Feasibility

(Project Feasibility Report)

Prepared By The The Lutheran University of Papua New Guinea Establishment Committee

cl- Steeles Lawyers Post Office Box 662 Port Moresby NCD Papua New Guinea. Telephone: (675)3230444 Fax: (675) 3230555

[email protected]

November 2005

THE LUTHERAN UNIVERSITYOF PNG

LAE LUTHERAN UNIVERSITY � PROPOSAL 2 of 63

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FOREWORD The Lutheran University of Papua New Guinea Project Feasibility Report gives a brief overview of the planning and management development issues that have been tasked to a Committee appointed to consider and report on the feasibility of establishing a new university at Lae City, Morobe Province Papua New Guinea. The succeeding pages of the Committees Report seek to address all relevant issues in the broadest context possible impacted by time and resource constraints. Due to the topography of Papua New Guinea, provision of university education closer to a populated area such as the Momase region where the City of Lae is situated should prove to be a sound long term investment. The Lutheran Churches of Papua New Guinea have been traditional development partners in caring and sharing educational and other social service deliveries in this country .The Churches share the common belief that education is an investment and a foundation for national development. In the wider context, investment in University education would enable Papua New Guinea to become a more literate, educated, skilled and self-reliant Christian nation fully able to confront the challenges of an ever changing world. Essential infrastructure and other assets owned by the Lutheran Churches at Lae are being contributed by them strategically by a merger of Balob Teachers College and Martin Luther Seminary to establish the Lutheran University of Papua New Guinea. Together with an Australian University development partner it is intended that the Lutheran University of Papua New Guinea will ensure provision of quality university education that not only meets the unique needs of Papua New Guinea but provide qualifications that receive international accreditation The Government and other potential partners are therefore invited to seriously consider the strategic planning and development proposals presented by the Committee�s Report.

The Lutheran University of Papua New Guinea Establishment Committee 14th November 2005.


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PROPOSAL TO ESTABLISH THE LUTHERAN UNIVERSITY OF PAPUA NEW GUNEA

TABLE OF CONTENTS

PART 1- BACKGROUND��..5 INTRODUCTION��.5 General��..�.5 Funding Summary��.5 Faculties��..6 The Lutheran University of Papua New Guinea Education Fund��.6 Role of Private Industry��7 Mission Statement��..7 PAPUA NEW GUINEA��.7 General Background�� .7 Population��..8

Economy............................................................................................................................................9 Economic Growth & Prospects ........................................................................................................9

Social Indicators..............................................................................................................................10 Political situation ............................................................................................................................11

Legal system ....................................................................................................................................12 Links with Australia .......................................................................................................................12

Australian Government Aid��.12 EXISTING EDUCATIONAL INSTITUTIONS IN PNG ..............................................................13

Education system ............................................................................................................................13 Universities & Tertiary Education Development ..........................................................................13

Demand for Higher Education .......................................................................................................13 Access to University Education ......................................................................................................13

Higher Education Institutional Enrolments ..................................................................................14 Affiliation and Partnership of Higher Education��..13 PART II - THE LUTHERAN UNIVERSITY OF PAPUA NEW GUINEA ...................................14 ESTABLISHMENT OF THE LUTHERAN UNIVERSITYOF PAPUA NEW GUINEA...............14

The case for establishing a University at Lae ................................................................................14 Lae City and Morobe Province��...15

Existing infrastructure for the Lutheran University of Paua New Guinea ..................................16 Legal Structure for the Lutheran University of Paua New Guinea ..............................................16

Australian University as Partner for the Lutheran University of Paua New Guinea ..................16 PART III � OPERATIONS........................................................................................................17

LTHE LUTHERAN UNIVERSITY OF PAPUA NEW GUINEA FACILITIES.............................17 A Second Campus in Western Province��.16


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Church Institutions in PNG��.17 Existing Facilities at the Martin Luther Seminary and Balob Teachers College .........................17

Construction and Upgrading of Facilities��......17 UNIVERSITY COURSES .........................................................................................................18

Degrees and Diplomas ....................................................................................................................18 LTHE LUTHERAN UNIVERSITYOF PAPUA NEW GUINEA - ADMINISTRATION ...............19

LThe Lutheran University of Papua New Guinea Organisation Chart........................................21 LThe Lutheran University of Papua New Guinea Academic Structure .......................................21

PART IV � FUNDING...............................................................................................................22 Financial Management and Audit of Project��21 PART V - ANNEXURES ..........................................................................................................23 Annexure � PNG & Morobe Province Basic Social and Economic Indicators .................22

Annexure TE � Enrolment in Tertiary Education Institutions in PNG (2000 � 2004).........24 Annexure MLS � Martin Luther Seminary ............................................................................24

History MLS....................................................................................................................................24 Upgrade of Facilities .......................................................................................................................25

MLS Resources ...............................................................................................................................26 Water Supply ................................................................................................................................26 Electricity .....................................................................................................................................26 Classrooms ...................................................................................................................................26 Land .............................................................................................................................................26 Staff Housing ................................................................................................................................26 Academic Faculty .........................................................................................................................27 MLS ACADEMIC FACULTY .....................................................................................................27 MLS Seminary Council.................................................................................................................28 MLS Office Administration ..........................................................................................................28 Library..........................................................................................................................................28 Security Fencing ...........................................................................................................................28 Mess .............................................................................................................................................28 Chapel ..........................................................................................................................................29 Dormitories...................................................................................................................................29 Married Student Quarters ..............................................................................................................29

Annexure F � INCOME & EXPENSES BUDGET � THE LUTHERAN UNIVERSITY OF PAPUA NEW GUINEA ............................................................................................................35 ANNEXURE F3 � ESTABLISMENT COSTS � THE LUTHERAN UNIVERSITY OF PAPUA NEW GUINEA..........................................................................................................................35

Annexure BLT - Balob Teachers College .............................................................. ��..366 Balob Teachers College - Logistics and Resources��. �.38 Annexure SP � Site Plan existing MLS and BTC facilities..................... ��45

Annexure P � Murdoch University Partner Program...........................................................47


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PART I � BACKGROUND

INTRODUCTION

General It is proposed that a University to be known as �The Lutheran University of Papua New Guinea� be

established at Lae, Morobe Province, Papua New Guinea.

The new University will be established at the site of the existing educational institutions of Martin

Luther Seminary (MLS) and Balob Teachers College (BTC). These institutions operate from an area in

excess of 70 hectare site along Busu Road Lae, the title for which is held by the Lutheran Church under

a 99 year lease for mission purposes. The site is a kilometer to the North of Lae City Centre, which is

the capital of Morobe Province.

Funding Summary The University will be established by upgrading and expanding the existing facilities of MLS and BTC.

The initial funding assessment indicates:

1. Capital expenditure of K22 million to construct new facilities and upgrade existing facilities and

provide essential equipment. This capital expenditure will be incurred over several years with

initial expenditure mainly to upgrade and equip existing facilities and to build some

accommodation for the increased student numbers.

2. Annual operational expenditure of K11 million (2006) will be met by government funding and

student fees. The ultimate aim is to make the Lutheran University of Papua New Guinea

financially viable with reducing reliance on government funding. See Part IV � Funding. In the

first year (2006) it is proposed that the National Government funding be K 6 million with this

amount reducing by 10% each year as the increased student capacity is created and student tuition

fees replace government funding.

The University project has the support of both the National Ministers for Education and Higher

Education as well as the Morobe Provincial Government and private industry. The project is the concept

of the Lutheran Churches in Papua New Guinea and has the support of the international Lutheran

Community. The project was conceived in response to the urgent need to improve the primary and

secondary school educational infrastructure in Papua New Guinea. The Lutheran Churches of Papua

New Guinea are responsible for their establishment and ongoing existence. BTC has produced many


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good school teachers. The Lutheran University of Papua New Guinea will build on the BTC knowledge

and experience and will provide degrees in Education for the next generation of primary and secondary

school teachers for Papua New Guinea. These teachers will be equipped with best the practice

knowledge, skills and values as a result of:

1. the research undertaken by the Lutheran University of Papua New Guinea into the education

environment in Papua New Guinea and which research will build on the wealth of knowledge

acquired by BTC,

2. the partnership with an established Australian University, and

3. continuing review of and improvements to the course and course materials for the degrees in

Education.

An Australian University will �partner� the establishment and ongoing academic and administration

functions of the Lutheran University of Papua New Guinea. This will assist in creating a depth of

knowledge of the requisite professional knowledge, skills and values for primary and secondary school

teachers in Papua New Guinea and how best to impart those qualities to the University graduates.

Another benefit of the partnership is international accreditation for all degrees and qualifications

awarded by the Lutheran University of Papua New Guinea. The University graduates will be equipped

to contribute much to the society of Papua New Guinea both as professional teachers and as valuable

members of their local community.

Faculties Once the Faculty of Education is established, other commercial and science degrees will be introduced.

The Faculty of Religious Studies will build on the knowledge and resources of the MLS and will

continue to offer degree courses in religious studies.

A Trade School will also be established as soon as possible. Again its graduates will receive

international accreditation for any trade qualifications awarded by the Lutheran University of Papua

New Guinea.

The Lutheran University of Papua New Guinea Education Fund It is also proposed that, in conjunction with the establishment of the University, a the Lutheran

University of Papua New Guinea Education Fund be set up to provide student loans, scholarships and

research funding. It is proposed that contributions to the Fund will be tax deductible. The the Lutheran

University of Papua New Guinea Education Fund will be created by statute �the Lutheran University of


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Papua New Guinea Act�, that will also establish the Lutheran University of Papua New Guinea and will

also provide for administration and related purposes.

The academic and administration staff of the Lutheran University of Papua New Guinea will initially

comprise the existing staff of MLS and BTC and key staff provided by Murdoch University of Western

Australia under the partnership agreement. Once the University is established, courses determined and

facilities created, additional staff will be recruited. Initially the existing educational institutions of BTC

and MLS will become the faculties of Education and Religious Studies. Once the existing facilities are

upgraded and some essential new facilities constructed, other university faculties, which will include a

Trade School, will then be established in accordance with competent project management and available

resources.

Role of Private Industry Private industry in Papua New Guinea will be invited to provide scholarships and educational funding

for the students at the University and where relevant, provide input to appropriate courses. This process

is already in place with some students at BTC studying under scholarships provided by private industry.

