The Independent State of Papua New Guinea Project for … · 2016-02-09 · The Independent State...

The Independent State of Papua New Guinea

Project for Enhancing Access and

Capacity of EQUITV Program

(EQUITV Phase 2)

The Final Report

January 2016

Japan International Cooperation Agency

IC Net Limited/

PADECO Co., Ltd. HM

JR

15-088

Papua New Guinea

Department of Education

Papua New Guinea

Project for Enhancing Access and Capacity of EQUITV Program

(EQUITV Phase 2)

- The Final Report -

Table of Contents

1. Project Summary .................................................................................................... 1

1-1. Project Background and Purposes ............................................................................ 1

1-2. Summary of Related Activities through EQUITV Phase 1, Follow-Up Cooperation

and Phase 2 ............................................................................................................ 2

2. Achievement of the Project .................................................................................... 5

2-1. Achievement and Indicators of the Project Purpose and Outputs ............................ 5

2-2. Summary of Mid-Term Review and Terminal Evaluation .................................... 15

2-3. Impact of EQUITV on PNG Society ...................................................................... 19

3. Progress of the Project Activities in the Third Year ............................................. 27

3-1. Activities Related to Overall Management of the Project ...................................... 27

3-2. Activities Related to Output 1 ................................................................................ 31



4. Issues, Possible Measures, and Lessons Learned during the Project Period ........ 50

4-1. Issues, Possible Solutions, and Lessons Learned about Project Design ................ 50

4-2. Issues, Possible Solutions, and Lessons Learned about Project Management ....... 52

4-3. Issues, Possible Solutions, and Lessons Learned about Technical Transfer .......... 55

5. Recommendations to Achieve the Overall Goal ................................................. 57

Annexes

1. Change of Project Design Matrix (Phase 1 and Phase 2)

2. Flowchart of the Activities (1st to 3

rd Year of the Project)

3. Plan of Operations (1st to 3


4. Personnel Plan (1st to 3


5. The Records of Counterpart Training Sessions in Japan (1st to 3


6. List of Equipment

7. Minutes of JCC Meetings

8. List of collected documents and data

The Final Report

List of Abbreviations

Abbreviation Term as a whole

AAC Awareness and Advocacy Committee

ANOVA Analysis of variance

ARB Autonomous Region of Bougainville

AS Assistant Secretary

AusAID Australian Agency for International Development

BOM Board of Management

C/P Counterpart

C/T Cluster Trainer

CDAD Curriculum Development and Assessment Division

CDD Curriculum Development Division

CP Central Province

DNPM Department of National Planning and Monitoring

DoE Department of Education

DSIP District Service Improvement Program

DVD Digital Versatile Disc

ENBP East New Britain Province

ELD E-Learning Division

EMIS Education Management Information System

EQUITV Enhancing Quality in Teaching through TV Programs

ESP East Sepik Province

EU European Union

FAS First Assistant Secretary

FODE Flexible and Open Distance Education

INSET In-Service Education Training

JCC Joint Coordinating Committee

JICA Japan International Cooperation Agency

LLG Local Level Government

LLGSIP Local Level Government Service Improvement Program


MSD Measurement Service Division

MSS Mathematics and Science Strand

N/T National Trainer

NCD National Capital District

NEMC National Education Media Centre

NEMP National Education Media Policy

NGI New Guinea Islands Region

NIST National In-service Training

OBE Outcome Based Education

ODA Official Development Assistance

OJT On-the-Job Training

P/T Provincial Trainer

PDM Project Design Matrix

PDS Professional Development Strand

PEA Provincial Education Advisor

PEO Provincial Education Office

PNG Papua New Guinea

PNGEI Papua New Guinea Education Institution

PPD Policy and Planning Division

PPRCD Policy, Planning, and Research & Communication Division

PSIP Provincial Service Improvement Program

PTC Primary Teachers College

PTT Provincial Trainers Training

RCM Regional Consultative Meeting

RED Research and Evaluation Division

SBC Standard Based Curriculum

SD Standards Division

SEOC Senior Education Officers Conference

SGD Standards and Guidance Division

SLIP School Learning Improvement Program


SO Standards Officer

SSO Senior Standards Officer

SWB Student Work Book

TED Teacher Education Division

TFF Tuition Fee Free

TMT Top Management Team

TOT Training of Trainers

TRB Teacher Resource Book

UBE Universal Basic Education

WHP Western Highlands Province

WNBP West New Britain Province

Important note on the description of this report

・ The numbers described as “Schools with resource materials” and “Schools with DVD” in this

report show “the numbers of materials received by the Provincial Education Offices” and not

strictly show “the numbers of materials received by each school”. Although the certain numbers

of materials received by each school are not known, it is confirmed some schools had received the

resource materials and DVDs.

・ As described above, “Schools with resource materials” and “Schools with DVD” are “the

numbers of materials received by the Provincial Education Offices”. Therefore “Completion rate”

which was estimated from: implementation of training; setting of TV equipment; and delivery of

educational resource materials, is the maximum number of schools meet the above three

prerequisites in this report.

・ By the time of Mid-term review, the above three prerequisites are identified as sufficient

conditions for using the EQUITV program a school level. However these prerequisites were

identified as necessary condition for using the EQUITV program and other prerequisites were

also found during the end-line survey. The end line survey was conducted almost at the end of the

Project period, and the Project could not conduct the activities to enhance the other prerequisites

during the Project period.

EQUITV Phase 2: The Final Report

1

1. Project Summary

1-1. Project Background and Purposes The Independent State of Papua New Guinea (PNG) is diverse in geography and consists mainly of

rugged terrains and islands. Most primary and secondary schools in PNG are small and located in rural

and remote areas. Because of the geographical constraints, education services do not reach all the rural

areas where school infrastructure and resource materials are limited and the number of teachers and

the quality of education are insufficient. As a result, the net enrolment rate in primary education, the

main education indicator, was 52.9%1 in 2007. Thus, with regard to the National Examination on

Grade 8, the average scores in most subjects are below 40%, which are much lower than the

neighboring countries in the South Pacific region. This poor educational status poses a great challenge

in improving the quality of basic education in remote areas. To improve the access to and quality of

education, PNG’s Department of Education (DoE) began utilizing distance education to compensate

for qualitative and quantitative shortcomings in basic education. To support distance education, the

Government of Japan established the National Education Media Centre (NEMC) in 1999. The DoE

and the Japan International Cooperation Agency (JICA) implemented partnership projects named

Distance Education Utilizing Live Recording Broadcasting from 2002 to 2004 and Enhancing Quality

in Teaching through TV Programs (EQUITV Phase 1) from 2005 to 2008. As a result, the target

schools established a sustainable mechanism for using TV programs in the classroom, and the quality

of teaching and learning improved. Based on the achievements of EQUITV Phase 1, the DoE

formulated the National Education Media Policy (NEMP) in 2010. The NEMP officially

acknowledged the previous activities conducted after EQUITV Phase 1 as the EQUITV program and

started introducing the program nationwide. The DoE requested the Government of Japan to help

achieve effective and efficient dissemination of the EQUITV program and establish a sustainable

mechanism of the program through EQUITV Phase 2 (hereinafter the “Project”).

Here is an overview of the Project. The detailed Project design and its change are shown in “Annex 1:

Change of Project Design Matrix2 and Plan of Operations.”

【Super Goal】

Quality of classroom teaching is improved at primary schools in PNG. 【Overall Goal】 EQUITV program is utilized at primary schools nationwide. 【Project Purpose】 The system for disseminating EQUITV program at primary schools nationwide is strengthened.

【Outputs】

1. Capacity of managing and disseminating EQUITV program at central, regional and provincial levels is strengthened.

1 Department of Education of PNG, 2007 (It was improved to 78.5% in 2012 [JICA, 2014]) 2 Project Design Matrix (PDM)


2

2. Primary school teachers utilize EQUITV program in classroom teaching in the target provinces.

3. Students at teachers colleges are familiarized with how to utilize EQUITV program in classroom teaching.

This report summarizes the Project for its entire period, i.e., from May 2012 to December 2015. Please

refer to the progress reports of each fiscal year for the detailed project activities of the first and second

fiscal years.

1-2. Summary of Related Activities through EQUITV Phase 1, Follow-Up

Cooperation and Phase 2 This project, EQUITV Phase 2, has a strong relationship with EQUITV Phase 1 and the Phase 1

follow-up scheme. The prior assistance of these programs cannot be ignored when talking about the

EQUITV program. Therefore, this section explains their prior assistance and activities.

EQUITV Phase 2 ended in 2015. Since JICA built the NEMC in 2000, JICA has been continually

assisting the EQUITV program for 15 years. This assistance was requested by DoE in line with PNG

Education plans and policies. Table 1-1 shows PNG Education policies and Japanese assistance related

to the EQUITV program.

Table 1-1: PNG Education Polices and Japanese Assistance

Year 2000–2004 2005–2008 2009–2011 2012–2015

PNG

Education

Policies

Education Reform

(9 years Basic

Education)

Curriculum Reform

(Introduction of OBE3 )

National Education

Plan 2005-2014

Promotion of

Curriculum Reform

Support teachers

through Distance

Education

UBE4 Plan 2010

Free Education

Policy

NEMP 2010

National Education

Plan 2015-2019

Quality learning for

all(improvement of

quality and quantity)

Curriculum

reform(SBC5)

Education

Needs Assistance for Grade 7

& 8 subject contents

due to structural reform

Implementation of teaching & learning in line

with curriculum reform

Implementation of student centered

approach(Teacher training)

Development and distribution of Resource

material in line with curriculum reform

Strengthening of

English, Math &

Science Education

Correct Education

gap

Curriculum reform

in Primary

Education

JICA

Assistance

Establishment of

NEMC(Strengthening

of base of Media

Resource Material

Development)

TV broadcast pilot

project(Identify

possibility of using TV

program in classroom)

EQUITV Phase 1

(Developed quality

Math & science TV

lessons and

materials6, and

established

utilization of

EQUITV to model

provinces)

EQUITV follow up

scheme (Assistance

for development of

quality TV resource

material)

Dispatch adviser

(NEMP formulation)

EQUITV Phase

2(Enhancing Access

and Capacity of

EQUITV Program)

3 Outcome Based Education 4 Universal Basic Education 5 Standard Based Curriculum 6 The resource materials are Teacher Resource Book (TRB) and Student Work Book (SWB).


3

Trend of

Developm

ent

Partners

(Related

Quality

Education

)

Curriculum Reform

Implementation

Project(Australia)

Procurement and

Distribution of

Textbook Project

(Australia・EU)

Read PNG7

(Improvement of

Quality of

Education)

FODE8(Strengthen

Distance

Education)(World

Bank)

First of all, the background of Education Reform in the 1990s and JICA’s assistance with time frame

is explained.

1-2-1. Beginning of utilization of TV program through Distance Education

The government of PNG undertook Education Reform in 1993 which reflected “Education for All”

to improve access and quality of education. In order to improve access to education, DoE implemented

structural reform to extend basic education from six years to nine years. DoE introduced three-year9

elementary schools and six-year10

primary schools, improving access to education and providing

continuous schooling to Grade 8. However, there were still serious concerns in terms of the quality of

education. Three grades in the basic education sector—including elementary prep, Grade 7, and Grade

8—saw sudden increases in enrollment, while the number of qualified teachers was insufficient.

Teachers of Grade 7 and 8 could not teach properly in Mathematics and Science due to weakness of

subject knowledge. In 2000, OBE was introduced in PNG, supported by AusAID, which required

teachers to prepare their unit of work and lesson plans, and to implement student-centered education in

line with OBE. However, DoE could not provide enough training for teachers, nor develop, procure,

and distribute sufficient resource materials.

In order to support DoE to tackle these challenges, the Government of Japan established the NEMC

from 2000 to 2001 as the base for developing an educational media program and provided audio visual

program production equipment. At the same time, DoE considered using a TV program to distribute

education materials to rural schools faster and to train teachers. In 2001 DoE commenced pilot

activities for using live TV programs for distance education. In order to support the pilot project, JICA

began a project for distance education using live broadcasts from 2002 to 2004. The trial project

verified the impact of using TV programs at primary and secondary schools and at the FODE center,

and identified the efficiency of TV programs in the classroom. DoE determined to use the TV program

in primary schools and requested the EQUITV Phase 1 from JICA.

1-2-2. EQUITV Phase 1 Project

EQUITV Phase 1 had been implemented for 3 years beginning in July 2005. Phase 1 established a

model for utilization of a TV broadcast program in the classroom. The project conducted 1) Training

7 The Project helps establish classroom libraries and distributes reading books to improve the students’ ability to read and

understand. 8 Flexible and Open Distance Education 9 Elementary Prep・Grade 1・Grade 2 10 From Grade 3 to Grade 8


4

for model teachers who conducted model lessons in Grades 7 and 8 in Mathematics and Science

through development of TV lessons and resource materials for teachers and students (TRB and SWB),

2) Training and awareness activities for promoting utilization of TV lessons in two model provinces.

In addition, the Government of Japan provided TV equipment for four provinces through Grant

Assistance for Grassroots Human Security Program in 2006 to assist EQUITV Phase 1. The result of

the project showed that teaching and learning in teachers and students at target schools were improved.

1-2-3. Follow-up on EQUITV Phase 1 and Education Media Adviser

There were two main forms of assistance from JICA after EQUITV Phase 1: a follow-up scheme on

EQUITV Phase 1, and dispatch of a long-term expert as Education Media Adviser.

The follow-up scheme supported improvement of Math and Science TV resource materials that were

produced during EQUITV Phase1. The team provided advice and guidance for reviewing these

materials and Grade 6 TV lesson resource materials for Math and Science, also produced by DoE.

The Education Media Adviser, as long-term expert, was dispatched to assist in promoting utilization of

the EQUITV program and preparing NEMP. He assisted the development of NEMP in 2010. The

policy evaluated the activities of EQUITV Phase1 as one of the core Education Media Programs and

encouraged its continuation as the EQUITV program. In addition, the policy linked the UBE Plan

2010–2019 which was produced by DoE. The EQUITV program is one of the important aspects to

achieve the goals of the UBE Plan.

1-2-4. EQUITV Phase 2 Project

The current Project, EQUITV Phase 2, aims to strengthen the system for disseminating the EQUITV

program nationwide which was established through outcomes of prior assistance programs. The

Project disseminates the EQUITV program in 12 target provinces. The Project has accomplished some

fundamental activities which include establishment of Management committees, formulation of

dissemination plans, monitoring, awareness activities, and in-service training including establishment

of a training system at national and provincial levels. Provincial and cluster trainers, who were

fostered for promoting the EQUITV program, conducted trainings at district and cluster levels. The

Project also conducted awareness activities for politicians to allocate their funds for the trainings and

TV equipment for the EQUITV program. In addition, to familiarize students at teachers colleges with

how to utilize the EQUITV program, the Project developed the EQUITV modules for Primary

Teachers Colleges (PTCs) and trained lecturers of PTCs. The Project worked closely with the Teacher

Education Division (TED) to authorize the developed modules to be part of the official curriculum of

PTCs in DoE. A summary of Japanese assistance related to the EQUITV program is shown Table 1-2.


5

Table 1-2: Summary of Outcomes for Japanese Assistance Related to the EQUITV Program Before Phase

1 started

2000–2005

EQUITV Phase 1

2005–2008

Follow up period

2009–2011

EQUITV Phase 2

2012–2015

(a) Operational

management

system

Establishment

of NEMC

Establishment of

EQUITV Management

Committee at the national

level; establishment of

EQUITV implementation

system at the provincial

level

Strengthening the

management of

NEMC; formulation

of the NEMP and

strategic plan

2010–2019

Establishment of ELD11

Strengthening the

management committees

Development of National &

Provincial Dissemination

plan for EQUITV Program

(b)

Strengthening

media system

and provision of

media

equipment

Partnership

projects

(28 schools in

4 provinces)

Direct support to model

Provinces (67 schools in 2

provinces); awareness

activities (69 schools in 1

province);

Grassroots aid program

support

(105 schools in 4

provinces)

141 schools in 9

provinces took

initiative for

dissemination; DoE

provided support to

25 schools in 5

provinces

Conduct awareness for

Provincial Government

Expansion of dissemination to

12 target provinces

Completion of dissemination

in school – Target provinces

1341 schools

- Non-target provinces 1534

schools

(c) TV program

and resource

materials

development

General

subjects

model lesson

broadcast

Grade 7/8 science and

math

TV programs and

resource materials

development, broadcast

and distribution

Grade 6 science and

math TV programs

and resource materials

development;

revision, printing, and

distribution of Grade

7/8 resource

materials,

development of

DVD12

Review of Grade 6 to 8

EQUITV resource materials

and plan

Distribution of DVD for

Grade 7 & 8 lessons to

schools in target 12 provinces

(d) Training for

in-service and

Pre-service

teachers

Using TV programs and

conducting awareness &

management training for

67 schools in 2 provinces

and 69 awareness schools

DoE conducted

training for schools

other than target

schools in EQUITV

Phase 1.

Conduct in-service training

Development of training

material, fostering of trainers

Basic training -1534 schools

Development of pre-service

training materials

Conduct pre-service training

-12 schools

(e) Others Establishment of monitoring

system, conducted monitoring

& survey

2. Achievement of the Project

2-1. Achievement and Indicators of the Project Purpose and Outputs The following is the achievement up to December 2015 of the Project indicators described in the PDM

that was revised in April 2014.

2-1-1. Project purpose

The system for disseminating EQUITV program at primary schools nationwide is strengthened.

11 E-learning Division 12 Digital Versatile Disc


6

Table 2-1: Indicator 1 of Project Purpose Indicator 1: The National Dissemination Plan of the EQUITV program is authorized by DoE so as to

promote UBE plan and NEMP.

【Status at the end of the Project, December 2015】

The first National Dissemination Plan of the EQUITV program was formulated in 2012.The Project revised

the National Dissemination Plan according to the revised Provincial Dissemination Plans and the progress so

far in 2013, 2014 and 2015. These revised plans were approved by the Joint Coordinating Committee (JCC) in

respective years.

Means of Verification

Decree of DoE

Reports/Evidence

・ National Dissemination Plan of EQUITV program (2015)

Table 2-2: Indicator 2 of Project Purpose Indicator 2: The meeting of the EQUITV Steering Committee composed of CDAD

13, TED, SGD

14 and

PPRCD15

is held at least once per quarter.


The meeting above has been held regularly. The meeting dates from May 2012 to December 2015 were as

follows. In addition, the members of the EQUITV Steering Committee have been changed to ELD, CDD16

,

TED, SD17

, PPD18

and RED19

as a result of reorganization of DoE in February 2015.

1st meeting: 25 May 2012

2nd

meeting: 14 June 2012

3rd

meeting: 5 July 2012

4th

meeting: 4 September 2012

5th

meeting: 26 November 2012

6th

meeting: 26 February 2013

7th

meeting: 18 April 2013

8th

meeting: 5 May 2013 (extraordinary)

9th

meeting: 9 July 2013

10th

meeting: 22 October 2013

11th

meeting: 26 February 2014

12th

meeting: 26 March 2014 (extraordinary)

13th

meeting: 22 May 2014

14th

meeting: 3 September 2014

15th

meeting: 26th

March 2015

16th

meeting: 7th

July 2015

17th

meeting: 9th

September 2015

18th

meeting: 16th

December 2015

Total: 18 times in 44 months. The meetings were held more than one per quarter.


Records of meetings

Reports/Evidence

• Meeting minutes of the EQUITV Steering Committee

Table 2-3: Indicator 3 of Project Purpose Indicator 3: The measures to improve the rate of schools utilizing the EQUITV program in line with the

National Dissemination Plan are proposed.


Below are the dissemination targets of the EQUITV program by the National Dissemination Plan in 2015.

13 Curriculum Development and Assessment Division 14 Standards and Guidance Division 15 Policy, Planning, Research and Communication Division 16 Curriculum Development Division 17 Standards Division 18 Policy and Planning Division 19 Research and Evaluation Division


7

Dissemination Targets of the EQUITV Program by National Dissemination Plan

Region -2014 2015 2016 2017 2018 2019 2020 Total

NGI20

335 187 240 89 43 0 0 894

Momase 180 288 293 348 80 0 0 1189

Highlands 94 36 289 325 236 51 5 1036

Southern 254 -1921 242 234 168 84 57 1020

Total 863 492 1064 996 527 135 62 413922

(Unit: number of schools)

The National Dissemination Plan established the following three prerequisites for distribution of the EQUITV

program: training implementation, installation of TV equipment, and delivery of educational resource

materials. The status of each prerequisite is shown in the figure below.

20 New Guinea Islands Region 21 The number of TV sets was adjusted because some equipment items were not distributed in Central province. 22 Schools in urban areas such as National Capital District (NCD) plan to purchase more than one TV set for a school. Thus

the total number of equipment items exceeds the one of schools in the nation.

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

Nov-1

3

Dec

-13

Jan

-14

Feb

-14

Mar

-14

Ap

r-1

4

May

-14

Jun

-14

Jul-

14

Au

g-1

4

Sep

-14

Oct

-14

Nov-1

4

Dec

-14

Jan

-15

Feb

-15

Mar

-15

Ap

r-1

5

May

-15

Jun

-15

Jul-

15

Au

g-1

5

Sep

-15

Oct

-15

Nov-1

5

National Dissemination Progress

(out of 3,483 schools)

Training TV sets TRB/SWB DVD


8

Status of Training, TV sets, Resource materials, and DVD

Year

Schools

received

training

Schools with

TV equipment

Schools with

resource

materials

Schools with

DVD

Distribution status

for 3,483 schools in

nationwide

November 2013 294 559 115 101

March 2014 304 76923 115 164

November 2014 1405 840 1972 461

February 2015 1405 868 1972 491

March 2015 1420 1024 2042 729

April 2015 1420 1053 2042 869

May 2015 1420 1054 2042 869

June 2015 1420 1054 2322 869

July 2015 1420 1134 2778 1017

August 2015 1420 1214 2778 1017

September 2015 1445 1311 2778 1034

October 2015 1474 1363 2778 1034

November 2015 1534 1502 2813 1465

December 2015 1534 1557 2813 1742

Completion rate out

of 3,483 schools in

nationwide

November 2013 8% 16% 3% 3%

March 2014 8% 20% 3% 4%

November 2014 37% 22% 52% 12%

February 2015 37% 25% 52% 14%

March 2015 40% 29% 57% 20%

April 2015 40% 29% 57% 24%

May 2015 40% 29% 57% 24%

June 2015 40% 29% 65% 24%

July 2015 41% 33% 80% 29%

August 2015 41% 35% 80% 29%

September 2015 41% 38% 80% 30%

October 2015 42% 39% 80% 30%

November 2015 44% 43% 81% 42%

December 2015 44% 45% 81% 50%

Distribution status

for 2,220 schools in

the target provinces

November 2013 294 425 115 101

March 2014 304 531 115 163

November 2014 1405 716 1883 427

February 2015 1415 739 1883 463

23 The number of equipment items in provinces not targeted by the Project is based on reports from the DOE. The reports

from the provinces in November 2014 suggest that many equipment items in the provinces are lost.

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100% N

ov-1

3

Dec

-13

Jan

-14

Feb

-14

Mar

-14

Ap

r-1

4

May

-14

Jun

-14

Jul-

14

Au

g-1

4

Sep

-14

Oct

-14

Nov-1

4

Dec

-14

Jan

-15

Feb

-15

Mar

-15

Ap

r-1

5

May

-15

Jun

-15

Jul-

15

Au

g-1

5

Sep

-15

Oct

-15

Nov-1

5

Dissemination in Project target provinces

(out of 2,220 schools)

Training TV sets TRB/SWB DVD


9

March 2015 1415 866 1883 691

April 2015 1415 890 1883 831

May 2015 1415 896 1883 831

June 2015 1415 896 2163 831

July 2015 1415 976 2177 979

August 2015 1415 1056 2177 979

September 2015 1423 1133 2177 979

October 2015 1452 1185 2177 979

November 2015 1471 1308 2177 1378

December 2015 1471 1341 2177 1655

Completion rate out

of 2,220 schools in

the target provinces

November 2013 13% 19% 5% 5%

March 2014 14% 24% 5% 7%

November 2014 63% 32% 85% 19%

February 2015 64% 33% 85% 21%

March 2015 64% 39% 85% 31%

April 2015 64% 40% 85% 37%

May 2015 64% 40% 85% 37%

June 2015 64% 40% 97% 37%

July 2015 64% 44% 98% 44%

August 2015 64% 48% 98% 44%

September 2015 64% 51% 98% 44%

October 2015 65% 53% 98% 44%

November 2015 66% 59% 98% 62%

December 2015 66% 60% 98% 75%

The Project summarized the outputs of above dissemination results and presented the recommendations for

disseminating the EQUITV program to remained 60% of schools in the nation during the Dissemination Plan

formulation workshop in November 2015. The recommendations were approved as a part of the revised

National Dissemination Plan at the JCC meeting in December 2015. The details of the recommendations are

described in “Section 5. Recommendations to achieve the Overall Goal” of this report.


Monitoring and progress

reports of the National

Dissemination Plan; progress

reports

Reports/Evidence

• Baseline, monitoring and end-line reports

• National Dissemination Plan of the EQUITV program (2015)

2-1-2. Outputs

Output 1: Capacity of managing and disseminating EQUITV program at central, regional and

provincial levels is strengthened.

Table 2-4: Indicator 1 of Output 1 Indicator 1: The National Dissemination Plan of EQUITV program is developed in line with UBE plan

and NEMP.


In 2012, the first national dissemination plan of the EQUITV program was formulated. In November 2013,

November 2014, and November 2015, the Project revised the plan that detailed progress in the provinces and

provided data from the monitoring report.


National Dissemination Plan

Reports/Evidence

・ National Dissemination Plan of the EQUITV program (2015)

Table 2-5: Indicator 2 of Output 1 Indicator 2: The Provincial Dissemination Plans of the EQUITV program are developed in the target

regions and provinces.


In 2013, provincial dissemination plans for the EQUITV program were formulated for all 12 target provinces.

These plans were updated at a workshop designed to develop the national and provincial dissemination plan


10

for the EQUITV program in 2014 and 2015. As for the 10 non-target provinces, DoE also invited

representatives from the provinces to the workshop, and each province started to formulate its own provincial

dissemination plan. Sharing information stimulated a good atmosphere for healthy competition between the

provinces (i.e., the provinces left behind wanted to move forward, and the provinces in the lead remained

confident about their work).


Regional and Provincial

Dissemination Plans

Reports/Evidence

・ Provincial Dissemination Plans

Table 2-6: Indicator 3 of Output 1 Indicator 3: Training modules of the EQUITV program are developed.

-Trainers’ manual (for basic and advanced training)

-Teachers’ and BOM (Board of Management) manual (for basic and advanced training)

-Training modules for National In-service Training (NIST)


Training modules of the EQUITV program are as follows:

1. EQUITV in-service teacher training (INSET) module (basic level)

The first drafts of the INSET trainer guide (Training Manual) and teacher handbook (Teacher and BOM

Manual) were developed in 2012. Several revisions have been completed since that time, and the fourth

edition is currently in use since 2014. The video materials were also revised, and all training sessions were

conducted with the fourth edition.

2. EQUITV INSET module (advanced level)

In early 2014, the Project started developing modules for advanced-level INSET training sessions. The first

draft of the modules was completed in August 2014. These modules were piloted during the training for the

NCD, and revised to the third edition as of December 2015. The video materials were also developed based on

the revised modules.

3. Training modules of EQUITV for NIST

The training modules of EQUITV for NIST were developed based on the basic INSET framework, and

delivered to NGI, Momase, and Western Highlands Province (WHP).

The modules cover all training contents in printed materials and support the facilitation of trainers through

DVD instruction. As a result, instructors can easily lead training sessions without reducing the training

contents. Therefore, many provinces that received the Provincial Trainers Training (PTT) conducted the

training sessions at a lower-level tier in the training cascade. In addition, the development of training materials

also enhanced the capacity of counterparts (C/Ps) for training development and implementation.


Training modules of the

EQUITV program


• Trainers’ Guide for the EQUITV program (Basic and advanced levels)

• TV-receiving teachers’ handbook for the EQUITV program (Basic and

advanced levels)

• NIST Trainers’ Guide and teachers’ handbook for the EQUITV program

Table 2-7: Indicator 4 of Output 1 Indicator 4: The dissemination of the EQUITV program is discussed in the Senior Education Officers

Conference (SEOC).


Dissemination of the EQUITV program was discussed in the following meetings:

・ SEOC/Regional Consultative Meeting(RCM) joint conference (August 2012)

・ SEOC (August 2013)

・ SEOC (July 2014)

・ SEOC (June 2015)

As a result of these discussions, DoE management personnel gradually began to understand the EQUITV

program. Positive support of the EQUITV program resulted (e.g., participation in awareness activities for


11

provincial governments). The SEOC was also a good opportunity for the non-project target provinces, as these

provinces made many inquiries to NEMC after the SEOC.

Note: RCM were stopped and will not be held in the future because financial support from AusAID was

terminated.


Minutes of meetings

Reports/Evidence

・ Meeting minutes of SEOC

Table 2-8: Indicator 5 of Output 1 Indicator 5: Training for provincial trainers (P/T

24s) is organized in each target province.


The INSET for P/Ts of the EQUITV program (basic level) was held in the eleven target provinces.

NCD (September 2012)

Central province (November 2012, March 2013)

East Sepik province (ESP) (April 2013)

WHP (April 2013)

Sandaun province (April 2013)

East New Britain province (ENBP) (July 2013)

New Ireland (April 2014)

West New Britain province (WNBP) (June 2014)

Morobe (June 2014)

Madang (June 2015)

Manus (July 2015)

However, the training did not occur in the Autonomous Region of Bougainville (ARB) due to in-adjustment of

schedule of provincial officers and luck of fund at national DoE. The provinces prepared budget for training

as a result of awareness activity by the Project, thus the training is expected to be completed in early 2016.

The PTT of the EQUITV program (advanced level) was conducted as follows:


ENBP (March 2015)

Central (September 2015)

Morobe, New Ireland and ESP also prepared the budget for the training, and the training in these provinces

will be conducted as soon as the budget for National Trainers (N/Ts) is secured by DoE.

As mentioned in indicator 3 of output 1, many provinces that received PTTs conducted the training at the

lower level of the cascade.

Note: The basic level PTT was held in June 2013 by DoE for Simbu, a non-target province.


Training reports

Reports/Evidence

・ Training reports

Output 2: Primary school teachers utilize EQUITV program in classroom teaching in the target

provinces.

Table 2-9: Indicator 1 of Output 2 Indicator 1: On average 50% of primary schools in at least half of the target provinces ensure the

budget to continue utilizing the EQUITV program.


The Project conducted the monitoring meeting with 84 school heads of NCD, Central, and ENBP since March

2013, and collected data on primary schools which ensuring the budget to continue using the EQUITV

program. It is confirmed that more than 50% of primary schools in each province, about 60% on average,

24 Provincial Trainer


12

ensure the budget for the EQUITV program. It was also observed that about 70% of schools which received

the basic INSET ensure the budget for the EQUITV program. The following table shows the estimation of

schools which ensure the budget based on the hypothesis, 70% of schools received the basic INSET ensure the

budget. According to this estimation, more than 50% of primary schools in six target provinces ensure the

budget to continue using the EQUITV program.

Province Number of schools Schools received

basic INSET

Schools ensuring

budget25

Rate of schools

ensuring budget

ARB 238 0 0 0%

ENBP 160 160 112 70%

Manus 90 57 40 44%

New Ireland 147 144 101 69%

WNBP 177 122 85 48%

Morobe 350 350 245 70%

Madang 278 0 0 0%

ESP 283 283 198 70%

Sandaun 231 220 154 67%

WHP 100 12 8 8%

Central 129 83 58 45%

NCD 40 40 28 70%

Total 2,223 1,471 1030 46%

The result of end-line survey shows that 23 schools out of 33 surveyed schools, about 70% schools, in ARB,

ESP, WHP, Central and NCD ensured the budget for the EQUITV program. It implies that the schools which

received the training in Phase 1 or introductory EQUITV training in NIST week also started to ensure the

budget, even if they had not receive the proper EQUITV basic INSET.




Dissemination Plan

Reports/Evidence

・ Baseline and Monitoring Reports

Table 2-10: Indicator 2 of Output 2 Indicator 2: On average 50% of primary schools utilize the EQUITV program in at least half of the

target provinces.


The Project planned to collect data regarding the number of schools using the EQUITV program collected in

tandem with results of the 2015 school census. However, because of delays in school census by DoE and low

collection rate of questionnaire from schools, it is difficult to obtain data within the Project period. Therefore,

the number of schools utilizing the following three EQUITV program prerequisites is based on estimates:

implementation of training; setting of TV equipment; and delivery of educational resource materials.

Training implementation

By December 2015, 1,471 primary schools (66%) of target provinces received the basic EQUITV training by

utilizing NIST week. More than 50% of schools received the training in 9 of the 12 target provinces.

Installation of TV equipment

By December 2015, 1,341primary schools (60%) of target provinces received the TV sets for the EQUITV

program. More than 50% of schools received the TV sets in 9 of the 12 target provinces.

Delivery of educational resource materials

By December 2015, PEO26

s supervising 2,177 primary schools (98%) of target provinces received educational

resource materials for the EQUITV program, including the TRB and SWB. More than 50% of schools

received the educational resource materials in all of the 12 target provinces, if PEO distributed the materials to

schools.

25 It is estimated that 70% of the schools received training. 26 Provincial Education Office


13

Completion rate

Schools that meet the above prerequisites are deemed “Schools Utilizing the EQUITV Program.” The total

rate of adoption is 46%, although eight provinces (ENBP, Manus, New Ireland, WNBP, ESP, Morobe, Central,

and NCD) have achieved an adoption rate of more than 50%.

Delivery of DVD materials

It is not considered a prerequisite, but the Project recommends schools use lesson DVD materials for effective

implementation of the EQUITV program. By December 2015, PEOs supervising 1,655 primary schools (75%)

of the target provinces received DVD materials. More than 50% of schools received the DVD materials in 9 of

the 12 target provinces, if PEO distributed the materials to schools.

Details of the adoption-rate data above are listed in the following table.

Province Number of

schools

Schools with

resource

materials

Schools with

TV

equipment

Schools

that

received

training

Completion

rate

Schools with

DVD

ARB 238 238 188 0 0 0% 0

ENBP 160 160 160 160 160 100% 160

Manus 90 90 52 57 52 58% 90

New Ireland 144 144 95 144 95 66% 144

WNBP 175 175 149 122 122 70% 175

Morobe 350 350 190 350 190 54% 350

Madang 280 280 32 0 0 0% 40

ESP 283 283 192 283 192 68% 283

Sandaun 231 231 81 220 81 35% 231

WHP 100 57 33 12 12 12% 13

Central 129 129 129 83 83 64% 129

NCD 40 40 40 40 40 100% 40

Total in the

target provinces 2,220 2,177 1,341 1,471 1027 46% 1,655

(%) 98% 60% 66% 46% 75%

The following table shows the rate of schools using the EQUITV program collected through the end-line

survey of the Project. The provinces and district that have bigger sample size have the same tendency with the

above estimation with prerequisites, i.e., many schools use the EQUITV program in NCD, ARB, Central, New

Ireland and ENBP. It also implies that ARB can use the EQUITV program without the basic INSET in phase2

because it was a target province and could receive the training during phase1.

Province*1 # of schools Sample size Rate of utilization

% Possible errors

NCD 40 38 55% -

ARB /EL 238 6 50% ±40%

ARB /Hr 238 39 49% ±15%

Central/EL 129 10 70% ±28%

Central/Hr 129 49 67% ±11%

ESP/EL 283 6 83% ±30%

ESP/Hr 283 149 24% ±5%

WHP/EL 100 6 50% ±40%

WHP/Hr 100 84 27% ±4%

New Ireland /Hr 147 39 44% ±14%

ENBP /Hr 160 15 80% ±20%

*1: EL means obtained from end-line survey; Hr means obtained from hearing at district level monitoring




Dissemination Plan

Reports/Evidence

・ Baseline and Monitoring Reports

・ Progress Report


14

Output 3: Students at teachers colleges are familiarized with how to utilize EQUITV program in

classroom teaching.

Table 2-11: Indicator 1 of Output 3

Indicator 1: At least 3 lecturers including management staff in each teachers college in the target

provinces receive training for the EQUITV program.


Introductory training to the EQUITV program at PTCs was conducted on the timeline listed below.

# Timing Target PTC Number of Participants

1 August 2013 Sacred Heart Bomana PTC (Private)

Madang PTC

13 (including vice rector)

2 April 2014 PNG Education Institute (PNGEI) 20 (lecturers)

3 May 2014 Kabaleo PTC (Private)

Gaulim PTC (Private)

Sonoma Adventist PTC (Private)

13 (lecturers)

4 October 2014 Melanesia Nazarene PTC (Private)

Holy Trinity PTC (Private)

Dauli PTC *

Enga PTC *

13 (lecturers)

5 July 2015 Balob PTC

Divineward University Wewak campus

8 (lectures)

Total 12 schools in total (10 target schools) 67 (6 lecturer/ college)

* Teachers colleges targeted by DoE

All of the ten target colleges and two non-target colleges received the training. On average, six lecturers and

management staff from each college attended the training sessions.


Training reports

Reports/Evidence

・ Training reports

Table 2-12: Indicator 2 of Output 3

Indicator 2: At least 7 teachers colleges in the target provinces introduce the EQUITV program in

the existing courses.


The following PTCs have introduced the EQUITV program to their existing curricula.

1. Sacred Heart Bomana Teachers College (since 2013)

2. Madang PTC (since 2013)

3. Gaulim PTC (since 2014)

4. Kabaleo PTC (since 2014)

5. Sonoma Adventist PTC (since 2014)

6. Holy Trinity PTC (since 2015)

7. Balob PTC (since 2015)

8. Melanesia Nazarene PTC (since 2015)

9. Divineward University Wewak campus (since 2015)

The number of students enrolled in the EQUITV program in PTCs is reported in the following table. By the

end of the Project, 2,782 students enrolled in the EQUITV program.

Number of students enrolled in the EQUITV program

PTC # of students

Remarks 2013 2014 2015 Total

1 Boamana PTC 100 80 - 180

2 Madang PTC 360 368 373 1101

3 Gaulim PTC

- 360 355 715

Including 43 teachers

who received in-service

training at PTC


15

4 Kabaleo PTC - 250 260 510

5 Sonoma PTC - 96 120 216

6 Holy Trinity PTC - 180 400 580

7 Balop PTC - - 27 27

8 DWU Kaindi - - 235 235

9 Nazarene PTC - - 196 196

Total 460 1334 1966 3760


Reports from PTCs

Reports/Evidence

・ EQUITV program introduction and integration plan for PTCs

・ EQUITV program teaching materials for the PTC

・ Monitoring reports from PTCs

2-1-3. Overall Goal

EQUITV program is utilized at primary schools nationwide.

