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Annual Statistical Digest_MoET 0 2013 ANNUAL STATISTICAL DIGEST (ASD) MINISTRY OF EDUCATION & TRAINING Caring for the Quality of learning and teaching of our children in Vanuatu and reducing dropouts in the Secondary education.
Policy and Planning Unit, published date – October 2014 Annual Statistical Digest_MoET 1 Republic of Vanuatu Ministry of Education and Training Annual Statistical Report 2013 Published by the Policy and Planning Unit, MoET © 2013 For statistics on education and Training in Vanuatu contact: Ministry of Education & Training Private Mail Bag 9028 Port Vila, VANUATU Telephone (678) 22309 Facsimile (678) 24569 Email: vemisdatarequest@vanuatu.gov.vu Annual Statistical Digest_MoET 2 Foreword Director General of Education and Training It is an honor to present the 6th edition of the 2013 Annual Statistical Digest (ADS) for the Ministry of Education and Training (MoET).
The statistical annual digest highlights most of the recent statistical data and indicators on the Education sector.

The calculation of most indicators relevant for policy development, planning, monitoring and evaluation can be generated in the Vanuatu Education Management information System (VEMIS).
Most of the indicators and administrative data that are included in the digest could be used as evidence-based information to support our national development strategies and the monitoring and evaluation progresses against the national strategic goals and international commitments such as the Education For All (EFA) and the Millennium Development (MDG) goals by 2015.
While data becomes more and more relevant in all aspects of policy and planning developments in the education sector, the Vanuatu MoET among other countries in the Asia-Pacific region is committed in producing the 2015 EFA review.

The national EFA review aimed to review progress and to identify gaps, problems, issues, policies and strategies for further education reform especially in ensuring that the education in Vanuatu would also reach the unreached groups.
The review report is also using the same statistics data and indicator that is published in this 2013 Annual Statistical Digest.

As the MoET is responsible for its policies and actions, including that of ensuring the attainment of national and international goals, the effort to develop a Monitoring and Evaluation (M&E) framework is very critical and essential for the accountability of our government resources.
The M&E development process will require input and outcome indicators as variables to measure progress against our targets and achievements.
In raising the importance over the use of education statistics, it is important to highlight how data becomes very much significant in the planning and implementation process of the ministry’s annual work plans, budget preparations and other specific activities and projects that are funded under the government recurrent budget and Vanuatu Education Support Programme (VESP) funding agreement.
The MoET one of the biggest portfolio in the government sectors is getting the highest portion of the national government budget and receives over 1 billion Vatu in 2013 from our main development partners in Vanuatu which are Australia and New Zealand and from the non-pool-partners.
I congratulate the Policy and Planning Unit for producing this annual statistical digest (ASD) and for the great efforts in undertaking continuous review of the VEMIS system in order to address the data needs that the MoET require in order to assess the impact of access, quality and management in the education sector.
I am pleased to see that there are promising efforts in terms of funding and resources that were set aside to support the review of the Vanuatu Education Management information system, however I strongly encouraged sustainable interactions between the New VEMIS in the MoET and other information systems within the MoET and other line Ministries that keep records of schools and all the other training institutions in the country.
The 6th edition of the Annual Statistical Report is a public document therefore I hope that all readers will make great use of the data and indicators that are published in this report for the continuous benefits of our education development.
Jesse Joe Dick Director General of Education and Training Annual Statistical Digest_MoET 3 Acknowledgement Director of Policy and Planning Unit In support to the forward remarks of the Director General, I would like to acknowledge all the efforts put together in compiling the 6th edition of the 2013 Annual Statistical Digest.

This Annual Statistical Digest would not have been complete without the help and the hard work of the staff and associated institutions of the MoET.
First and for most, I would like to thank all the kindergarten teachers for their time and support in completing and submitting their 2013 VEMIS survey forms.

As the director of Policy and Planning Unit, I acknowledge your efforts and participation in providing your data on time to our six provincial education offices.

Secondly, I would like to thank all the primary school heads who have submitted their 2013 VEMIS survey forms.
Without your interventions, the MoET would not be able to produce this digest.

The MoET highly appreciated your hard work and would like to thank you and all the school managements for the assistance in helping out in this process.

Thirdly, this report covers data on secondary education as well.

Therefore I would like to extend my thank you to all the school principals in the country who took time to complete and submit their 2013 VEMIS survey forms.
All the school data were stored in VEMIS and 85% of the data is published in the 6th edition of the 2013 Annual Statistical Digest of the MoET.
Lastly, I would like to extend my gratitude to all the principals and Directors of the Post-Secondary Institutions in Vanuatu, the Head of USP and AUF in Port Vila, the Director of the Vanuatu Rural Development and Training Centre’s Association (VRDTCA), the Acting Director of TVET sector, the Head of the Scholarship’s unit and the Principal Officer of the National Exam’s unit, the Director of the National Statistics Office in Port Vila and the Director of Finance Unit within the MoET for their input in this annual statistical digest.
May I take this opportunity to congratulate my team within the Policy and Planning Unit especially the VEMIS team for the job well done in compiling the 6th edition of the Annual Statistics Digest (ASD) and a special thank you to the Education Services for the efficient work efforts done by the Provincial Statistics and Distribution Officers who have recorded all the school information in VEMIS on time despite the challenges faced especially with the slow access of internet to the Provinces.
I also would like to acknowledge the participation of all key officials of the MoET, the Education experts, our development partners and all the stakeholders who have proof-read this report.

I take this opportunity to encourage all the users of this digest to consider this report as a source of information to all your reports in the future.

John Niroa Director of Policy and Planning Unit Key results 1.
Increasing Access to education There are policies and programme developed to improve access to education at all levels.

School enrolment represents 28.2 percent out of the estimated total population of Vanuatu in 2013.

There are new aspirations and resource integrations to improve access to education in Vanuatu.

One of the major incentives back in 2010 was the earmark of the primary school grants.
The enrolment change in primary education has shown a large increase in primary school enrolment from 38,762 in 2009 to 41,783 in 2010.

There was an increase of more than 1 percent a year on primary school enrolment between 2010 and 2013.

This increase also showed that there is no gender inequality in terms of access to education which is in line with the Universal Primary Education (UPE) policy objectives for gender equality, seeing that the gender parity is well represented in primary education.
Annual Statistical Digest_MoET 4 Graph showing enrolment and estimated population in 2013 Age 23 22 21 20 19 18 17 16 15 14 13 12 11 10 9 8 7 6 5 4 3 (10,000)(8,000) (6,000) (4,000) (2,000) - 2,000 4,000 6,000 8,000 Est.Population 2013 2013 Enrolment More incentives are given in terms of finance and technical inputs towards increasing the access in the early childhood development since 2009.
The gross enrolment rate is an indicator to monitor progress against smaller children’s participation in the kindergarten schools; however the GER in ECCE was 66.1% in 2012 and decreased by 3% in 2013.

The gross enrolment rate (GER) in primary education 1 to 6 has fluctuated over time since 2009; the GER was 119.4% in 2013 as compared to 110.9% in 2009.

The Net Enrolment Rate (NER) in primary has increased by 1% between 2009 and 2013; however the average NER was at 86.8% between 2011 and 2013.
121.0% 119.4% 110.8% 116.9% 118.1% 111.7% The average gross enrolment rate in secondary education (Years 7 - 13) is at 42.1% between 2009 and 2013.

On the other hand, the gross enrolment rate (GER) in Secondary education was at 48.1% in 2013 which is way below 100%.

A difference of 51% of students aged 13 to 18 years old are not enrolled in secondary schools or would have enrolled in TVET schools and other non-formal institutions.
87.1% 85.6% 87.7% 87.4% 86.7% 86.3% 2008 2009 2010 2011 2012 2013 GER NER Primary Education 1 to 6 NER in primary education remains steady at 86.3% as compared to 86.7% in 2012.

Progression to formal tertiary studies is another important field within the education sector which absorbs over 16% of the MoET recurrent budget.

In 2013, there are more than 200 new student awardees of which more than 40% of those awardees are degree program students.
Annual Statistical Digest_MoET 5 Progress from formal education to post-secondary institutions and rural training centers varies according to the contexts and the schooling structure of non-formal tertiary and informal institutions in the country.
VEMIS has recorded over 3,000 students who enrolled in the existing post-secondary schools in the country namely the Vanuatu Maritime College, VITE, VIT, Vanuatu Agriculture College and Vanuatu Nursing College and the Australian Pacific Training College (APTC) in Vanuatu.

The actual VEMIS system does store data on formal and non-formal tertiary education.

2.
2.

Improve Quality of Education Goal one for the Education For All (EFA) is looking at “expanding and improving comprehensive Early Childhood Care and Education”, especially for the most vulnerable and disadvantaged children.

The Vanuatu Government 2020 vision also looks at improving the quality of the Early Childhood in terms of introducing and providing standard professional practices for the service providers.
Moreover, in providing for universal Early Childhood Care and Education, many disparities of opportunity and attainment at the primary and later levels might thereby be eliminated.

Student: Classroom ratio - Primary Education - 2013 Govt & Govt Assisted Schools 45.6 17.3 54.9 23.3 24.1 18.8 19.2 19.8 Sanma Tafea Shefa Penama Malampa Torba Between 2013 and 2014, the MoET has set up some policy priorities to improve the quality of teaching and learning in schools.
The student-classroom ratio is also used as an indicator of quality and is showing a big gap in urban and rural schools.

In average, the student- classroom ratio (SCR) is at 52.1 in urban schools and 20.6 in rural schools.

By focusing on primary schools only, the gap on the SCR between the government and government assisted urban and rural schools is an important area to closely monitor.
Rural Urban Another important indicator which is relevant to measure progress against the quality of learning and teaching in our schools is the percentage of trained teachers.

VEMIS shows that there are 3,738 teachers in the existing kindergarten, primary and secondary schools in the country.

However, 57.6% of these teachers are certified to teach.
There are 2,404 qualified teachers in Vanuatu in 2013, however the term “qualified” is defined as teachers that are not trained at VITE but has some other academic qualifications.

Certified teachers are those with either an academic qualification and have been trained at VITE.

The 2013 VEMIS data showed that there are 1,334unqualified teachers that are currently teaching on temporary and contract basis.

The development of the new curriculum is another milestone in the MoET.
Lots of efforts were set aside to improve the learning outcomes at the school level.

There was a major distribution of textbooks in 2011 and resulting with the student-textbook ratio is of 3.1 in primary and 3.3 at secondary education.

Source: VANSTA report 2009 Annual Statistical Digest_MoET 6 However, some textbooks need to be replaced as they are currently old and in poor condition.
VEMIS recorded a total of 2,742 textbooks that required immediate reprinting of which a total 2,421 textbooks in primary schools and 321 in secondary schools.

Another important area that needs to be considered is providing proper equipment and resources for our school libraries.

Moreover, 399 primary schools have library resources as well as in 83 secondary schools.

Improving literacy and numeracy is one of the Vanuatu MoET priority outcomes.
There are researches and studies that confirmed that the level of literacy and Numeracy at the early grades of primary remain low.

However two VANSTA reports have been released in 2007 and 2009.

Year 8 Exam result - Total average Mean Since 2007, the Vanuatu MoET has administered the Vanuatu Standardized Test of Achievement (VANSTA), a national assessment to monitor literacy and numeracy skills of students in grade 4 and 6 of primary education.
VANSTA’s 2007 and 2009 have revealed that a large percentage of students are failing to achieve the standard reading comprehension and writing outcomes expected at the regional level (SPBEA 2009).

While VANSTA provides an indication that many students are not reading at levels thought to be appropriate for grade 4 and 6, it does not provide detailed findings around the issues and problems in primary schools that could lead to poor reading performance in grades 1 to 3.
These levels of achievements are derived from the curriculum outcomes at Year 4 in English and Math subjects.

Six levels are used to describe the learning outcomes in primary, ranging from L5, the highest through L4, L3, L2, L1, to L0, the lowest.

Applied Science/Science Application • English 40.1% • French 38.8% • English 38.7% • French 38.1% • English 46% • French 42.6% Science/Science Maths The assessment results of the year 8 examination are based on the standard means and scores as set by the MoET.
The actual means by subject are categorized out of the average score range (31-69).

The highest mean out of 100 was 48.8 in the English subject for the year 8 English speaking schools and 48.7 in the French subject for the French speaking schools.

French/Français • English 41.7% • French 48.7% English/Français • English 48.8% • French 38.9% Between 2009 and 2013, the transition rate to year 9 in average was 83.9%, where VEMIS recorded a gradual increase at 79.1% in 2009 to 89.2% in 2013.
Out of the 100% of students who sat the national year 8 examinations, less than 100% were selected to year 9; it is likely that the difference of 89.2% out of 100% transition rate to year 9 could repeat year 8 in 2014.

However there is a need for a more in-depth analysis to actually track where these students are.

Since 2009, the transition rate to year 11 and to year 12 has fluctuated; there is a decrease of 4% difference in 2013 from 85.9% in 2012 to 81.6% in 2013.
However the transition rate to year 13 showed a big decrease over years from 28.8% in 2009 to 11.6% in 2013.

The big gap in the transition rate between the years 11 and 13 is significant; it could be defined by the high drop out after the year 10 and year 12 exams or a high percentage of students who carry on at VIT or into any formal and non-formal tertiary institutions in Vanuatu.

Annual Statistical Digest_MoET 7 3.


Improve planning, fiscal and financial management The Vanuatu Education Sector Strategy (VESS) 2007-2016 focuses on better educational outcomes through long-term strategies and the implementation of annual initiatives to achieve the short-term results.

The Vanuatu Education Sector Plan (VESP) jointly funded by Australia and New-Zealand government outlined the agenda for the development of education sector over the medium term.
It is based on the Millennium Development Goals (MDGs), basically on the second MDG to achieve the universal primary education.

It does incorporate the strategic vision outlined in VESS, which sets the framework.

90 80 70 60 50 40 30 20 10 0 15 Govt.other ministries 73.8% 26.2% MoE Gov't 2013 Budget Expenditure as share % of the total Gov't expenditure The Government of Vanuatu is considering the Education sector as the priority area for development in its budget distribution in 2013.
The share of the education budget that has been allocated was 26.2 % of which 71.9% was spent on the teacher’s salaries.

MoET Operational budget, 2013 Salaries, wages, Allowances 72.2% In 2013 the sharing of the 28.1% the MoET operational budget is defined as the actual expenditure to each subsector priority activities set aside in the 2013 annual work plan.
The biggest share to MoET budget is 72.2%, allocated to the MOE staff and teachers’ salaries, allowances and VNPF contributions, 11.4% of that budget allocated to the government scholarships followed by 8.2% was allocated for the school grants.

The MoET, has received in 2013 further VT 470,192,769 from the development partners that includes AUSAID and NZAid and other development partners such as French government, Japanese government, UNICEF and the United nation contributions.
Government Scholarship 11.4% Grants 8.2% MoET ‘Administrative “Costs 5.5% Termination and death 2.2% In 2012 the combined Government grants for the education was about 6.6% of the value of all goods and services produced in Vanuatu as measured by the Gross Domestic Product (GDP).

The MoET is currently strengthening the Monitoring and Evaluation Unit to better monitor the use of funding and resources against the 2013 Ministry’s annual work plan and the VESP strategy outputs.
The disbursement of the budget initiatives in 2013 has gradually given more focus on the quality of Education and therefore 60% of the MoET budget is oriented towards a more proactive attempt in terms of a realistic and coherent implementation of the actual plans and policies of the MoET.

4.
4.

Province Key results Annual Statistical Digest_MoET 8 Number of schools by level, 2009 - 2013Sanma province has the highest number of schools, the number of kindergarden schools seems to decline across all province except at Penama province.
The number of primary a schools in Vanuatu remains steady since 2011 however.Note that scale on vertical axis differs for each province3632232523051015202530354020092010201120122013Torba199151103101161605010015020025020092010201120122013Sanma648064631014010203040506070809020092010201120122013Penama108988986161702040608010012020092010201120122013Malampa101998182242302040608010012020092010201120122013Shefa98979477111402040608010012020092010201120122013TafeaKindergarden Primary Secondary Enrolment by level, 2009 - 2013 The school enrolment shows an increasing trend with the exception of torba, Sanma and penama of which the school seem to decrease gradually.3,0523,3097,5389,0803,6953,72102,0004,0006,0008,00010,00012,00020092010201120122013Sanma1,0231,8235,2365,8262,5272,10702,0004,0006,0008,00010,00012,00020092010201120122013Penama1,5951,8386,7897,2832,5922,31202,0004,0006,0008,00010,00012,00020092010201120122013Malampa2,7423,41010,10911,8476,6137,26702,0004,0006,0008,00010,00012,00014,00020092010201120122013Shefa1,9982,3257,5268,1381,9632,27402,0004,0006,0008,00010,00012,00020092010201120122013TafeaECCE Primary1-6 Secondary 7+5611,5641,69047402,0004,0006,0008,00010,00012,00020092010201120122013Torba487619 Annual Statistical Digest_MoET 9 Annual Statistical Digest_MoET 10 Annual Statistical Digest_MoET 11 TABLE OF CONTENT FOREWORD ........................................................................................................................................................... 2 ACKNOWLEDGEMENT ............................................................................................................................................ 3 KEY RESULTS .......................................................................................................................................................... 4 1.
Increasing Access to education .................................................................................................................................. 4 2.

Improve Quality of Education .................................................................................................................................... 5 3.