Mission Statement The Lutheran University of Papua New Guinea will;

1. provide cost effective education with progressively reduced reliance on public funding,

2. meet the needs of its ultimate �customers� namely those prospective employers of the University

graduates. This will include best practice teaching methods for primary and secondary schools.

3. allow its graduates to pursue further study in their chosen discipline due to international

accreditation with Australian and other international educational institutions. A University degree

or a �trade ticket� will be recognized in other countries thereby allowing further study or

employment.

4. provide a broad range of courses, including certificate trade courses with the emphasis on

practical training.

5. conduct research into the educational needs of Papua New Guinea

The mission of the Lutheran University of Papua New Guinea is to provide essential educational

infrastructure which promotes the spiritual, social, economic and environmental growth of Papua New

Guinea.


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Because of its association with the Lutheran Church, the University and the precursor institutions of

MLS and BTC, will also serve the religious community of Papua New Guinea by continuing to provide

Christian education.

PAPUA NEW GUINEA

General Background

The mainland of Papua New Guinea together with its six hundred other islands (463,000 square

kilometres) has a population of approximately 5.9 million. Most of the people are Melanesian, but some

are Micronesian or Polynesian. There are over seven hundred language groups, reflecting the diverse

origins of the people. English, Tok Pisin (Pidgin), and Motu (the lingua franca of the Papuan region) are

the official languages. English is the official language of Education, Commerce and Industry. The

spectrum of Papua New Guinean society now ranges from traditional village-based life dependent on

subsistence and small cash-crop agriculture, to modern urban life in the main cities of Port Moresby

(capital), Lae, Madang, Wewak, Mt Hagen, Goroka and Rabaul. Some 85 per cent of the population

directly derive their livelihood from farming, and 15 per cent of the population live in urban areas. The

85% of the population who live in the rural areas have limited access to basic services.

Papua New Guinea is one of the most diverse countries in the world - geographically, biologically,

linguistically and culturally. It has an abundance of natural resources, providing home to around 6% of

the world�s bio-diversity and has one of the last remaining tracts of tropical rainforest on earth

Papua New Guinea is widely dispersed with very difficult terrain, the population is young and has a high

proportion of unemployed. Papua New Guinea is prone to natural disasters, and in the last decade alone

has experienced multiple incidences of earthquakes, tsunamis, volcanic eruptions, floods, droughts and

killer frost that have resulted in a loss of lives, displacement of families, destruction of crops, property

and livelihoods, as well as disruption to social services, such as health and education.

Population

According to the 2000 Census, between 1980 and 2000 PNG�s population grew by an annual average

rate of 2.7% to 5.19 million in 2000. As mentioned it is estimated that this has now increased to 5.9

million with similar growth rates. The Southern Highlands Province, followed by Western New Britain,

recorded the highest population growth of 4.2% and 3.8% respectively. Approximately half of PNG�s

total population is under 19 years old.


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Most of the population live in rural communities based on the traditional village structure and are

dependent on subsistence farming supplemented by cash cropping. As mentioned only 15-20% of Papua

New Guineans live in the main urban areas of Port Moresby, Lae, Madang, Wewak, Mt Hagen and

Goroka and Rabaul.

Economy

Papua New Guinea has a relatively small dual economy, comprising a formal and informal economy.

The formal economy is dominated by large-scale resource projects, particularly in mining and

petroleum, and provides a large proportion of government revenue. The cash economy in many villages

is supplemented by mining royalties. The land ownership differs from the English or Australian system

(in which the crown reserves the �royal minerals�) in that the land and its resources (minerals) are

owned absolutely by the people and thus royalties must be paid to the local owners in return for the right

to extract minerals.

The informal economy supports 85% of the people through semi-subsistence agriculture. The formal

sector employs around 15% of the workforce. .PNG has an abundance of natural resources including:

• Large reserves of minerals

• Extensive forestry and fishery assets

• Significant potential for agricultural expansion

• Many beautiful locations with potential for tourism including ecological and cultural tourism

Papua New Guinea has a relatively broad agricultural base despite the fact that less than 2% of its land

area is currently cultivated. Ninety-eight per cent of the land is communally owned. Farming is the

principal activity of the majority of the people. Although operating largely at subsistence level,

significant numbers are increasingly becoming part of the cash economy producing, on a small scale,

export crops such as coffee, copra, palm oil, tea and cocoa. Papua New Guinea has a variety of mineral

posits, notably, copper, nickel and gold. It also has gas deposits.

Mining is the mainstay of the economy, accounting for 72% of export earnings annually (24% of the

GNP). The country has extensive forest reserves, which cover three-quarter of its land surface. It also

has considerable fishery resources. Indeed PNG has one of the richest tuna fishing grounds in the South

Pacific.


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Economic Growth & Prospects

Despite the potential of these resources, Papua New Guinea�s economic performance has fallen short of

expectations. Economic growth has not kept up with population growth and performance varies

considerably from year to year.

During 2004, Papua New Guinea�s economy grew because of buoyant commodity prices and good fiscal

management by government. Increased foreign reserves and a strengthened Kina helped inflation and

interest rates remain low. With moderate GDP growth, rising tax receipts and reduced government

borrowing costs, the Papua New Guinea Government�s fiscal deficit is expected to remain small, despite

a modest surplus in 2004.

However, with weak medium term revenue prospects, Papua New Guinea needs to consolidate and build

on current economic and fiscal progress and provide social services and a regulatory framework to

support broad based economic growth. Papua New Guinea needs improved accountability and

governance mechanisms, including public expenditure management and public sector reform, to

promote and safeguard improved productivity.

With mining and petroleum sector production forecast to decline from 2006, major challenges for the

Papua New Guinea Government include making good use of existing revenue, expanding the non-

mining sector and ensuring economic stability through continued political and social reforms. One

important aspect is the improvement of the educational infrastructure.

The Somare government has improved the economy with good fiscal management. The good

management together with favourable prices of PNG�s main agricultural and mineral exports has lead to

positive growths of 2.8% in 2003 and 2.6% in 2004.

The abundance of natural resources provides PNG with great potential for economic diversification as

well as opportunities for greater self-reliance. However, these resources have not, over the years, been

reflected in the economic wellbeing of the people. In fact, the level of poverty in Papua New Guinea, as

measured by social indicators, has increased since independence.

Social Indicators

Until recently, Papua New Guinea was classified as a lower middle income country, because of a per

capita income which was as high as �1200. But GDP per head has fallen consistently since the mid-

1980s, reaching �930 in 1999 and �670 in 2003. Average life expectancy is 57 years and adult literacy is


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50-60 %. The economy is sustained by high levels of international aid (�78 per capita per annum).

(exchange rate 1 PNG kina=.26 euro)

Papua New Guinea�s population has suffered significant declines in living standards in recent years due

to worsening economic performance. Although the country does not exhibit the widespread abject

poverty present in some developing countries, poor health and social indicators show that poverty is a

real problem.

Papua New Guinea�s main social indicators, such as life expectancy and maternal and child mortality

rates, show improvements since 1975, but are still well below the averages for lower middle income

countries (LMICs).

Papua New Guinea still has limited primary health care. Infectious diseases are claiming many lives, and

there are serious public health risks from endemic diseases such as malaria, and an emerging HIV/AIDS

epidemic. An estimated 1.7% of people in Papua New Guinea carry the virus.

In education, the rate of participation in primary schooling is improving, but it remains lower than in

most other countries in the region. There are limited facilities for secondary and tertiary education.

Because of the isolationist geography of Papua New Guinea and the cost of travel and accommodation,

there is limited affordable access to educational institutions from some areas, particularly for tertiary

education and trade schools.

Communities are isolated, have poor health indicators and high rates of illiteracy, and urban

communities suffer from serious law and order problems. Poor rural conditions are feeding a drift

towards urban centres, where poverty is growing at a rapid rate.

The number of people living in poverty, that is, on less than US$1 a day, is around 40%.

See Annexure � PNG & Morobe Province Social and Economic Indicators at Part V of the Report.

Political situation

Papua New Guinea became independent from Australia in 1975. It has a parliamentary democracy based

on the Australian model - a single legislative chamber of 109 members elected by universal adult

suffrage for a period of five years. Its Head of State is Queen Elizabeth II who is represented by a

Governor General. It currently has a second tier provincial system of government.


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Legal system Papua New Guinea has a strong legal system based on the English model and inherited from Australia. It

has legislation covering most areas of the law and qualified and experienced judges.

Links with Australia

Geographic and historical links make Papua New Guinea a special place for many Australians.

Australian troops occupied German New Guinea (northern part of the mainland) in 1914, and Australia

governed this area after World War 1. During the Second World War, Australian soldiers fought the

invading Japanese army and Australia governed the whole of PNG between 1945 � 1973. Australian

peacekeepers were based on the island of Bougainville from 1997 � 2003 after a ten year civil war

concluded.

Current Australian investments in Papua New Guinea are mainly in the mining and petroleum areas and

employing 7,000 Australians.

A group of people seeking refugee status in Australia were housed in an assessment centre in Papua

New Guinea during 2001-2002.

Australia�s aid to PNG comprises approximately one-fifth of its total aid budget. Programs focus on:

• strengthening governance - supporting economic management, building the capacity of Papua

New Guinea agencies to deliver services, promoting the rule of law and strengthening civil

society;

• improving social indicators - by expanding the quality and reach of primary health care and

education facilities, strengthening Papua New Guinea�s emergency response capacities and

promoting gender equity;

• building sustainable economic growth - by constructing and maintaining roads, communication

and water delivery systems, increasing agricultural productivity; and consolidating the peace

process in Bougainville.

Australian Government - Estimated Total Aid 2005-2006: AUD$492.3 million (K1, 538.44m).

Although Papua New Guinea faces significant social and economic governance challenges, developing a

secure and prosperous Papua New Guinea (PNG) remains a high priority for the Australian Government.


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EXISTING EDUCATIONAL INSTITUTIONS IN PAPUA NEW GUINEA

Education system The Papua New Guinea education system comprises the traditional levels of elementary, primary,

secondary and higher education. Higher education consists of university and further education

institutions. The Universities offer many programs in different disciplines of education, medicine, law,

creative arts, science, agriculture and business.

