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Education System (The following narrative is taken from the 2004 MOE Annual Report) The education system in Marshall Islands is comprised of the following four levels: • Pre-school for children in the age group 3-5. This is through a network of Head Start Program centers and a few public and private kindergarten programs. There are 49 Head Start Centers and 16 schools with Kindergarten programs, 3 public and 13 private. • Compulsory Primary Education for ages 6-14 through public and private schools. Number of Elementary / Primary Schools is 100, 75 public and 25 private. • Secondary education covers the ages of 15-18 through public and private schools. There are 4 public high schools and 13 private high schools. • Post Secondary education and training are conducted primarily through the College of Marshall Islands (CMI) and USP-CMI Joint Education Program. Most of the private schools are affiliated with different churches. The detailed account of schools by area and management including the number of teachers, students by male and female, teacher-student ratios, for the past several years is presented in relevant tables under this chapter. Important Developments underway within the Ministry of Education during 2004: Began the implementation of the US Federal Grant entitled Teacher Quality Enhancement Grant to assist the Ministry of Education to improve and expand its teacher training programs at the College of the Marshall Islands, Brigham Young University, and San Diego State University; and expansion and improvement of the Ministry of Education’s teacher performance monitoring (Teacher Mentoring) program Establishment of the new Kwajalein High School on Ebeye, increasing public secondary school enrollment for School Year 2004-05 Major construction and maintenance works on Majuro and outer island elementary and secondary schools under the newly established Infrastructure and Maintenance Development Program Establishment of the National Vocational Training Institute at the Marshall Island High School, with facilities for skills training at Jaluit and Northern Islands High Schools funded by the Asian Development Bank Skills Loan Project Development and establishment of the Teacher Testing Program to ensure high performance standards of teachers throughout the Marshall Islands Completion of elementary level national curriculum and benchmarks and alignment with national achievement tests (Marshall Islands Standardized Achievement Test and High School Entrance Test) Institutionalization and implementation of the Performance-Based Budget system and successful submission of required quarterly reports to the Joint Economic Management and Fiscal Accountability Committee Improved efforts to disseminate information to the public about education programs and issues to include parents and community members in the decision- making processes of the Ministry of Education 141 Economic Policy, Planning and Statistics Office RMI Statistical Yearbook, 2004 Chapter 4 – Education Establishment of a national kindergarten program, which will be fully implemented in FY05. Status of the Pre-School, Elementary, Secondary Education and Post- Secondary Education Since its establishment in 1986, the Ministry of Education (MOE) has made significant improvements in the development and delivery of education services, including in recent years, the establishment of the following: 1) comprehensive teacher training programs (pre- and in-service) at CMI, Brigham Young University-Hawaii and San Diego State University, and 2) student and teacher monitoring and performance testing programs and initiatives such as the Marshall Islands Student Achievement Test, the High School Entrance Test, and the Teacher Mentoring Program. In early 2004, the Nitijela passed a new law making education mandatory for children ages 4-18. In FY 2005, it is planned that the current Head Start centers will be converted to kindergarten classrooms catering to the 5-year-old population. Furthermore, the MOE is in the finalizing the new elementary school curriculum and benchmarks, which includes curriculum and benchmarks for the new kindergarten classes. A new curriculum for secondary school is now under review. In addition, the MOE is expanding its education service delivery mechanisms to include the establishment of a National Vocational Training Institute located at the Marshall Islands High School, with facilities constructed at Northern Islands High School and Jaluit High School. The establishment of an art and music program is also being planned. In terms of the budget, 2004 proved to be a transitional year for the MOE. Starting in January, the MOE was the first ministry to fully implement and institutionalize the newly mandated Performance-Based Budget System under the Compact of Free Association II as amended. This new budget reporting system required that the MOE revise its budget submission and maintain a performance monitoring system and integrated into one system. As such, each MOE cost output and budget item is linked to the goals and objectives of the MOE. Each quarter, the MOE submits reports on the progress of meeting the stated objectives, and reports how much was expended to meet each of the planned objectives for that quarter. The Performance-Based Budget System has been integral in ensuring that the MOE has a system to monitor and accurately report on budget and program accountability and transparency. In addition, as further stipulated by the Compact, extensive planning for the new Supplemental Education Grant (SEG) was carried out. The SEG is replacing former U.S. federal grant programs previously administered by the various MOE programs and agencies. This resulted in previously U.S. federally funded programs such as Head Start, Workforce Investment Act, and Pacific Vocational Education and Improvement Project to be included in the institutional framework of the MOE. This has required a concerted effort by the MOE to revise its institutional and administrative framework to effectively incorporate these programs. Economic Policy, Planning and Statistics Office 142 Chapter 4 – Education RMI Statistical Yearbook, 2004 Finally, the MOE is working to build greater participation and input by community members and parents in the education process. Through the assistance of the Pacific Resources for Educational Learning (PREL) based in Honolulu, and the MOE Teacher Mentoring Program, much effort has been made to establish and maintain Parent Teacher Cluster groups and Parent Teacher Associations. In addition, the MOE is currently developing guides to assist parents in understanding their role in helping their children excel in school. Also, individual MOE programs, such as Special Education, have included parents in their teacher training sessions to ensure that they understand the roles and responsibilities of teachers. As of January 2004, the MOE officially instituted the Performance Based Budget. Since that time, the MOE has successfully submitted to JEMFAC all the quarterly reports required under the Compact II Fiscal Procedures Agreement (FPA) for FY04. JEMFAC’s main concern about the MOE was the lack of data and statistics to back up progress reports. In response to this concern, the MOE has planned to institute a management information system. In 2004, the primary goals and objectives of the MOE under the Performance Based Budget are as follows: Outcome 1 Increase numbers of early childhood enrollment 5% a Year from Year 2 to Year 5 Outcome 2 Establishment of quality primary education as the national standard for all citizens Outcome 3 Promotion of school attendance by all children between the ages of six to fourteen Outcome 4 Access to quality secondary education as the national standard for all citizens (includes vocational education) Outcome 5 Increased success rate among students entering college (includes vocational education) Each outcome (objective) has a specific set of outputs (activities) and performance indicators that are to be completed and measured each quarter to ensure that there is sufficient progress in meeting each of the stated outcomes. Overall, the MOE has made significant progress in addressing the problems of low student achievement and skills attainment. However, this is a time-consuming process, and many of the benefits of today’s programs and initiatives will be realized five to ten years from now. It becomes important that consistent effort be made to continue strong support for current MOE initiatives and programs to ensure these benefits will come to fruition in the near future. In order for the MOE to reach its objectives, strong national and local support for education is imperative. I. Pre-School Education Head Start and Kindergarten Programs As stated in the Strategic Plan and mandated by the cabinet, the Ministry is establishing a kindergarten program which will eventually provide all 5-year old children an opportunity to attend school. The Head Start program did not have the capacity to 143 Economic Policy, Planning and Statistics Office RMI Statistical Yearbook, 2004 Chapter 4 – Education accommodate the total 5-year-old population. As a result, the Ministry has recognized an educational deficiency in many of the 6-year-old students entering first grade. The Head Start funding comes to an end in FY 2005, and the Ministry will take this opportunity to start a universal kindergarten program. The MOE Kindergarten program will focus on fundamental Mathematics and Language. The Ministry created a taskforce to oversee the transition from Head Start to the MOE kindergarten program. The taskforce is composed of eight members representing the Nitijela, Majuro Local Government, Marshall Islands National Commission for Non- Profit Organizations, Ministry of Health, Public Service Commission, Ministry of Education, Head Start Policy Council, and Head Start Program. The taskforce has met on numerous occasions to review the Ministry’s transition plan for the Head Start personnel. In March of 2004, the Ministry hired a PREL consultant to provide professional development training for Head Start teachers. The kindergarten summer school program was held in June and July and prepared teachers for the transition into the new Kindergarten Program, which will begin in SY 2005-2006. Twenty-five teachers taught 100 five-year-olds for three hours in the morning and then participated in related