Table 2-13: Indicator 1 of Overall Goal Indicator 1: The rate of primary schools utilizing the EQUITV program nationwide is improved.


As mentioned in indicator 3 of the Project Purpose and indicator 2 of Output 2, the number of schools using

the EQUITV program has increased. TV sets are especially important to start the EQUITV program and about

60% of schools in target provinces and 40% of schools in the nation have TV sets at the end of the Project.

The DoE started to disseminate the EQUITV for Non-project target provinces mainly in highland region in

2015, and there is no doubt that the rate of primary schools using the EQUITV program nationwide is to be

improved. Nine teachers colleges in the target provinces introduced the EQUITV program in the existing

courses, and many newly recruited teachers are to have known the EQUITV program from 2016, which also

accelerate the utilization of the EQUITV program at schools. The following are some points to consider to

improve the utilization of the program at nationwide.

As for the technical aspect of the program, all training materials were completed. The capacity of N/Ts and

ELD were developed so that they would be able to conduct training sessions without experts in non-target

provinces.

In contrast, the fiscal and management capacity of PNG side is inadequate. In general, DoE and some

provincial governments were unable to secure funding for the EQUITV program. To solve this problem, it is

important to continue awareness and advocacy activities for policy makers such as Top Management Team

(TMT) of DoE and Department of National Planning and Monitoring (DNPM), and provincial governments

and Local Level Governments (LLGs) to secure budget for purchasing TV sets and trainings. The details of

recommendations are described in the section 5 “Recommendations to achieve the Overall Goal.”



reports on the National

Dissemination Plan

Reports/Evidence

・ The Final Report

2-2. Summary of Mid-Term Review and Terminal Evaluation Based on the achievement of indicators of the Project purpose and outputs mentioned above, JICA and

DoE conducted a joint survey of the mid-term review in April 2014 and terminal evaluation in

December 2015. The Project design and implementation were evaluated according to the five criteria

of the Development Assistance Committee in Organization for Economic Co-operation and

Development. Recommendations were also made based on the results of the surveys. These surveys


16

were outlined as follows.

2-2-1. Mid-term review

Results of the review according to the five criteria are summarized below. Relevancy was rated “high”,

but effectiveness and efficiency were evaluated as “fair” due to delays in f budget preparation. Impact

and sustainability were determined to be too early to evaluate.

Table 2-14: Outline of Mid-Term Review Results Based on the Five Evaluation Criteria Criteria Results

Relevance:

High 1） The Project is consistent with PNG’s education media policy, NEMP and “NEMP

Implementation Strategic Plan 2010-2019” and “UBE Plan 2010-2019”.

2） The Project is in line with Japan’s ODA27

policy for PNG which addresses the

improvement of basic education under one of the priority areas of “Improvement of Social

Services”. The Project is consistent with ”Japan’s Education Cooperation Policy

2011-2015”, in which “Quality Education” is one of the five components of the areas of

“Quality Education for All.”

Effectiveness:

Fair 1） Producing solid outputs, the Project is carried out toward achieving its purpose.

2） To strengthening the utilization of DVD can enhance the dissemination of the EQUITV

program.

3） The quick distribution of the resource materials can enhance the dissemination of the

EQUITV program.

4） Being familiar with EQUITV program, 500 students graduated from two teachers colleges

in 2013. The number of them is expected to be larger as remaining eight colleges start to

adopt the program.

5） One constraint of the dissemination is lack of fund to conduct the trainings and purchasing

equipment in some provinces and districts.

Efficiency:

Fair 1） In general, the inputs have been properly made by both PNG and Japanese sides.

2） The Steering Committee and the Management Committee have worked well. Also, a

variety of divisions in DoE are involved in the Project.

3） NEMC staffs are making full use of their experiences gained through the past project

activities both professionally and administratively.

4） However, external factors such as decentralization (transfer of development funds and

authorities from national to local governments) and the TFF28

policies have changed

approaches of disseminating the EQUITV program, causing some variances or delays in

implementing training and procuring TV sets among provinces.

Impact:

Further

examination

needed

1） There seem positive impacts on the academic performance of students. The Baseline

Surveys show that the scores of students in EQUITV-using schools were confirmed to be

higher than those of students in other schools. If such impacts go beyond the target

provinces, student learning outcomes will be improved across the country.

2） Despite a non-target province, Simbu became interested in the EQUITV program, procured

TV sets for 60 schools, and ensured budget for provincial training with its strong

commitment. Such spontaneous and continuous initiatives will accelerate the pace toward

the nationwide utilization of the EQUITV program at which the National Dissemination

Plan aims.

Sustainability:

Further

examination

needed

1） Sustainability of the Project will be further enhanced if the following conditions are

continuously satisfied.

DoE places greater value on distance education to enhance the quality of teaching

and learning in an equitable manner.

DoE monitors the utilization situation of EQUITV program through the constant

27 Official Development Assistance 28 Tution Fee Free


17

Criteria Results

collection of accurate data.

CDAD staff members are able to update and revise the EQUITV program and its

resource materials.

The EQUITV program is introduced in the contents of an annual NIST which is

conducted across the nation.

The EQUITV program is incorporated in all PTCs and is exclusively taught in a

newly-developed independent subject.

TV sets are equipped in and maintained by schools and BOM with assistance

provided by local communities and governments.

Based on the above results of the review, the following recommendations have been made.

It is recommended to enhance 1) Implementing training with secured budgets in the target

provinces, 2) Equipping schools with TV and DVD players, 3) Delivering the EQUITV resource

materials, and 4) Delivering DVDs, to expand the utilization of the EQUITV program.

DoE through the Teaching and Learning Wing should formalize the integration of the EQUITV

program into the curriculum of the PTCs.

Continuously involving top management of DoE, the Project should make every possible effort to

advocate to and raise awareness of key stakeholders at any levels who can exert their authority to

disburse funds to utilize the EQUITY program in schools.

DoE’s education management information system (EMIS) should include the data items

necessary to ascertain the latest status of schools using the EQUITV program.

2-2-2. Terminal evaluation

Results of the evaluation are summarized below. Relevancy was rated as “high”, and Effectiveness and

Sustainability were evaluated as “moderately high”. Efficiency and Impact were evaluated as

“medium”.

Table 2-15: Outline of Terminal Evaluation Results Based on the Five Evaluation Criteria Criteria Results

Relevance:

High 1） The Project is consistent with PNG’s education media policy, NEMP and “NEMP

Implementation Strategic Plan 2010-2019” and “UBE Plan 2010-2019.”

2） The Project is in line with Japan’s ODA policy for PNG which addresses the improvement

of basic education under one of the priority areas of “Improvement of Social Services”.

The Project is consistent with ”Japan’s Education Cooperation Policy 2011-2015”, in

which “Quality Education” is one of the five components of the areas of “Quality

Education for All.”

3） The selection criterion for the target provinces and non-target provinces was not presented

clearly. The Project, therefore, would be more relevant if it had developed some kind of a

long-term strategy to fill in the support gap between the target provinces and non-target

provinces.

Effectiveness:

Moderately

high

1） In terms of Outputs, although Outputs 1 and 3 have been achieved, achievement of Output

2 cannot be judged because of the unavailability of the data.

2） Regarding the indicators for the Project Purpose, the targets of the three indicators are

almost to be achieved by the end of the project period. As for the Indicator 3) of the Project

Purpose above, although the Project has identified the necessary steps leading to utilization

of the EQUITV program, those measures need to be elaborated with regard to effectiveness

and replicability. It would have been better if the Project had identified these measures at

the earlier stage of the project period so that elaboration of these measures was undertaken.

Efficiency: 1） In general, the inputs have been properly made by both the PNG and Japanese sides.


18

Criteria Results

Medium 2） The Steering Committee has worked well. Also, a variety of divisions in DoE are involved

in the Project. With such stakeholders, eight working sub-committees share information

and working collaboratively in a transparent manner.

3） The ELD staff took advantage of their experiences in the past project activities both

professionally and administratively. In some occasions, however, the Japanese experts

worked ‘too much’ for the tasks of DoE officers, making it difficult for DoE officers to

improve their capacity through experiencing demanding tasks by themselves.

4） When the PDM was modified to include the new indicator of “The measures to improve

the rate of schools using the EQUITV program in line with the National Dissemination

Plan are proposed” at the Mid-Term Review, no adjustments in the project activities were

made.

5） The travel ban and time-taking procedure to get approval for travel negatively affected the

implementation of the Project.

6） In some years, the disbursement of the budget from the Department of Treasury to DoE

was delayed at the beginning of the fiscal year, causing the project activities to slow down

from January to March.

7） DoE introduced a new budget execution system in 2015, which resulted in delays in

payment, frustrating some C/Ps and provincial officers for not receiving the travel

allowances on time.

Impact:

Medium 1） The Project brought about some positive impact to the non-target provinces including

Simbu and Enga Province. With the initiatives of the Minister and TMT of DoE, the

EQUITV program started in these provinces.

2） There is a distance between the Overall Goal and the Project Purpose. The Project defines

the dissemination as a situation, without regard to the actual usage of the EQUITV

program, where primary schools simply meet the following conditions of having 1) TV and

other necessary electronics, 2) resource materials, and 3) trained teachers. Some schools do

not start or stop using the EQUITV program even if they have met the dissemination

definition. To achieve the Overall Goal, therefore, it would have been better if the Project

had come up with the measures to solve this discrepancy.

Sustainability:

Moderately

high

Policy and institutional aspect

1） The Policy support to the EQUITV program remains unchanged through the National

Education Plan 2015-2019, the NEMP, the UBE Plan 2010-2019.

2） DoE has started to develop the e-learning policy that can reinforce the EQUITV program

with online archives for the resource materials, online lessons, and other IT solutions.

Organizational Aspect

1） DoE promoted the NEMC to ELD in 2014. This has enhanced the capacity and ownership

of DoE to continue the EQUITV program by increasing the division’s staff members and

authorizing power. E-Corporate service branch that is responsible specifically for

dissemination of the EQUITV program has been established.

2） The TMT of DoE including the Minister, Secretary, Deputy Secretaries is in support of the

EQUITV program.

3） The degree of provincial support and ownership to the EQUITV program varies from low

to high. While some provinces are active in promoting the EQUITV program by allocating

local budget, conducting training, and monitoring the progress, the others remain inactive.

Financial Aspect

1） DoE has budgeted 1.3 million kina for EQUITV-related activities for the fiscal year 2016.

With this size of the budget, DoE will be able to sustain its EQUITV-related activities but

at somewhat reduced scale.

2） Some provinces have local budget for the EQUITV program. The amount of the budget

varies across the provinces.

Technical Aspect

1） DoE has sufficient and technically capable officers for disseminating the EQUITV

program.

2） Model teachers seem to have few opportunities to receive feedback on their teaching.


19

Based on the above results of the review, the following recommendations after the Project period have

been made.

Strengthen awareness-raising of Head teachers on EQUITV

Strengthen the involvement of Standards Officers (SOs) in EQUITV

Develop a system for collecting data on dissemination and utilization of the EQUITV program

Strengthen the management structure of Provincial Divisions of Education for the EQUITV

program

Verify the effectiveness of the EQUITV program

Diversify the means of acquisition of learners’ materials for EQUITV

Establish Plan-Do-See cycle for the improvement of EQUITV lessons

Develop the strategy for enhancing the utilization of the EQUITV program

2-3. Impact of EQUITV on PNG Society The Project cooperated with ELD and other related DoE divisions/branches and Provincial

Governments, and strengthened the system for disseminating the EQUITV program to achieve the

Overall Goal “The EQUITV program is utilized at primary schools nationwide” through the following

five contents;

1) Creation of a national/provincial dissemination plan

2) Awareness and advocacy activities

3) Distribution of TV equipment

4) Distribution of resource materials

5) Trainings in the target provinces

This section reports on the social impact in PNG of the activities mentioned above.

2-3-1. Improvement of academic performance in the schools using the EQUITV program

To verify the contribution to the Overall Goal, the Project conducted baseline, monitoring, and

end-line surveys on the causal relationship between years of using the EQUITV program and both

teachers’ and students’ academic performance. Both teachers and students showed high academic

performance in the schools which kept using the EQUITV program long term. For reference, the result

of the end-line survey is stated as follows:

(1) Causal relationship with teachers’ academic performance

The result of teacher testing (157 teachers from five provinces) is analyzed in Figure 2-1. The scores

of teachers who had more than 3 years EQUITV experience were significantly higher than the “2 yrs-”

and the “No use” groups in “Total”, “Mathematics”, and “Application” categories. There was no

significant difference in “Science” and “Basic” categories; however, the group with more than 3 years

EQUITV experience still had the highest average score.


20

Figure 2-1: Comparison of Correct Answer Rate by EQUITV Utilization (Teachers)

(U shapes indicate differences with statistical significance: *p<.05, **p<.01)

(2) Causal relationship with students’ academic performance

The Analysis of variance (ANOVA) method (One-way ANOVA) was again applied to confirm the

statistical significance of Grade 8 test scores (919 students from 34 schools in 5 provinces). The scores

of the “Using” EQUITV group were significantly higher in all categories except “Application” than

that of the “Stopped” group as shown in Figure 2-2.

The analysis supports the argument that the EQUITV program contributes to improvement of the

academic performance of students, just as it does for teachers. Though the test analysis for teachers

implied that the score differences could be attributed to the difference in the “Application” category,

the score differences in Grade 8 student test analysis seemed attributable to the difference in the “Basic”

category.

Figure 2-2: Grade 8 students Comparison of Correct Answer Rate by EQUITV Usage

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

Total Math Science Basic Application

Co

rrec

t A

nsw

er R

ate

3yrs+

2Yrs-

No use

0%

10%

20%

30%

40%

50%

60%

Total Math Science Basic Application

Using

Stopped

* **

*

*

*

*

**


21

(U shapes indicate differences with statistical significance: *p<.05, **p<.01)

2-3-2. Improvement of use of the EQUITV program in the schools nationwide

As mentioned in section “2.1 Project Purpose”, the number of schools which received three

requisitions—1) TV equipment, 2) Resource materials, 3) Training—increased from only 5 % to 30%

nationally, as a result of the Project. The increases were 45% on equipment, 81% on materials, and

44% on training. According to the results of the end line survey, there is no doubt that this

achievement contributes to achievement of the Overall Goal “The EQUITV program is utilized at

primary schools nationwide”. Although TV equipment is high-priced, more than 1000 schools

purchased it during the Project period and the majority was purchased by PNG Government, and

provincial governments. In addition, the DoE disseminated equipment during the Project period in

non-target provinces such as Simbu Province and Enga Province. It is expected that the dissemination

will continue after the Project by DoE.

As references to show the impacts of the EQUITV program, Table 2-16 and 2-17 show estimated

numbers of teachers who received the EQUITV INSET and benefitted students, calculated with the

average number of each school obtained from statistics of each province.

Table 2-16: Estimated impacts on the EQUITV program in target provinces

Region Provinces

Teachers received EQUITV INSET Benefitted students

Basic Advanced Total School with

TV equipment

Completed

schools29

NGI

ARB 0 0 0 29,140 0

ENBP 880 880 1,760 41,760 41,760

Manus 143 0 143 3,952 3,952

New Ireland 432 0 432 13,870 13,870

WNBP 915 0 915 27,714 22,692

Morob

e

Morobe 1,400 0 1,400 46,170 46,170

Madang 0 0 0 7,264 0

ESP 708 0 708 38,208 38,208

Sandaun 440 0 440 10,206 10,206

Highla

nds WHP 78 0 78 15,114 5,496

Southe

rn

Central 332 0 332 26,574 17,098

NCD 1,240 1,240 2,480 45,120 45,120

Total 6,567 2,120 8,687 305,092 244,572

29 Schools estimated to complete implementation of training; setting of TV equipment; and delivery of educational resource

materials


22

Table 2-17: Estimated impacts on the EQUITV program in non-target provinces

Region Provinces

Teachers received EQUITV INSET Benefitted students

Basic Advanced Total School with

TV equipment

Completed

schools30

Highla

nds

Eastern Highland 0 0 0 2,090 0

Southern Highland 0 0 0 1,370 0

Simbu 104 0 104 20,817 4,369

Enga 40 0 40 5,480 5,480

Hela 0 0 0 0 0

Jiwaka 0 0 0 2,832 0

Southe

rn

Gulf 0 0 0 1,660 0

Milinebay 0 0 0 6,728 0

Oro 0 0 0 1,710 0

Western 10 0 10 675 675

Total 154 0 154 43,362 10,524

2-3-3. Strengthening the system for disseminating the EQUITV program at primary schools

nationwide

The Project purpose “The system for disseminating the EQUITV program at primary schools

nationwide” was achieved with a plan approved in the steering committee. The EQUITV program was

disseminated in 40 % of primary schools by 2015. In terms of effectiveness of the Project, the

contribution of each output in PDM to the achievement of the Project’s purpose is described below.

(1) Capacity of managing and disseminating the EQUITV program at central and provincial

levels is strengthened. (Output 1)

a. The national Dissemination Plan of the EQUITV program is developed in line with UBE plan and

NEMP

Based on NEMP, the strategic implementation plan of NEMP, and the EQUITV program sustainable

plan, the Project developed and revised the National and Provincial dissemination plans for EQUITV.

In confirming the progress, setting the goals, revising the strategy, and planning the budget through the

planning of dissemination, ELD and provincial education offices utilized the dissemination plan and

budget.

Revising the EQUITV program sustainable plan based on the experience of the Project strengthened

the dissemination system, and therefore the National Education Plan 2015–2019 recommended

continuation of the EQUITV program.

b. Organization and system of DoE

The capacity development of DoE is one of the most important factors for strengthening the

dissemination system of the EQUITV program. The promotion of NEMC to ELD from branch to

division and the reinforcement of the personnel organization were significant contributions to the

30 Schools estimated to complete implementation of training; setting of TV equipment; and delivery of educational resource

materials


23

Project, enabling it to carry out awareness and advocacy activities, trainings, and management and

installation of equipment. Under the ELD, the cascade training systems using NIST week were

developed to carry out the sustainable program dissemination. The Project also built cooperation with

SGD, which controls monitoring, and strengthened the monitoring system with such initiatives as

annual monitoring, school visit monitoring by the SO, stipulating of the role of the SO and Regional

Director, and revising and putting the EQUITV questions into the monitoring forms which are used by

Senior Standards Officers (SSOs).

c. Organization and system of provincial government

Along with developing the Provincial Dissemination Plan, building capacity within provincial

organization was carried out. In those provinces, EQUITV steering committees were formed, and

SSOs or provincial education directors chaired these committees and led the dissemination of EQUITV.

For instance, in the WNBP, the installation committee was established and the provincial government,

SO, and private companies installed the equipment and gave advice for its maintenance. In Morobe

Province and New Ireland Province, provincial and district education offices worked with private

companies to procure equipment and install the satellite broadcasting. This system enables schools to

cooperate with the companies when they have equipment problems. Furthermore, the technical

capacity of the provincial government was also strengthened by PTT for provincial officers through

their experience as cluster trainers.

(2) Improvement of environment for utilization of EQUITV program at primary schools in

target provinces (Output 2)

In order to enhance its utilization, the Project tried to ensure the schools had the appropriate

environment for the EQUITV program through awareness activities and EQUITV trainings for both

schools and provincial governments. As a result, the school environment for utilization of the

EQUITV program was improved in the target provinces, and the system of dissemination was

strengthened.

a. Deployment of EQUITV equipment and power sources

Procurement of TV equipment for schools including TVs, DVD players, antennas, satellite dishes and

other items depends on budgets from national and provincial governments, politicians, and schools.

The Project conducted awareness activities for these governments and politicians to source funds for

procurement of TV equipment. In order for schools to have access to proper power sources, the Project

also appealed and requested that schools procure generators or solar power sets. As a result, the rate of

schools with TV in target provinces improved from 15% in 2012 to 59% in 2015. The environment for

utilization of the EQUITV program has been greatly improved because of deployment of TVs and

secure power sources.

Column：Provinces improved deployment of TV equipment

The most outstanding province which improved deployment rate of TV equipment during project period was

WNBP. WNBP had only four schools with TV in 2012. However, after a successful awareness initiative for


24

provincial government in 2013, the Governor of WNBP committed funds for all primary schools in the province

to access the EQUITV program. In 2014 WNBP government began to procure and install the equipment

including TVs, DVD players, antennas, and satellite dishes. Out of a total of 175 schools, installation was

completed by November 2015 at 149 schools (85% of schools).

The number of schools with TV in Morobe province also increased from five schools to 150 schools during the

Project period. Politicians from Huon Gulf district procured TV equipment and launched the EQUITV program

in 2014. Other politicians in Morobe province followed suit to support the EQUITV program by procuring TV

equipment for schools in their respective electorates, competing with each other. In addition, many schools have

taken ownership through their own initiatives to procure TV equipment. For instance, 35 schools in the

Markham district in Morobe province decided to purchase three sets of TV and DVD players for Grades 6, 7,

and 8 through a Head teachers meeting. Upon their request, the District Education Office collected funds from

each school and purchased the equipment.

Similar initiatives by schools purchasing TV equipment occurred in ENBP. ENBP was the EQUITV awareness

province during Phase 1. Therefore, schools in ENBP had been purchasing TV sets on their own initiatives

before the Project. Among all primary schools in ENBP, 88% of them purchased TV sets with their own funds,

while only 12 % of schools had TV sets donated to them.

b. Implementation of basic INSET of EQUITV

Schools can begin using the EQUITV program once the school environment is improved as described

above and they receive the EQUITV trainings. The trainings in provinces and districts were funded by

the respective provincial governments. Although some provinces could not conduct training due to

lack of funds, 66% of schools in all target provinces received the trainings through a cascade training

system, and five provinces completed the training for 100% of their schools. Due to the outcomes of

the trainings, the number of schools that knew the EQUITV program and prepared funds to purchase

TV equipment has increased. The target provinces could start the dissemination of the EQUITV

program after the training, except for the ARB and ESP which had already received the EQUITV

training during phase 1.

c. Distribution of resource materials including student workbooks, teacher resource books, and

DVDs

Although they do not appear on the PDM, student workbooks and teacher resource books are

necessary items for teachers to prepare and facilitate TV lessons. The Government of Japan printed

these EQUITV resource materials through non-project Grant Aid31

in 2013. These materials were

distributed to all provinces by DoE. In target provinces, 98% of schools received the resource

materials, which contributed significantly to dissemination of the EQUITV program. In addition,

lesson DVD sets are necessary for schools that cannot receive clear EMTV signals. The use of DVD

also allows teachers to show TV lessons flexibly considering school schedules or learning

achievements of students. The Project distributed the DVD sets to 75% of schools in target provinces.

As the result, although it was reported that a significant number of schools were not using the TV

program due to “no reception of signal” and “satellite decoder problems” in the baseline survey, the

number of such schools was drastically reduced at the end-line survey.

31 Grant Aid on Provision of Industrial Products (2013): Total 100,000 copies of EQUITV resource materials were printed

and donated to DoE


25

Column: Change of utilization of TV program and project activities

ENBP is one of the ideal provinces promoting dissemination of the EQUITV program that has completed

advanced EQUITV INSET. The relationship between Project activities and the rate of schools using EQUITV in

Kokopo and Gazelle districts is shown in Table 2-16. When Project activities progressed well, the rate of schools

utilizing EQUITV increased spontaneously. In Kokopo and Gazelle districts, 23% of schools had utilized

EQUITV in 2011, but this percentage increased dramatically to 82% in 2015.

Table 2-18: Utilization of TV Program and Project Activities

Year 2011 2012 2013 2014 2015

Number of

schools32

utilizing EQUITV

13 schools

(23%)

24 schools

(43%)

34 schools

(61%)

41 schools

(73%)

46 schools

(82%)

Activities by

The Project and

Province

- Project

started

- Awareness

to Province

& SOs

- Awareness

to schools

- Developed

Provincial

Disseminati

on plan

- Started

basic

INSET

- Distributed

Materials

- Awareness

through

radio

program

- Monitoring

- Completed

basic INSET

- Distributed

DVDs

- Awareness

through

radio

program

- Monitoring

- Completed

Advanced

INSET

- Distributed

DVD

- Awareness

through

radio

program

- Monitoring

- Head

teachers

meeting

The Provincial Education Advisor (PEA) and SOs received awareness training on the EQUITV program during

SEOC and SO’s conference in 2012. Provincial Education offices then began to conduct awareness activities in

schools. The Province developed the Provincial Dissemination plan in 2013, and awareness and trainings to

schools were started. All schools received the basic INSET in 2014 and the advanced INSET in 2015. DoE

distributed EQUITV-related resource materials for students and teachers in 2013 and lesson DVD sets in 2014 to

2015. Some schools in Kokopo and most schools in Gazelle districts could not access the EMTV signal,

therefore, utilization of the EQUITV program increased after distribution of DVD sets. These schools proceeded

to purchase TV equipment by themselves, and 90% of schools in these districts now have TV equipment, with an

average of 3.8 TVs per school. Therefore, the Project identified the schools in these districts that had a

well-established environment for the EQUITV program.

ENBP has been implementing the dissemination of the EQUITV program following processes suggested by the

Project. In addition, SOs are conducting awareness through regular radio programs and monitoring the EQUITV

program through the School Learning Improvement Program (SLIP). As a result, dissemination for the

EQUIITV program is successfully implemented in this province. Also, one of the reasons for successful

implementation of the EQUITV program in ENBP is high commitment and ownership from Division of

Education, SOs, and schools.

As mentioned above, in order to strengthen utilization of the EQUITV program at schools in the target

provinces, the process and activities recommended by the Project are essential. In addition, utilization

of the EQUITV program is clearly enhanced by strengthening ownership of stakeholders. It is strongly

believed that dissemination of the EQUITV program for non-target provinces will be successfully

achieved when DoE continues to use the same approach.

32 The total number of schools in Kokopo and Gazelle Districts is 95. The Project received answers for questions on the use

of EQUITV from 56 schools, i.e., 62%.


26

(3) Students at teachers colleges are familiarized with how to utilize the EQUITV program in

classroom teaching (Output 3)

The Project has developed EQUITV modules for PTCs as part of lesson materials. Representatives

from all PTCs have been trained how to use the modules. These lesson modules and materials were

modified from the basic INSET materials of the EQUITV program and adjusted for students of PTCs.

If the students learned them in PTCs, they will master basic knowledge and skills for the EQUITV

program after graduation. During monitoring in 2015, the Project found that new teachers who

graduated from PTCs knew the EQUITV program and led the utilization of it in their schools. With

this output, new graduate teachers are secured to be trained on the EQUITV program and this

contributes significantly to the nationwide dissemination of the EQUITV program.

In addition, the modules will be approved by Teacher Education Board study in 2016, and will be

inserted into the official curriculum for PTCs.

2-3-4. Impacts of EQUITV for communities

(1) Access to information for isolated schools and communities

DoE is promoting installation of satellite equipment for receiving TV signals with utilization of lesson

DVD sets because information from TV is vital for rural schools and communities. For example, DoE

has installed satellite equipment to 17 schools in Karimui district, Simbu province. Karimui district is

one of the most isolated districts in PNG, accessible only by small airplanes or helicopter. Therefore,

students and the majority of community people have never seen vehicles or the ocean. The

communities do not know what is happening in the rest of PNG or in the world. With the recent

installation of satellite equipment, schools and the community in Karimui can access information on

education, health, culture, news, and sports programs. The students can access quality education

identical to students in NCD from their remote location, and the communities can learn about PNG

and the world. There are many remote areas like Karimui in PNG. Therefore, the EQUITV program,

including installation of satellite equipment, will certainly provide students better learning

opportunities and also link remote communities to the rest of the world. This is a huge benefit for

societies and communities.

(2) Improvement of school environment

Most rural schools did not have power sources about 20 years ago. Battery-powered radios were the

only electronic apparatus in schools at that time. After the introduction of the EQUITV program, the

rate of schools with power sources significantly increased. Currently, schools are not only using TVs

but also computers, printers, and copiers. With the introduction of these electronic apparatus, school

and class management by teachers has been improved for activities such as writing letters and doing

budget management, preparing lessons, calculating test results, and keeping student records. In

addition, teachers can charge mobile phones, and some teachers can watch TV programs in their

homes. Due to dissemination of the EQUITV program, differences in the working environment


27

between urban and rural schools have been reduced. Usually teachers do not want to work at rural

schools due to poor school environments, but since the EQUITV program has improved the situation,

there is increased motivation for teachers to work at rural schools.

2-3-5. Making bridges between Japan and PNG

The EQUITV program has been the core program of Japanese assistance to the education sector in

PNG for a long time. The logos of Japanese ODA and JICA are shown at the opening and ending of

the every TV lesson. Teachers, students, and the public in PNG have known the EQUITV program and

Japanese support for the education sector through mass media like newspapers, TV, and radio. As a

result, there are many pro-Japanese citizens in PNG. The Project believes that the EQUITV program

has created a bridge between Japan and PNG, and plays an important role in promoting a good

relationship between the two countries.

3. Progress of the Project Activities in the Third Year Progress of the Project activities in the third year is explained according to the activities described in

“Annex 2: Flowchart of the Activities”. The details of the Project activities in the first and second year

were described in the progress reports of the respective years.

3-1. Activities Related to Overall Management of the Project Activities surrounding the management of the Project have been conducted as planned. No changes

have been made to the initial strategy.

【Activities in PNG】

【1】 Agree upon the work plan for the third year

The JICA experts developed a draft work plan for the third year of the Project, including policies and

activities. The JICA experts and C/Ps discussed and revised the contents of the draft work plan until it

was finalized. Progress was reported at the bi-annual JCC meeting and quarterly EQUITV steering

committee meeting, and the plan was modified as necessary. The terminal evaluation mission was

conducted in December 2015. The mission team, JICA experts, and DoE discussed and agreed on the

recommendations.

Table 3-1: List of Management and Policy Making Meetings Related to the Project Meeting title Participants Timing

JCC Representatives from the Governments of PNG and Japan,

DoE, JICA, and experts

August and

December 2015

Terminal

Evaluation

mission

Representatives from the Governments of PNG and Japan,

mission member from JICA, DoE, and experts

December 2015

EQUITV Program

Steering

Committee

Representatives from eight divisions in DoE, NEMC March, July,

September, and

December 2015

EQUITV

Sub-Committees

Members of the following seven sub-committees who are to

conduct Project activities

Occasionally


28

・ Monitoring Committee

・ Awareness and Advocacy Committee (Including School

Support Desk)

・ In-service Committee

・ Pre-service Committee

・ Production Committee (existing structure in NEMC)

・ Equipment Committee (existing structure in NEMC)

・ Curriculum Committee (existing structure in NEMC)

Provincial

EQUITV Steering

Committee and

Sub-Committees

Main members are officers from Provincial Division of

Education and SOs. The other members are selected in each

province.

Occasionally, e.g., once

a quarter, in each

province

【2】Conduct the end-line survey on the dissemination and utilization of the EQUITV program

In August 2015, the Project conducted the end-line survey which aimed 1) to examine the

effectiveness of the EQUITV program, and 2) to understand challenges for the dissemination and

utilization of the program in the target provinces. The detailed analysis results are described in

“End-line Survey Report”, and an outline of the end-line survey activities is given in this section.

The survey covered selected schools across the five priority provinces of the EQUITV project:

National Capital District (NCD), Central Province (CP), ESP, WHP, and ARB. Survey items are

summarized in Table 3-2.

Table 3-2: Items of the End-Line Survey

(1) Effectiveness of the EQUITV program in classrooms

Survey Topic Methodology (target)

Consciousness survey (teachers) Questionnaire (teachers)

Test (teachers) Test paper (teachers)

Test (students) Test paper (students)

(2) Positive and negative factors of EQUITV program dissemination

Survey Topic Methodology (target)

Current EQUTV program dissemination trend

and future forecast Interview Survey (SOs)

Identifying positive and negative factors Questionnaire (head teacher)

Interview (Teachers)

As shown in the squared area of Figure 3-1, the test for students targeted Grade 8 students of batch 2

as originally planned.


29

Figure 3-1: Student’s Test Structure

The field school survey plan was discussed in the monitoring committee in cooperation with Japanese

experts and local consultants hired by the Project. The members are shown in Table 3-3. Field

surveyors were selected from among these members and are indicated by an asterisk.

Table 3-3: Monitoring Committee Members (*: Field Surveyors)

Title Name Affiliation

Chairperson Mr. James Agigo PPRCD

Deputy Chairperson Mr. John Kanjip ELD

Member Ms. Hatsi Mirou ELD

Member Mr. Willie Dumo ELD

Member Mr. Essa Godua ELD

Member Ms. Dorothy Ambuk* MSD33

Member Mr. John Kakas Curriculum Unit

Member Mr. Eddi Salfa HIV Desk

Member Mr. Aluis Kasian TED

Member Mr. Jonathan Vagal TED

Member Ms. Anne Kona SGD

Member Mr. Patrick Dimsok SGD

Member Mr. James Namari* Model school

Member Mr. Ricky Babone* Model school Expert - Monitoring (1) Mr. Ryusuke Yamachika* PADECO

Expert - Monitoring (2) Mr. Ryuichi Sugiyama* PADECO

Expert - Monitoring (3) Mr. Yusuke Morita* PADECO (Waseda Univ.)

Survey assistant Mr. Masao Miyakubo* Local consultant

In target provinces except NCD, Provincial Education Officers and SOs joined the survey to

coordinate the field activities with target schools. Table 3-4 shows the members from the provinces.

33 Measurement Service Division


30

Table 3-4 Monitoring Committee Members from Provinces Province Name Title

ARB Mr. Peter Kamuai SSO

ARB Mr. Luke Pamsi SO

Central Province Mr. Joseph John Provincial Material Supply Officer

Central Province Mr. Philip Alu SO

ESP Mr. Phillip Rofunduo SO

ESP Mr. Patrick Kasimou SO

ESP Mr. Andrew Eigoron SSO

WHP Mr. Stanley Wantakson SSO

WHP Mr. Thomas Rombil SO

WHP Mr. Pius Peter SO

WHP Mr. Esky Tikil SO

The field school survey was conducted from August 11–31, 2015. Data were collected from 34 schools

in total (five schools from NCD, ten schools from Central province, seven schools from Bougainville,

six schools from WHP, and six schools from ESP). The actual survey schedule is shown in Table 3-5,

and the number of samples collected through the field survey is shown in Table 3-6.

Table 3-5: Field Survey Schedule

Date Day School Visited

AM PM

Aug. 11 Tue Kahule(ARB)/Bukapena(WHP) Hahela(ARB)/Mugand(WHP)

Aug. 12 Wed Malasang(ARB)/Paiakona(WHP) Tahetahe(ARB)/Gihamu(WHP)

Aug. 13 Thu Eltupan(ARB)/Kotna(WHP) Tanamalo(ARB)/Lontis(ARB) /Kumdi(WHP)

Aug. 17 Mon Gohodae(Central) Rebogoro(Central)

Aug. 18 Tue Karea(Central)/Angoram(ESP) Ruatoka(Central)/Kasmin(ESP)

Aug. 19 Wed Marinumbo(ESP) Nindiwi(ESP)

Aug. 20 Thu St. Mary(ESP) Passam(ESP)

Aug. 24 Mon Allan Jones(CP) Gaire(Central)

Aug. 25 Tue Toule(Central) Moreguina(Central)

Aug. 27 Thu Launakaluna(Central) Papa(Central)

Aug. 28 Fri St. Francis(NCD) Boreboa(NCD)

Aug. 31 Mon St. Paul(NCD)/Holly Rosary(NCD) St. Theresa(NCD)

Table 3-6: Overall Sample Size

Province School Questionnaire Test

Head Teachers Teachers Teachers Students

ARB Elutupan 1 4 4 37

ARB Kahule 1 2 3 28

ARB Lontis 0 0 0 20

ARB Tahetahe 1 3 3 14

ARB Tanamalo 1 3 3 26

ARB Malasang 1 3 3 30

ARB Hahela 1 8 8 29

Central Gaire 1 7 7 20

Central Papa 1 2 3 34

Central Ruatoka 1 2 2 39

Central Lebogoro 1 1 1 21

Central Toule 1 5 6 48

Central Gohodae 1 3 3 31

Central Moreguina 1 0 0 15

Central Allan Jones 1 9 11 14

Central Kerea 1 2 2 19


31

Province School Questionnaire Test

Head Teachers Teachers Teachers Students

Central Launakarana 1 4 4 29

ESP Angoram 1 10 10 23

ESP Marinumbo 1 5 5 38

ESP Nindiwi 1 7 7 28

ESP Passam 1 4 4 24

ESP St. Mary 1 11 11 22

ESP Kasmin 1 3 3 33

NCD St Francis 1 5 5 7

NCD Boreboa 1 8 8 35

NCD St. Paul 1 5 4 13

NCD Holy Rosary 1 9 5 37

NCD St. Therese 1 8 4 25

WHP Paiakona 1 3 3 40

WHP Gihamu 1 5 5 13

WHP Bukapena 1 6 6 43

WHP Mugand 1 5 5 35

WHP Kotna 1 6 6 15

WHP Kumdi 1 3 3 34

Total 33 161 157 919

The survey confirmed that EQUITV program dissemination is steady overall. The detailed data

analysis following the field survey also confirmed that schools that have a sustained EQUITV program

performed better than schools without an EQUITV program. Academic performance of teachers and

students was higher, and self-awareness of teachers improved in these schools. The end-line survey

concluded that the EQUITV program definitely contributed to improve education in PNG both

qualitatively and quantitatively.

3-2. Activities Related to Output 1 Although the activities related to Output 1 have changed, no serious action seems to have been taken

to achieve the stated goals. Table 3.2 shows the changes to the original plan.

Table 3-7: Changes from the Original Plan and Reasons Changes from the Original Plan Reasons

Provincial training in ARB Planned for 2015, but postponed until 2016.

The provincial government could not provide the

funding to conduct the training.

Collection of monitoring reports from the PEO

The forms and monitoring process of the province

were discussed and an agreement was reached with

the SD. The enough number of data, however, has

not been reported by the end of 2015. Therefore, the

Project is contacting the target provinces and

collecting information individually.

Although the Project has been incorporating the

EQUITV monitoring system into the monitoring

system of the SD and collecting data through EMIS,

the rate of submission was quite low and the data

received were not reliable.

