West Sepik (Sandaun) Province
West Sepik Provincial Flag
Sandaun (West Sepik) Province is located between latitudes 2°35’ and 5°30’ South of the Equator and longitude 141° E and 143° E. The Province is the third largest province in land size in Papua New Guinea, covering an area of 36,616 square kilometres, which constitutes 7.7% of Papua New Guinea’s total land area. It shares provincial borders with Manus, East Sepik, Southern Highlands and Western Provinces, as well as an while international border with the Indonesian province of Irian Jaya to the west. It is the most north-westerly province of Papua New Guinea and has a road link to Indonesia from the provincial capital, Vanimo. The geography of the province ranges from coastal lowland at sea level to the highest mountain peak at 4015 meters. The coastal lowland varies from sandy beaches in the east to a rocky coastline towards the PNGIndonesian Border. There are pockets of swampy areas and several fast flowing rivers between Vanimo and Aitape. The highland areas of the province are characterised by some of highest peaks in the country found in the Star Mountains in Telefomin District, the Torricelli Range dividing Aitape, Lumi and Nuku areas, and the
Bewani Range separating Vanimo, Green River and Bewani areas. The difficult and harsh geography of the province has presented, and will continue to pose, major constraints and challenges for socio-economic development of the province. The low development indicators in education, health, economic activities and infrastructure development in the province have been as a result of such geographical conditions.
Bewani Range separating Vanimo, Green River and Bewani areas. The difficult and harsh geography of the province has presented, and will continue to pose, major constraints and challenges for socio-economic development of the province. The low development indicators in education, health, economic activities and infrastructure development in the province have been as a result of such geographical conditions.
History
It is believed that first people migrated into the island of New Guinea through the north-west coast from Asia more than 40,000 years ago. The great variety of languages spoken in the province suggests that there were many groups of people who migrated through the province. The Chinese and Malay Traders followed the
migration route hundreds of years later. Catholic (Divine Word) Missionaries followed in 1896 and built a mission station on Tumleo Island off the coast of Aitape and established the first school on Tumleo Island.
During the Second World War, the invading Japanese army took over Sandaun (West Sepik) Province in 1942. The Japanese army ran schools in Yakamul village in Aitape East Coast and other areas along the Aitape coast and taught people to read and write in Japanese. The Allied Forces landed in Aitape on 22 April 1944 and
forced the Japanese army to surrender in 1945. After the war the Catholic (Franciscan) Missionaries started new mission stations in the Aitape, Vanimo and inland areas of Lumi and Nuku and continued with the provision of education and health services.
The government administration of the province by the Australian Colonial Administration began after the Second World War. The province during the colonial administration was part of the large Sepik administrative unit administered from Aitape. Provincial government status was granted to the province on 4th December 1978, and the provincial capital was established as Vanimo. During this time the province was divided into six administrative districts of Aitape, Nuku, Lumi, Vanimo, Amanab and Telefomin. That was purposely for postcolonial administration and supervision by kiaps of almost all activities in the districts. The passing of the new
Organic Law on Provincial Governments and Local Level Government in July 1995 saw the change from six districts into four districts of Aitape/Lumi, Nuku, Telefomin and Vanimo/Green River Districts with 17 Local Level Governments.
A significant milestone in the expansion of formal education services in the province was the establishment of the junior high school on Seleo Island off the Aitape Coast by the Catholic Mission. The school was later moved to Aitape and in 1997 became the first secondary school (St. Ignatius Secondary School) in the province. Other schools started up when the Catholic mission expanded its mission stations to Vanimo Coast and Aitape inland areas and further
inland into Lumi and Nuku areas.
Demography
Sandaun is among 8 other provinces, which have populations between 150,000 to 200,000 in the 2000 National Census preliminary figures released in May 2001 by the National Statistical Office. The figures showed that Sandaun has a total population of 185,790 people and are distributed as shown in Table 1.0 below.