Universities & Tertiary Education Development The Universities in Papua New Guinea were established in response to the country�s political

developments in the 1960s and 1970s. The coming of self-government and independence necessitated

the training of indigenous people to assume administrative, economic and social responsibilities for the

nation from their colonial counterparts.

Academic, social and cultural, traditions, national work force, requirements and the need to establish a balanced and integrated system of education in any national should dominate any university development agenda. Planning and development of any university must seriously take into account these factors to ensure institutional success, which will depend on the roles and administration of the Universities that are perceived to play in the process of national development.

Demand for Higher Education The total number of grade 12 school leavers in 1994 was 11,635 of these 3,500 were able to enter the

tertiary education system in 1995. This represents an overall contribution rate from secondary to tertiary

education of 30%. Completion and transition rates of grade 12 school leavers are higher when compared

to some other countries.

The number of Grade 12 leavers will have reached 15,000 plus by the years 2006 according to the

Department of Education. Even the current education reforms at the lower levels will not be able to

accommodate the ever increasing number of young people who will want to further their education.

According to the PNG National Health Plan 2000-2005, there are about 1,115,413 young children in the

age group of 5 to 14 in 2000. If 50% of these children are between 9 and 10 years of age, then there are

about 600,000 who should be in Grade 3 and 4, respectively in 2000. As these students progress through

the education system demand for higher education will exceed resources.

Access to University Education The four publicly funded universities in Papua New Guinea are showing signs of organizational stress.

Access to existing universities has improved but is limited by existing resources. The demand for

university education or trade education is high and increasing. Many individuals who cannot satisfy

formal higher education admission requirement have the capacity and the motivation to successfully


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complete higher education programs. Where there has been a lack of educational facilities in the home

region of a student, the full educational potential of a student will not be reached.

Higher Education Institutional Enrolments There exist twenty nine (29) educational institutions in the country that receive Government funding. They account to 7 Universities, 8 teachers colleges, 4 technical colleges, 3 business colleges, 7 schools of nursing and 8 other higher education institutions. Tertiary institutions enrolments are shown in the compensation table from 2000 to 2004 as per attached annexure TE. Affiliation and Partnership of Higher Education The Papua New Guinea Commission for Higher Education initiated a National accreditation policy in

1995 to establish quality assurance and credit transfer systems between institutions and programs

including overseas recognition and accreditation of Papua New Guinea academic and professional

qualifications.

PART II - THE LUTHERAN UNIVERSITY OF PAPUA NEW GUINEA

ESTABLISHMENT OF THE LUTHERAN UNIVERSITY OF PAPUA NEW GUINEA

The case for establishing a University at Lae

As stated, there is a need to increase tertiary education institutions in Papua New Guinea. It is submitted

that the creation of a new University at Lae by expanding and upgrading an existing educational facility,

is an astute move to not only increase educational capacity at a substantially reduced cost but also to

create a tertiary educational institution in an important economic region of Papua New Guinea. By

providing a well managed educational institution, the Lutheran University of Papua New Guinea will

contribute to the social and economic future of Papua New Guinea. Its graduates will join graduates

from other tertiary institutions and contribute to the intellectual capital for Papua New Guinea. The

graduates can look forward to rewarding careers for the benefit of Papua New Guinea and themselves.

There are compelling arguments for the establishment of the Lutheran University of Papua New Guinea.

These arguments can be summarized in the following points:

! In terms of primary and secondary education, there is a need for educated and trained teachers

with particular focus on the unique challenges of the PNG teaching environment. A well funded

University with degrees in Education supported by a research program enquiring into Papua New

Guinea educational needs, will be a boost to the National Government�s commitment to improve


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educational facilities in Papua New Guinea. The Lutheran University of Papua New Guinea has

been conceived as a �boutique� University in the sense that it will have a strong research and

development program into the most appropriate teacher knowledge and skills for Papua New

Guinea primary and secondary students. The University will with the assistance of the

Department of Education, and Office of Higher Education develop the most appropriate

curricula, course programs and other teacher resource materials.

! This will include in-service training to update skills.

! Increasing national demand for tertiary education in Papua New Guinea;

! Morobe Province � geographic isolation from existing tertiary institutions and gateway to major

economic regions of the country;

! Morobe Province � strong economy with increasing demand for a skilled workforce;

! Existing land and buildings, that with upgrades and expansion would be suitable for a University;

! Educational expertise of Lutheran Church;

! Development of research program with the aim of improving the educational infrastructure

throughout Papua New Guinea at all levels. The research findings will be implemented by

modifications to the Degree courses. The research programs will make submissions to the many

international funding institutions to provide funding and resources. Over time the Degree in

Education will be recognized as a high standard and internationally recognized and accredited.

The partner University from Australia (Murdoch) will ensure that the appropriate accreditation

and quality assurance is maintained. Not only will the Degree in Education be developed to

provide the best practice and most appropriate training for the future primary and secondary

teachers of Papua New Guinea, the teachers themselves will be able to take their knowledge and

skills and pursue further specialized courses of study at Australian and other accredited

Universities.

Lae City and Morobe Province The Lutheran University of Papua New Guinea will be situated within a kilometer of the business

precincts of Lae city, the major industrial city of Papua New Guinea. Morobe Province has 96.4%

Christian population out of which 72% are Lutheran and is one of the most cohesive parts of Papua New

Guinea without law and order issues which plague other parts of the country. It is the largest Province

of the country by land area and population and is also the gateway to the highlands of Papua New

Guinea with the coast by road and the Momase region. It is certainly one of the most ideal places in

Papua New Guinea to develop an institution of higher learning for its citizens. The Social Indicators of


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the Morobe Province are set out in Annexure PNG and Morobe Province Basic Social and Economic

Indicators � Contained in Part V of this Report.

Existing infrastructure for the Lutheran University of Papua New Guinea The land and buildings where both Martin Luther Seminary and Balob Teachers College campuses

currently sits are owned and provided by the Lutheran Church will now emerge as the core facilities

provided for by the church for the establishment of the Lutheran University of Papua New Guinea.

Funding is required by the various stakeholders to upgrade the buildings and the site and to provide

operational funding.

The existing campus is situated along the Busu road, being a kilometer North of Lae City. It is an area

in excess of 70 hectare site and will provide an excellent site for a University.

Legal Structure for the Lutheran University of Papua New Guinea.

The legal structure will be:

1. The land and existing buildings of Martin Luther Seminary and Balob Teachers College will be

contributed by the Lutheran Church

2. A special purpose company will be incorporated in the name and style �the Lutheran University

Papua New Guinea�

3. The Lutheran University Act will be passed by Parliament. This Act will contain provisions to

establish the Lutheran University of Papua New Guinea and to provide for its administration.

Australian University as Partner for the Lutheran University of Papua New Guinea An important aspect of the establishment of Lae Lutheran University is that an Australian University will �partner� the University and share knowledge, experience and resources. University or Trade Qualifications achieved by students will be accredited with Universities and institutions in Australia. The partnership with Murdoch University will have the following benefits and aspects:

(a) opportunity to share skills, knowledge and resources (b) immediate transfer of intellectual property by Murdoch at costs in area of university curriculum

development and delivery and ongoing support of it, (c) qualifications of the new University to be assured of international university accreditation, and (d) Murdoch to assist management of the University by providing advice on appointment of key

officers including Vice Chancellor, Financial Controller and Chief Administrative Officer and further assist with the project management of the University including capital works, facilities upgrading and provide assistance and advice on budgetary and financial reporting requirements.


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PART III � OPERATIONS THE LUTHERAN UNIVERSITY OF PAPUA NEW GUINEA FACILITIES The University facilities will be created by upgrading and expanding on the facilities of the Martin

Luther Seminary and the Balob Teachers College.

See Annexure SP - site plan of MLS and BTC facilities

The University will be expanded progressively with a target capacity of 3000 students by 2010.

Initially the faculties of Education and Religion will be developed. As further facilities are developed and expanded , other faculties will be established.

A Trade School will be established as soon as possible. It is considered that not only will this provide essential educational infrastructure, the University building program will be an excellent opportunity for practical training in building trades. Based on preliminary discussions with private industry it is expected that there will be considerable and financial support for a Trade School from private industry.

A SECOND CAMPUS IN WESTERN PROVINCE If funding whether by way of loan, grant or equity is secured from the PNG Sustainable Development Fund, it is expected and understood that the Lutheran University of Papua New Guinea would open a second campus in the Western Province of Papua New Guinea. As to where the actual site in Western Province and its financial implications (eg. costs) have been left to ongoing discussions to be held with relevant governmental officers from that Province and the PNG Sustainable Development Fund. CHURCH INSTITUTIONS IN PNG Lutheran Church agency own and operated learning institutions in Papua New Guinea are 402 which is more than 50% of all types of learning institutions whether established by government or private enterprise or other churches in this country.. These are shown as per the table below. LUTHERAN CHURCH RUN INSTITUTIONS IN PAPUA NEW GUINEA

NAMES OF INSTITUTIONS ELC-PNG GLC-PNG 1. HIGH/SECONDARY SCHOOLS 11 4 2. PRIMARY/COMMUNITY SCHOOLS 222 35 3. ELEMENTARY SCHOOLS 97 16 4. INTERNATIONAL SCHOOLS 1 1 5. TEACHERS COLLEGES(combined with ELCPNG) *1 *1 6. NURSING SCHOOLS(combined with ELC_PNG) *1 2 7. THEOLOGICAL SEMINARIES(1 combined with ELC_PNG) *1 5 8. BIBLE SCHOOLS 2 1 9. HANDDICAP SCHOOLS 1

TOTALS 336 66

Note: Asterisk * indicates the shared institutions MLS,BALOB & MADANG NURSING


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Existing Facilities at the Martin Luther Seminary and Balob Teachers College The existing facilities can be easily upgraded to suit the requirements of the University.

A summary of the existing facilities is set out in the comments on Martin Luther Seminary and Balob

Teachers College.

Construction and Upgrading of Facilities The University senior management will ensure that a professional project management process is used in relation to the construction and upgrade of facilities. As additional capacity is created, the student numbers will be increased.

There will be a project management team to ensure that the upgrade and new construction proceeds competently.