teacher education activities for three hours each afternoon. The summer school was held at Rita Elementary School on Majuro. An objective of the summer program was to introduce the Kindergarten Curriculum, which is focused on developing oral language and literacy skills. During summer school, teachers learned to use a Language Experience Approach (LEA). Teachers shared inquiry-based experiences with their children, shared the writing of the experience, and spent time helping the children learn how to read what had been written. Teachers used this integrated approach to develop the children’s language and cognitive skills in both Marshallese and English. Teachers were also instructed on assessment tools, classroom management, oral English, math and literacy centers, and interactive writing. II. Elementary/ Primary Education From December 2003 to September 2004, the T&FASEGP grant covered the travel costs of six Teacher Mentors, Curriculum Specialists, and related MOE educational staff to visit 26 rural, outer island schools on Aur, Ailuk, Namdrik, Jabat, Jaluit, Kwajelein, Ujae, Lae, Likiep, Kili and Wotje elementary schools. This accounted for 35% of the total public elementary schools. The purpose of these visits was to evaluate and monitor teacher and student / school performance, and to provide curriculum support services to teachers. The total student enrollment for the schools visited was 2,636, or 32% of the total student population. There are still a significant number of schools that need to be monitored by the Teacher Mentors. It has proven to be a difficult task to visit all the schools in one school year due to several factors. First, there are only eleven Teacher Mentors for 75 public elementary schools, thereby requiring that each Teacher Mentor be responsible for an average of six to seven schools each, spanning three to four atolls/islands each. Logistically, this load has proven difficult for many of the Teacher Mentors because of the remoteness of the islands and limited transportation. Economic Policy, Planning and Statistics Office 144 Chapter 4 – Education RMI Statistical Yearbook, 2004 Scope and sequence documents based on the RMI Standards and Benchmarks for Learning were developed for Grades 1 through 8 in Kajin Majel, English, Mathematics, Science, Social Studies, and Health. The RMI scope and sequence documents are intended to guide teacher planning and instructional activities throughout SY 2004-2005. The essential skills identified are also intended to become the focus of classroom assessment, and to help teachers and schools identify necessary classroom materials. The scope and sequence documents will also guide the Curriculum Specialists/Mentors as they continue to serve schools, teachers, students, and communities throughout the RMI. Before national distribution, Curriculum Specialists/Mentors conducted review sessions to gather teachers’, principals’, and head teachers’ feedback on the appropriateness of draft scope and sequences. During school visits, mentors met with parents to demonstrate learning activities and recommend ways to positively impact their child’s progress. Feedback and samples of student work will be gathered by Curriculum Specialists/Mentors throughout SY 2004-2005 and be used to strengthen and finalize RMI scope and sequences. The following is a summary status of the new curriculum. Subject Complete Under Review 1. Health Grades 1-6 and 8 Grade 7 2. Science All grades N/A 3. Math All grades N/A 4. Social Studies All grades N/A 5. Marshallese Language All grades N/A Arts 6. English All grades except sub-areas Grade 6 Speaking listed under review and Listening Grade 8 Reading An international testing and assessment consultant came to the RMI in March of 2004. During the visit the consultant met with government and community leaders, the MOE leadership team, Teacher Mentors, Assessment/Testing staff, Classroom Teachers, and school leaders to provide insights into the lessons learned from national and state testing in the U.S. The consultant strongly recommended that any RMI national testing be focused on a small number of critical skills that are assessed well and in-depth. This prompted a MOE re-examination of the validity, reliability, and usefulness of existing national testing. Building on the insights gained, this year’s curriculum work helped identify a very limited set of Language Arts and Mathematics benchmarks intended to guide restructuring and improvement of the national MISAT I and II, administered to Grades 3 and 6. Aligning national tests and classroom assessments with core learning benchmarks from the RMI Learning Standards and scope and sequence will, over time, provide clear evidence of the achievement of RMI students. In March, the MOE conducted its Education Week activities, involving schools throughout the RMI. Education Week activities included intramural sports competitions, 145 Economic Policy, Planning and Statistics Office RMI Statistical Yearbook, 2004 Chapter 4 – Education community awareness events, an Education Week parade, radio programs and announcements, speeches by government and traditional dignitaries, and a walk-a-thon. III. Secondary and Vocational Education The Secondary and Vocational Education Bureau (SVEB) was established in January 2004. The new division reflects a renewed effort by the MOE to improve secondary education in the public schools, including vocational and technical education. SVEB is responsible for five public secondary schools and one vocational institute, namely MIHS, JHS, NIHS, KAHS, LHS, and NVTI. In addition to its new responsibilities, the SVEB oversees and manages the implementation of the Pacific Vocational Education Improvement Project (PVEIP). I. Accomplishments of 2004 • June 18th marked the submission of the PVEIP Continuation Application for FY 2004 – 2005 to PREL, to continue funding vocational training activities at the high school level. • From August 5- 6th, the MOE held a retreat for the secondary school administrators and staff. The retreat brought together approximately 70 public and private high school principals and teachers. MOE leaders and Curriculum Specialists/Mentors also took part. There were two primary purposes of the retreat: 1) to share and learn from each others experiences, and 2) to come to a preliminary agreement on a Common Core of Learning for all high school students. • The completion of a new cafeteria for NIHS and two newly renovated classrooms for LHS. • The SY 2003-04 revealed a slight increase of 0.95% in total enrollment (shown in the table below). Kwajalein Atoll High School opened in the SY 2004-05 providing for the first time public secondary opportunities for Ebeye students. School 2002-03 2003-04 Marshall Islands High School (MIHS) 905 792 Jaluit High School (JHS) 327 360 Northern Islands High School (NIHS) 231 298 Laura High School (LHS) 60 146 Kwajalein High School (KAHS) N/A N/A • A Career Awareness Program was implemented at JHS and NIHS. In addition, JHS is continuing to develop its Aquaculture program. A Business Academy is in conceptual development. • During the school year, work-based training activities took place on high school campuses (see chart below). There has been a Teacher Academy at MIHS in place for several years and NIHS introduced a Teacher Academy in SY 2003-2004. Students in this academy spend part of their day observing and assisting in elementary school Economic Policy, Planning and Statistics Office 146 Chapter 4 – Education RMI Statistical Yearbook, 2004 classrooms. MIHS has also added a Health Academy for students, which includes student observation at the hospital. School School Year Summer # of Students MIHS Senior Practicum 65 Teacher Academy 25 Health Academy 30 Construction Unavailable JHS Agriculture 3 Aquaculture 4 NIHS Agriculture 3 Construction 7 Note: PVEIP funds paid stipends for only those students who participated in the senior practicum training at MIHS and stipends for JHS and NIHS students. II. Program Constraints At the school level: • Inefficient tracking system of SVEB purchase requisitions. This contributes to an untimely receipt of requested supplies • Inadequate curriculum materials and textbooks • Longstanding personnel vacancies • Staff accommodations at JHS & NIHS are in a need of major repair • Lack of regular transport services for school supplies and vocational training materials to the schools • In-coming 9th graders continue to have poor academic preparation for the secondary school At the administrative level: • Lack of support staff at the Secondary & Vocational Education (SVEB) office to meet the needs and requests of the schools III. Future Plans At the school level: • JHS & NIHS plan to implement the Teacher’s Academy during SY 04-05 At the administrative level: • Plan /Organize and hire a consultant to facilitate and support the following: 1. Follow-up sessions/workshops to build on the initial Secondary School Retreat, including input from all public high school teachers in order to reach agreement on a Common Core of Learning for all secondary schools, and directly link the offerings of high school academies with the core knowledge and skills. 2. An assessment and evaluation workshop for secondary school teachers and counselors/school administrators. 