASouthern Highlands Province 20.5 23.1 21.5 65.1 13.1


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Figure 13: Komo/Margarima District map


About Komo/Margarima DistrictKomo/Margarima is in the centre of Southern Highlands Province and includes the Upper Wage, Andabare, lower Tagari and Hegigio valleys. A rugged mountain range and gorge run through the middle. This district will become part of the new Hela Province.

Komo/Margarima has four LLGs and 93 wards. The district has 67 elementary schools, 12 community schools and 18 primary schools. These schools are provided by the government and churches that run as agency schools. The government runs 42 percent, the Catholic church runs 22 percent and others share the rest.

SummaryKomo/Margarima District has a NAR (29.1%) below the province and national averages (38.4% and 24.2%, respectively). Of the 29.1 percent of the children that were admitted to Elementary Prep in 2009, the remaining 70.9 percent were still out of school or were in other grades. The GER (86%) was also below the province and national averages (98.3% and 88.6%, respectively), which indicates that fewer students are enrolled in the district regardless of age. The NER (46.8%) is below the province and national averages (52.4% and 69.5%, respectively). Gender comparison sees a higher percentage of boys for NAR, GER and NER in 2009.

The retention rate for Komo/Margarima District (46.7%) is below the province and national averages (52.4% and 65%, respectively). There was significantly a higher percentage of boys being retained and completing Grade 8 in 2009.

In terms of quality for Komo/Margarima District, the Grade 8 examination results for the three subjects (English, Maths and Combined Subject) were above the province and national averages. The sum of the mean score for

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Komo/Margarima District

Komo/Margarima (66.7) is above the province average (65.1) and national average (60.1).

Basic education institutionsTable 26: Komo/Margarima District - number of schools, classes, students and teachers by school level

School Level Schools Classes Students TeachersElementary 67 169 6,810 108.92Community 12 52 1,970 30Primary 18 183 7,157 163

Total 92 417 15,937 302


Figure 14: Komo/Margarima District - basic education distribution


Education providersTable 27: Komo/Margarima District - number of schools by basic education providers

Provider # of SchoolsCatholic 21Government 41Others 35Total 97


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Figure 15: Komo/Margarima District - basic education providers



Table 28: Komo/Margarima District - net admission rates

Male Female TotalKomo/Margarima District 29.2% 28.9% 29.1%Southern Highlands Province 38.5% 38.2% 38.4%



Table 29: Komo/Margarima District - gross and net enrolment rates


Komo/Margarima District 93.9% 76.8% 85.7% 51.9% 41.1% 46.8%Southern Highlands Province 103.6% 92.5% 98.3% 57.2% 47.2% 52.4%


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Retention

Table 30: Komo/Margarima District - retention rates

Male Female TotalKomo/Margarima District 50% 41% 47%Southern Highlands Province 69% 54% 62%


Quality

Table 31: Komo/Margarima District - Grade 8 examination results by subject






Komo/Margarima District 21.2 24.5 21.1 66.8 13.3Southern Highlands Province 20.5 23.1 21.5 65.1 13.1


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Figure 16: Koroba/Lake Kopiago District map


About Koroba/Lake Kopiago DistrictKoroba/Lake Kopiago District covers the northern most end of Southern Highlands Province and borders Western, Sandaun and Enga Provinces. It includes the Tagari, Tumbudu, Lagaip and Strickland valleys. This district will become part of the new Hela Province.

Koroba/Lake Kopiago has four LLGs and 94 wards. The district has 63 elementary schools, eight community schools and 19 primary schools. These schools are provided by the government and churches that run as agency schools. The government runs 53 percent, the Catholic church runs 15 percent, the Lutheran church runs two percent and others share the rest.

SummaryKoroba/Lake Kopiago District has a NAR (23.7%) below the province and national averages (38.4%t and 24.2%, respectively). Of the 23.7 percent of the children that were admitted to Elementary Prep in 2009, the remaining 76.3 percent were still out of school or were in other grades. The GER (70%) was also below the province and national averages (98.3% and 88.6%, respectively), which indicates fewer students are enrolled in the district regardless of age. The NER (39.8%) was below the province and national averages (52.4% and 69.5%, respectively). Gender comparison sees a higher percentage of boys for GER and NER and a higher proportion of girls for NAR in 2009.