Initially, the existing facilities will be upgraded and the first stage construction will be undertaken with priority given to:

! Library ! 2 x Dormitories ( 1 x male and 1 x female) ! 2 x Double classrooms ! 6 x staff medium cost accommodation

See Annexure BLDG � capital expenditure and upgrade and maintenance schedule

UNIVERSITY COURSES

Degrees and Diplomas The degree programs will be developed in conjunction with Murdoch University.

Initially the courses offered by the Martin Luther seminary and the Balob Teachers College will be

developed to offer the relevant degrees. Later other courses will be introduced once the relevant

funding, facilities and staff are in place.

A major object of the degree program will be that graduates will have accreditation within the Australian

University program. This accreditation will allow for credits for undergraduate subjects taken at the

Lutheran University of Papua New Guinea. A graduate of the Lutheran University of Papua New

Guinea will also be able to pursue post graduate studies at an accredited Australian University including

at its partner University, Murdoch, Western Australia.

The Martin Luther Seminary (MLS) was founded by the Lutheran Churches in Papua New Guinea as a

school to train pastors and as a Theological resources center for the churches. The institution is jointly

owned and governed through an established seminary council by the Evangelical Lutheran Church of

PNG and the Gutnius Lutheran Church of PNG. The existing Institution provides Christian education

and training in the following courses:


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Religion

Sociology

Physiology

Health

Education

Agriculture

Anthropology

Balob Teachers College (BTC) was founded in 1966 and moved to its current Campus at Lae in 1971. It

trains teachers for primary and community schools.

The University will combine the curricula of MLS and BTC and offer undergraduate degrees in:

1. Bachelor of Education (Primary & Graduate Diploma � Tertiary & Adult)

2. Bachelor of Theology

3. Bachelor of Business Administration

4. Bachelor of Health Planning and Administration

5. Bachelor of Home Economics

6. Bachelor of Agriculture

7. Bachelor of Physical Planning and Land Administration

8. Bachelor of Mining and Industry

9. Bachelor of Science and Technology

10. Bachelor of Computer Science

11. Bachelor of Commerce

There will also be the School of Nursing as well as a Trade School.

THE LUTHERAN UNIVERSITY OF PAPUA NEW GUINEA � ADMINISTRATION The administrative structure of the Lutheran University of Papua New Guinea will consist of the:

1. University Council,

2. Vice Chancellor,

3. Pro Vice Chancellor (Planning and Administration)

4. Director - Planning

5. Registrar,

6. Bursar.


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20

The Council will be the policy making body and the final decision maker of the University. The Vice

Chancellor will be the executive head of the University and will be directly supported by a Pro Vice

Chancellor who would be responsible for academic planning and some administrative functions of the

University. Deans of faculties and the Heads of Department (HOD) will be responsible for faculties and

departments respectively. The Registrar will report to the Vice Chancellor and be responsible for

staffing, admissions and campus security. The director for planning will report directly to the Vice

Chancellor, and work in collaboration with Deans and Head of Departments and be responsible for the

physical planning of the Campus. The Bursar reports to the Vice Chancellor and is the financial

controller of the university and includes the responsibility for budgeting, accounts, stores and transport.


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The Lutheran University of Papua New Guinea Administrative Organizational Chart

The Lutheran University of Papua New Guinea Academic Structure

Registrar Staff Development Librarian Auditor Bursar Dir. Planning

University Council

Vice Chancellor

Pro Vice Chancellor

Dean Student Staff Admin Campus Account Campus Budget

Store

Vice Chancellor

Pro Vice Chancellor

Faculty of Science & Building Trades

Faculty of commerce & education

Faculty of Humanities Faculty of Religion

Dept of Science

Dept of Building Trades

Dept of Computer S i

Dept. of Education Dept. of Commerce

Dept.of Arts Dept of Languages Dept of Soc Science

Dept of Religion


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PART IV � FUNDING One of the key aspects of the establishment of the Lutheran University of Papua New Guinea is that once initial funding is secured and the capital works completed, the aim is for a substantial part of the University income will be generated by student tuition fees. The funding provided by the National Government has been estimated at 50% of expenses in year 1 (2006), namely K6 million with this amount reducing to K4 million by year 5 (2010).

The upgrade and new construction building works will be completed in stages subject to the overall project management and available funding and resources.

An important addition to the courses offered is that of a Trade School. This will be an attractive course for school leavers and prospective employers and is expected to be financially and logistically supported by private industry. It should be noted that there is an increasing trend for tuition fees to be paid by private industry. It is considered that the projected tuition fees and associated boarding fees are affordable for those students without sponsorship.

Private funding sources have not been included. It should be noted that it is intended that a the Lutheran University of Papua New Guinea Education Fund be established to provide scholarships for needy students. These funds will be paid to the University as tuition and boarding fees and is reflected in the income on that basis.

FINANCIAL MANAGEMENT AND AUDIT OF PROJECT

The feasibility proposal preparation included approaches by the Committee to a number of major Accounting Firms to provide quotes for provision of strategic financial advisory and Audit Services. International Accounting Firm, Deloittes Touche Tohmatsu has confirmed that the Firm would provide all financial advisory work necessary for the project to ensure implementation on a once off basis and subsequently if appropriate provide audit services although this activity maybe performed by the Auditor General of Papua New Guinea due to government funding of the Lutheran University of Papua New Guinea. The appointment of Deloittes was made to ensure governance, due process requirements and transparency concerns are adequately observed from commencement of feasibility through to the project execution and beyond.


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PART V � ANNEXURES

ANNEXURE: PNG & MOROBE PROVINCE BASIC SOCIAL AND ECONOMIC INDICATORS

SOCIAL & ECONOMIC PARTICULARS COMPARATIVE INDICATORS

PNG MOROBE PROVINCE 1 Land Area 462,840 square km 33,931 square km 2 Main Language English English & Pidgin 3 Independence/Provincial status 16-Sep-75 1980 4 System of Government West Minister System Decentralized provincial government 5 Sear Area 3,120,000 km2 3,120,000 km2 6 Capital Port Moresby Lae 7 Head of State/Province Governor General Governor 8 School child age population 5 years 5 years 9 Population ( 2000) 5.12 million 539,404 people

10 Population average growth rate (1980-00)

2.7 percent a year 2 percent per year

11 Urban Population (2004) 13 percent 13 percent 12 Total fertility rate ( 2003) 4.3 births per woman 4.3 births per woman 13 Life expectancy at birth (2003) 57.2 years 57.2 years 14 Infant mortality (2003) 69 per 1000 live births 69 per 1000 live births 15 Under five mortality rate (2003) 93 per 1000 live births 93 per 1000 live births 16 Maternal mortality ratio (2000) 300 per 100 000 deliveries 300 per 100 000 deliveries 17 Malaria incidence (2000) 1688 cases per 100 000 people 1688 cases per 100 000 people 18 Population using improved water

sources (2002) 39 percent 39 percent

19 Immunization against measles (2003)

1.7 percent of total population 1.7 percent of total population

20 Adult literacy rate (2002) 64.6 percent of age 15 and above 64.6 percent of age 15 and above 21 Female adult literacy rate (2002) 57.7 percent of age 15 and above 57.7 percent of age 15 and above 22 Women in Government 0.9 percent of seats 0.9 percent of seats 23 Gross national income per

person (2003) US$500 US$500

24 GDP average growth rate (2003) 3 percent per year 3 percent per year 25 GDP average growth rate per

person(1990-2002) 0.5 percent a year 0.5 percent a year

26 Religion Christian 96.4% of which 72% are Lutheran 27 Migration inter provincial migration 7,500 people 28 States/Province/District 20 provinces 9 districts

Sources: a World Bank, World Development Indicators 2001, Washington, DC, 2001.

b Economic Insights Pty Ltd, Papua New Guinea: Coping with Shocks and Achieving Broad-Based Economic Development,

Australian Agency for International Development, Canberra, 1998.

c Papua New Guinea 2000 Census (preliminary figures).

d 1996 Demographic Health Survey, Papua New Guinea.

e United Nations Development Programme, Human Development Report 2001, New York, 2001.

f World Health Organisation, National AIDS Council and National Department of Health Papua New Guinea, Papua New

Guinea National Consensus Report on STI, HIV and AIDS Epidemiology: Papua New Guinea 2000.

g United Nations Development Programme, Human Development Report 2000, New York, 2000.


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Annexure TE � Enrolment in Tertiary Education Institutions in PNG (2000 � 2004) Institution 2000 2004 % change

1 University of PNG 1771 3375 91

2 University of Technology 1948 1846 -5

3 University of Goroka 843 1245 48

4 University of Vudal 358 295 -18

5 Bulolo Forestry

College

32 44 38

6 Pop Agricultural

College

122 0

7 TFTC 38 40 5

8 Pacific Adventist University 264 431 63

9 Divine Word University 461 846 84

10 Teachers Colleges 1726 2293 33

11 Technical Colleges 925 2471 89

12 Business Colleges 384

13 Nursing Colleges 464 483 4

Total Others

9337 13368 43

14 Madang Coll. Allied Health

Sciences

172

15 Legal Training Institute 59 1346 157

16 Marine 0

17 Sonoma Adv College 292

Sub Total 523 1346

Universities 9337 13368

Non Universities 523 1346

Grand Total 9860 14714 49

Annexure MLS � Martin Luther Seminary

History MLS The Martin Luther Seminary (MLS) was founded by two Lutheran churches in Papua New Guinea as a

school to train pastors and as a theological think-tank resource centre for the Lutheran churches.

First school classes were held at Balob Teachers College campus from 1966 to 1970 and MLS gradually

moved to its current campus in 1971. The institution is jointly owned by and governed through an


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established seminary governing council by the Evangelical Lutheran Church of PNG and the Gutnius

Lutheran Church of PNG.

The Seminary upholds the philosophy of Lutheran education in general, integrating therewith the

national education�s policy and guidelines on Higher Education and Christian principles of promoting

integral human development.

The institution operates and conducts on a two to six year intensive certificate, diploma, degree and post

graduate study course programs. Study courses are for bible doctrines, history, ministry, general studies,

philosophy, physiology, sociology, and humanity. The Seminary had a teaching staff strength that grew

from 3 in 1966 to 14 in 2005. All of the teaching personnel held diploma, bachelor, masters or PHD

qualifications in relevant disciplines. Student enrolment population grew from 5 in 1966 to the current

40. The majority of students namely up to 95% of the student is from the Lutheran Churches. The entry

requirements for all students are Grade 10/12 or equivalent.