147 Economic Policy, Planning and Statistics Office RMI Statistical Yearbook, 2004 Chapter 4 – Education National Vocational Training Institute The National Vocational Training Institute (NVTI) is still in a development stage. With the assistance of the ADB/Education Loan Project, the Work Investment Act (WIA), and the National Training Council (NTC), the Institute is a three tiered system aimed at vocational and skills training in the RMI. The first tier is directed towards those students that for whatever reason were not admitted to high school. The emphasis on this training is Math and English skills along with basic computer training. The ADB/Education Loan Project has completed a five classroom building on the MIHS campus as well as completing the Tier I curriculum. Equipment, books, and supplies were also purchased using ADB Project funds. WIA provided funds for four instructors and one WorldTeach volunteer was selected to teach computer skills. Classes began in January of 2004 with 94 students enrolled. In June 2004, WIA provided an additional year’s salaries for four teachers. The second tier is for students who completed the first tier and those who have attended, but not completed high school, and are not eligible for reentry. The emphasis will be on English and Math with advanced computer training. The ADB Project has provided funds for the renovation of the MIHS cafeteria, which will be completed in early FY 2005 and used for Teir II students. The ADB Project also engaged a Tier II curriculum development consultant in September 2004. The object of the program is to award a GED to graduating students. The third tier is for high school or GED graduates. This program is multi-faceted, aimed at training students in specific skills or vocations. Included will be skills and vocational programs offered by CMI, USP, overseas colleges and schools, local non-traditional organizations, and local apprenticeship programs. All programs under the third tier must by certified and monitored by NTC. Programs chosen for this tier will be based on the NTC Labor Survey Report results. Tier I and Tier II are aimed at training students to be trainable. Actual applied vocational and skills studies will take place in Tier III. Standard of Education From April to May, the MOE conducted its annual High School Entrance Test. The purpose of this test is to determine which 8th grade students are eligible to enter one of the five public high schools. The T&FASEGP grant funded the travel of eleven Teacher Mentors, Curriculum Specialists, and MOE officials to conduct the test on the outer islands. Other funding was provided by through the Compact. In total, 1,276 8th grade students (public and private) took the exam. The overall results of the test were lower than last year’s scores, but the trend over the past fives years shows a slight increase in scores. As the average scores decreased proportionally across both the public and private schools, it can be assumed that the lower scores are related to changes in format and tighter administrative controls of the 03/04 test. The low test scores have made many MOE officials and administrators re-assess the MOE’s testing policies and criteria for entrance into the public high school. MOE officials are concerned about the significant number of students scoring below the 40% and have begun to increase capacity amongst public elementary school teachers. Economic Policy, Planning and Statistics Office 148 Chapter 4 – Education RMI Statistical Yearbook, 2004 University of South Pacific Established in 1968, the University of the South Pacific (USP) is a regional university with 12 member countries across the Pacific region. USP has three campuses (Suva, Fiji; Port Vila, Vanuatu; and Apia, Samoa) and 14 USP Centers in the Cook Islands, Fiji, Kiribati, Marshall Islands, Nauru, Nuie, Samoa, Solomon Islands, Tokelau, Tonga, Tuvalu and Vanuatu. Each Campus and Center house satellite dishes, technology and infrastructure needed to deliver distance education programming to disparate populations over a large geographical area. The Government of the Republic of the Marshall Islands became a full member of the University in 1990. The USP Marshall Islands Center was established in 1993. The Minister in Assistance sits on the University Council (Board of Regents). The Center Director reports directly to the Vice-Chancellor through the Director of Distance and Flexible Learning based in Fiji, who manages and supports University Centers in the region. The Center Advisory Committee, currently chaired by the Minister in Assistance, comprises members of the education and general community Service Area and levels of Service The USP Center in Marshall Islands provides degree, diploma (AS degrees), vocational certificates and post-graduate programs through both distance education (DEL) and on site (face- to- face) courses to all eligible students throughout the Marshall Islands. Since January 2000, Majuro students have had access to face-to-face instruction from lecturers and instructors via live video through USPNET, the communications network of the University. In 2004, 150 students were enrolled at the USP Center in the following levels and programs: Continuing Education Certificate Programs: Early Childhood Education (24), Disabilities Studies (1) Community Workers Certificate (5) Vocational Certificate Programs: Law (7), Library and Information Studies (4) Foundation Certificates Science (3) Social Science (3) Degree Level Certificate Programs: Management Studies (12), Youth in Development (1) Computing Studies (1) Geographical Information Systems (7) Degree Level Diploma Programs: Early Childhood Education (20), Management and Public Administration (12), Educational Administration (1), Accounting (4) Diploma in Geographical Information Systems (1) 149 Economic Policy, Planning and Statistics Office RMI Statistical Yearbook, 2004 Chapter 4 – Education Diploma in Library Information Studies (3) Baccalaureate Programs: LL.B (Law) (8), BD Early Childhood Education (12), B.ED Primary (4) B.ED Secondary (2) BA Education (1) BA Economics (1) BA Sociology (1) BA History Politics (1) BA Population Studies and Demography (1) BA Accounting (1) BA Business Studies (1) Postgraduate Programs: Post Graduate Diploma in Legal Drafting (2) M.ED (8) MASTER OF LAWS (1) Graduates In 2004, graduates are expected from the following USP programs: Certificate in Early Childhood Education (10), Certificate in Management (3), Certificate in Law (3), Certificate in Library and Information Studies (2), Certificate in Geographical Information Systems (3), Diploma in Early Childhood Education (4), Diploma in Management (2), BA Geography Education (1), BA Management and Public Administration (2) and LLB (1). RMI-USP Joint Education Program The RMI-USP Joint Education Program was established at the request of the RMI government in 1996 to prepare indigenous Marshallese students for the vigorous demands of tertiary education. As a partnership in education between the Republic of the Marshall Islands and the University of the South Pacific (USP), the two-year program prepares Marshallese students for entry to tertiary (degree, diploma and certificate) studies at any university. Admission is granted into Preliminary studies to those students who have passed grade 11 with a 2.0 GPA. The USP Preliminary Program (equivalent to grade 12) provides the academic preparation for entry into the second year of the program, which comprises nine of USP Foundation courses. Students can opt for either the Science or the Social Science Streams. Students are required to take Mathematics and English and, commencing in 2005, students will be able to enroll in Information Systems and Computer Science at the Preliminary and Foundation levels. Students enrolled at RMI-USP receive the support and full involvement of a professional campus staff. The two-year program is intensive and rigorous. Between 1996 and 2003, one hundred and four students have successfully completed the Foundation Program. To date fourteen have graduated with Diplomas or BA degrees and two students have completed Masters Degrees. Forty-four RMI-USP graduates are currently enrolled in degree-level academic programs. College of Marshall Islands The College of the Marshall Islands, popularly known as CMI, is an autonomous institution offering two years associate degree courses in various programs. Historically, Economic Policy, Planning and Statistics Office 150 Chapter 4 – Education RMI Statistical Yearbook, 2004 this college came into being officially when the Board of Regents of the Community College of Micronesia (CCM) issued its charter on 10 October 1989, designating it as the College of Micronesia-Majuro. Two years later, in January 1991, it was given its present name and was accredited by the Accrediting Commission for Community and Junior Colleges. In April 1993, the college became an independent entity with its own Board of Regents and was chartered to serve as the post-secondary institution for RMI. In 1996, a branch of the college was established at Guegeegue Island on Kwajalein Atoll, replacing an earlier extension center. Due to renovation and rebuilding, academic programs at the Kwajalein campus have been suspended and students from the Guegeegue campus are continuing their studies at the main campus at Majuro. Courses of Studies Prior to academic year 2002-03, there were 9 programs leading to Associate Degree of Arts/Science. These programs were: Nursing, Computer Science, Business Management, Management, Office Administration, Elementary Education, Engineering (Architecture), Accounts and Liberal arts. But due to a reorganization of programs and restructuring courses, three independent courses of Computer Science, Accounting and Business Management have been integrated into one called Business and Computer Science Associate Degree. Five Associate Degree programs, Office Administration, Management, Accounting, Computer Science and Engineering were discontinued from 2002-03. Thus the college now provides instructions in four programs, Liberal Arts, Business and Computer Science, Elementary Education, and Nursing. In addition to these accredited regular courses, CMI provides community education courses and services that respond to local needs for lifelong learning. It offers Adult and Continuing Education, which includes preparation for the General Education Development (GED) Diploma or the RMI Adult High School (AHS) Diploma. For working individuals and for those wishing to improve and enrich themselves as part of a lifelong process, community continuing education courses are arranged in the evenings and on Saturdays. CMI also runs technical training programs specifically designed to qualify students for employment in areas of critical need to the country. These programs lead to certificates in Business Studies, Accounting, Computer Science and Counseling. The students are prepared for entry-level positions in the area of business, or for those already working, their skills are upgraded. Many of CMI’s students enter the College as developmental level students, some going on to eventually achieving an Associate’s degree. Most students who enter as credit level students do obtain their Associate’s degree within two to four years of their initial matriculation. C.A.R.E. Program Under the US federally-funded 21st Century Community Learning Center Program, the 21st Century After-school Recreation and Education (CARE) project was established by the US Congress to provide after-school programs for high need rural and inner-city public schools that