Improve planning, fiscal and financial management ................................................................................................. 7 4.
Province Key results ................................................................................................................................................... 8 INTRODUCTION ................................................................................................................................................... 15 1.
ACCESS TO EDUCATION .................................................................................................................................... 16 1.1 SCHOOL ENROLMENT ..................................................................................................................................... 17 1.1 ENROLMENT BY EDUCATION AUTHORITY .......................................................................................................................... 17 1.2 ENROLMENT BY PROVINCE ............................................................................................................................................ 21 1.3 MONO-LINGUAL, BI-LINGUAL AND DUAL LINGUAL .............................................................................................................. 22 1.4 GROSS ENROLMENT RATE (GER) .................................................................................................................... 24 1.5 NET ENROLMENT RATE (NER) ......................................................................................................................... 27 1.6 DROPOUT, REPEATER, ABSENCES, LEAVERS AND TRANSFER IN AND OUT FROM SCHOOLS .......................................................... 29 1.7 INFORMATION ABOUT SCHOOL ...................................................................................................................................... 29 1.8 HIGHER EDUCATION ....................................................................................................................................... 31 1.8.1 2013 SCHOLARSHIPS ................................................................................................................................................ 31 1.8.2 OTHER POST-SECONDARY INSTITUTIONS, 2013 ............................................................................................................. 35 1.9 TECHNICAL VOCATIONAL EDUCATION AND TRAINING (TVET), 2013 .............................................................. 35 1.9.1 RURAL TRAINING CENTER (RTC) ................................................................................................................................. 35 1.9.2 VANUATU TECHNICAL AND VOCATIONAL EDUCATION & TRAINING (TVET), 2013-2014 .............................. 37 2.
QUALITY OF EDUCATION .................................................................................................................................. 39 2.1 EXAM’S ASSESSMENT RESULTS ...................................................................................................................................... 39 2.2 LITERACY AND NUMERACY ............................................................................................................................................ 39 2.1.1 PERCENTAGE OF STUDENTS PLACED AFTER HAVING SAT OR PASSED THE 2013 EXAM ............................................................. 41 2.1.2 EXAM RESULTS, 2013 .............................................................................................................................................. 42 2.1.3 EXAM MARKING BENCHMARK, 2013 .......................................................................................................................... 45 2.1.4 SCHOOL LIFE EXPECTANCY ......................................................................................................................................... 47 2.2 CO EFFICIENCY OF EFFICIENCY THE EDUCATION SYSTEM ...................................................................................................... 47 2.3 PRIMARY CYCLE COMPLETION ........................................................................................................................................ 48 2.3.1 INTERNAL EFFICIENCY INDICATORS............................................................................................................................... 48 2.4.1 TEACHER’S BY EDUCATION AUTHORITIES ...................................................................................................................... 49 Annual Statistical Digest_MoET 12 2.4.2 TEACHER’S BY PROVINCE ........................................................................................................................................... 49 2.5 MONO-LINGUAL, BI-LINGUAL AND DUAL LINGUAL
 .............................................................................................................. 50 2.6 STUDENT: TEACHER RATIOS ........................................................................................................................................... 50 2.7 TEACHER CERTIFICATION AND QUALIFICATION ................................................................................................................... 51 2.8 IN-SERVICE TRAINING OF TEACHERS................................................................................................................................. 53 2.9 SCHOOL FACILITIES ...................................................................................................................................................... 53 2.10 CLASSROOMS ........................................................................................................................................................... 54 2.11 WATER SUPPLY ......................................................................................................................................................... 54 2.12 SANITATION ............................................................................................................................................................. 55 2.13 ELECTRICITY AND SCHOOL EQUIPMENT .......................................................................................................................... 56 2.13.1 ICT AND COMMUNICATION LEARNING RESOURCES ....................................................................................................... 56 2.14 SCHOOL RESOURCES .................................................................................................................................................. 57 3.MANAGEMENT AND PLANNING ....................................................................................................................... 58 3.1 SOURCE OF FUNDING FOR MINISTRY OF
 EDUCATION AND TRAINING ..................................................................................... 59 3.2 GOVERNMENT BUDGETARY ALLOCATION .......................................................................................................................... 61 3.3 DONOR PARTNER ALLOCATION ....................................................................................................................................... 62 3.4 UNIT COSTS OF EDUCATION ........................................................................................................................................... 62 ANNEX 1: ............................................................................................................................................................. 63 2013 ANNUAL SCHOOL SURVEY AND VEMIS DATA ............................................................................................................... 63 1.1 ANNUAL SCHOOL SURVEY PROCESS ................................................................................................................................ 63 1.2 DATA QUALITY MEASURES AND DATA ENTRY ................................................................................................................... 64 1.3 DATA ENTRY .............................................................................................................................................................. 64 ANNUAL SCHOOL SURVEY RESPONSE RATES .......................................................................................................................... 65 ANNEX 2: ............................................................................................................................................................. 69 PROVINCIAL ENROLMENT BY NAME AND SCHOOL TYPE, 2013 .................................................................................................. 69 2.1 Total Enrolment, Vanuatu
 ..................................................................................................................................... 69 2.2 Torba Province ....................................................................................................................................................... 69 2.3 Sanma Province ..................................................................................................................................................... 71 2.4 Penama Province ................................................................................................................................................... 77 2.5 Malampa Province ................................................................................................................................................. 81 2.6 Shefa Province ....................................................................................................................................................... 86 2.7 Tafea Province ....................................................................................................................................................... 91 ABBREVIATIONS ............................................................................................................................................................... 97 GLOSSARY ....................................................................................................................................................................... 98 Annual Statistical Digest_MoET 13 TABLE Table 2-1: Exam Marking Range (VSSC) ....................................................................................................................... 45 Table 2-2: Marking benchmark, External and Internal assessment, Year 12 (VSSC) ................................................... 45 Table 2-3: South Pacific Form Seven Certificate, Year 13 (SPFSC) .............................................................................. 45 Table
45 Table 2-4: School life expectancy in the Education System, 2013 ............................................................................... 47 Table 2-5: Completion Rate to Year 8, Primary Education (2009-2013) ..................................................................... 48 Table 2-6: Dropout, Repeater and Promotion Rate in Primary and Secondary Schools, 2009 - 2013 ....................... 48 Table 2-7: Total number of teachers by School type, 2008 - 2013 ............................................................................. 48 Table 2-8: Total number of teachers by Authority type, 2013 ................................................................................... 49 Table 2-9: Total number of teachers by School type and by province, 2011-2013 .................................................... 49 Table 2-10: Number of teachers by language, 2011 – 2013 ........................................................................................ 50 Table 2-11: Students, teachers and student teacher ratio (STR), by Authority type 2012 – 2013 .............................. 50 Table 2-12: Students, teachers and student: teacher ratio (STR), province, 2012 – 2013 .......................................... 51 Table 2-13: Number of teachers, number and per cent certified, school level, 2012 – 2013 ..................................... 51 Table 2-14: Number of teachers, authority, number and percent certified, 2013 ...................................................... 52 Table 2-15: Number of teachers, province, number and per cent certified, 2013 ...................................................... 52 Table 2-16: Per cent of teachers Certified and Qualified by school type, 2011 - 2013 ............................................... 53 Table 2-17: Number of teachers attending in-service training, by gender and school level, 2009 – 2013 ................. 53 Table 2-18: Classrooms, enrolment and student: classroom ratio, school level, 2012-2013 ...................................... 54 Table
 2-19: Number by types of water supplies in schools, school level, 2012 – 2013 ............................................... 54 Table 2-20: Number by types of water supplies in schools, school level, 2012 – 2013 ............................................... 55 Table 2-21: Number of toilets for females and males in schools, school level, 2012 – 2013 ...................................... 55 Table 2-22 (a): Schools by Power Supply Type, 2012-2013 ......................................................................................... 56 Table 2-22(b): Percent of schools that have access to communication resources and ICT equipments, 2013 ........... 56 Table 2-23: Number of student textbooks and teacher guides in primary, 2009-2013 .............................................. 57 Table 2-24: ECE, Learning and Play learning resources, 2013 ..................................................................................... 58 3.MANAGEMENT AND PLANNING ....................................................................................................................... 58 Table 3-1: Expenditure, enrolment and expenditure per student in government all schools, 2013 .......................... 62 ANNEX 1: ............................................................................................................................................................. 63 Table 1: Survey Return Rates by School Type and Province, 2012 – 2013 .................................................................. 65 Table 2: Enrolment Response Rates by School Type and Province, 2012 – 2013........................................................ 67 Table 3: Teacher Response Rates by School Type and Province, 2012 - 2013 ............................................................ 68 Annual Statistical Digest_MoET 14 FIGURES FIGURE 1-1: TOTAL ENROLMENT BY EDUCATION AUTHORITY, 2013
 ...................................................................................................................... 18 FIGURE 1-2: TOTAL ENROLMENT BY YEAR LEVEL, 2010 AND 2013 ......................................................................................................................... 20 FIGURE 1-3: TOTAL ENROLMENT BY GENDER AND BY YEAR LEVEL, 2013 ............................................................................................................... 20 FIGURE 1-4: % OF PRIMARY SCHOOL ENROLMENT, 2012 – 2013 ........................................................................................................................... 23 FIGURE 1-5: TOTAL ENROLMENT VS OFFICIAL AGE ENROLMENT (4-19 YEARS OLD), 2013 ..................................................................................... 25 FIGURE 1-6: TOTAL ENROLMENT VS.
SPECIFIC AGE ENROLMENT (4-19 YEARS OLD), 2013 .................................................................................... 28 FIGURE 1-7: % OF SCHOOLS IN URBAN (U) AND RURAL (R) COMMUNITIES, 2009-2013 ......................................................................................... 31 FIGURE 1-8: NUMBER OF NEW AND ON-GOING AWARDS BY PROVINCE FUNDED BY GOVERNMENT OF VANUATU, 2013 ................................... 32 FIGURE 1-9: NEW AND ON-GOING AWARDS BY PROGRAMME OF STUDY FUNDED BY GOVERNMENT OF VANUATU, 2013 .................................. 33 FIGURE 1.10: NUMBER OF NEW AND ON-GOING AWARDS BY PROGRAMME OF STUDY, 2013.
............................................................................ 33 FIGURE 1-11: NUMBER OF GRADUATES IN RTCS, 2009-2013 .................................................................................................................................. 37 FIGURE 2-1: PERCENT OF STUDENTS PLACED AFTER HAVING SAT THE 2013 EXAM ............................................................................................... 41 FIGURE 2-2: TOTAL AVERAGE MEAN BY SUBJECT AND PROVINCE, YEAR 8 ENGLISH SPEAKING - 2013 .................................................................. 42 FIGURE 2-3: TOTAL AVERAGE MEAN BY SUBJECT AND PROVINCE, YEAR 8 FRENCH SPEAKING - 2013 ................................................................... 42 FIGURE 2-4: TOTAL AVERAGE MEAN BY SUBJECT AND PROVINCE, YEAR 10 ENGLISH SPEAKING - 2013 ................................................................ 43 FIGURE 2-5: TOTAL AVERAGE MEAN BY SUBJECT AND PROVINCE, YEAR 10 FRENCH SPEAKING - 2013 ................................................................. 44 FIGURE 2-6: COMPLETION RATE TO YEAR 8, PRIMARY EDUCATION (2009-2013) .................................................................................................. 47 FIGURE 3-1 MOET RECURRENT GOVERNMENT BUDGET AND GRANTS, IN MILLION VATU, 2010 - 2013 ................................................................ 59 FIGURE 3-2: MOET BUDGET AS A PROPORTION OF VANUATU BUDGET (RECURRENT EXPENDITURE), 2000 –2013…………………………………………….60 FIGURE 3-3: TOTAL EDUCATION EXPENDITURE (GOVERNMENT AND GRANTS) AS A PERCENT OF GDP, 2010 –2013…………..................................60 FIGURE 3-4: MOET RECURRENT EXPENDITURE: BUDGET AND ACTUAL (MILLION VATU), 2000 – 2013 .................................................................. 61 FIGURE 3-5: MOET EXPENDITURE AND TOTAL GOVERNMENT EXPENDITURE (RECURRENT, MILLION VATU), 2000 - 2013.................................... 61 FIGURE 3.6: VERM EXPENDITURE GROUPED BY FUNDING AGENCIES, 2013 ........................................................................................................... 62 ANNEX 1, FIGURE 1: ANNUAL SCHOOL SURVEY PROCESS....................................................................................................................................... 63 ANNEX 1, FIGURE 2: ANNUAL SCHOOL SURVEY TIMELINE (END DATES FOR EACH MAJOR ACTIVITY) .................................................................... 64 ANNEX 1, FIGURE 3: SURVEY RETURN RATES FOR ECE SCHOOLS BY PROVINCE, 2012 ........................................................................................... 65 ANNEX 1, FIGURE 4: SURVEY RETURN RATES FOR PRIMARY SCHOOLS BY PROVINCE, 2013 .................................................................................. 66 ANNEX 1, FIGURE 5: SURVEY RETURN RATES FOR SECONDARY SCHOOLS BY PROVINCE, 2013 .............................................................................. 66 ANNEX 1, FIGURE 6: NUMBER OF ACTUAL AND ESTIMATED SCHOOLS IN VEMIS, 2013 ......................................................................................... 67 Annual Statistical Digest_MoET 15 Introduction The quality of the education system in Vanuatu is a continuing concern and a major challenge at the education decision level and for policy makers.
The low literacy and numeracy remains a challenge in the education system therefore the MoET are focusing all its resources to strengthen and improve the quality of education in Vanuatu.

This report covers a large number of statistics of education in ECCE and Education as well as primary, secondary and tertiary education.

It is always important to keep remind ourselves of the Vanuatu’s vision which is to provide a “healthy and wealthy education for all Ni-Vanuatu citizens”.
The primary objective of the MOET is to improve the level of literacy and numeracy across all schools and institutions in Vanuatu.

Important resources were made available to the MoET to support the implementation of the of the key priority strategies set under VERM and the Vanuatu government recurrent budget in 2013.
This statistical annual report includes key performance indicators relevant to measure and monitor progress against the major development framework of the MoET and Training as well as progress against the Millennium Development (MD) and Education For All (EFA) goals by 2015.
MoET – Vanuatu Education Sector Plan (VESP) Priorities Strategy 1 Train and support teachers to implement the new curriculum Strategy 2 Strengthen Early Childhood Care Education delivery Strategy 3 Engage the community to school base management Strategy 4 Provide locally relevant and efficient delivery of facilities and equipment Strategy 5 deliver effiectif well managed and deconcentrated education system in Vanuatu This report provides some facts and figures on Vocational and Technical institutions in the country.
MoET is also concern about the high dropout rate in secondary schools; therefore it decided to sustain its working relationship with all the stakeholders and other government line ministries to create pathways in order to accommodate the dropouts from the formal education stream into the non-formal education.

The MoET has decided at the end of 2013 to include training in its new organizational structure.

The MoET has a second major concern in regards to the poor examination results in Vanuatu.
This report publishes for the first time the exam’s results using tables and graphs.

It is obvious that the proportion of push outs after the year 10, 12 and 13 exams is very high.

Most of the data and indicators were disaggregated by province, gender and by subjects of study; they could be used as evidence based information to everyone including the education planners and practical information for all level of studies and researches.
Another important section in this report brings in the actual expenditures of the MOET recurrent budget and the development support budget from the development partners which is approximately around six (6) billion Vatu.

This section shows basically the share of expenditure as the percentage of the overall government budget and as the percentage of the gross domestic product in 2013.
Finally, the previous VEMIS surveys and data are currently used as evidence source of information in supporting the implementation progress of the emerging plans and the policy priorities of the MoET.

This report is only digesting all valuable facts and figures which are relevant to better plan and manages the education system in Vanuatu.