Most of the facilities consist of buildings that were built over 30 ago years ago with European (German)

design. There were well built and can be maintained in good conditions with very minimum

maintenance.

Transport and building maintenance service workshops are operated by for the benefit of MLS and BTC

on the site

Compared to other institutions in Papua New Guinea , MLS is the oldest theological school with the

highest number of graduates. Many high profile distinguished public servants, pastors, businessmen,

leaders, academics and technical personnel have been educated by MLS.

MLS has built a reputation in producing school of excellence in the faculty of Religion and other

disciplines.

Upgrading of Facilities MLS requires upgrading or expansion of its facilities:

! Expansion of library facilities and equipment

! Expansion of administrative block/facilities

! Houses for extra teaching staff

! Upgrading of dormitories

! Upgrading of classrooms; facilities and equipment

! Upgrading of mess and its facilities

! Erecting of a new multipurpose hall


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! Building up a specialist classroom

! General maintenance program on all existing housing facilities & equipment

Martin Luther Seminary Resources

Water Supply The institution is adequately serviced by Papua New Guinea Water board water supply system.

Additionally it also has a stand by operational underground water pump, constantly storing and servicing

on 8,000 liters of overhead water storage tanks built over 10 meter iron post.

The existing underground water project can only be expanded to a larger and improved scale once

student/teacher population demand increases. Big Southern Cross tanks can be built on certain locations

as per need.

Electricity Papua New Guinea Power has adequately serviced the electricity power service needs of the institution.

Other infrastructures could be expanded from the existing set up. It is advisable that a standby generator

should be purchased and used considering the frequent PNG Power failures/blackouts.

Classrooms The current infrastructure is inadequate to cater for the growing student population. MLS is anticipated

to grow from its current strength of 40 students 2005 to the projected 200 students in 2007.

MLS has a double storey classroom building with some office spaces which is ideal for a ratio of 1:30

teacher student requirement.

More specialist course programs like science or computer would benefit from their own specialist

buildings/rooms which would be new construction.

Staff and Student desks and seating needs improving. New office furniture is required.

Land The approximately 50 hectare site of the Seminary land is Evangelical Lutheran Church of PNG mission

lease land.

A recent land improvement valuation to the vicinity of K6.2m has been conducted by Mr. Frank Ogasi.

VR 64 of Melanesian Real Property valuation services on the 31/12/02. It is an ideal land piece for any

further expansion of educational facilities.

Staff Housing 1. Academic Staff Houses


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The staff houses are unique with 5 different types of housing model. They are in good to fair

condition. There are 12 academic staff houses on site at the institution.

2. Ancillary Staff Houses

8 different duplex type houses that would houses 16 people are available. Each duplex has two

bedrooms with a toilet/shower room. The kitchen and living rooms are commonly shared. All the

houses are of medium type standard houses.

3. Guest Houses

Two duplex types of medium standard houses for the needs of visiting guest are available. They

are both fully furnished with all housing needs. Currently they are occupied.

Academic Faculty

Since its interception in 1971, it has been well respected as a religious educational institution and faculty

members come from all over the country and the world. For example PNG India, Philippines, USA,

Australia, Germany or Europe etc.

The institution has 14 academic teaching staff. There are 24 non- academic support staff members.

MARTIN LUTHER SEMINARY ACADEMIC FACULTY

Martin Luther Seminary Teaching Academic Staff Profile:

ACADEMIC STAFF PROFILE-2005

The Martin Luther Seminary has a academic staff 14 has per indicated below; Number Names Martial

status Courses Responsibilities Origins

Qualifications

1 Rev.Dr.N.Z.Kemung.Principal.Position # Married Dean of PTP.Faculty developmnt Morobe

Dip.Th.MLS.B.ThMLS.M.Th.USA.Ph.D.G

2 Rev.Daniel.D.Watato Deputy principle

(Academic) Position #

Married Ast.Dean PTP.Academic Head

Pastor training

Systematic/Doctrine

Enga Dip.Th.MLS.

3 Rev.James Agusave.Deputy

Principal.(Admin)SS.Position#

Married Ast.Dean.SS.Students Admin

Resident Fellow Teaching Ast

Morobe Dip.Th.MLS.B.Th.MLS

4 Rev.Jonathan Kua.Position #. Married Director Dean.Vicarage/Fieldwork

Biblical/Old Testment

Morobe Dip.Th.MLS.B.Th.MLS

5 Rev.Harvey Kath. Position # Married Guest Lecturer Morobe Dip.Th.MLS.B.Th.MLS

6 Rev.Binora.Y.Position # Married Dean of Chapel/Student Morobe Dip.Th.MLS.B.Th.MLS

7 Rev.Baka Enarekic.Position # Married Senior Lecturer.Pracitcal Theology Morobe Dip.Th.MLS.B.Th.MLS.B.Th.USA

8 Rev.Haring Gaok.Position # Married Senior Lecturer.Faculty

SecretaryMealanesian theology

Morobe Dip.Th.MLS.B.Th.MLS.M.Th.Fiji

9 Mr. Peter Pfahler.Position # Married Part time lecturer Madang Dip.Th.MLS.B.Th.MLS.

10 Rev.Edwin Huevos.Position # Married Senior lecturer Biblical

Studies/New Testment

Philipines B.Th.Philpines.

11 Rev.Walter Yalamu.Position # Married Librian/Ast.Dean of chapel Morobe Dip.Lib.(Admin).IPA.


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12 Rev.Greg Schiller. Position # Married Senior lecturer

Systematic/Doctrine

Australia B.Th.LSA.M.Th.LSA.AUS

MLS Seminary Council The Seminary Council is the governing arm of the institution. It includes representatives of the two

Lutheran churches. It determines policies for MLS and generally overseas its administration. Council

member composition is drawn from all sectors of the community. It has a membership of 8. It has a

distribution of 5 members who represent ELCPNG and 3 from GLCPNG.

MLS Office Administration MLS is administered by a principal assisted by two deputies.

The double storey brick building administration accommodates

1. the principal;

2. two deputies;

3. the bursar;

4. staff room;

5. typing and reception area.

The same building block also houses the library and computer lab and the audio visual section of the

school. The other academic staff operates in office spaces located in between existing classrooms.

Library The library building is within the same office administration double storey block. It has a small

collection of 20,000 to 30,000 general books and a collection of periodicals. It also had computer lab.

The library is managed by a librarian and his assistant. It has office space for a librarian, cataloging

section, archives, processing room, and a reception area. There are about 12 standard size study desks

and 19 medium size fully contained book selves. It also has a reading lounge.

Security Fencing The total vicinity of the school area is temporarily fenced, having one main school entrance gate.

Additionally seven (7) security personnel�s control the security needs of the institution.

Mess The mess has a capacity to accommodate 150 people. The kitchen is equipped with the followings;

- Gas burner - 6 pots


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- Diesel Burner � 1

- Food cooker with 6 cabin

- Steam boiler 4 large pots

- Deep freezer � 1

- Storage/Washing food area with 4 basin

- Food Storage room

- Kitchen serving area open bench

- Washing sinks � 2 fitted

Chapel A chapel building that would have 100-150 people in full capacity; having 12 x 20 seater medium

size benches are available. It also has four (4) office spacing for pastoral needs.

Dormitories There are two (2) different double storey dormitories consisting of 16 rooms each, sharing 2 students per

room is available.

In each of these dormitories it has a common room, two shower rooms, and toilets.

Bedding, study desk and cupboards are built in. Currently second year female students are being

accommodated at the staff flats.

Married Student Quarters There are five (5) duplex type brick houses capable of accommodating a total of ten (10) persons per ten

flats. In each of the flats it has two small bed rooms; has a toilet, shower; kitchen and a living room all

self contained.

Transport

The school is equipped with one Nissan open back pick up; One Mazda 25 seater bus; and a tractor that

service the general needs of the institution.

Sewerage

The Seminary has a separate sewerage system in use and can be easily connected to the main PNG

Water board town sewerage system when population demand/expansion increases.

Computer Lab

The computer lab is housed inside the library with ten (10) computer monitors and study desk for

student convenient.

Student Laundry


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Laundry blocks are built attached to each end of the two dormitories separately. Three seater sink basin

placed directing opposing each other totaling to six is built in each dormitories.

Sporting Fields

Different Sporting fields/courts of Aussie rules; soccer; basket ball, (cement); Tennis court (cement);

volleyball (grass) in big standard type are available to the institutional needs.

Agriculture & Livestock

The institution has a big agricultural land mess of forty (40) hectors. Three quarter of the land mess has

vegetation full of coconut trees and is serviced by three cows that grace freely.

Has recently built a new piggy house that would raise 100 pigs at any one go a run down piggy house

(old), duck house; and a chicken poultry house capable of raising 1000 chickens at any one period. Semi

permanent type houses were built for all the lots. The schools surplus land available was also utilized for

rice production that has quite satisfactorily serviced the student mess demand.

Distance Mode (CODE)

The institution conducts a distance mode (CODE) education correspondence study programme. The

CODE Study areas are mite correspondence; kote translation for bible study; work mission

correspondence; and ELCPNG mite correspondence study programs.

Christian Radio Program.

The seminary has the Christian radio communication programme studio/office building facility that

produces varieties of services. It produces Christian radio programs, news letters, and train province

wide radio announcers. It has Christian radio station establishments in Morobe, Enga, and Mt. Hagen.

ELCPNG Head Office monitors the production and general administration under their communication

Department of the national church.

Workshop

The institution has three different workshops for mechanical/transport. Carpentry & joinery; plumbing;

gardening and wielding needs. Both functional and serviceable machinery equipment needs of all types

are fully stocked away ready for action.

Elementary Schools

The Seminary has a triple classroom building with office space in between set for an elementary school. It has three teachers that enrolls and average of 20 students per class in prep, elementary one and elementary two. This elementary school is a feeder school to nearby Ampo, Balob and Voiali primary schools. Generally, the MLS campus community population�s children attend this school.

Health


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The clinic previously available was relocated to Ampo National Church Headquarters nearby.

Discussions are centered on to re-establish a new one.

Post Office Service

The schools postal needs are serviced through using the same box number with Ampo National Church

Phone/Fax

The school is serviced through a phone/fax number for general communication needs.