have demonstrated low academic achievement, high juvenile delinquency, and high rates of substance abuse. These after-school programs provide 151 Economic Policy, Planning and Statistics Office RMI Statistical Yearbook, 2004 Chapter 4 – Education students with safe, healthy, and educational after-school activities and social services to assist the students in their personal and academic progress In 2003-04, the CARE Program provided after-school activities in eight schools on Majuro Atoll. These schools were Laura, Uliga, Rita, Rairok, Delap, Ajeltake, Woja Elementary Schools and Majuro Middle School. In total, over 600 students and 96 staff members participated in the program. Staff members were composed of teachers, teacher volunteers (JOCV, WorldTeach and Dartmouth), college students, parents, and other community members. The following activities and services were provided: 1) information and communication technology training and related activities, 2) counseling and academic tutorials, 3) music, 4) nutrition program, and 5) after-school sports activities. Other activities included a Majuro-wide spelling bee. Counseling activities concentrated on providing students with information on suicide, alcohol abuse, and life skills. In addition, the CARE program collaborated with the College of the Marshall Islands and the First Lady’s Read Aloud Program to provide additional after-school activities and events for the students. Services of the Foreign Volunteers The Japan Overseas Cooperation Volunteer (JOCV) Program was established in the RMI in 1991. Since this time, over 100 volunteers from various fields have been employed in different sectors of the RMI, particularly in healthcare and education (public and private). In the field of education, JOCV has focused on Mathematics at the elementary level, and Mathematics and Science at the secondary level. In the 2003-04, there were 22 JOCV teacher volunteers in 12 public schools and 2 private schools. One JOCV Volunteer is working at the MOE as a counterpart to the Mathematics Curriculum Specialist and Teacher Mentor, and as a Teacher Mentor to some of the schools in the outer-islands. The Dartmouth Volunteer Program started in 2000. In SY 2004-2005, twenty-five Dartmouth College Volunteers worked in the RMI; eleven volunteers taught English at Kili, Ejit, Enewetak and Wotje Elementary schools. Twelve volunteers taught English, Math, and History at Northern Islands High School, Laura High School and Marshall Island High School. One volunteer taught sign language to deaf students and their parents. Dartmouth volunteers were involved in extra-curricular events including; play production, chess club, athletics, and arts. WorldTeach is a non-profit organization affiliated with Harvard University that sends volunteer teachers to countries throughout the world. Operating under a 3-year Memorandum of Understanding with the RMI government, the organization recruits, screens and trains volunteer teachers to work in schools throughout the RMI. WorldTeach oversees the management of the volunteers throughout the year working closely with the MOE to ensure that teachers provide quality instruction to RMI students. The WorldTeach program completed its second year of operation in the RMI in June 2004. For the 2003-2004 academic year, the program placed 25 volunteer teachers in 21 schools on Majuro and the outer islands (see chart). The program began its third year by welcoming 29 volunteers to the RMI in July 2004, expanding to several new atolls. Economic Policy, Planning and Statistics Office 152 Chapter 4 – Education RMI Statistical Yearbook, 2004 National Training Council The NTC was established in the early 1990s to address the growing need for skilled Marshallese labor in the public and private sectors, to lessen RMI dependency on foreign labor, and to address the growing unemployment rate of unskilled Marshallese. The NTC is a government organization under the jurisdiction of the MOE, and is mandated to oversee all vocational training providers in the RMI. The NTC is staffed with three full-time Marshallese employees: a Director, a Fiscal Officer, and a Senior Trade Testing Officer. The Director manages and directs the activities of the NTC approved by the Council. The Fiscal Officer’s roles and responsibilities include administering all functions of the administration, overseeing the budget of NTC, and working closely with the Director to help move the activities of the NTC. The Senior Trade Testing Officer has been transferred to Assistant Secretary of Property at the MOE. 2004 Education Infrastructure Project Highlights Rita Elementary School Phase I: After initial problems with the foundations failing to compact the project has been running smoothly. Workmanship is very good and there are no contractual problems. The contractor’s supplier shipped the wrong specification timber for the roof trusses and purlins and it was rejected. The amount certified to date is $362,635 which represents about 33% of the contract’s value. Completion is anticipated during the school’s 2005 summer recess. Laura High School Phase I: Mobilization took place and excavation commenced when a land dispute arose resulting in the legal plan boundary being ruled invalid making it impossible to fit the new buildings on the site. A new site was found and the project has recommenced. The amount certified to date is $79,263. The contractor is being very cooperative. Laura Elementary School : This project was intended to rehabilitate existing classrooms but the building’s fabric was found to be unsafe and the project was modified to conversion of a large space in an adjacent building into 8 classrooms. The 8 classrooms are scheduled for handover on the 10th January 2005. The project also included rehabilitation of the Delap Elementary School’s Kindergarten which was handed over for occupation in October. The amount certified to date is $152,050 and only external repairs and some painting are required, making the project 95% complete. Workmanship on this project is excellent and there are no contractual problems. Jaluit High School Phase I: The scope of this contract, with the agreement of the ministry, was reduced and some $2,000,000 of funding now has to be reallocated. Only two bids were received and the Letter of Acceptance was issued on the 25th November 2004. The other bidder subsequently made a protest and the RMI Bid Committee met again to consider the protest; this resulted in a reconfirmation of their original decision. The project is currently on hold until the protest has been finally dealt with. Jaluit HS Kitchen Renovation: The Letter of Acceptance was issued on the 25th November 2004 and the contractor is currently mobilizing. 153 Economic Policy, Planning and Statistics Office RMI Statistical Yearbook, 2004 Chapter 4 – Education Education Maintenance I: The Letter of Acceptance was issued on the 25th November 2004 and the contractor is currently mobilizing. Marshall Islands High School Phase I: This contract is currently out to bid. Northern Islands High School Phase I: This project is ready to go out to bid. Economic Policy, Planning and Statistics Office 154 Chapter 4 – Education RMI Statistical Yearbook, 2004 Table 4.1 No. of Preschool/Kindergarten Schools by Management in Atolls: 2003-04 Public Schools Private Schools Atoll Name of No. of Students No. of Students School Boys Girls Total Boys Girls Total Arno Longar 1 0 1 Kwajalein Ebeye 71 32 103 Calvary, Ebeye 3 13 16 Jebro Kabua 11 11 22 SDA, Ebeye 16 19 35 Queen of Peace 9 13 22 Total 72 32 104 39 56 95 Majuro Assumption 20 23 43 Calvary, Delap 3 0 3 SDA, Delap 22 16 38 SDA, Laura 10 4 14 Calvary, Laura 1 1 2 Laura Protestant 0 0 0 Laura Christian Academy 3 2 5 Majuro Coop 30 23 53 Majuro Baptist 27 27 54 Rita Christian 17 19 36 Total 133 115 248 Maloelap Ollet 1 3 4 Grand Total 73 35 108 172 171 343 Italicized schools have not reported 2003-04 enrollment data; hence, corresponding figures are for 2002-03 school year. Source: Ministry of Education and Baptist School, Majuro Table 4.2 Number of Schools and Teachers by area under Head Start Program in RMI: 1994-95 to 2003-04 Item 1994-95 1999-00 2000-01 2001-02 2002-03 2003-04 Number of Schools: Majuro 5 6 6 6 6 6 Kwajalein 3 3 3 3 3 3 Outer Islands 32 36 38 38 40 40 Total 40 45 47 47 49 49 Number of Teachers: Male … … 50 46 48 57 Female … … 76 71 75 78 Total … … 126 117 123 135 No. of Students 1,200 1,200 1,212 1,241 1,260 1,215 Teacher: School Ratio … … 2.7 2.5 2.5 2.8 Students: Teacher Ratio … … 9.6 10.6 10.24 9.0 ... Figures not available Source: Director Head Start Program RMI, Majuro Figure 4.1 Number of Head Start Schools in RMI: 1994-2004 47 47 49 49 45 50 40 s 40 ool c h 30 . of s 20 o N 10 0 1994-95 1999-00 2000-01 2001-02 2002-03 2003-04 Years 155 Economic Policy, Planning and Statistics Office RMI Statistical Yearbook, 2004 Chapter 4 – Education Table 4.3 Number of Students by Sex and Area under Head Start Program in RMI: 1994-95 to 2003-04 No. of 1994-95 1999-2000 2000-01 2001-02 2002-03 2003-04 Students Boys Girls Total Boys Girls Total Boys Girls Total Boys Girls Total Boys Girls Total Boys Girls Total Majuro: 3Years 13 9 22 11 18 29 2 3 5 5 4 9 3 4 7 6 4 10 4 Years 67 22 129 54 57 111 38 63 101 39 47 86 38 43 81 48 42 90 5 Years 95 74 169 89 109 198 155 121 276 169 147 316 163 132 295 161 164 325 Total 175 145 320 154 184 338 195 187 382 213 198 411 204 179 383 215 210 425 Kwajalein: 3 Years 0 0 0 0 0 0 0 0 0 0 1 1 0 0 0 0 0 0 4 Years 27 28 55 35 40 75 48 59 107 21 35 56 15 13 28 23 17 40 5 Years 100 105 205 107 112 219 75 62 137 118 79 197 108 121 229 76 84 160 Total 127 133 260 142 152 294 123 121 244 139 115 254 123 134 257 99 101 200 Outer Islands: 3 Years 40 25 65 31 19 50 21 26 47 32 25 57 21 19 40 24 19 43 4 Years 110 105 215 96 83 179 99 119 218 108 146 254 118 97 215 84 97 181 5 Years 155 106 261 182 159 341 191 130 321 145 120 265 200 165 365 176 191 367 Total 305 236 541 309 261 570 311 275 586 285 291 576 339 281 620 284 307 591 Grand Total 607 514 1,121 605 597 1,202 629 583 1,212 637 604 1,241 666 594 1,260 598 618 1,216 Source: Director Head Start Program RMI, Majuro Fi gure 4.1 Number of He ad Start School s i n RMI: 1994-2004 47 47 49 49 45 50 40 s 40 ool h 30 s c . of 20 o N 10 0 1994-95 1999-00 2000-01 2001-02 2002-03 2003-04 Ye ars Figure 4.2 Number of He ad Start School s in O ute r Islands: 1994-2004 40 38 40 36 38 40 32 35 s 30 ool 25 c h 20 S 15 . of