The total provincial population comprised of 95,775 male and 90,015 female, with a ratio of 106 males to 100 females. The population density for the province is 5 persons per square kilometres with an average household size of 5.5 persons. The average annual population growth rate since 1980 is 2.4%. From the total provincial population, Aitape/Lumi has the highest population at 29%.
There may be more than 80 ethnic and cultural groupings in Sandaun Province given that there are 86 different languages spoken throughout the province. There are marked ethnic differences between the coastal and mountain people resulting from the diversity in geography from the rugged mountainous regions to coastal
regions. The features of the people are characteristic of the general features of highlands and coastal people of Papua New Guinea. For example, the Telefomin people who live up in the cooler highlands region have similar features, cultures and practices to that of the PNG Highlanders to the south and the Wamena people of the Indonesian Province of West Papua to the west. The hinterland people between the mountain ranges and the coastal plains exhibit similar features to those of the hinterland people of other parts of PNG and those on the coast have the features of islanders or Papuans. The diversity of ethnic and cultural groupings poses enormous challenges for the provision of education services throughout the province. These challenges includes the writing of the orthographies for elementary
education, the different approaches to mobilising community support for the establishment and care of educational infrastructure and facilities, and the acceptance of introduced school curriculum.
It is believed that first people migrated into the island of New Guinea through the north-west coast from Asia more than 40,000 years ago. The great variety of languages spoken in the province suggests that there were many groups of people who migrated through the province. The Chinese and Malay Traders followed the
migration route hundreds of years later. Catholic (Divine Word) Missionaries followed in 1896 and built a mission station on Tumleo Island off the coast of Aitape and established the first school on Tumleo Island.
During the Second World War, the invading Japanese army took over Sandaun (West Sepik) Province in 1942. The Japanese army ran schools in Yakamul village in Aitape East Coast and other areas along the Aitape coast and taught people to read and write in Japanese. The Allied Forces landed in Aitape on 22 April 1944 and
forced the Japanese army to surrender in 1945. After the war the Catholic (Franciscan) Missionaries started new mission stations in the Aitape, Vanimo and inland areas of Lumi and Nuku and continued with the provision of education and health services.
The government administration of the province by the Australian Colonial Administration began after the Second World War. The province during the colonial administration was part of the large Sepik administrative unit administered from Aitape. Provincial government status was granted to the province on 4th December 1978, and the provincial capital was established as Vanimo. During this time the province was divided into six administrative districts of Aitape, Nuku, Lumi, Vanimo, Amanab and Telefomin. That was purposely for postcolonial administration and supervision by kiaps of almost all activities in the districts. The passing of the new
Organic Law on Provincial Governments and Local Level Government in July 1995 saw the change from six districts into four districts of Aitape/Lumi, Nuku, Telefomin and Vanimo/Green River Districts with 17 Local Level Governments.
A significant milestone in the expansion of formal education services in the province was the establishment of the junior high school on Seleo Island off the Aitape Coast by the Catholic Mission. The school was later moved to Aitape and in 1997 became the first secondary school (St. Ignatius Secondary School) in the province. Other schools started up when the Catholic mission expanded its mission stations to Vanimo Coast and Aitape inland areas and further
inland into Lumi and Nuku areas.
Demography
Sandaun is among 8 other provinces, which have populations between 150,000 to 200,000 in the 2000 National Census preliminary figures released in May 2001 by the National Statistical Office. The figures showed that Sandaun has a total population of 185,790 people and are distributed as shown in Table 1.0 below.
The total provincial population comprised of 95,775 male and 90,015 female, with a ratio of 106 males to 100 females. The population density for the province is 5 persons per square kilometres with an average household size of 5.5 persons. The average annual population growth rate since 1980 is 2.4%. From the total provincial population, Aitape/Lumi has the highest population at 29%.