【3】Conduct the training of capacity development for the EQUITV Steering Committee and

sub-committees

As in the second year, the Project developed management capacity and systems for the dissemination

of the EQUITV program considering progress, outputs, and issues for the Steering Committee and


32

sub-committee members. Capacity was developed through training sessions and workshops facilitated

by Japanese experts and on-the-job training (OJT), which included development of activity plans,

awareness activities, distribution of resource materials, training, monitoring, and support for provincial

governments. Table 3-8 lists the training sessions and workshops that were conducted, except those

described elsewhere in this report.

Table 3-8: Capacity Development for the EQUITV Steering Committee and Sub-Committees Training name Target Timing Contents

Development of

yearly plan

Steering

Committee and

Sub-Committees

March

2015 • Development of 2015yearly plan

idance for

Dissemination

branch, ELD

ELD May-Nov.

2015 ・ Distribution of materials plan

・ Promoting activities for EQUITV

dissemination to provincial government

Budget management,

Preparation of

development funds

application

ELD April,

June, July

& Oct

2015

• Quarterly budget review

• Development of Project formulation

document for 2016

• Budget disbursement plan

Monitoring &

Evaluation training

Monitoring

committee

April,

August,

Sep. 2015

• Questionnaire review

• Monitoring

• Development recommendations from

monitoring result

Review

Dissemination plan

training

Steering

committee,

ELD

Nov. 2015 • Review Dissemination plan

• Review sustainable plan for EQUITV

program

• Establish relationship with SD

The establishment of the ELD is noteworthy. As the notion of NEMC restructuring was successfully

advocated through guidance and awareness to DoE, ELD was established and its organizational

capacity was strengthened with increases in staff and upgraded position levels. Figure 3-2 shows the

new organizational structure of the ELD. After the restructuring, the number of ELD staff more than

doubled from 20 to 45. ELD is now able to sustain dissemination of the EQUITV program by DoE

after completion of the Project, because of establishment of several branches: the e-Corporate Service

branch is in charge of dissemination, the Engineering branch procures and installs school equipment,

and the Operation branch manages the budget. The Project provided guidance to these branches as

well as to the sub-committees.

As part of guidance for development plans, the Project has been conducting formulation and review of

the national dissemination plan to steering committee members and ELD staff every year. The Project

and DoE reviewed the EQUITV sustainable plan in 2015 in light of the experiences of the Project.

Review of the plan was a good capacity development for committee members. The revision contains

re-organization of roles and responsibilities, objectives, and processes to achieve the goal for the

EQUITV program. In addition, upon the establishment of ELD, DoE established an e-learning steering

committee for promoting e-learning programs including dissemination of the EQUITV program

nationwide. The Project supported the formulation of e-learning policy at the steering committee

meeting.


33

Figure 3-2 ELD Organization Structure

Table 3-9 shows the progress of capacity development including both workshops and OJT.

Table 3-9: Progress of Capacity Development for the Steering Committee and Sub-Committees Category Contents Status

Capacity development for the dissemination of the EQUITV program

• Advocacy Completed

• Training planning Completed

• Project Cycle Management (planning, monitoring and evaluation)

Completed

Capacity development for the management of the EQUITV program

• Capacity assessment Completed

• Development and management of the EQUITV database

To be continued by ELD

• Assistance services for distant schools Completed

• Information, education, and communication Completed

• Training materials’ development and distribution Completed

Capacity development for the reorganization for the EQUITV program

• Distance education system Completed

• Advice on the reorganization of the NEMC Completed

• Revision of the Project’s activities based on the progress of the dissemination of the EQUITV program

Completed

【4】Conduct a series of workshops for developing a national dissemination plan for the

EQUITV program

The Project conducted a workshop to formulate and revise the national and provincial dissemination

plans for the EQUITV program, as described in Table 3-10. EQUITV Steering Committee and


34

sub-committee members as well as representatives of PEOs from 22 provinces were invited to the

workshop.

Table 3-10: Outline of the Workshop for Developing the National and Provincial Dissemination

Plans Date 24–26

November 2015

Presentation of recommendations for

sustainability of the EQUITV program

by the A/AS of ELD

Venue Hideaway Hotel, NCD

Aims 1. Review the state of the dissemination of the

EQUITV program in each province and

nationwide;

2. Update the Provincial Dissemination Plans for

2016–2020; and

3. Update the National Dissemination Plan for

2016–2020

Facilitator EQUITV sub-committee and ELD staff members (7),

JICA experts (3)

Participants PEA, SSOs and SOs, etc. (49)

The fundamental strategies and final goal of the dissemination plans were not changed during the

workshop, but the process and time frame to achieve the goal were altered according to the progress in

each province. The revised dissemination process is described in Figure 3-3.

Figure 3-3: National Dissemination Plan for the EQUITV Program (2015)


35

Costs for the training, print materials, and TV equipment for the national dissemination plan are shown

in Table 3-11. The costs of the DoE in 2016 are planned as minimum due to the lack of a development

budget34

for the EQUITV program in 2016. There are necessary costs for minimum activities so these

costs are highly recommended to be reallocated in 2016 by DoE. Conversely, the necessary budget of

the PEO increased, thus awareness and advocacy activities targeting provincial governments will be

more important in 2016.

Table 3-11: Necessary Costs for the Revised National Dissemination Plan

Source of fund 2016 2017 2018 2019 2020 Total

DoE 168,970 1,345,030 647,330 208,710 138,580 2,508,620

PEO 8,542,355 7,696,210 3,645,320 789,895 215,780 20,889,560

School/Community 2,011,490 1,439,170 741,060 266,710 188,870 4,647,300

Total 10,722,815 10,480,410 5,033,710 1,265,315 543,230 28,045,480

(Unit: PNG Kina)

【5】Conduct a series of workshops to develop the provincial dissemination plans for the

EQUITV program

At the time of the workshop described above, provincial

dissemination plans were developed together with a national

dissemination plan. Representatives from 22 provinces

participated in the workshop, shared progress regarding

dissemination of the EQUITV program, and revised their

own provincial dissemination plan. The Project also invited

provincial education officers from non-project target

provinces to attend and revise a provincial dissemination

plan. Thus, the accuracy of the national dissemination plan was improved because of input from

almost all provinces in the nation. In addition, the provinces that have not started the EQUITV

program could observe the good practices of other provinces, and they were highly motivated to

compete with other provinces in the dissemination of the program.

【6】Conduct a series of workshops to revise the training modules of the EQUITV program

The Project revised the training modules of the EQUITV program with the EQUITV in-service

sub-committees and model teachers. The plan of revision was discussed through a workshop. Training

methods, scheduling, and management personnel of the revision were determined during the workshop

described in Table 3-12.

Table 3-12: Outline of the Workshop to Develop the Advanced INSET of the EQUITV

Program Venue Date Participants Discussion points

NEMC 25 Feb, 5 Mar

2015

In-service

sub-committee (8)

Discussion on the training contents; training materials;

schedule of revision; and person in charge

34 It is estimated as 3 million Kina.

Revising dissemination plans


36

【7】Revise the training modules of the EQUITV program

As in 2014, the Project revised the training modules of the

advanced INSET through the training at ENBP in March, 2015.

Based on the revised modules, videos for the DVD materials of

the advanced INSET were also modified. In addition, the

training modules for pre-service training were also finalized

after the several validations at PTCs. A summary of revision is

shown in Table 3-13. Details of the materials are described later

in the training section of this report.

Table 3-13: Progress of Training Module Development Category Main Training Modules In Charge Duration

Advanced-level

INSET ・ TOT materials for P/Ts and

Cluster Trainers (C/Ts)

・ Training materials for

teachers

In-service

sub-committee

Trainers’ guide, teachers’

handbook, and DVD resource

materials were revised from

March to November 2015.

Pre-service

training package ・ Training for lecturers of PTCs Pre-service

sub-committee

Lesson materials were revised

in April and October 2015.

【8】Conduct training for fostering national trainers

As in 2014, the training sessions for N/Ts were conducted

through workshops and OJTs such as revising training modules,

conducting PTTs, and monitoring training sessions at the district

and cluster levels. As a result, the N/Ts mastered several

modules. They are currently able to conduct training sessions

with only two personnel for the advanced INSET. The Project

also conducted the trainers’ training for the basic INSET to the

staff of ELD, strengthening the capacity of ELD to conduct the

trainings in non-project target provinces.

【9】 Conduct training to foster regional and P/Ts

1) PTT–Basic Level

The N/Ts conducted PTT of basic level INSET by utilizing the revised training modules. Table 3-14

summarizes the training framework. The contents of the training were the same as in the previous year.

Table 3-14: Summary of the PTT of Basic-Level INSET Framework of PTT of basic-level INSET

Duration 5 days

Venue Hotels in the provincial capital

Aims The participants are able to:

• Understand and perform their roles in the dissemination of the EQUITV program;

• Train cluster trainers at district training in their province; and

• Organize and manage district training in their province.

Trainers Two N/Ts

Trainers’ training to ELD staff

C/P revising the training video


37

Trainees Personnel of the Regional Education Office, PEO, District SOs, and Education

Administrators; excellent head teachers/teachers

Progress and achievements of the PTTs in each province are

shown in Table 3-15. Although the training sessions were

postponed in a few provinces because of budget disbursement

delays from the DoE or provincial government, the Project has

conducted PTTs in 11of the 12 target provinces35

, and fostered a

total of 401 P/Ts (excluding ARB, which had a shortage of funds

for PTT).

Table 3-15: Progress of the PTT of Basic-Level INSET

# Region Province Timing # of

Trainers

# of

Trainees Remarks

1 NGI ARB 2016 - - Delay due to lack of

provincial budget

2 ENBP July 2013 5 31

3 New Ireland April 2014 4 22

4 WNBP June 2014 4 34

5 Manus July 2015 2 48

6 Momase ESP April 2013 5 33

7 Sandaun April 2013 5 21

8 Morobe June 2014 2 46

9 Madang June 2015 3 34

10 Highland

WHP April 2013 4 22

- Simbu June 2013 4 11 Non-project province

Enga November 2015 3 46 Non-project province

11 Southern Central November 2012

March 2013

11 17

2

Supplemented by district

training

12 NCD September 2012 11 34

Total 13 provinces - - 401

2) PTT–Advanced Level

The N/Ts conducted PTTs of advanced level INSET utilizing the developed training modules. Table

3-16 summarizes the training framework. The contents of the training were basically the same as in the

previous year.

Table 3-16: Summary of PTT of Advanced-Level INSET Summary of PTT of advanced level INSET

Duration 5 days

Venue Hotels in the provincial capital

Aims The participants are able to:

1. Share their experiences of EQUITV program after the basic INSET;

2. Perform advanced skills for EQUITV Program in classroom;

3. Train C/Ts at district training in their province; and

4. Organize and manage district training in their province.

35 The DoE also conducted the PTTs in two non-target provinces during the Project period.

PTT in Manus province


38

Trainers Two to three N/Ts

Trainees Personnel of the Regional Education Office, PEO, District SOs, and Education Administrators;

excellent head teachers/teachers

Progress and achievements of the PTTs of advanced level INSET in each province are shown in Table

3-17. The Project has conducted PTTs in three target provinces, and fostered a total of 102 P/Ts. The

DoE will continue to conduct the advanced level INSET to the rest of provinces beginning in 2016.

Table 3-17: Progress of the PTT of Advanced-Level INSET

# Region Province Timing # of

Trainers

# of

Trainees Remarks

1 NGI ARB 2017 - - To be conducted after

Basic INSET

2 ENBP March 2015 3 37

3 New Ireland 2017 - -

4 WNBP 2016 - -

5 Manus 2017 - -

6 Momase ESP 2016 - -

7 Sandaun 2016 - -

8 Morobe 2016 - -

9 Madang 2018 - -

10 Highland WHP 2016 - -

11 Southern Central September 2015 2 20

12 NCD September 2014 4 45

Total 3 provinces - - 102

【10】 Collect and examine monitoring reports from regional and provincial education offices

(1) Collection of school data for the EQUITV program

In order to implement the EQUITV program properly, DoE must regularly collect information about

recipients of training, utilization of EQUITV, and issues at the school level. Based on the collected

data, the DoE and Provincial Division of Education must adjust the strategies to disseminate the

EQUITV program. In terms of collecting these data, the monitoring committee and JCC members

have discussed and agreed to use the existing data collection system of the DoE, i.e. monitoring

system of SLIP and EMIS.

However, due to lack of funds in DoE and inappropriate instruction to SOs on the data collection, the

number of monitoring sheets collected from provinces was limited. In order to improve the collection

of data, Regional Directors developed and communicated the roles and responsibilities of SOs towards

dissemination of the EQUITV program during a dissemination plan formulation workshop for all

SSOs and Regional Directors gathering in NCD. Regional Directors instructed all SSOs to monitor

schools with respect to data collection on the EQUITV program.

In terms of the EMIS questionnaire, DoE did not revise it to incorporate the EQUITV questionnaire in

2015, since DoE has been preparing the new national education plan and the questionnaires will be

renewed in 2016. Therefore, the office in charge of EMIS sent EQUITV program questionnaires

attached with EMIS questionnaires to schools. Usually questionnaires were sent to provinces in


39

February, but DoE sent them to provinces in April in 2015 due to insufficient funds. Therefore,

collection of questionnaires is very low in 2015.

As described above, information collection through the system of DoE is not progressing well in 2015.

Therefore the Project collected information on the EQUITV program directly from SOs and Division

of Education in provinces every month, and monitored the progress of the EQUITV program.

(2) The monitoring meetings and head teachers’ meeting

The monitoring meetings and head teachers’ meeting were implemented, from March to October 2015,

to grasp and consider the current dissemination status of the EQUITV program. The objective of these

meetings was mainly to gather information regarding EQUITV program utilization through

questionnaires, based on school census, and interviews. In addition, these opportunities aimed to raise

awareness towards schools and share the good practice realized in successful schools to improve the

utilization rates. The detailed analysis results are described in the “End-line Survey Report”, with an

outline of the meetings given in this section.

The monitoring meetings and head teachers’ meeting were implemented in NCD, Central (Rigo and

Kairuku), New Ireland (Kavieng and Namatanai), and ENBP (Rabaul). The schedule, district, and

sample size are summarized in Table 3-18.

Table 3-18: Schedule, District, and Sample Size of Monitoring Meetings

Schedule Province District Sample Size

March–May, November 2015 NCD NCD 38/38

March–May, November 2015 Central Rigo 25/38

November 2015 Central Kairuku 24/30

August, November 2015 New Ireland Kavieng 17/65

August, November 2015 New Ireland Namatanai 22/82

March–April 2015 ENBP Rabaul 15/16

Total 141/231

The detailed survey items in these meetings are as follows:

Current status of the EQUITV program utilization

TV screen installment

Attendance at teacher training

Distribution of resource materials (such as TRB, SWB, and DVD)

Current status to ensure budget for the EQUITV program

The survey results showed little dispersion, but the rate of DVD or materials deployment and TV

installation was around 90%. This means that the EQUITV program setting is almost ready. In fact,

almost 60% of schools are using the EQUITV program.


40

3-3. Activities Related to Output 2 The activities for Output 2 were dependent on input from PNG government officials. Therefore, the

delay or lack of input directly affected the implementation of activities related to Output 2. As a result,

the original plan was changed, as shown in Table 3-19. Although still not sufficient to cover costs, the

travel permission for necessary personnel and disbursement of funds for Project activities improved

gradually.


District and Cluster Training

District and cluster training sessions in ARB, Madang,

and WHP were to be conducted, but they were not.

A few provincial governments were unable to

disburse the budget for the allowances of trainers

and trainees.

【11】 Training for EQUITV program advocacy activities

(1) Outline of awareness raising activities in 2015

In 2015, the total development budget for the EQUITV program increased from one million Kina to

three million Kina. However, the budget was necessary for such purposes as the EMTV broadcast fee,

the equipment items for satellite broadcasting that had been decided in 2014 to purchase and was

already delivered, and the expenses for dissemination activities in Highland Region and Western

Region that an assistant secretary took the lead in. Therefore, the budget was insufficient for

purchasing TV equipment for the target provinces. By contrast, based on the decentralization policy,

the budget for the provincial governments, LLGs, and members of the parliament increased and

became an important source of funds for schools to use the EQUITV program. Therefore, the Project

worked harder on awareness and advocacy activities for VIPs in local governments such as provincial

governors and local politicians, and implemented training for Awareness and Advocacy Committee

(AAC) members.

(2) Revision of awareness and advocacy tools

The AAC had conducted activities to make EQUITV better known in different levels such as high

government officials, provincial governments, schools and communities. The AAC was successful

with regard to the popularity of EQUITV, and improved the quality of its advocacy tools by using and

revising them several times. Based on the above, in 2015, the AAC updated and revised the tools and

developed new ones to address issues that had been revealed through monitoring.

The new tools are as follows: 1) starter list for schools, which is a useful set of data on necessary

equipment items and their prices for securing the EQUITV budget; 2) starter video, i.e., introduction

video that helps schools start using EQUITV. Table 3-20 shows the awareness and advocacy tools in

2015.


41

Table 3-20: Revised and New Tools of Awareness for the EQUITV Program Tool Contents Target Revision in 2015

Theme song and

video clip

Lyrics for driving the EQUITV

program

All provincial

stakeholders No revision

Awareness video

(Ver.2)

Summary of the EQUITV program

(background, about Phase 1, Program

summary and achievement so far)

Provincial governments;

politicians; private

enterprises

No revision

Voice from high

officials (New

video)

Support messages for EQUITV from

Minister of Education, Secretary of

Education, FAS, and parliament

members



enterprises

New messages

were inserted.

Awareness

presentations for 22

provinces

(PowerPoint)

Information of the education sector in

the provinces; summary of the

EQUITV program



enterprises

Update the data

Banner Catch copy and message of EQUITV In workshops, meetings,

and other events No revision

Brochures Enhancing EQUITV program



enterprises; communities

No revision

Posters Enhancing EQUITV program


politicians; Schools;

communities

No revision

Flip Chart Enhancing EQUITV program Schools; communities Data updated

Starter set list

List of necessary equipment of

EQUITV program. The list is used by

school for securing budget.

Schools A new tool was

made.

Starter video Introduction video for schools which

use EQUITV for the first time. Schools

A new tool was

made.

(3) Awareness raising activities at the school and community levels

For awareness raising and advocacy activities at the school and community levels, SOs, POEs, school

heads, teachers, and members of the BOM were in charge as initially planned.

These facilitators were expected to participate in the basic INSET of the EQUITV program, which

includes the specific awareness and advocacy module. This knowledge enabled them to conduct

awareness and advocacy activities. In addition, the provincial governments conducted the awareness

raising activities positively such as introducing model teachers’ experience through a radio program.

Table 3-21 shows the framework of awareness and advocacy activities.

Table 3-21: Framework of Awareness and Advocacy Activities Level Implementer Target Contents

Advocacy activities at the

provincial level (budget,

equipment, etc.)

DoE senior

members;

AAC

Provincial

governments,

politicians,

enterprises, etc.

Advocacy activities by the DoE senior

officers and the sub-committee. Workshop

and OJT for C/Ps were conducted.

Advocacy activities to

encourage communities to

support their schools by

providing security,

maintenance, fuel fees, etc.

SO, PEO,

school

heads,

teachers, and

members of

BOM

Schools,

communities

Use of awareness tools and methods of

awareness raising activities with

community participation will be part of the

EQUITV in-service training.

Use provincial periodic radio broadcast for

enhancing use of EQUITV.


42

【11】Conduct advocacy activities for the EQUITV program in the target provinces

As in the second year of the Project, teachers received the EQUITV basic INSET detailed in the

previous section and conducted awareness raising activities at the school and community levels.

Posters and a pamphlet developed to support the teachers were distributed to stakeholders when

sub-committee members travelled to the target provinces. The members asked the provincial

stakeholders to present relevant materials for use during awareness raising activities.

The AAC used the media such as television, radio, newspapers, and websites to publicize the concept

of the EQUITV program to the general public. The goal was to make the EQUITV program popular

and encourage the community to assist in its implementation. As a result, a number of newspaper

articles and TV and radio programs on the EQUITV program were made. As shown in Table 3-22, a

total of 18 newspaper articles and broadcast programs about EQUITV were published and broadcast.

Table 3-22: Newspaper Articles and TV and Radio Programs in 2015 Date Article and TV/Radio Program Contents Newspaper/TV

Station

Jan. 28 Education officers urge schools to make use of TV program The National

March 5 176 schools to get TV lessons (WNBP) The National

March 6 WNB sets EQUITV program Post-Courier

March 19 EQUITV advanced training in ENBP The National

March 31 MP supports EQUITV Post-Courier

May 4 Province launches TV program (Simbu Province) The National

June 3 Morobe district roll out VSAT program (K1 million for the district’s

EQUITV installation)

The National

June 23 Information-sharing is way to go for new system (The conference in Lea

(SEOC) learned about successes in e-learning, in particular the EQUITV

project to deliver lessons to schools through TV broadcasts)

Post-Courier

July 9 Kas okays EQUITV (Mr. Kas, Madang Governor, has given the nod for

280 primary schools in the province to access the EQUITV program. K2

million for the program.)

The National

August 11 EQUITV improves classroom teaching (ARB), The Governor supports K

400,000.

Post-Courier

August 13 TV service launcher in Sumkar district The National

August 17 7th

JCC Meeting KUNDU2 TV

August 19 7th

JCC Meeting (Educational television program doing well) Post-Courier

August 24 7th

JCC Meeting (Sustaining TV project a challenge) The National

September

22

School gets EQUITV (Kimbe) Supported by Provincial Government (The

Provincial Government constructs media classrooms for EQUITV)

Post Courier

October 13 EQUITV starts in Karamui District in Simbu Province EMTV

October 20 Teachers attend EQUITV pre-service seminar The National

November

21

Awareness for dissemination of EQUITV program; radio broadcast by Mr.

Ito (JICA Expert, Project Leader)

NBC Radio

【12】Advocacy activities for the EQUITV program geared toward provincial governments and

education offices

The AAC carried out the following activities for effective awareness raising and advocacy for the top

provincial officials. As a result, not only the target provinces but also non-target ones asked for

awareness raising activities from the AAC, and parliament members and other personnel visited the

ELD. The AAC also began awareness raising and advocacy for the national dissemination of the


43

EQUITV program.

(1) Awareness raising for provincial governments by the AAC

The AAC held workshops and meetings for important stakeholders in each province. The AAC also

alerted the media such as radio and newspapers about the EQUITV program. Therefore, the general

public and parents who used these media outlets learned about the EQUITV program. These activities

were conducted in Madang province in June and in Manus province in July.

(2) Invitations to provincial governors and parliament members to visit the ELD

Although the AAC members visited each province, it was often difficult to meet provincial governors

or parliament members even if an appointment was made in advance. In response, the AAC sent

invitation letters to each governor bearing an endorsement from the Minister of Education. The letter

stated, “Please visit the ELD during your stay in the NCD and see a presentation on the EQUITV

program and why this program will be useful to your province.” As a result, an executive official and a

provincial education advisor from Morobe, the provincial governor of the ARB, and a parliament

member of Milne Bay visited the ELD to attend the presentation by the AAC members.

(3) Awareness raising at a luncheon organized by provincial or district governments

In response to awareness raising activities, as in 2014, provincial governments or parliament members

organized a few events on their own. Project members took part in these events with the DoE TMT

such as Minister of Education, Secretary of Education, Assistant Secretary (AS) and First Assistant

Secretary (FAS). The Project used those opportunities for raising the awareness of top officials such as

the Minister, provincial governors, parliament members, FAS, and others. Those awareness raising

activities helped develop the TMT members’ capacity. Now the TMT members conduct awareness

raising activities positively in WNBP, Simbu and Enga provinces. Personnel from the JICA PNG

Office helped organize such events.

(4) Awareness raising on Project activities (PTT, handover ceremony for equipment, etc.)

The Project implemented awareness raising activities in the PTT in the same manner as in 2014. In

2015, the Project carried out such activities in Madang and Manus provinces. The Project invited

high-ranking officials from those provinces and media representatives. In response, the Madang

Provincial Governor took part in the activities and promised to contribute two million Kina to

purchase TV sets.

(5) Awareness raising in DoE meetings

The Project conducted awareness raising activities in meetings of the DoE such as the SEOC and the

FAS meeting organized by the Teaching Service Commission. Also, in the quarterly review of the

EQUITV project budget in the ELD, the Project reported its progress to secure the budget.

(6) Other awareness raising and advocacy activities: those for the Department of National


44

Planning and Monitoring (DNPM)

The JICA PNG Office meets every year with the DNPM to discuss the official support by the Japanese

government. In the annual meeting between the two parties above in 2015, the Project and the AAC

representative gave a presentation on the progress of the EQUITV project, its issues, and

recommendations. In addition, the Project displayed newspaper articles on EQUITV to publicize its

activities. The DNPM understood the effectiveness of the EQUITV program and promised to increase

the EQUITV budget. The relationship with the DNPM and the Project also improved.

Table 3-23 summarizes the impact of these awareness raising activities.

Table 3-23: Awareness Raising Activities for Provincial Government in 2015

Province Opportunity Target

April WNBP Launching

June All provinces SEOC in Morose Province Top management in the

NDOE, Donner

June Milne Bay, ARB Meeting with Deputy Secretary Top management in the

Provincial Government

June Morobe Provincial education meeting Officers

June Madang Awareness event by AAC Provincial Government,

Provincial Governor

July NCD EQUITV launching in a primary school Standards Officers

July Manus Awareness by AAC Provincial Government,

Provincial Governor

September Manus Provincial education meeting Provincial Government

September Simbu Launching Provincial Government・LLG members

October Morobe Visiting ELD Officers

October Morobe Provincial education meeting Provincial Government

November Enga Launching Provincial Government・LLG members

November ARB Meeting with politicians and Secretary

of DoE in ARB

Provincial Governor,

Officers

In addition, the Project prepared quotations for provincial and district governments from sales and

shipment companies of necessary equipment items as well as information on a bank account. This

undertaking helped make more persuasive the Project’s awareness raising activities for provincial

governments and parliament members.

【14】 Conduct training for fostering cluster trainers (advanced level)

As in 2014, trained P/Ts conducted district training of the INSET for the EQUITV program, i.e. the

training to foster C/Ts. The basic- and advanced-level INSET were conducted as outlined in Table

3-24 and 3-25. While there was a shortage of funds in the DoE and provincial governments, about half

of the districts in the target provinces completed the basic INSET of the EQUITV program. Regarding

the advanced INSET, P/Ts in ENBP conducted training sessions in all districts. P/Ts in Central

province plan to conduct training in 2016.


45

Table 3-24: Status of District Training (Basic-Level INSET)

Region Target provinces # of

districts

# of districts

that completed

the training

Remarks

NGI

ARB 13 0 Has not conducted PTT

ENBP 4 4 Completed in July 2014

Manus - - P/Ts conducted the cluster training directly.

New Ireland 2 2 Completed in July 2014

WNBP 2 2 Completed in July 2014

Momase

Morobe 9 9 Completed in July 2014

Madang 6 0 Postponed until 2016 for lack of activity funds

ESP - - P/Ts conducted the cluster training directly.

Sandaun 4 4 Completed in September 2013

Highland WHP 4 0 Postponed until 2016 for lack of activity funds

Southern

NCD - - P/Ts conducted the cluster training directly.

Central 5 4 Almost completed: Goilala District training will

be held in 2016.

Total 49 25

Table 3-25: Status of District Training (Advanced-Level INSET)

Region Target provinces # of

districts

# of districts

that completed

the training

Remarks

NGI ENBP 4 4 Completed in April 2015

Southern

NCD - - P/Ts conducted the cluster training directly.

Central 5 0 Postponed until 2016 for lack of activity funds

Total 9 4

【15】Conduct management training for the EQUITV Program (advanced level)

After completing the district training sessions, each district

conducted management training together with 【16】 utilization

training for the EQUITV program as three-day (basic level) and

four-day (advanced level) cluster training sessions in

cluster-based schools. The targets of the cluster training were all

head teachers, teachers, and members of the BOM. The content

of the cluster training sessions was based on the PTT modules

except the part of TOT36

. As in the district training, the

circumstances of the completion of the cluster training varied among province. Table 3-26 shows the

completion rates of the cluster training.

Table 3-26: Achievement of Cluster Training (Basic-Level INSET)

Region Provinces

# of Schools

# of Trained

Schools

Completion

Rate Remarks

NGI

ARB 238 0 0% -

ENBP 160 160 100% Completed in 2014

Manus 90 57 63% Started in 2015

New Ireland 144 144 100% Completed in 2014

WNBP 175 122 70% Started in 2014

36 Training of Trainers

Cluster training in ENBP


46

Region Provinces

# of Schools

# of Trained

Schools

Completion

Rate Remarks

Momase

Morobe 350 350 100% Completed in 2014

Madang 280 0 0% -

ESP 283 283 100% Completed in 2013

Sandaun 231 220 95% Started in 2013

Highland WHP 100 12 12% -

Southern NCD 129 83 64% Started in 2013

Central 40 40 100% Completed in 2012

Total 2,220 1,471 66%

Table 3-27: Achievement of Cluster Training (Advanced-Level INSET)

Region Provinces

# of Schools

# of Trained

Schools

Completion

Rate Remarks

NGI ENBP 160 160 100%

Southern Central 129 0 0%

To be conducted in

2016

NCD 40 40 100%

Total 329 200 61%

【16】Conduct utilization training for the EQUITV Program (advanced level)

This training was conducted with the management training for the EQUITV program as cited in【15】

above.

3-4. Activities Related to Output 3 The activities related to Output 3 were conducted almost as planned. Table 3-28 shows the changes

from the original plan.


Approval of EQUITV modules for pre-service

Plans were to submit the 24 EQUITV modules for

pre-service (instructional materials on the EQUITV

program for teachers colleges) to the National Board

of Study for approval in early 2015. This step has

been postponed to end of 2015 and then to early 2016.

The National Board of Study meeting for pre-service

was not held by November 2015 because of

introduction of the standards-based curriculum from

2015.

【17】Review an outlook for integrating the EQUITV program into the pre-service curriculum

As shown in Figure 3-4, the working group revised the plan for introduction of EQUITV contents to

the pre-service curriculum based on the results of the second-year activities.


47

Figure 3-4: Revised Schedule to Introduce the EQUITV into Pre-Service Curriculum

The following are the major modifications from the second-year plan.

(1) Application for authorization by the Teacher Education Board of Study

In the second year, the working group tried to advance the authorization of the Board of Study in order

to start the official introduction of EQUITV into the pre-service program from the second semester of

2015. However, in the first half of the year, the Board of Study meeting was not convened. Thus the

working group made adjusted its schedule, implemented the third validation, improved the modules,

and prepared the final version of the modules in October.

The PTC curriculum is currently being revised to change it from a two-year course to a three-year

one. In addition, the Teacher Education Board of Study is to meet sometime between December 2015

and January 2016 to discuss the new curriculum. The chairman of the Pre-Service Committee is

following up on the application procedure to the Board of Study to gain authorization on the

EQUITV pre-service modules as a compulsory subject in the new curriculum. In 2015, the draft

EQUITV pre-service modules were presented and authorized by the EQUITV steering committee;

they await the authorization of the Board of Study.

(2) Allocation of the EQUTIV pre-service module in the PTC curriculum

The Project had planned to introduce the EQUITV content in the PTC as an extracurricular subject.

However, during the implementation of the Project, based on a suggestion by the TED and PTCs, the

pre-service committee working group discussed several ideas such us introducing EQUITV as a


48

college option, incorporating EQUITV in the existing subject of Professional Development Strand

(PDS) and Math and Science Strand (MSS). However, the PTC had already 150 compulsory credit

hours’ subjects and other subjects such as Gender, HIV/AIDS, Child Friendly School, and

religion, and it would be hard to fit EQUITV in its limited time and cover all the EQUITV content in

the two-year program. The TED and the PTC met several times to discuss the issue and decided to

extend the curriculum from two years to three years starting in the 2014 academic year. This

brought about a favorable situation for the Project, and the TED started considering the introduction of

the EQUITV module into the pre-service curriculum. In the meeting between December 2015 and

January 2016, based on the proposal of the Project, the Board of Study will examine the content of

EQUITV, and, if there is no objection from the Board members, will introduce EQUITV as a

two-credit-point subject with 24 lessons. Then EQUITV will be implemented in trimester 6 for the

remaining two-year course, and the new three-year course will be implemented in semester 3.

【18】Reviewed instructional materials for the EQUITV Program for teachers colleges

Using the third draft of the EQUITV pre-service module developed in the

second year of the Project, the working group conducted the third field testing

and validation at Madang PTC, Bomana PTC and Gauling PTC. Based on

the results, a workshop for revision was conducted at Kokopo, ENBP, from

October 10 to 12, 2015.

In this workshop, the working group verified consistency between the

objective, lesson content and assessment, flow of each lesson, layout design, and

format of the materials and revised the lesson plan, presentation slides, student

activity sheets, and assessment tools.

The final configuration of the materials is shown below:

(1) Lecturers Resource Book

a. Module outlines.

b. Lesson Plan sample for 24 lessons.

c. Power Point slides.

d. Teaching – Learning material (Video and prints)

e. Evaluation Tools

(2) SWB

a. Introduction to the EQUITV Pre-service Modules

b. Handouts

c. Activity sheets

The module material is presented in the form of a replaceable folder to enable the lecturers to

replace, modify, and add additional materials if needed. It also includes a DVD with the video and

digital data of the module material.

Lesson revision in

Kokopo


49

【19】Conduct training for principals and lecturers at teachers colleges in the target provinces

The pre-service committee members conducted the training on the introduction of the EQUITV

modules to the pre-service curriculum for eight principals and lecturers from the Wewak campus of

Divineward University and Balob PTC. The training sessions were conducted to all ten PTCs in the

target provinces and two non-target PTCs. The total number of principals and lecturers of PTCs who

took part in the training was 67.

【20】 Organize nationwide seminars on the EQUITV Program for teachers colleges

From October 13 to 14, 2015, the second National Seminar for PTC was held in Hideaway Hotel,

NCD, attended by Vice Principals and head of related strands from 13 PTCs; two people from each

PTC took part in the seminar, amounting to 26 participants in total. In the seminar, the final version of

the EQUITV pre-service module, the process for development and validation of the module, and the

recommended methodology for implementing the module were presented. In addition, the participants

shared experiences from the pilot colleges, and discussed the best way for implementing the

module. Finally, all the PTC participants presented their action plans for 2016.

From the DoE, Ms. Annnemarie Kona, FAS and Mr. Allan Jim, AS–TED, attended the seminar and

announced the government’s plan to implement the EQUITV module in the PTCs. One of the

participants of the seminar was a member of the Board of Study, who expressed his support for the

authorization process.

Distributed EQUITV pre-service modules (Final draft)

(The black folder is for lecturers; the blue one for students)

In pre-service module materials, the package delivered to each PTC includes the following: Science and Math TRB for primary teachers,

SWB, DVD and EQUTIV handbook.


50

National Seminar scene

Group work for developing Action Plan in 2016

4. Issues, Possible Measures, and Lessons Learned during the Project

Period Despite several unexpected issues in Project management every year, the Project has implemented its

activities by taking various measures in cooperation with stakeholders of the DoE, JICA headquarters,

and JICA PNG Office. The lessons learned from these experiences in the Project period of three years

and nine months are summarized in the following three categories: 1) Project design; 2) Project

management; and 3) technical transfer.

4-1. Issues, Possible Solutions, and Lessons Learned about Project Design The following lessons learned can be used for the design of a similar project in the future.

4-1-1. Project design consistent with the previous technical cooperation in PNG

The Super Goal of the Project is “Quality of classroom teaching is improved at primary schools in

PNG.” It is not possible to achieve this goal overnight. To achieve the goal, long-term and consistent

assistance is required in various approaches. The Project is also part of the process to achieve the goal.

The Project aimed to disseminate the outcomes of the previous technical assistance, i.e., TV lesson

resource materials of EQUITV and piloting in two provinces, to 12 provinces in the country. The C/Ps

and the Japanese experts who experienced EQUITV have disseminated the EQUITV program by using

the approaches and materials validated in the previous technical assistance. As a result, the system for

disseminating the EQUITV program in primary schools nationwide was strengthened, and the

EQUITV program has been disseminated to schools in more than half the provinces and all PTCs.

Without the accumulation of trial and error and outcomes for long-term technical assistance, it was

difficult to achieve the dissemination of this magnitude.

4-1-2. Importance of awareness raising and advocacy activities to secure funds for activities

To enhance its sustainability, the Project is designed to rely on the development budget of the DoE as

the financial source for its activities. Thus the key factors for dissemination such as purchasing TV

sets for schools and training in the target provinces assume the existence of the budget in the DoE and

provincial governments. In the beginning of the Project, the necessary development budget in the DoE


51

to disseminate the EQUITV program was eight million kina a year. However, as shown in Table 4-1,

the actual budget for the EQUITV program was much lower than expected. Therefore the purchase of

TV sets was not completed as planned, affecting the Project activities negatively.

Table 4-1: Change of Development Budget in DoE for EQUITV Program Budget year 2011 2012 2013 2014 2015

Amount of development

budget for EQUITV 1 million 0.5 million 2 million 1 million 3 million

(Unit: PNG Kina)

The reasons for the reduction of the development budget were as follows: 1) transfer of a huge budget

in the DoE to the expansion of the TFF policy; and 2) transfer of the budget of the national

government to provincial governments and LLGs as a result of the decentralization policy. To address

this issue, the Project enhanced the awareness raising and advocacy activities to politicians at the

provincial, LLG, and district levels to use their Provincial, District and LLG Service Improvement

Program (PSIP37

/DSIP38

/LLGSIP39

) budget to disseminate the EQUITV program. Additional advocacy

experts were dispatched to PNG to develop new awareness raising and advocacy materials, and

conduct advocacy activities to provincial governors, provincial administrators, and politicians in

districts in cooperation with the Minister of Education, the Secretary of Education, the TMT of the

DoE, and representatives of the JICA PNG Office. The awareness raising and advocacy materials

contain speeches on EQUITV by ministers and TMT, video showing the improvement of test scores in

schools using EQUITV, introduction of the activities of politicians in WNBP that supported the

EQUITV program well, and the necessary budget to buy TV equipment and conduct training.

As a result, many politicians learned good practices of others and secured a budget for the EQUITV

program in their own provinces and districts. However, another issue emerged. Politicians promise

their support to EQUITV verbally, but they tend not to deliver on their promise for a long time.

Therefore, the Project contacted the media and asked them to write about the promises of the

politicians so that citizens are informed of the plans and the politicians do not forget what they

promised. The Project also shared information with the Provincial Education Office and asked the

politicians to follow up on what they promised.