Student Catchments Areas

Students from all over Papua New Guinea, South Pacific, South East Asia, Europe and USA come to

study at the seminary. Students from church denomination of Lutheran, Anglican and United church

come to do their studies in religion.

Student Enrolment at Martin Luther Seminary

County/Religion Student No Country/Region

student No

country/Region

Student No.

1. Aglican 2. GLC PNG 3. Goroka 4. Hagen 5. Mendi 6. India

2 3 2 1 2 1

7. Jiwaka 8. Kainantu 9. Karkar 10. Kate 11. Madang 12. Philippines

1 2 1 10 1 3

13. Siassi 14. Simbu 15. Ukata 16. Yabim

Total

Single Married

Total

1 2 1 3

36

16 20 36

2000/2005 MLS Student Enrollment

Year Single Married Place of

Origin

Day

Student

Boarder Total Program of

Study

2000 2005 2000 2005 2000 2005 GLC, LAE

BSP I 7 - 4 3 GLC, LAE

BSP II 6 3 1 5 1 2 GLC, LAE

CSP I 9 8 5 4 4 4 GLC, LAE

CSP II 2 5 1 4 1 1 GLC, LAE

CSP IV 7 5 4 2 3 3 GLC, LAE

Diploma in

Ministry

- 3 1 2 GLC


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Special

Diploma

1 1 - 1 GLC

BTH

Writing

- 10 4 6 1 GLC

International

Student

- 4 4 - 1 India 3

Philippines

Anglican - 2 - - GLC 4 32 36

Special

Student

1 - - 1 1 GLC 3 29 32

Total 32 36 29 29 32

MLS Accreditations

Together with other theological institutions in PNG and the Solomon Islands, Martin Luther Seminary is

a member of the Melanesian Association of Theological Schools (MATS). Through its accreditation

committee, MATS examines the education program of each of its member�s schools. If the program is

of a good standard, MATS accredits the school so that it can give recognized diplomas and degrees in

theology. Martin Lutheran Seminary is one of these accredited schools of MATS.

Programs Overview

Considering the institution (MLS) Mission and Values, it promotes holistic development that has social,

spiritual, economic, religious scientific and cultural aspects of life. More specifically Martin Luther

Seminary confers the Diploma of theology, the Bachelor of Theology degree and the Parish workers

certificate program. Additionally, a certificate of Basic studies in Theology is granted to those who

successfully complete the first two years of seminary work. Overall study course program of MLS is

organized according to the requirements of the degree, diploma or certificate as grade 10/12 entry.

Producing practical professionally trained theology graduates, preliminary aimed for pastoral extension

service needs of Papua New Guinea. The 2005 year commenced with 40 students on campus as follows:

MARTIN LUTHER SEMINARY COURSES The Diploma of Theology

The Diploma of theology is the basic programme of the MLS curriculum, conducted for six year period.

First two years are spent in the basic studies program as a prerequisite and the rest four years in the

continuing studies program.

First two year required Foundation Courses:

B401-406 Biblical Foundation


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D401-406 Doctrinal Foundation

I404-407 Preparing to Preach

B415 The Gospel of Mark

H401 History and the Ancient Near East

H402 History of Israel

H403 History of New Testament Times

M201-202 Introduction to ministry

M403 Introduction to Education

M405 Secondary Christian Education

M411 Introduction to worship

G401-406 English

G315-216 Music

G219 Health

G410 Drug Abuse

G211-212 Pidgin

G213-214 Typing

G220 Office Skills

G407-408 Anthropology

G409 Physical Environment

Four years � core courses:

B413-433 Old Testament studies

B441-443 New Testament studies

D431-432 Doctrine

D434 Law and Gospel

D435 Ethics

D36 Churches and Sects in PNG

D437 Lutheran Confessional Writings

D431 Early and Medieval church history

D432 The Church in Reformation

D411 The church in mission

D434 History of the church in PNG

M43-432 Theology of Pastoral care

M43-437 Pastoral Counseling


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M435 Worship

M436 Parish Education

G431 Christ and culture

G432 Leadership.

The Diploma of Theology (special program)

The Diploma of Theology is offered to students who complete a shorter four year program of studies.

The special program is to enable students of mature years who have already served in a career to prepare

for ministry in a programme that places fewer demands on them and their families. Both modified

courses in Basic and continuing studies programme are offered.

The Bachelor of Theology

The Bachelor of Theology degree is conferred upon students who meet the requirements for the Diploma

of Theology at a higher standard and who also meet some other set additional requirements.

The Parish Workers Certificate

The Parish workers study programme is a three year course for students who wish to be employed by the

church as parish workers. Its main functional objective is to equip men and women to function in the

full time dialogue of the church in such areas as women work, youth work, Sunday school teaching and

supervision and visiting and counseling in the congregation setting and in institutions such as hospitals,

schools and prisons.

Research, Seminars and Consultancies

The institution also conduct research and data collection activities in the changing world on social,

economic, high tech, Christian beliefs and practice changes and developments � Produces and conducts

consultancy services and seminars on issues of vital importance.

Community Extensions

A vibrant extension program has been established at the college serving and expanding to potential

community and institutional organizational needs. Execution of vicarage duties amounting to 30 days

away from their campus serves a dual purpose as it not only provides helpful spiritual guidance and

knowledge to the wider community, but it is also being developed as a training device for the institutions

Diploma studies student, as being model practical extension activity worker.

Educational Institutional Strengthening Work

Under the institutional strengthening work guided by the governing body serves in providing valued

support in development and upgrading of the institution now and beyond. The priority areas have been

and will continue to be;

Staff Development � to ensure all teaching staff has a first degree as a minimum qualification and to

enhance the performance of the teaching staff. This is achieved through formal academic training at


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appropriate institutions, work attachment in other institutions and shorter term placement of overseas

staff at the campus.

Curriculum Development- to assist the institution develop and implement a revised curriculum that will

ensure a MLS graduates are suitably trained to fulfill the role in the development of Papua New Guinea,

Solomon Islands and the world.

Teaching Resources and Equipment � the provision of teaching resources and equipment that will

assist the effective delivery of teaching programs and support the development of programs especially in

the areas of acquiring practical skills and adequacy of relevant reference material.

Women in Development- to ensure appropriate measures are taken to support enhance access for women

to the institution.

Staff Training and Development

The upgrading of skills and knowledge of college staff through skill training, academic programs, and

work attachments and on the job development activities has been on going process.

Currently there are few academic staff undertaking training in post graduate programs. There have been

work attachments and short courses for academic and technical support staff.

Improvements to the Institution

The institution is currently constrained in its operations and its ability to undertake all the above

activities due to a lack of staff and facilities. These include buildings, teaching equipment and apparatus

and the library. There is not only shortage of facilities but those at the college are not maintained to an

appropriate level for a university college status.

The major deficiencies include:-

! Non residential buildings requiring urgent renovation, rebuilding and maintenance

! Staff housing requiring urgent renovation, rebuilding and maintenance

! Short fall in accommodation for staff

! Inadequate site services including water, sewerage, electricity and communications

! Teaching classroom

! Inadequate library facilities, services and study space

! Inadequate office/administration space

Annexure F � INCOME & EXPENSES BUDGET � THE LUTHERAN UNIVERSITYOF PNG

THE LUTHERAN UNIVERSITY OF PAPUA NEW GUINEA INCOME AND EXPENSES BUDGET - PGK PGK (exchange rate 1 AUD = 2006 2007 2008 2009 2010


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INCOME National Government (70% of expenses) 7,644,000 9,172,800 11,007,360 13,208,832 15,850,598 Provincial Government (10% of expenses) 1,092,000 1,310,400 1,572,480 1,886,976 2,264,371 Lutheran Church 10,000 12,000 14,400 17,280 20,736 Boarding Fees 3,000 3,000 3,000 3,000 3,000 Investment Income 10,000 13,000 16,900 21,970 28,561 Utility Income Tuition Fees (av. fees x no. students) 6,000,000 9,000,000 10,800,000 12,960,000 15,552,000 Average fees 6,000 6,000 6,000 6,000 6,000 No. of students 1,000 1,500 1,800 2,160 2,592

TOTAL INCOME 14,759,000 19,511,200 23,414,140 28,098,058 33,719,267

EXPENSES Employment costs (incl salary, leave fares) 2,000,000 2,400,000 2,880,000 3,456,000 4,147,200 Travel 250,000 300,000 360,000 432,000 518,400 Utilities (telephone, electricity) 205,000 246,000 295,200 354,240 425,088 Office Equipment & Supplies (consumables) 1,250,000 250,000 300,000 360,000 432,000 Operational Materials & Supplies 1,000,000 1,200,000 1,440,000 1,728,000 2,073,600 Library 1,000,000 200,000 240,000 288,000 345,600 Transport & fuel 3,000,000 3,600,000 4,320,000 5,184,000 6,220,800 Consultancy 200,000 240,000 288,000 345,600 414,720 Maintenance 150,000 180,000 216,000 259,200 311,040 Student Services 100,000 120,000 144,000 172,800 207,360 General 90,000 108,000 129,600 155,520 186,624 Mess Consumables 500,000 600,000 720,000 864,000 1,036,800 Security 65,000 78,000 93,600 112,320 134,784 Legal fees 10,000 12,000 14,400 17,280 20,736 Contingencies 100,000 120,000 144,000 172,800 207,360 University "partner" costs 1,000,000 1,200,000 1,440,000 1,728,000 2,073,600

TOTAL EXPENSES 10,920,000 10,854,000 13,024,800 15,629,760 18,755,712

NET PROFIT 3,839,000 8,657,200 10,389,340 12,468,298 14,963,555 ANNEXURE F3 � ESTABLISMENT COSTS � THE LUTHERAN UNIVERSITY OF PAPUA NEW GUINEA

THE LUTHERAN UNIVERSITY OF PAPUA NEW GUINEA ESTABLISHMENT COSTS - PGK

ITEM AMOUNT

NEW BUILDINGS Preliminaries 1,450,000 New auditorium 2,044,500 Multi-purpose hall 1,002,600 science block 287,500 3 x double storey classroom 2,166,300


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3 x double storey male dormitory 2,275,900 3 x double storey female dormitory 1,518,100 Clinic 243,500 Guest house 378,500 Relocation of classrooms 40,000

Total new 11,406,900

UPGRADE/ REPAIR Double storey administration block 350,000 3 x double storey male dormitory 840,000 Male ablution block 180,000 2 x double storey female dormitory 560,000 female ablution block 180,000 Upgrade 2 existing classrooms to double storey 560,000 Upgrade mess building (excl. kitchen) 200,000 Upgrade of Bursar office to double storey bldg 280,000 Chapel 540,000 Upgrading of 17 staff houses 1,100,000

Total upgrade & repair 4,790,000

TOTAL BUILDING & UPGRADE COSTS 16,196,900

Contingencies 200,000

TOTAL 16,396,900

EQUIPMENT 2,000,000

TOTAL ESTABLISHMENT COSTS - PGK 21,186,900

Annexure BLT - Balob Teachers College

Mission Statement

Balob Teachers College strives to train Primary/ Community School teachers of high quality who are to

be professionally and academically competent and reflect Christian values and practices. It guides and

promotes the qualities of creativity, reflectivity, independence, and self-reliance, good Christian values

of caring and loving to build a strong united Christian country.