Annual Statistical Digest_MoET 16 1.
Access to Education Relevant Indicators for MoET Monitoring and Evaluation Indicator 2008 2009 2010 2011 2012 2013 NER ECE Primary (Year 1 – 6) Secondary (Year 7-13) GER ECE Primary (Year 1 – 6) Secondary (Year 7-13) GIR and NIR in primary year 1 NIR GIR Average Dropout rate Primary (Year 1 – 6) Secondary (Year 7-13) Average Repetition rate Primary (Year 1 – 6) Secondary (Year 7-13) Average Promotion rate Primary (Year 1 – 6) Secondary (Year 7-13) Survival rate to Year 6* Transition rate from Year 6 – 7 Survival rate to Year 13 Source: VEMIS Net Enrolment Trends, Primary Education (1 to 6) 100% 87% 86% 88% 88% 87% 86% Increase on GER and NER in Primary Education overtime, 2008-2013 0% 80% 20% 40% 60% 29% 32% 32% 38% 38% 41% 30% 44% 41% The NER in Primary education has declined by 1% in 2013 as compared to 2012 due to the high number of under-age and over-age enrolment in 2013.
The number of children in the Kindergarten has increased from 11,272 in 2010 to 13,388 in 2013.
Lots of efforts and resources in terms of ECCE teacher training on the new curriculum, researches or studies on identifying issues of poor education on 0- 5 years of children’s learning, improving literacy and numeracy at early years of education have been concentrated on ECCE activities in order to support access of small children’s’ participation in the kindergarten schools and to address the level of quality teaching and learning.
Secondary (Year 7-13) Primary (Year 1 – 6) schools 43% 33% 2012 2013 2008 2009 2010 2011 33% ECE Annual Statistical Digest_MoET 17 1.1 School Enrolment 1.1 Enrolment by education authority Table 1-1: Enrolment by education authority and school level, 2010 – 2013 Education Authority ECE Primary Year 1 -6 2010 2011 2012 2013 2010 2011 2012 2013 2010 Secondary 7 + 2012 2011 2013 399 462 413 225 327 Government of Vanuatu Church (Government Assisted) Not Stated Subtotal Government Church (Not Government Assisted) Private Community Total Source: VEMIS (Vanuatu Education Management Information System), Table 1-2: Enrolment by education authority, sex and school level, 2012 – 2013 Year Education Authority ECE Primary 1- 6 Secondary 7+ Male Female Total Male Female Total Male Female Total 2012 2013 Government of Vanuatu Church (Government Assisted) Subtotal Government Church (Not Government Assisted) Private Community Total Government of Vanuatu Church (Government Assisted) Subtotal Government Church (Not Government Assisted) Private Community Total Source: VEMIS, Annual Statistical Digest_MoET 18 Figure 1-1: Total enrolment by education authority, 2013 ECE Primary 1 - 6 Secondary (7+) Church (Not Govt Assisted) 8,565 Vanuatu Government 31,173 Vanuatu Government 12,266 Private 4,346 Church (Govt assisted) 11,579 Church (Govt assisted) 5,362 Vanuatu Government 413 Church (Govt assisted) Church (Not Govt Assisted) 191 Community 1,003 Private 905 Private 813 Community 334 Church (Not Govt Assisted) 190 0 4,500 9,000 0 20,000 40,000 0 5,000 10,00015,000 Source: VEMIS 2013 Table 1-3: Enrolment in primary 1 to 6 by education authority and province, 2012 – 2013 Province Year Education Authority Torba Sanma Penama Malampa Shefa Tafea Vanuatu 2012 Government Church (Govt.
assisted) Subtotal Government Church Private Community Total 2013 Government Church (Govt.
assisted) Subtotal Government Church Private Community Total Source: VEMIS, Annual Statistical Digest_MoET 19 Table 1-4: Total enrolment in secondary (Year 7+) by education authority and province, 2012 – 2013 Year Education Authority Torba Sanma Penama Malampa Shefa Tafea Vanuatu Province 2012 Government Church (Govt.
assisted) Subtotal Government Church Private Community Total 2013 Government Church (Govt.
assisted) Subtotal Government Church Private Community Total Source: VEMIS, Table 1-5: Enrolment by education authority and level, 2012 – 2013 Year Education Authority ECE Primary (1 - 6) Jnr Secondary (7 - 10) Snr Secondary (11+) Vanuatu Education Level 2012 Government Church (Govt.
assisted) Subtotal Government Church Private Community Total 2013 Government Church (Govt.
assisted) Subtotal Government Church Private Community Total Source: VEMIS, - 361 26 3,795 2,209 1,357 3,566 324 56 3,946 43,193 16,727 59,920 381 10,854 4,373 75,528 43,439 17,354 60,793 381 10,283 4,892 76,349 Figure 1-2: Total Enrolment by year level, 2010 and 2013 Annual Statistical Digest_MoET 20 Source: VEMIS, 2013 The above graph (Fig 1-2) is showing the actual enrolment figures in ECCE to year 13/14 level, which is derived from the 2013 VEMIS survey.
The actual enrolment figure is decreasing gradually in each year level; where seeing more than 9,000 students were enrolled in year 1 and approximately 4,000 students enrolled in year 6 in the academic school year.

Therefore it is very important to take note of the enrolment difference between these two year levels.
Figure 1-3: Total enrolment by gender and by year level, 2013 30000 25000 20000 15000 10000 5000 0 Total Male Female ECE Year 1 Year 2 Year 3 Year 4 Year 5 Year 6 Year 7 Year 8 Year 9 Year 10 Year 11 Year 12 Year 13 Source: VEMIS, 2013 Student’s distribution by gender is well represented throughout all levels except in ECCE to year 3; VEMIS data is showing that there are more boys than girls in enrolling in the early years of education.
02000400060008000100001200014000ECEYear 1Year 2Year 3Year 4Year 5Year 6Year 7Year 8Year 9Year 10Year 11Year 12Year 13Year 1413,324 9,278 3,916 2,976 1,405 718932010 enrolment2013 enrolment Annual Statistical Digest_MoET 21 1.2 Enrolment by province Table 1-6: Enrolment by province, school type and sex, 2012 – 2013 Year 2012 2013 Province Torba Sanma Penama Malampa Shefa Tafea Vanuatu Torba Sanma Penama Malampa Shefa Tafea Vanuatu ECE Primary (1 - 6) Secondary (7+) Male 283 1,620 838 1,045 1,826 1,366 6,978 299 1,669 950 1,005 1,796 1,221 6,940 Female 314 1,529 778 931 1,633 1,225 6,410 320 1,640 873 833 1,614 1,104 6,384 Male 896 4,841 3,097 3,876 6,068 4,298 Female 831 4,239 2,729 3,407 5,779 3,840 23,076 20,825 886 4,873 3,178 3,893 6,178 4,291 804 4,244 2,795 3,414 5,738 3,888 23,299 20,883 Male 282 1,868 1,020 1,160 3,559 1,177 9,066 253 1,913 1,065 1,216 3,834 1,180 9,461 Female 276 1,853 1,087 1,152 3,708 1,097 9,173 221 1,835 1,075 1,207 3,927 1,117 9,382 Source: VEMIS, 2013 Table 1-7: Enrolment by province and school level, 2011 – 2013 ECE Primary (1-6) Jnr Secondary (7-10) Snr Secondary (11+) Province 2011 2012 2013 2011 2012 2013 2011 2012 2013 2011 2012 2013 Torba 564 597 619 1,668 1,727 1,690 493 508 428 57 50 46 Sanma 2,889 3,149 3,309 8,702 9,080 9,117 2,891 2,870 2,919 767 851 829 Penama 1,465 1,616 1,823 5,790 5,826 5,973 1,704 1,713 1,761 486 394 379 Malampa 1,914 1,976 1,838 7,086 7,283 7,307 2,174 2,013 2,084 286 299 339 Shefa Tafea 2,598 3,459 3,410 11,369 11,847 11,916 4,578 5,372 5,763 2,378 1,895 1,998 2,171 2,591 2,325 7,737 8,138 8,179 1,938 1,968 1,942 312 306 355 Vanuatu 11,601 13,388 13,324 42,352 43,901 44,182 13,778 14,444 14,897 4,286 3,795 3,946 Source: VEMIS, 2013 Annual Statistical Digest_MoET 22 1.3 Mono-lingual, bi-lingual and dual lingual The Education language policy encourages all children in the early years of schooling to start their education in their mother tongue, while most of the primary schools used either English or French language as a medium of instruction.
All learning and teaching resources were also made available in either English or French language.

The review of the new curriculum was done using both languages and also done in bislama for the kindergarten schools.
Table 1-8: Number of schools by language that the school is registered in, 2010 – 2013 ECE Primary 2012 Secondary 2012 2012 2011 2013 2011 1 Language Bilingual 26 Bislama 337 English 66 French 128 Vernacular Vanuatu 557 Source: : VEMIS, 2013 *Primary schools include some schools which offer Year 7 and Year 8 but are classified as primary school.

#Secondary schools include some technical training centres which offer courses from Year 11 level such as Lowanaton in Tanna.
Table 1-9: Number of student enrolled by language that the school is registered in, 2011 – 2013 Language English French Vernacular Vanuatu Source: VEMIS, 2013 ECE 2012 8,727 2,018 2,643 2011 7,751 1,770 2,080 Primary Secondary Table 1-10: Number of ECE centres by language that the school is registered in, 2012 – 2013 Year 2012 2013 Source: VEMIS, 2013 Language English French Bislama Vernacular Total 2012 English French Bislama Vernacular Total 2013 Torba 2 19 1 12 34 2 15 1 14 32 Sanma 14 92 21 24 151 15 95 19 22 151 Penama Malampa 2 64 25 8 99 2 63 25 8 98 1 52 5 19 77 1 39 5 35 80 Shefa 1 63 8 29 101 1 62 8 28 99 Tafea 5 69 8 27 109 5 63 8 21 97 Vanuatu 25 359 68 119 571 26 337 66 128 557 Table 1-11: ECE enrolment, language school is registered in and province, 2012 – 2013 Annual Statistical Digest_MoET 23 Language Torba Sanma Penama Malampa 326 1,951 1,081 1,243 Year 2012 2013 English French Bislama Vernacular Total 2012 English French Bislama Vernacular Total Shefa 2,420 498 45 496 3,459 2,332 464 51 563 Tafea 1,706 201 74 610 2,591 1,556 217 44 508 Vanuatu 8,727 2,018 443 2,200 13,388 8,377 1,940 403 2,604 3,309 1,823 1,838 3,410 2,325 13,324 Source: VEMIS, 2013 * Vernacular defines all the mother tongue languages that are used in the existing kindergarten schools.
Table 1-12: Number of primary schools, language school is registered in and by province, 2012 – 2013 Year 2012 2013 Language English French Total 2012 English French Total 2013 Torba Sanma Penama Malampa Shefa Tafea Vanuatu Source: VEMIS, 2013 *Primary schools include some schools which offer Year 7 and Year 8 but are classified as primary school.
#Secondary schools include some technical training centres which offer courses from Year 11 level such as Lowanaton in Tanna.
Figure 1-4: % of primary school enrolment, 2012 – 2013 Total enrolment, Primary Schools 2012 Total Enrolment, Primary Schools 2013 French 36% English 64% French 35% English 65% Source: VEMIS, 2013 Annual Statistical Digest_MoET 24 Table 1-13: Number of Secondary school, language school is registered in and by province, 2012 – 2013 Year 2012 2013 Language Bilingual English French Total 2012 Bilingual English French Total 2013 Source: VEMIS, 2013 Torba 0 2 1 3 0 2 1 3 Sanma 0 12 4 16 1 11 4 16 Penama 0 10 3 13 0 11 3 14 Malampa 0 8 8 16 0 9 8 17 Shefa 0 17 6 23 0 17 6 23 Tafea 0 9 5 14 0 9 5 14 Vanuatu 0 58 27 85 1 59 27 87 1.4 Gross Enrolment Rate (GER) Table 1-14: Gross Enrolment Ratio (GER), school type, 2009 – 2013 ECE Year Male 58.7% 2009 58.0% 2010 58.7% 2011 63.3% 2012 2013 63.4% Source: VEMIS, 2013 Female 56.5% 58.4% 57.8% 65.3% 62.7% Official age definitions: Total 57.6% 58.2% 58.3% 65.8% 63.1% GPI Male 0.96 1.01 0.98 1.03 0.97 110.7% 118.2% 120.4% 122.5% 121.2% Primary, 1-6 Female 110.8% 116.5% 116.7% 119.5% 117.3% Total 110.8% 117.4% 118.6% 121.1% 119.4% GPI Male 43.1% 1.00 40.7% 0.99 39.1% 0.97 38.2% 0.98 45.9% 0.97 Secondary, 7+ Total Female 44.4% 45.8% 42.1% 43.7% 40.9% 42.8% 40.0% 41.9% 48.1% 50.6% GPI 1.06 1.07 1.10 1.10 1.10 ECE official age group: The official age group used by the MoET for ECE is children aged between 4 and 5 years old (inclusive).
Primary 1 – 6 official age group: The official age group used by the MoET for primary Year 1 – 6 is children aged between six and eleven years old (inclusive).

Secondary 7+ official age group: The official age group used by the MoET for secondary Year 7 – 14 is 12 and 19 years old (inclusive).
Table 1-15: Total Enrolment, level and sex, 2010 – 2013 Level 2010 2011 2012 2013 Male Female Total Male Female Total Male Female Total Male Female Total ECE Year 1 Year 2 Year 3 Year 4 Year 5 Year 6 Year Annual Statistical Digest_MoET 25 Year 8 Year 9 Year 10 Year 11 Year 12 Year 13 Year 14 Total Source: VEMIS, 2013 Figure 1-5: Total enrolment vs Official age enrolment (4-19 years old), 2013 11530 9280 7863 7820 14,000 12,000 10,000 8,000 6,000 4,000 2,000 - 6976 6253 5989 4596 3811 3223 2951 ECE Year 1 Year 2 Year 3 Year 4 Year 5 Year 6 Year 7 Year 8 Year 9 Year 10 Total enrolment Official age Source: VEMIS, 2013 Table 1-16: Population for each year level, age for year and by gender, 2010 – 2013 14000 12000 10000 8000 6000 4000 2000 0 1682 1216 563 56 Year 11 Year 12 Year 13 Year 14 Level Age 2010 2011 2012 2013 Male Female Total Male Female Total Male Female Total Male Female Total ECE 4-5 9,972 9,399 19,371 10,256 9,657 19,913 10,524 9,809 20,333
 10,949 10,175 21,124 Year 1 Year 2 Year 3 Year 4 Year 5 Year 6 Year 7 Year 8 Year Annual Statistical Digest_MoET 26 Year 10 Year 11 Year 12 Year 13 Year 14 Total Source: VEMIS, 2013 Table 1-17: Gross Enrolment Rate (GER) and the GPI of the GER, level and province 2010 –2013 Level and Year ECE 2010 2011 2012 2013 Primary 1 – 6 2010 2011 2012 2013 Secondary 7+ 2010 2011 2012 2013 Torba GER GPI Sanma GER GPI Penama GER GPI Malampa GER GPI Shefa GER GPI Tafea GER GPI 102.8%
Source: VEMIS, 2013 The age specific as stated in table 1-16 is align with the identified age for schooling in the Education Policy statement and also in the Education Act no.
9 of 2014.

Annual Statistical Digest_MoET 27 1.5 Net Enrolment Rate (NER) Net Enrolment Rate (NER): Total enrolment of pupils of the official age group for ECE, Primary or Secondary education expressed as a percentage of the total population of children who are of the official age group for that level of education.
Table 1-18: Net Enrolment Ratio (NER), school type, 2009 – 2013 ECE Primary, 1-6 Secondary, 7-13/14 Year Male Female Total GPI Male Female Total GPI Male Female Total GPI Source: VEMIS, 2013 Table 1-19: Official age enrolment, level and sex, 2011 – 2013 Official Age 3– Level ECE Year 1 Year 2 Year 3 Year 4 Year 5 Year 6 Year 7 Year 8 Year 9 Year 10 Year 11 Year 12 Year 13 Year 14 Total 2011 Male Female Total 8,085 2,491 1,560 1,217 1,042 906 836 942 807 664 682 496 460 240 34 2012 Male Female Total 8,990 2,478 1,567 1,213 1,044 916 834 797 819 819 656 463 406 198 33 2013 Male Female Total 8,977 2,460 1,546 1,355 1,173 848 841 736 659 657 673 384 318 222 34 10,005 10,457 20,462 10,464 10,769 21,233 10,130 10,753 20,883 Source: VEMIS, 2013 The above table 1.19 is only showing the enrolment by year level and by age specific.
The identified enrolment does not include the under and over age students within the same year level.
Figure 1-6: Total enrolment vs. specific age enrolment (4-19 years old), 2013 Annual Statistical Digest_MoET 28 8,977 14000 12000 10000 8000 6000 4000 2000 0 2,460 1,546 1,355 1,173 848 841 736 659 657 673 384 318 222 34 ECE Year 1 Year 2 Year 3 Year 4 Year 5 Year 6 Year 7 Year 8 Year 9 Year 10 Year 11 Year 12 Year 13 Year 14 Total enrolment official enrolment (age specific) Source: VEMIS, 2013 At ECCE level, 8,977 (enrolment) covers age 3 to 5 years old, at year 1 the official entry age is 6 years old, 7 years old in year 2, 8 years old in year 3, 9 years old in year 4, 10 years old in year 5, 11 years old in year 6, 12 years old in year 7, 13 years old in year 8, 14 years old in year 9, 15 years old in year 10, 16 years old in year 11, 17 years old in year 12, 18 years old in year 13 and 19 years old in year 14 francophone.
Tables 1-16 and 1-19 enable you to calculate the percentage of students by age specific for each year level.

These tables also indicate the high number of under- and over-age students who enrolled in all year levels of education.
Table 1-20: Net Enrolment Rate (NER) and the GPI of the NER, level and province, 2010 – 2013 Level and Year ECE 2010 2011 2012 2013 Primary 1 – 6 2010 2011 2012 2013 Secondary 7+ 2010 2011 2012 2013 Torba NER GPI Sanma NER GPI Penama NER GPI Malampa NER GPI Shefa NER GPI Tafea NER GPI Source: VEMIS (Vanuatu Education Management Information System) and Provincial estimate data was provided by VNSO, 2013 Annual Statistical Digest_MoET 29 1.6 Dropout, Repeater, Absences, Leavers and Transfer in and out from schools Table 1-21: Student’s movement in 2013 Level Enrolment Leavers without reason Dropout without reason Student not attending regularly Absent Transfer in from schools overseas transfer in within the country ECE Year 1 Year 2 Year 3 Year 4 Year 5 Year 6 Year 7 Year 8 Year 9 Year 10 Year 11 Year 12 Year 13 Year 14 Grand Total Source: VEMIS, Transfer out to another school overseas
93 5,800 Transfer out to another school overseas Transfer out to another school within the country 5 8 4 6 3 6 4 3 7 3 3 1 118 149 141 181 210 152 130 172 139 115 85 43 70 53 1,705 The figures as shown in the above table are captured in the VEMIS survey and recorded in VEMIS.
The data around school leavers, dropout, and absentees referred to the previous year’s data.