The retention rate for Koroba/Lake Kopiago District (49.8%) was below the province and national averages (62% and 65% respectively). There was significantly a higher percentage of female population being retained and completing at Grade 8 in 2009.

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Koroba/Lake Kopiago District

Data for the Grade 8 examination results for Koroba/Lake Kopiago District was unavailable in 2009.

Basic education institutionsTable 32: Koroba/Lake Kopiago District - number of schools, classes, students and teachers by school level


Total 90 385 14,206 246


Figure 17: Koroba/Lake Kopiago District - basic education distribution


Education providersTable 33: Koroba/Lake Kopiago District - number of schools by basic education providers



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Figure 18: Koroba/Lake Kopiago District - basic education providers



Table 34: Koroba/Lake Kopiago District - net admission rates

Male Female TotalKoroba/Lake Kopiago District 23.0% 24.6% 23.7%Southern Highlands Province 38.5% 38.2% 38.4%



Table 35: Koroba/Lake Kopiago District - gross and net enrolment rates


Koroba/Lake Kopiago District 74.7% 64.7% 69.9% 43.1% 36.3% 39.8%Southern Highlands Province 103.6% 92.5% 98.3% 57.2% 47.2% 52.4%


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Retention

Table 36: Koroba/Lake Kopiago District - retention rates

Male Female TotalKoroba/Lake Kopiago District 52% 47% 50%Southern Highlands Province 69% 54% 62%


Quality

Table 37: Koroba/Lake Kopiago District - Grade 8 examination results by subject






Koroba/Lake Kopiago District N/A N/A N/A N/A N/ASouthern Highlands Province 20.5 23.1 21.5 65.1 13.1


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Figure 19: Mendi/Munihu District map


About Mendi/Munihu DistrictMendi/Munihu District encompasses Mendi town, the provincial headquarters, and the Upper Mendi, Lai, Imilhama and Nembi valleys, with the highest peak, Mount Giluwe, in the east.

Mendi/Munihu has four LLGs and 94 wards. The district has 89 elementary schools, 21 community schools and seven primary schools. These schools are provided by the government and churches that run as agency schools. The government runs 65 percent, the Catholic church runs 5 percent, the Lutheran church runs one percent and others share the rest.

SummaryMendi/Munihu District has a NAR (26.4%) below the province average (38.4%) but above the national average (24.2%). Of the 26.4 percent of the children that were admitted to Elementary Prep in 2009, the remaining 73.6 percent were still out of school or were in other grades. The GER (58%) was below the province and national averages (98.3 % and 88.6%, respectively), which indicates fewer students are enrolled in the district regardless of age. The NER (33.4%) was also below the province and national averages (52.4% and 69.5%, respectively). Gender comparison sees a higher percentage of boys for GER and NER and a higher proportion of girls for NAR in 2009.

The retention rate for Mendi/Munihu District (56.1%) is below the province and national averages (62% and 65%, respectively). There was a significantly higher proportion of girls being retained and completing at Grade 8 in 2009.

Data for Grade 8 examination results for Medi/Munihu District in 2009 was unavailable.

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Mendi/Munihu District

Basic education institutionsTable 38: Mendi/Munihu District - number of schools, classes, students and teachers by school level


Total 63 263 17,413 426


Figure 20: Mendi/Munihu District - basic education distribution


Education providersTable 39: Mendi/Munihu District - number of schools by basic education providers



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Figure 21: Mendi/Munihu District - basic education providers



Table 40: Mendi/Munihu District - net admission rates

Male Female TotalMendi/Munihu District 24.9% 27.9% 26.4%Southern Highlands Province 38.5% 38.2% 38.4%



Table 41: Mendi/Munihu District - gross and net enrolment rates


Mendi/Munihu District 62.6% 52.7% 57.9% 36.5% 30.1% 33.4%Southern Highlands Province 103.6% 92.5% 98.3% 57.2% 47.2% 52.4%


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Retention

Table 42: Mendi/Munihu District - retention rates

Male Female TotalMendi/Munihu District 63% 48% 56%Southern Highlands Province 69% 54% 62%


Quality

Table 43: Mendi/Munihu District - Grade 8 examination results by subject






Mendi/Munihu District N/A N/A N/A N/A N/ASouthern Highlands Province 20.5 23.1 21.5 65.1 13.1


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Figure 22: Nipa/Kutubu District map


About Nipa/Kutubu DistrictNipa/Kutubu occupies the south-western corner of Southern Highlands Province with Mount Bosavi in the southwest and Lake Kutubu in the southeast. The district includes the Wage, Nembi, Mubi, Digimu and Hegigio valleys. The Kutubu area within this district will become a new district within Hela Province.