History

The Balob Lutheran Teachers College was established in 1956 jointly by the two Lutheran churches of

Papua New Guinea to primarily teach and train primary school teachers. They are the Evangelical

Lutheran and the Gutnius Lutheran churches of Papua New Guinea.


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The institution is controlled by a schools governing council as a supreme decision maker and

administratively managed by a principal, two deputies and a total workforce of 39 officers looking after

a 708 student population.

Due to the implementation of the education reform student enrollment student numbers have grown from

408 in 2001 to 708 in 2005 an increase of 300 student which accounts to 74%.

Students from all over Papua New Guinea attend a two year diploma program, with Morobe and

Southern Highland Provinces leading the student enrolments.

Student entry requirement is grade 12 who would secure HECA SCHOLARSHIP (Government Funding

under OHE) and Lutheran origin or other selected missions with very strong Christian character.

Another encouraging and more emerging group is from the corporate sponsors of 56 students who are

now enrolled at school.

A recently infrastructure development program has occurred to consistent with the national

government�s education reform program. A new Information Technology lab center and an office

administration complex building are the newest addition to the institution.

In comparison to other institutions in the country, Balob is the oldest teacher training institution with the

highest student throughput for over a period of forty years. Current high profile distinguished public

servants, pastors, businessmen, leaders, academics and other technical experts have gone through this

premier institution.

There are experienced administration management and staff. Staff, student community and partner

agency relationship has seen developed from strength to strength.

There are certain characteristics educational institutions must have or plan to develop before they can be

considered for a university status.

Balob Teachers College and Martin Lutheran Seminary have shared resources.

Balob has built a reputation over many years in producing school of excellence in teacher education.

As part of a new University while offering Diploma, Bachelor and Masters degree programs, it will also

offer extension facilities, in-service training, workshops, seminars and other special educational services

as opportunities and resources permit.

Special course programs committee will be established to review and in required to improve course

materials.

Balob Teachers College � Logistics and Resources


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Water Supply

The institution is adequately serviced by PNG Water board water supply system. Big Southern Cross

tanks can be built on certain locations as per emergency need.

Electricity

PNG Power has adequately serviced the electricity power service needs of the institution. Other

infrastructures could be expanded from the existing set up. It is advisable that a standby generator should

be purchased and used considering the frequent PNG Power failures/blackouts.

Classroom

The current infrastructure is inadequate to cater for the growing demanding student population.

Anticipated to grow from current strength of 708 students in 2005.

Existing facilities consist of a two double storey classroom building with four lecture rooms in each and

office spaces of three in between.

The Balob institution sits on a huge hectare of the land mass belonging to the Evangelical Lutheran

Church of Papua New Guinea given by the government under the 99 year mission lease land agreement.

A recent land improvement valuation to the vicinity of K3.2m has been conducted by Mr. Frank Ogasi.

VR 64 of Melanesian Real Property valuation services on the 31/12/02. It is an ideal land piece for any

further expansion requirement needs of the proposed university�s faculty expansion program.

The diploma in teaching program offers a wide range of learning opportunities that prepares the trainee

teachers to be equipped with the knowledge and skills to adequately meet and cope with the country�s

emerging changes and challenges in the teaching profession. The programs are designed to produce

teachers of high integrity who are concerned about personal, professional and intellectual development

and show to dedication and commitment to work with good Christian values and practices. More

specific courses are in;

I Professional Development

ii Language Strand

iii Physiology, Maths & Science

iv Community Development & In-Service

v Social Science & Christian Education

vi Agriculture & Expressive Arts

vii Health & Physical education

Course delivery Mode/Methodology


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Teaching methods include class lectures, tutorials, projects/assignments and general testing

etc. Master lecture consists of four classes at any one time followed by a tutorial sessions of

two hours. Small group teaching activity has proven to work effectively when lecturers want to

give special work/projects.

Course Text Books

Students purchase text books purely from book allowances given by OHE under the HECAS

scholarship package. Course materials are also printed by the College.

Balob Teachers College � Organizational Structure

Student Enrolment

Student from all over the country have come and gone to study at the teacher training institution in

Papua New Guinea since its inception in 1965. The students available to the institution study in wide

B A L O B T E A C H E R S C O L L E G E - 2 0 0 5 S T A F F S U P E R V I S O R Y S T R U C T U R E

Lecturer SMEAnne Killion

EO 5

SCO -SMETimothy Kising

EO 6

Lecturer So/ScMike Ben

EO 5

SCO - SO/SCMakis Caleb

EO 6

HOS - Social & SpiritualPeter Reme

EO 8

Lecturer PDWolphi Tomai

EO 5

PRACT. COBonnie Sungga

EO 6

Lecturer PDJaphet Maki

EO 5

SCO - SPEDJohn Hulum

EO 6

Lecturer PDJonah Yasaking

EO 5

Lecturer PDGeoff Narekine

EO 5

SCO - PDMoses Ikuma

EO 6

HOS - Professional DevelopmentJoe Lipu

EO 8

Lecturer SC/MALengkepe Zongereng

EO 5

SCO - MAMea Dobunaba

EO 6

SCO - MARotzoki Karkar

EO 6

Lecturer - PE/HEWagau Openg

EO 5

SCO - HE/PEJackson Biaro

EO 6

SCO - MAMea Dobunaba

EO 6

SCO - AGJack Hawap

EO 6

HOS - Maths & ScienceAsaku Openg

EO 8

Deputy Principal AcademicKautil Mileng

EO 9

AccountantMalinda Bill

Dean of Women

Dean of Men

LibrarianAnson Dom

Deputy Principal AdministrationMulung Kumed

EO 9

SCO - LDLucy Wakei

EO 6

SCO - TEMAlex Angalio

EO 6

LecturerSalah Bihoro

EO 5

HOS - LanguageIgnas Mondimi

EO 8

SCO - CDSimon Wakei

EO 6

HOS - Community DevelopmentMartin Surab

EO 8

Mess SupervisorPetrus

College Ancillary Staff

PrincipalJohn Larandiloloa

EO 11


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range of courses in teacher education. Currently there are 708 students studying that come from all over

country.

Province Student

Enrollment

Numbers

Yr1 yr 2

Province

Student

Enrollment

Numbers

yr1 yr2

1. Central

2. NCD

3. ENBP

4. WNBP

5. EHP

6. SHP

7. Gulf

8. Madang

9. Manus

10. MilenBay

7 2

1 1

6 1

20 10

43 25

55 35

5 2

11 14

11 1

7 4

11.. Morobe

12. New Ireland

13. North Solomons.

14 Oro

15. Simbu

16. West Sepik

17. Western

Summary

Female

Male

Total

110 103

6 2

7 6

4 4

22 9

10 8

5 2

182 131

234 161

416 292

Balob Teachers College Governing Council

The governing council includes representatives of the two Lutheran churches. It makes policy guideline

and major decisions and generally overseas the administration of the College. There are well over

sixteen (16) council members that are represented from all sectors of the community. The members

consists of ;

1. ELC-PNG 9. Staff Rep

2. GLC-PNG 10. SRC -Male

3. Chaplain 11. SRC- Female

4. Anglican Church 12. Business Community Rep

5. Provincial Education Rep. 13. Tertiary Institution Rep

6. School Inspections �Primary 14. Teachers College rep

7. PNGTA Rep 15. Community Rep

8. Teacher Education & Staff Dev unit �NDOE 16. Ex- Officio Principal & 2 Deputies


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BALOB TEACHERS COLLEGE ACADEMIC STAFF PROFILE: BALOB_ACADEMIC STAFF PROFILE-2005

The college has a teaching academic staff of 39

Number Names Martial status

File Number

Origins Qualifications

1 Mr.John Larandiloloa.Principal.Position # 13-845-1101 Married 64874 NIP Tech.cert.Dip.Ed.UPNG.Dip.Schl.Adm.HTTC.

B.Ed.UPNG.GDE.UOG.

2 Mr.kautil Mileng Deputy principle (Aca) Position # 13-845-901 Married 219053 Madang Tech.cert.Dip.Ed.UPNG.B.Ed.UPNG.

3 Mr.Mulung Kumed Deputy Principal (Adm) Position # 13-845-902 Married L26420 Madang Tech.cert.Dip.Ed.UPNG.B.Ed.UPNG.

4 Mr.Joe Lipu HOS Professional Dev Position # 13-845-801 Married 324516 WNBP Tech.cert.Dip.Ed.UPNG.B.Ed.UPNG.

5 Mr.Ignas Mondimi HOS. Language Strand Position # 13-845-802 Single 241903 ESP Tech.cert.Dip.Tch.GTC.B.Ed.UPNG.

6 Mrs. Asaku Openg HOS. Maths/sc. Position # 13-845-803 Married 323977 Morobe Dip.Tch. GTC.B.Sc.UPNG.

M.Sc.Ed. (HOR) UNE.