o N 10 5 0 1994-95 1999-00 2000-01 2001-02 2002-03 2003-04 Ye ars Economic Policy, Planning and Statistics Office 156 Chapter 4 – Education RMI Statistical Yearbook, 2004 Table 4.4 Coverage of students under Head Start by age and area: 2003-04 Area Age 3 Age4 Age5 Age 3-5 Total % Total % Total % Total % Pop Enrolled coverage Pop Enrolled coverage Pop Enrolled coverage Pop Enrolled coverage Majuro 650 10 1.5 621 90 14.5 609 325 53.4 1880 425 22.6 Ebeye 272 0 0.0 290 40 13.8 236 160 67.8 798 200 25.1 Outer Is. 523 43 8.2 571 181 31.7 530 367 69.2 1624 591 36.4 Total 1,445 53 3.7 1,482 311 21.0 1,375 852 62.0 4,302 1,216 28.3 Note: The enrollment has been almost stagnant at 1,200 every year and we take the same population, the coverage rates will remain at almost same level. Source. Head Start and Census 1999 Table 4.4a Coverage of students under Head Start by age and area: 2002-03 Area Age 3 Age4 Age5 Age 3-5 Total % Total % Total % Total % Pop Enrolled coverage Pop Enrolled coverage Pop Enrolled coverage Pop Enrolled coverage Majuro 650 7 1.1 621 76 12.2 609 295 48.4 1880 378 20.1 Ebeye 272 0 0.0 290 28 9.7 236 203 86.0 798 231 28.9 Outer Is. 523 35 6.7 571 191 33.5 530 365 68.9 1624 591 36.4 Total 1,445 42 2.9 1,482 295 19.9 1,375 863 62.8 4,302 1,200 27.9 Note: The enrollment has been almost stagnant at 1,200 every year and we take the same population, the coverage rates will remain at almost same level. Source. Head Start and Census 1999 Table 4.5 Expenditure Under Head Start Program in RMI: FY1999-00 to FY2003-04 Salaries/ Refreshment/ Health & All Rest Total FY Administration Food Related Expenditure 2000 1,523,471 307,200 5,000 759,932 2,595,603 2001 1,609,562 307,200 12,000 1,004,649 2,933,411 2002 1,786,407 403,200 8,922 964,416 3,162,945 2003 1,788,752 357,840 15,000 969,544 3,131,136 2004 1,974,011 378,000 15,000 959,907 3,326,918 Source: Director, Head Start Program Figure 4.4 Expenditure Under Head Start Program: FY2000-FY2004 s 3,500,000 llar 3,000,000 2,500,000 2,000,000 1,500,000 1,000,000 penditure in US Do 500,000 Ex 0 2000 2001 2002 2003 2004 Years 157 Economic Policy, Planning and Statistics Office RMI Statistical Yearbook, 2004 Chapter 4 – Education Table 4.6 Number of Primary Schools by Area in RMI: 1990-91, 1995-96 and 2000-01 to 2003-04 1990-91 1995-96 2000-01 2002-03 2003-04 Area No. Percent No. Percent No. Percent No. Percent No. Percent Majuro 16 16.7 19 18.4 19 18.6 19 19.2 19 19.0 Ebeye 6 6.2 6 5.8 7 6.9 6 6.1 9 9.0 All others 74 77.1 78 75.8 76 75.5 74 74.7 72 72.0 Total 96 100.0 103 100.0 102 100.0 99 100.0 100 100.00 Source: Ministry of Education, RMI Fi gure 4.5 Share of Primary Schools by Figure 4.6 Share of Primary Schools by Are a: 1990-91 Are a: 1995-96 Majuro Majuro 17% 18% Ebeye Ebeye 6% 6% All others All others 76% 77% Fi gure 4.7 Share of Primary Schools by Figure 4.8 Share of Pri mary School s by Are a: 2002-03 Are a: 2000-01 Majuro Majuro 18% 19% Ebeye Ebeye 6% 6% All others All ot hers 76% 75% Figure 4.8 Share of Primary Schools by Area: 2003-04 Majuro 19% Ebeye 9% All others 72% Economic Policy, Planning and Statistics Office 158 Chapter 4 – Education RMI Statistical Yearbook, 2004 Table 4.7 Public and Private Primary Schools, Teachers and Students in Different Atolls: 2003-04 Public Private Atoll Students Students Schools Teachers Schools Teachers Boys Girls Total Boys Girls Total Ailinglaplap 8 36 230 206 436 3 14 33 38 71 Ailuk 2 10 55 57 112 1 4 21 19 40 Arno 10 32 261 245 506 2 8 69 65 134 Aur 2 14 59 75 134 0 0 0 0 0 Ebon 3 15 109 92 201 0 0 0 0 0 Enewetak 1 9 83 75 158 0 0 0 0 0 Jabat 1 5 13 11 24 0 0 0 0 0 Jaluit 7 28 170 138 308 2 8 50 50 100 Kili 2 11 107 69 176 0 0 0 0 0 Kwajalein 4 58 622 521 1,143 5 66 520 553 1,073 Lae 1 6 52 51 103 0 0 0 0 0 Lib 1 4 21 26 47 0 0 0 0 0 Likiep 3 14 93 67 160 0 0 0 0 0 Majuro 8 155 1,674 1,509 3,183 11 88 622 676 1,298 Maloelap 5 22 88 91 179 0 0 0 0 0 Mejit 1 11 46 48 94 0 0 0 0 0 Mili 5 20 131 129 260 0 0 0 0 0 Namdrik 1 9 94 83 177 0 0 0 0 0 Namu 4 15 111 112 223 0 0 0 0 0 Ronglap 1 10 60 47 107 0 0 0 0 0 Ujae 1 7 64 69 133 0 0 0 0 0 Utrik 1 8 48 59 107 0 0 0 0 0 Wotje 2 9 115 89 204 0 0 0 0 0 Wotho 1 3 17 17 34 1 4 33 33 66 Total 75 511 4,323 3,886 8,209 25 192 1,348 1,434 2,782 Atolls with schools pending 2003-04 school year data have been italicized. Enrollment data for SY2002-03 were applied in these cases. Source: Ministry of Education Table 4.8 Student-Teacher Ratio in Primary and Secondary Schools by Area in RMI: 1991-91, 1995-96 and 2001-01 to 2003-04 1990-91 1995-96 2000-01 2002-03 2003-04* Area Primary Secondary Primary Secondary Primary Secondary Primary Secondary Primary Secondary Majuro 25.7 13.3 19.8 17.6 18.2 16.4 19.0 14.4 17.8 14.1 Ebeye 18.7 18.2 25.3 13.4 16.0 18.5 20.2 16.6 18.4 16.9 All Others 20.0 10.9 19.7 13.7 16.9 21.2 12.2 15.3 11.1 18.3 Total 21.6 13.7 20.6 15.9 17.2 17.7 15.6 15.1 14.4 15.4 *There are schools still pending SY2003-04 data. SY2002-03 data were applied in these cases. Source: Ministry of Education 159 Economic Policy, Planning and Statistics Office RMI Statistical Yearbook, 2004 Chapter 4 – Education Table 4.9 Teacher-School and Teacher-Student Ratios in Primary Schools by Type of Management in RMI: 1990-91, 1995-96 and 2000-01 to 2003-04 Public Schools Private Schools Teacher- Student- Teacher- Student- Year No. of No. of No. of School Teacher No. of No. of No. of School Teacher Schools Teachers Students Ratio Ratio Schools Teachers Students Ratio Ratio 1990-91 74 360 8,260 4.86 22.94 20 150 2,614 7.50 17.43 1995-96 76 457 9,719 6.01 21.27 27 189 3,581 7.00 18.95 2000-01 77 456 8,384 5.92 18.39 25 205 3,001 8.20 14.64 2002-03 75 537 8,166 7.16 15.21 25 169 2,806 6.76 16.60 2003-04* 75 570 8,171 7.60 14.34 25 189 2,783 7.56 14.72 *There are schools still pending SY2003-04 data. SY2002-03 data were applied in these cases. Source: Ministry of Education Table 4.10 Gross Enrollment Ratios for Primary and Secondary Schools: 2000-01 to 2003-04 Year Primary Schools Secondary Schools Pry. And Secondary 2000-01 102.0 50.3 84.7 2001-02 98.8 48.3 81.2 2002-03 101.6 51.9 84.0 2003-04 91.8 43.8 73.2 Calculations based on the population as per 1999 census. Source: Ministry of Education/EPPSO Fi gure 4.9 Gross Enroll me nt Ratios: 2000-2004 84.7 81.2 84.0 73.2 Pry. And Secondary 50.3 48.3 51.9 43.8 Secondary Schools 102.0 98.8 101.6 91.8 Primary Schools 0.0 50.0 100.0 150.0 200.0 250.0 300.0 350.0 400.0 450.0 2000-01 2001-02 2002-03 2003-04 Economic Policy, Planning and Statistics Office 160 Chapter 4 – Education RMI Statistical Yearbook, 2004 Table 4.11 No. of Students in Primary Schools in RMI by Area: 1995-96 and 2000-01 to 2003-04. Area 1995-96 2000-01 2002-03 2003-04* No. Percent No. Percent No. Percent No. Percent Majuro 4,999 38 4,578 40 4,453 41 4,452 41 Ebeye 2,531 19 2,257 20 2,220 20 2,186 20 All others 5,770 43 4,550 40 4,299 39 4,316 39 Total 13,300 100 11,385 100 10,972 100 10,954 100 *There are schools still pending SY2003-04 data. SY2002-03 data were applied in these cases. Source: Ministry of Education Fi gure 4.10 Students Enroll ed i n Primary Schools By Are a 1995-96 and 2000-01 to 2003-04 7,000 t s 6,000 en d 5,000 Majuro t u 4,000 f S Ebeye 3,000 er o Others 2,000 b m 1,000 u N 0 1995-96 2000-01 2002-03 2003-04 Ye ar Table 4.12 No. of Teachers in Primary Schools by Area in RMI: 1995-96 and 2000-01 to 2003-04 1995-96 2000-01 2002-03 2003-04* Area No. Percent No. Percent No. Percent No. Percent Majuro 253 39.2 251 38.0 234 34.8 250 32.9 Ebeye 100 15.5 141 21.3 110 16.4 119 15.7 All Others 293 45.3 269 40.7 328 48.8 390 51.4 Total 646 100.0 661 100.0 672 100.0 759 100.0 *There are schools still pending SY2003-04 data. SY2002-03 data were applied in these cases. Source: Ministry of Education Fi gure 4.11 Teachers i n Pri mary School s By Are a: 1995-96 and 2000-01 to 2003-04 500 390 328 r s 400 e 293 h 269 Majuro ac 300 253 e 250 Ebeye T 251 200 141 234 . of Ot hers 100 110 119 o 100 N 0 1995-96 2000-01 2002-03 2003-04 Ye ar 161 Economic Policy, Planning and Statistics Office RMI Statistical Yearbook, 2004 Chapter 4 – Education Table 4.13 RMI Pacific Islands Literacy Level (Grade 4) Percent Students 'At Risk': 1994-2002. Subject 1994 1995 1996 1997 1998 1999 2002 English 74 70 72 65 69 72 57 Marshallese 72 61 63 68 76 66 49 Numeracy 51 54 52 53 66 75 73 * This Test could not be administered during 2000 and 2001 Source: Ministry of Education . Fi gure 4.12 Grade 4 Te st: Stude nts 'At Ri sk': 1994-2002 English Marshallese Numeracy 80 70 t 60 en d 50 t u 40 t S n 30 e rce 20 P 10 0 1994 1995 1996 1997 1998 1999 2002 Ye ar Table 4.14 RMI Pacific Islands Literacy Levels (Grade 4), Percent of Boys and Girls 'At Risk': 1994 and 2002 Subject 1994 2002 Boys Girls Boys Girls English 74.7 71.1 61.2 53.0 Marshallese 76.1 67.7 51.8 45.1 Numeracy 52.8 48.3 73.8 72.6 Source: Ministry of Education Girls were better placed than the boys in all the three subjects they were tested at grade 4 Economic Policy, Planning and Statistics Office 162 Chapter 4 – Education RMI Statistical Yearbook, 2004 Table 4.15 Public and Private Secondary Schools, Teachers and Students in Different Atolls: 2003-04 Public Private Atoll Students Students Schools Teachers Schools Teachers Boys Girls Total Boys Girls Total Ailinglaplap 0 0 0 0 0 1 4 41 40 81 Jaluit 1 21 180 165 345 0 0 0 0 0 Kwajalein 0 0 0 0 0 5 42 326 383 709 Majuro 1 52 432 424 856 7 74 453 465 918 Wotje 1 14 140 147 287 0 0 0 0 0 Total 3 87 720 725 1,445 13 120 820 888 1,708 Note: Atolls with schools pending 2003-04 school year data have been italicized. Enrollment data for SY2002-03 were used in these cases. Source: Ministry of Education Table 4.16 RMI Pacific Islands Literacy Levels (Grade 4) percent 'At Risk', Public and Private Schools: 1998-2003 1994 2002 Subject Private Private Public Schools Schools Public Schools Schools English 83 45 64 34 Marshallese 74 61 50 44 Numeracy 57 30 80 50 Source: Ministry of Education Table 4.17 Number of Secondary Schools by Area in RMI: 1990-91, 1995-96, 2000-01 - 2003-04 Area 1990-91 1995-96 2000-01 2002-03 2003-04 No. Percent No. Percent No. Percent No. Percent No. Percent Majuro 5 62.5 7 53.8 8 50.0 8 50.0 8 50.0 Ebeye 2 25.0 3 23.1 5 31.3 5 31.3 5 31.3 All others 1 12.5 3 23.1 3 18.7 3 18.7 3 18.8 Total 8 100.0 13 100.0 16 100.0 16 100.0 16 100.0 Source: Ministry of Education Table 4.18 Teacher-School Ratios in Primary and Secondary Schools by Area in RMI: 1990-91, 1995-96, 2000-01 - 2003-04 Area 1990-91 1995-96 