Nipa/Kutubu has five LLGs and 114 wards. The district has 58 elementary schools, 24 community schools and nine primary schools. These schools are provided by the government and churches that run as agency schools. The government runs 67 percent, the Catholic church runs seven percent and others share the rest.

SummaryNipa/Kutubu District has a NAR (15.8 %) below the province and national averages (38.4% and 24.2%, respectively). Of the 15.8 percent of the children that were admitted to Elementary Prep in 2009, the remaining 84.2 percent were still out of school or were in other grades. The GER (74%) was also below the province and national averages (98.3% and 88.6%, respectively), which indicates fewer students are enrolled in the district regardless of age. The NER (45.9%) was below the province and national averages (52.4% and 69.5%, respectively). Gender comparison sees a higher percentage of boys for GER and NER and a higher proportion of girls for NAR in 2009.

The retention rate for Nipa/Kutubu District (63%) was above the province average (62%) but below the national average (65%). There was a significantly higher percentage of boys being retained and completing Grade 8 in 2009.

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Nipa/Kutubu District

In terms of quality for Nipa/Kutubu District, the Grade 8 examination results for the three subjects (English, Maths and Combined subject) were above the province and national averages. The sum of mean scores for Nipa/Kutubu (67.7) is above both the province (65.1) and national (60.1), averages.

Basic education institutionsTable 44: Nipa/Kutubu District - number of schools, classes, students and teachers by school level


Total 91 500 18,875 398


Figure 23: Nipa/Kutubu District - basic education distribution


Education providersTable 45: Nipa/Kutubu District - number of schools by basic education providers



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Figure 24: Nipa/Kutubu District - basic education providers



Table 46: Nipa/Kutubu District - net admission rates

Male Female TotalNipa/Kutubu District 15.2% 16.3% 15.8%Southern Highlands Province 38.5% 38.2% 38.4%



Table 47: Nipa/Kutubu District - gross and net enrolment rates


Nipa/Kutubu District 80.0% 68.3% 74.4% 50.8% 40.6% 45.9%Southern Highlands Province 103.6% 92.5% 98.3% 57.2% 47.2% 52.4%


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Retention

Table 48: Nipa/Kutubu District - retention rates

Male Female TotalNipa/Kutubu District 75% 49% 63%Southern Highlands Province 69% 54% 62%


Quality

Table 49: Nipa/Kutubu District - Grade 8 examination results by subject






Nipa/Kutubu District 20.9 24.5 22.3 67.7 13.4Southern Highlands Province 20.5 23.1 21.5 65.1 13.1


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Figure 25: Tari/Pori District map


About Tari/Pori DistrictTari/Pori District is nestled between Koroba/Lake Kopiago and Komo/Margarima and shares a mountainous northern border with Enga Province. It encompasses the Tagari, Dagia and Huria valleys. This district will become part of the new Hela Province.

Tari/Pori has four LLGs and 66 wards. The district has 20 elementary schools, eight community schools and 12 primary schools. These schools are provided by the government and churches that run as agency schools. The government runs 65 percent, the Catholic church runs seven percent and others share the rest.

SummaryTari/Pori District has a NAR (26.8%) below the province average (38.4%) but above the national average (24.2%). Of the 26.8 percent of the children that were admitted to Elementary Prep in 2009, the remaining 73.2 percent were still out of school or were in other grades. The GER (72%) was below the province and national averages (98.3% and 88.6%, respectively), which indicates fewer students are enrolled in the district regardless of age. The NER (38.6%) was also below the province and national averages (52.4% and 69.5%, respectively). Gender comparison sees a higher percentage of boys for GER and NER and a higher proportion of girls for NAR in 2009.

CRR data for the Tari/Pori District in 2009 was unavailable.