If a project were designed in such a way that a C/P organization prepares funds for the project

activities, it would be ideal for enhancing sustainability. However, in a developing country, the

promised budget tends to be reduced often because of a government decision at a higher level.

Therefore, if a project is to rely on funds from a C/P organization, the following points should be

considered at the design stage.

The project activities should be scheduled upon considering delays in budgeting and timing of

37 Provincial Service Improvement Program 38 District Service Improvement Program 39 Local Level Government Service Improvement Program


52

disbursement.

The main project activities must include awareness raising and advocacy activities to secure the

budget for the project.

4-1-3. Organizational strengthening of C/P organization

The main C/P organization for the Project was the NEMC, which had been an organization to develop

educational TV programs and had no section or staff to conduct awareness raising and advocacy,

training, and procurement of TV equipment. C/Ps conducted many Project activities on a part-time

basis because they had their own full-time routine work. Sustainability of the Project cannot be

secured if this pattern continues after the Project termination. Therefore, it was vital for the Project to

ensure the organizational strengthening of the NEMC.

In the JCC meetings and with the DNPM, the Project discussed the organizational strengthening of the

NEMC. The Project also submitted a proposal on the matter. As a result, in 2015, the NEMC was

restructured into the ELD, and the number of its personnel increased from 22 to 45. Five new sections

were organized in the ELD to disseminate the EQUITV program by performing such tasks as

awareness raising and advocacy, training, TV equipment management and distribution, and

procurement of TV equipment. This restructuring also made the DoE organizationally ready for the

dissemination of the EQUITV program.

It is not easy for a donor-funded project to have a new division established in a C/P organization.

However, organizational strengthening is vital for the sustainability of any project activities. The

reasons for the success in the Project are as follows.

Organizational strengthening of the NEMC was included in the original PDM.

With the C/Ps, the Project often discussed the strategies, organizational structure, and mandates of

the ELD.

With decision makers of the DoE in JCC and steering committee meetings, the Project discussed

the organizational strengthening of the NEMC.

4-2. Issues, Possible Solutions, and Lessons Learned about Project

Management The following lessons learned can be used for managing a similar project in the future.

4-2-1. Lobbying various stakeholders for securing budget

As described in 4-1-2, the Project worked hard on the awareness raising and advocacy to provincial

governments and politicians for securing the budget for TV equipment and the Project activities.

Meanwhile, the Project also lobbied various stakeholders to increase the budget of the DoE and have it

disbursed on time. The Project lobbied not only the TMT of the DoE but the managers of the DNPM

who have the authority to plan the budget of all the national departments. The Project reported its

progress in meetings at the DNPM and those between the DNPM and JICA, and requested an increase


53

in the budget for the EQUITV program. The Project also invited the managers of the DNPM to JCC

meetings and the launching ceremony of the EQUITV program in provinces, and informed them of the

outcomes of the Project and the needs of local schools. As a result, the development budget of the

EQUITV program was tripled from one million kina in 2014 to three million kina in 2015.

The development budget of the EQUITV program for 2016 was deleted at the last moment of the

budget planning at the national level while the DoE and the DNPM approved it. Therefore the Project

asked the Miniter for Eduaction and Secretary to fund the program as supplementary budget, and

consulted with the TMT of the DoE for possibilities of diversion from other budget lines. As a result,

1.3 million kina was allotted to the recurrent budget of the EQUITV program in 2016.

Another issue was to ensure efficient disbursement of the budget. In 2014, a few divisions in the DoE

used the budget for the EQUITV program without authorization or consultation with the Project. This

problem was discussed in JCC meetings and reported to the TMT of the DoE. As a result, in 2015,

budget disbursement was carefully monitored, and a similar problem was not repeated.

The JICA PNG Office greatly helped the Project lobby various stakeholders. The personnel of the

office took part actively in the EQUITV steering committee and awareness raising activities in

provinces, and developed strong mutual trust with the C/Ps including the TMT of the DoE. The Chief

Representative and other officers of the JICA office attended and conducted the awareness raising

activities in EQUITV events such as the launching ceremonies in Manus, Simbu, and WNBP with the

Minister and Secretary of Education. The Chief Representative promoted the impacts of the EQUITV

program in the meeting between the Government of Japan and the DNPM. The support from the JICA

office also made a huge contribution for securing the necessary budget of the PNG side and

disseminating the EQUITV program.

As described above, it is very important to lobby not only the responsible division of the DoE but

various stakeholders such as the TMT of the DoE, other departments, and politicians for securing

budget and its efficient disbursement. The cooperation of the JICA PNG Office and the TMT of the

DoE was also great help in these lobbying activities.

4-2-2. Disbursement of JICA budget for the key activities

The biggest challenges of the Project were securing budget and disbursement of expenditure for the

Project activities as mentioned above. To disburse budget to C/Ps for local trips, it was necessary to

have many documents approved by the AS, the FAS, the Deputy Secretary, the Secretary and the Chief

Secretary; the process to gain approval was very time-consuming. After gaining approval on the

documents, other issues including the following emerged: insufficient stock of checks in the finance

section of the DoE; changes in the disbursement system; and absence of responsible personnel in the

finance section. These issues made the local trips of C/Ps by more than a week. The Chief Secretary

and the Secretary of Education had often banned travel of all staff in the DoE. The fiscal year of PNG


54

starts in January, but budget disbursement from the Department of Finance to the DoE was usually

done from mid-February to late March. The budget of the DoE can be used only after that time with

the complicated procedures mentioned above.

The Project helped the NEMC prepare Project-related trips by such means as writing necessary

documents to the DoE and asking decision makers of the DoE to grant approval. The Project also

consulted with JICA to use the JICA budget for the key Project activities at the beginning of the fiscal

year, and asked the DoE to be responsible for other activities in the latter part of the year. With this

arrangement, the Project managed to conduct key activities such as awareness raising to secure budget

in the latter part of the year, and PTT sessions that had to be conducted before lower-level training in

provinces, without serious delay and negative impact on other activities. The arrangement has also

strengthened the dissemination activities since the second year of the Project.

To minimize delays in project activities in a developing country where budget disbursement from the

government is uncertain, it is important to secure funding to the key project activities from JICA and

gain its support in lobbying the government of the partner country.

4-2-3. Responding appropriately to transfer of executives and C/Ps in DoE

During the Project period, the Project Director (Secretary of Education) and the Project Manager

(Chair of the EQUITV Steering Committee), i.e., the most important people for managing the Project,

had been replaced three times. The assistant secretaries of the Standard Division and the TED, i.e., the

key people for disseminating the EQUITV program, were also transferred. At the C/P level, two main

members of the In-Service Committee were transferred to other divisions, and the core members of the

Pre-Service Committee retired.

The Project responded quickly and appropriately to these transfers and minimized the negative impact

from them. When the executives of the DoE changed, the Project immediately paid a courtesy call on

the new executives, reported the Project outline and progress, and asked them to support the Project.

The Project often visited them and reported its progress, briefing them on the agenda before important

meetings such as the JCC and steering committee. In addition, the Japanese experts had meals with

them in non-business hours to develop mutual trust. For the change of C/Ps, the Project asked the DoE

to assign replacements immediately and have the new C/Ps work with the experienced ones as OJT. As

described in 4-1-3, the Project also lobbied the DoE to set up the ways for C/Ps to be promoted in the

ELD. As a result, it became possible for C/Ps to be promoted by continuing activities for the EQUITV

program. A member of the In-Service Committee returned to the ELD in 2015.

As described above, a quick response to the change of executives and C/Ps and frequent

communication and reporting helped foster close ties with stakeholders in the DoE who developed a

positive attitude and understanding on the Project. In addition, the Project leader worked in PNG for

many years, speaks local languages, and understands the culture of PNG well. This contributed a great


55

deal to fostering trustful relationships with stakeholders on the PNG side.

4-3. Issues, Possible Solutions, and Lessons Learned about Technical

Transfer The following lessons learned can be used for technical transfer at similar project in the future.

4-3-1. Selecting dissemination approach based on financial source

At the beginning of the Project, the dissemination of the EQUITV program was planned based on the

regional approach, which the DoE strongly pushed forward in 2012. In concrete, the model provinces

of the phase 1 (ARB and ESP) and the provinces with the regional education offices (WHP and NCD)

were selected as resource provinces, and the regional education offices of four regions disseminated

the EQUITV program to other provinces in their regions by using the resources of the resource

provinces. However, the regional education offices had few financial sources, and the activities of the

EQUITV program relied heavily on the budget of the provincial government. Therefore the regional

education offices found it difficult to disseminate the EQUITV program in the regions, and the

progress of dissemination in the resource provinces rested on the budget allocation of their provincial

governments. As a result, the dissemination in ARB and WHP did not go well, and they did not serve

as resources for other provinces. In addition, the DoE stopped the RCM, which is the key to the

regional approach, because of financial constraints, and coordination of provinces among the regions

was not enhanced. Thus the Project stopped using the regional approach for disseminating the

EQUITV program, and focused on disseminating the program to the provinces that secured the budget

for the program. When these provinces disseminated the EQUITV program, the Project shared their

experiences as resources for other provinces.

The experience above implies that a dissemination approach without concrete financial sources is

unlikely to last. It is important to identify organizations that have the power to decide and distribute

budget, and set such organizations as the main implementer of the dissemination.

4-3-2. Organizing nationwide workshops to enhance the dissemination

The Provincial Dissemination Plans for the EQUITV program were formulated in all the target

provinces by 2013. By contrast, the progress of the planned dissemination varied among the provinces

and their plans had to be reviewed every year. Therefore, in 2014 and 2015, the Project invited the

PEAs, SSOs and provincial officers in charge of EQUITV to the NCD, and held the dissemination

plan formulation workshops. The objectives of the workshops were as follows: 1) review the state of

the dissemination of the EQUITV program in each province and nationwide and review the National

and Provincial Dissemination Plans; and 2) enhance the dissemination of EQUITV in each province

by fostering competition among the provinces through sharing the outcomes and issues of the

provinces that disseminated EQUITV. The DoE invited to the workshops not only the Project-targeted

12 provinces but also non-target 10 provinces, and the dissemination of the EQUITV program by the

DoE proceeded. The National and Provincial Dissemination Plans include the organizational structure


56

such as committees that disseminate EQUITV, concrete activities such as training and purchasing TV

equipment, and necessary budget to achieve the dissemination target each year. Therefore, once these

plans were developed, the personnel of the DoE and the Provincial Education Offices were able to use

them to ask their organization to prepare the necessary budget for EQUITV. As a result, in 2015, Enga

and Gulf, two non-targeted provinces, also prepared the budget to deliver TV equipment and training,

and requested the DoE for its support.

The experience above shows the importance of sharing good practices of the Project and helping

national and provincial officers plan concrete activities and necessary budget. Such undertakings can

help not only check the progress of activities and plans but also enhance nationwide dissemination of

EQUITV by fostering competition among stakeholders.

4-3-3. Consistency for training material development and validation

In PNG, the training materials are developed by officers in charge of the curriculum, and other trainers

often conduct training without enough communication. Therefore sometimes trainers fail to conduct

training with deep understanding of its content, and weaknesses in training are not sufficiently

analyzed. To address this issue, N/Ts were consistently involved in both training material development

and implementation of the training during the Project period. They have also validated and revised the

training materials through PTTs and training for lecturers of PTCs, and the finalized training materials

became more appropriate for the school level. In addition, the training materials for INSET were

developed based on the experiences of the phase 1, and the materials for pre-service training were

developed based on the results of the baseline survey of PTCs conducted by N/Ts.

The same C/Ps conducted a series of activities for training development such as baseline survey,

training material development, conducting training, and revision of training materials. This made it

possible to develop quality training materials and enhance the capacity and ownership of the C/Ps.

4-3-4. High-quality training materials and audio visual materials for cascade-type training

The cascade-type training approach, which is applied in the Project, can cover a vast number of

trainees in a short period. However, it may render the quality of training low at the bottom level of the

training cascade because the capacity of trainers at that level is likely to decrease. Therefore, the

Project strived to maintain the capacity of trainers at a level close to the bottom level of the training

cascade, i.e., that of N/Ts, by using the following training materials.

1) All training contents were developed as training modules and consolidated as a training package

booklet that contains the following: texts to explain the training contents; lesson plans to conduct

training; PowerPoint materials to use during training; and worksheet for training participants.

Trainees can at least grasp the contents of the training without any misunderstanding by reading

the booklet even if trainers could not explain the training contents well.

2) The Project used the experiences of TV program production during phase 1 for developing

training video materials on lectures by N/Ts. These videos were copied to a DVD, and distributed


57

as audio-visual training materials. If trainers are not confident to explain materials, they can show

the DVD during training, or view beforehand what they are supposed to discuss in their lecture.

3) The Project also developed the DVDs for trainers who are fairly confident; they show the contents

of the PowerPoint presentations of the training sessions. By using the DVDs and TV sets, trainers

can conduct the training sessions without a projector at local schools.

As discussed above, preparing quality printing materials and use of audio-visual materials help

maintain the quality of cascade-type training. In addition, the EQUITV program improved the school

environment to use audio-visual materials nationwide. Therefore, other training contents such as

introduction of a new curriculum or school management can be disseminated through the same

approach.

4-3-5. Monitoring to continue the EQUITV program after dissemination

According to the reports from provinces, in 2014, 100% of the schools in NCD and 70% of the schools

in Central province received the EQUITV basic INSET and received the TV sets and resource

materials. However, when the Project monitored schools in Rigo district of Central province in 2015,

only 20% of the schools used EQUITV, 40% stopped using EQUITV, and 40% never used it. In the

NCD, only 30% of the schools used EQUITV, 40% stopped using it, and 30% have never used it. To

address this problem, the Project held a head teachers’ meeting in each district and shared information

on the status of the dissemination of EQUITV, a positive message video from DoE executives, and

good practices of schools in the district, in order to change the participants’ mindset on EQUITV. After

the meetings, the Project monitored the schools with Provincial Education Officers and Standards

Officers. As a result, the use of EQUITV drastically improved: 50% of the schools in NCD and 80%

of the schools in Rigo district used EQUITV after the monitoring. This experience proves the

importance of monitoring for the sustainability of the EQUITV program; thus the Project requested the

Standard Division to incorporate the monitoring points about the EQUITV program into its monitoring

forms. In addition, a module to share issues and good practices among schools, as in the head teacher’s

meeting, was included in the EQUITV advanced INSET, and schools in the same cluster can regularly

hold meetings after the training.

As discussed above, for the sustainability of the EQUITV program, it is important to share good

practices and have SOs monitor schools.

5. Recommendations to Achieve the Overall Goal The DoE must keep disseminating the EQUITV program to achieve the Overall Goal, i.e., “EQUITV

program is used at primary schools nationwide.” Based on the three-year experience of the Project

including its activities, achievements, issues and possible measures to address them, and lessons

learned, the Project makes the following recommendations to the DoE.


58

5-1. Regular Checks and Revisions of the National Dissemination Plan and

Continuation of the Dissemination Activities It is necessary to continue dissemination activities by the DoE and each province based on the

National Dissemination Plan that was revised in 2015. In PNG, as proven during the Project period, it

is very hard to continue things as planned. Therefore, it is essential to confirm the progress of and

revise any plan as necessary. It is strongly recommended to use the opportunity to confirm and revise

the plan in order to share good practices with other provinces to help them with the dissemination.

Also, securing the budget is the key factor of carrying out the plan. To secure the budget for EQUITV

program, it is important to have the National Dissemination Plan revision workshop every year before

deliberation on the next year’s budget.

5-2. Securing Funds for the Dissemination of the EQUITV Program The key factor for EQUITV is securing necessary funds. For securing the essential funds estimated in

the National Dissemination Plan, it is important to appeal to different stakeholders through the

following activities:

(1) Have the ELD continue the awareness raising and advocacy activities to the provincial

governments, LLGs and district politicians;

(2) Continue to hold the EQUITV steering committee meetings to report the Project’s progress to the

TMT of the DoE regularly;

(3) Invite the DNPM to the awareness raising and advocacy activities and the meetings mentioned

above; and

(4) Invite personnel of the JICA PNG Office to the awareness raising and advocacy activities above,

and request their support if necessary.

5-3. Continuation to utilize cascade training system and materials which

were developed by the Project It was confirmed that the three-layered cascade training system (PTT ⇒ Cluster Trainers Training ⇒

Cluster Training held in NIST week) worked well if the training budget was secured. It is desirable to

have the DoE follow the same training system. During the Project period, high-quality training

materials such as printing materials and DVDs are developed with several stages of verification and

revision. The DoE can use those materials by reproducing and distributing them. The C/Ps have

experience in verifications and revision. Therefore, if there is an important policy reform such as

educational system reform, ELD members should become the center of any verification and revision.

5-4. EQUITV Program Monitoring Activities The Project suggested new monitoring items related to EQUITV for the monitoring system of SLIP

and EMIS. However, they were not introduced in earnest during the Project period for technical

reasons. Thus it is recommended that the DoE construct the monitoring system of EQUITV using the

format introduced by the Project including monitoring and feedback for the ELD. In addition, it is also

preferable to conduct qualitative monitoring by ELD officers through visiting schools. Such


59

monitoring and feedback make possible more strategic planning and implementation of dissemination.

5-5. Continuation of utilization of EQUITV module in PTC The EQUITV modules in PTC developed by the Project will be approved by the DoE and become the

official curriculum. Because the modules will be managed in each PTC’s discretion, it is desirable to

conduct regular monitoring by the TED for promoting the use of the modules.

5-6. Issues according to the dissemination level and sharing solutions The end-line survey clarified the use of EQUITV in each school and related issues; the issues and the

dissemination level in schools were broken down into Level 0 to 4, and recommendations were given

for each level. Relevant stakeholders in different levels need to handle the issues and solutions.

As recommended in “2-2-2. Terminal evaluation,” there is a distance between the dissemination and

use of the EQUITV program. Therefore it is important to implement the strategies enhancing the use

of the EQUITV program after primary schools having 1) TV and other necessary items, 2) resource

materials, and 3) trained teachers. In other words, to achieve the Overall Goal after the achievement of

the Project Purpose, the recommendations in the following table, especially the last one in level one

about follow-up activities, and others in level two and three, must be implemented.

It is important that each stakeholder have a consensus through training or other activities under the

DoE’s leadership.

Table 5-1: Recommendations on Further Dissemination of EQUITV Program Level Fact/Issues Recommendation

Lv. 0

Schools did not install three

basic items (Electricity, TV,

and Medium [DVD and

Broadcast Program])

ELD should review the National Dissemination Plan and the

provincial education office should review provincial

dissemination plan yearly.

ELD should conduct an awareness campaign to clarify roles of

stakeholders on EQUITV program and let schools have access to

TV sets (TV equipment, DVDs, satellite equipment, gen-set,

etc.).

Lv. 1

Provincial Government did

not deliver TV materials;

huge cost of deployment of

resource materials

ELD should identify distribution status of materials and number

of required books.

ELD should inform and follow up on distribution status to

provinces and SOs.

ELD should consider delivering soft copy of TRB, SWB, and

DVD.

No training in schools ELD should instruct provincial government to ensure that all

schools receive training.

Provincial government should conduct and monitor district,

cluster, and school-based training.

ELD and TED should strengthen implementation of EQUITV

module at PTCs.

School teachers do not use

TV program despite having

complete equipment,

materials and training

ELD and provincial government including SOs should conduct

follow-up awareness campaigns and monitoring for schools.

Lv. 2 Schools stopped using TV Schools must ensure consistent power for TV program.


60

Level Fact/Issues Recommendation

program because of:

- inconsistent electricity

supply;

- stolen equipment;

- private use and misuse of

equipment; and

- equipment breakdowns

Schools and stakeholders should purchase solar power system.

Improve school security measures.

Schools should develop equipment management guidelines and

system.

SOs should conduct monitoring of EQUITV Program during

school visits.

ELD and provincial government should develop the school

support system regarding equipment problems.

Lv. 3

Schools stopped using

EQUITV program because

of other issues

ELD should obtain feedback and share good practices from

successful schools to other schools.

Provincial government, SOs, and ELD should monitor the

schools.

Shortage of SWB ELD should print and send SWB.

ELD should consider alternative measure to replace SWB.

Getting tired of contents

ELD should revise and develop resource materials and incentive

videos for teachers.

Costly DVD; damage of

DVD

ELD should consider duplicating content for USB and HDD.

ELD should consider developing on-demand program on the

Internet.

Transfer of trained teachers Provincial government should consider avoiding transfer of the

provincial and cluster trainers.

ELD should develop and provide a starter training kit.

Small number of TV

screens; small TV screens

ELD should recommend the TV size and proper number of

students per class for effective usage.

Leave of teachers

(absenteeism)

School administration should ensure the continuation of TV

lessons during teacher absence and leave.

No proper building for TV

room

Use ordinary class for TV lessons.

ELD should provide guidelines for proper TV classrooms to

schools.

Lv. 4

Almost all TV teachers

recognize impact and

benefits of EQUITV

program

For teachers to recognize benefits of TV program continuously,

boost their morale, and enjoy the TV program:

ELD should support and develop EQUITV program and specific

Pedagogical Content Knowledge training according to the needs

and interest of teachers.

ELD should provide EQUITV newsletter to inform and update

EQUITV Program.

ELD should organize awareness meetings at the district level.

Systematize EQUITV Program monitoring and supervision.

EDL recognizes the best TV lesson schools in the country

ELD and CDD should work together to develop TV programs

and materials in line with syllabus and keep standardized and

user-friendly programs and materials for teachers and students.

ELD should introduce a variety of media to help teachers choose

flexible teaching and learning according to the level of teachers

and students and environment.

ELD should conduct all department training through distance

mode using EQUITV platform.

5-7. Strengthening Organizational Capacity of ELD The NEMC became the ELD and the number of posts increased. However, a few posts remain vacant.

To implement the recommendations above for the ELD, it is necessary to keep recruiting and secure a

sufficient number of personnel. The Project C/Ps whose capacities were developed during the Project

should conduct training for newly hired personnel.

Annexes

Annex 1. Change of Project Design Matrix

(Phase 1 and Phase 2)

ANNEX 1: Project Design Matrix (Phase1_Ver1) Project Title Project for Enhancing Quality in Teaching through TV Program (“EQUITV Project”)

Project period(provisional) July, 2005 - March, 2008 (about 3 years)

Target Beneficiaries Students and Teachers in the Project Primary Schools in Bougainville and East Sepik Province

Narrative Summary Objectively Verifiable Indicators Means of Verification Important Assumptions

<Super Goal>

Quality of classroom teaching is improved in

the primary schools in the country through

distance education utilizing TV program.

1. Increase of the number of primary

school students who took lessons

utilizing TV program (TV lessons)

in the country

2. Increase of the number primary school

teachers who gave TV lessons in the

country

3. Positive change of teachers and

students

・Records in DOE based on reports from

provincial education offices

・Report on monitoring produced by

DOE monitoring team in charge

・Achievement test of students

Priority on basic education in long-term

socio-economic development strategy of

PNG will not change

<Overall Goal>

Quality of classroom teaching is improved in

the primary schools of the project provinces

through distance education utilizing TV

program.


school students who took TV lessons

in the project provinces


school teachers who gave TV lessons

in the project provinces

3. Positive change of teachers and

students

・Statistical records of provincial

education offices






PNG will not change

<Project Purpose>

Quality of classroom teaching is improved in the

project schools through the appropriate

use/application/ introduction and regular

delivery of distance education utilizing TV

program.


school students who took TV lessons

in the project schools of the provinces


school teachers who gave TV lessons

in the project schools of the provinces

3. Positive change of the project school

teachers (knowledge on the teaching

subject / teaching skills / classroom

organization) 4. Positive change of the project school

students (academic understanding and

achievement / attitudes and behavior)


education offices

・Report on monitoring and evaluation

results

・Base line and post-impact study reports

・achievement test of students

1. DOE continue the support to distance

education through use of media as

appropriate means in the Education

Reform

2. Provincial education offices take

initiative to expand the appropriate

use/application/ introduction and

regular delivery of distance education

utilizing televised broadcasting in the

provinces

<Outputs>

1. TV-lessons of high quality for students are

regularly broadcasted

1. Production and transmission of TV

lesson programs

2. Improvement of capacity of DOE,

NEMC and PNGEI for educational

TV program production and

management

3. Improvement of knowledge and skill

of the model teachers

・Records of TV-lesson production and

transmission

・Report on monitoring and evaluation on

the training

1. The EM TV’s policy to provide free

transmission time for the

educational programs will not

change

2. Teachers of model & project

primary schools who are in charge

of this project do not change within

a short period

3. The public peace in the project

provinces is maintained

2. Teaching methods of teachers in charge of the

TV- lesson class in the project schools is

improved

1. Production and distribution of

guidebooks for project schools

2. Production and transmission of TV

lesson programs for teacher training

3. Improvement of knowledge and skill

of the model teachers

4. Improvement of capacity of inspectors

for monitoring

5. Increase of the number of monitoring

・Records of production and distribution

of guidebooks

・Records of production and transmission

of TV programs for teacher training

・Records of training


3. Environment for regularly receiving the

TV-lessons and teacher-training programs is

enhanced

1. Proper installment of TV receiving

equipment

2. Increase of assistance for project

schools by community people

3. Proper maintenance of TV sets

4. Improvement and increase of the

number of monitoring of inspectors of


・Procurement & distribution records of

TV receiving equipment

・Records of training and activities to

raise community and family

awareness

・Records of community participation


4. Feasibility of expanding distance education

utilizing TV Program is examined

1. Submission of the feasibility study

report on nationwide expansion of TV

lessons

2. Submission of the feasibility study

report on developing a

teacher-training program through

distance education utilizing TV

program

・The feasibility study report on

nationwide expansion of TV lessons


developing a teacher-training program

through distance education utilizing

TV program

・Base line and post-impact study reports

<Activities>

1-1 Organize trainings for staff of NEMC,

CDD/DOE and PNGEI, on educational TV

program production and management

1-2 Organize trainings for Model teachers at the

model primary schools on effective

classroom teaching

1-3 Produce TV-lessons program (science for G6

& G8 and math for G7& G8)

<Inputs>

PNG Side:

(1)Assignment of counterpart personnel

(include full time staff)

(2)Assignment of administrative

personnel

(3)Availability of NEMC facilities and

staff for project operation

(4)Expenses necessary for the

implementation of the project

(personal expenses, travel expenses,

allowances and accommodation for

PNG counterpart personnel)

(5)Expenses necessary for maintenance

and security measures for TV

receiving equipment in project schools

<Inputs>

Japanese Side:

(1)Dispatch of experts

a)chief adviser (Japanese side project

manager)

b)education TV program production

c)mathematics

d)science

e)teachers’ training on teaching methods

f)monitoring & evaluation

g)school management

h)audio visual equipment maintenance

(2)Training of counterpart personnel in

Japan and/or third country

(3)Provision of equipment

<Preconditions>

1. Financial support, staffing and

other service in kind for execution

of this project from DOE maintain

present level of operation or more

2. Model classroom with sufficient

facility are always available for the

TV program production and other

project purposes

3. The project schools prepare

generators for TV sets 2-1 Produce and distribute a guidebook for the

project schools

2-2 Produce TV programs for teacher training

2-3 Organize trainings for the project school

teachers utilizing TV-lesson program

2-4 Organize trainings for inspectors and

monitoring team members on monitoring of

TV-lesson classes

2-5 Undertake monitoring of TV-lesson classes

3-1 Procure and provide TV monitors, antennas

and anti-theft TV cages to the project schools

3-2 Organize activities to raise awareness of

community and family members of the

project schools on the importance of

education


maintenance team members on monitoring of

maintenance of TV sets

3-4 Organize training on monitoring of


3-5 Undertake monitoring of maintenance of TV

sets

4-1 Conduct a baseline survey

4-2 Study the feasibility of developing a

teacher-training program through distance

education utilizing TV program

4-3 Plan and organize activities to encourage

schools and community in areas without TV sets to start TV lessons

4-4 Hold Monitoring and Evaluation Seminars

4-5 Conduct a post-project impact study

ANNEX 1: Project Design Matrix (Phase1_Ver2) Project Title Project for Enhancing Quality in Teaching through TV Program (“EQUITV Project”)

Project period(provisional) July, 2005 – November, 2008 (about 3 and half years)

Target Beneficiaries Students and Teachers in the Project Primary Schools in Bougainville and East Sepik Province


<Super Goal>

Quality of classroom teaching is improved

in the primary schools in the country

through distance education utilizing TV

program.

1. Increase of the number of primary school

students who took lessons utilizing TV

program (TV lessons) in the country

2. Increase of the number primary school


country

3. Positive change of teachers and students

・Records in DOE based on reports

from provincial education offices






PNG will not change

<Overall Goal>


in the primary schools of the project

provinces through distance education

utilizing TV program.


students who took TV lessons in the

project provinces



project provinces

3. Positive change of teachers and students


education offices






PNG will not change

<Project Purpose>


in the project schools through the

appropriate use/application/ introduction

and regular delivery of distance education

utilizing TV program.


students who took TV lessons in the

project schools of the provinces



project schools of the provinces


teachers (knowledge on the teaching

subject / teaching skills / classroom

organization)


students (academic understanding and

achievement / attitudes and behavior)


education offices


results

・Base line and post-impact study

reports

・achievement test of students

1. DOE continue the support to distance

education through use of media as

appropriate means in the Education

Reform

2. Provincial education offices take

initiative to expand the appropriate

use/application/ introduction and regular

delivery of distance education utilizing

televised broadcasting in the provinces

<Outputs>

1. TV-lessons of high quality for students are

regularly broadcasted

1. Production and transmission of TV lesson

programs

2. Improvement of capacity of DOE,

NEMC and PNGEI for educational TV

program production and management

3. Improvement of knowledge and skill of

the model teachers

4. Produce Manuals and Guidelines of a

series of activities for counterparts

・Records of TV-lesson production and

transmission


on the training

1. The EM TV’s policy to provide free

transmission time for the educational

programs will not change

2. Teachers of model & project primary

schools who are in charge of this

project do not change within a short

period

3. The public peace in the project

provinces is maintained

2. Teaching methods of teachers in charge of

the TV- lesson class in the project schools

is improved

1. Production and distribution of

guidebooks for project schools

2. Production and transmission of TV lesson

programs for teacher training

3. Improvement of knowledge and skill of

the receiving teachers

4. Improvement of capacity of inspectors

for monitoring

5. Conduct planned number of monitoring

・Records of production and distribution

of guidebooks

・Records of production and

transmission of TV programs for

teacher training

・Records of training


3. Environment for regularly receiving the

TV-lessons and teacher-training programs

is enhanced

1. Proper installment of TV receiving

equipment

2. Increase of assistance for project schools

by community people

3. Proper maintenance of TV sets

4. Improvement and increase of the number

of monitoring of inspectors of provincial

education offices

・Procurement & distribution records of

TV receiving equipment

・Records of training and activities to

raise community and family

awareness

・Records of community participation


4. Feasibility of expanding distance education

utilizing TV Program is examined

1. Submission of the feasibility study report

on nationwide expansion of TV lessons

2. Submission of the report on developing a

teacher-training program (DEPI) through

distance education utilizing TV program


nationwide expansion of TV lessons


developing a teacher-training

program through distance education

utilizing TV program

・ Base line and post-impact study

reports

<Activities>

1-1 Organize trainings for staff of NEMC,

CDD/DOE and PNGEI, on educational

TV program production and management

1-2 Organize trainings for Model teachers at

the model primary schools on effective

classroom teaching

1-3 Produce TV-lessons program (science

and math for G7& G8)

1-4 Revise the produced TV-lesson

programs (science and math for G8)

1-5 Systemize a series of the project

activities

<Inputs>

PNG Side:

(1)Assignment of counterpart personnel

(include full time staff)

(2)Assignment of administrative personnel

(3)Availability of NEMC facilities and staff

for project operation

(4)Expenses necessary for the

implementation of the project (personal

expenses, travel expenses, allowances

and accommodation for PNG counterpart

personnel)

(5)Expenses necessary for maintenance and

security measures for TV receiving

equipment in project schools

<Inputs>

Japanese Side:

(1)Dispatch of experts

a)chief adviser (Japanese side project

manager)

b)education TV program production

c)mathematics

d)science

e)teachers’ training on teaching

methods

f)monitoring & evaluation

g)school management

h)audio visual equipment maintenance

(2)Training of counterpart personnel in

Japan and/or third country

(3)Provision of equipment

<Preconditions>

1. Financial support, staffing and other

service in kind for execution of this

project from DOE maintain present

level of operation or more

2. Model classroom with sufficient

facility are always available for the TV

program production and other project

purposes

3. The project schools prepare generators

for TV sets

2-1 Produce and distribute a guidebook for

the project schools

2-2 Produce TV programs for teacher training

2-3 Organize trainings for the project school

teachers utilizing TV-lesson program


monitoring team members on monitoring

of TV-lesson classes

2-5 Undertake monitoring of TV-lesson

classes

3-1 Procure and provide TV monitors,

antennas and anti-theft TV cages to the

project schools

3-2 Organize activities to raise awareness of

community and family members of the

project schools on the importance of

education


maintenance team members on

monitoring of maintenance of TV sets

3-4 Organize training on monitoring of


3-5 Undertake monitoring of maintenance of

TV sets

4-1 Conduct a baseline survey

4-2 Submit the report on developing a

teacher-training program through

distance education utilizing TV program

(DEPI)

4-3 Plan and organize activities to encourage

schools and community in areas without

TV sets to start TV lessons

4-4 Hold Monitoring and Evaluation

Seminars

4-5 Conduct a post-project impact study

ANNEX 1: Project Design Matrix (PDM_201202Ver) Proposed Project Title: Project for Enhancing Access and Capacity of EQUITV program (EQUITV Phase 2) C/P Organization: Department of Education, Curriculum Development and Assessment Division, Teacher Education Division, Standard and Guidance Division and Policy, Planning & Research Division and Provincial education offices in the provinces Target Areas: NGI region (Bougainville, East New Britain, Manus, New Ireland and West New Britain provinces), Momase Region (East Sepik, Madang, Morobe and Sandaun provinces), Highlands Region (Western Highlands province) and Southern Region (NCD and Central province) Project Period: April 2012 - December 2015 (3 years and 9 months)

（As of 1st April, 2014）

Narrative Summary Objectively Verifiable Indicators Means of Verification Important Assumptions Super Goal

Quality of classroom teaching is improved at primary schools in Papua New Guinea.

The number of G8 students who are eligible through the Basic Education Examination to enter secondary schools is increased.

Results of the Basic Education Examination

Priority on basic education in long-term socio-economic development strategy of PNG does not change.

Overall Goal

The EQUITV program is utilized at primary schools nationwide.

The rate of primary schools utilizing the EQUITV program nationwide is improved.

The National Dissemination Plan


Project Purpose

The system for disseminating the EQUITV program at primary schools nationwide is strengthened.

1 The National Dissemination Plan of the EQUITV program is authorized by DoE so as to promote UBE plan and NEMP.

2 The meeting of the EQUITV Steering Committee composed of CDAD, TED, SGD and PPRD is held at least once per quarter.

3 The measures to improve the rate of schools utilizing the EQUITV program in line with the National Dissemination Plan are proposed.

1 Decree of DoE 2 Records of meetings 3 The National

Dissemination Plan

DoE continues placing value on the nationwide dissemination of the EQUITV program in line with UBE Plan and NEMP.

Outputs

1. Capacity of managing and disseminating the EQUITV program at central and provincial levels (including NCD and ARB) is strengthened.

1-1 The National Dissemination Plan of the EQUITV program is developed in line with UBE plan and NEMP.

1-2 The provincial dissemination plans of the EQUITV program are developed in the target regions and provinces.

1-3 Training modules of the EQUITV program are developed. -Trainers’ manual (for basic and advanced training) -Teachers’ and BOM (Board of Management) manual (for basic and advanced training) -Training modules for NIST

1-4 The dissemination of the EQUITV program is discussed in the Senior Education Officers Conference (SEOC).

1-5 Training for provincial trainers is organized in each target province.

1-1 The National Dissemination Plan

1-2 The provincial dissemination plans

1-3 Training modules of the EQUITV program

1-4 Records of meetings 1-5 Training reports

- Sufficient personnel are assigned at each level according to The National Dissemination Plan.

- Sufficient budgets are allocated at each level according to The National Dissemination Plan.

2. Primary school teachers utilize the EQUITV program in classroom teaching in the target provinces.

2-1 On average 50% of primary schools in at least half of the target provinces ensure the budget to continue utilizing the EQUITV program.

2-2 On average 50% of primary schools utilize the EQUITV program in at least half of the target provinces.

2-1 Project reports 2-2 Ditto

3. Students at teachers colleges are familiarized with how to utilize the EQUITV program in classroom teaching.

3-1 At least 3 lecturers including management staff in each teachers college in the target provinces receive training for the EQUITV program.

3-2 At least 7 teachers colleges in the target provinces introduce the EQUITV program in the existing courses.

3-1 Training reports 3-2 Reports from teachers

colleges

Activities Inputs

1-1 Build up the EQUITV Steering Committee and sub -committees

1-2 Review the existing EQUITV science and mathematics materials for G6-7-8

1-3 Conduct a series of workshops for developing The National Dissemination Plan of the EQUITV program

1-4 Conduct a series of workshops for developing the provincial dissemination plans of the EQUITV program

1-5 Conduct a series of workshops for developing training modules of the EQUITV program

1-6 Conduct training for fostering national trainers*1 1-7 Conduct training for fostering provincial trainers*2 1-8 Collect and examine monitoring reports from regional

and provincial education offices 2-1 Conduct advocacy activities on the EQUITV program

in the target provinces 2-2 Introduce the EQUITV program in National In-Service

Training (NIST) in the provinces 2-3 Select pilot clusters and pilot schools equipped with

receiving apparatus in the five provinces*3 2-4 Support conducting training for fostering cluster

trainers from schools at the district level in the target provinces

2-5 Support conducting training of the EQUITV program for school administration staff, G6-7-8 teachers and BOM members*4 at the cluster level in the target provinces

3-1 Delineate an outlook for integrating the EQUITV program in the pre-service curriculum

3-2 Prepare instructional materials on the EQUITV program for teachers colleges

3-3 Conduct training for principals and lecturers at teachers colleges in the target provinces

3-4 Organize nationwide seminars on the EQUITV program for all teachers colleges

PNG Side - PNG does not fall into social, economic and political unrest.

- Security condition is maintained in the target provinces.

- There is no drastic change of personnel in the EQUITV Steering Committee.

- DoE secure sufficient budgets for school fees subsidies according to the abolition of school fees in primary education.