There may be more than 80 ethnic and cultural groupings in Sandaun Province given that there are 86 different languages spoken throughout the province. There are marked ethnic differences between the coastal and mountain people resulting from the diversity in geography from the rugged mountainous regions to coastal
regions. The features of the people are characteristic of the general features of highlands and coastal people of Papua New Guinea. For example, the Telefomin people who live up in the cooler highlands region have similar features, cultures and practices to that of the PNG Highlanders to the south and the Wamena people of the Indonesian Province of West Papua to the west. The hinterland people between the mountain ranges and the coastal plains exhibit similar features to those of the hinterland people of other parts of PNG and those on the coast have the features of islanders or Papuans. The diversity of ethnic and cultural groupings poses enormous challenges for the provision of education services throughout the province. These challenges includes the writing of the orthographies for elementary
education, the different approaches to mobilising community support for the establishment and care of educational infrastructure and facilities, and the acceptance of introduced school curriculum.
The province is divided into four districts of Aitape-Lumi, Nuku, Telefomin and Vanimo/Green. The districts are further divided into 16 Rural Local Level Governments (LLGs); one Urban LLG of Vanimo; 320 Wards and 832 Villages
The Provincial Governor holds the chairmanship of the Provincial Assembly; the Provincial Executive Council (PEC) and the Joint Provincial Planning & Budget Priorities Committee (JPPBPC). All seventeen Presidents of the LLGs, one nominated Women Representative and the five Members of Parliament make up the Provincial
Assembly, whilst the PEC and JPP&BPC are comprised of appointed members from the Assembly. The PEC makes major decisions to govern the province and endorses Bills for enacting in the Provincial Assembly. The four districts are governed by the Joint District Planning & Budget Priorities Committee (JDP&BPC) where the chairperson of this Committee is the open Member of Parliament and the committee members are the LLG Presidents and other appointed members from the district community. The four JDP&BPCs are responsible for development decisions for the district.
The Provincial Government is supported by the Provincial Administration with the current total staff ceiling of 428 (approved by Personnel Management in 2000) comprising of 99 positions at the provincial headquarters in Vanimo and 329 positions distributed among the 4 districts and the 17 LLGs throughout the province.
Provincial Education Services are represented by a political head known as the Chairman of Education Services who is a member to PEC (the equivalent of the National Education Minister in the NEC) and the Education Division which is one of the nine (9) administrative divisions in the provincial administration. The Division is
headed by the Provincial Education Advisor reporting through the Deputy Provincial Administrator, Policy and Advisory Services, to the Provincial Administrator and through the Provincial Management Team (PMT), the executive arm of the provincial administration. The Provincial Division of Education is also responsible to the
PEB. The Division has 8 staff in headquarters and a team of up to 4 staff in each district including the District Education Manager. The provincial and district staff are required to provide technical and administrative support to schools’ Boards of Management or Boards of Governors as well as to the Provincial Administration.
The Provincial Governor holds the chairmanship of the Provincial Assembly; the Provincial Executive Council (PEC) and the Joint Provincial Planning & Budget Priorities Committee (JPPBPC). All seventeen Presidents of the LLGs, one nominated Women Representative and the five Members of Parliament make up the Provincial
Assembly, whilst the PEC and JPP&BPC are comprised of appointed members from the Assembly. The PEC makes major decisions to govern the province and endorses Bills for enacting in the Provincial Assembly. The four districts are governed by the Joint District Planning & Budget Priorities Committee (JDP&BPC) where the chairperson of this Committee is the open Member of Parliament and the committee members are the LLG Presidents and other appointed members from the district community. The four JDP&BPCs are responsible for development decisions for the district.
The Provincial Government is supported by the Provincial Administration with the current total staff ceiling of 428 (approved by Personnel Management in 2000) comprising of 99 positions at the provincial headquarters in Vanimo and 329 positions distributed among the 4 districts and the 17 LLGs throughout the province.