2000-01 2002-03 2003-04* Primary Secondary Primary Secondary Primary Secondary Primary Secondary Primary Secondary Majuro 10.5 22.2 12.3 13.0 13.2 10.9 12.3 15.0 13.2 15.8 Ebeye 16.3 9.5 16.7 12.7 20.1 6.6 16.7 8.6 13.2 8.4 All Others 3.2 17.0 3.8 7.7 3.5 10.0 5.0 13.0 5.4 13.0 Total 5.2 18.4 6.3 11.7 6.5 9.5 7.1 12.6 7.6 12.9 *There are schools still pending SY2003-04 data. SY2002-03 data were applied in these cases. Ratio = No. of Teachers divided by No. of Schools Source: Ministry of Education 163 Economic Policy, Planning and Statistics Office RMI Statistical Yearbook, 2004 Chapter 4 – Education Table 4.19 Teacher-School and Teacher-Student Ratios in Secondary Schools by Type of Management in RMI: 1990-91, 1995-96 and 2000-01 to 2003 - 2004. Public Schools Private Schools Teacher- Student- Teacher- Student- Year No. of No. of No. of School Teacher No. of No. of No. of School Teacher schools teachers students Ratio Ratio schools teachers students Ratio Ratio 1990-91 2 63 867 31.5 13.8 6 84 1,143 14.0 13.6 1995-96 2 65 978 32.5 15.1 8 90 1,442 11.3 16.0 2000-01 3 66 1,380 22.0 20.9 13 95 1,473 7.3 15.5 2002-03 3 87 1,445 29.0 16.6 13 115 1,702 8.9 14.8 2003-04* 3 87 1,624 29.0 18.7 13 120 1,708 9.2 14.2 *There are schools still pending SY2003-04 data. SY2002-03 data were applied in these cases. Source: Ministry of Education Table 4.20 Students Appeared and Qualified for Admission into Secondary Schools and Number of Students who actually took admission by area in RMI: 1990-91, 1995-96, and 2000-01 to 2003-04 Year No. Appeared for Test No. Qualified for Admission Majuro Ebeye All others Total Majuro Ebeye All Others Total 1990-91 468 141 494 1,103 205 54 131 390 1995-96 528 173 611 1,312 181 74 171 427 2000-01 556 224 598 1,378 240 54 195 489 2001-02 584 175 626 1,385 207 32 201 440 2002-03 554 164 609 1,327 264 46 235 545 2003-04 561 179 588 1,328 404 71 258 733 Source: High School Test Administered by the Ministry of Education Table 4.21 Students Appeared and Qualified for Admission into Secondary Schools by Gender in RMI: 2000-01 to 2003-04 Number Appeared No. Qualified Year Total Total Male Female Male Female 2000-01 659 719 1378 250 239 489 2001-02 674 711 1385 199 241 440 2002-03 658 669 1327 264 281 545 2003-04 656 672 1328 341 392 733 Source: High School Entrance Test Administered by the Ministry of Education Economic Policy, Planning and Statistics Office 164 Chapter 4 – Education RMI Statistical Yearbook, 2004 Table 4.22 Performance in RMI High School Entrance Test by Schools: 2004 Name of School Avg WS Rank No. Tested No. Qualified Pass % Utrik Elementary 60.9 1 9 9 100.0 Aerok (A) Elementary 56.2 1 8 8 100.0 Assumption 55.9 1 34 34 100.0 St. Thomas 48.7 1 8 8 100.0 Ronglap 48.3 1 10 10 100.0 Likiep Elementary 44.6 1 15 15 100.0 St. Paul 44.4 1 14 14 100.0 Imroj Elementary 43.9 1 1 1 100.0 Woja (Majuro) Elementary 41.6 1 15 15 100.0 Jebal Elementary 38.3 1 1 1 100.0 Kaven Elementary 35.6 1 5 5 100.0 Laura Elementary 38.3 2 38 36 94.7 Woja(A) Elementary 47.3 2 18 17 94.4 Ebeye SDA 43.9 3 28 26 92.9 Delap SDA 38.9 3 13 12 92.3 Rita Christian 46.2 4 11 10 90.9 Coop 51.4 5 18 16 88.9 Queen of Peace 45.5 6 8 7 87.5 Ajeltake Elementary 39.8 7 30 25 83.3 Imroj Protestant 39.0 7 5 4 80.0 Imiej Elementary 38.5 8 5 4 80.0 St. Joseph 37.5 8 8 6 75.0 Wotje Elementary 34.7 8 24 18 75.0 Kilange Elementary 28.4 9 8 6 75.0 Lae Elementary 39.7 9 19 13 68.4 Majuro Middle School 36.1 10 348 238 68.4 Jeh SDA 41.0 11 5 3 60.0 Mejit Elementary 31.8 12 24 14 58.3 Enewetak Elementary 29.0 13 21 12 57.1 Jebwan 37.1 14 16 9 56.3 Wodmeej Elementary 30.9 15 6 3 50.0 Laura SDA 30.7 15 4 2 50.0 Tutu Elementary 29.4 15 2 1 50.0 Jabat Elementary 28.9 15 4 2 50.0 Laura Christian Academy 24.5 15 4 2 50.0 Namdrik Elementary 32.3 16 28 13 46.4 Aur Elementary 30.4 17 11 5 45.5 Ebeye Calvary 27.2 18 16 7 43.8 Majkon Elementary 35.4 19 14 6 42.9 Tarawa Elementary 30.1 19 7 3 42.9 Kili Elementary 34.1 20 15 6 40.0 Enekoion 33.2 20 5 2 40.0 165 Economic Policy, Planning and Statistics Office RMI Statistical Yearbook, 2004 Chapter 4 – Education Table Performance in RMI High School Entrance Test by Schools (continuation): 2004 Name of School Avg WS Rank No. Tested No. Qualified Pass % Tokewa Elementary 25.6 20 5 2 40.0 Amo Elementary 28.6 21 16 6 37.5 Aerok (M) Elementary 24.9 21 8 3 37.5 Lukoj Elementary 24.8 22 3 1 33.3 Vocational & Training Institute 24.1 23 37 12 32.4 Jabro Pvt. School 28.5 24 19 6 31.6 Ebeye Public 24.0 25 78 23 29.5 Tobal Elementary 24.6 26 7 2 28.6 Ebon Elementary 31.6 27 20 5 25.0 Mejurirok 30.2 28 4 1 25.0 Jabnoden 27.6 28 4 1 25.0 Jeh Elementary 27.0 28 8 2 25.0 Japo Elementary 25.6 28 4 1 25.0 Uliga Protestant 23.4 28 8 2 25.0 Lukonwod 21.8 28 4 1 25.0 Mili Elementary 25.8 29 13 3 23.1 Ujae Elementary 23.2 30 13 2 15.4 Jaluit Elementary 25.3 31 21 3 14.3 Ine Elementary 23.7 32 16 2 12.5 Ulien Elementary 23.1 32 8 1 12.5 Buoj Elementary 22.8 32 8 1 12.5 Enejet Elementary 20.9 32 8 1 12.5 Toka Elementary 24.0 33 18 2 11.1 Ebeye Christian 20.5 34 21 2 9.5 Jah 29.4 35 3 0 0.0 Namu Elementary 27.5 35 11 0 0.0 Melang Elementary 26.9 35 2 0 0.0 Mejel Elementary 24.6 35 5 0 0.0 Lib Elementary 23.1 35 1 0 0.0 Nallo Elementary 23.1 35 6 0 0.0 Loen Elementary 22.9 35 5 0 0.0 Bikarej Elementary 22.8 35 1 0 0.0 Ailuk Elementary 21.9 35 13 0 0.0 Enejelaar Elementary 21.8 35 3 0 0.0 Jabor Elementary 20.6 35 22 0 0.0 Jang Elementary 20.5 35 2 0 0.0 Wotto Elementary 17.6 35 3 0 0.0 Ollet Elementary 17.1 35 1 0 0.0 Eniburr Elementary 17.0 35 2 0 0.0 Carlos Elementary 16.3 35 4 0 0.0 Enewa Elementary 15.8 35 3 0 0.0 Namej Elementary 15.2 35 3 0 0.0 Ebadon Elementary 14.6 35 3 0 0.0 Laura Protestant 12.4 35 1 0 0.0 ALL SCHOOLS 33.3 86 1,328 733 55.2 Source: Ministry of Education Economic Policy, Planning and Statistics Office 166 Chapter 4 – Education RMI Statistical Yearbook, 2004 Table 4.23 Total Enrollment in Primary and Secondary Schools by Grade and Sex in RMI: 1989-90 to 2003-04 Year Primary Schools Secondary Schools Grand 1st 2nd 3rd 4th 5th 6th 7th 8th Total 9th 10th 11th 12th Total Total Both Sexes 1989/90 1,863 1,585 1,541 1,449 1,329 1,265 1,166 1,145 11,343 711 516 417 322 1,966 13,309 1991/91 1,782 1,493 1,525 1,430 1,358 1,183 1,132 1,078 10,981 673 652 459 359 2,143 13,124 1991/92 2,515 1,436 1,623 1,469 1,461 1,356 1,175 1,213 12,248 813 584 443 375 2,215 14,463 1992/93 1,996 1,766 1,452 1,624 1,513 1,400 1,306 1,180 12,237 854 622 511 390 2,377 14,614 1993/94 2,129 1,725 1,665 1,463 1,585 1,376 1,351 1,272 12,566 865 646 548 423 2,482 15,048 1994/95 1,993 1,894 1,683 1,679 1,446 1,521 1,339 1,332 12,887 893 614 464 429 2,400 15,287 1995/96 1,657 1,580 1,661 1,716 1,522 1,520 1,233 1,328 12,217 879 709 507 415 2,510 14,727 1996/97 1,657 1,578 1,658 1,715 1,519 1,516 1,292 1,326 12,261 879 713 507 415 2,514 14,775 1997/98 1,599 1,349 1,474 1,625 1,657 1,534 1,444 1,380 12,062 901 645 580 436 2,562 14,624 1998/99 1,435 1,389 1,536 1,499 1,614 1,576 1,436 1,582 12,067 963 702 504 498 2,667 14,734 1999/00 1,394 1,339 1,396 1,420 1,477 1,530 1,474 1,353 11,383 908 699 572 407 2,586 13,969 2000-01 1,433 1,241 1,273 1,389 1,420 1,478 1,439 1,430 11,103 968 787 625 473 2,853 13,956 2001-02 1,591 1,390 1,361 1,371 1,517 1,527 1,488 1,556 11,801 1,015 832 626 511 2,984 14,785 2002-03 1,504 1,287 1,286 1,242 1,039 1,244 1,322 1,317 10,241 1,032 850 704 556 3,242 13,388 2003-04 1,669 1,439 1,279 1,345 1,226 1,292 1,326 1,339 10,915 1,001 869 732 579 3,181 14,096 Males 1989/90 972 839 778 726 688 700 556 553 5,812 346 269 212 154 981 6,793 1990/91 893 765 800 709 690 605 610 513 5,585 326 315 228 175 1,044 6,629 1991/92 1,324 744 874 789 748 693 590 632 6,394 399 268 222 191 1,080 7,474 1992/93 1,026 937 730 842 741 698 654 592 6,220 445 305 248 199 1,197 7,417 1993/94 1,106 875 860 751 794 700 708 620 6,414 443 314 259 208 1,224 7,638 1994/95 1,034 970 850 864 761 757 696 686 6,618 437 304 221 217 1,179 7,797 1995/96 851 846 836 869 769 778 610 633 6,192 452 338 242 227 1,259 7,451 1996/97 851 845 836 868 766 776 610 633 6,185 452 338 242 227 1,259 7,444 1997/98 851 606 782 822 861 799 759 689 6,169 462 309 280 200 1,251 7,420 1998/99 697 741 773 808 831 796 710 794 6,150 483 350 269 240 1,342 7,492 1999/00 732 697 757 730 778 779 742 663 5,878 434 339 294 214 1,281 7,159 2000-01 712 629 655 782 693 787 736 700 5,694 453 399 301 238 1,391 7,085 2001-02 835 727 720 721 873 762 792 774 6,204 506 413 303 265 1,487 7,691 2002-03 801 648 626 667 675 670 662 656 5,405 517 431 328 266 1,542 6,947 2003-04 900 767 634 701 665 668 713 653 5,701 502 440 354 273 1,569 7,270 Females 1989/90 891 746 763 723 641 565 610 592 5,531 365 247 205 168 985 6,516 1990/91 889 728 725 721 668 578 522 565 5,396 347 337 231 184 1,099 6,495 1991/92 1,191 692 749 680 713 663 585 581 5,854 414 316 221 184 1,135 6,989 1992/93 970 829 722 782 772 702 652 588 6,017 409 317 263 191 1,180 7,197 1993/94 1,023 850 805 712 791 676 643 652 6,152 422 332 289 215 1,258 7,410 1994/95 959 924 833 815 685 764 643 646 6,269 456 310 243 212 1,221 7,490 1995/96 806 734 825 847 753 742 623 695 6,025 427 371 265 188 1,251 7,276 1996/97 806 733 822 847 753 740 682 693 6,076 427 375 265 188 1,255 7,331 1997/98 748 743 692 803 796 735 685 691 5,893 439 336 300 236 1,311 7,204 1998/99 738 648 763 691 783 780 726 788 5,917 480 352 235 258 1,325 7,242 1999/00 662 642 639 690 699 751 732 690 5,505 474 360 278 193 1,305 6,810 2000-01 721 612 655 782 698 787 736 700 5,691 515 388 324 235 1,462 7,153 2001-02 756 663 641 650 644 765 696 782 5,597 509 419 322 246 1,496 7,093 2002-03 703 639 660 575 591 574 660 661 5,063 515 419 376 290 1,600 6,663 2003-04 769 672 645 644 561 624 613 686 5,214 499 429 378 306 1,612 6,826 Source: Ministry of Education/EPPSO 167 Economic Policy, Planning and Statistics Office RMI Statistical Yearbook, 2004 Chapter 4 – Education Table 4.24 No. of Students in Secondary Schools by Area in RMI: 1990-91, 1995-96, and 2000-01 to 2003-04. 