Assignment of counterpart personnel

Provision of the Project office and utility in DoE

Bearing of expenses necessary for;

- implementing the project activities such as training and monitoring (travel expenses,

allowance and accommodation for PNG counterpart personnel and participants)

- maintaining and keeping in safety equipment procured by the Project

- duplicating DVDs and printing materials such as teacher resource books and student

workbooks of science and mathematics for G6-7-8

Japanese Side

Dispatch of experts of;

- Project leader/Distance education management

- Mathematics education

- Science education

- Dissemination plan

- In-service and pre-service training

- Advocacy

- Monitoring

- Coordinator

Counterpart Training in Japan and/or a third country

Provision of equipment necessary for the implementation of the Project


- conducting baseline and endline surveys

- conducting training for fostering national and provincial trainers in the target provinces

- conducting training for principals and lecturers at teachers colleges in the target

provinces

- printing and delivering training materials to the target provinces

Note:

*1 National trainers are members of the EQUITV Steering Committee and sub-committees, teacher

development officers of TED, and model teachers.

*2 Provincial trainers are standards officers of SGD officers of provincial and district education

offices, selected teachers, etc.

*3 The five provinces are East Sepik province in Momase region, Bougainville province in NGI

region, West Highlands Province in Highlands region, and NCD and Central provinces in

Southern region.

*4 BOM consists of representatives of community, school, church, women and students.

Preconditions

DoE is strongly

committed to the

nationwide dissemination

of the EQUITV program.

ANNEX 1: Project Design Matrix (PDM_201305Ver)

Proposed Project Title: Project for Enhancing Access and Capacity of EQUITV program (EQUITV Phase 2)

C/P Organization: Department of Education, Curriculum Development and Assessment Division, Teacher Education Division, Standard and Guidance Division and Policy, Planning

& Research Division and Provincial education offices in the provinces

Target Areas: NGI region (Bougainville, East New Britain, Manus, New Ireland and West New Britain provinces), Momase Region (East Sepik, Madang, Morobe and Sandaun

provinces), Highlands Region (Western Highlands province) and Southern Region (NCD and Central province)

Project Period（Provisional）: April 2012 - December 2015 (3 years and 9 months)

（As of 9th

May, 2013）


Super Goal

Quality of classroom teaching is improved at primary

schools in Papua New Guinea.

Increased number of G8 students who are eligible through the

Basic Education Examination to enter secondary schools

Results of the Basic

Education Examination


Overall Goal

The EQUITV program is utilized at primary schools

nationwide.

Rate of primary schools utilizing the EQUITV program

nationwide

Monitoring/progress

reports of the national

dissemination plan


Project Purpose

The system for disseminating the EQUITV program at

primary schools nationwide is strengthened.

1 The national dissemination plan of the EQUITV program is authorized by DoE so as to promote UBE plan and NEMP.


3 The improved rate of schools utilizing the EQUITV program based on the national dissemination plan

1 Decree of DoE

2 Records of meetings

3 Monitoring/progress

reports of the national

dissemination plan

DoE continues placing value

on the nationwide

dissemination of the

EQUITV program in line

with UBE Plan and NEMP.

Outputs

1. Capacity of managing and disseminating the EQUITV

program at central, regional and provincial levels is

strengthened.

1-1 The national dissemination plan of the EQUITV program is developed in line with UBE plan and NEMP.

1-2 The regional and provincial dissemination plans of the EQUITV program are developed in the target regions and provinces.


1-4 The dissemination of the EQUITV program is discussed on Regional Consultative Meeting (RCM) and Senior Education Officers Conference (SEOC).

1-5 Training for provincial trainers is organized at least twice in each target province.

1-1 The national

dissemination plan

1-2 The regional and

provincial

dissemination plans

1-3 Training modules of

the EQUITV program

1-4 Records of meetings

1-5 Training reports

- Sufficient personnel are

assigned at each level

according to the national

dissemination plan.

- Sufficient budgets are

allocated at each level

according to the national

dissemination plan.

2. Primary school teachers utilize the EQUITV program

in classroom teaching in the target provinces.

2-1 80% of primary schools receive training on the EQUITV program in the target provinces.

2-2 50% of primary schools utilize the EQUITV program in the target provinces.

2-3 50% of primary schools ensure the maintenance budget for the EQUITV program.

2-1 Monitoring/progress reports of the national dissemination plan

2-2 Ditto 2-3 Ditto 2-4 Ditto

3. Students at teachers colleges are familiarized with how

to utilize the EQUITV program in classroom teaching.

3-1 At least 1 lecturer in each teachers college in the target

provinces participate in training for provincial trainers.

3-2 At least 7 teachers colleges in the target provinces introduce

the EQUITV program in the existing courses.

3-3 More than 1,700 student-teachers acquainted with the

EQUITV program graduate from teachers colleges in the

target provinces every year.

3-1 Training reports

3-2 Reports from teachers

colleges

3-3 Records of teachers

colleges

Activities Inputs

1-1 Build up the EQUITV Management Committee and

sub -committees

1-2 Review the existing EQUITV science and

mathematics materials for G6-7-8

1-3 Conduct a series of workshops for developing the

national dissemination plan of the EQUITV program

1-4 Conduct a series of workshops for developing the

regional and provincial dissemination plans of the

EQUITV program

1-5 Conduct a series of workshops for developing training

modules of the EQUITV program

1-6 Conduct training for fostering national trainers*1

1-7 Conduct training for fostering regional and provincial

trainers*2

1-8 Collect and examine monitoring reports from regional

and provincial education offices

2-1 Conduct advocacy activities on the EQUITV program

in the target provinces

2-2 Introduce the EQUITV program in National

In-Service Training (NIST) in the provinces

2-3 Select pilot clusters and pilot schools equipped with

receiving apparatus in the five provinces*3

2-4 Conduct training for fostering cluster trainers from

pilot schools in the five provinces

2-5 Conduct management training of the EQUITV

program for school administration staff and BOM

members*4 in the pilot clusters

2-6 Conduct utilization training of the EQUITV program

for G6-7-8 teachers in the pilot clusters

3-1 Delineate an outlook for integrating the EQUITV

program in the pre-service curriculum

3-2 Prepare instructional materials on the EQUITV

program for teachers colleges

3-3 Conduct training for principals and lecturers at

teachers colleges in the target provinces

3-4 Organize nationwide seminars on the EQUITV

program for all teachers colleges

PNG Side - PNG does not fall into

social, economic and

political unrest.

- Security condition is

maintained in the target

provinces.

- There is no drastic change

of personnel in the

EQUITV Management

Committee.

- DoE secure sufficient

budgets for school fees

subsidies according to the

abolition of school fees in

primary education.



Bearing of expenses necessary for; - implementing the project activities such as training and monitoring (travel expenses,

allowance and accommodation for PNG counterpart personnel and participants) - maintaining and keeping in safety equipment procured by the Project - duplicating DVDs and printing materials such as teacher resource books and student


Japanese Side

Dispatch of experts of; - Project leader/Distance education management - Mathematics education - Science education - Dissemination plan - In-service and pre-service training - Advocacy - Monitoring - Coordinator



Bearing of expenses necessary for; - conducting baseline and endline surveys - conducting training for fostering national and provincial trainers in the target provinces - conducting training for principals and lecturers at teachers colleges in the target

provinces - printing and delivering training materials to the target provinces

Note: *1 National trainers are members of the EQUITV Management Committee and sub-committees,

teacher development officers of TED, and model teachers. *2 Provincial trainers are standards officers of SGD, lecturers of teachers colleges, officers of

provincial education offices, selected teachers, etc. In the regions aiming to disseminate the EQUITV program within a region, provincial trainers become regional trainer.

*3 The five provinces are East Sepik province in Momase region, Bougainville province in NGI region, West Highlands Province in Highlands region, and NCD and Central provinces in Southern region.

*4 BOM consists of representatives of community, school, church, women and students. *5 The specific figures of percentages in the objectively verifiable indicators will be set based on the

dissemination plans.

Preconditions

DoE is strongly committed

to the nationwide

dissemination of the

EQUITV program.

ANNEX 1: Project Design Matrix (201404Ver) Proposed Project Title: Project for Enhancing Access and Capacity of EQUITV program (EQUITV Phase 2) C/P Organization: Department of Education, Curriculum Development and Assessment Division, Teacher Education Division, Standard and Guidance Division and Policy, Planning & Research Division and Provincial education offices in the provinces Target Areas: NGI region (Bougainville, East New Britain, Manus, New Ireland and West New Britain provinces), Momase Region (East Sepik, Madang, Morobe and Sandaun provinces), Highlands Region (Western Highlands province) and Southern Region (NCD and Central province) Project Period: April 2012 - December 2015 (3 years and 9 months)







Overall Goal





Project Purpose






Dissemination Plan


Outputs





















colleges

Activities Inputs





























Japanese Side




- Science education



- Advocacy

- Monitoring

- Coordinator







provinces


Note:







Southern region.


Preconditions

DoE is strongly

committed to the



Annex 2. Change of Project Design Matrix

(Phase 1 and Phase 2)

Annex 2. Change of Project Design Matrix Phase2

Activities for

dissemination

intro

ductio

n to

and u

tilization o

fpro

gram in

the pilo

t clu

sters

(May 2012 - January 2014）

1st year

Counterparttraining in

Japan

system

for u

tilization

and disse

min

ation

impro

ving

instru

ctio

nal m

aterials

/train

ing fo

r foste

ring

trainers

2nd year

（February 2014 - January 2015）

3rd year

（February 2015 - January 2016）

【Output 1】

【Output 3

】

intro

ductio

n o

f program

to th

ete

achers c

olle

ges

【Output 2

】

ProjectOperation andManagement

Meeting on strengthening management and utilization of

EQUITV program / Workshops

3. Explain and consult on the Inception Report

5. Build up the organisational structure for Project operations

4. Present the Inception Report with other development

2. Conduct the first and the second counterpart training in

6

．Condu

ct a Base

line S

urve

y on th

e disse

min

ation an

d utilizatio

n o

f the E

QU

ITV

Pro

gram

1. Draft the Inception Report

27. Analyze the pre-service curriculum, instructional materials and textbooks

31. Conduct training to principals and lecturers at the teachers colleges in the target

32. Organize nationwide seminars on the EQUITV program for teachers colleges

20. Examine the measures to introduce the EQUITV Program into National In-Service

24. Conduct training for fostering cluster trainers (basic level)

21. Introduce the EQUITV Program in NIST in the provinces

25. Conduct management training for the EQUITV Program (basic level)

9. Review the existing EQUITV science and mathematics materials for G6-7-8

12. Conduct a series of workshops for developing the training modules for the EQUITV

29. Prepare instructional materials on the EQUITV program for teachers

17. Conduct training for advocacy activities on the EQUITV Program

14. Conduct training for fostering national

13. Develop the training modules for the EQUITV Program

15. Conduct training for fostering regional and provincial

22. Select pilot clusters and pilot schools in the five

23. Provide media-related equipment to the pilot schools

30. Provide media equipment to the teachers colleges

2. Conduct the training of capacity development for the EQUITV Steering Committee and sub-committees

3. Conduct a series of workshops for developing the national dissemination plan of the EQUITV program

4. Conduct a series of workshops for developing the regional and provincial dissemination plans of the EQUITV program

5. Conduct a series of workshops for revising the training modules of the EQUITV Program

9. Collect and examine monitoring reports from regional and provincial education offices

7. Conduct training for fostering national trainers

6. Revise the training modules of the EQUITV Program

8. Conduct training for fostering regional and provincial trainers

10. Conduct training for advocacy activities for the EQUITV Program

11. Conduct advocacy activities for the EQUITV Program in the target provinces

13. Review the measure to introduce EQUITV Program in NIST

14. Introduce the EQUITV Program in NIST in the provinces

15. Conduct training for fostering cluster trainers (advanced level)

16. Conduct management training for the EQUITV Program (advanced level)

17. Conduct utilization training for the EQUITV Program (advanced level)

18. Review an outlook for integrating the EQUITV Program into the pre-service curriculum

19. Review instructional materials on the EQUITV Program for teachers colleges

20. Conduct training to principals and lecturers a t teachers colleges in the target provinces

3. Conduct training for capacity development for the EQUITV Steering Committee and sub-committees

6. Conduct a series of workshops for revising the training modules of the EQUITV Program

8. Conduct training for fostering national

7. Revise the training modules of the EQUITV Program

9. Conduct training for fostering provincial trainers

11. Conduct training on advocacy activities for the EQUITV

12. Conduct advocacy activities for the EQUITV Program in the target provinces

14. Conduct training for fostering cluster trainers (advanced level)

15. Conduct management training of the EQUITV Program (advanced level)

16. Conduct utilization training for the EQUITV Program (advanced level)

17. Review an outlook for integrating the EQUITV Program in the pre-service

18. Review instructional materials of the EQUITV Program for teachers colleges

19. Conduct training to principals and lecturers a t teachers colleges in the target

20. Organize nationwide seminars on the EQUITV Program for teachers colleges

28. Delineate an outlook for integrating the EQUITV Program in pre-service curriculum

Meeting on strengthening management and utilization of EQUITV

program / Workshops

7. Reorganize the EQUITV Steering Committee and sub-committees

8. Conduct training of capacity development for the EQUITV Steering Committee and sub-committees

10. Conduct a series of workshops for developing the national dissemination plan for the EQUITV Program

16. Collect and examine monitoring reports from regional and provincial education offices

11. Conduct a series of workshops for developing the regional and provincial dissemination plans of the EQUITV Program

13. Support advocacy activities for provincial government and educaion office in the target provinces

1. Agree upon the work plan of the third

18. Conduct advocacy activities for the EQUITV Program in the target

26. Conduct utilization training of EQUITV Program (basic level)

1. Agree upon the work plan for the second year

4. Conduct a series of workshops for developing the national dissemination plan for the EQUITV Program

10. Collect and examine the monitoring reports from the provincial education offices



2. C

ondu

ct th

e e

nd-

line su

rvey o

n th

e disse

min

ation an

d utilizatio

n o

f the E

QU

ITV

Pro

gram

Meeting on strengthening management and utilization of

EQUITV program / Workshops

5. Conduct a series of workshops for developing the provincial dissemination plans of the EQUITV Program

Annex 3. Plan of Operations

(1st to 3rd Year of the Project)

ANNEX3：Plan of Operation 1Concentrated implemetation Implemetation as necessary

2016

4 5 6 7 8 9 10 11 12 1 2 3 4 5 6 7 8 9 10 11 12 1 2 3 4 5 6 7 8 9 10 11 12 1 2 3 4 5 6 7 8 9 10 11 12 1

　【1st year】

＜Activities for Project Operation and Management ＞

1Draft the Inception Report

2Conduct the first and the second counterpart training in Japan

3Explain and consult on the Inception Report

4Present the Inception Report with other development partners

5Build up the organisational structure for Project operations

6Conduct a Baseline Survey on the dissemination and utilization of the EQUITV Program

＜Activities for Output 1 ＞

7Reorganize the EQUITV Management Committee and sub-committees

8Conduct capacity development for the EQUITV Management Committee and sub-committees

9Review the existing EQUITV science and mathematics materials for G 6-7-8

10Conduct a series of workshops for developing the national dissemination plan for the EQUITV

Program

11Conduct a series of workshops for developing the regional and provincial dissemination plans of the

EQUITV Program

12Conduct a series of workshops for developing the training modules for the EQUITV Program

13Develop the training modules for the EQUITV Program

14Conduct training for fostering national trainers

15Conduct training for fostering regional and provincial trainers

16Collect and examine monitoring reports from regional and provincial education offices

＜Activities for Output 2＞

17Conduct training for advocacy activities on the EQUITV Program

18Conduct advocacy activities for the EQUITV Program in the target provinces

19Examine the measures to introduce the EQUITV Program into National In-Service Training (NIST)

20Introduce the EQUITV Program in NIST in the provinces

21Select pilot clusters and pilot schools in the five target provinces

22Provide media-related equipment to the pilot schools

23Conduct training for fostering cluster trainers (basic level)

24Conduct management training for the EQUITV Program (basic level)

25Conduct utilization training of EQUITV Program (basic level)


26Analyze the pre-service curriculum, instructional materials and textbooks

27Delineate an outlook for integrating the EQUITV Program in pre-service curriculum

28Prepare instructional materials on the EQUITV Program for teachers colleges

29Provide media equipment to the teachers colleges

30Conduct training to principals and lecturers at the teachers colleges in the target provinces

31Organize nationwide seminars on the EQUITV Program for teachers colleges

　【2nd year】


32Agree upon the work plan for the second year


33Conduct the training of capacity development for the EQUITV Management Committee and sub-

committees

1st year

（May 2012 ~ December 2013）

2nd year

(January 2014 ~ December 2014)

2015

3rd year

(January 2015 ~ January 2016)

　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　Duration

Activities

20132012 2014

34Conduct a series of workshops for developing the national dissemination plan of the EQUITV

Program


EQUITV program

36Conduct a series of workshops for revising the training modules of the EQUITV Program

37Revise the training modules of the EQUITV Program



40Collect and examine monitoring reports from regional and provincial education offices


41Conduct training for advocacy activities for the EQUITV Program


43Review the measure to introduce EQUITV Program in NIST

44Introduce the EQUITV Program in NIST in the provinces

45Conduct training for fostering cluster trainers (advanced level)

46Conduct management training for the EQUITV Program (advanced level)

47Conduct utilization training for the EQUITV Program (advanced level)


48Review an outlook for integrating the EQUITV Program into the pre-service curriculum

49Review instructional materials on the EQUITV Program for teachers colleges

50Conduct training for principals and lecturers at teachers colleges in the target provinces

　【3rd year】


51Agree upon the work plan of the third year

52Conduct the end-line survey on the dissemination and utilization of the EQUITV Program

＜Activities related to Output 1＞

53Conduct training for capacity development for the EQUITV Management Committee and sub-

committees

54Conduct a series of workshops for developing the national dissemination plan for the EQUITV

Program


EQUITV Program

56Conduct a series of workshops for revising the training modules of the EQUITV Program

57Revise the training modules of the EQUITV Program



60Collect and examine the monitoring reports from the regional and provincial education offices


61Conduct training on advocacy activities for the EQUITV Program


63Review the plan to introduce the EQUITV Program to NIST

64Conduct training for fostering cluster trainers (advanced level)

65Conduct management training of the EQUITV Program (advanced level)

66Conduct utilization training for the EQUITV Program (advanced level)


67Review an outlook for integrating the EQUITV Program in the pre-service curriculum

68Review instructional materials of the EQUITV Program for teachers colleges

69Conduct training for principals and lecturers at teachers colleges in the target provinces

70Organize nationwide seminars on the EQUITV Program for teachers colleges

ANNEX3：Plan of Operation 2Concentrated implemetation

Implemetation as necessary

2016

4 5 6 7 8 9 10 11 12 1 2 3 4 5 6 7 8 9 10 11 12 1 2 3 4 5 6 7 8 9 10 11 12 1 2 3 4 5 6 7 8 9 10 11 12 1

　【1st year】


1 Draft the Inception Report

2 Conduct the first and the second counterpart training in Japan

3 Explain and consult on the Inception Report

4 Present the Inception Report with other development partners

5 Build up the organisational structure for Project operations

6 Conduct a Baseline Survey on the dissemination and utilization of the EQUITV Program


7 Reorganize the EQUITV Steering Committee and sub-committees

8 Conduct capacity development for the EQUITV Steering Committee and sub-committees

9 Review the existing EQUITV science and mathematics materials for G 6-7-8

10 Conduct a series of workshops for developing the national dissemination plan for the EQUITV Program


EQUITV Program

12 Conduct a series of workshops for developing the training modules for the EQUITV Program

13 Develop the training modules for the EQUITV Program

14 Conduct training for fostering national trainers

15 Conduct training for fostering regional and provincial trainers

16 Collect and examine monitoring reports from regional and provincial education offices


17 Conduct training for advocacy activities on the EQUITV Program

18 Conduct advocacy activities for the EQUITV Program in the target provinces

19 Support advocacy activities for the EQUITV Program for the provincial government and education office

20 Examine the measures to introduce the EQUITV Program into National In-Service Training (NIST)

21 Introduce the EQUITV Program in NIST in the provinces

22 Select pilot clusters and pilot schools in the five target provinces

23 Provide media-related equipment to the pilot schools

24 Conduct training for fostering cluster trainers (basic level)

25 Conduct management training for the EQUITV Program (basic level)

26 Conduct utilization training of EQUITV Program (basic level)


27 Analyze the pre-service curriculum, instructional materials and textbooks

28 Delineate an outlook for integrating the EQUITV Program in pre-service curriculum

29 Prepare instructional materials on the EQUITV Program for teachers colleges

30 Provide media equipment to the teachers colleges

31 Conduct training to principals and lecturers at the teachers colleges in the target provinces

32 Organize nationwide seminars on the EQUITV Program for teachers colleges

　【2nd year】


1 Agree upon the work plan for the second year


2 Conduct the training of capacity development for the EQUITV Steering Committee and sub-committees

3 Conduct a series of workshops for developing the national dissemination plan of the EQUITV Program

1st year


2015

　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　Duration

Activities

20132012 2014

3rd year

(February 2015 ~ January 2016)

2nd year



EQUITV program

5 Conduct a series of workshops for revising the training modules of the EQUITV Program

6 Revise the training modules of the EQUITV Program





10 Conduct training for advocacy activities for the EQUITV Program



13 Review the measure to introduce EQUITV Program in NIST


15 Conduct training for fostering cluster trainers (advanced level)

16 Conduct management training for the EQUITV Program (advanced level)

17 Conduct utilization training for the EQUITV Program (advanced level)


18 Review an outlook for integrating the EQUITV Program into the pre-service curriculum

19 Review instructional materials on the EQUITV Program for teachers colleges

20 Conduct training for principals and lecturers at teachers colleges in the target provinces

　【3rd year】


1 Agree upon the work plan of the third year

2 Conduct the end-line survey on the dissemination and utilization of the EQUITV Program


3 Conduct training for capacity development for the EQUITV Steering Committee and sub-committees



EQUITV Program





10 Collect and examine the monitoring reports from the regional and provincial education offices


11 Conduct training on advocacy activities for the EQUITV Program


13 Review the plan to introduce the EQUITV Program to NIST


15 Conduct management training of the EQUITV Program (advanced level)



17 Review an outlook for integrating the EQUITV Program in the pre-service curriculum

18 Review instructional materials of the EQUITV Program for teachers colleges



ANNEX2：Plan of Operation 3Concentrated implemetation

Implemetation as necessary

2016

4 5 6 7 8 9 10 11 12 1 2 3 4 5 6 7 8 9 10 11 12 1 2 3 4 5 6 7 8 9 10 11 12 1 2 3 4 5 6 7 8 9 10 11 12 1

　【1st year】














EQUITV Program
























　【2nd year】






1st year


2015

　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　Duration

Activities

20132012 2014

3rd year


2nd year



EQUITV program



















　【3rd year】








EQUITV Program


















ANNEX3：Plan of Operation 4

Implemetation as necessary Concentrated implemetation

2016

4 5 6 7 8 9 10 11 12 1 2 3 4 5 6 7 8 9 10 11 12 1 2 3 4 5 6 7 8 9 10 11 12 1 2 3 4 5 6 7 8 9 10 11 12 1

　【1st year】














EQUITV Program
























1st year


2015

　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　Duration

Activities

20132012 2014

3rd year


2nd year




2016

4 5 6 7 8 9 10 11 12 1 2 3 4 5 6 7 8 9 10 11 12 1 2 3 4 5 6 7 8 9 10 11 12 1 2 3 4 5 6 7 8 9 10 11 12 1

1st year


2015

　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　Duration

Activities

20132012 2014

3rd year


2nd year


　【2nd year】







EQUITV program





















2016

4 5 6 7 8 9 10 11 12 1 2 3 4 5 6 7 8 9 10 11 12 1 2 3 4 5 6 7 8 9 10 11 12 1 2 3 4 5 6 7 8 9 10 11 12 1

1st year


2015

　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　Duration

Activities

20132012 2014

3rd year


2nd year


　【3rd year】








EQUITV Program


















Annex 4. Personnel Plan


Annex4. Personnel Plan Year1

Plan 410

Actual Dispatch 260Plan 275


Actual Dispatch 0P Plan 42


Actual Dispatch 37N Plan 180


Actual Dispatch # 60G Plan 40


Actual Dispatch 30Plan 7 17


Actual Dispatch 245Plan 5 5 10

Actual Result 5 5Plan 5 5 10

Actual Result 7

Plan 6 4 10



Actual Result 8

Deliverables

Joint CoordinatingCommittee

Evaluation Mission

3/12

total days

7/2 8/19

6/4 7/3 8/19 10/18

60100855/12 8/4 9/5 12/13 2/10 4/20

8/12 8/26

8/12 9/10

8/5 9/3

11/10

5/12 10/17 11/29 2/14

1st year

Reports

7/19 10/10

Coordinator/In-service andpre-service training assistant

Masumi Ichihara

Monitoring (3) Yusuke Morita

Monitoring (2) Ryuichi Sugiyama

Monitoring (1)ShinichiroTanaka

Advocacy Kohei Hatta

Pre-service training Takujiro Ito

Science education Isamu Hamada

Mathematics Education (2) Masami Isoda

Mathematics Education (1) Tamio Sugawara

　

Deputy project leader/Dissemination plan/In-

service training (2)Chiko Yamaoka

Project leader/Distanceeducation management/In-

service training (1)Akinori Ito

Coordinator/In-service andpre-service training assistant

30Masumi Ichihara

Moniroting (3) Yusuke Morita


Monitoring (1) Shinichiro Tanaka

Advocacy Kohei Hatta30

30

30

30 30

30 30

14 14 14

14 1228 32

Pre-service training Takujiro Ito

9/22 10/5 11/12 11/23

7/21 8/3Science education Isamu Hamada 11/1 11/23

Mathematics Education (2) Masami Isoda

Mathematics Education (1) Tamio Sugawara





85 60 30 90

8/21

5/9 7/1390 55

12/207966

8 9 10 11 122 3 4 5

2/9 4/28

Responsibility Name

4 5 6 7 8 9 10 11 12 1

2012 2013

74 41

6 7

30

14 2330 30

49

30 30

30 30

71 45

102 44

30 74

30

55

29 31

J

A

P

A

N

2/4 2/8

72/7 2/13

8

7/30 8/4

8/6 8/11

8/118/4

30

30

10

30

30 28

10

15

Inception Report

vv 1st JCC

Baseline Surveys

Report

Monitoring Mission

Work Plan in

Japanese

(1st year)

Progress Report (1st

year the 1st half

)

2nd JCC 3rd JCC 4th JCC

Progress Report (1st

year

the 2nd half

Mid-term Review

Mission


Plan 2002/22-28 3/15 4/26 5/6 10/20 10/29 12/14


2/17 4/5 8/1 9/16 11/1 12/5

Actual Dispatch 125N Plan 75

4/18 5/10 8/2 8/27 11/211/27


4/19 5/3 7/14 8/24

Actual Dispatch 57G Plan 30

7/31 8/29


7/31 8/29



2/18 4/17 5/15 7/3Actual Dispatch 109

Plan 09/8 10/20 11/1 12/18


Actual Result 0Plan 5 5 10

4/6 4/7 7/28 7/30 12/8 12/12

Actual Result 2 3 5 10Plan 0

Actual Result 0Plan 0


7/23 7/30 9/1 9/4

Actual Result 8 4 12Plan 8

7/27 7/30 10/6 10/9

Actual Result 4 4 8Plan 12

10/1 10/12



Actual Result 0

Deliverables

Joint Coordinating Committee

Evaluation Mission

30

30

Coordinator/In-service/pre-service training assistant and

advocacy (2)Yusuke Kurihara

59 31 60 30

43 48

12

12

8


advocacy (2)Yusuke Kurihara

48 47 30

24 26 25

23 26 26

30 30

15

J

A

P

A

N

8 9 10 11

168 47

1

Responsibility Name

2nd year

2014 2015

totaldays

3 4 5 6 785 30 30 55

7 43

12 12





47 3048

Pre-service training (1) Takujiro Ito

Advocacy (1) Kohei Hatta

Monitoring (1) Kosuke Yamachika

42

30


Moniroting (3) Yusuke Morita

30




advocacy (2)Masumi Ichihara

5059



Pre-service training (1) Takujiro Ito

Advocacy (1) Kohei Hatta

Monitoring (1) Kosuke Yamachika


Monitoring (3) Yusuke Morita


advocacy (2)Masumi Ichihara

Reports

Monitoring

Mission

JCC

Progress

Report (2nd Work Plan in

Japanese

Work Plan

in English

JCC

Days M/M

Total Total

8/1 8/9 8/10 9/1 9/8 9/14 11/27 11/30 12/21 12/24

1

7/1 7/3 7/25 7/31 12/16 12/18

4

684 22.81

684 22.81


45

249 8.30

(7) (31) (30) (31) (30)

12/1 12/20

(8)

8/31

(17)(22)

3/1 3/31 4/1 4/30 5/31 6/1 6/30

Actual Dispatch

11

45

10

11/95/1

70

11/26

48

10/31

(31)

9/30 10/1

45

30

30

7/1 7/31

8/1

129

2/22 2/28

35

30

8.30249

8/21

(24)

125

4.17

40

Name

Akinori Ito

17138Plan

2 3 4 5

20

20

6.20

(21)

45

186

45

1.50

0.47

(26)

125

4.17

7/8

Actual Dispatch

11/303/1

0.50

(4) (23)

7/31

(19)

0.67

15

0.50

Chiko Yamaoka

15

2/25

4/1 4/11

3/232/28

27

Plan

15

10/13 10/31 12/1 12/4

(15)

11/1

15

10/3 10/17 10/18

Ryusuke Yamachika

Plan

Actual Dispatch

(4)

15

Kohei Hatta

9/4

(14)

(24) (6)

9/68/8 8/31

Yusuke Morita

Actual Dispatch

14

60

1.0030

1.00

0.47

3/28 3/31 8/31

20

1.50

0.67

6/20

9/1

30

(4) (11)

8/6

Ryuichi Sugiyama

Plan

Actual Dispatch

Takujiro Ito

20

Plan

30

9/1

Actual Dispatch

Plan

Plan

12

24

(4)

6 7 8 9

6/1

14

8/6 8/19

14

6.20

9/1 10/1 10/49/23 12/1

(22)

186

11/16 12/1511/30

308

4/1 4/14

49

5/18 5/31

(3)

50

3/1 3/31

602/25 2/28

(4) (31) (14) (14) (30) (7)

47

Akiko Sugimoto

Plan

Actual Dispatch

30

(31)

8/316/30

Actual Dispatch

2016

1

(20)

14

6/1 8/1

Sub Total

15

(15)(15)

46

9/22

53

3

Actual Dispatch

30

(30)

Plan

(22)

22 (20)

(20)

4

PNG

Responsibility

Project leader/Distanceeducation management/In-service training (1)

Deputy project leader/Dissemination plan/In-service training (2)

Pre-service training

Advocacy

Monitoring (1)

Monitoring (2)

Monitoring (3)

Coordinator/In-serviceand pre-service training

assistant

12/25 12/29

28 2

28 1.40

Plan 24.46Actual

Dispatch 24.21

F/R

Sub TotalPlan

Actual Dispath

Akiko Sugimoto

Plan

Actual Dispatch 0

Report△ △

IC/R

0.00

9/18

0 0.00

7 0.35

Yusuke Morita

Plan 4 0.204

Actual Dispatch 4 0.20

9/21

7 0.35

Ryuichi Sugiyama

Plan 7 0.357

Actual Dispatch

9/15 9/21

(7)

0 0.00

Ryusuke Yamachika

Plan 7 0.357

Actual Dispatch

0 0.00

Kohei Hatta

Plan 0 0.00

5 0.25

Takujiro Ito

Plan 0 0.00

Actual Dispatch

5 0.25

Chiko Yamaoka

Plan 5 0.505

Actual Dispatch

2/23 2/24 3/24 3/26

Akinori Ito

Plan 5 0.255

Actual Dispatch

(3)(2)

Actual Dispatch

(7)

9/219/15

(4)

5

(5)

12/5

(5)

12/9

Project leader/Distanceeducation management/In-service training (1)

Deputy project leader/Dissemination plan/In-service training (2)

Pre-service training

Advocacy

Monitoring (1)

Monitoring (2)

Monitoring (3)

Coordinator/In-serviceand pre-service training

assistant

Total

Japan

Annex 5. The Records of Counterpart Training

Sessions in Japan (1st to 3rd Year of the Project)


Annex5: Records of Counterpart Training Sessions in Japan (First Year-1)

C/P training 1: Training on distance education, planning for the improvement in quality and access of education

Objectives In order to improve the access and quality of basic education in PNG, the trainees will be able to

・ Discuss the mid-long term roles of distance education including the EQUITV Program in

PNG

・ Discuss the framework and strategies for the enhancement and dissemination of distance

education in PNG by considering its roles

・ Propose necessary amendments to the education policies, the National Education Media

Policy (NEMP), and the system and plan for disseminating the EQUITV Program based on

the above discussion.

Contents ・ Roles, outcomes and issues relating to distance education (in Japan, developed countries,

and developing countries)

・ Policies, systems and facilities of distance education

・ Utilization of educational medias at the classroom level in Japan and other countries

Trainees

(8 people)

5 Top Management Team (TMT) members from the DoE, 2 Assistant Secretaries (ASs) and 1

Manager of the National Education Media Centre (NEMC)

・ Mr. Godfrey Yerua (First Assistant Secretary –Curriculum & Standards)

・ Mr. John Josephs (First Assistant Secretary – Policy & Planning)

・ Mr. Samson Wangihomie (Commissioner –Policy, Teacher Service Commission)

・ Mr. Walipe Wingi (Assistant Secretary- Teacher Education Division)

・ Mr. Henao Tau Nauna (Assistant Secretary – NCD Education)

・ Ms. Karina Sereva (Deputy National Librarian Office of Archive & Library)

・ Mrs. Annemarrie Kona (Director, Southern Regional office)

・ Ms. Hatsie Kelege Mirou (Manager, National Education Media Centre)

Duration 13 - 31 October 2012 (19days)

Training

organizations

Tsukuba University, NHK International, NHK Academy of Distance Learning, SONY, Nagao

Primary School and other organizations related to distance education.

Annex5: Records of Counterpart Training Sessions in Japan (First Year-2)

Training for distance education, planning for improvements in quality and access to education 2

Objectives To improve the access to and quality of basic education in PNG, the trainees will be able to:

・ Discuss roles of distance education including the EQUITV Program in PNG;

・ Study roles of provincial and city education office to support promotion of Education

Media, utilization of Education Media in classroom, teacher training on Education

Media

・ Propose necessary amendments to the education policies including National Education

Media Policy, the framework of EQUITV, the EQUITV Dissemination Plan; and

・ Discuss effective approach and plan for introducing EQUITV program into PTC

course.

Training

Contents

・ Roles and outcomes of distance education,

・ Policies, institutions, facilities of distance education,

・ Education Media administration and roles at provincial and city education office

・ Utilization of Education Media in classroom,

・ Teacher Training on Education Media

Trainees

(8 in total)

EQUITV Steering Committee members and sub-committee members – total 8 officers

・ Mr. Madako Suari, Director, Aid Coordination and Development

・ Mr. Camilus Kanau, Superintendent, SGD

・ Mr. Steven Tandale, Principal Curriculum Officer, Primary, CDAD

・ Mr. Michael Mera, Teacher Education officer, TED

・ Mr. Neville Unduka, Lecturer, Papua New Guiana Education Institute (PNGEI)

・ Mr. Glen Benny, Director of TV program, NEMC

・ Ms. Antonia Manahave, Media Curriculum Officer, NEMC

・ Ms. Salomie Irima, Model Teacher, EQUITV Model school

Duration 25 May –11 June 2013 (18 days)

Training

organizations

University of Tsukuba, Waseda University, The Open University of Japan, NHK Academy of

Distance Learning, Kyoto Computer Gakuen, SONY, Nagao Primary School, New Education

Expo 2013 and other organizations related to distance education

Annex5: Records of Counterpart Training Sessions in Japan (Third Year)

There is no Counterpart Training Sessions in Japan in 2nd

and 3rd

year of the project. However

someCounterpart have participated the Country-Focus Training.

Training Country-Focus Training for Papua New Guinea(Improvement of Quality of teaching

Materials(Short-Term Training)

Trainees

(8 in total)

Ministry of Education, ELD, Teachers college– total 8 officers

1. Mr. John Kakas, A, Director Primary, CDD

2. Ms. Ms. Kila Tau Gima, Curriculum Assessment Officer - Elementary, CDD

3. Ms. Essa Godua, Media Curriculum Office, ELD

4. Ms. Martha Kull, Teacher Training Officer, TED

5. Mr. Emmanuel Ragu, Model Teacher

6. Mr. Armstrong Rupa, Model Teacher

7. Ms. Mogia Ula Waugla, Primary Teachers College

8. Mr. Kambaiye Samuel, Primary Teachers College

Duration 28/05/2015～02/07/2015

02/11/2015～11/12/2015

Training

organizations

Naruto University of Education

Annex 6. List of Equipment


Annex 6： List of Equipment

ItemPlanned

QuantityActual Result Remark

Project Vehicle 1 1 Nissan Urvan Bus 15 Seater

VSAT (Very Small Aperture Terminal) Satellite

Communication Antenna1 1 installed

Colour Printer 1 2 HP OfficeJet 7000 A3 / HP CLJ Pro 300

Solar Lighting Package 1 1 Solar 90W Power Kit / 500W Inverter

DVD Label Printer 1 2 Bravo 4100 Auto DVD Label Printer

Colour Copy Machine 0 1 Sharp MX-3640N Copier/Printer/Scanner

Personal Computer 0 5 Mac Air / HP 450 Core i5-4200M F3K30PA

DVD Duplicator 0 2 SRPRO-1615

29-inch TV 43 69TV size was changed to 42-inch

additional sets for Teachers Colleges

DVD Player (PAL standard) 43 69 additinoal sets for Teachers Colleges

Generator (Power Output:1.0kVA - 2.0k VA) 43 43 YAMAHA ET950

TV Rack with a bulgar-proof cage 43 43 delivered

Power Regulator and Surge Protector for TV 44 70 additinoal sets for Teachers Colleges

Internet Modem (To be installed at the Provincial Department

of Education and Teachers Colleges in the target provinces)22 22

For the use by the Project Office

For the use by the Pilot Schools

Annex 7. Minutes of JCC Meetings

1

Department of Education and Japan International Cooperation Agency

The Project for Enhancing Access and Capacity of EQUITV program

(EQUITV Phase 2)

Minutes of Meeting of the 3rd Joint Coordinating Committee (JCC) Meeting

The 3rd Joint Coordinating Committee (hereinafter referred to as the “JCC”) Meeting on the Project for

Enhancing Access and Capacity of EQUITV1 Program (hereinafter referred to as the “EQUITV Phase

2”) was held on 11th of September 2013, at the Hideaway Hotel Conference Room in Port Moresby to

share the progress and discuss implementation issues of the project.