Provincial Education Services are represented by a political head known as the Chairman of Education Services who is a member to PEC (the equivalent of the National Education Minister in the NEC) and the Education Division which is one of the nine (9) administrative divisions in the provincial administration. The Division is
headed by the Provincial Education Advisor reporting through the Deputy Provincial Administrator, Policy and Advisory Services, to the Provincial Administrator and through the Provincial Management Team (PMT), the executive arm of the provincial administration. The Provincial Division of Education is also responsible to the
PEB. The Division has 8 staff in headquarters and a team of up to 4 staff in each district including the District Education Manager. The provincial and district staff are required to provide technical and administrative support to schools’ Boards of Management or Boards of Governors as well as to the Provincial Administration.
The population is largely rural based, with about 92% living in rural areas and 8% in urban areas. The provincial economy is largely a subsistence economy. The Province is blessed with natural resources such as gold, copper, oil, timber and marine resources which have potential to drive the future economy of the province. The discovery of these natural resources has attracted major overseas interest, and development of these resources has high investment potential which would contribute significantly to the long-term development of the Provincial economy.
Apart from the natural resources, the Province has high potential for major agricultural development in the main cash crops of cocoa, coffee, vanilla, rubber, oil palm, rice and copra. The potential for the development of these crops are mostly in Aitape, Lumi and Nuku areas with some potential for Vanimo area particularly the oil palm development in the Bewani area and vegetable supply in the Telefomin district.
Vanimo has benefited economically for about the last 20 years from the cash generated in the area by the presence of a major logging operation in the area. There will continue to be cash in the area due to recent expansion of logging operations into the Amanab area. The logging operation has invested into retail and
wholesale activities which contributed to cash-flow in the area. Aitape is presently experiencing cash-generation due to logging operations. These also have retail and wholesale activities which are contributing to the local economy. There is still great potential for the logging industry to contribute towards the growth of the provincial economy.
Although there is high potential for future income-generation in the Province given the abundant natural resources, the current scarcity of income-generating activities is creating major burdens for the largely subsistence families and communities in meeting the cost of education. The payment of school fees, especially
at the secondary school level is extremely difficult for many subsistence farmers. The situation relating to the ability of the provincial economy to support the provision of education services has been a major concern of planners in the preparation of the Provincial Education Plan.
Transport, Communications and Other Support Infrastructure Air Transport is the main mode of travel in the province. This is mainly due to the virtual absence of a road network connecting the districts to the provincial headquarters. Hence costs of travel and freighting of goods is West Sepik Provincial Education Plan 2007-2014 5 very expensive. Third level airlines are now operating irregularly in the province. Missionary Aviation Fellowship (MAF), Diocese of Vanimo (DOVAIR) and National Air Service (NAS) do not provide RPT (Regular Passenger Transport) as previously. Airlink which had daily services (except Sunday) connecting into Vanimo from Port
Moresby, Lae, Madang and Wewak and Aitape ceased operation in mid-2007. The flag carrier Air Niugini also serves the Province three times a week through Vanimo. Vanimo wharf takes in cargo vessels weekly while passenger ships come in every two weeks.
Communication facilities, although reliable at times are still limited, to the extent that many rural areas often cannot be reached by reliable modern day communication. Mobile phone systems were installed in Aitape and Vanimo in 2006, but the services are very limited both in terms of range of access and also in regard to the number of people who can afford the high costs of the service. Most of the out lying districts are either totally out of contact or are restricted to an unreliable two way radio system operated by the health centres and churches.
Bank South Pacific has branches in Aitape, Vanimo and agencies in Lumi, Nuku and Telefomin. Westpac Bank has a branch in Vanimo. There are also Post Offices in Vanimo and Aitape with postal agencies in Lumi, Nuku and Telefomin.
Apart from the natural resources, the Province has high potential for major agricultural development in the main cash crops of cocoa, coffee, vanilla, rubber, oil palm, rice and copra. The potential for the development of these crops are mostly in Aitape, Lumi and Nuku areas with some potential for Vanimo area particularly the oil palm development in the Bewani area and vegetable supply in the Telefomin district.