1990-91 1995-96 2000-01 2002-03 2003-04 Area No. Percent No. Percent No. Percent No. Percent No. Percent Majuro 1,479 73.6 1,598 66.0 1,609 56.4 1,795 56.4 1,774 55.5 Ebeye 346 17.2 508 21.0 609 21.3 715 23.4 709 22.2 All others 185 9.2 314 13.0 635 22.3 617 20.2 713 22.3 Total 2,010 100.0 2,420 100.0 2,853 100.0 3,147 100.0 3,196 100.0 *SY 2003-04 data is not finalized. There are schools still pending data. Source: Ministry of Education Figure 4.13 Students in Se condary School s By Area Majuro Ebeye 2000 Others 1500 t s n e d t u 1000 f S . o o 500 N 0 1990-91 1995-96 2000-01 2002-03 2003-04 Ye ar Table 4.25 Number of Teachers in Secondary Schools by Area in RMI: 1990-91, 1995-96, and 2000-01 - 2003-04 1990-91 1995-96 2000-01 2002-03 2003-04 Area No. Percent No. Percent No. Percent No. Percent No. Percent Majuro 111 75.5 91 59.9 98 60.9 120 59.4 126 60.9 Ebeye 19 12.9 38 25.0 33 20.5 43 21.3 42 20.3 All Others 17 4.8 23 15.1 30 18.6 39 19.3 39 18.8 Total 147 100.0 152 100.0 161 100.0 202 100.0 207 100.0 *SY 2003-04 data is not finalized. There are schools still pending data. Source: Ministry of Education Figure 4.14 Te ache rs in Se condary School s by Are a Majuro Ebeye 140 All Ot hers 120 e r 100 h ac 80 e T 60 . of o 40 N 20 0 1990-91 1995-96 2000-01 2002-03 2003-04 Ye ar Economic Policy, Planning and Statistics Office 168 Chapter 4 – Education RMI Statistical Yearbook, 2004 Table 4.26 Admission Capacity in Public High Schools in RMI: 2000-01 to 2003-04 School 2000-01 2001-02 20002-03 2003-04 M.I High School, Majuro 302 318 266 295 Jaluit High School 75 75 79 89 Northern Island High School, Wotje 93 93 95 102 Laura high School*, Majuro 60 Total 470 486 440 546 * Started from 2003-04 No tuition fee. Books are free. Only registration fee of$20 annually. Admissions are limited by the seating capacity and availability of teachers. Source: Ministry of Education No tuition fee. Books are free. Only registration fee of $20 annually. Admissions are limited by the seating capacity and availability of teachers. Table 4.27 Drop-out Rates Grade 1 to Grade 8 in Elementary Education In RMI: 1990 and 1995-1997 Started Reached Drop-Out School Year in Grade 1 School Year Grade 8 Rate(%) Both Sexes 1990 1,863 1997 1,326 28.8 1995 1,993 2002 1,556 21.9 1996 1,657 2003 1,317 20.5 1997 1,599 2004 1,212 24.2 Males 1990 972 1997 633 34.9 1995 1,034 2002 774 25.1 1996 851 2003 656 22.9 1997 851 2004 639 24.9 Females 1990 891 1997 693 22.2 1995 959 2002 782 18.5 1996 806 2003 661 18.0 1997 748 2004 573 23.4 Source: Ministry of Education/EPPSO The dropout rate of students at primary school level is higher amongst boys than girls. There is as low declining trend in dropout rat es over years. 169 Economic Policy, Planning and Statistics Office RMI Statistical Yearbook, 2004 Chapter 4 – Education Table 4.28 Drop-Out Rates Grade 9 to Grade 12 in High Schools in RMI: 1990, 1998, and 1999 - 2001 School Year Started Reached Drop-Out in Grade 9 School Year Grade 12 Rate(%) Both Sexes 1990 711 1993 390 45.1 1998 901 2001 473 47.5 1999 963 2002 511 46.9 2000 930 2003 536 38.8 2001 1,015 2004 636 37.3 Males 1990 346 1993 199 42.5 1998 462 2001 238 48.5 1999 483 2002 265 45.1 2000 434 2003 266 38.7 2001 506 316 316 37.5 Females 1990 365 1993 191 47.7 1998 439 2001 235 46.5 1999 480 2002 246 48.8 2000 474 2003 270 43.0 2001 509 2004 320 37.1 Source: Ministry of Education/EPPSO Dropout rate in grade 9 to grade 12 has also registered a decline, but it is still a serious problem. Only 62.4% of boys and 62.8% of girls who started 9th gr ade in 2000 could reach the 12th grade in 2004. Table 4.29 Drop-out Rates in Schools Grade 1 to Grade 12 in RMI: 1990-93 School year Started in School Year Reached Drop-Out Grade 1 School Year Grade 12 Rate(%) Both Sexes 1990 1,863 2001 473 75 1991 1,782 2002 511 71 1992 2515* 2003 556 78 1993 1,996 2004 636 68 Males 1990 972 2001 238 76 1991 893 2002 265 70 1992 1,324 2003 266 80 1993 1,026 2004 316 69 Females 1990 891 2001 235 74 1991 889 2002 246 72 1992 1,191 2003 290 76 1993 970 2004 320 67 * Appears to be wrong figure Source: Ministry of Education/EPPSO Though, the dropout rate from grade 1 to gra de 12 is showing signs of decline, this rate is still very high. Only 32% of the girls whom started in grade 1 in 1993 could reach grade 12 in 2004 - and only 30% of the boys. Economic Policy, Planning and Statistics Office 170 Chapter 4 – Education RMI Statistical Yearbook, 2004 Table 4.30 Number of Students Enrolled and Number Passed under the Preliminary and Foundation Courses in the RMI-USP Joint Education Programme, by Gender: 1996-2004 Year Students Enrolled Student Passed Pass Percentage Male Female Total Male Female Total Male Female Total 1996 39 32 71 23 13 36 59 41 51 1997 47 31 78 29 19 48 62 61 62 1998 48 44 92 28 13 41 58 30 45 1999 28 26 54 15 14 29 54 54 54 2000 28 37 65 16 20 36 57 54 55 2001 19 30 49 15 22 37 79 73 76 2002 37 33 70 30 28 58 81 85 83 2003 34 38 72 30 28 58 88 74 81 2004 37 31 68 20 14 34 54 45 50 Note: Academic Year is from January to November Source: Centre For RMI-USP Joint Education Programme, Majuro Fi gure 4.15 Result of Male Students for Prel im inary and Foundation C ourses: 1996-2004 50 40 30 e r Enrolled b m Passed 20 Nu 10 0 1996 1997 1998 1999 2000 2001 2002 2003 2004 Ye ars Figure 4.16 Re sul t of Fe male Stude nts for Pre l imi nary and Foundati on C ourses: 1996-2004 50 40 e r 30 Enrolled b m Passed 20 Nu 10 0 1996 1997 1998 1999 2000 2001 2002 2003 2004 Ye ars 171 Economic Policy, Planning and Statistics Office RMI Statistical Yearbook, 2004 Chapter 4 – Education Table 4.31 Community After-School Recreation and Education (C.A.R.E) Program in 8 Public Elementary Schools in Majuro: 2003-04 Elementary Schools Under the Programme Item Laura Woja Ajeltake Rairok Delap Delap MI Middle Rita Total Elem. Elem. Elem. Elem. Elem. Elem. School Elem. No. of Teachers: School-Day Teachers 1 6 7 2 3 19 2 6 46 College Students 2 5 4 5 3 4 4 6 33 C.A.R.E Staff 3 3 3 3 3 3 4 4 26 Total 6 14 14 10 9 26 10 16 105 Persons Served: Adults 19+ 26 13 33 18 0 30 32 34 186 Students in Host Schools 298 137 198 485 482 392 595 535 3,122 Students Served 257 179 206 343 441 493 302 622 2,843 Students Considered for: Spl. Education 5 12 13 28 10 9 12 3 92 Limited English Proficiency 257 179 161 258 302 327 302 478 2,264 Free Snacks 257 179 206 343 441 493 302 622 2,356 Source: C.A.R.E. Program Figure 4.16 Stude nts i n host schools and stude nts served unde r C .A.R.E: 2003-04 St udent s in Host Schools St udent s Served 700 6 2 2 59 5 600 4 9 3 53 5 4 8 2 4 8 5 s 500 4 4 1 3 9 2 3 4 3 400 udent 2 9 8 3 0 2 St 2 57 300 179 2 0 6 . of 19 8 o 200 13 7 N 100 0 Laura Woja Ajeltake Rairok Delap Delap MI Rita Middle Publi c Ele me ntary Schools of Majuro Economic Policy, Planning and Statistics Office 172 Chapter 4 – Education RMI Statistical Yearbook, 2004 Table 4.32 Community After-School Recreation and Education (C.A.R.E.) Program in 8 Public Elementary Schools in Majuro: 2002-03 Elementary Schools Under the Programme:8 Item Laura Woja Ajeltake Rairok Delap Uliga MI Middle Rita Total Elem. Elem. Elem. Elem. Elem. Elem. School Elem. No. of Teachers: College Students 1 1 1 1 1 1 3 2 11 H. School Students 2 2 1 5 1 1 0 2 14 Parents 4 8 3 4 6 8 7 7 47 Other Community 3 4 1 4 4 12 3 7 38 World Teach 1 1 0 0 1 1 2 1 7 Youth Workers 0 0 0 4 0 0 2 1 7 Total 13 18 13 23 17 41 38 30 193 Persons Served: Adults 19+ 24 32 16 36 27 4 27 72 238 Students in Host School 298 137 198 485 482 392 595 535 3,122 Students Served 294 126 125 300 325 418 433 446 2,467 Students Considered for: Spl. Education 14 9 3 21 10 4 2 14 77 Limited English Proficiency 213 122 119 251 301 235 178 279 1,698 Free Snacks 294 126 125 300 325 418 433 446 2,467 Source: Annual Report of C.A.R.E. Program 2002-03 Fig. 4.17 Students in host schools and students served under C.A.R.E: 2002-03 Students in Host School Students Served 595 600 535 485 482 500 418 446 s 433 nt 392 298 400 325 ude 300 294 f St 300 o r 198 e b 200 137 m 126 125 u N 100 0 r a ja e k a l e u k iro l a p lig d La Wo Rita j e lta U Ra De A Mid MI Elementary Public Schools in Majuro 173 Economic Policy, Planning and Statistics Office RMI Statistical Yearbook, 2004 Chapter 4 – Education Table 4.33 Number Enrolled and Number Graduated in Various Associate Degree Courses by Gender from the College of the Marshall Islands: 2003-04 Name of Period of Number Enrolled Number Graduated Pass Percentage Course Study Male Female Total Male Female Total Male Female Total Accounting 95/96-2001/02 111 81 192 7 8 15 6.31 9.9 7.8 Business Management 2000/01-01/02 121 155 276 6 8 14 4.96 5.2 5.1 Computer Sc. 95/96-2001/02 263 222 485 30 10 40 11.4 4.5 8.2 Engineering (Arch.) 95/96-2003/04 129 0 129 19 0 19 14.7 0.0 14.7 Education 95/96-2003/04 704 536 1,240 99 42 141 14.1 7.8 11.4 Liberal Arts 95/96-2003/04 670 547 1,217 60 49 46 8.96 9.0 3.8 Management 95/96-2001/02 70 40 110 11 3 14 15.7 7.5 12.7 Nursing 95/96-2003/04 425 598 1,023 27 56 83 6.35 9.4 8.1 Office Admin. 95/96-2003/04 0 33 33 0 8 8 0.0 24.2 24.2 Business Admin. & Man. 2002/03-2003/04 513 309 822 27 14 41 5.3 4.5 5.0 All Nine Courses Up to 2003-04 3,006 2,521 5,527 286 198 484 9.51 7.9 8.8 Note: In SY2002-03, Accounting, Computer Science, Business Management, and Management combined to form the new "Business Adminstration and Management" course Source: The College of Marshall Islands Figure 4.19 Pass Perce ntage of C ourse s in C MI: 2002-03 an d 2003-04 25 s e 20 g 15 t a 2 0 0 2 -0 3 en 10 2 0 0 3 -0 4 rc e 5 P 0 . r g n t g . e s e s s t e r t s n i n t i ng n i n r i n . ) i n m u . r se p h a t i o me r s i n f i c e m u un si Sc e e c l A o m r c u Of ll N Bu Ad i n ra ge Ad e Nu A Co c c Co g (A Ed b na A En Li a M Economic Policy, Planning and Statistics Office 174 Chapter 4 – Education RMI Statistical Yearbook, 2004 Table 4.34 Number Enrolled and Number Graduated in Architecture by Year and Gender from the College of the Marshall Islands: 1995-96 to 2003-04. Number Enrolled Number Graduated Pass Percentage Year Male Female * Total Male Female * Total Male Female * Total 1995-96 0 0 0 0 0 0 0 0 0 1996-97 17 0 17 2 0 2 11.8 0 11.8 1997-98 25 0 25 2 0 2 8.0 0 8.0 1998-99 28 0 28 1 0 1 3.6 0 3.6 1999-00 27 0 27 4 0 4 14.8 0 14.8 2000-01 23 0 23 2 0 2 8.7 0 8.7 2001-02 4 0 4 4 0 4 100.0 0 100.0 2002-03 4 0 4 4 0 4 100.0 0 100.0 2003-04 1 0 1 0 0 0 0.0 0 0.0 Total 129 0 129 19 0 19 14.7 0 14.7 * There was no female enrollment for this course Source: The College of Marshall Islands Fi gure 4.20 Male Stude nts Enrol le d and Graduate d in Architecture : 1995-96 to 2003-04 Enrolled 30 s Passed 25 t udent s 20 er of b 15 m u N 10 5 0 1995-96 1996-97 1997-98 1998-99 1999-00 2000-01 2001-02 2002-03 2003-04 Ye ars 175 Economic Policy, Planning and Statistics Office RMI Statistical Yearbook, 2004 Chapter 4 – Education Table 4.35 Number Enrolled and Number Graduated in Education by Year and Gender from the College of Marshall Islands: 1995-96 to 2003-04. Number Enrolled Number