Participants including JCC members, media personals and observers (refer to Annex 1). The Project

team and members followed the agenda of the meeting (refer to Annex 2), of which results are

summarized as follows.

1.Welcome

Mr. Godfrey Yerua, Deputy Secretary, chaired the 3rd JCC.

2. Prayer

Ms. Hatsie Mirou, Manageress of National Education Media Centre, opened the meeting with a word of prayer.

3. National Anthem & Pledge

The chair person, Mr Godfrey Yerua, led the members of the JCC in singing the National Anthem and

the National Pledge.

4. Welcome Remarks – Mr Godfrey Yerua, Deputy Secretary

Mr. Godfrey Yerua, Deputy Secretary Teaching and Learning, in his opening remarks welcomed and acknowledged the presence of the members of the Joint Coordinating Committee (JCC) on behalf of the Chairperson Dr. Michael Tapo.

In his welcome remarks Mr. Yerua stated that the Government of Japan and PNG has had a long relationship through the assistance provided by the Japanese Government. He made mention to some significant areas of assistance that Japan provides to PNG.

2

Mr. Yerua further stated that everyone was pleased to hold the 3rd JCC meeting. This is a very important meeting as this committee (JCC) plays a very important role in providing guidance to the EQUITV Phase 2 Project. The EQUITV Program (Phase 1) is now being taken care of by the Department of Education. The purpose of EQUITV Phase 2 Project, which JICA is involved in, is to strengthen the system of management, to build capacities and also to lead all provinces in the nation to move into the EQUITV program.

Mr. Yerua further stated that although we have a UBE Plan, EQUITV has been taking the vital role in addressing access to education and retention especially in the schools in the remote areas. He stressed the need for more awareness on the EQUITV program in order to reach schools that are yet to receive the program and to provide them with quality education. He encouraged members to make contributions and also take part in the discussions.

6. Remarks from Steering Committee Chairperson, Mr. Wesley Lakain, Acting AS Curriculum

Development and Assessment Division (hereinafter referred to as the “CDAD”), Project

Manager, EQUITV Phase 2

Mr. Wesley Lakain, Project Manager and Chairman of the Steering Committee acknowledged the presence of members of the JCC and representatives of other organizations such as the Embassy of Japan, JICA, Department of National Planning& Monitoring, Provincial Education Advisors and Regional Directors from the four regions. He also acknowledged Dr. Eliakim Apelis, the former Project Manager.

Mr. Lakain stated that EQUITV Phase 2 project started in 2012 and is 16 months old as of today. Since taking over from Dr. Eliakim Apelis as the Project Manager and the Steering Committee Chairman, four Steering Committee meetings had been held leading up to this 3rd JCC meeting. Mr. Lakain also stated that the Steering Committee exists to monitor and implement project activities and discuss on the issues affecting the project so that that the project could continue to progress. He acknowledged the National Education Media Centre, the Steering Committee members and sub-committee members under the leadership of Ms. Hatsie Mirou, Manageress for NEMC, who has worked tirelessly behind the scene to ensure the activities are progressing.

Mr. Lakain informed the members of the JCC on the paper that he presented during the 2013 SEOC on the EQUITV Project, which drew a lot of support from all PEAs and other members of the Senior Education Officers Conference (SEOC).

Mr. Lakain further stated that there has been a major policy shift in terms of government directives, which implicates the project. The project, which is a part of Curriculum Development & Assessment Division (CDAD) is the driving force and will require a lot of efforts to address the new shift in the policies. As the Chairman of the EQUITV Project, Mr. Lakain thanked the Japanese Government through JICA, the Top Management Team (TMT) of the Department of Education, Standards and Guidance Division, Teacher Education, Donor Aid Coordination Branch (DoE) and members of the JCC for their continued support.

7. Minutes of Previous Meeting & Matters Arising

After going through the minutes of the previous JCC meeting, the committee accepted the minutes through Ms. Anne Marie Kona and seconded by Mr. Walipe Wingi.

3

As for the recommendation and challenges, it was recommended that Internal Restructure of DoE is to be deliberated to establish an ICT Division. The Chairperson informed the committee that the Department is talking about a major restructure of the entire Department of Education next year (2014) and directed CDAD to start working on the submission of the proposed structure.

With regards to restructure, Dr. Apelis stated that the Department has created an ICT Division and the challenge now is whether Media Centre will be captured in that particular Division.

The Chairperson responded that at the moment the Measurement Services Branch and the National Education Media Centre are running on their own and therefore we need to do some tidying up to see whether those sections utilizing ICT should be part of the ICT Division.

Dr. Apelis raised the point that the Department is paying K500,000.00 to EMTV for the broadcast of media lessons and needed clarification from EM TV as to whether that payment is being fully utilized.

On the broadcast of Educational Programs (EQUITV) on EMTV, Mr. Akinori Ito informed the committee that Ok Tedi had already started broadcasting the TV lessons as a result of the MOU signed between the Department and OK Tedi management.

Action 1: NEMC and CDAD to start working on the restructure at the Divisional level.

Action 2: Media Centre to report on whether we have direct communication with EMTV regarding the payment for the broadcast of educational programs.

Mr. Ito stated that some of the issues on the minutes of the previous meeting will be reported in the proceeding EQUITV Progress Report and Budget Report on the agenda.

8. Progress Report on the EQUITV Project (phase 2)

Ms. Hatsie Mirou presented the progress report on the EQUITV Project Phase 2 through a video presentation.

After the video presentation the Chairperson commended the Media Centre and the Project and stated that a lot has been happening in terms of awareness, training, capacity building and also getting various sectors of the community to involve in sustaining and expanding the EQUITV intervention. He further acknowledged that there is more to be done and needed everyone to do more.

Comments

In response to the EQUITV Progress report, Mr. Henry Vainak, Regional Director for Niugini Islands (NGI), in light of the dissemination plan stated that NGI Regional Office is waiting for other provinces to complete their dissemination plan so that they can look at how they would address this on a regional approach. He informed that Autonomous Region of Bougainville, East New Britain and New Ireland provinces have completed their dissemination plans, whereas West New Britain and Manus provinces were yet to be done.

Mr. Titus Hatagen, Provincial Education Advisor for Central, stated that Central Province started the EQUITV Program almost seven years (7) ago, however, their progress declined a bit. He further stated that it was difficult to secure funding from the District and Provincial grants because the money is in the hands of the politicians, and therefore Central Province had taken a different approach. Mr. Hatagen informed that they have budgeted for the B schools to purchase TV equipment for EQUITV

4

and that funding will come from the recurrent budget. Regarding training, Mr. Hatagen stated that only 2 districts were yet to be covered or conduct training.

Mr. Michael Meten, ARB EQUITV Coordinator, stated that the Provincial Dissemination Plan for ARB has been completed and will be submitted to the NGI Regional Office so that they can compile a regional plan. He further stated that they wanted to present the plan to politicians from ARB to solicit funding. ARB Education Division would like all schools to be on board with EQUITV Program but funding has been a major problem so far.

Ms. Anne Marie Kona suggested that the video presentation of EQUITV progress report should be presented in the coming RCM to convince others to take board on the EQUITV program and that there should be some kind of direction made to schools to purchase TV equipment.

Action3: NEMC will present the video presentation of EQUITV progress report in the coming RCM to convince others to take board on the EQUITV program

9. Budget Report

Before presenting the Budget report, Mr. Wesley Lakain challenged the committee with his opening statement saying that the EQUITV Project is growing and therefore the budget should also grow along with the project.

Mr. Lakain stated that K2 million was appropriated in 2013. Total expenditure is about K490, 000.00 and funds available is to the tune of K1, 509,938.00 Mr. Lakain stated that the available balance will be used up as there are items that have already being raised to support the activity of the project that amounts to K703, 672.00 which leaves the balance of K806, 200.00. He also stated that the remaining balance would also be used for the procurement and distribution of TV sets. Mr. Lakain stated that when the K2 million is used up it will leave the development funding on red and that the Division will address those short falls.

Mr. Akinori Ito presented the EQUITV Phase 2 Budget and Disbursement Report. He stated that JICA allocated funding for 1 year 7 months. The project started in May last year (2012) and so the financial year for the project is from May 2012 to December 2013. Mr. Ito said the disbursement report is always submitted in every Steering Committee meetings to inform the committee how the money is spent. Mr. Ito explained that funds are spent based on 11 categories. He stated that around 82% of the allocated funds have already being spent which is in line with the project plans. The remaining K300, 000.00 has already been committed and would be used by the end of the financial year.

The Chairperson thanked Mr. Lakain and Mr. Ito for the Budget reports. He further stated that there may be some money in the Department that can be used for the project and that money can be requested through the First Assistance Secretary.

Comments Ms. Hatsie Mirou informed the committee that although K2 million was allocated, the first disbursement was done in April and that delayed a lot of activities.

In response to Ms. Mirou’s comment, Mr. Shigeru Sugiyama, JICA Chief Representative, stated that JICA also share the same concern. He expressed concern that if the money was not released at the appropriate timing, it would definitely cause delay in the implementation of the project. He appealed to the Department of Education to look into improving the disbursement of funds because it is causing serious problems.

5

In response to Mr. Sugiyama’s comment, Mr. Lakain stated that DoE is required to put together cash flow and work plans which are submitted to the Department of National Planning & Monitoring (DNPM) for early disbursement. Since this process is slow, he appealed to the National Planning representative if that can be addressed.

The Chairperson, Mr. Yerua, stated that the issue can be discussed further by the Committee to see how we can link up with DNPM to address this matter.

Mr. Joseph Moide, Regional Director for Momase Region, suggested that there should be a link in terms of budgeting at the school level, district level and provincial level as well as at the National level to tie all the EQUITV activities together.

Mr. Hatagen in support stated that these could be done through the Minimum Priority Areas (MPA) during budgeting.

Mr. Yerua stated that Standards Officers can look into this to see which schools have access to EQUITV and which one don’t and provide that information to the MPA Committee to address.

Action4: the Committee discusses how the DOE can link up with DNPM to fast track the disbursement of funds.

Action5: Standards Officers can look into this to schools that have access to EQUITV and which one don’t and provide that information to the MPA Committee to address.

10. National Dissemination Plan Progress Report

Dr. Eliakim Apelis presented the National Dissemination Plan progress report. Before his presentation, he acknowledged members of the JCC, delegation from JICA, PEA’s, Regional Directors, Representative from National Planning, the provinces and other participants for the 3rd JCC meeting. Dr. Apelis stated that some of the issues discussed earlier on could be captured in the National Dissemination Plan and that Papua New Guineans could capture this program taking into account that it is our agenda and the Japanese Government is assisting us in provision of resources and expertise while the agenda belongs to PNG.

Dr. Apelis stated that the challenge he put to JCC last year was on ownership and sustainability. He stated that the project addresses major government policies, which are already in place, particularly the pillars of UBE which are Access, Retention, Quality and Management.

In his presentation Dr. Apelis acknowledged the direct involvement of the divisions particularly the Standards & Guidance Division, Teacher Education Division, Policy Planning and Communication Division and the provinces. He stated that these divisions have collaboration, linkages and connectivity, which allow the EQUITV program to move forward.

Dr. Apelis stated that all provinces must develop the Provincial Dissemination Plan, particularly the target provinces. Provincial Dissemination Plan basically looks at four areas,

1. Strategy 2. Provincial school information by categories (ABC) 3. Training plan 4. Budget for Implementation, equipment, training and materials.

6

His presentation also discussed about the goal of National Dissemination Plan and its activities, Awareness and its activities as well as Training, Equipment and Resource Materials. The way forward and areas of responsibilities for different stakeholders have also been captured in the National Dissemination Plan. As per the National Dissemination Plan, the cost of implementation is estimated at K4 million.

The Chairperson commended Dr. Apelis and Mr. Ito for their presentation and stated that a lot of things have been done in terms of the progress on the National Dissemination Plan and there are more to be done next year 2014.

Comments

Mr. Henry Vainak - commended the National Trainers in confidently disseminating the EQUITV Program to teachers. He stated that the TOT training conducted in the provinces has assisted teachers to understand the importance of EQUITV Program. Mr. Vainak stated that the only area that needs to be addressed is training at the District and Cluster level where the involvement of Provincial and District managers is important.

Mr. Ito also commended the Provincial Trainers, especially the Standards Officers, for their leadership in the EQUITV Program and also the Regional Directors for their involvement in Awareness and advocacy.

Mr. Moide - stated that any plan, especially the National Dissemination Plan, is to be advocated. Sustainability of the plan is very important and so he suggested for the National Dissemination Plan to be taken as part of the working plan for all stakeholders.

Mr. Hatagen - stated that awareness is very important. The idea needs to be presented to the Members of Parliament, Provincial Administrators and District managers for sustainability purposes.

Mr. Yoshikazu Taniguchi, Assistant Resident Rep of JICA stated with regard to the dissemination of the EQUITV Program, that although a lot of work has been put into the National Dissemination Plan, according to the findings of the Monitoring Survey Team, the number of EQUITV Receiving schools have decreased. Mr. Taniguchi reasoned that this could be due to the way the project was designed. He further stated that the TFF policy is not reflected in the current project and asked whether to continue with Dissemination Plan activities or need to make adjustment to convince schools to make funding available for the EQUITV Program.

The Chairperson stated that we should keep the National Dissemination Plan but there should be aggressive campaign to promote it by using all forms of media to sell the idea to all stakeholders.

Ms. Hatsie Mirou - stated that there were weaknesses and challenges gone through in 2013 but lessons therefrom should be learned and prioritize 2014 activities. Ms. Mirou stated that one of the activities that need to be looked at first is awareness which has been lacking.

Mr. Madako Suari – Manager Project Liasion and Coordination, suggested to utilize resource personnel on the ground to conduct awareness or to market the EQUITV Program to people who has interest with EQUITV.

Chairperson Mr. Yerua stated that there are several ways to do awareness, of which one he suggested was to make presentation during Governors conference next year. Another would be to get the Education Secretary to sign press releases to market EQUITV. He further stated that next year budget

7

would require K4.3 million in terms of procuring equipment and conducting training. He appealed to DNPM representative to look into this matter.

While summing up the discussions, Dr. Apelis commended NEMC, CDAD and Standards & Guidance Division for whatever little capacity they have in carrying out EQUITV activities. Dr. Apelis stated that there are a lot of issues that need to be looked carefully and those issues will come out from the Monitoring Team for us to address. He further stated that if the Plan (NDP) is not working then we need to adjust it.

On sustainability, Dr. Apelis pointed that after the Dissemination Plan, we would have a sustainable plan so that we can capture it as a recurrent or as a component function of the division.

Action6: The Project coordinates the aggressive campaign to promote it by using all forms of media and conferences to sell the idea to all stakeholders. Action7: The project prioritizes the awareness activities in 2014 11. Provincial Dissemination Plan Progress

The Central Province Dissemination Plan was presented by the Provincial Education Advisor Mr. Titus Hatagen. The presentation provided data on the number of schools in each category. He stated that 43% of schools in ‘B’ category will be taken care of by Central Provincial Government as they have already been budgeted for in 2014. Mr. Hatagen stated that so far Central Province has spent about K65, 000.00 for the EQUITV TOT training and K17, 000.00 was spent on districts and clusters training. Mr. Hatagen stated that Central Province is adamant that by 2015 they will reach their target – all primary schools will access EQUITV Program. He informed that Central Province had already conducted EQUITV District and cluster training in Hiri, Rigo, Kairuku and Abau Districts. Only some parts of Hiri are yet to be conducted. He stated that so far Central Province has 17 Provincial Trainers, 34 District trainers and 61 receiving schools.

The NCD Dissemination Plan was presented by Mr. Henao Tau Nauna - Assistant Secretary NCD Education Services. Mr. Tau Nauna stated that NCD is fully involved in the EQUITV Program where teachers in the 40 schools were all involved in the EQUITV training in 2012. Mobile visits were carried out by Standards Officers to ensure that all schools have TV program and also utilize the program as follow up from the training. Mr. Tau Nauna also informed the committee that a letter of instruction have been sent to all schools to utilize the TFF funds to purchase TV equipment including DVD’s. He stated that by 2014 NCD would fully implement the EQUITV Program.

The Autonomous Region of Bougainville Dissemination Plan was presented by Mr. Michael Meten. Mr. Meten stated that by the end of 2014, all 238 schools in the region would have been covered, according to the Dissemination Plan. He further stated that in terms of training, Bougainville has yet to conduct any training due to unavailability of fund.

The Western Highlands Provincial Dissemination Plan was presented by Mr. Simon Sam, Superintendent Primary/Secondary Schools. Mr. Sam stated that Western Highlands Province has 100 schools and experience the same issue on funding. He stated that most of the schools are accessible by road except for only few schools in Mul Baiyer District with difficulties in accessing them. On training, Mr. Sam said that the Districts and Cluster training is still pending due to shortage of funds. He said WHP has a total of 20 provincial trainers. He further stated that the Division of Education through the Department of Western Highlands has taken the responsibility to fund 29 schools in the province.

8

12. Revised Project Design Matrix The committee revised EQUITV Phase 2 Project Design Matrix. Mr. Godfrey Yerua - Chairman and Deputy Secretary, Teaching & Learning, presented it.

Comments

Mr. Akinori Ito stated that with the current indicator bellow, the project is not really comfortable. He further stated that this would be discussed further when the study team arrives.

“Lecturers in each teachers college in the target provinces become provincial trainers” is not appropriate indicator to show the status on “Output 3: Students at teachers colleges are familiarized with how to utilize EQUITV program in classroom teaching.”

13. The 2nd Japan Training Mr. Madako Suari presented the 2nd Japan Training Report. According to Mr. Suari the training was very successful. He said that the report contains findings and recommendation that would be presented to TMT.

Mr. Ito stated that other recommendations would be included in the report.

14. Plan of the project activities Mr. Ito presented Plan of Project activities. The report covers the period from September - December and from January - April next year 2014. Activities conducted in 2013 are; Management, Awareness, In-service Training, Model lesson Print and Distribution and Equipment Procurement. Mr. Ito stated that most of these activities were achieved. The same activities would continue next year, 2014.

Mr. Takujito Ito discussed the PDM indicator output 3-3 ‘More than 1,700 student-teachers acquainted with the EQUITV program graduate from teachers colleges in the target provinces every year.’ He clarified that the number 1,700 is insufficient. Because the some schools population is low. He suggested to reduce the number to 1,020 students.

All members acknowledged and noted his suggestion.

15. AOB On AOB, Dr. Eliakim Apelis informed the committee on the latest development of OBE, stating that OBE cannot be replaced unless we have something to replace it.

16. Closing remarks In his closing remarks the Chairperson, Mr. Godfrey Yerua, commended everyone for their support in ensuring that the EQUITV Project implemented its activities. He acknowledged Mr. Sugiyama and JICA for their continuous support. He also acknowledged Mr. Akinori Ito for his guidance and also thanked the Steering Committee, the PEA’s for their guidance and lastly the JCC Members for their contribution and guidance.

Mr. Yerua stated that the EQUITV vision is to reach every school. He acknowledged that it is challenging but that is our vision and would have to make it happen.

The 3rd JCC Meeting closed at 3:30 pm

9

Annex 1: Attendance List of the 3rd JCC meeting

Venue: Hideaway Hotel, Port Moresby

JCC members, PNG side

No. Name Position and Institution 1 Mr. Godfrey Yerua A/Deputy Secretary, Teaching & Education Standards, DoE

2 Dr. Eliakim Apelis A/First Assistant Secretary, Curriculum & Standards

3 Mr. Walipe Wingi A/First Assistant Secretary, Teaching & Learning

4 Mr. Wesley Lakain EQUITV Phase 2 Project Manager, Assistant Secretary, CDAD

5 Ms. Hatsi Mirou Chairperson, EQUITV Program Management Committee Manager, National Education Media Centre (NEMC)

6 Mr. Glen Benny Assistant Executive Officer, JCC, TV Coordinator

7 Ms. Antonia Manahave Media Curriculum Officer, NEMC

8 Mr. Madako Suari Director, Aid Coordination and Development, PPRCD

9 Mr. Robert Pelis Aid Coordination and Development Officer, PPRCD

10 Mr. Camilus Kanau Superintendent, Standards & Guidance Division

11 Mrs. Annemarie Kona Regional Director, Southern Region

12 Mr. Joseph Moide Regional Director, Momase Region

13 Mr. Henry Vinak Regional Director, NGI Region

14 Mr. Aloysius Rema Regional Director, NGI Region

15 Ms. Elizabeth Kosi Senior Standard officer, NCD

16 Mr. Nopa Raki Superintendent Curriculum, TED

17 Ms. Dorothy Marang Program Officer for Education & Social Sector, DNPM

18 Mr. Henao Nauna Assistant Secretary, NCD Education Services

19 Mr. Titus Hatagen Provincial Education Adviser, Central Province

20 Mr. Simon Sam Superintendent Primary, Western Highlands Province

21 Mr. Michael Meten Planner, Division of Education, ARB

22 Mr. Joseph John Provincial Material Officer, Central Province

JCC members, Japanese Side No. Name Position and Institution

1 Mr. Shigeru Sugiyama Chief Representative of JICA PNG Office

2 Mr. Yoshikazu Taniguchi Assistant Resident Representative of JICA PNG Office

10

3 Mr. Naomitsu Nakagawa Project Formulation Adviser

4 Mr. Koshi Shishido Second Secretary, Embassy of Japan

5 Mr. Akinori Ito Project Leader, EQUITV Phase 2 6 Mr. Takujiro Ito JICA Expert

Observers

No Name Position

1 Mr. Benjamin Ugup Senior TV Technician, NEMC, CDAD

2 Mr. Keith Poloe Project Senior Driver & Clerk

3 Ms. Angela Koso Project Junior Secretary

4 Mr. Kila Rauna Project Relieve Driver Media Personnel

No Name Position

1 Mr. Kolopn Waima Reporter, Post Courier

2 Mr. Felix Lapan Camera man, Kundu 2

3 Mr. Jaheb Akia Reporter, Kundu 2

4 Ms.Mirriam Malawa Reporter, The National

5 Mr. Adam Mera Reporter, Photo Grapher, The National

6 Mr. Geso Ko Cameraman

7 Angela Koso Junior Secretary, EMTV

11

Annex 2: The 3rd Joint Coordinating Committee (JCC) Program

Project for Enhancing Access and Capacity of EQUITV program (EQUITV Phase 2 Project) P.O.Box 1660 Port Moresby, NCD, Papua New Guinea

The 3rd Joint Coordinating Committee (JCC) Meeting of the EQUITV project phase 2

Date: 11th of September 2013

Time: 9:00am – 13:30pm Venue: Hideaway Hotel Conference Room

PROGRAMME

1

9:00 - 9:05

Welcome remarks from Chairperson (Project Director)

Dr. Michael Tapo – A/ Secretary for Education

2 9:05 -9:10 Prayer 3 9:10 - 9:15 National Anthem & National pledge Ms. Hatsi Mirou, Manager, NEMC 4 9:15-9:20 EQUITV song All participants 5 9:20 -9:30

Remarks from Steering Committee Chairperson (Project Manager)

Mr. Wesley Lakain, A/AS-CDAD, Project Manager – EQUITV Phase 2

6 9:30 – 9:40 Minutes of Previous Meeting & Matters Arising from the Minutes

Dr. Michael Tapo – A/ Secretary for Education

7

9:40–-11:00

Progress report on the EQUITV Project Phase 2

9:40-10:05 7.1. Video presentation – progress summary report

Ms. Hatsi Mirou, Manager, National Education Media Centre

10:05-10:15 7.2. Budget Report Mr. Wesely Lakain, A/AS-CDAD Mr. Akinori Ito, Project Leader – EQUITV Phase 2

10:15-10:30 Tea break 10:30-10:45 7.3. National Dissemination Plan Progress

Dr. Eliakim Apelis MPS, A/FAS- Curriculum and Standards

10:45- 11:00 7.4. Provincial Dissemination Plan Progress Assistant Secretaries – NCD, Central Province, ESP, ARB and WHP

8 11:00– 11:10 Revised Project Design Matrix of EQUITV Phase 2 project

Mr. Godfrey Yerua, A/ Deputy Secretary, Teaching & Education Standards

9 11:10-11:30 The 2nd Japan Training Mr. Madako Suari Director - Aid Coordination and Development

10 11:30-11:45 Discussion of the issues and challenges Dr. Michael Tapo – A/ Secretary for Education 11 11:45-11:50 Plan of the Project Activities Mr. Akinori Ito, Project Leader – EQUITV Phase 2 12 11:50-12:10 Any other business Dr. Michael Tapo – A/ Secretary for Education 13 12:10-12:20 Closing remarks: Mr. Shigeru Sugiyama – Chief Representative

JICA Papua New Guinea Office 14 12:20-12:30 Closing Speech Dr. Michael Tapo – A/ Secretary for Education 15 12:30-13:30

Refreshment

My heart, My Child, My School, My Country with EQUITV

EQUITV PROJECT

12

MINUTES OF MEETING

BETWEEN

THE JAPANESE MID-TERM REVIEW TEAM

AND

THE AUTHORITIES CONCERNED OF THE GOVERNMENT OF

THE INDEPENDENT STATE OF PAPUA NEW GUINEA

ON

JAPANESE TECHNICAL COOPERATION FOR

THE PROJECT FOR

ENHANCING ACCESS AND CAPACITY OF EQUITV PROGRAM

(EQUITV PHASE 2)

The Japanese Mid-term Review Team (hereinafter referred to as “ the Team”), organized by

the Japan International Cooperation Agency (hereinafter referred to as “JICA”) and headed by

Mr. Satoru Takahashi, visited the Independent State of Papua New Guinea (hereinafter referred

to as “PNG”) from 16 March to 5 April 2014 for the purpose of conducting the mid-term

review of the Project for Enhancing Access and Capacity of EQUITV program (EQUITV

Phase 2) (hereinafter referred to as “the Project”).

During its stay in PNG, the Team exchanged views through a series of discussions with the

authorities concerned on the progress of the Project. As a result of the discussions, both sides

agreed upon the matters refered to in the document attached hereto.

Port Moresby, 1 April, 2014

＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿

Satoru TAKAHASHI

Leader

Japanese Mid-term Review Team

Japan International Cooperation Agency

Japan

＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿

Dr. Uke Kombra, PhD

for: Secretary for Education


Independent State of Papua New Guinea

THE PROJECT FOR

ENHANCING ACCESS AND

CAPACITY OF EQUITV PROGRAM

(EQUITV PHASE 2)

Joint Mid-term Review Report

Port Moresby, 1 April 2014

TABLE OF CONTENTS

List of Abbreviations and Acronyms

1. Introduction .............................................................................................................................. 1

1-1. Preface

1-2. Objectives of the Review

1-3. Schedule of the Team

1-4. Members concerned to the Mid-term Review

1-5. Methodology of the Review

2. Results of the Review............................................................................................................... 5

2-1. Achievement of the Project

2-2. Review by the Five Criteria

2-3. Conclusion

3. Recommendations .................................................................................................................. 12

3-1. Expanding the utilization of the EQUITV program

3-2. Introducing the EQUITV program to teachers colleges

3-3. Raising awareness of key stakeholders

3-4. Conducting the Project activities smoothly

3-5. Collecting accurate educational information

3-6. Revising PDM & PO

Annexes

List of Abbreviations and Acronyms

ARB Autonomous Region of Bougainville

BOM Board of Management

CDAD Curriculum Development and Assessment Division

DAC Development Assistance Committee

DoE Department of Education

DSIP District Services Improvement Programme

DVD Digital Versatile Disc

EMIS Education Management Information System

EQUITV Enhancing Quality in Teaching through TV Programs

JCC Joint Coordinating Committee

JICA Japan International Cooperation Agency

LLGSIP Local Level Government Services Improvement Programme

NCD National Capital District

NEMC National Education Media Centre

NEMP National Education Media Policy

NIST National In-service Training

OECD Organization for Economic Co-operation and Development

PDM Project Design Matrix

PNG Independent State of Papua New Guinea

PO Plan of Operation

PPRD Policy, Planning, and Research Division

PSIP Provincial Services Improvement Programme

RCM Regional Consultative Meeting

SEOC Senior Education Officers Conference

SGD Standards and Guidance Division

TED Teacher Education Division

TFF Tuition Fee Free

UBE Universal Basic Education

UNESCO United Nations Educational, Scientific and Cultural Organization

1

1. Introduction

1-1. Preface

The Independent State of Papua New Guinea (PNG) is diverse in geography and consists

mainly of rugged terrains and islands. Most primary and secondary schools in PNG are small

and located in rural and remote areas. The geographical constraints hampered education

services to reach all of the rural areas where school infrastructure and resource materials are

limited and the number of teachers and the quality of education are insufficient. To improve

the access to and quality of education, the Department of Education (DoE) of PNG began

utilizing distance education to compensate for qualitative and quantitative shortcomings in

basic education.

DoE and the Japan International Cooperation Agency (JICA) implemented a partnership

project named Distance Education Utilizing Live Recording Broadcasting from 2002 to 2004

and a technical cooperation project entitled Enhancing Quality in Teaching through TV

Programs (EQUITV Phase 1) from 2005 to 2008. Based on the achievements of EQUITV

Phase 1, DoE formulated the National Education Media Policy (NEMP) in 2010. NEMP

officially acknowledged the previous activities conducted as the EQUITV program and started

introducing the program nationwide.

To help PNG disseminate the EQUITV program and establish a sustainable mechanism of

the program, the Project for Enhancing Access and Capacity of EQUITV program (EQUITV

Phase 2) (hereinafter referred to as “the Project”) has been ongoing since April 2012. JICA

dispatched the Japanese Mid-term Review Team (hereinafter referred to as “the Team”) to

PNG for the purpose of conducting the Mid-term Review (hereinafter referred to as “the

Review”) which has been undertaken jointly by the Team and PNG authorities concerned.

1-2. Objectives of the Review

The objectives of the Review are as follows:

(1) To review the inputs and activities of the Project;

(2) To evaluate the achievements of the Project from the viewpoint of the five evaluation

criteria of the Development Assistance Committee (DAC) in the Organization of

Economic Co-operation and Development (OECD);

(3) To summarize the progress of the Project;

(4) To make recommendations on the measures to be taken in order that the Project will

achieve the Project purpose; and

(5) To review and revise the Project Design Matrix (PDM) and Plan of Operation (PO).

2

1-3. Schedule of the Team

The Review has been conducted as below from 16 March to 5 April, 2014.

Date Day Activities

16 Mar. Sun Arriving in PNG (Mr. Yamaguchi)

Meeting with JICA staff

17 Mar. Mon Meeting with JICA PNG Office

Meeting with Project Experts

18 Mar. Tue

Meeting with Assistant Executive Officer, NEMC

Meeting with Assistant Secretary, CDAD

Meeting with Director Curriculum Brunch, CDAD

19 Mar. Wed

Visiting TV Production Studio and Class, NEMC

Meeting with First Assistant Secretary, Teaching and Learning

Meeting with Manager, NEMC

20 Mar. Thu Meeting with Deputy Secretary, DoE

Discussion with the Project Experts

21 Mar. Fri Meeting with the Ex-Chairperson of the Steering Committee

Discussion with the Project Experts

22 Mar. Sat Documentation

23 Mar. Sun Documentation

24 Mar. Mon

Meeting with Media Curriculum Officers

Arriving in PNG (Mr. Takahashi and Mr. Chujo)

Meeting with JICA PNG Office

25 Mar. Tue Meeting with TMT Team, DoE

Meeting with the Project Experts

26 Mar. Wed Meeting with the Project Experts

Meeting with PNG EQUITV Team

27 Mar. Thu

Moving from Port Moresby to Wewak

Visit to Turubu Primary School

Meeting with In-Service Coordinator of East Sepik

28 Mar. Fri Visiting to Banak Primary School

Visiting to Dagua Primary School

29 Mar. Sat Moving from Wewak to Port Moresby

Internal Meeting and Documentation

30 Mar. Sun Internal Meeting and Documentation

31 Mar. Mon Meeting with PNG EQUITV Team

1 Apr. Tue Meeting with TMT Team, DoE

Signing of Minutes of Meeting

2 Apr. Wed Departing from PNG (Mr. Takahashi and Mr. Chujo)

3 Apr. Thu Compiling the report

4 Apr. Fri Compiling the report

5 Apr. Sat Departing from PNG (Mr. Yamaguchi)

3

1-4. Members concerned to the Review

The Review was jointly conducted by both PNG and Japanese sides, and the result was shared

with the Top Management Team of DoE on 1 April, 2014. The members are shown below.

1-4-1. PNG side


Dr. Uke Kombra , PhD Deputy Secretary, Policy & Corporate Services

Dr. Eliakim Apelis MPS Deputy Secretary, Teaching and Education Standards

Mr. Godfrey Yerua

Mr. Luke Taita

Deputy Secretary, TVET and UNESCO

Former Deputy Secretary, Policy & Corporate Services

Mr. Jacob Hevelawa MBE

Mr. Baran Sori

Director-General Office of Libraries and Archives

Chairman, Teaching Service C

Mr Titus Hatagen Acting First Assistant Secretary (FAS), Standards &

Curriculum

Mr. Walipe Wingi Acting FAS, Teaching & Learning

Mr. Joseph Logha

Mr. Andrew Angobe

Mr. John Josephs

Acting FAS, Policy & Planning

FAS, UNESCO

Former First Assistant Secretary, Policy & Planning

Ms. Etwin Apai FAS, Corporate Services

Mr. Mordecai Baine Acting Assistant Secretary, CDAD

Ms. Annemarie Kona

Mr. Andrew Kuk

Mr. Wesley Lakain

Mr. Steven Tandale

Mr. Camilus Kanau

Mr. Michael Mera

Mr. Madako Suari

Acting Assistant Secretary, Standards & Guidance

Director Corporate Production & Distribution, CDAD

Superintendent, Operation, CDAD

Director, Curriculum & Assessment Branch

Superintendent Operation, Standards & Guidance

Elementary In-service officer

Director, Donor Coordination and Liaison

Ms. Hatsie Mirou Manager, NEMC

Mr. Glen Benny

Ms. Michelle Goroba

Executive officer, EQUITV Steering committee

Executive officer, TMT meeting

Division of Education (East Sepik Province)

Mr. Timothy Yavu In-service Coordinator of Education

EQUITV PHASE 2 Project Experts

Mr. ITO Akinori Project Leader

Mr. YAMAOKA Chiko Deputy Project Leader

Ms. ICHIHARA Masumi Project Coordinator

4

1-4-2. Japanese side

(1) Mid-term Review Team

Mr. TAKAHASHI Satoru Leader, Visiting Senior Advisor (Education), JICA

Mr. CHUJO Yoshihiko Cooperation and Coordination, Basic Education

Division I, Human Development Department, JICA

Mr. YAMAGUCHI Yutaka Evaluation and Analysis,

General Manager, Cranberry, Inc.

(2) JICA PNG Office

Mr. SUGIYAMA Shigeru Chief Representative

Mr. TANIGUCHI Yoshikazu Representative

Mr. NAKAGAWA Naomitsu Project Formulation Advisor

Ms. KOME Cecily Program Officer

1-5. Methodology of the Review

Based on PDM signed on 9 May 2013 and PO signed on 1 February 2012, the Review is

designed to clarify the following issues and aspects:

1) Achievements of the Project based on the PDM indicators;

2) Implementation process; and

3) Five evaluation criteria of DAC

Definitions of the criteria are as follows:

Relevance

Relevance of the Project is reviewed in terms of the validity of the Project

purpose and the Overall goal in connection with the development policy of the

Government of PNG, aid policy of the Government of Japan, needs of

beneficiaries, and by logical consistency of the Project design.

Effectiveness Effectiveness of the Project is assessed by evaluating the extent to which the

Project has achieved its purpose and outputs.

Efficiency Efficiency of the Project is analyzed the extent to which the outputs are

yielded in terms of quality, quantity, and timing of the inputs.

Impact Impact of the Project is assessed based on the size of both positive and

negative influences caused by the Project.

Sustainability

Sustainability of the Project is assessed in terms of policy, institutional,

financial and technical aspects by examining the extent to which the

achievements of the Project would be sustained or extended after the Project

period.

Conclusions are drawn from the result of the Review, and recommendations are made by both

sides.

5

2. Results of the Review

2-1. Achievements of the Project

2-1-1. Outputs

(1) Capacity of managing and disseminating the EQUITV program at central, regional

and provincial levels is strengthened.

(2) Primary school teachers utilize the EQUITV program in classroom teaching in the

target provinces.

(3) Students at teachers colleges are familiarized with how to utilize the EQUITV

program in classroom teaching.

(1) Capacity of managing and disseminating the EQUITV program at central, regional

and provincial levels is strengthened.

【Indicator 1-1】 The national dissemination plan of the EQUITV program is developed in

line with UBE plan and NEMP.

【Result】 Achievement level: Achieved

The national dissemination plan of the EQUITV program was developed in 2012 and it was

revised in 2013 reflecting the provincial dissemination plans developed by the 12 target

provinces (Autonomous Region of Bougainville (ARB), East New Britain, Manus, New

Ireland, West New Britain, East Sepik, Madang, Morobe, Sandaun, Western Highlands, Central

and National Capital District (NCD)).

【 Indicator 1-2】 The regional and provincial dissemination plans of the EQUITV

program are developed in the target regions and provinces.

【Result】 Achievement level: In progress

The provincial dissemination plans of the EQUITV program were developed in all the target

provinces by the end of 2013. The regional plans of the EQUITV program have not been developed,

as it was found that the provincial dissemination plans serve as substitutes.

【Indicator 1-3】 Training modules of the EQUITV program are developed.

-Trainers’ manual (for basic and advanced training)

-Teachers’ and BOM (Board of Management) manual (for basic and advanced

training)

-Training modules for NIST


6

While “Trainers’ manual” and “Teachers’ and BOM manual” for basic training have been

developed, those for advanced training are being developed. Training modules for NIST were

developed in 2013.

【Indicator 1-4】 The dissemination of the EQUITV program is discussed on Regional

Consultative Meeting (RCM) and Senior Education Officers Conference

(SEOC).


The national dissemination plan of the EQUITV program was raised as a discussion topic

during the joint SEOC/RCM conference in August 2012, Special RCM in Western Highlands

in January 2013 and SEOC in August 2013. While SEOC will continue to be held, RCM will

be less likely to continue due to financial constraints.