7 Mr. Peter Reme HOS. SSDS. Position # 13-845-804 Married 234737 WNBP Tech.cert.Dip.Ed.UPNG.B.Ed.UPNG.

8 Mr. Martin Surab HOS. CD.Position # 13-845-805 Married 221937 ESP Dip.Tch. GTC.B.Ed.UPNG.

9 Mr. Moses Ikuma SUB-COR.PD.Position # 13-845-601 Married 128970 Madang Tech.cert.Dip.Ed.UPNG.B.Ed.UPNG.

10 Mr. Bonnie Sungga. SUB-COR. Pract.Position # 13-845-602 Married 23337 Morobe Tech.cert.Dip.Ed.PNGEI.B.Ed.UPNG.

11 Mr. John Hulum SUB-COR.Sp.Ed.Position # 13-845-603 Married 237264 SHP Tech.cert.Dip.Ed.UPNG.

B.Ed.UOG.PGDE.QUT

12 Mr. Alex Angalin SUB-COR.Language.Position # 13-845-604 Married 315818 EHP Tech.cert.Dip.Ed.UPNG.B.Ed.UPNG.

13 Mrs. Lucy Wakei SUB-COR.Language.Position # 13-845-605 Married 551279 Morobe B.Ed.UOG.

14 Mrs. Mea Dobunaba SUB-COR.Maths.Position # 13-845-606 Married 10235 Central Tech.cert.Dip.Ed.UPNG.B.Ed.UPNG.

15 Mr. Jackson Biaro SUB-COR.Health/Physed.Position # 13-845-

607

Married 333484 Morobe Tech.cert.B.Ed.UNE.M.Ed.UNE

16 Mr. Jack Hawap SUB-COR.Agriculture.Position # 13-845-608 Married 221775 ESP Dip.Ag.Vudal.B.Ed.UPNG.

17 Mr. Caleb Makis SUB-COR.Soc/Science.Position # 13-845-609 Married 278360 Morobe Dip.Ed.UPNG.B.Ed.UOG.

18 Mr. Rotzoki Karkar SUB-COR Maths.Position # 13-845-610 Married 393789 Madang B.Sc.UPNG.PG.Dip.Sc.UOG

19 Pr. Timothy Kising.SUB-COR.SME..Position # 13-845-611 Married 522279 Morobe Dip.Th.MLS.B.Ed.UOG.

20 Mr. Simon Wakei.SUB-COR.CD.Position # 13-845-612 Married 519863 Morobe B.Ed.UOG.

21 Mr. Jonah Yasaking.Lecturer.PD.Position # 13-845-501 Married 279510 Morobe Tech.cert.Dip.Ed.PNGEI.B.Ed.UPNG.

22 Mr. David Amuoi.Lecturer.Language.Position # 13-845-502 Married ESP B.Ed.UOG.

23 Mr. Zogoreng Lengkepe.Lecturer.Mathematics.Position # 13-

845-503

Married 397407 Morobe Dip.Sec.Techg.GTC.B.Ed.UOG.

24 Mr. Japhet Maki.Lecturer PD..Position # 13-845-504 Married Morobe Tech.cert.Dip.Ed.UPNG.B.Ed.UPNG.

25 Pr. Ben Mick.Lecturer.Social Science.Position # 13-845-505 Married 393223 Simbu Tech.cert.Dip.Th.MLS.B.Ed.UOG.

26 Mr. Peter binovi.Lecturer.Expressive arts.Position # 13-845-506 Single 527483 EHP Dip.Sec.techg.GTCB.Ed.UOG.

27 Mr. Wagao Openg. Lecturer.Science.Position # 13-845-507 Married 323977 Morobe Dip.Ed.GTC.B.Ed.UOG.

28 Mr. Jazy Magia.Lecturer.MathsPosition # 13-845-508 Married 396745 Morobe Dip.Sec.Techg.GTC.B.Ed.UPNG.

29 Vacant . Lecturer.SME.Position 3 13-845-509 Married Vacant Vacant Vacant.

30 Pr. Erick Punde.Lecturer.Social Science.Position # 13-845-510 Married 393568 Simbu Tech.cert.Dip.Th.MLS.B.Ed.UOG.

31 Mrs. Sala Bihoro.Lecturer.Language.Position # 13-845-511 Married 527483 Morobe Tech.cert.Dip.Ed.UPNG.B.Ed.UOG.

32 Vacant . Lecturer.PD.Position 3 13-845-512 Vacant Vacant Vacant.

33 Mr. Masil Levi.Lecturer.Maths/Science.Position # 13-845-513 Married 523364 Madang Tech.cert.B.Ed.UOG.

34 Mr. Ivi Kapa.Lecturer.PD.Position # 13-845-514 Married 426008 Central Tech.cert.Dip.Ed.PNGEI.B.Ed.UOG.

35 Mr. Wolphi Tomai.Lecturer.PD.Position # 13-845-515 Married 23258A Madang Tech.cert.Dip.Ed.PNGEI.B.Ed.UOG.

36 Mr. Ellius Yana.Lecturer.ICT Technician.Position # 13-844-508 Married 301540 Morobe Tech.cert.Dip.Ed.PNGEI.


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B.Sc/Ed.UPNG. 37 Mr. Peter Seth.Lecturer.ICT-ManagerPosition # 99-900-709 Married 325977 Morobe Tech.cert.B.Ed.UOG.

38 Rev.Terry Isan.Lecturer-CRE ELCPNG-Church.Position Married 231916 Morobe Tech.Cert.GTC.Dip.Th.MLS.

39 Rev. Sere Muhuyu.ELCPNG Position.College Chaplain. Married Morobe Dip.Th.MLS.

Administration

The school is administered by the faculty executive management that consists of the principal and two

deputies.

One deputy is responsible for the school academics and the other is responsible for planning and

administration support services.

The ground floor of the two storey building accommodates the general school office administration

including the principal, two deputies, the chaplain, two student deans and typing /reception area. Top

floor of the same building block contains the school library.

The other academic faculty members operate in office spaces located in between existing classrooms.

The school staff room is located separately near the business/accounts office (bursar)

Library

The library has a small collection of 20,000 general books and a collection of periodicals. It is managed

by a librarian and his assistant. It has an office space for a librarian, cataloging section, archives,

processing room, and a reception area. There are 20 standard size study tables and 200 chairs. It has

medium size fully contained book selves. It has a common reading area displayed with adequate tables

and chairs. The library has facilities for one hundred students at any one time.

Security Fencing

The total vicinity of the school area is fenced, having one main school entrance gate being fully

controlled by employed security guards. Security is provided on a 24/7 basis.

Mess

The college mess is divided into 2 sections, one serving the first year and the other half for the second

year students. It has capacity for 650 people. It has an arrangement of 130 student dinning tables with

an equivalent of 520 chairs. There are six cooks. The kitchen is equipped with the following equipment:

- Gas burner - 6 pots

- Diesel Burner � 1

- Food cooker with 6 cabin

- Steam boiler 6 large pots

- Deep freezer � 4


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- Storage/Washing food area with 4 basin

- Food Storage room-1

- Kitchen serving area -2

- Washing sinks � 6 fitted

Chapel

The college has a church chapel building that holds 500-600 people in full capacity and has 100 x 20

seater medium size benches. It also has two (2) office spacing for pastoral needs

Dormitories (Male)

There are 3 different double storey dormitory buildings that can accommodate two persons per room

with a total of 100 students per dorm. In total there are 50 x 2 person rooms.

There are two main concrete built laundry blocks, three toilets and shower blocks.

Dormitories- Female

There are two (2) different double storey dormitory buildings that can accommodate two per room with

a total of 100 students per dorm but due to the current student over enrollment, three students are being

told to share a room. There are fifty (50) rooms each; sharing two (2) students per room is available.

Bedding, study desk and cupboards are built in

There is one concrete built main laundry block one toilet and shower blocks.

Transport

The school is equipped with1 Nissan Civilian 25 seater bus,1 Nissan Carvan 15 seater bus,1 Toyota

Hiace 9 seater bus, and1 Isuzu 2 tone truck.

Sewerage

The college sewerage is connected to PNG Water board town sewerage supply system.

Computer Lab

The institution has a recently built information and computer technology building centre. It has two

computer labs each holds 21 computers fully equipped with the latest high tech computer information

system for student teaching and learning convenient. Has two office spaces in between. The other

section of the building is the conference room utilized for meetings or for lectures power point lesson

presentations.

The college lecturers have 12 computers.

Student Laundry

Laundry blocks are attached to each end of the dormitories.

Sporting Fields


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The college has two large sporting fields. Also there are basket ball and volleyball court areas.

Agriculture /School Garden

There is no longer a school garden and this should be developed on the site. The previous arrangement

fell through due to a landownership dispute.

Workshop

There are two workshop buildings. One houses the school vehicles and space provided for minor

mechanical maintenance and the other building is kept for carpentry & joinery, plumbing, gardening and

wielding needs of the school. An office space is also provided for the advantage of a college technician

and a mechanic to utilize. There is a selection of serviceable machinery equipment.

Health

The old clinic previously available was relocated to Ampo National Church Headquarters nearby.

Discussions are centered on to re-establish a new one.

Post Office Service

The schools postal needs are serviced through using their own box number 2127.

Phone/Fax

The school has the phone number 4724311/4724353 and fax number 4726938 for general administrative

communication needs.

Student Catchments Areas

Students from all over Papua New Guinea come to study at the college. Students from Lutheran,

Anglican and United church denominations come to do their studies in teacher education. A large

proportion of the students come from Morobe, Southern and eastern highland provinces. Corporate

sponsorship increasing and students are sponsored for the cost of their studies.

Practical Teaching

As part of the national education teaching and learning requirement students do conduct practical

teaching demonstrations in various schools. The college has the Ampo demonstration school that assists

with college practicum programs such as lesson demonstrations, micro & mini teaching lessons and

child study etc. The college also uses the city and rural schools in the province for its four weeks

practical teaching programs during the year.

School Canteen.

The college is serviced by a school canteen located in the centre of the school area.

Student Representative Council


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The college student representative council (SRC) operates through an office located next to the college

workshop building.

Demonstration Primary School.

The college is ideally equipped with a level eight demonstration primary school set up that is fully

resourced. It has a teaching staff of 27and a student population of 3,608. There is a permanent brick

building complex that accommodates grades three to grade eight. It has its office spacing built in

between each classroom. A space has been cleaned and arranged for the school library at the time of our

visit.

Annexure SP � Site Plan existing MLS and BTC facilities BALOB TEACHERS COLLEGE (BTC)

Annexure P � Murdoch University Partner Program


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MARTIN LUTHER SEMINARY ( MLS )


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