Vanimo has benefited economically for about the last 20 years from the cash generated in the area by the presence of a major logging operation in the area. There will continue to be cash in the area due to recent expansion of logging operations into the Amanab area. The logging operation has invested into retail and
wholesale activities which contributed to cash-flow in the area. Aitape is presently experiencing cash-generation due to logging operations. These also have retail and wholesale activities which are contributing to the local economy. There is still great potential for the logging industry to contribute towards the growth of the provincial economy.
Although there is high potential for future income-generation in the Province given the abundant natural resources, the current scarcity of income-generating activities is creating major burdens for the largely subsistence families and communities in meeting the cost of education. The payment of school fees, especially
at the secondary school level is extremely difficult for many subsistence farmers. The situation relating to the ability of the provincial economy to support the provision of education services has been a major concern of planners in the preparation of the Provincial Education Plan.
Transport, Communications and Other Support Infrastructure Air Transport is the main mode of travel in the province. This is mainly due to the virtual absence of a road network connecting the districts to the provincial headquarters. Hence costs of travel and freighting of goods is West Sepik Provincial Education Plan 2007-2014 5 very expensive. Third level airlines are now operating irregularly in the province. Missionary Aviation Fellowship (MAF), Diocese of Vanimo (DOVAIR) and National Air Service (NAS) do not provide RPT (Regular Passenger Transport) as previously. Airlink which had daily services (except Sunday) connecting into Vanimo from Port
Moresby, Lae, Madang and Wewak and Aitape ceased operation in mid-2007. The flag carrier Air Niugini also serves the Province three times a week through Vanimo. Vanimo wharf takes in cargo vessels weekly while passenger ships come in every two weeks.
Communication facilities, although reliable at times are still limited, to the extent that many rural areas often cannot be reached by reliable modern day communication. Mobile phone systems were installed in Aitape and Vanimo in 2006, but the services are very limited both in terms of range of access and also in regard to the number of people who can afford the high costs of the service. Most of the out lying districts are either totally out of contact or are restricted to an unreliable two way radio system operated by the health centres and churches.
Bank South Pacific has branches in Aitape, Vanimo and agencies in Lumi, Nuku and Telefomin. Westpac Bank has a branch in Vanimo. There are also Post Offices in Vanimo and Aitape with postal agencies in Lumi, Nuku and Telefomin.
Primary Education
Access to Primary Schools (Grades 3 – 8)
The establishment of primary schools began in 1997 after the first elementary schools were established in the Vanimo area in 1996. Vanimo and Dapu Community Schools began enrolling their first Grade 7 classes in 1997 and changed their status to Primary Schools. In 1998 Baro Community School enrolled its first
Grade 7 classes after having established elementary schools at Yako and Waromo villages. The Education Reform expanded slowly but the programme at elementary and primary level gradually extended to the other districts of Aitape, Lumi, Nuku, Amanab and Telefomin in the old provincial structure.
SECONDARY EDUCATION
Definition
Secondary Education in Sandaun Province must for the time being assume a different definition from that which is to be found in the National Education Plan. NEP covers Secondary Education in the Grades 9 to 12 with lower secondary being Grades 9 to 10 and upper being Grades 11 and 12. In some parts of Sandaun Province for the next few years, lower Secondary Education will also embrace Grades 7 and 8. That is to say Grades 7 and 8 will continue to be taught in some high schools in the province until such time as there are sufficient and suitably located, Primary schools to cater for children from even the
most remote locations in Grades 7 and 8. Upper secondary education, consistent with the NEP, means Grades 11 and 12.
Access
The opening of Oksapmin High School at the start of 2007 brought the number of secondary schools in the province to nine. Six of these are conventional high schools, Grades 7 to 10, some of them at various stages of adopting the reform set-up and discarding Grades 7 and 8, one (Oksapmin) a new Grade 9 -10 high school
accepting its first intake in 2007 classes, and two secondary schools running Grades 9 to 12
FLEXIBLE, OPEN AND DISTANCE EDUCATION
Definition
Flexible, Open and Distant Education (FODE) provides an opportunity for those who are not able to attain recognised educational qualifications (high school and secondary school level) through the formal education system to attain these qualifications. The current focus is for the children wishing to complete their Grades 7 to
10 educational qualifications through the College of Distance Education (CODE). A number of Grades 11 and 12 students are also been given the opportunity to attain their upper secondary qualifications through this system.