It enables the MoET to obtain from all schools more reliable and solid information on students who left school for unknown reasons and who were not able to complete their schooling in 2012.

On the other hand, the number of students who transferred in or out in 2012 represents 10% of the total enrolment in 2013.
1.7 Information about School Most schools that are recorded in the VEMIS are registered in the 2012 school registry.

The process of registering a new school in VEMIS is done in consultation with the provincial education officers and the Education Services in the MoET.
Table 1-22: Number of schools by enrolment range, 2013 School Type Early Childhood Education Primary School Secondary School Total School in VANUATU Source: VEMIS, 2013 0 - 50 523 116 6 645 Number of schools 101+ 12 179 54 245 51 -100 19 139 27 185 Not stated 3 3 Total 557 434 87 1078 Annual Statistical Digest_MoET 30 Table 1-23: Total number of School by Education Authority and by province, 2013 School Type Authority Type Torba Sanma Penama Malampa Shefa Tafea Church (Government Assisted) Community Private Church (Government Assisted) Church (Not Government Assisted) Community Government of Vanuatu Private Church (Government Assisted) Church (Not Government Assisted) Community Government of Vanuatu Private ECE ECE Total Primary School Primary Total Secondary School Secondary Total VANUATU Source: VEMIS, Grand Total 16 213 328 557 120 3 4 297 10 434 33 2 1 47 4 87 1078 Table 1-24: Total number of schools in Vanuatu by language over years, 2009- 2013 School Type Early Childhood Education Early Childhood Education Total Primary School Primary School Total Secondary School Secondary School Total VANUATU Source: VEMIS, 2013 English French Vernacular English French Vernacular English French Annual Statistical Digest_MoET 31 Since 2010-2013, over 87% of primary schools had access to a school grant.
Around 413 primary schools are officially registered with the MoET (source: 2013 school registry by Policy and Planning Unit).
Figure 1-7: % of Schools in Urban (U) and Rural (R) communities, 2009-2013 % of Schools in Vanuatu, 2009 9% 2% % of Schools in Vanuatu, 2010 1% 9% % of schools in Vanuatu, 2011 89% R U Not Stated 90% R U Not Stated 0% 9% 91% R U % of Schools in Vanuatu, 2012 8% 0% % of Schools in Vanuatu, 2013 8% 0% 92% 92% R U Not Stated R U Not Stated 1.8 Higher Education Ni-Vanuatu students benefited from the Vanuatu government scholarships and from other development countries scholarships.
A number of Ni-Vanuatu student’s scholarships are managed and funded through the Australian and the New-Zealand Assistances.

Other scholarships are funded by other development partners especially for students who are currently pursuing their studies in a more specific and research study field.
Among the on-going scholarship awards, 93.9% are made up of students, 2.5% are made up of employed private sector staff, and 2.2% are employed under the public service commission (PSC) while 2.2% are employed under the teaching service commission (TSC) and 0.3% representing the statutory bodies.

As for the 2013 new awardees, 97.4% are students, 1.9% are employed by the private sector and 0.6% are employed by the PSC.
The total number of graduate students whose scholarships are funded by the Government of Vanuatu does not appear in the above table.

This information can be requested at the Training and Scholarship Coordination Unit.
1.8.1 2013 Scholarships Table 1-25: 2013 Total number of scholarships awards by countries, 2013 New Awardees, 2013 by sponsors Male Female Total New Zealand Regional Development Scholarship (NZRDS) New Zealand Pacific Scholarship (NZPS) France Government France (University of Toulouse 1 Capitole) Chinese Government Vanuatu Government 15 10 6 15 2 101 10 7 3 25 3 55 25 17 9 40 5 156 Australian Aid Total On-going Awardees 2013 by sponsors Vanuatu Government France Government France (University of Toulouse 1 Capitole) Chinese Government Australian Aid New Zealand Regional Development Scholarship (NZRDS) New Zealand Pacific Scholarship (NZPS) Total Source: Data is provided by donor agencies, 2013 Table 1-26: Number of graduates by sponsors, 2013 Number of graduates by sponsors, 2013 France Government New Zealand Aid Australian Aid Chinese Government Total Source: Data is provided by donor agencies, 2013 Annual Statistical Digest_MoET 32 41 159 32 112 Male Female 197 7 13 2 52 9 11 322 117 5 10 3 59 14 5 238 73 271 Total 314 12 23 5 111 23 16 560 Male Female Total 2 20 22 2 46 5 12 28 3 48 7 32 50 5 94 Figure 1-8: Number of New and On-going awards by province funded by Government of Vanuatu, 2013 Number of New Awards by province, 2013 On-going Awards by province, 2013 60 50 40 30 20 10 - 120 100 80 60 40 20 - Tafea Shefa Malampa Penama Sanma Torba Tafea Shefa Malampa Penama Sanma Torba Male Female VANUATU Male Female VANUATU Source: Scholarship office, 2013 Annual Statistical Digest_MoET 33 Figure 1-9: New and On-going awards by programme of study funded by Government of Vanuatu, 201 Number of New Awards by programme of study, 2013 Number of On-going Awards by programme of study, 2013 Postgrad Diploma/Masters BA/BSC/BCOM/MBBS (1st Degrees) BA/BSC + PGCE Diploma/BTS Foundation 2 5 12 3 Source: Scholarship office, 2013 134 PHD Masters Postgrad Diploma/Masters PDLP BA/BSC/BCOM/MBBS (1st Degrees) BA/BSC + PGCE Diploma/BTS 2 6 3 4 5 8 286 The Policy and Planning Unit is not able to provide data on government students who have graduated in 2013, information can be requested at the scholarship Unit.
The award processes for the Vanuatu Government scholarships were highly coordinated by the Training and Scholarship Coordination Unit.

The scholarship awards by province is not gender balance except in Sanma and Torba province where there is equitable share of scholarship awards; otherwise more male students were awarded scholarship through the Vanuatu Government scholarship in 2013, seeing female to male ratio is at 0.58 in favor of boys.
The scholarship applicant’s selection process was done by the two technical committees before it gets to the National Education Commission (NEC) for final selection and approval.

NEC is a statutory body which is mandated to oversee and coordinate the well management of the scholarship Unit.

In 2013, the scholarship awardees were sent to more than 25 different Universities and Institutions in the Pacific Region and few students were sent to the Philippines Institutions for further studies.
Figure 1.10: Number of New and On-going awards by programme of study, 2013.
160 120 80 40 0 r e b m u n 1 e t a c i f i t r e C 10 1 … e t a u d a r G a m o p D l i 138 4 … t s o P 39 4 S S B M s r e t s a M 1 1 … e t a u d a r G … f o r o t c o D l r o e h c a B l r o e h c a B 69 3 8 … t s o P s r e t s a M AUSAid NZAid 12 10 8 6 4 2 0 5 3 1 11 3 2 Source: Data from donor agencies, 2013 French Aid Annual Statistical Digest_MoET 34 Table 1-27: Number of student enrolled by program of study and by gender at Emalus Campus (USP), 2013 Program of study Preliminary Certificate Diploma Foundation Bachelor Programs Undergraduate Post Graduate Masters Doctor in Philosophy Total Source: Emalus Campus (USP) data, 2013.
Male 483 4 11 396 386 3 2 0 0 1,285 Female 431 10 13 355 359 6 3 4 2 1,183 Total 914 14 24 751 745 9 5 4 2 2,468 Table 1-28: Number of Ni-Vanuatu graduates by programme of study, USP 2013 Male Program Level Female Total Certificate Programs Diploma Programs Bachelor Programs Graduate Certificate Program Postgraduate Certificate Programs Postgraduate Diploma Programs Professional Diploma Programs Master’s Program Doctorate Programs Total Source: Emalus Campus (USP) Data, 2013.
Ni-Vanuatu students who have graduated in each of the USP campuses indicated that there are 4 students who have graduated at Alafua campus, 38 students graduated at the Emalus Campus and 75 students have graduated at the Laucala Campus in 2013.

Table 1-35 shows that 2,251 student’s scholarships are funded by various sponsors including parents.
Table 1-29: Total Number of Student who enrolled in Pré-DAEU and DAEU courses in Port Vila, 2013 AUF_DAEU Lycée LAB_Pré DAEU Total Male 8 39 47 Female 10 39 49 Total 18 78 96 Source: 2013 data - These data are obtained directly from the respective institutions.

More than 800 students are currently taking up foundation and DAEU studies in the country.
VEMIS is not able to obtain the 2013 end of year examination results of those students; however VEMIS identifies that around 80% of these students were awarded scholarships at the end of 2013.

All courses in these two programmes are offered through distance and flexible learning.
The successful completion of the Foundation and DAEU studies provide Annual Statistical Digest_MoET 35 students with an opportunity to enter the degree programme at either the USP or at the University of Toulouse 1 Capitole in Port Vila or in other Universities.
1.8.2 Other Post-secondary Institutions, 2013 Table 1-30: Total Enrolment in Post-secondary institution in Vanuatu by sex and Institutions, 2013 Enrolment Vanuatu Maritime College (VMC) Vanuatu Institute of Teachers Education (VITE) Vanuatu Institute of Technology (VIT) Vanuatu Nursing College (VNC) Australian Pacific Training College (APTC) Agriculture College Vanuatu Police College Total Male 644 133 316 7 967 49 20 2,129 Female 37 183 199 16 1,013 13 12 1,457 Total 681 316 515 23 1,980 62 33 3,587 Source: Heads/principals of post-secondary institution.
*APTC & VIT are using the same data for 2012.

VNC had no new intake in 2013 Table 1-31: Total Trainers in the selected Post-secondary institution, 2013 Trainers/Instructor Vanuatu Maritime College (VMC) Vanuatu Institute of Teachers Education (VITE) Vanuatu Institute of Technology (VIT) Vanuatu Nursing College (VNC) Australian Pacific Training College (APTC) Vanuatu Agriculture College Vanuatu Police College Total VANUATU Source: Heads/principals of post-secondary institution.
*Agriculture College, VIT & APTC are using Trainers data for 2012” Male 10 16 30 7 9 6 11 89 Female 0 16 22 2 2 5 2 49 Total 10 32 52 9 11 11 13 138 1.9 Technical Vocational Education and Training (TVET), 2013 1.9.1 Rural Training Center (RTC) VRDCTA is a network of vocational based schools designed curriculum for young people who have been pushed out of the formal educational system and provides them with specific training skills to improve the quality of life in rural areas.
VRDTCA's vision is “Improved economy, leading to less poverty and malnutrition, better standard of living, improved status for women, better access to vocational training and improved governance and leadership in communities.
Annual Statistical Digest_MoET 36 Table 1-32: Number of Rural Training Centres in Vanuatu by province, 2011-2013 Province Tafea Shefa Malampa Penama Sanma Torba Total Source: VRDTCA and RTCs, 2013 2011 6 4 7 7 4 2 30 2012 6 6 7 7 3 1 30 Table 1-33: Number of trainees in Rural Training Centres, 2009-2013 Year Male Female 2009-2010 2010-2011 2011-2012 2012-2013 Source: VRDTCA and RTCs, 2013 856 831 702 731 209 350 279 286 2013 6 6 7 7 3 2 31 Total 1,065 1,181 981 1,017 Over the past 19 years, VRDTCA has grown from 12 to 31 Rural Training Centres (RTCs) in Vanuatu.
This institution was first established under the Foundation for the People of the South Pacific (FSP).

It became independent of FSP since 2003 and is now in charge of 31 rural training centres (RTC) across the six provinces in Vanuatu.

One of the organization’s goals is to deliver trainings that could lead to opportunities for generating income and self-reliance.
The role of the Vanuatu Rural Development and Training Centres (VRDTCA) is to take part in the design of suitable courses such as building construction, general motor mechanic, joinery and wood work, small business management, tourism and hospitality and many more.
Table 1-34: Number of trainers in Rural Training Centres, 2013 Province Torba Sanma Penama Malampa Shefa Tafea Total Source: VRDTCA and RTCs, 2013 Male Female 3 11 23 20 4 24 85 1 5 4 6 1 7 24 Total 4 16 27 26 5 31 109 Annual Statistical Digest_MoET 37 Figure 1-11: Number of graduates in RTCs, 2009-2013 Female graduates, 2009-2013 Male graduates, 2013 2013 2012 2011 2010 2009 246 182 2013 2012 2011 2010 2009 84 92 83 Source: VRDTCA and RTCs, 2013 475 488 335 264 359 1.9.2 Vanuatu Technical and Vocational Education & Training (TVET), 2013-2014 The Vanuatu Technical and Vocational Education and Training (TVET) Sector Strengthening Program is an Australian Government funded Program which aims to support provincial economic development through targeted skill development services.
The Program encourages a more responsive and better quality training system that is able to meet the skill demands of the productive sectors within our provincial communities.

The Program operates within existing structures and works with local training providers to deliver focused courses on employment and income-generation outcomes within a nationally recognized framework.
TVET Centres have been established in Sanma, Malampa and Torba provinces which coordinate a range of integrated training and business development support services.

Through a tracer study in 2012 up to 90% of sampled self-employed trainees report increases in profit attributable to skills acquired, 82% reported ‘some’ or ‘large’ business improvements, and 50% have employed more staff.
Over 50% of the trainees have gained improved employment since TVET trainings were initiated and 70% of all sampled trainees reported increased income level attributable to trainings.
Annual Statistical Digest_MoET 38 Table 1-35: Number of TVET Centre activities by province and year, 2009 – 2014 (Jan – May) ACCREDITED TRAINING ACTIVITIES Sanma Malampa Province not recorded Total Total Source: 2013 TVET data BUSINESS DEVELOPMENT SUPPORT ACTIVITIES Sanma Malampa Province not known Torba Total Total Phase 2 Total 2009-2011 81 72 153 2012 40 40 2013 17 18 35 230 2014 (Jan-May) 2 2 2009-2011 2012 2013 2014 (Jan-May) 26 28 54 172 172 226 24 26 50 294 8 6 4 18 BUSINESS DEVELOPMENTSERVICES PARTICIPANTS 2010 2011 2012 2013 2014 M F Total M F Total M F Total M F Total M F Total Sanma 252 367 619 168 372 540 147 115 262 148 Malampa 182 81 263 266 124 390 308 69 377 87 87 34 121 39 235 157 8 165 Torba Total 434 448 882 434 496 930 455 184 639 235 121 356 35 231 17 32 57 56 67 288 Year/Sex not recorded 8 20 28 Source: 2013 TVET data ACCREDITED TRAINING PARTICIPANTS Province 2010 2011 2012 2013 M F T M F T M F T M F 2014 (Jan- May) F Details not recorded F T T M T M Sanma 325 254 579 487 252 739 430 194 624 204 69 273 25 15 40 Malampa Province Not known Total Source: 2013 TVET data Annual Statistical Digest_MoET 39 2.
Quality of education 2.1 Exam’s Assessment Results Relevant Indicators for MoET Monitoring and Evaluation Indicator 2013 Exam results (% Mean out of 100) Year 8 (English speaking schools) % Mean Year 10 (English speaking schools) % Mean Year 10 (French speaking schools) % Mean - English 48.8 - English 49.2 - Français - French 41.7 - French 51.2 - Anglais - Maths 38.7 - Maths 19.6 - Maths - Applied Science - General Science 40.1 - Basic Science 49.1 - Science Fondamentale 46 - Social Science 49.4 - Science Sociale Année 8 (French speaking schools) - Agriculture 50.8 - Agriculture - Français 47.5 - Religious Education 49.8 - Education Religieuse - Anglais 37.8 - Technology 36.9 Technologie 45.5 46.6 18 48 51.3 44.1 46 38.4 - Maths - Science Appliquée - Science Générale 37.6 38 41.9 Source: National Exam’s Unit, 2013 VEMIS is not able to obtain data on year 12 and 13 exam results, however should you require more detail information, data could be obtain at the National Examination and Assessment Unit.
2.2 Literacy and Numeracy This summary is based on the four reports outlining the Francophone and Anglophone samples taken from the National Year 4 and Year 6 survey in 2004-05 and 2009.

Each report contains extensive data for numeracy and literacy broken down by curriculum stand, gender and province.

The lack of data from tests for statistical significance reduce confidence when evaluating changes from 2004-05 to 2009.
The major change from 2004-05 to 2009 is for more “Decline” than “Improves” in performance at both Lc and L3+.

Annual Statistical Digest_MoET 40 Relevant Indicators for MoET Monitoring and Evaluation Francophone Anglophone Literacy (2009) Y4 – Improve by Avg.

6% Y6 – Decline by Avg.

7% Numeracy (2009) Y4 – Decline by Avg.

1.5% Y6 – Decline by Avg.

27% Source: Cedric Croft report, 2012 Y4 – Decline by Avg.

1% Y6 – Decline by Avg.

13% Y4 – Improve by Avg.

13% Y6 – Decline by Avg.


17% These figures are derived from the 2004-05 baselines which are low to moderate to start with.