【Indicator 1-5】 Training for provincial trainers is organized at least twice in each target

province.


The provincial training of the EQUITV program (basic level) was conducted in NCD and the

five provinces (Central, East Sepik, Western Highlands, Sandaun and East New Britain). The

training (basic level) in the remaining target provinces are scheduled to be conducted in 2014,

which means that all the target provinces will be ready to disseminate the EQUITV program to

schools in each province. Further training (advanced level) is also planned in 2014 and 2015 for

the better utilization of the EQUITV program.

(2) Primary school teachers utilize the EQUITV program in classroom teaching in the

target provinces.

【Indicator 2-1】 80% of primary schools receive training on the EQUITV program in the

target provinces.

【Result】 Achievement level: Ongoing with some delays

A total of 304 primary schools have received training on the EQUITV program by the end of

February 2014, which accounts for 13.7% of the total number of schools (2,220) in the target

provinces. The following table shows the number of schools that received training. There has

been a delay in district training due mainly to the shortage of financial resources from

provincial governments, causing a further delay in cluster training.

7

Number of Schools that Received Cluster Training in 2012 and 2013

Province Total No. of schools No. of schools trained Rate

East Sepik 283 135 47.7% Sandaun 231 36 15.6% Western Highlands 100 10 10.0% Central 129 83 64.3% NCD 40 40 100%

Others 1437 0 0%

Total 2220 304 13.7%

【Indicator 2-2】 50% of primary schools utilize the EQUITV program in the target

provinces.

【Result】 Achievement level: Modestly improving

The National Dissemination Plan stipulates the three conditions of utilizing the EQUITV

program. That is, schools ought to have access to (1) resources materials, (2) TV sets, and (3)

training. The table below shows the situation in the target provinces by the end of March 2014.

Utilization Situation of the EQUITV Program in the Target Provinces

In ARB, East New Britain, Manus, New Ireland, West New Britain, Morobe, and Madang, no

training has been implemented so that no school can be regarded to utilize the EQUITV

program. While there are 108 schools with TV sets and 135 schools that received training in

East Sepik, there are 10 schools with resource materials in this province. This means that at

most 10 schools meet the three conditions of utilizing the EQUITV program. Likewise, the

maximum number of such schools is 0 in Sandaun, 10 in Western Highlands, 40 in Central, and

40 in NCD. Consequently, it is assumed that not more than 100 schools utilize the EQUITV

Province Schools Resouce materials TV sets Training

ARB 238 0 64 0

East New Britain 160 10 87 0

Manus 90 0 10 0

New Ireland 144 0 59 0

West New Britain 175 0 9 0

Morobe 350 0 9 0

Madang 280 0 5 0

East Sepik 283 10 108 135

Sandaun 231 0 27 36

Western Highlands 100 50 33 10

Central 129 40 80 83

NCD 40 40 40 40

Total 2220 150 531 304

8

program, which accounts for 4.5% of the total number of schools in the target provinces.

【Indicator 2-3】 50% of primary schools ensure the maintenance budget for the EQUITV

program.

【Result】 Achievement level: Partly measured but not fully measured

Little accurate data is available concerning the rate of schools that ensure the maintenance

budget for the EQUITV program. This is because reliability and collection rate of data were

less than expected. Despite a limited scope, a research conducted by the Project in NCD

revealed that 100% of the 39 primary schools that had purchased a TV set with its own

financial resources ensured the maintenance budget.

(3) Students at teachers colleges are familiarized with how to utilize the EQUITV program in classroom teaching.

【Indicator 3-1】 At least 1 lecturer in each teachers college in the target provinces

participate in training for provincial trainers.


Three lecturers from two teachers’ colleges participated in provincial training. On top of the

training module for In-service teachers, the Project developed the module for pre-service

training. In 2013, 21 lecturers including management staff from eight teachers colleges

participated in the nationwide kick-off seminar where they made action plans to introduce the

EQUITV program.

【Indicator 3-2】 At least 7 teachers colleges in the target provinces introduce the

EQUITV program in the existing courses.


Two teachers colleges (Bomana and Madang) in the target provinces briefly introduced the

EQUITV program in 2013. In addition, those two colleges stepped further to incorporate the

EQUITV program into the syllabi of the existing courses.

【Indicator 3-3】 More than 1,700 student-teachers acquainted with the EQUITV

program graduate from teachers colleges in the target provinces every year


Being acquainted with the EQUITV program, approximately 500 students graduated from the

teachers colleges of Bomana and Madang in 2013.

9

2-1-2. Project Purpose

The system for disseminating the EQUITV program at primary schools nationwide is

strengthened.

【Indicator 1】 The national dissemination plan of the EQUITV program is authorized by

DoE so as to promote UBE plan and NEMP.


The National Dissemination Plan of the EQUITV program was developed in 2012 and

approved by the Joint Coordinating Committee (JCC) in December 2012. The plan was revised

in 2013 reflecting the provincial dissemination plans developed by the target provinces, and it

was approved by JCC in December 2013. The plan will be revised in 2014 based on the

progress of dissemination, and it is expected to be authorized by the end of the Project period.

【Indicator 2】 The meeting of the EQUITV Steering Committee composed of CDAD,

TED, SGD and PPRD is held at least once per quarter.


The Steering Committee held meetings 11 times during 23 months. The committee is

composed of representatives from the Curriculum Development and Assessment Division

(CDAD), Teacher Education Division (TED), Standards and Guidance Division (SGD), Policy,

Planning, and Research Division (PPRD) and Provincial Education offices.

【Indicator 3】 The improved rate of schools utilizing the EQUITV program based on the

national dissemination plan

【Result】 Achievement level: Modestly improving

The rate of schools utilizing the EQUITV programs has been modestly improved since the start

of the Project as described in Indicator 2-2 of Output 2 and is expected to be steadily improved.

In fact, the Project started to provide DVDs to the schools which participate in cluster training.

This will contribute to expanding the utilization of the EQUITV program, as DVDs enable

teachers to utilize the EQUITV program in their lessons, letting them free from the constraints

of time, space and receiving conditions. On the other hand, the National Dissemination Plan

seems too ambitious to keep abreast with. While the plan is to be reviewed and revised, the

measures to improve the rate are to be proposed.

2-1-3. Overall goal


10

【Indicator】 Rate of primary schools utilizing the EQUITV program nationwide

【Result】 Prospect for achievement: Limited but positive signs observed

Despite a limited scale, the rate of primary schools utilizing the EQUITV program has been on

the robust increase in NCD and Central province. On the other hand, some provinces are in the

process of paving the way for more extensive use of the program. Their continuous efforts will

accelerate the pace toward the nationwide utilization.

2-2. Review by the Five Criteria

Results of the review by the Five Criteria are summarized below.

Relevance: High

- The Project is consistent with “National Education Media Policy (NEMP)” and “NEMP

Implementation Strategic Plan 2010-2019” of PNG.

- “National Plan for Education 2005-2014” places emphasis on 1) access, 2) quality

curriculum and monitoring, and 3) quality teacher education and training. It also stresses

the promotion of broader use of communication and information.

- The EQUITV program contributes to improving quality of education on which “Universal

Basic Education Plan 2010-2019” places greater value.

- The Project is in line with Japan’s ODA policy for PNG which addresses the improvement

of basic education under one of the priority areas of “Improvement of Social Services”.

- The Project is consistent with ”Japan’s Education Cooperation Policy 2011-2015”, in

which “Quality Education” is one of the five components of the priority areas of “Quality

Education for All”.

Effectiveness: Fair

- Producing solid outputs, the Project is carried out toward achieving its purpose.

- Capacity of managing and disseminating the EQUITV program has been gradually

strengthened through the development of both national and provincial dissemination plans

and implementation of training in the target provinces. To date, all the target provinces

developed their dissemination plans, but half of them initiated provincial training.

- It is assumed that not more than 100 schools currently utilize the EQUITV program, which

accounts for 4.5% of the total number of schools in the target provinces.

- Being familiar with the EQUITV program, 500 students graduated from two teachers

colleges in 2013. The number of them is expected to be larger as remaining eight colleges

start to adopt the program.

11

- In sum, the system for disseminating the EQUITV program at primary school nationwide

is modestly but steadily being strengthened.

Efficiency: Fair

- In general, the inputs have been properly made by both PNG and Japanese sides.

- The Steering Committee and the Management Committee have worked well. Also, a

variety of divisions in DoE are involved in the Project. With such stakeholders, eight

working committees are sharing information and working collaboratively in a transparent

manner.

- Communication is smooth and swift between CDAD and the National Education Media

Centre (NEMC) because the latter functions under the former.

- NEMC staffs are making full use of their experiences gained through the past project

activities both professionally and administratively.

- However, external factors such as decentralization (transfer of development funds and

authorities from national to sub-national levels) and the Tuition Fee Free (TFF) policies

have changed approaches of disseminating the EQUITV program, causing some variances

or delays in implementing training and procuring TV sets among provinces.

Impact: Further examination needed

- There seem positive impacts on the academic performance of students. The baseline

surveys show that the average scores of students in EQUITV-utilizing schools were

confirmed to be higher than those of students in other schools.

- If such impacts go beyond the target provinces, student learning outcomes will be

improved across the country.

- Despite a non-target province, Simbu became interested in the EQUITV program,

procured TV sets for 60 schools, and ensured budget for provincial training with its strong

commitment.

- Such spontaneous and continuous initiatives will accelerate the pace toward the

nationwide utilization of the EQUITV program at which the National Dissemination Plan

aims.

Sustainability: Further examination needed

The current progress of the Project does not allow for any optimism. However, sustainability

of the Project will be further enhanced if the following conditions are (continuously) satisfied.

- DoE promotes distance education to enhance the quality of teaching and learning in an

equitable manner.

- DoE sends personnel to assist provinces in preparing and implementing the EQUITV

12

program.

- DoE monitors the utilization situation of the EQUITV program through the constant

collection of accurate data.

- CDAD through NEMC updates and revises the EQUITV program and its resource

materials.

- The EQUITV program is introduced in the contents of an annual the National In-service

Training (NIST) which is conducted across the nation.

- The EQUITV program is incorporated in all teachers colleges and is exclusively taught in a

newly-developed independent subject.

- TV sets are equipped in and maintained with a strong ownership by schools and BOM with

assistance provided by communities and local level governments.

2-3. Conclusion

The Project has been soundly carried out toward achieving its purpose while yielding some

positive outputs and impacts. For instance, national and provincial dissemination plans were

duly developed. Simbu, being a non-target province, took voluntary actions to start utilizing

the EQUITV program. The baseline surveys revealed that academic performance of students in

schools that utilize the EQUITV program seems better than that of their counterparts in school

that do not. Moreover, two teachers colleges introduced the EQUITV program in their existing

courses and are ready to incorporate it into their syllabi.

On the other hand, there have been some delays in implementing training and procuring TV

sets at the provincial, district, cluster, and school levels. However, these adverse situations can

be changed or even turned into good opportunities of improving circumstances to utilize the

EQUITV program. To this end, collaboration, coordination, and advocacy at all levels should

be of absolute importance.

3. Recommendations

3-1. Expanding the utilization of the EQUITV program

(1) Implementing training

The Project is strongly recommended to accelerate the implementation of provincial

training in the target provinces in close collaboration with the national and provincial

governments which are responsible for ensuring the necessary funds. Additionally,

13

training at the district and cluster levels needs to be implemented by provincial trainers

(district education officers, standard officers, and selected teachers) and cluster trainers.

NIST can also be utilized as one of the effective approaches.

(2) Equipping TV & DVD players in school

Equipping TV & DVD players is essential for schools to initiate the utilization of the

EQUITV program. While DoE needs to accelerate the procurement (purchase) and

distribution of them, it should also negotiate with provinces on the use of the Provincial

Services Improvement Programme (PSIP) funds, District Services Improvement

Programme (DSIP) funds, and Local Level Government Services Improvement Programme

(LLGSIP) funds to assist and sustain the EQUITV program. Besides, the TFF policy may

be more effective to schools to procure and maintain the equipment. CDAD should

complete the first dispatch of 120 sets to schools in the target provinces by the end of June

2014 and the second dispatch of at least 200 sets by the end of December 2014. The

dispatch plan for remaining schools should be made by the end of November 2014.

(3) Delivering the EQUITV resource materials

In order for schools to make full use of the EQUITV program, it is vital for a teacher and

students to utilize the resource materials in lessons. CDAD should deliver them to all the

schools in the target provinces by the end of June 2014. Those materials may also be given

to participating schools during cluster training.

(4) Delivering DVDs (science & mathematics in G7-8)

The EQUITV program needs to be utilized for schools without any constraints of time,

space, and receiving conditions. DVDs will make them free of such inconveniences and

disturbances. The Project through provincial administration should provide them to

participating schools during cluster training.

3-2. Introducing the EQUITV program to teachers colleges

DoE through TED under the Teaching and Learning Wing will formalize the integration of the

EQUITV program into the curriculum of the teachers colleges.

3-3. Raising awareness of key stakeholders

While some schools can afford to procure TV & DVD players, others cannot. Given this reality,

continuously involving top management of DoE, the Project should make every possible effort

14

to advocate to and raise awareness of key stakeholders at any levels who can exert their

authority to disburse funds to utilize the EQUITV program in schools.

3-4. Conducting the Project activities smoothly

Both DoE and JICA recognize that there are major personnel changes in the top management;

however DoE will pay careful attention not to affect the smooth implementation of the Project

activities.

3-5. Collecting accurate educational information

Availability of accurate information is a basis for good judgment and proper decision making.

In order to make this possible, DoE’s education management information system (EMIS)

should include the data items necessary to grasp the latest status of schools utilizing the

EQUITV program.

3-6. Revising PDM & PO

In response to changing circumstances and the progress of the Project, PDM and PO are

recommended to be revised as shown in the ANNEX 1 and 2.

15

ANNEXES

ANNEX 1: Project Design Matrix

ANNEX 2: Plan of Operation

ANNEX 3: EQUITV Committee Members List

ANNEX 4: List of National Trainers

ANNEX 5: Plan for In-service Training

ANNEX 6: List of Japanese Experts

ANNEX 7: List of Training in Japan

ANNEX 8: List of Equipment Provided

ANNEX 9: Budget Allocation related to the Project

ANNEX 10: Evaluation Grid

ANNEX 1: Project Design Matrix (PDM2) Proposed Project Title: Project for Enhancing Access and Capacity of EQUITV program (EQUITV Phase 2) C/P Organization: Department of Education, Curriculum Development and Assessment Division, Teacher Education Division, Standard and Guidance Division and Policy, Planning & Research Division and Provincial education offices in the provinces Target Areas: NGI region (Bougainville, East New Britain, Manus, New Ireland and West New Britain provinces), Momase Region (East Sepik, Madang, Morobe and Sandaun provinces), Highlands Region (Western Highlands province) and Southern Region (NCD and Central province) Project Period: April 2012 - December 2015 (3 years and 9 months)







Overall Goal





Project Purpose






Dissemination Plan


Outputs





















colleges

Activities Inputs





























Japanese Side




- Science education



- Advocacy

- Monitoring

- Coordinator







provinces


Note:







Southern region.


Preconditions

DoE is strongly

committed to the



As of 25 March, 2014

Planned Revised

Plan

Actual

Planned Revised

Plan

Actual

Planned Revised

Plan

Actual

Planned Revised

Plan

Actual

Planned Revised

Plan

Actual

Planned Revised

Plan

Actual

Planned Revised

Plan

Actual

Planned Revised

Plan

Actual

Planned Revised

Plan

Actual

Planned Revised

Plan

Actual

Planned Revised

Plan

Actual

Planned Revised

Plan

Actual

Planned Revised

Plan

Actual

Planned Revised

Plan

Actual

Planned Revised

Plan

Actual

Planned Revised

Plan

Revised Plan

implementaion

Support conducting training for fostering cluster trainers from

pilot schools at the district level in the target provinces

2-5

Support conducting training of the EQUITV program for school

administration staff, G6-7-8 teachers and BOM members*4 at

the cluster level in the target provinces

2-6Conduct utilization training of EQUITV program for G6-7-8

teachers in the pilot clusters

Output 3：

3 Students at

3-1Delineate an outlook for integrating EQUITV program in the

pre-service curriculum

3-2Prepare instructional materials on EQUITV program for

1-8Collect and examine monitoring reports from regional and


Output 2：

Primary school

teachers utilize

EQUITV program

in classroom

teaching in the

target provinces.

2-1Conduct advocacy activities on EQUITV program in the target

provinces

2-2Introduce EQUITV program in National In-Service Training

(NIST) in the provinces

2-3Select pilot clusters and pilot schools equipped with receiving

apparatus in the five provinces

2-4

1-5Conduct a series of workshops for developing training modules

of EQUITV program

1-6 Conduct training for fostering national trainers

1-7 Conduct training for fostering provincial trainers

12

Output 1：

Capacity of

managing and

disseminating

EQUITV program

at central, regional

and provincial levels

is strengthened.

1-1Build up the EQUITV Management Committee and sub-

committees

1-2Review the existing EQUITV science and mathematics

materials for G6-7-8

1-3Conduct a series of workshops for developing the national

dissemination plan of EQUITV program

1-41-4 Conduct a series of workshops for developing the provincial

dissemination plans of the EQUITV program

6 7 8 9 10 1112 1 2 3 4 56 7 8 9 10 1112 1 2 3 4 56 7 8 9 10 1112 1 2 3 4 56 7 8 9 10 11


Output ActivitiesPlan / Actual

implementation

2012 2013 2014 2015

4 5

As of 25 March, 2014

Revised Plan

implementaion 126 7 8 9 10 1112 1 2 3 4 56 7 8 9 10 1112 1 2 3 4 56 7 8 9 10 1112 1 2 3 4 56 7 8 9 10 11


Output ActivitiesPlan / Actual

implementation

2012 2013 2014 2015

4 5

Actual

Planned Revised

Plan

Actual

Planned Revised

Plan

Actual

Note: Light grey boxes mean that the activity can be implemented during the period, however not necessarily spending the whole period.

JCC

3-3Conduct training for principals and lecturers at teachers colleges

in the target provinces

3-4Organize nationwide seminars on EQUITV program for all

teachers colleges

Evaluation Mission

Project Consultation Mission

3. Students at

teachers colleges are

familiarized with

how to utilize

EQUITV program

in classroom

teaching.

3-2teachers colleges

ANNEX 3: List of EQUITV Committees Members

ANNEX 3-1. EQUITV Program Steering Committee

Position Past by Feb Officers Current Officer Remarks

Chairperson, EQUITV Program Steering

committee / Phase 2 Project Manager

Mr.Wesley Lakain Mr. Mordecai Baine A/AS- CDAD

Deputy Phase 2 Project Manger Mr. Peter Kants Ms. Annemarie Kona A/AS- S&G

Deputy Phase 2 Project Manger Ms. Dominica Philip A/AS-TED

Executive Officer Ms. Hatsi Mirou Manager, NEMC

Assistant Executive Officer Mr. Glen Benny TV Coordinator, NEMC

TSC representative Mr. Samson Wangihomie Commissioner Policy, TSC

PPR representatives Mr. Joseph Loga AS- PPRD

Monitoring & Research Mr. James Agigo Manager, Research and Data Analysis

Provincial Education Adviser representative Mr. Henao Tau Nauna Ms. Colleta AS-NCD Education Services

Provincial Education Adviser representative Mr. Titus Hatagen Mr. Kokoro Aga Nigona A/AS- Central Province

Standards & Guidance Division representative

(Alternative)

Mr. Camilus Kanau Superintendent, S&G Division

Regional Director representative Ms. Annemarie Kona Director, Southern Region

Curriculum & Assessment representative Mr. Steven Tandale Director, Curriculum, CDAD

Curriculum & Assessment representative Ms. Colette Modagai Principle Curriculum Officer, Primary Section

Corporate Production & Distribution Mr. Andrew Kuk Director, Corporate Production & Distribution, CDAD

CDAD Operation representative Superintendent operation, CDAD

Teacher Education Division representative Mr. Nopa Raki Superintendent, Teacher Education

F&AD representative Mr. Jack Amenesu Superintendent, Budget, F&AD

Media & Communication representative Ms. Susan Iroro Manager, Communication, CCLSD

Donor Coordination and Liaison representative Mr. Madako Suari Manager, Donor Coordination and Liaison

Procurement representative Mr. Dadana Varina Superintendent

School / Parents representative Mr. Sam Puwa Head teacher, Wardstrip P/S

JICA PNG Office representatives Mr. Taniguchi

Yoshikazu

Mr. Naomitsu Nakagawa

JICA PNG Office Assistant Resident Representative

Project Formulation Adviser

Program Officer

EQUITV Phase 2 project representatives Mr. Akinori Ito

Mr. Chiko Yamaoka

Ms. Masumi Ichihara

Project Leader

Deputy Project Leader

Project Coordinator

ANNEX 3-2. EQUITV Program Management Committee

Committee Position Current Officers Current Position / Remarks

Chairperson, EQUITV Management Committee / Education

Media (EM) Awareness & Advocacy committee

Ms. Hatsi Mirou, Manager, NEMC /

Deputy Chairperson, EQUITV Management Committee /

Chairperson, EM In-service Training committee / EM

Production committee

Mr. Glen Benny TV coordinator

Chairperson, EM Monitoring committee Mr. James Agigo Manager, Research and Data Analysis

Deputy Chairperson, EM Monitoring committee /

Chairperson, EM Curriculum committee

Mr. John Kanjip Executive officer, EQUITV Management Committee

Media Curriculum Officer

Deputy Chairperson, EM Curriculum committee Mr. John Kakas Senior Curriculum Officer, Primary Science

Chairperson, EM Production committee Mr. Glen Benny, NEMC Grip / Gaffer

Deputy Chairperson, EM Production committee Mr. Tonny Maben, NEMC Video Editor

Chairperson, EM Equipment committee Mr. Benjamin Ugup, NEMC Senior TV Technician

Deputy Chairperson, EM Equipment committee Mr. Ray Vaka, NEMC Assistant TV Technician

Deputy Chairperson, EM In-service Training committee Mr. Camilus Kanau Superintendent, SGD

Chairperson, EM Pre-service Training committee Mr. Nopa Raki A/ Superintendent,

Curriculum, TED

Deputy Chairperson, EM Pre-service Training committee Mr. Michael Mera In-service, Elementary

Deputy Chairperson, EM Awareness & Advocacy committee M. Albert Kuanu

Media Curriculum Officer

Chairperson, EM Help Desk (Sub-committee for A&A)

Mr. Jones Metusela Media Curriculum Officer

Deputy Chairperson, EM Help Desk Mr. Mr. Ricky Babone Model Teacher

Senior Standards officer representative Ms. Elizabeth Daure Senior Standards Officer, NCD

Model school representative Mr. James Namari Head Teacher, Model school

Teachers College representative Ms. Jenny Kome DEPI Manager, PNGEI

EQUITV Project experts

ANNEX 3-3. Working Committees

Committee Name Chairperson Deputy Chairperson Committee members

Education Media

Monitoring

Mr. James Agigo,

PPRD

Experts: Mr.

Sugiyama, Mr. Tanaka,

Dr. Mori

Mr. John Kanjip, NEMC NEMC: Ms. Hatsi Mirou, Ms. Essa Godua, Mr. Willie Dumo

Curriculum: Mr. John Kakas, Mr. Eddi Salfa

CSMT: Ms. Regina Mabia

TED: Mr. Aluis Kasian, Mr. Jonathan Vagal

SGD: Ms. Anne Kona, Mr.Patrick Dimsok

Model Teacher: Mr. James Namari, Mr. Ricky Babone

Education Media

Curriculum committee

Mr. John Kanjip,

NEMC

Mr. Sugawara, Prof.

Isoda, Mr. Hamada,

Mr. John Kakas,

Curriculum Branch

NEMC: Mr. Willie Dumo, Ms. Antonia Manahave, Mr. Mea A, Ms. Essa Godua,

Mr. Jones Metusela

Curriculum Branch:Elementary: Ms. Mirou Avosa, Primary: Mr. Eddie Sarufa,

Secondary: Ms.Martha Kull, Ms.Sabina Mong

CSMT: Ms. Regina Mabia

Model School: All model teachers

Production: Mr. Tonny Maben, Mr. Bill Aehe

TED/PNGEI: Mr. Aluis Kasian, Math, Mr. Jonathan Vagal, Science

Other resources: PAU/UPNG:

Education Media

Production

Mr. Glen Benny,

NEMC

Expert: Awareness

video – Mr. Hatta,

DVD related: Mr. Aki

Ito

Mr. Tonny Maben,

NEMC

Production: Mr. Goerge Solien, Mr. Gibson Ova, Mr. Ray Vaka, Ms. Sylvia Iramu, Mr.

Petric Ori, Mr. Kurang Wekum

Technical: Benjamin Ugup,

MCO: Mr. Mea Aisi, Ms. Antonia Manahave

Graphics: Mr. Michael John

Model teacher: Mr. James Namari, Ms. Erica Villie, Ms. Joyce Dick

PNGEI: Mr. Silvenus Vaso

Receiving teacher: St. Theresa P/S

Education Media

Equipment

Mr. Benjamin, NEMC

Expert: Installation /

Training: Mr. Aki Ito

Mr. Ray Vaka, NEMC NEMC: Mr. Goerge Solien, Mr. Gibson Ova, Mr. Tonny Maben, Mr. Kurang Wekum

Model Teacher: Mr. Michael Kwadogi, Mr. Emmanuel Ragu

Committee Name Chairperson Deputy Chairperson Committee members

Education Media

Awareness & Advocacy

Ms. Hatsi Mirou,

NEMC

Expert: Mr. Hatta

Mr. Albert Kuanu

CDAD: Ms. Mirou Avosa

NEMC: Mr. Tonny Maben, Mr. Kurang Wekum, Mr. Benjamin Ugup

Model school: Mr. Fredric Kanau, Ms. Salomie Irima, Mr. Emmanuel Ragu

SGD: Mr. Albert Kuanu – Elementary Southern region

CCLS/PPRD Ms. Susan Iroro,

TED, PNGEI: Mr. Neville Unduka

Education Media Help

desk Committee – Sub

committee for

Awareness & Advocacy

Mr. Emmanuel Ragu

Mr. Ito

Ms. Joyce Dick

NEMC

NEMC: Ms. Mari Hulave, Mr. Gibson Oba, Mr. Ray Vaka, Mr. Kurang Wekum

CPD: Mr. Paul Wadnga

Model teacher: Mr. Ricky Babone, Ms. Michelle Pala

Education Media

In-service Training

Mr. Glen Benny,

NEMC

Experts: Mr. Aki Ito,

Mr. Yamaoka, Ms.

Ichihara

Mr. Camilus Kanau,

Superintendent

Operation, SGD

NEMC: Mr. John Kanjip, Mr. Willie Dumo, Ms. Essa Godua, Mr. Benjamin Ugup,

Mr. Gorge Solien, Ms. Sylvia Iramu

Model teacher: Mr. Fredric Kanau, Ms. Salomie Irima

S&GD: Patrick Dimsok, SSO Central, Mr. Karowin Tau, SO, Central, Ms. Elizabeth

Daure,SSO

Provincial Representative: In-service coordinator, Central

TED/PNGEI: Ms. Loana Mave, Mr. Neville Unduka, Mr. Silvenus Vaso

Receiving teacher: Ms. Sandra Uramani, St. Theresa P/S

Education Media

Pre-service Training

Mr. Nopa Raki

(Superintendent,

Curriculum)

Experts: Mr. Taku Ito

Support: Mr. Aki Ito

Mr. Michael Mera

(National Curriculum

Coordinator)

TED: Ms. Dominica Philip, Mr. Pulako Pale, Ms. Loana Mave

(Principal Staff Development officer, ),

PNGEI: Mr. Neville Unduka, Mr. Silvenus Vaso

NEMP: Mr. Glen Benny

ANNEX 4: List of National Trainers

Name Positions

National trainers Mr. Glen Benny

Mr. John Kanjip

Ms. Sylvia Iramu

Ms. Essa Godua

Ms. Antonia Manahave

Mr. Jones Metusela

Mr. Neville Unduka

Mr. Silvenus Vaso

Mr. Fredric Kanau

Mr. Gorge Solien

Mr. Ray Vaka

NEMC

NEMC

NEMC

NEMC

NEMC

NEMC

NEMC

NEMC

Model Teacher

NEMC

NEMC

Support members Mr. Bill Aehe

Mr. Benjamin Ugup

Ms. Salomie Irima

Mr. Patrick Dimsok

Mr. Karowin Tau

Ms. Elizabeth Daure

Ms. Loana Mave

Ms. Sandra Uramani

NEMC

NEMC

Model Teacher

SSO Central

SO, Central,

SSO

TED/PNGEI

Receiving teacher

St. Theresa P/S

Year

Month 9 10 11 12 1 2 3 4 5 6 7 8 9 10 11 12 1 2 3 4 5 6 7 8 9 10 11 12 1 2 3 4 5 6 7 8 9 10 11 12

Region No ProvinceTarget /

NonTarget

1 ARB Target Basic PT DT DT Advance PT DT DT

2 ENBP Target Basic PT DT DT Advance PT DT DT

3 MANUS Target Basic PT DT DT Advance PT DT DT

4 NIP Target Basic PT DT DT Advance PT DT DT

5 WNBP Target Basic PT DT DT Advance PT DT DT

Sub total 5

6 Morobe Target Basic PT DT DT Advance PT DT DT

7 Madang Target Basic PT DT DT Advance PT DT DT

8 ESP Target Basic PT Advance PT DT DT

9 Sandaun Target Basic PT DT DT DT Advance PT DT DT

Sub total 4

10 EHP Basic PT DT DT

11 SHP Basic PT DT DT

12 WHP Target Basic PT DT DT Advance PT DT DT

13 Chimbu Basic PT DT DT Advance PT DT DT

14 Enga Basic PT DT DT

15 Hela Basic PT DT DT

16 Jiwaka Basic PT DT DT

Sub total 1

17 Central Target Basic PT DT DT DT Advance PT DT Advance DT DT

18 Gulf Basic PT DT DT

19 Milne Bay Basic PT DT DT

20 NCD Target PT Advance PT

21 Oro Basic PT DT DT

22 Western Basic PT DT DT

Sub total 2

Total Target Province 12

Provincial Training PT

District training DT

Cluster training

NGI

Momase

Highland

Southern

ANNEX 5: Plan for In-service Training

20152012 2013 2014

ANNEX 6: List of Japanese Experts

Plan 45012/15-16

Actual # 461Plan 318

Actual 319Plan 60

Actual 58P Plan 42

Actual 43

Plan 60

Actual 60N Plan 180

Actual 135Plan 45

Actual 116Plan 105

Actual 105G Plan 40

Actual 33Plan 58

Actual 52Plan 7 17

Actual 30Plan 207

Actual # 434

Plan 5 5 10

Actual Result # 10Plan 5 10

Actual Result # 10

Plan 6 4 10


Actual Result 6 # # 13Plan 8 7 15

Actual Result # # 16

43

##

2/17

42

##

2/18

1 32

Pre-service training (2) Mr. Hiromi Miyao

3/1510/17 11/29 2/14

####

5/12

6/4

8/12 9/6

8/5 9/6

12/25

12/2 12/4

8/5 8/7 9/21 9/24

8/5 8/7 10/1 10/5

9/26 ####

7/2 8/19

7/3 9/19 10/18

5810085

5/12 8/4 9/5 12/13 2/20 4/18

8/12 8/26

1st year

7/19 10/10

Coordinator/In-service/pre-servicetraining assistant and

advocacy (2)

Masumi Ichihara

Monitoring (3) Mr. Yusuke Morita

Monitoring (2)Mr. RyuichiSugiyama

Monitoring (1)Mr. Shinichiro

Tanaka

Advocacy (1) Mr. Kohei Hatta

Pre-service training (1) Mr. Takujiro Ito

Science education Mr. Isamu Hamada

Mathematics Education (2) Mr. Masami Isoda

Mathematics Education (1) Mr. Tamio Sugawara


service training (2)Mr. Chiko Yamaoka

Project leader/Distanceeducation

management/In-serviceMr. Akinori Ito

Coordinator/In-service/pre-servicetraining assistant and

Masumi Ichihara

Moniroting (3) Mr. Yusuke Morita

Monitoring (2) Mr. Ryuichi Sugiyama

26

Monitoring (1) Mr. Shinichiro Tanaka

30

30

30

30 30

30 30

Advocacy (1) Mr. Kohei Hatta

14 14 14

14 12

28 32

Pre-service training (1) Mr. Takujiro Ito

9/22 10/5 11/12 11/23

7/21 8/3Science education Mr. Isamu Hamada 11/1 11/23

23

3/29 4/20

Mathematics Education (2) Mr. Masami Isoda

Mathematics Education (1) Mr. Tamio Sugawara


service training (2)

Mr. Chiko Yamaoka

Project leader/Distanceeducation

management/In-service

Mr. Akinori Ito 85 60 30 90

8/21

12/20 2/95/9 7/13

90 55

66

11/11

8 9 10 11 122 3 4 5

11/10

28 22 7

2/22-28 3/15-31

##

##

Responsibility Name

4 5 6 7 8 9 10 11 12 12012 2013

total days2nd year

2014

84 8841

6 7

5/25 6/15 7/29 ###

106

8/9

30

14 23

30 30

49

30 30

30 30

7/12

71 45

102 44

30 74

30

55

29 31

J

A

P

A

N

2/4 2/8

7

2/7 2/13

8

7/30 8/4

8/6 8/11

8/118/4

30

33

10

26

30 28

10

15

Pre-service training (2) Mr. Hiromi Miyao45

116

5/15

30

15

15

10/21 11/4

58

6/1 7/28

43

10/19 11/30

4/6 5/11

36

10/5 10/26

22

3/30 4/6

8 9

6/15 6/23

9/3

15

8/19 9/2

59

5/5 7/2 9/4 9/8

85

45

9/7

21

3/8 3/28

16

5/8 5/23

49

30

　

ANNEX 7: List of Training in Japan


Objectives In order to improve the access and quality of basic education in PNG, the trainees will be able to ・ Discuss the mid-long term roles of distance education including the EQUITV

Program in PNG ・ Discuss the framework and strategies for the enhancement and dissemination of

distance education in PNG by considering its roles ・ Propose necessary amendments to the education policies, the National Education

Media Policy (NEMP), and the system and plan for disseminating the EQUITV Program based on the above discussion.

Training Contents

・ Roles, outcomes and issues relating to distance education (in Japan, developed countries, and developing countries)

・ Policies, systems and facilities of distance education ・ Utilization of educational medias at the classroom level in Japan and other countries

Trainees (8 in total)

5 Top Management Team (TMT) members from the DoE, 2 Assistant Secretaries (ASs) and 1 Manager of the National Education Media Centre (NEMC) ・ Mr. Godfrey Yerua (First Assistant Secretary –Curriculum & Standards) ・ Mr. John Josephs (First Assistant Secretary – Policy & Planning) ・ Mr. Samson Wangihomie (Commissioner –Policy, Teacher Service Commission) ・ Mr. Walipe Wingi (Assistant Secretary- Teacher Education Division) ・ Mr. Henao Tau Nauna (Assistant Secretary – NCD Education) ・ Ms. Karina Sereva (Deputy National Librarian Office of Archive & Library) ・ Mrs. Annemarrie Kona (Director, Southern Regional office) ・ Ms. Hatsie Kelege Mirou (Manager, National Education Media Centre)

Duration 13 - 31 October 2012 (19days) Training organizations

Tsukuba University, NHK International, NHK Academy of Distance Learning, SONY, Nagao Primary School and other organizations related to distance education.


Objectives To improve the access to and quality of basic education in PNG, the trainees will be able to: ・ Discuss roles of distance education including the EQUITV Program in PNG; ・ Study roles of provincial and city education office to support promotion of

Education Media, utilization of Education Media in classroom, teacher training on Education Media

・ Propose necessary amendments to the education policies including National Education Media Policy, the framework of EQUITV, the EQUITV Dissemination Plan; and

・ Discuss effective approach and plan for introducing EQUITV program into PTC course.