Access
The National Education Plan states that since 1995 there has been an increase in the number of school leavers and this has been coupled with a lack of access to secondary and higher education. The numbers of those in Sandaun Province who fall into this category are difficult to establish, but it is certain that there is a significant number of children in the province who have dropped out of, or have been dropped by, the formal system but have the desire to proceed further with their education. The move by the province to make this educational opportunity accessible saw the start up of the CODE centre in Vanimo in 1983. The interest grew and currently there are three established centres providing access for this sector. The three centres encompass a Provincial Flexible and Open Distance Education (FODE) Centre in Vanimo, a University Centre located at the campus of Don Bosco Secondary School in Vanimo and affiliated to University of Papua New Guinea and the NALU Centre for Advanced Education located at the Aitape Catholic Church establishment in Aitape and affiliated to PNG University of Technology.
There are also FODE Study Centres situated at the NALU Centre and at Aiyipi (Malol) in the Aitape West LLG. Both of these Study Centres are supported by the Catholic Diocese of Aitape. Previously there were many registered Study Centres spread throughout the Province but these have folded because of lack of financial
support and personnel who are prepared to volunteer their services to administer the Centres.
TECHNICAL VOCATIONAL EDUCATION AND TRAINING
Definition
The Technical Vocational Education and Training (TVET) embraces:
Vocational Education – which aims to provide alternate, skills-oriented education and training for students leaving the formal education system with Grade 8 (and sometimes Grade 10 )school certificates; and Technical Education – which aims to provide skills training in technical areas for students leaving the formal
education system with Grades 10 and 12 school certificates and to provide further opportunities for those already in the work force? Since technical education is primarily a national function, the analysis of the existing situation in the province will concentrate on the status of vocational education whilst raising issues on the linkages to technical education.
Access
The National Education Reform has resulted in a growing number of students leaving the formal education system after Grades 8 and 10. This trend is clearly seen in Sandaun Province and the consequences, both short-term and long-term a becoming a cause for concern. The Province, like all other provinces, has the task of
seeking alternative education pathways, strategies or arrangements to cater for the increasing number of students dropping out of the formal school system after Grades 8 and 10 and recently Grade 12.
The Province nominally has 16 vocational centers and one Technical Secondary School as shown in Table 00 below. Of the 16 vocational centres, five have been closed for a long period of time (Puang, Baro, Nukuanglo, Oksapmin and Wasengla), two are presently closed (Seim and Yanungen) and nine (9) are operational to
varying degrees. Don Bosco Secondary School is fully operational and running technical trade courses. (It should be noted however that students at Don Bosco Secondary School study a full academic Grade 10 and Grade 12 curriculum in addition to receiving technical training in specific fields). Of the nine currently operating vocational centers, the Pes Vocational Center in Aitape and Wassisi Vocational Center in Nuku are running courses specifically for girls.
Access to Primary Schools (Grades 3 – 8)
The establishment of primary schools began in 1997 after the first elementary schools were established in the Vanimo area in 1996. Vanimo and Dapu Community Schools began enrolling their first Grade 7 classes in 1997 and changed their status to Primary Schools. In 1998 Baro Community School enrolled its first
Grade 7 classes after having established elementary schools at Yako and Waromo villages. The Education Reform expanded slowly but the programme at elementary and primary level gradually extended to the other districts of Aitape, Lumi, Nuku, Amanab and Telefomin in the old provincial structure.
SECONDARY EDUCATION
Definition
Secondary Education in Sandaun Province must for the time being assume a different definition from that which is to be found in the National Education Plan. NEP covers Secondary Education in the Grades 9 to 12 with lower secondary being Grades 9 to 10 and upper being Grades 11 and 12. In some parts of Sandaun Province for the next few years, lower Secondary Education will also embrace Grades 7 and 8. That is to say Grades 7 and 8 will continue to be taught in some high schools in the province until such time as there are sufficient and suitably located, Primary schools to cater for children from even the
most remote locations in Grades 7 and 8. Upper secondary education, consistent with the NEP, means Grades 11 and 12.