Keeping in mind the predominance of “Declines”: a) Year 4 has done better than Year 6; b) Girls have done better than boys; c) Francophone and Anglophones are about the same.
Other relevant Indicators for MoET Monitoring and Evaluation Indicator 2008 2009 2010 2011 2012 2013 Government Primary* school teachers certified (%) Government Secondary*school teachers certified (%) Student: textbook ratio (primary) Govt Classroom: student ratio (primary) Govt GPI:GIR - Primary Education GPI:NIR - Primary education GPI:GER - Primary 1-6 GPI:NER - Primary 1-6 GPI:GER - Secondary 7-13 GPI:NER - Secondary 7-13 School Life expectancy, Primary 1 to 6 Source: VEMIS, The MoET undergoes several major tasks this year, the review of the existing Minimum Quality Standards (VMQS) which is currently ongoing, the ECCE and Education standard and baseline is developed, progress on the Monitoring and Evaluation standards is ongoing and the Vanuatu Qualification standards was developed this year.
Annual Statistical Digest_MoET 41 2.1.1 Percentage of students placed after having sat or passed the 2013 Exam In November 2013, 127 primary schools took part in the Year 8 examination.

At the secondary level, 77 junior secondary schools took part in the year 10 national exams while 36 schools took part in the Vanuatu Senior Secondary Certificate and the national exam for the francophone speaking schools at year 12.
At Year 13 level, a total of 17 senior secondary schools took part in the South Pacific Form Seven Certificate (SPFSC) exam and year 13 exam for the French speaking student.
Figure 2-1: Percent of students placed after having sat the 2013 Exam % Placed,Year 8 Francophone, 2013 % Placed Year 8 Anglophone, 2013 % Placed, Year 10 Francophone, 2013 % Placed, Year 10 Anglophone, 2013 Tafea Shefa Malampa Penama Sanma Torba Tafea Shefa Malampa Penama Sanma Torba Tafea Shefa Malampa Penama Sanma Torba 70% 89% 84% 96% 81% 81% Tafea Shefa Malampa Penama Sanma Torba 35% 36% 31% 53% 53% 49% 0% 20% 40% 60% 80% 100% 0% 20% 40% 60% 80% 100% 0% 20% 40% 60% 80% 100% -20% 0% 20% 40% 60% Year 12 Francophone, 2013 Penama Tafea Shefa Malampa Sanma 0% 1% 1% 0% 7% 1% 5% 8% Year 12 VSSC, 2013 Year 13 Francophone, 2013 Year 13 SPFSC, 2013 40% 31% Tafea Shefa Malampa Penama Sanma Torba 1% 5% 9% 15% 1% 42% Science Lettre Sanma, 0% Sanma, 5% Shefa, 58% Shefa, 60% Tafea 4% Shefa Penama Sanma 21% 27% 64% -10% 10% 30% 50% Science Lettre Source: National Exam’s Unit, 2013 -10% 10% 30% 50% 0% 20% 40% 60% 80% 0% 20% 40% 60% 80% There are more students in year 13 SPFSC in Shefa province in 2013 than in year 12 VSSC level in 2012.
There are only few schools that have year 13 classes throughout Vanuatu, for these provinces that do not have a year 13 school their students passed to the year 13 schools in Vila.
2.1.2 Exam results, 2013 Figure 2-2: Total average mean by subject and province, Year 8 English speaking - 2013 Annual Statistical Digest_MoET 42 Source: National Exam’s Unit, 2013 Figure 2-3: Total average mean by subject and province, Year 8 French speaking - 2013 Source: National Exam’s Unit, 2013 47.548.851.647.352.541.4020406080100Scores (%)Total average mean, Year 8 EnglishOut of 100(Av.%) Mean36.637.345.543.246.535.8020406080100Scores (%)Total average mean, Year 8 FrenchOut of 100(Av.%) Mean3937.944.338.240.630.9020406080100ScoresTotal average mean, Year 8 MathsOut of 100(Av.%) Mean38.14043.842.84034.2020406080100Scores (%)Total average mean, Year 8 AppliedScienceOut of 100(Av.%) Mean45.544.547.746.547.942.4020406080100Scores (%)Total average mean, Year 8 GeneralScienceOut of 100(Av.%) Mean35.851.554.249.147.846.6020406080100Scores (%)Total average mean, Année 8 FrançaisOut of 100(Av.%) Mean28.637.843.636.245.235.7020406080100Scores (%)Total average mean, Année 8 AnglaisOut of 100(Av.%) Mean3241.641.337.837.435.6020406080100Scopres (%)Total average mean, Année 8 MathsOut of 100(Av.%) Mean29.640.343.140.536.338.2020406080100Scores (%)Total average mean, Année 8 Sciience AppliquéesOut of 100(Av.%) Mean37.640.9464346.138.3020406080100Scores (%)Total average mean, Année 8 Science GénéraleOut of 100(Av.%) Mean Figure 2-4: Total average mean by subject and province, Year 10 English speaking - 2013 Annual Statistical Digest_MoET 43 Source: National Exam’s Unit, 2013 Figure 2-5: Total average mean by subject and province, Year 10 French speaking - 2013 Annual Statistical Digest_MoET 44 Source: National Exam’s Unit, 2013 40.446.448.743.753.940.3020406080100TorbaSanmaPenamaMalampaShefaTafeaTotal average mean, Année 10 FrançaisOut of 100(Av.%) Mean50.945.248.640.85440.2020406080100TorbaSanmaPenamaMalampaShefaTafeaTotal average mean, Année 10 AnglaisOut of 100(Av.%) Mean14.418.21921.617.717.5020406080100TorbaSanmaPenamaMalampaShefaTafeaTotal average mean, Année 10 MathsOut of 100(Av.%)
 Mean40.645.252.849.253.247020406080100TorbaSanmaPenamaMalampaShefaTafeaTotal average mean, Année 10 SFondamentaleOut of 100(Av.%) Mean5150.955.553.25344.7020406080100TorbaSanmaPenamaMalampaShefaTafeaTotal average mean, Année 10 SSocialeOut of 100(Av.%) Mean41.444.547.449.543.638.2020406080100TorbaSanmaPenamaMalampaShefaTafeaTotal average mean, Année 10 AgricultureOut of 100(Av.%) Mean42.743.349.148.447.645.1020406080100TorbaSanmaPenamaMalampaShefaTafeaTotal average mean, Année 10 EducReligieurseOut of 100(Av.%) Mean441942.143.843.2020406080100SanmaPenamaMalampaShefaTafeaTotal average mean, Année 10 TechnologieOut of 100(Av.%) Mean Annual Statistical Digest_MoET 45 2.1.3 Exam Marking Benchmark, 2013 Table 2-1: Exam Marking Range (VSSC) Exam results marking range for Year 8, 10 and for VSSC (Year 12) Exam results marking range for Year 13 SPFSC Grade Mark range (scaled) 80-100 71-79 62-70 54-64 43-53 31-42 19-30 14-18 0-13 Grade A+ A B C D E Mark range (scaled) 80-100 66-79 56-65 45-55 30-44 1-29 Source: Rules and Procedures document – Examination, Assessment and Certification – Secretariat of the Pacific Board for Education Assessment by SPC and SPBEA, 2003 The placement process of years 8 and 10 students who sat the national exams is done based on the availability of spaces in the existing year 9 and 11 classes in all secondary schools in Vanuatu.
As for Year 12 VSSC and year 12 francophone students their placement is done based on their external and internal assessment results: Table 2-2: Marking benchmark, External and Internal assessment, Year 12 (VSSC) Vanuatu senior secondary certificate (VSSC) Weighting of externally assessed component (%) Weighting of internally assessed component (%) Accounting Agriculture Biology Chemistry Computer Studies Design Technology Development studies Economics English French (second language) Geography History Mathematics 60 50 60 60 30 40 60 60 50 50 70 60 70 40 50 40 40 70 60 40 40 50 50 30 40 30 Physics Source: Rules and Procedures document – Examination, Assessment and Certification – Secretariat of the Pacific Board for Education Assessment by SPC and SPBEA, 2003 40 60 Definition: External Assessment (EA) means a component of the assessment that involves the submission of materials (including written examination paper) to an external assessor.
Internal Assessment (IA) means a component of the assessment for external Table 2-3: South Pacific Form Seven Certificate, Year 13 (SPFSC) award for which teachers are responsible.
Annual Statistical Digest_MoET 46 South Pacific Form Seven Certificate (SPFSC) Weighting of externally assessed component (%) Weighting of internally assessed component (%) Accounting Biology Chemistry Economics English French (second language) Geography History Information Technology Mathematics (Calculus) Mathematics (Statistics) Physics Tourism and Hospitality Source: Rules and Procedures document – Examination, Assessment and Certification – Secretariat of the Pacific Board for Education Assessment by SPC and SPBEA, 2003 100 75 80 80 60 75 60 60 40 70 75 80 50 0 25 20 20 40 25 40 40 60 30 25 20 50 South Pacific Board Examination and Assessment is responsible to develop the Pacific Register of Qualifications and Standards (PRQS) in 2013.
Over the coming years the PRQS is expected to play an important role in the quality assurance of both national and regional qualifications, professional standards, and indigenous skills.

This quality assurance will open up the opportunities for labour mobility, and provide a link between regional and international qualifications.
SPBEA has been providing technical assistance through Assessment and Examinations Unit; it has also facilitated the capacity building and upgrading of skills within the Examination and Assessment Unit and directly with classroom teachers on the assessment through teaching and impacts on the students’ learning.

The Pacific Senior Secondary Certificate (PSSC) in short, is an examination that used to be awarded by the Secretariat of the Pacific Board for Educational Assessment to the students in the pacific.
As of 2013, PSSC examination has been nationalized and it is now called VSSC for Vanuatu.
As a way forward to improve the VSSC examination in Vanuatu, New Zealand High Commission in Vanuatu is providing support in terms of technical assistance where an expert from the New Zealand Qualification Authority (NZQA) has been appointed to work with the National Examination Unit on the training aspect of the Examinations and Assessment including training of chief examiners and moderators of the national examinations.
A regional form seven qualification (SPFSC) is administered by SPBEA and was introduced in Vanuatu since 2004.

The main objective of the SPFSC is for the region is to have a qualification that is recognized and have acceptable standard both regionally and internationally.
Annual Statistical Digest_MoET 47 2.1.4 School Life expectancy Table 2-4: School life expectancy in the Education System, 2013 Age specific Source: Vanuatu Education Management Information system (VEMIS) This indicator shows the overall level of development of the education system in Vanuatu in terms of the number of years of education that a child of a certain age can expect to achieve.
A relatively higher school life expectancy indicates a greater probability for children to spend more years in education and higher overall retention within the education system.

It is noted that the expected number of years does not necessarily match with the expected number of year levels of education completed, because of high repetition rate.
2.2 Co efficiency of Efficiency the Education System Figure 2-6: Completion Rate to Year 8, Primary Education (2009-2013) Coefficiency of efficiency, 2010 and 2013 2013 2010 .9 .8 .7 .6 .5 .4 .3 .2 .1 .0 Year 1 Year 2 Year 3 Year 4 Year 5 Year 6 Year 7 Year 8 Year 9 Year 10 Year 11 Year 12 Year 13 Source: VEMIS, 2013 Results approaching to a 100% indicated a high overall level of internal efficiency in producing graduates and no wastage due to repetition and dropout rates.
The Vanuatu Coefficients is below 100% which it reflects the impact of repetition and dropout on the efficiency of the educational process in producing graduates.
Annual Statistical Digest_MoET 48 2.3 Primary cycle completion Table 2-5: Completion Rate to Year 8, Primary Education (2009-2013) Gender Male Female VANUATU Source: VEMIS, 2013 2009 69.2% 70.5% 69.8% 2010 61.7% 72.2% 66.6% 2011 61.6% 72.2% 66.4% 2012 63.4% 71.1% 67.1% 2013 67.5% 67.7% 67.6% Total 64.6% 70.7% 67.5% 2.3.1 Internal Efficiency Indicators Table 2-6: Dropout, Repeater and Promotion Rate in Primary and Secondary Schools, 2009 - 2013 Year Primary Year 1 – 6 (% Average) Secondary Year 7+ (% Average) Drop-out rate Repeater Rate Promotion Rate 2009 2010 2011 2012 2013 6.4% 1.9% 5.5% 3.8% 5.1% 14.0% 14.0% 15.2% 14.6% 12.7% 80.1% 84.1% 79.3% 81.7% 82.2% Survival Rate to year 6 94.8% 76.5% 83.5% 74.6% 77.5% Drop-out rate Repeater Rate Promotion Rate Survival Rate to year 13 23.2% 29.4% 31.8% 33.5% 39.9% 1.9% 2.2% 3.1% 3.0% 1.5% 75.0% 68.4% 65.1% 63.5% 58.6% 15.7% 9.9% 11.7% 13.6% 12.2% Source: Vanuatu Education Management Information System (VEMIS) 2.4 Teacher’s Information The classification of the number of teachers is done based on levels.
The numbers of teachers for the previous years remain the same as they were published in the previous digest.
Table 2-7: Total number of teachers by School type, 2008 - 2013 School Type 2008 2009 2010 2011 2012 2013 Gender Male Male Total Female Female Total Grand Total Source: VEMIS, 2013 Early Childhood Education Primary, 1-6 Secondary 7+ Early Childhood Education Primary, 1-6 Secondary 7+ Annual Statistical Digest_MoET 49 2.4.1 Teacher’s by Education Authorities Table 2-8: Total number of teachers by Authority type, 2013 Authority Type Church (Government Assisted) Church (Not Government Assisted) Community Government of Vanuatu Private Grand Total Source: VEMIS, 2013 2.4.2 Teacher’s by Province Early Childhood Education 22 340 514 876 Primary, 1-6 Secondary, 7+ Total 472 10 16 1,183 35 1,716 319 9 11 578 55 972 813 19 367 1,761 604 3,564 Table 2-9: Total number of teachers by School type and by province, 2011-2013 School Type Province 2011 Female Male Total Male 2012 Female 2013 Total Male Female Total ECE ECE Total Primary, 1-6 Primary Total Secondary, 7+ Secondary Total Source: VEMIS, 2013 Torba Sanma Penama Malampa Shefa Tafea Torba Sanma Penama Malampa Shefa Tafea Torba Sanma Penama Malampa Shefa Tafea Annual
39 169 45 397 26 222 122 124 367 111 972 Annual Statistical Digest_MoET 50 2.5 Mono-lingual, bi-lingual and dual lingual Table 2-10: Number of teachers by language, 2011 – 2013 School Type ECE Primary, 1-6 Secondary, 7+ Source: VEMIS, 2013 Language English French Vernacular Total ECE English French Vernacular Total Year 1 – 6 English French Bilingual Total Year 7 + 2.6 Student: teacher ratios Table 2-11: Students, teachers and student teacher ratio (STR), by Authority type 2012 – 2013 Year Authority 2012 Government of Vanuatu ECE Students Teachers Primary, 1-6 STR Students Teachers 1,194 462 28 16.5 31,097 11,244 26 485 23.2 Secondary, 7+ STR Students Teachers Church (Government Assisted) Subtotal Government Church Private Community Total 2012 2013 Government of Vanuatu Church (Government Assisted) Subtotal Government Church Private Community Total 2013 Source: VEMIS, STR 562 21.5 304 16.5 866 19.8 8 22.3 56 13.1 9 23.3 939 19.4 578 21.2 319 16.8 897 19.7 9 21.1 55 14.8 11 19.3 972 19.4 Annual Statistical Digest_MoET 51 Table 2-12: Students, teachers and student: teacher ratio (STR), province, 2012 – 2013 Year Province 2012 Torba Sanma Penama Malampa Shefa Tafea ECE Enrol 597 3,149 1,616 1,976 3,459 2,591 Vanuatu 13,388 2013 Torba Sanma Penama Malampa Shefa Tafea 619 3,309 1,823 1,838 3,410 2,325 Vanuatu 13,324 Source: VEMIS, 2013 Teacher 53 236 147 167 169 141 913 48 227 149 162 166 124 876 2.7 Teacher certification and qualification Primary, 1-6 Secondary, 7-13/14 STR 11.3
 13.4 11.2 12.1 20.5 18.4 Enrol 1,727 9,080 5,826 7,283 11,847 8,138 Teacher STR 28.8 22.4 24.3 22.2 30 26.5 25.3 24.5 23.8 23.9 26.2 27.8 26.7 25.7 Enrol 558 3,721 2,107 2,312 7267 2,274 18,239 474 3,748 2,140 2,423 7,761 2,297 18,843 Teacher 14 190 108 110 415 102 939 26 222 122 124 367 111 972 STR 39.9 19.6 19.5 21 17.5 22.3 19.4 18.2 16.9 17.5 19.5 21.1 20.7 19.4 Table 2-13: Number of teachers, number and per cent certified, school level, 2012 – 2013 Year Teachers ECE Primary 1-6 Secondary 7-13/14 2012 No.
certified 2013 Total teachers % certified No.
certified Total teachers % certified Source: VEMIS, 2013 Male Female Total Male Female Total Male Female Total Certified: A certified teacher has undertaken specialized post-secondary teacher training and met the course requirements, with or without other post-secondary qualifications and is qualified to teach.
Qualified: A qualified teacher has undertaken some training and/or post-secondary studies but they have not undertaken any specialized teacher training, so although that they have a qualification, they have not been trained to teach.

Annual Statistical Digest_MoET 52 Table 2-14: Number of teachers, authority, number and percent certified, 2013 Authority Government of Vanuatu Church (Government Assisted) Church Private Community Total Teachers No.

certified Total teachers % certified No.


certified Total teachers % certified No.

certified Total teachers % certified No.

certified Total teachers % certified No.

certified Total teachers % certified No.

certified Total teachers % certified ECE Primary, 1-6 Secondary 7-13/ Source: VEMIS, 2013.
Note: The blank cells mean field is not applicable.