Tari/Pori District

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In terms of quality for Tari/Pori District, the Grade 8 examination results for the three subjects (English, Maths and Combined Subject) were above the national averages. The sum of mean scores for Tari/Pori (63) was slightly below the province average (65.1) and above the national average (60.1). The district had not achieved quality education in 2009.

Basic education institutionsTable 50: Tari/Pori District - number of schools, classes, students and teachers by school level


Total 40 315 11,076 238


Figure 26: Tari/Pori District - basic education distribution


Education providersTable 51: Tari/Pori District - number of schools by basic education providers



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Figure 27: Tari/Pori District - basic education providers



Table 52: Tari/Pori District District - net admission rates

Male Female TotalTari/Pori District 26.5% 27.2% 26.8%Southern/Highlands Province 38.5% 38.2% 38.4%



Table 53: Tari/Pori District - gross and net enrolment rates


Tari Pori District 75.3% 69.3% 72.4% 40.7% 36.3% 38.6%Southern Highlands Province 103.6% 92.5% 98.3% 57.2% 47.2% 52.4%


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Retention

Table 54: Tari/Pori District - retention rates

Male Female TotalTari Pori District N/A N/A N/ASouthern Highlands Province 69% 54% 62%


Quality

Table 55: Tari/Pori District - Grade 8 examination results by subject






Tari Pori District 19.9 21.8 21.2 62.9 11.9Southern Highlands Province 20.5 23.1 21.5 65.1 13.1


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Southern Highlands Province’s performance in Universal Basic Education (UBE) in 2009 is reported in this profile. In terms of access, the NAR of 38.4 percent and GER of 98.3 percent were higher than the national average. The NER of 52.4 percent was below the national average. In terms of gender, a larger proportion of the boys had access than girls.

District distribution shows that Kagua/Erave District had the highest NAR (71.6%), while Nipa/Kutubu District had the lowest (15.8%).

In terms of GER, Kagua/Erave District (139.5%) had the highest, while Mendi/Munihu District (57.9%) had the lowest. The figures for Southern Highlands Province as a whole and its districts suggest that student enrolment (regardless of age) in basic education is very high.

In terms of retention rates, the data shows that a larger percentage of boys than girls, were in schools until the end of Grade 8, with figures exceeding the national average. Comparison between districts shows that Ialibu/Pangia District (69%) had the highest cohort retention rate (CRR), while Kagua/Erave District (37%) had the lowest. Data for Tari/Pori District was unavailable.

Quality is measured using the results for Grade 8 national examinations. The results show that Southern Highlands Province had an average above the national average in three subjects: English (20.5), Maths (23.1) and Combined Subject (21.5), with a grade average of 65.1; the national average was 60.1. Written expression is not considered in the selection of Grade 8 to Grade 9; the score is out of 150 with a pass mark of 80.

In terms of districts, Nipa/Kutubu District had high averages in all the subjects with the grade average of 67.7, which is higher than the province average of 65.1. Imbonggu District and Komo/Margarima District also had averages above the province average, while Ialibu/Pangia District and Tari/Pori District had averages slightly below the province average. Mendi/Munihu District had low averages in all the subjects with grade average of 25. Data for Kagua/Erave District and Koroba/Lake Kopiago District were unavailable. The data seems to suggest that Southern Highlands Province is making slow progress towards achieving quality UBE in Grade 8 national examinations.

Table 56: Summary of Southern Highlands Province’s performance in UBE in 2009.2009

Access Retention Quality

NAR GER NER CRR Sum of mean scores

Southern Highlands Province

38.4% 98.3% 52.4% 62% 65.1

Ialibu/Pangia 45.4% 110.8% 53.5% 69% 62.5

Imbonggu 32.8% 85.5% 51.1% 61% 76.0

Kagua/Erave 71.6% 139.5% 73.1% 37% 65

Komo/Margarima 29.1% 85.7% 46.8% 47% 66.8

Koroba/Lake Kopiago 23.7% 69.9% 39.8% 50% N/A

Mendi/Munihu 26.4% 57.9% 33.4% 56% `25

Nipa/Kutubu 15.8% 75.4% 45.9 63 67.7

Tari/Pori 26.8% 72.4% 38.6 N/A 62.9

Summary of findings

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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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2009 provincial and district universal basic education profile

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