Access
The opening of Oksapmin High School at the start of 2007 brought the number of secondary schools in the province to nine. Six of these are conventional high schools, Grades 7 to 10, some of them at various stages of adopting the reform set-up and discarding Grades 7 and 8, one (Oksapmin) a new Grade 9 -10 high school
accepting its first intake in 2007 classes, and two secondary schools running Grades 9 to 12
FLEXIBLE, OPEN AND DISTANCE EDUCATION
Definition
Flexible, Open and Distant Education (FODE) provides an opportunity for those who are not able to attain recognised educational qualifications (high school and secondary school level) through the formal education system to attain these qualifications. The current focus is for the children wishing to complete their Grades 7 to
10 educational qualifications through the College of Distance Education (CODE). A number of Grades 11 and 12 students are also been given the opportunity to attain their upper secondary qualifications through this system.
Access
The National Education Plan states that since 1995 there has been an increase in the number of school leavers and this has been coupled with a lack of access to secondary and higher education. The numbers of those in Sandaun Province who fall into this category are difficult to establish, but it is certain that there is a significant number of children in the province who have dropped out of, or have been dropped by, the formal system but have the desire to proceed further with their education. The move by the province to make this educational opportunity accessible saw the start up of the CODE centre in Vanimo in 1983. The interest grew and currently there are three established centres providing access for this sector. The three centres encompass a Provincial Flexible and Open Distance Education (FODE) Centre in Vanimo, a University Centre located at the campus of Don Bosco Secondary School in Vanimo and affiliated to University of Papua New Guinea and the NALU Centre for Advanced Education located at the Aitape Catholic Church establishment in Aitape and affiliated to PNG University of Technology.
There are also FODE Study Centres situated at the NALU Centre and at Aiyipi (Malol) in the Aitape West LLG. Both of these Study Centres are supported by the Catholic Diocese of Aitape. Previously there were many registered Study Centres spread throughout the Province but these have folded because of lack of financial
support and personnel who are prepared to volunteer their services to administer the Centres.
TECHNICAL VOCATIONAL EDUCATION AND TRAINING
Definition
The Technical Vocational Education and Training (TVET) embraces:
Vocational Education – which aims to provide alternate, skills-oriented education and training for students leaving the formal education system with Grade 8 (and sometimes Grade 10 )school certificates; and Technical Education – which aims to provide skills training in technical areas for students leaving the formal
education system with Grades 10 and 12 school certificates and to provide further opportunities for those already in the work force? Since technical education is primarily a national function, the analysis of the existing situation in the province will concentrate on the status of vocational education whilst raising issues on the linkages to technical education.
Access
The National Education Reform has resulted in a growing number of students leaving the formal education system after Grades 8 and 10. This trend is clearly seen in Sandaun Province and the consequences, both short-term and long-term a becoming a cause for concern. The Province, like all other provinces, has the task of
seeking alternative education pathways, strategies or arrangements to cater for the increasing number of students dropping out of the formal school system after Grades 8 and 10 and recently Grade 12.
The Province nominally has 16 vocational centers and one Technical Secondary School as shown in Table 00 below. Of the 16 vocational centres, five have been closed for a long period of time (Puang, Baro, Nukuanglo, Oksapmin and Wasengla), two are presently closed (Seim and Yanungen) and nine (9) are operational to
varying degrees. Don Bosco Secondary School is fully operational and running technical trade courses. (It should be noted however that students at Don Bosco Secondary School study a full academic Grade 10 and Grade 12 curriculum in addition to receiving technical training in specific fields). Of the nine currently operating vocational centers, the Pes Vocational Center in Aitape and Wassisi Vocational Center in Nuku are running courses specifically for girls.
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