Table 2-15: Number of teachers, province, number and per cent certified, 2013 Authority Torba Sanma Penama Malampa Shefa Tafea Total Teachers No.

certified Total teachers % certified No.

certified Total teachers % certified No.

certified Total teachers % certified No.

certified Total teachers % certified No.

certified Total teachers % certified No.

certified Total teachers % certified No.
certified Total teachers ECE 29 48 60.4% 123 227 54.2% 67 149 45.0% 110 162 67.9% 61 166 36.7% 32 124 25.8% 422 876 Primary, 1-6 Secondary 7-13/ Annual Statistical Digest_MoET 53 Source: VEMIS, 2013 % certified 48.2% 60.0% 64.6% Table 2-16: Per cent of teachers Certified and Qualified by school type, 2011 - 2013 School Type Teachers certified, qualified ECE Primary, 1-6 Secondary, 7-13/14 % Certified % Qualified % Certified % Qualified % Certified % Qualified 2011 43.7% 56.3% 57.8% 42.2% 58.5% 41.5% 2012 46.0% 54.0% 57.5% 42.5% 57.8% 42.2% 2013 48.2% 51.8% 60.0% 40.0% 64.6% 35.4% Source: VEMIS, 2013.
This table is modified for the three survey years, showing the percentage of certified and qualified ratio by level taught.

The percentage of certified and qualified is now total up to 100% for each school type.
2.8 In-service training of teachers Table 2-17: Number of teachers attending in-service training, by gender and school level, 2009 – 2013 Survey Year Male Female Total Male Female Total Male Female Total ECE Primary 1-6 Secondary 7-13/14 2009 2010 2011 2012 2013 Total Source: VEMIS, 2013.
The figures in the above table were modified with the assistance of in-service Unit this year.

Some comparison tasks were done in early this year to confirm the actual number of teachers who went through in-service training in the last 5 years.

2.9 School facilities The school facility development aims to improve the educational opportunities and also for disadvantaged children.
The Facility Unit at the Ministry of Education and Training is working in partnership with the Japanese government funding, has coordinated and built 72 double classrooms under the GGP school projects since 2006.

Under the VESP program, the school facility unit has conducted preliminary survey in some of the urban schools in Port Vila and Luganville to meet the demand of building more new classrooms.
At the secondary level, funding is made available to build Malapoa College new facilities, and the new classrooms to be completed by 2017.

Two major achievements that took place at Lycée LAB and Arep Junior Secondary school in 2013/014 seeing new classrooms funded under EU programs constructed and completed.

The school Minimum Quality Standard is under review.

There are 15 Standards altogether and Standard 9 emphasis that all school buildings meet the MoET infrastructure standards.
The Facilities Unit from the MoET is in the process of developing minimum infrastructure standards for classrooms, toilets, water facilities etc.

Once completed, these standards will help school committees to decide how to upgrade and maintain their school infrastructures.
Annual Statistical Digest_MoET 54 2.10 Classrooms Table 2-18: Classrooms, enrolment and student: classroom ratio, school level, 2012-2013 Year School Level Classrooms Enrolment Student: Classroom ratio 2012 ECE 2013 Primary# Secondary# Total 2012 ECE Primary# Secondary# Total 2013 749 1,998 540 3,287 719 2,107 582 3,408 13,388 43,901 18,239 75,528 13,324 44,182 18,843 76,349 17.9 22.0 33.8 23.0 18.5 21.0 32.4 22.4 Source: VEMIS, 2013 - *Primary schools include some schools which offer Year 7 and Year 8 but are classified as primary school.
#Secondary schools include some technical training centres which offer courses from Year 11 level such as Lowanaton in Tanna.

2.11 Water supply In the Minimum Quality Standard (MQS), the Standard 10 indicates that all teachers and students have access to at least two liters of potable water on a daily basis.

It is important that all schools comply with the safety measures to treating water.
Table 2-19: Number by types of water supplies in schools, school level, 2012 – 2013 Type of Water supply ECE Primary School Secondary School Total Year 2012 Roof Tank Well (non-drinkable) Well (drinkable) Stream/River Piped Total 2012 2013 Roof Tank Well (non-drinkable) Well (drinkable) Stream/River Piped Total Source: VEMIS, 2013.
The above table only shows the number type of water supplies that is available in schools.

*Primary schools include some schools which offer Year 7 and Year 8 but are classified as primary school.

#Secondary schools include some technical training centres which offer courses from Year 11 level such as Lowanaton in Tanna.
Annual Statistical Digest_MoET 55 Table 2-20: Number by types of water supplies in schools, school level, 2012 – 2013 Survey Year School Type Clean Safe Number Of Schools Clean Safe (%) 2012 2012 Total 2013 2013 Total Early Childhood Education Primary School Secondary School Early Childhood Education Primary School Secondary School 219 228 49 496 199 215 38 452 561 428 83 1072 553 429 84 1066 39.0% 53.3% 59.0% 46.3% 36.0% 50.1% 45.2% 42.4% Source: VEMIS, 2013.
The above table only shows the percentage of schools that have safe and clean water supplies.

*Primary schools include some schools which offer Year 7 and Year 8 but are classified as primary school.

#Secondary schools include some technical training centres which offer courses from Year 11 level such as Lowanaton in Tanna.

Definition: Clean water is suitable for drinking and is fresh and clear when seen, it can be in many forms, distilled, mineral or even tap water.
Water Source: These include rain, wells, rivers, springs and the water network.

The quality of water needs to be tested before using the water from these sources.

In case water sources cannot be used throughout the year, schools must purchase water tanks to collect and store water.

Potable Water: Water that is safe to drink without any further processing.

2.12 Sanitation According to the regulations, all schools must have access to at least two separate toilets respectively for both sexes.
The standard Pupil: Toilet ratio as stated in Standard 9 of the MQS is 1:20 for girls and 1:20 for boys.

The school facility unit is in the process of developing minimum infrastructure standards for classrooms, toilets and water facilities.
Table 2-21: Number of toilets for females and males in schools, school level, 2012 – 2013 Survey Year School Type Enrolment Toilets Male Female Male Female Male Pupil: Toilet Ratio Female 2012 2012 Total 2013 Early Childhood Education Primary School Secondary School Early Childhood Education 6,978 23,076 9,066 39,120 6,410 20,825 9,173 36,408 442 527 468 1,437 339 564 491 1,394 15.8 47.2 15.5 27.2 18.9 40.1 15 26.1 GPI:PTR 1.1 0.92 0.98 0.98 Total 17.1 43.5 15.3 26.7 6,940 6,384 406 326 17.09 19.58 18.2 1.15 Primary School 24,996 22,548 583 584 42.87 38.61 40.74 0.90 Annual Statistical Digest_MoET 56 Secondary School 2013 Total Source: VEMIS, 2013.
The above table only shows the number of toilets that is available.

*Primary schools include some schools which offer Year 7 and Year 8 but are classified as primary school.
#Secondary schools include some technical training centres which offer courses from Year 11 level such as Lowanaton in Tanna.Electricity and School Equipments 7,764 39,700 7,717 36,649 433 1,422 469 1,379 17.93 27.92 16.45 26.58 17.16 27.26 0.92 0.95 2.13 Electricity and School Equipment School Heads conduct monthly safety audits of their school buildings and a maintenance plan is to be implemented.
The Facilities Department from the MoET is in the process of developing minimum infrastructure standards for classrooms, toilets, water facilities and buildings which are well-ventilated, well lit by natural and/or artificial lighting, free from excessive noise, water proof, accessible for disabled persons and have tables and chairs for all teachers and students.
Table 2-22 (a): Schools by Power Supply Type, 2012-2013 Survey Year School Type Generator Mains Solar/Wind/Water Total 2012 2012 Total 2013 ECE Primary School Secondary School 32 147 53 232 36 116 39 2013 Total 191 Source: VEMIS, 2013.

The above table only shows the number of power supply types that are available.

*Primary schools include some schools which offer Year 7 and Year 8 but are classified as primary school.
#Secondary schools include some technical training centres which offer courses from Year 11 level such as Lowanaton in Tanna.Electricity and School Equipments ECE Primary School Secondary School 20 62 30 112 20 23 17 60 23 88 15 126 26 183 31 240 75 297 98 470 82 322 87 491 There are 491 power supplies in the actual ECCE, primary and secondary schools in the country and only 44.2% of schools have access to power electricity.
2.13.1 ICT and Communication learning resources Table 2-22(b): Percent of schools that have access to communication resources and ICT equipments, 2013 Resource Type Resource Communications Number Of Schools Primary# Number of resources % School Number Of Schools Secondary# Number of resources % School Telephone Radio Telephone Fax Internet Email Duplicator Communications Total Equipment Cassette/CD Player Photocopier Television Video Player/Recorder Typewriter Computer DVD Player Scanner Digital Camera Annual Statistical Digest_MoET Equipment Total Source: VEMIS, 2013.
The above table only shows the percentage of schools that have available communication resources and ICT equipments.

*Primary schools include some schools which offer Year 7 and Year 8 but are classified as primary school.
#Secondary schools include some technical training centres which offer courses from Year 11 level such as Lowanaton in Tanna.Electricity and School Equipments 2.14 School resources According to Standard 6 of the Vanuatu Minimum Quality Standards (VMQS), all teachers use the current syllabus from their respective level for each subject and develop good lesson plan using the teaching and learning materials in their lessons.
Standard 7 of VMQS stress that all students to have access to text books and stationery for all subjects Table 2-23: Number of student textbooks and teacher guides in primary, 2009-2013 School Type Resource Type Teacher Guides Resource 2009 2010 2011 2012 2013 Total Survey Year SOCS BAS LANG GEN MAT Teacher Guides Total Text Books 126 130 2,136 1,477 2,184 6,053 Source: VEMIS, 2013.
The above table only shows the available number of textbooks and teacher guides in the existing primary schools.

*Primary schools include some schools which offer Year 7 and Year 8 but are classified as primary school.
186 187 2,081 1,401 2,094 5,949 68 148 2,096 1,514 2,198 6,024 136 150 2,093 1,386 2,105 5,870 205 212 2,046 1,310 2,134 5,907 SOCS BAS LANG GEN MAT Text Books Total 329 469 10,281 7,775 9,040 27,894 721 827 10,452 7,088 10,715 29,803 Table 2-24: ECE, Learning and Play learning resources, 2013 Available Resource Type Resource Learning and Play (ECE) Children's books Manufactured resources Preschool Curriculum Kindabuk Free play approach Manufactured toys Locally made toys Tools for toy making Locally made/natural learning resources Annual Statistical Digest_MoET 58 Condition Fair Good Poor Total Not stated 388 465 1,923 2,184 827 203 424 290 494 929 1,057 278 2,758 Learning and Play (ECE) Total Source: Vanuatu Education Management Information System (VEMIS) 2013 – The above table only reflects the learning resources for the kindergarten schools.
5,797 7,198 6,052 1,451 20,498 There is high number of learning resources that are available in the existing kindergarten schools of which 7.1% of these resources are in poor condition.

3.
Management and Planning Relevant Indicators for MoET Monitoring and Evaluation Indicator % education expenditure from Government recurrent budget Government Costs per level of Education (Vt. per year) ECE Primary Secondary Post-Secondary (VIT, VITE) Scholarships Source: Smart stream, Vanuatu FMIS, Annual Statistical Digest_MoET 59 3.1 Source of Funding for Ministry of Education and Training In 2013 the MoET received over one quarter or 26.2% of the government recurrent budget and received additional 634.5 million Vatu through bilateral funding agreements with Australia, New Zealand, Japan, UNICEF and the United Nations.
The combined government and donor budget allocated to MoET represented 6.4% of the projected Gross Domestic Product (GDP) for 2013.

The remaining resources under the development funds in 2012 was rolled out to 2013 for Vanuatu education Road Map to ensure quality service and resources is well embedded in the use of the learning resources and ensure that effective outcomes around literacy and numeracy is prevailed.
In 2013 the largest VERM expenditure was for the school grants paid to the primary schools to replace parental contributions – This represented 41% of VERM expenditure.

About (16.1%) of VERM expenditure was for building repair and maintenance work.

Three years in a row, Vanuatu has seen its scholarship spending more than triple without any explicit change in policy.
The rapid increase on scholarships intake for bachelor degree studies must somehow set some meanings on how the MoET is going to transfer it into a more proactive human resource development (HRD) plan for the government as a whole.

The available data on scholarships and the huge increase on tertiary studies should be considered as baseline to the HRD forecast plan and the availability of jobs in Vanuatu.
In 2013, Vanuatu government has increased its budget towards scholarships from Vt 479.2 million in 2012 to Vt 634.5 million in 2013.

The increase on scholarships in 2013 has unintentionally transformed the face of the government budget, creating a rapidly increasing area of overspend that Treasury officials struggle to contain.

VERM activities are funded by Government and donor partners.
Figure 3-1 MoET recurrent Government budget and grants, in million Vatu, 2010 - 2013 Source: Smartstream, Vanuatu FMIS 2013.
3,7243,8584,0084,285617448599617-1,000 2,000 3,000 4,000 5,000 6,000 2010201120122013MoE BudgetGrants Annual Statistical Digest_MoET 60 Figure 3-2: MoET budget as a proportion of Vanuatu budget (recurrent expenditure), 2000 – 2013 Source: Smart stream, Vanuatu FMIS 2013 Figure 3-3: Total education expenditure (Government and Grants) as a percent of GDP, 2010 – 2013 Source: MoET, VNSO.

Note that VNSO revised GDP estimates in 2013 which differ than those used previously.
2013 GDP estimate is based on growth forecast agreed to by the Macroeconomic Committee.
24%26%27%27%26%24%27%26%0%5%10%15%20%25%30%35%200020012002200320042005200620072008200920102011201220136.3%6.1%6.4%6.6%0%1%2%3%4%5%6%7%2010201120122013 3.2 Government budgetary allocation Figure 3-4: MoET recurrent expenditure: budget and actual (million Vatu), 2000 – 2013 Annual Statistical Digest_MoET 61 Source: MoET, Government Finance System Budget Appropriation, 2013 Figure 3-5: MoET expenditure and total government expenditure (recurrent, million Vatu), 2000 - 2013 Source: Budget appropriation, Vision Report, Vanuatu FMIS, 2013.
1,812 1,954 2,056 2,069 1,975 1,916 2,390 3,156 3,227 3,259 3,692 3,829 4,067 4,176 -500 1,000 1,500 2,000 2,500 3,000 3,500 4,000 4,500 20002001200220032004200520062007200820092010201120122013Actual ExpenditureMoE Budget7,6247,3547,8017,0337,3228,0628,95412,15412,31313,57215,34815,11814,86116,7261,8121,9762,0402,0741,9701,9152,3953,1183,1853,2103,7243,8584,0084,285(1,000)1,000 3,000 5,000 7,000 9,000 11,000 13,000 15,000 17,000 20002001200220032004200520062007200820092010201120122013Government BudgetMoE BudgetLinear (Government Budget) Annual Statistical Digest_MoET 62 3.3 Donor partner allocation In 2013, MoET has received approximately Vt. 489,688,165 million from the development partners such as AUSAID, NZAID, Japan, UNICEF, French Government and the United Nations.
The Ministry of Education and Training has managed to spend about VT 319,477,897 in 2013 of which 45.1% of this budget was allocated for the school grants.
Figure 3.6: VERM expenditure grouped by funding agencies, 2013 Source: Smart stream, Vanuatu FMIS, 2013 3.4 Unit costs of education Table 3-1: Expenditure, enrolment and expenditure per student in government all schools, 2013 School Level 2013 Actual Expenditure Enrolment (Govt & Govt Assisted Schools) ECE 4,000,000 Primary ( 1 - 6) 1,715,321,656 Secondary ( 7 + 1,185,048,593 Post-secondary 697,217,351 13,324 42,752 17,628 5,001 Expenditure per Student 300 40,123 67,225 139,416 Scholarship Source: Smart stream, Vanuatu FMIS 2013.
Post-Secondary includes Vanuatu Institute of Teacher Education (VITE); Vanuatu Institute of Technology (VIT).The operational grant for ECCE covers all kindergarten school.

At the primary and secondary level, the operational grants is only limited to government and government assisted schools.
634,500,000 470 1,350,000 65%29%16%11%5%4%1%0%0%0%10%20%30%40%50%60%70%Total RevenueAustralia ContributionsNew Zealand ContributionsJapan ContributionsFrance ContributionsUnited Nations ContributionsU.N.I.C.E.F ContributionsPublications RevenueMiscellaneous Contributions Annual Statistical Digest_MoET 63 Annex 1: 2013 Annual School Survey and VEMIS data Annex 1, Figure 1: Annual School Survey Process 1.1 Annual School Survey Process The channel of communication between schools and the MoET around VEMIS data collection has improved a lot.
The disbursement of school grants is strength in the virtuous improvement of VEMIS data collection since 2010.

Each year, a detail plan and budget for the VEMIS survey is prepared and submitted by the VEMIS team.

The review and update of the VEMIS survey is done by the VEMIS team and printed in Vila.

All the forms are then air freighted to the six provincial offices in December each year.

The statistics officers in the provinces are then responsible to enclose all the VEMIS forms in the school envelop.
The process to school distribute envelops to each school varies from a province to another.