Training Contents

・ Roles and outcomes of distance education, ・ Policies, institutions, facilities of distance education, ・ Education Media administration and roles at provincial and city education office ・ Utilization of Education Media in classroom, ・ Teacher Training on Education Media

Trainees (8 in total)

EQUITV Steering Committee members and sub-committee members – total 8 officers ・ Mr. Madako Suari, Director, Aid Coordination and Development ・ Mr. Camilus Kanau, Superintendent, SGD ・ Mr. Steven Tandale, Principal Curriculum Officer, Primary, CDAD ・ Mr. Michael Mera, Teacher Education officer, TED ・ Mr. Neville Unduka, Lecturer, Papua New Guiana Education Institute (PNGEI) ・ Mr. Glen Benny, Director of TV program, NEMC ・ Ms. Antonia Manahave, Media Curriculum Officer, NEMC ・ Ms. Salomie Irima, Model Teacher, EQUITV Model school

Duration 25May –11 June 2013 (18 days) Training organizations

University of Tsukuba, Waseda University, The Open University of Japan, NHK Academy of Distance Learning, Kyoto Computer Gakuen, SONY, Nagao Primary School, New Education Expo 2013 and other organizations related to distance education

ANNEX 8: List of Equipment Provided by the Project

Item Planned Quantity Actual Results Remarks

For the use by the Project Office

Project Vehicle 1 1 Nissan Urvan Bus 15 Seater

VSAT (Very Small Aperture Terminal)

Satellite Communication Antenna 1 1 installed

Color Printer 1 2 HP OfficeJet 7000 A3 / HP CLJ Pro 300

Solar Lighting Package 1 1 Solar 90W Power Kit / 500W Inverter

DVD Label Printer 1 2 Bravo 4100 Auto DVD Label Printer

Color Copy Machine 0 1 Sharp MX-3640N Copier/Printer/Scanner

Personal Computer 0 5 Mac Air / HP 450 Core i5-4200M F3K30PA

For the use by the Pilot Schools

29-inch TV 43 69 TV size was changed to 42-inch

additional sets for Teachers Colleges

DVD Player (PAL standard) 43 69 additional sets for Teachers Colleges

Generator (Power Output:1.0kVA - 2.0k VA) 43 43 YAMAHA ET950

TV Rack with a burglar-proof cage 43 43 delivered

Power Regulator and Surge Protector for TV 44 70 additional sets for Teachers Colleges

Internet Modem (To be installed at the Provincial

Department of Education and Teachers Colleges in

the target provinces)

22 22

ANNEX 9: Budget Allocation Related to the Project

ANNEX 9-1: National Education Media Centre

(Recureent account) Unit: K0002012 2013 2014548.3 841.2 841.2503.9 792.7 792.7

3.5 0 04.1 10 10

36.8 38.5 38.5104.5 304 323.5

15 15 5024.8 25 2529.1 164 9413.7 20 27.521.9 80 126.9

135.3 135.3 135.3135.3 135.3 135.3788.1 1,280.5 1,300.0

Source: 2014 Budget

ANNEX 9-2: Development Fund

Unit:K000

year 2011 2012 2013 2014EQUITV　Program 996.2 500.0 2,000.0 1,000.0Source: 2013 Budget

ANNEX 9-3: Curriculum Development & Assessment Division

(Recureent account) Unit:K000year 2011 2012 2013 2014

Curriculum Development &

Assessment Division 1,611.6 1,635.0 1,734.6 2,000.0Corporate Production & Distribution 850.4 706.6 529.1 600.0Mesurment Service Unit 10,980.2 4,384.8 16,433.4 17,000.0Curriculum Development Materials 0.0 30,000.0 30,000.0 0.0

Total 13,442.2 36,726.4 48,697.1 19,600.0Source: 2012 and 2014 Budget

UtilieisTotal

Travel and subsistence

Office Materials and Supplies

Operational Maerials and Supplies

Transport and Fuel

Other Operational Expenses

Utilizies, Rentals and Proparty Costs

Goods & Services

Leave fares

Personnel Emoluments

Salaries and allowances

Expenses

WagesOvertime

1st Year : May 2012 - December 2013

Unit: Kina

Local Staff Salary, allowance 152,399.00 212,660.00 200,566.00 12,094.00 94.90% 94.31%

Maintenance ofEquipment

Maintenance of Copymachine, Project Vehicle,Insurance, Computer Network

39,287.00 69,133.00 65,655.00 3,478.00 147.53% 94.97%

Consumables

Office Consumables,Stationary, Ink for Printer,DVD Player, Video Camera,Office Furniture

133,573.00 227,733.00 201,740.00 25,993.00 142.28% 88.59%

Communication andshipping

International and DomesticShipment, Topkad, Internetfee, Excess of baggage

37,617.00 114,317.00 112,130.00 2,187.00 228.54% 98.09%

Developing Material

Printing fee for EQUITVModule Handbook,Dissemination Plan,Questionnaire in Baseline andMonitoring Survey, Brochure,Poster, Banner, Reports

54,785.00 93,927.00 90,393.00 3,534.00 158.21% 96.24%

Hiring fee Vehicle, Boat 14,499.00 23,999.00 23,999.00 0.00 164.42% 100.00%

Training / Workshop

Flight, Hiring ConferenceRoom, Lunch, Tea

（Baseline survey - provide

TA and accommodation forstandards officers as localconsultants)

780,961.00 591,228.00 584,630.00 6,598.00 67.25% 98.88%

Miscellaneous Advertisement on newspaper 0.00 892.00 892.00 0.00 100.00%

Conference JCC 14,369.00 22,641.00 22,640.00 1.00 108.27% 100.00%

Equipment for DonationProject Bus, VSAT,Generator, TV Cage, TV ＋

additional TV, DVD (27)451,510.00 425,121.00 419,711.00 5,410.00 73.94% 98.73%

Other Equipment

DVD Label Printer (2), ColorPrinter (2),Color CopyMachine (1), Solar Light, MacAIR, PC(4)

17,721.00 78,008.00 54,902.00 23,106.00 63.30% 70.38%

1,696,721.00 1,859,659.00 1,777,258.00 82,401.00 86.98% 95.57%

Budget(PGK)

Disbursement(PGK)

Balance(PGK)

DisbursementRate

in mid Dec

ANNEX 9-4: EQUITV Phase 2 Budget and Disbursement by JICA

Disbursement Period: May - mid Dec 2013 ( 98% passed in the 1st Project Year)

DisbursementRate

in Mid Oct

TOTAL

Category ItemsAmendedBudget

Unit: Kina

General Local StaffSalary, Allowance,Junior Staff (1), Assistant Staff (2), Senior Staff to be hired

87,674.13 4,845.00 5.53%

Special Local StaffStaff for monitoring data input (3 pax ×10 days)

911.25 0.00 0.00%

Vehicle relevant ExpenseDriver (1), Prooject Vehicle Maintenance, Safety and RegisterStecker, Insurance, Fuel, Rental in POM / other provinces

119,316.23 9,183.60 7.7%

Hiring Venue Conference, Meeting Venue in POM/other provinces 25,059.38 0.00 0.00%

Equipment MaintenanceExpense

Copy Machine Maintenance Agreement Plan (2 machines),Computer Network Maintenance Fee

16,712.10 0.00 0.00%

Consumable SupplyOffice Consumables, Furniture, DVD-R, Ink for Printers,Stationary, EQUITV logo polo shirt

266,260.88 7,019.43 2.64%

Travel Relevant Expense

Flight Ticket (JICA Expert, Counterpart), TA andAccommodation (DoE Counterpart), TA/Transportation(Standard Officer), TA/Accommodation/Transportation(Provincial Trainer)

116,132.70 1,480.00 1.27%

Communication and CarryDomestic/International Shipment, Domestic Excess, InternetFee, Mobile Flex Card

74,932.90 3,237.31 4.32%

Printing Materials

In-service EQUITV Guide Book (total 4894: 1166 schools×3sets, 349 training×4 trainers)Pre-service EQUITV Guide Book(total 50: 10 PTCs×3 pax, 20 for National Trainer)Student Hand Book (total 2100: 10 PTCs×200pax, 100 for DoE)NIST Documents (Trainer Guide 350, Participants Guide 3000)Monitoring Test (Math and Science), Progress Report

61,569.23 0.00 0.00%

MiscellaneousLunch (Catering at NEMC, and NCD, hotel in POM, hotel inother provinces)

85,610.53 1,047.95 1.22%

854,179.30 26,813.29 3.14%

Budget(PGK)

Disbursement(PGK)

DisbursementRate

in March 2014

TOTAL

Category Description

2nd Year : February 2014 - January 2015

updated: 31 March 2014

1

ANNEX 10: Evaluation Grid

1 Achievements of the Project Items Indicators Results

Project Purpose The system for

disseminating the

EQUITV program at

primary schools

nationwide is

strengthened.

1. The national

dissemination plan of the

EQUITV program is

authorized by DoE so as to

promote UBE plan and

NEMP.

- The national dissemination plan of the EQUITV program was developed in 2012 and approved by JCC

in December 2012.

- The revised national dissemination plan of the EQUITV program was developed in 2013 reflecting the

provincial dissemination plans developed by the 12 target provinces and which was approved by JCC in

December 2013. The plan will be reviewed in 2014, according to the progress of the planned activities.

2- The meeting of the

EQUITV Steering

Committee composed of

CDAD, TED, SGD and

PPRD is held at least once

per quarter.

- The Steering Committee held 11 meetings regularly in 23 months as described below meetings were organized The meeting dates from May to March 2014 were as follows. The Committee is composed of representatives from CDAD, TED, SGD, PPRD and Provincial Education Office representatives as originally designed.

1st meeting: 25 May 2012 2nd meeting: 14 June 2012 3rd meeting: 5 July 2012 4th meeting: 4 September 2012 5th meeting: 26 November 2012 6th meeting 26 February 2013 7th meeting: 18 April 2013 8th meeting: 5 May 2013 9th meeting: 9 July 2013 10th meeting: 22 October 2013 11th meeting: 26 February 2014

3- The improved rate of

schools utilizing the

EQUITV program based

on the national

dissemination plan

- The rate of schools utilizing the EQUITV program has been modestly improved since the start of the

Project and is expected to be steadily improved.

- The national dissemination plan stipulates the three conditions of utilizing the EQUITV program. That

is, schools ought to have access to (1) resources materials, (2) TV sets, and (3) training. The table below

shows the situation in the target provinces by the end of March 2014

2

Items Indicators Results Utilization Situation of the EQUITV Program in Target Provinces

Province Schools Resource materials TV sets Training

ARB 238 0 64 0 East New Britain 160 10 87 0 Manus 90 0 10 0 New Ireland 144 0 59 0 West New Britain 175 0 9 0 Morobe 350 0 9 0 Madang 280 0 5 0 East Sepik 283 10 108 135 Sandaun 231 0 27 36 Western Highlands 100 50 33 10 Central 129 40 80 83 NCD 40 40 40 40

Total 2220 150 531 304

Outputs <Output 1>

Capacity of managing

and disseminating the

EQUITV program at

central, regional and

provincial levels is

strengthened.

1-1 The national dissemination plan of the EQUITV program is developed in line with UBE plan and NEMP.

- The national dissemination plan of the EQUITV program was developed in 2012 and the revised plan

was developed in 2013 reflecting the provincial dissemination plans developed by the 12 target

provinces as mentioned above.

1-2 The regional and

provincial dissemination

plans of the EQUITV

program are developed in

the target regions and

provinces.

- The provincial dissemination plans of the EQUITV program were developed in all of the 12 target

provinces.

- The regional dissemination plans of the EQUITV program have not been developed, as it was found that the

provincial dissemination plans serve as substitutes. The production of provincial plans of the 10 provinces other

than the target provinces will be initiated 2014 by DoE.

1-3 Training modules of the EQUITV program are developed.

- Trainers’ manual (for basic and advanced training)

-Teachers’ and BOM (Board of Management) manual (for basic and

- Training manuals for basic training have been developed and improved. The 4th editions were produced

in July 2013 for both “Trainers’ Guides for the EQUITV Program” and “TV Receiving Teachers’

Handbook for the EQUITV Program”.

- The Project has started the development of the training manuals for advanced training since February

2014.

- Training modules for NIST are produced in 2013 together with the handbook for teachers, which are

“EQUITV NIST/PIST Trainers’ Guides” and “EQUITV NIST/PIST Teachers’ Handbook”.

3

Items Indicators Results advanced training)

-Training modules for NIST

1-4 The dissemination of the EQUITV program is discussed on Regional Consultative Meeting (RCM) and Senior Education Officers Conference (SEOC).

- The national dissemination plan of the EQUITV program was discussed during the joint SEOC/RCM

conference in August 2012, Special RCM in West Highland Provinces in January 2013 and SEOC in

August 2012. The number of meetings for RCM has been reduced.

1-5 Training for provincial

trainers is organized at

least twice in each target

province.

The in-service training of the EQUITV program (basic level) was conducted in the following provinces. In

2014, the training sessions are planned for Morobe, Madang, West New Britain, New Ireland and Manus.

The Project also plans to make up for a delay in the training schedule for ABR in 2014.


Central province (November 2012, March 2013)

East Sepik province (April 2013)

Western Highlands province (April 2013)

Sandaun province (April 2013)

East New Britain province (July 2013)

<Output 2>

Primary school

teachers utilize the

EQUITV program in

classroom teaching in

the target provinces.

2-1 80% of primary schools

receive training on the

EQUITV program in the

target provinces.

- The EQUITV training was given to 304 schools in total, which corresponds to 13.7% of the total number

of primary schools (2,220) in the target provinces. The following table shows the details of the

distribution of the training given.

Schools Scheduled for EQUITV Training in 2012 and 2013

Provice Total No. of schools Schools received training Completion rate

East Sepik 283 135 47.7%

Sandaun 231 36 15.6%

Western Highlands 100 10 10.0%

Central 129 83 64.3%

NCD 40 40 100%

Others 1437 0 0%

Total 2220 304 13.7%

2-2 50% of primary schools - As mentioned before, the national dissemination plan stipulates the three conditions of utilizing the

4

Items Indicators Results utilize the EQUITV program in the target provinces.

EQUITV program. That is, schools ought to have access to (1) resources materials, (2) TV sets, and (3)

training. The table below shows the situation in the target provinces by the end of March 2014.

- As indicated in the list of Utilization Situation of the EQUITV Program in target provinces, in ARB,

East New Britain, Manus, New Ireland, West New Britain, Morobe, and Madang, no training has been

implemented so that no school can be regarded to utilize the EQUITV program. While there are 108

schools with TV sets and 135 schools that received training in East Sepik, there are 10 schools with

resource materials in this province. This means that at most 10 schools meet the three conditions of

utilizing the EQUITV program. Likewise, the maximum number of such schools is 0 in Sandaun, 10 in

Western Highlands, 40 in Central, and 40 in NCD. Consequently, it is assumed that not more than 100

schools utilize the EQUITV program, which accounts for 4.5% of the total number of schools in the

target provinces.

2-3 50% of primary schools

ensure the maintenance

budget for the EQUITV

program.

- Little accurate data is available concerning the rate of schools that ensure the maintenance budget for

the EQUITV program. This is because reliability and collection rate of data were less than expected.

Despite a limited scope, a research conducted by the Project in NCD revealed that 100% of the 39

primary schools that had purchased a TV set with its own financial resources ensured the maintenance

budget.

<Output 3>

Students at teachers

colleges are

familiarized with how

to utilize the EQUITV

program in classroom

teaching.

3-1 At least 1 lecturer in each

teachers college in the

target provinces

participate in training for

provincial trainers.

- Three lecturers from two teachers’ colleges participated in provincial training. On top of the training

module for In-service teachers, the Project developed the module for pre-service training. In 2013, 21

lecturers including management staff from eight teachers colleges participated in the nation-wide

kick-off seminar where they made action plans to introduce the EQUITV program.

3-2 At least 7 teachers

colleges in the target

provinces introduce the

EQUITV program in the

existing courses.

- Two teachers colleges (Bomana and Madang) in the target provinces briefly introduced the EQUITV

program in 2013. In addition, those two colleges stepped further to incorporate the EQUITV program

into the syllabi of the existing courses.

3-3 More than 1,700

student-teachers

acquainted with the

EQUITV program

graduate from teachers

colleges in the target

provinces every year.

- Being acquainted with the EQUITV program, approximately 500 students graduated from the teachers

colleges of Bomana and Madang in 2013.

5

2. Process of the Project Implementation

Evaluation Questions Research issues

Survey Items Sub-Survey Items Implementation

of activities

Have the project activities been

implemented as planned?

- Most of the Project activities have been implemented as scheduled. Following are the major changes in the

project activities.

1) Rescheduled utilization of statistic data (EMIS) and monitoring system by Standards Officers

2) Production of detailed lesson plans for pre-service instead of a simple introduction

Project

management

system

Is there any important issue in

the project management

system?

- The management system of the Project places emphasis on coordination among the related divisions and

organizations of DoE, which is also effective to promote their participation. The Project is managed by JCC,

Steering Committee, Management Committee and 8 Working Committees. Japanese experts take part in

all of the committees.

- The JCC meeting was held three times since the beginning of the Project in June 2012, December 2012 and

September 2013. At the meetings, the members received reports and had discussions on the issues of

progress, budget, planning, monitoring and others.

- Under the JCC, overall administration of the Project is managed by Steering Committee, members of which

are personnel of related divisions and organizations of DoE in addition to JICA representatives. The Project

has 8 Working Committees; 1) Monitoring, 2) Awareness and Advocacy, 3) In-service, 4) Pre-service, 5)

Production, 6) Equipment, 7) Curriculum and 8) Management. Management Committee include all the

chairpersons and deputy persons of the other 7 Working Committees for the management and coordination

among them.

- Plans were made to create a Steering Committee and Working Committees in 8 provincial governments,

including the 5 target provinces. The Project encourages their activities for the purpose of implementing a

Provincial Dissemination Plan. Working Committees are designed by each province and generally

responsible for the functions of 1) Monitoring, 2) Awareness and Advocacy, 3) In-service training, 4)

Materials and procurement and 5) Technical support.

Is the monitoring system for

the project management

appropriate?

- Since most primary schools are located in remote areas, monitoring is not an easy task to implement

effectively. To collect information on the use of the EQUITV Program and its benefits at schools, Monitoring

Committee has been studying appropriate methods to conduct surveys. The Project has discussed with SGD

and developed a monitoring sheet to be used Standard Officers Monitoring in 2014.

- The Project is also examining inclusion of some questions into EMIS for 2014, so that the monitoring

system for EQUITV would be institutionalized within DoE. The Project continues its efforts to develop

methods of monitoring to obtain more detailed information.

Is there any problem in the

communication between

experts and PNG side?

- Any serious problem has not been reported in the communication and coordination between Japanese

experts and PNG counterparts

6


Survey Items Sub-Survey Items Degree of

participation of

PNG side

Has the degree of

participation/ownership of

PNG side in the project been

high?

- DoE provides the Project with sufficient number of experienced and professional personnel, who participate

in the Project through the activities of the Steering, the Management and the 8 Working Committees. Since

there is not a full time member for the project, sometimes their commitments can be limited with their

proper tasks of each Division of DoE.

Has the degree of

participation/ownership of the

target group in the project been

high?

- Participation of the target provinces will be increased during the latter half of the project period.

3. Evaluation by Five Criteria (1) Relevance


Survey Items Sub-Survey Items Consistency with

PNG’s

development

policy

Is the project in line with

the development policy of

PNG?

- The Project is consistent with “National Education Media Policy (NEPM)” and “NEMP Implementation Strategic

Plan 2010-2019”. The four priority areas of NEMP are 1) Access, 2) Quality curriculum and monitoring, 3)

Quality teacher education and training and 4) Management and administration. The Project supports the

execution of NEPM.

- The Project is in line with “National Plan for Education 2005-2014”, which also puts emphasis on 1) Access, 2)

Quality curriculum and monitoring, 3) Quality teacher education and training, 4) Management. The Plan

promotes a greater use of communication and information to provide additional resources to be used for teaching

and learning in schools and for community awareness purposes, including an extension of the current use of

television.

- “Universal Basic Education Plan 2010-2019” indicates improvement in quality of education as one of the five

main outcomes to be achieved. The EQUITV program contributes to the improvement in quality, developing

distance learning program for in-service basic education teacher training, and providing educational materials.

- The development policies of PNG, “PNG Vision 2050”, “Development Strategic Plan 2010-2030” and “Medium

Term Development Plan 2010-2015(MTDP)” place high priority on basic education. In addition, these national

policies in general indicate information and communication technologies (ICT) including television as key sectors

to develop.

- The use of the EQUITV Program in schools is a policy of DoE, which was confirmed with Secretary’s Circular

(No.14/2014) of January 2014, instructing all primary schools to utilize the EQUITV Program.

Consistency with

PNG’s

Does the project meet the

target group’s needs?

- Providing distance education with TV, the project meets needs of primary schools in PNG which need to improve

in quality of class room teaching and learning in schools, where infrastructure, teacher training and teaching

7


Survey Items Sub-Survey Items development

needs

materials are limited.

Consistency with

Japan’s ODA

policy

Is the project in line with

the Japan’s ODA policy

towards PNG?

- The Project is in line with Japan’s ODA policy, “Rolling Plan for Papua New Guinea of August 2013”, in its

priority area of improvement of social services, the Plan aims to strengthen capacity for equitable quality

education. Within the ODA policy the Project belongs to the Plan’s Program for “remote and islands education

support program”. JICA’s focus of assistance to PNG is in accordance with this policy.

- The Sixth Pacific Islands Leaders Meeting (PALM 6) was celebrated in 2012, member countries of which included

Papua New Guinea and Japan among others. In PALM 6, five cooperation areas were agreed including

“sustainable development and human security”, which indicated the importance of promoting sustainable

development and human security by delivering social services including education.

- The Project is consistent with ”Japan’s Education Cooperation Policy 2011-2015”, in which “Quality Education” is

one of the five components of the areas of “Quality Education for All” with regard to basic education.

Appropriateness

of project means

Is the project appropriate

as a strategy for

producing an effect to the

development issues in

PNG?

- The project is appropriate as a strategy, because the Project employs a strategy for dissemination of quality

teaching by distance education, using the EQUITV Program, which is suitable for PNG, a country where many

small schools are located in isolated areas and quality education services are difficult to reach all of these areas.

Is the selection of target

group appropriate?

- The selection of the 12 target provinces and the 5 resource provinces is appropriate, in terms of geographical

distribution.

Target Provinces

NGI region (Bougainville, East New Britain, Manus, New Ireland and West New Britain provinces), Momase

Region (East Sepik, Madang, Morobe and Sandaun provinces), Highlands Region (Western Highlands

province) and Southern Region (NCD and Central province)

Resource Provinces

Out of the above 12 provinces, 5 provinces are selected as resource provinces of the EQUITV project: National Capital

District (NCD), Central Province (CP), East Sepik Province (ESP), West Highland Province (WHP), and Autonomous Region

of Bougainville (ARB).

Can the project become

widespread to other

areas/groups?

- The national dissemination plan intends to extend the EQUITV Program to other provinces than the target

provinces set by the EQUITV Phase 2 Project, even after the end of the project period.

8

(2) Effectiveness Evaluation Questions

Research issues Survey Items Sub-Survey Items

Prospect for

achieving Project

Purpose

Is there any prospect for

achieving Project Purpose by

the end of the project?

- Indicator 1. has already been achieved and Indicator 2. is in good progress. However, it has been difficult to

collect data to measure Indicator 3. Revision of the data collection methods or the indicator will be

necessary to measure more clearly the level of the achievement by the Project.

Has the target group got any

benefits from the project?

- Benefits will be measured with a monitoring system to collect information on the use of the EQUITV

Program at schools, collaborating with Standard Officers and EMIS for 2014.

- The national dissemination plan indicates the provision of the three as prerequisites for the dissemination

of the EQUITV Program to schools; 1) Resource materials, 2) TV Sets, and 3) Training. At the time of this

Mid-term review, following are the situation in the target provinces.

Schools Received Provision of Resource Materials, TV sets and Training

Items Schools Resource materials TV sets Training

Total 2220 150 531 304

Causal

relationship

Are Outputs enough to achieve

Project Purpose?

- Outputs 1 and 3 are in progress toward the achievement of the Project Purpose. With regard to Output 2, its

contribution to the achievement of the Project Purpose will not be enough.

Are there any beneficial or

obstructive factors that affect

the achievement of Project

Purpose?

- Distribution of DVD players and the programs in DVDs will promote the dissemination of the EQUITV

Program. With DVD, teachers can be prepared for the EQUITV class in advance and adjust the use of

programs to the progress of class easily. In addition, teachers can use the EQUITV Program with multiple

classes, which will become more necessary with increasing number of students. DVD sets can help avoid

also technical problems of decoders and satellite signals.

- Distribution of Resource Books will promote the use of the EQUITV Program. Usefulness of Teachers

Resource Books was confirmed by the Baseline Surveys. The Project is improving both Teachers Resource

Books and Students Work Books in mathematics and sciences. New versions for Grade 6 have been finished

already.

- Pre-service training at teachers colleges will contribute substantially dissemination of the EQUITV

Program. The Project organized a nationwide seminar to introduce the EQUITV Program and developed

instructional materials and detailed lesson plans in 2013. The lesson plans have possibility of being

incorporated in teachers colleges curriculum in the future. The Project also made provision of a TV set, a

DVD player and a generator to 10 teachers colleges.

- A negative factor that has inhibited the achievement of Project Purpose was insufficient funding planned

for training for Output 2 at the provincial and the cluster levels. It is estimated that this is because the

needs of the target provinces are not politically clearly articulated by the politicians and executive members

of the provincial education offices.

- Politicians’ awareness on the importance of the EQUITV Program seems to be insufficient, although both at

the provincial level and district levels, budgets for local development issues including education are more

9


Survey Items Sub-Survey Items influenced by local politicians from 2013. Provincial Executive Councils started to have authority to

nominate Provincial Administrators.

- Decisions by local high-level officers have become more important for the dissemination of the EQUITV

Program, both at the provincial and district level. In 2013, the PNG governments increased budget item for

budget allocation for development purposes from the national government to local governments, which is

named Direct Investment in Provinces, Districts and LLGs. At the district level, more District Treasuries

have begun to provide financial management services with the District Treasury Roll-out Program. Under

the current law for local governments, construction and maintenance of elementary and primary schools

must be financed by through DSIP and LLGISP.

- Although the financial resources have been increased, the number and the capacity of provincial and

district governments have not been expanded. Approximately 10 to 20 officers work for the Provincial

Divisions of Education of the provincial governments.

- Reduction at the level of the national government also affected the implementation of the Project. Allocation

of government’s development fund for primary and secondary education was reduced from K 297.7 million

in 2012 to K 256.8 million in 2013, out of which allocation for the EQUITV Program increased from K

500,000 in 2012 to K 2,000,000 in 2013, and then decreased to K1,000,000 in 2014.

- The second Baseline Survey conducted in 2013 by the Project indicated technical and operational reasons to

stop use of the EQUITV Program with a result of questionnaire survey with 63 teachers having experiences

of using the EQUITV Program.

1) Technical Problems

- Breakdown of TV screens, decoders and generators

- Unstable power supply and TV signal

2) Operational Problems

-To avoid inequitable use of TV caused by expansion of classes

-Did not have receiving teachers to transfer skills required to use the TV

-To avoid unexpected TV schedule change

-High running cost (i.e. fuel for generator)

-(related to above) BOM doesn’t approve the use because of the cost

Base upon the above results, the Survey Team made following recommendation.

1) Providing “Turnkey Solution” to reduce technical barrier of teachers to install TV sets.

2) Put more emphasis on distributing DVD to avoid negative influence such as unstable TV signal

and unexpected TV schedule change.

10


Survey Items Sub-Survey Items 3) Emphasize more on awareness activities related to the cautious use of TV which is critical to

enhance the academic performance of teachers and students.

Is there any influence by the

important assumptions

towards Project Purpose?

- As indicated on the above, external conditions have strongly affected the important assumptions towards

Project Purpose, both in the aspects of personnel and budgets. The personnel changes have taken place

frequently in the Divisions related to the Project especially from the latter half of 2013.

1) Sufficient personnel are assigned at each level according to the national dissemination plan.

2) Sufficient budgets are allocated at each level according to the national dissemination plan.

(3) Efficiency Evaluation Questions


Achievement of

Outputs

Is the achievement level

of Outputs favourable?

- The present level of achievement of Output 1 and 3 seems to be favourable. A sufficient level of achievements can

be expected for both of the Outputs within the remaining project period. Although the level of achievement of a

part of indicators for Output 2 is difficult to measure, it is estimated that the level of the achievement might be

insufficient.

Causal

relationship

Are inputs and activities

appropriate in achieving

Outputs?

- There have been some insufficient allocation of the budget for the project activities and delay in its disbursement

and execution of it in the PNG side. A part of the activities to achieve the Output 2 are delayed, because of the

insufficient budget allocations both at the national and the provincial levels.

Are there any beneficial

or obstructive factors that

affect the achievement of

Outputs?

- The Project is being implemented with combination of educational contents development supported by various

organizations of DoE and technical capacity of NEMC. The contents development by Curriculum Committee is

supported by curriculum officers of NEMC, staff of Curriculum & Assessment branch and model teachers, staff of

TED (PNGEI, Bomana teachers college) and Japanese experts. Coordination with Curriculum Committee and

technical staff of NEMC is possible under the guidance of Management Committee and also by sharing TV

production team within Curriculum Committee as committee’s members.

- Involvement of teachers colleges into the Project activities promoted the institutionalization of EQUIVE

program, including EQUITV training program in their education. Their students will become familiar with

EUITV program before they graduate. Currently the teachers colleges are under transition period for a change of

education system from that of two year to three year diploma program. It has been a good timing to consider the

inclusion of the EQUITV Program lessons in their courses.

- The Project conducted training for provincial trainers almost as scheduled for basic level in 6 provinces by the

end of 2013. Out of the 6 provinces, the 2 provinces, East New Britain and Western Highlands, have not initiated

training sessions for cluster trainers or training at the cluster level. Implementation of the project activities were

delayed, because some of the provincial governments did not allocated enough budget allocation for their planned

11


Survey Items Sub-Survey Items activities such as training sessions.

- Efficiency was affected by the delay in distribution of TV equipment sets including DVD players and teaching

materials, TV Teacher Resource Books, Student Work Books, the EQUITV Program recorded in DVDs. The

distribution was hampered in complicated procedures both at the national and provincial levels for dispatching

the materials and difficult geographical conditions of PNG which make the delivery expensive and

time-consuming.

- For efficient implementation of the Project, insufficient capacity of financial planning and management at the

provincial and district levels were also a negative factor. Although the PNG Government increased budget

allocation for development purposes from the National Government to Local Governments, the service delivery

funding for current expenditure has not been increased.

- Maintenance of the equipment is an important cost for the Project. DoE is assisting schools to cope with the

additional cost necessary for a change in reception via satellite. EMTV has changed its satellite broadcasting

system and a new decoder is necessary to convert signals from satellite dishes. DoE is currently sending 200

decoders to schools which use the satellite to receive the EQUITV program. EMTV is preparing to handover

another 200 decoders to DoE for satellite dishes.

- NEMC utilizes relatively a limited number of equipment, but efficiently. Most of the equipment was supplied by

past cooperation program of Japan. In 2014, model lesson recording studio and editing equipment are planed to

be renewed with Cultural Grant Aid scheme, since some of the equipment are already old and will be difficult to

maintain.

Appropriateness

of inputs from

PNG side

Are the head count,

placement and skills of CP

appropriate?

- DoE provides the Project with sufficient number of personnel. With the experiences of the past and the current

project activities, the competency of the NEMC personnel is considered to be high in general both for the

management personnel and the professional personnel including curriculum officers, video editors, camera

operators and model teachers.

- The number of the NEMC staff is few and some of them are overloaded. The staff has multiple functions,

implementing the project activities, in addition to their own tasks for the production and the management.

NEMC currently has a total of 14 positions involved in the project activities, the manager and the professional

staff related to TV production with the help from 8 model teachers for TV Model Primary School.

Are the local costs from

PNG side appropriate?

- Running costs for training from the PNG side have not been adequately provided. Problems also arise from the

delay in the disbursement. The first disbursement of 2013 budget was done in April, which caused delay in the

implementation of the Project.

- DoE purchased 120 TV sets and is in the process of dispatching them to schools. In 2014, DoE has a plan to buy

200 TV sets. Major purchases by provincial governments were 49 in Central, 50 in East Sepik and 30 in

Sandaun. Both DoE and provincial governments need time in purchase and distribution of TV sets to primary

schools located in remote, therefore the number of schools with TV sets has not increased much during the

project period.

12


Survey Items Sub-Survey Items Appropriateness

of inputs from

Japanese side

Are the number of experts

dispatched, their fields of

expertise, and timing and

period of dispatch

appropriate?

- The number and the skills of the Japanese experts dispatched considered appropriate, and timing of dispatch did

not cause any substantial problem.

Are the number of

trainees, their fields,

training contents,

training period and

timing of overseas

training appropriate?

- The provision of training in quality, quantity and timing has been appropriate.

“Training on distance education, planning for the improvement in quality and access of education” in Japan was

conducted for 8 trainees in 2012 and for 8 trainees in 2013

Are the project budget

and local costs

appropriate?

- The project budget and local costs have been appropriate.

(4) Impact Evaluation Questions


Prospect for

achieving Super

Goal and Overall

Goal

Is there any prospect for

achieving Super Goal and

Overall Goal after the

project?

- Possibility of achieving the Super Goal is indicated by the Baseline-Surveys conducted in 2012 and 2013 in the

five resource provinces. Higher performance is considered to be acquired through the EQUITV program with

their sampling tests. The Surveys indicates that the teachers who have enough experience using the EQUITV

program show higher academic performance than teachers who have limited or no EQUITV experience. The

scores of students in EQUITV using schools were also confirmed to be higher than those of other schools.

Are there any factors

affecting the achievement

of Super Goal and Overall

Goal?

- Rapid increase in the number of students and budget of DoE may affect the achievement of the Super Goal. In

2012, Tuition Fee Free/Subsidy was introduced. The Government budget for education subsidies drastically

increased; K171.8 million in 2011, K302 million in 2012 and K682 million in 2013. (Dept. of Treasury, report on

expenditure) All school children attending Elementary Prep to Grade 10 were paid 100% of their tuition fees

while students attending grade 11 and 12 were subsidized 75% of the total in 2013. All school children attending

Elementary Prep to Grade 12 are paid 100% in 2014.

Causal

relationship

Are Super Goal and

Overall Goal not losing

touch with Project

Purpose?

- Super Goal and Overall Goal are not losing touch with Project Purpose.

Will the important - The important assumptions towards Overall Goal will not give influence on the project. Priority on basic

13


Survey Items Sub-Survey Items assumptions towards

Overall Goal not give

influence on the project?

education in long-term socio-economic development strategy of PNG does not change

Other impacts Are there any impacts on

policies and systems

related to the education

sector in PNG?

- The EQUITV Program may contribute for the introduction of a new curriculum with its programs and resource

books. DoE is planning to change its curriculum from current Outcomes-Based Education to a new

Standards-Based Education. For this change the curriculum will be revised including those of primary schools by

2018. It is already decided to begin with the introduction of English education in elementary schools. Programs

and resources books may need to be adjusted in accordance with the curriculum change.

- There is some possibility of expanding broadcasting hours using the National Television Services Kundu 2. For

2014, DoE planned broadcasting education programs for classes of primary and secondary schools, although the

broadcasting has not begun.

(5) Sustainability Evaluation Questions


Policy and

institutional

aspect

Will the political support to

EQUIT program in the PNG

Government be carried on in

the future?

- There has not been observed any substantial change that might affect consistency of the EQUITV program

with the national development policies, education policies and education media policies after the Project

period

Will the project effects be

disseminated to other

provinces?

- Activities will continue for the extension of the utilization of the EQUITV program to other provinces than

the target provinces after the completion of the Project

Organizational

aspect

Will the support by the DoE

be carried on in the future?

- Currently there is no specific plan for a major change in the organizational plan of DoE with regard to

support to the EQUITV Program. The Information, Communication and Technology Division was created

within the Policy and Planning Wing of DoE in 2012. Discussions are underway on measures to increase

collaboration with ICTD and NEMC, and on a possible restructuring.

- Sustainability will be enhanced, if the lessons for the use of the EQUITV Program is taught continuously or

incorporated in the curriculum of teachers colleges. Then the lessons are institutionalized by teachers

colleges. Cost effective and stable transfer of knowledge and know-how will be possible.

Will the support by the


and the provincial

governments be carried on in

- At the level of Province, awareness of politicians and higher-level officers on the effectiveness of the EQUITV

Program may affect the prospects for the continuous organizational support for the promotion of school

utilization of the EQUITV Program by the provincial education offices and the provincial governments in the

target provinces after the end of the Project period.

14


Survey Items Sub-Survey Items the future?

Will the support by the

teachers colleges and TED be

carried on in the future?

- There are good prospects for the continuous organizational support to the EQUITV program by the teachers

colleges and TED after the end of the Project period, since the Project maintains good coordination with TED

and teachers colleges.

Financial aspect Will the Government of PNG

be able to allocate the budget

for the continuation of the

project activities after the

project?

- It is still too early to forecast the financial support for the national dissemination plan after the Project.

However, it is worth mentioning that during the project period, while the service delivery funding for NEMC

has been relatively stable, the budget allocated for development fluctuated.

Will the provincial

governments be able to

obtain the budget for the

continuation of the project

activities?

- Within provincial governments, awareness of politicians and higher-level officers on the effectiveness of the

EQUITV Program may affect the prospects for the financial support for the promotion of school utilization of

the EQUITV Program.

Technical aspect Does DoE own enough skills

and knowledge to continue

the project activities?

- Technically the staff of the related Divisions of DoE and NEMC owns a good level of skills to support the

continuous dissemination of the EQUITV Program and which will be enhanced further through the

implementation of the Project activities.

- For basic-level training, 11 national trainers were formed, who have conducted training sessions for basic

level in 7 provinces including Chimbu province by the end of 2013, producing 169 provincial trainers in total.

The capacity development of National Trainers will continue to expand through the development and

implementation of advanced-level training modules.

Do the trainers in the

provincial governments own

enough knowledge to

continue the project

activities?

- In Sandaun and Central Provinces, 127 cluster trainers were formed by provincial trainers. Management and

content of the cluster training by provincial trainers were satisfactory according to the National trainers and

Japanese experts who observed the training sessions conducted in Central province. In NCD and East Sepik,

the provincial trainers directly trained schools at the cluster level.

- It is still too early to forecast the technical level of the provincial and cluster trainers in general, since many

training sessions by provincial trainers and cluster trainers are to be conducted in 2014 and after.

Do the stake holders at the

school level own enough

knowledge to continue the TV

equipment management?

- Monitoring Committee is studying an effective and practical method of monitoring to collect information on

the implementation of the training, utilization of TV program and other important issues related to the

Project.

- TV receiving classes are successful, if the receiving teachers, head teachers and the Board of Management

members of the primary schools understand the roles and responsibilities. Efforts for continuous training at

the cluster level and at the school level will be necessary, since teachers move on and Board of Management

members will be changed with time.

Annex 8. List of collected documents and data

No Title Author(s) Publisher Year

1 Arts Upper Primary - SyllabusCoordinated By Naomi Paiyesi and GaryStonehouse

2 Certificate of Basic Education Tupigo Department of Education, PNG 2013

3Computer Studies Syllabus - UpperPrimary 2009

Coordinated By Gandhi Lavaki Department of Education, PNG 2008

4Curriculum Development AssesmentDivision - Skills Develop for NationBuilding

Jaking Marimyas Department of Education, PNG 2007

5Design and Technology TeacherGuide - Lower Secondary 2007

Coordinated By Sam Erepan Department of Education, PNG 2006

6Five Year ENGA Provincial YouthDevelopment Plan

Enga Provincial Office 2007

7Health & Personal DevelopmentSupplementary Materials &HIV/AIDS Grade5-8

Written by Primary Teachers, Lecturers andTeachers college from madang

Department of Education, PNG 2008

8Higher School CertificateExaminations

Mearsurement Services Branch Department of Education, PNG 2008

9Holy Trinity Teachers College -Mathematics and Science StrandTeaching Upper Primary

Mr.David K Gomay 2012

10Information CommunicationTechnologies Syllabus & TeacherGuide - Upper Secondary 2009

Coordinated By Gandhi Lavaki Department of Education, PNG 2008

11Language Syllabus 2015 StandardBased - Elementary

AusAID & VSO Department of Education, PNG 2015

12Madang Teachers College - MTCSearch

Bentley Simeon/Richard Jones

13Melanesia Nazarene TeachersCollege - Teaching Skills & WeeklySchool Experience Course Book

Mr.Steven T. Yawalye 2013

14 National Selection ReportDepartment of Higher Education Research,Science and Technlogy

Print Shop Limited

15 School Certificate Grade10 Mearsurement Services Branch Department of Education, PNG 200816 Upper Secondary Curriculum CDAD Department of Education, PNG 2009

Annex8. List of collected documents and data

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