Most of the time, all the VEMIS forms are safely put in the school lockers in the provincial education offices and ready to be collected by the school principals and the head of the primary schools in the first week of February.
the VEMIS CENSUS DATE 21ST March Despite of the geographical locations of the schools in Vanuatu, most head of schools are now aware of the VEMIS survey process and the timeline set for data collection.

Most of the VEMIS survey forms are collected or send to the respective schools in February each year but it happens that less than five schools will not receive their VEMIS survey forms for unknown reasons.
Under these conditions, the statistics officers in the provinces will immediately assist these schools and provide them with a new copy of the VEMIS survey form.

Annual Statistical Digest_MoET 64 1.2 Data Quality Measures and Data Entry Data integrity is the most important aspect of analysis around statistics management.
In addition to the setting up of the existing Vanuatu Education Management Information System (VEMIS), relevant resources were made available to support the process of verification and validation of VEMIS data.

There are different stages of verification points; first of all, the VEMIS survey is checked by another member of the school management beside of the school head or principal who completed the VEMIS form.
The questionnaire is then submitted to the provincial education office and checked for the second time by the respective ZCA before it reaches the statistics officer.

The statistics officer will check the survey form for the last time before the PEO sign it.

The X-Y Chart analysis is a system process to control the impact of changes overtime.
It basically detect if there is a major change on the school enrolment, teacher data or on other indicators such as the pupil: classroom ratio, pupil: teacher ratio or student: textbook ratio and so on.

A list of schools is identified after this analysis and enabled the provincial education officers to visit some schools to validate the data.

1.3 Data Entry The six statistics and distribution officers are now located in the five provincial education offices since 2012.
Their main responsibility is to record schools data into the Vanuatu Education Management System (VEMIS).

Access to internet has recently improved in 2014; however our VEMIS team in the provinces did faced some difficulties in 2013 to record the schools data in time due to slow internet access.
The 2013 school surveys with successful data collections, by providing a wide range of essential data that will be used as a factual base for the planning, decision making and financial estimates within the MoET and for stakeholders.

VEMIS can be used to facilitate the monitoring and evaluation of VERM activities and progress towards VESS and the Government Priority Action Agenda (PAA) targets.
The annual school survey timeline starts in November of the previous year and finishes in March of the current year.
Annex 1, Figure 2: Annual School Survey Timeline (end dates for each major activity) PEOs/ZCAs assist schols to complete q'aires Imputation of non-responding schoolsPEOs receive completed q'airesQ'aires returned to VilaQ'aires printedNov 12Dec 12Jan 13Feb 13Ma 13Apr 13May 13Jun 13Jul 13Aug 13Sep 13Oct 13Nov 13Dec 13Jan 14Outlier editingPublished ASDPEOs distribute q'aires to schoolsData EntryVEMIS data entry Q'aires sent to PEOsfinalised Annual Statistical Digest_MoET 65 Annual School Survey Response Rates The response rates show a drastic change in 2013 as compared to the 2012 VEMIS survey.
The sound knowledge around the importance of data and how statistics become essential for all the aspects of planning and decision- making has drastically contributed too to improve the VEMIS survey returns rate.

The analysis of the survey response rate is routinely generated in VEMIS; it is a tracking system that allows you to monitor progress against the recording of VEMIS data and at the same time the percentage of the VEMIS questionnaires that have been received and entered on time.
Annex 1, Table 1: Survey Return Rates by School Type and Province, 2012 – 2013 Year 2012 2013 Province Torba Sanma Penama Malampa Shefa Tafea 2012 Total Torba Sanma Penama Malampa Shefa Tafea 2013 Total Early Childhood Education No.

Sent 36 151 78 99 97 109 570 32 151 80 98 99 97 557 % Received 78% 90% 73% 82% 93% 100% 88% 100% 79% 86% 72% 77% 99% 83% Primary School Secondary School No.
Sent 25 103 63 86 80 78 434 25 102 63 86 82 77 435 %Received 100% 96% 100% 100% 100% 100% 99% 96% 100% 100% 99% 100% 100% 99.5% No.
Sent 3 16 13 16 23 14 85 4 16 14 17 23 14 88 % Received 100.0% 100.0% 100.0% 100.0% 100.0% 100.0% 100.0% 75% 100% 100% 94% 96% 93% 95.5% Source: VEMIS, 2013 Annex 1, Figure 3: Survey Return Rates for ECE Schools by province, 2012 Tafea Shefa 1% 8% Malampa Penama Sanma Torba 31% 77% 72% 86% 79% 99% 100% 0% 20% 40% 60% 80% 100% % Received % Received on time Source: VEMIS, 2013 Annex 1, Figure 4: Survey Return Rates for Primary Schools by province, 2013 Annual Statistical Digest_MoET 66 Tafea Shefa 5% Malampa 1% Penama 10% Sanma Torba 100% 100% 99% 100% 100% 96% 0% 20% 40% 60% 80% 100% % Received % Received on time Source: VEMIS 2013 Annex 1, Figure 5: Survey Return Rates for Secondary Schools by province, 2013 7% Tafea Shefa Malampa Penama 14% Sanma Torba 93% 96% 94% 100% 100% 75% 0% 20% 40% 60% 80% 100% % Recieved % Received on time Source: VEMIS, 2013 Annex 1, Figure 6: Number of Actual and Estimated schools in VEMIS, 2013 Annual Statistical Digest_MoET 67 4 2 Seconday School Primary School Early Childhood Education 84 97 432 460 0 100 200 Estimates 300 400 500 Actual Source: VEMIS, 2013 Annex 1, Table 2: Enrolment Response Rates by School Type and Province, 2012 – 2013 ECE Province Student Torba 597 % est'd 1% Sanma 3,149 2% Penama 1,616 2% Malampa 1,976 2% Shefa 3,459 2% Tafea 2,591 0% Total 13,388 10% Source: VEMIS, 2013 2012 Primary* Student 1,727 9,080 5,826 7,283 11,847 8,138 43,901 % est'd 0% 0% 0% 0% 0% 0% 0% Student Secondary* % est'd 0% ECE Student 619 2013 Primary* % est'd 0% Student 2,025 % est'd 0% Student Secondary* % est'd Annual Statistical Digest_MoET 68 Annex 1, Table 3: Teacher Response Rates by School Type and Province, 2012 - 2013 2012 2013 ECE Primary* Secondary* ECE Primary* Secondary* Province Teachers Torba Sanma Penama Malampa Shefa Tafea Total 53 235 144 163 169
 141 905 Source: VEMIS, 2013 % est'd 1% 3% 5% 3% 2% 0% Teachers 60 404 240 328 396 304 14% 1732 % est'd 0% 0% 0% 0% 0% 0% 0% Teachers % Teachers est'd 0% 0% 0% 1% 0% 0% 0% 29 230 118 123 371 119 990 48 227 149 162 166 124 876 % est'd 0% 4% 2% 5% 4% 0% Teachers 80 458 262 297 501 330 16% 1,928 % est'd 0% 0% 0% 0% 0% 0% 1% Teachers 15 192 126 109 417 96 955 % est'd 0% 0% 0% 0% 3% 0% 4% Annex 1, Table 4: Number of absentees in Government and Government Assisted schools on School Census Day, 2007-2009 Year 2012 2013 School Type Male Female Male Female Total Enrolment Total Absent Enrolled Absent Early Childhood Education Primary School Secondary School Total Early Childhood Education Primary School Secondary School Total Source: VEMIS, 2013 Annual Statistical Digest_MoET 69 Annex 2: Provincial enrolment by name and school type, 2013 2.1 Total Enrolment, Vanuatu School Type Early Childhood Education Primary School Secondary School Early Childhood Education Primary School Secondary School Male 5,684 20,117 5,096 30,897 1,256 4,879 2,668 8,803 Female 5,128 18,098 4,980 28,206 1,256 4,450 2,737 8,443 Total 10,812 38,215 10,076 59,103 2,512 9,329 5,405 17,246 39,700 36,649 76,349 Urban/Rural Rural Total Rural Urban Total Urban Total Source: VEMIS, 2013 2.2 Torba Province Torba Province School Name Arep Kindy Doma Island Rock Christian Kindy Kerebeta Leara Model Kindy Leonqe Kindy Lewes Litaw Martin Nergar Pasalele Kindy Ruruw Sarantar Simon Esuva Singerlap Taimaley Tasvare Telvet Toutamwat Home Base Vaes Ventow Wongyeskei Johnter first Early Childhood Education Male 13 7 8 7 23 9 8 11 9 16 9 4 8 11 22 1 5 3 12 10 2 6 9 Female 12 7 14 5 19 7 6 20 14 11 9 9 9 8 17 3 8 8 11 9 6 15 2 Total 25 14 22 12 42 16 14 31 23 27 18 13 17 19 39 4 13 11 23 19 8 21 11 Atkor Robin Vaget Kindy Dolap Telhei
 Kindy Losalava Kindy Nelson Kindy Santa-Maria Mahi TOTAL ECE Torba Province Arep Bagavegug Ecole Primaire D'Arep Island Rock Christian Losalava Martin Nergar Pasalele Robin Memorial Sanlang Santa Maria Sarantar Shelil Shem Rolley Tasvare Telhei Telvet Vaget Wongyeskei Wosok Silva Memorial (Vales) Vaes (Lequel) Ecole de Nelson (Vatop) Gneretuvuro N-T-C-U TOTAL Primary Torba Province Arep College d'Arep Annual Statistical Digest_MoET Primary Education Secondary Education 68 32 44 38 112 70 Losolava Junior Secondary School TOTAL Secondary TOTAL TORBA 2.3 Sanma Province Sanma Province School Name Urotano Akirio Alowaru Kindy Anne Marie Kindy Antioch Kindy Araki Komuniti Asula Avunamalai Avunatari B.P.
Bon Balon Ban Ban Banaviti Bernier Bay Bunuas Butmas Dambulu De Quiros Foria Kindy Hokua Jaranvusvus Jardin d'enforts de Pessena Jorden Valley Kaliro Kamewa - Franis Kamewa -Inglis Kitacu Kom'ese(Namoru) Lape Pre-school Lathi Lolorai Lorethiakarkar Lorevulko Malapo Malsie Maltape Kindy Mango Matafanga Mataloi Maurie Annual Statistical Digest_MoET 71 47 147 41 123 88 270 1,438 1,345 2,783 Early Childhood Education Male Female Total Maval Mbae Misio Loloran Merap St Augustin MolBoe Najaraiwelu Nalvucai Vanua Nanuhu Nasulesule Natawa Side River Natchara Naviaru Nogugu Nothinsi NTM Parisa Private Kindy Pelvus Petawata Piasele Pipinis Porema Pump Station Reveles Rowhani Saint Jacques Saint Pierre Sainte-Anne Sakao Santo Christian Kindy Santo East - English Santo East - French Santo Kindergarten Pre-School Serah Articuth Silaevae St Pierre et st paul St. Paul Ste Therese Kindy Sunshine Talua Tangoa Komuniti Tarjal Tasmalum Tawiville Tiasia Toa Lui Tolomako Torap Pre-School U.T.S Vanco Venie Vetetuvsiv Visio Annual Statistical Digest_MoET Vovlei Vunabulu Vunakariakara Vunavosi Vusfongo Model Kindy Vusiroro Vuthe- Ev Werles Winsau Wunpuko Zion Echo Jarati Kindy Taluere Kindy Parker Kindy Elisa's Kindy Fimele Community Kindy Kerr Family Belmol Kindy Navae Kindy Vanvatavui Kindy Tovotovo Vesalea Kindy Sara Kindy Lovenu Kindy Pianarae Kindy Piamatsina Kindy Riro Kindy Velei Kindy Vanarei Kindy Coolidge Kindy Bethesda Kindy Piavot kindy Mackenzei Taudumania Ureipo Buluiana (Bueli) Kindy Amnie ( Malao) Kindy Osten Kindy Valbei N.T.M.
Lokalee Saint Joseph/Rowok Bosahe Aseturu Kindy Notre Dame de Lourde Vilvil Baemisio Loloran Kindy Bakapoda Kindy Tabunversake kindy Buavoko Kindy Narango Nabanga Noka Kindy Tuhalai Kindy Annual Statistical Digest_MoET Ravlepa Kindy Bareo NTCU Tapun Tavotavo Kindy Sacre Coeur Fanafo Notatutuen Kindy Sejana Kindy Perao kindy Natapoa Kindy Lotoken TOTAL ECE Sanma Province Alowaru Avunatari Balon Ban Ban Banaviti Belmol Bernier Bay Butmas Dambulu Day Spring School Dombulu Ebenezer Hog Harbour Ian Livo Iethvekar Ipayato Jinaure John Noble Mackenzie Jordan Valley Kamewa Kamewa English Kitacu Lathi Lehilehina Lorethiakarkar Lorovuilko Anglican Community Annual Statistical Digest_MoET Primary Education Luganville Covernant Community Luganville Est Malao Malores Marua Mataevura Mataloi Menevula Merap St Augustin Mwast Najaraiwelu Namoru Nandiutu Nasalanvunmoli Natawa Naviaru Neil Thomas Christian University Luganville Parker Pialulup Piamatsina Rowhani Sakau Primary School Saletui Santo Christian School Santo East Sara Sarakata Sarakata SDA Selusia St. Jacques Ste Therese Luganville Sulemauri Taharo Tarvalapa Tasmalum Annual Statistical Digest_MoET 20
Tata Tavumae Tcharanavusvus Tiasia Tovotovo Forestry Primary Valabei Venie Mataipevu Visio N.T.C.U Vovlei Vunabulu Vunakariakara Vusfongo Junior M.School Vusiroro Winsao St Banabas (Turtel Bay) St. Joseph (Rowok) St. Joseph (Pesena) Limarua St. Michel Fanafo Puama (Porema) Notre Dame de Lourdes (Tolomako) St Paul Paireve (Nasulesule) Ste.
Anne (Port Olry) Nanuhu (Randasi) Amapelau/Mati St. Pierre (Okoro) De Quiros(matantas) Lemesie (lape/Paparama) Antioch Zion Notre dame de lourde ( Vilvil) Ambakura Pareo NTCU Annual Statistical Digest_MoET Ebenezer french Bokissa primary Mataipevu French UlUa Merei (Mamara) TOTAL Primary Sanma Province Aore Adventist Academy Bombua Collège de Luganville College de St. Michel Hog Harbour Luganville Covernant Community College Matevulu College Moli Valivu Navele Rowhani Santo Christian School Santo East Tata Secondary School Nandiutu English Menevula Junior Secondary Ste.
Anne (Port Olry) Total Secondary Annual Statistical Digest_MoET 77 31 5 25 7 98 18 1 25 6 83 49 6 50 13 181 5,364 4,691 10,055 Secondary Education TOTAL SANMA 8,455 7,719 16,174 2.4 Penama Province Penama Province Penama Province Abanga Agabe Aligu Atagurua Aulu Autabulu Babutata Daligao Early Childhood Education Male Female Total 6 11 12 5 18 23 7 7 4 10 4 5 9 11 8 10 10 21 16 10 27 34 15 17 Gamalmaua Heren-Hala Lalzadeth Latano Lenok Limma Bulu Lolkasai Lolopuepue Lolovange Lo-one Magauwa Kindy Melsisi Naleleo Ndui Ndui Ngwalona Kindy Nonda Pointcross Ranbutor Rangusoksu Ranwas Rogrere Roronda Saranagwelu Saratamata Susui Tamua Tarimule Ubiku Vanue-Marama Vatbarai Kindy Vatuanga Vatuhangele Vatukabani Vilakalaka Volovuhu Wai Bulu Walaha Lovatugato Nambulu Annual Statistical Digest_MoET Ala Memorial Ponra Model Kindy Vanmamla Model Kindy Ranmawot Kindy Saint Henri Kindy Wali Kindy Lon Gron Ske Vansemakul kindy Wanur Kindy Londar Guguhi Community Kindy Rantengteng Private Kindy Lonfis Kindy Saint Pierre Chanel Kindy Wujunmel Kindy Saint Martin de Porres Kindy Saint Michel Laringmat Kindy Maram Kindy Wanbugelan Kindy Lihalkau Kindy Bonoe Kindy Talwa Kindy Walun Butuana Kindy Sara Leo Kindy St. Joseph Kindy Onneyn Tahi Memorial Kindy Lemalda Kindy Anwalu Kindy Abwantuntora Bahai Kindy Quatuneala Kindy Naruah Kindy Level Kindy Total ECE Penama Province Abanga Abuanga Aligu Ambaebulu Annual Statistical Digest_MoET 5
Primary Education 42 74 76 83 37 50 54 78 79 124 130 161 Atavtabanga Autabulu Baie-Barrier Bangabulu Bwatnapni Enkul Gadue Garea Gamalmaua Gambule Herenhala Labultamata (Tamua) Lesasanemal Lini Memorial Lolopuepue Lolovoli Londar (Baie-Martelli) Loone Loquirutaro Melsisi Naleleo Namaram Naone Naruah Nasawa Nataluhangele Nduindui Ngwalona Pangi Qatuneala Quatui Ranmawot Ranwas Sarabulu Simon Sulua Talai Roroi Leleo Tanbok Torlie Tsimbwege Ubiku Vanue Marama Vilakalaka Volovuhu Vuingalato Annual Statistical Digest_MoET Waisine Walaha Baitora Ala Memorial Vanmamla PointCross (Benmotri) Rangusuksu Latano (Loltong) Bakanao (Naviso) Raynold Memorial (Nagole) St Henri (Lonfis) Lalzadette Sori Mauri (Lolkasai) St. Jean Baptiste (Nangire) Total Primary Penama Province Ambaebulu Atavtabanga Bwatnapni Secondary Gambule Lini Memorial College Londua Melsisi Navutiriki Ranwadi High School St. Patrick's College Tagaga Penama Adventist Junior secondary School Apostolic College Total Secondary TOTAL PENAMA 2.5 Malampa Province Malampa Province Malampa Province Amelatin Amelveth Benapo Bonvor SDA Annual Statistical Digest_MoET Secondary Education 69
32 126 92 157 204 30 29 69 107 16 191 119 100 69 230 172 334 376 68 57 132 986 985 1,971 5,193 4,743 9,936 Early Childhood Education Male 9 9 11 15 Female 6 5 6 14 Total 15 14 17 29 Bulemap Calvary Caroline bay Chenard Dixon Endu Fanrereo Gallilee Kamai Lakatoro Lalinda L'auberge Lavalsal Lavi Kindy Linbul Lingarak Liro Venekula Lolibulo Lonvert NTM University Lutes Matanvat 2 Metoune Millip Molin Nal Navai Neramb Norsup Notre Dame Olal Orap Paamal Palu Pam's Play Group (Moru) Pao Port Vato Pretty Face Ransarie Kindy Richard Roromai Rory Komuniti Rose de Lima Saint Louise Sainte Patrick Annual Statistical Digest_MoET Sainte Paul Sainte Rosaire Sanesup Selusa Sessivi St Therese Ste Jeanne D'arc Tautu Tembibi Tobol Tokvanu Travol Uripiv Vauleli Velese Vellow Vinmavis Vutekai Wiaru Willit Winn wintua Wora Wuro Vartavo Lulep Kindy Sum Beam kindy Leleut Womul Netormolov Mene (Lonmel) Prekha Malvakal Lembinwen Sahuwot Vali crai-cove Kindy (Raliwel) Fanto Mbossung kindy Luly Moslim (Laindua) Vinian/ Toman Lorlow Lelawa Ahamb Annual Statistical Digest_MoET Lapo Pelanck Lebunebahur Naon met Peskarus Walla Total ECE Malampa Province Amelveth Atchin/St.
Louis Aulua Baie Caroline Benbon Benenaveth Brenwei Bulemap Chenard Craig Cove Daodobo Dixon Fanla Fonteng Kamai Laindua Lakatoro Lalinda Lavalsal Lehili Lerawo Leviamp Linbul Lingarak Liro Lolibulo Luvil Luwoi Magam Malua Bay Matanvat Mbossung Megamone Melworbank Annual Statistical Digest_MoET 84 5 6 3 2 21 4 1,005 6 8 5 6 21 4 833 11 14 8 8 42 8 1,838 Primary Education Metune Namaru Neramb Norsup Olal Orap Paamal Pikayer Pinapow Port Vato Rambeck Ranon Roromai Sanesup Sanesup SDA Sangalai Selusa Senai Sessivi South West Bay Tautu Tisman Tobol Unmet Uripiv Vao Ilot Vauleli Vinmavis Vutekai Wiaru Wilak Winn Wora Wuro Leleut Womul Rensarie (Tembibi) Notre Dame de Walarano Faralao Vanruru Velow Ste Therese de Mae Farun (Kalwai) Annual Statistical Digest_MoET Annual Statistical Digest_MoET 86 St. Pierre Chanel (Lamap) Lambubu Lalkoko (Mae Sirbulbul) Topaen Lekan SDA Galilee Total Primary 137 61 48 50 5 15 4,080 101 62 39 47 6 28 3,615 7,695 Malampa Province Secondary Education Amelvet Jehovah Nissi Lakatoro Norsup Orap Ranon Rensarie Sessivi South West Bay South Malekula (Lonvat) Jean Vidil (Vao) Olal (Tobol) Vaum Lamap Walarano
 Maranatha Total Secondary 1,029 1,006 2,035 TOTAL MALAMPA 6,114 5,454 11,568 2.6 Shefa Province Shefa Province Aim Yee Akama Amaronea Annex Sacre Coeur Bethany Bonkovio Presby Cathedral-Sacre coeur Male 8 11 9 60 8 6 61 Female 16 12 7 56 1 3 60 Total 24 23 16 116 9 9 121 Central Kindy Centre Ville Child Care Centre Ecole Maternelle d'Anabrou Emua Eratap School Kindy Ere english Eton Fokona Freshwota Freshwota French Kindy Iasiru Ifira Bilingual Kindy Iraro Kawenu Kikilik kindergarten Lonest Lupalea Lykuky Mafilau Mangarisu Mangarongo Marouwia Matakitaki Kindy Matangi Mele Community Nikaura Noaiwia Ntaf Nul Nessa Olwi Pango Peter Pan Saama Sara Senecol Sikembo Sorovanga St Josephs Sunrise Survival Kindy Susana Annual Statistical Digest_MoET Takara Tasiriki Toatau Tongariki Utanlang Vila East Vila North Vutivuti Wahone Euta Kindy Samasama Rainbow Kindy Onesua Kindy Resilla Pre-School & Childcare Reggies Day Care Mataso Seaside Community Kindy Lamenu Kindy Port Vila International Kindy Tanoliu Kindy Grace Baptist Kindy Nawiana Kindy Nalema Kindy Sunae Kindy Unakap Community Nguna Island Tangovawia Kindy Mele NTM (Zion Kindy) Mapua Votlo Wianna Siviri Port-Vila Community Christian Rongdal NTCU Amaro Timaire Siliatae MHKN Kindy Sangava Taloa Apai Teouma AEFJ Annual Statistical Digest_MoET 31
62 10 19 13 14 27 6 11 19 11 10 19 18 20 28 14 31 Magaliliu Sesake Ngala Pikinini Playtime Forestri Nivenue Communiti Kindy Falimorruno MHKN Total ECE Shefa Province Akama Amoro Anabrou Bonkovio Burumba Central Primary Centre Ville Child Care Centre Coconak Ecole Francaise Ekonak Eles Erakor Eratap Ere Eton Fresh Wota english Fresh Wota french Green Hill Hiwelo Ifira Katundaula Kawenu Lagon II/St.
Joseph Lamenu Lausake Lokopue Maganua Makira Malatia Malawia Annual Statistical Digest_MoET 89 10 5 14 36 13 10 7 10 1,796 5 1 9 36 12 6 9 6 1,614 15 6 23 72 25 16 16 16 3,410 Primary Education Mangarongo Manua Matarisu Mataso Melemaat Nalema (Amarana) Naworaone Nikaura Noaiwia Nofo Nottage Pango Port Vila International Roau Sara Senecol Sikembo Sorovanga Ste Jeanne d'Arc Port Vila Suango Susana Takara Tangovawia Tanoliu Tasiriki Tumaropa/Lakalaka Vila No 2 SDA Vila East Vila North Worarana Yevali Ekipe Sea Side Community School Grace Baptist Primary School Lonest (st Jean Marie Vianey Primaire) Fokona SDA Primary Ifira (Frn) Itakuma NTCU Port-Vila Mabfilau Survival Peter Pan International Annual Statistical Digest_MoET Olwie SDA Nulnessa Bethany Community Christian Votlo Port Vila Community Christian Maumau Esnaar Nuakwanabu Primary School Total Primary Shefa Province Burumba Central Secondary Ecole Centre Ville Ecole Francaise Ifira Lycée Louis Antoine de Bougainville Napangasale Nofo Onesua Presbyterian College Port Vila International Sorovanga Vanuatu Institute of Technology Vila North Lycee de Montmartre College de Montmarte Port Quimie Epauto NTCU Port Vila Christian College Ulei Malapoa Tebakor Epi Vanuatu Institute of Teacher's Education (VITE) Total Secondary TOTAL SHEFA 2.7 Tafea
 Province Tafea Province Annual Statistical Digest_MoET 91 112 48 16 19 82 75 77 25 6,908 Secondary Education Early Childhood Education Tafea Province ALM Port Narvin Bethel 2 Day Sprink Dillons Bay Enfitanna Eniu Enkatalei Fetukai Hapina Harbour View Ianawasu Ianmarei Iatap Iatukei Ieruareng Ikakahak Ikurup Imaki Kindy Imanaka Imaru Kindy Irukuan Ishia Kindy Isla Iwinmit Jamin Kamahau 1 Karunanen Kindy Lama Kaun Kindy Lamanaruan Lamapruan Kindy school Lamkail Kindy Lamlu Lamnatou Lapangnuo Lapatua Latun Midle Bush Kindy Latun West Tanna Launarei Lautapunga Kindy Lawithal Annual Statistical Digest_MoET 92 Male Female Total Leaur Lenakel sea side kindy Lenaken Lenang Komuniti Lenasiliang Kindy Letoupam Loanialu Lonaluilu Loono Loukaru Lounabil Lounahunu Lounapayou Lounaula Loupukas Community Lousula Lowanatom Makarah Monuapun Nongariri Nowanagei Port Resolution Saint Pitres Simeona Tomosa Tuhu Umetch Yanavateig Yanumakel Yapilmai Yavenkula Yenouhap Enikis Kindy Dick Comminuty Kindy Tennis Futuna Kindy Sivnu Kindy South River Kindy Port Rausak Kindy Iquaramanu Kindy Inapkasu Kindy Lownapekruan Annual Statistical Digest_MoET 5
Alofa Community christian school Leneai Green Land Imafen Kindy Ipekel Kindi Lowenata Kwansiwi Kindy Entan-Nui Living Wota Kindy Tana wi Kindy Clark Memorial Kindy Lapkit Kindy Waisisi Kasali Ielkis Kindy Blue Water Kindy Ramema Total ECE Tafea Province Analgauhat Day Spring Dillon's Bay Eniou Fetukai Green Hill Ietap Ikiti Imafen Imaki Imanaka Imaru Ipekel Iquaramanu Irumori Isaka Isangel Francais Isangel English Ishia Isla Itaku Iwunmit King's Cross Annual Statistical Digest_MoET Primary Education Kwamera Labongtaoua Lamanaruan Lamapruan Lamenaura Lamkail Lamlu Lamnatou Lapkit Launalang Lautapunga Lenakel Lenaken English Lenaken Francais Loono Louanuialu Loukatai Lounabil Lounahunu Lounapayou Lounapkiko Lousula Lowanatom Manuapen Petros Port Melou Port Narvin Port Patrick Port Resolution Tapisi Tuhu Umej Umponielogi Yapilmai Yenumakel Lowieru Ilvu alam Entan-Vui (Hebron) Ikahakahak Dip Point Latun Enkataley Annual Statistical Digest_MoET Kapalpal Christadelphian Yevenkula Alofa Primary Loukaru (Lounalou) Tafea (Lenakel) Christian Yenavaten
 Kamahau (Karimasanga) Lowenata Enekis Leauer Enam Total Primary Tafea Province Collège de Tafea/ Lycee De Tafea Ienaula Imaki Ipota Junior High School Isangel Kwataparen Lenakel Lowanatom Tafea College Teruja Ishia Secondary School Lowiepeng JS Tafea (Lenakel) Christian Kwamera Junior.S.S Total Secondary TOTAL TAFEA TOTAL VANUATU Source: VEMIS, 2013 Annual Statistical Digest_MoET 96 39 91 23 64 19 56 24 29 89 19 23 4,395 Secondary Education Annual Statistical Digest_MoET 97 Abbreviations ADS BAS EA ECE Annual Statistics Digest Basic Science Internal Assessment Early Childhood Education (Pre-School) EFA Education for All FBEAP Forum Basic Education Action Plan GDP GEN GER GoV GPI IA Gross Domestic Product General Gross Enrolment Ratio Government of Vanuatu Gender Parity Index Internal Assessment LANG Language MAT MDG MoE MQS NER PEO PRQS PSSC PTR SOCS Maths Millennium Development Goals Ministry of Education Minimum Quality Standards Net Enrolment Ratio Provincial Education Office Pacific Register of Qualifications and Standards Pacific Senior Secondary Certificate Pupil Teacher Ratio Social Science SPFSC South Pacific Form Seven Certificate Annual Statistical Digest_MoET 98 SR STR TR Survival Rate Student Teacher Ratio Transition Rate TVET Technical and Vocational Education and Training VEMIS Vanuatu Education Management Information System VERM Vanuatu Education Road Map VESAP Vanuatu Education Support Action Plan 2007 – 2009 VESP VESS VIT VITE Vanuatu Education Support Program Vanuatu Education Sector Strategy 2007 – 2016 Vanuatu Institute of Technology Vanuatu Institute of Teacher Education VNTC Vanuatu National Training Council VRDTCA Vanuatu Rural Development and Training Centre
 Association VSSC Vanuatu Senior Secondary School Certificate Glossary Actual: Where actual data provided by the school head teacher or principal has been provided in VEMIS.
See also Estimated.

Age participation rate: The percentage of enrolments at a specific level for children of a specific age, usually the official age for that level of schooling.

Basic Education Year 1 – Year 8: The MoE defines the basic cycle of education as consisting of Year 1 to Year 8.

Bi-lingual school: A school where students are divided into an English speaking stream and a French speaking stream.
Certified: A teacher is certified if she or he has met the requirements for a formal qualification to teach.

See also Qualified.

Coefficient of efficiency: The ideal (optimal) number of pupil-years required (i.e.

without repetition and dropout) to produce a number of graduates from a given school-cohort for a cycle or level of education Annual Statistical Digest_MoET 99 expressed as a percentage of the actual number of pupil-years spent to produce the same number of graduates.
Dropout rate: Proportion of pupils from a cohort enrolled in a given grade at given school years that are no longer enrolled in the following school year.
Leavers: Students that have enrolled in 2011 and for unknown reasons they left schools in 2012 Dropout: Students that have dropout in 2012 for unknown reasons Absent: Number of students who were absent at 21st March 2012, cut-off date of the VEMIS survey completion Transfer in: Number of students who transferred in a school from another school within the country or from another country.

Transfer out: Number of students who transferred out to another school whether within the country or to another country.
Not attending school regularly: Students that have enrolled in the beginning of 2013 but were not attending school regularly for unspecified reasons Dual language school: A school where students have a set minimum of classroom hours in the English language and the French language.

ECE: Educational programs and strategies for children before they enter Year 1 at age 6 years.

Education Authority: The kind of entity under which the school is registered.
There are four kinds: Government of Vanuatu; Church, Private and Community.

Of these the schools registered under Church management are further categorised as those which receive Government funding and those which do not.

Estimated: Where VEMIS has estimated the response to a question using the previous year’s data.
Gross Enrolment Rate (GER): Total enrolment in ECE, Primary or Secondary education expressed as a percentage of the total population of children who are of the official age group for that level of education.
GIR: Total enrolment in a defined school level (for example Year 1) as a percentage of the total population of children who are of the official age group for that level of education (for example aged 6 years) GPI: The female value for any indicator is divided by the male value to show the gender parity of the indicator with a value of 100 or very close to it indicating gender parity; a value over 100 indicating a difference in favour of females and a value less than 100 a difference in favour of males.
Junior Secondary Year 7 – Year 10: The Moe defines the junior secondary cycle of education as consisting of Annual Statistical Digest_MoET 100 Year 7 to Year 10.

NER: Total enrolment of pupils of the official school age group as a percentage of the total population of children who are official age group for that level of schooling.
NIR: Total enrolment of pupils of the official age in a defined school level (for example Year 1) as a percentage of the total population of children who are of the official age group for that level of education (for example aged 6 years) Primary Education Year 1 – Year 6: The MoE defines the primary cycle of education as consisting of Year 1 to Year 6.

Primary School: The type of school as identified by the registration of the school under the Education Act and as it is commonly known.
Some primary schools, the so called ‘centre schools’ include classes up to Year 8 while others include classes to Year 6.

Promotion rate: Proportion of pupils from a cohort enrolled in a given grade at a given school year who studies in the next grade in the following school year.

Survival rate: Pproportion of a cohort of pupils/students who reached year 6, 8 or 13 expressed as percentage of pupils/students enrolled in the first grade of a given cycle in a given school year.
This indicator is used to show the extent to which the school system can retain pupils, with or without repetition, and indicates the dropout rate.

Province: Vanuatu is divided into six provinces which have provincial administration with some functions decentralised to the province.

Three provinces contain municipal areas: the nation’s capital Port Vila is in Shefa province; Luganville municipality is in Sanma and Lenakel is in Tafea.
Qualified: A teacher is qualified if she or he has met the requirements for a formal tertiary qualification.

See also Certified.

Repeater rate: Total number of pupils who are enrolled in the same grade as in a previous year, expressed as a percentage of the total enrolment to the specified grade.
Student-Textbook ratio: The average number of usable textbooks per pupil/student in primary or secondary level in a given school year Secondary School: The type of school as identified by the registration of the school under the Education Act and as it is commonly known.

Some secondary schools start from Year 7 while others start from Year 11.
Senior Secondary Year 11 – Year 13 (14): The MoE defines the senior secondary cycle of education as consisting of Year 11 to Year 13 in English language schools and Year 11 – Year 14 in some French language schools.

Annual Statistical Digest_MoET 101 VEMIS: The Vanuatu Education Management Information System (VEMIS) includes statistical data from 3 main data sources: the Annual School Survey, the results of Examinations and school financial information from the school cash flow statements.
Bislama: one of the three official languages of Vanuatu (the others being English and French) which is a pigeon English (with some French influence).

Basic education textbooks: These are textbooks used for the instruction of language, general science, mathematics and general studies in Year 1 to Year 6.