Graduated Pass Percentage Year Male Female Total Male Female Total Male Female Total 1995-96 39 31 70 9 1 10 23.1 3.2 14.3 1996-97 34 29 63 10 5 15 29.4 17.2 23.8 1997-98 32 27 59 9 3 12 28.1 11.1 20.3 1998-99 54 37 91 3 1 4 5.6 2.7 4.4 1999-00 63 46 109 12 7 19 19.0 15.2 17.4 2000-01 71 65 136 6 4 10 8.5 6.2 7.4 2001-02 84 72 156 10 3 13 11.9 4.2 8.3 2002-03 68 64 132 19 11 30 27.9 17.2 22.7 2003-04 259 165 424 21 7 28 8.1 4.2 6.6 Total 704 536 1,240 99 42 141 6.0 7.8 11.4 Source: The College of Marshall Islands Figure 4.21 Male Stude nts Enrol le d and Graduate d i n Educati on: 1995-96 to 2003-04 Enrolled Passed 300 s 250 200 t udent s 150 er of b 100 m u N 50 0 1995- 1996- 1997- 1998- 1999- 2000- 2001- 2002- 2003- 96 97 98 99 00 01 02 03 04 Ye ars Figure 4.22 Fe male Stude nts Enrol le d and Graduate d i n Educati on: 1995-96 to 2003-04 Enrolled Passed 180 160 s 140 120 t udent 100 s 80 er of 60 b m 40 u N 20 0 1995- 1996- 1997- 1998- 1999- 2000- 2001- 2002- 2003- 96 97 98 99 00 01 02 03 04 Ye ars Economic Policy, Planning and Statistics Office 176 Chapter 4 – Education RMI Statistical Yearbook, 2004 Table 4.36 Number Enrolled and Number Graduated in Office Administration by Year and Gender from the College of the Marshall Islands: 1995-96 to 2003-04. Number Enrolled Number Graduated Pass Percentage Year Male Female Total Male Female Total Male Female Total 1995-96 0 0 0 0 0 0 0 0.0 0.0 1996-97 0 9 9 0 1 1 0 11.1 11.1 1997-98 0 13 13 0 3 3 0 23.1 23.1 1998-99 0 10 10 0 3 3 0 30.0 30.0 1999-00 0 0 0 0 0 0 0 0.0 0.0 2000-01 0 0 0 0 0 0 0 0.0 0.0 2001-02 0 1 1 0 1 1 0 100.0 100.0 2002-03 0 0 0 0 0 0 0 0 0 2003-04 0 0 0 0 0 0 0 0 0 Total 0 33 33 0 8 8 0 24.2 24.2 NOTE: There has been no male enrollment in this course. Source: The College of Marshall Islands Fi gure 4.23 Re sult of Fe mal e Stude nts Graduate d i n O ffi ce Admi nistrati on: 1995-96 to 2003-04 Enrolled Passed 14 12 s 10 t udent 8 s 6 er of b m 4 u N 2 0 1995-96 1996-97 1997-98 1998-99 1999-00 2000-01 2001-02 2002-03 2003-04 Ye ars 177 Economic Policy, Planning and Statistics Office RMI Statistical Yearbook, 2004 Chapter 4 – Education Table 4.37 Number Enrolled and Number Graduated in Business Administration and Management by Year and Gender from the College of the Marshall Islands: 2002-03 to 2003-04. Number Enrolled Number Graduated Pass Percentage Year Male Female Total Male Female Total Male Female Total 2002-03 262 161 423 12 7 19 4.6 4.3 4.5 2003-04 251 148 399 15 7 22 6.0 4.7 5.5 Total 513 309 822 27 14 41 5.3 4.5 5.0 Note: Accounting, Computer Science, Business Management, and Management combined to form this new course "Business Administration and Management" Source: The College of Marshall Islands Fi gure 4.24 Mal e Stude nts Enrol le d and Graduate d i n Busi ness Admi nistrati on and Manage me nt: 2002-03 to 2003-04 Enrolled Passed 300 s 250 200 t udent s 150 er of b 100 m u 50 N 0 2002-03 2003-04 Ye ars Fi gure 4.25 Fe male Stude nts Enroll ed and Graduated i n Busine ss Admi nistrati on and Manage me nt: 2002-03 to 2003-04 Enrolled Passed 180 160 s 140 120 t udent s 100 80 er of b 60 m u 40 N 20 0 2002-03 2003-04 Years Economic Policy, Planning and Statistics Office 178 Chapter 4 – Education RMI Statistical Yearbook, 2004 Table 4.38 No. Enrolled and No. Graduated in Computer Science by Year and Gender from the College of the College of the Marshall Islands: 1995-96 to 2002-03 Number Enrolled Number Graduated Pass Percentage Year Male Female Total Male Female Total Male Female Total 1995-96 20 14 34 0 0 0 0.0 0.0 0.0 1996-97 34 27 61 1 2 3 2.9 7.4 4.9 1997-98 45 40 85 1 1 2 2.2 7.4 4.9 1998-99 58 52 110 10 1 11 17.2 1.9 10.0 1999-00 40 47 87 4 3 7 10.0 6.4 8.0 2000-01 37 32 69 1 1 2 2.7 3.1 2.9 2001-02 29 10 39 13 2 15 44.8 20.0 38.5 2002-03* 0 0 0 0 0 0 0.0 0.0 0.0 Total 263 222 485 30 10 40 11.4 4.5 8.2 * This course as such has been discontinued and now form a part of "Business Administration and Management Source: The College of Marshall Islands Fi gure 4.26 Male Stude nts Enrol le d and Graduate d i n C ompute r Sci e nce : 1995-96 to 2002-03 Enrolled Passed 120 100 s 80 t udent s 60 er of b 40 m u N 20 0 1 Ye ars Fi gure r 4.27 Fe male Stude nts Enrol le d and Graduate d i n C ompute r Sci ence : 1995-96 to 2002-03 Enrolled Passed 70 s 60 50 t udent s 40 er of 30 b m u 20 N 10 0 1 Years 179 Economic Policy, Planning and Statistics Office RMI Statistical Yearbook, 2004 Chapter 4 – Education Table 4.39 Number Enrolled and Number Graduated in Business Management by Year and Gender from the College of the Marshall Islands: 1995-96 to 2002-03. Number Enrolled Number Graduated Pass Percentage Year Male Female Total Male Female Total Male Female Total 2000-01 57 49 106 5 3 8 8.8 6.1 7.5 2001-02 64 106 170 1 5 6 1.6 4.7 3.5 2002-03 0 0 0 0 0 0 0.0 0.0 0.0 Total 121 155 276 6 8 14 5.0 5.2 5.1 Note: Business Management course started in 2000-01. In 2002-03, this course - and the Accounting, Computer Science and Management courses - now form the new course "Business Administration and Management." Source: The College of Marshall Islands Fi gure 4.28 Male Stude nts Enrol le d and Graduate d i n Busine ss Managem ent: 1995-96 to 2001-02 Enrolled Passed 70 s 60 50 t udent 40 s 30 er of b 20 m u N 10 0 2000-01 2001-02 Ye ars Figure 4.29 Fe male Students Enroll ed and Graduated in Busi ne ss Managem ent: 1995-96 to 2001-02 Enrolled Passed 120 s 100 80 t udent s 60 er of b 40 m u 20 N 0 2000-01 2001-02 Years Economic Policy, Planning and Statistics Office 180 Chapter 4 – Education RMI Statistical Yearbook, 2004 Table 4.40 Number Enrolled and Number Graduated in Management by Year and Gender from the College of the Marshall Islands: 1995-96 to 2002-03. Number Enrolled Number Graduated Pass Percentage Year Male Female Total Male Female Total Male Female Total 1995-96 0 0 0 0 0 0 0.0 0.0 0.0 1996-97 6 5 11 2 1 3 33.3 20.0 27.3 1997-98 22 11 33 2 0 2 9.1 0.0 6.1 1998-99 8 5 13 0 0 0 0.0 0.0 0.0 1999-00 13 11 24 4 1 5 30.8 9.1 20.8 2000-01 9 5 14 2 1 3 22.2 20.0 21.4 2001-02 12 3 15 1 0 1 8.3 0.0 6.7 2002-03* 0 0 0 0 0 0 0.0 0.0 0.0 Total 70 40 110 11 3 14 15.7 7.5 12.7 * This course, as such, was discontinued and now forms a part of Business Administration and Management unit Source: The College of Marshall Islands Figure 4.30 Male Students Enrolled and Graduated in Management: 1995-96 to 2002-03 Enrolled Passed 25 s 20 nt t ude 15 f s o r e 10 b m u 5 N 0 1995-96 1996-97 1997-98 1998-99 1999-00 2000-01 2001-02 2002-03* Years Figure 4.31 Female Students Enrolled and Graduated in Management: 1995-96 to 2002-03 Enrolled Passed 12 s 10 nt 8 t ude f s 6 o r e b 4 m u N 2 0 1995-96 1996-97 1997-98 1998-99 1999-00 2000-01 2001-02 2002-03* Years 181 Economic Policy, Planning and Statistics Office RMI Statistical Yearbook, 2004 Chapter 4 – Education Table 4.41 Number Enrolled and Number Graduated in Accounting by Year and Gender from the College of the Marshall Islands: 1995-96 to 2002-03. Number Enrolled Number Graduated Pass Percentage Year Male Female Total Male Female Total Male Female Total 1995-96 15 11 26 0 0 0 0.0 0.0 0.0 1996-97 24 14 38 4 1 5 16.7 7.1 13.2 1997-98 29 17 46 0 1 1 0.0 5.9 2.2 1998-99 17 11 28 3 1 4 17.6 9.1 14.3 1999-00 14 15 29 0 2 2 0.0 14.3 6.9 2000-01 7 9 16 0 2 2 0.0 22.2 12.5 2001-02 5 4 9 0 1 1 0.0 25.0 11.1 2002-03* 0 0 0 0 0 0 0.0 0.0 0.0 Total 111 81 192 7 8 15 6.3 9.9 7.8 * This course, as such, was discontinued and now forms a part of Business Administration and Management unit Source: The College of Marshall Islands Fi gure 4.32 Male Stude nts Enroll ed and Graduated in Accounti ng: 1995-96 to 2002-03 Enrolled Passed 35 s 30 25 t udent s 20 15 er of b m 10 u N 5 0 1995-96 1996-97 1997-98 1998-99 1999-00 2000-01 2001-02 2002- 03* Years Figure 4.33 Fe male Stude nts Enrol le d and Graduated i n Accounti ng: 1995-96 to 2002-03 Enrolled Passed 18 s 16 14 12 t udent s 10 8 er of 6 b m 4 u N 2 0 1995-96 1996-97 1997-98 1998-99 1999-00 2000-01 2001-02 2002- 03* Ye ars Economic Policy, Planning and Statistics Office 182 Chapter 4 – Education RMI Statistical Yearbook, 2004 Table 4.42 Number Enrolled and Number Graduated in Nursing by Year and Gender from the College of the Marshall Islands: 1995-96 to 2003-04. Number Enrolled Number Graduated Pass Percentage Year Male Female Total Male Female Total Male Female Total 1995-96 38 55 93 4 7 11 10.5 12.7 11.8 1996-97 28 47 75 2 8 10 7.1 17.0 13.3 1997-98 32 52 84 3 6 9 9.4 11.5 10.7 1998-99 47 57 104 3 6 9 6.4 10.5 8.7 1999-00 36 42 78 5 7 12 13.9 16.7 15.4 2000-01 34 56 90 3 5 8 8.8 8.9 8.9 2001-02 49 83 132 3 4 7 6.1 4.8 5.3 2002-03 57 62 119 2 3 5 3.5 4.8 4.2 2003-04 104 144 248 2 10 12 1.9 6.9 4.8 Total 425 598 1023 27 56 83 6.4 9.4 8.1 Source: The College of Marshall Islands Figure 4.34 Mal e Stude nts Enroll e d and Graduate d i n Nursi ng 1995-96 to 2003-04 120 Enrolled Passed s 100 t udent 80 s 60 er of b 40 m u N 20 0 1995- 1996- 1997- 1998- 1999- 2000- 2001- 2002- 2003- 96 97 98 99 00 01 02 03 04 Ye ars Fi gure 4.35 Re sul t of Fe male Stude nts Graduated in Nursi ng 1995-96 to 2003-04 160 Enrolled Passed 140 s 120 100 t udent s 80 er of 60 b m 40 u N 20 0 1995- 1996- 1997- 1998- 1999- 2000- 2001- 2002- 2003- 96 97 98 99 00 01 02 03 04 Ye ars 183 Economic Policy, Planning and Statistics Office RMI Statistical Yearbook, 2004 Chapter 4 – Education Table 4.43 Number Enrolled and Number Graduated in Liberal Arts by Year and Gender from the College of the Marshall Islands: 1995-96 to 2003-04. Number Enrolled Number Graduated Pass Percentage Year Male Female Total Male Female Total Male Female Total 1995-96 41 32 73 4 3 7 9.8 9.4 9.6 1996-97 48 37 85 7 6 13 14.6 16.2 15.3 1997-98 48 45 93 3 2 5 6.3 4.4 5.4 1998-99 68 54 122 4 5 9 5.9 9.3 7.4 1999-00 81 62 143 4 2 6 4.9 3.2 4.2 2000-01 97 72 169 9 4 13 9.3 5.6 7.7 2001-02 93 88 181 8 13 21 8.6 14.8 11.6 2002-03 96 81 177 10 11 21 10.4 13.6 11.9 2003-04 98 76 174 9 8 17 9.2 10.5 9.8 Total 670 547 1,217 49 46 95 7.3 8.4 7.8 Source: The College of Marshall Islands Figure 4.36 Male Stude nts Enroll ed and Graduate d i n Libe ral Arts: 1995-96 to 2003-04 Enrolled Passed 120 t s 100 n e d 80 f s t u 60 o e r 40 b m 20 Nu 0 1995- 1996- 1997- 1998- 1999- 2000- 2001- 2002- 2003- 96 97 98 99 00 01 02 03 04 Years Figure 4.37 Re sul t of Fe male Stude nts Graduated i n Li be ral Arts: 1995-96 to 2003-04 Enrolled Passed 100 s 80 60 f s t udent r o 40 e b m u 20 N 0 1995-96 1996-97 1997-98 1998-99 1999-00 2000-01 2001-02 2002-03 2003-04 Ye ars Economic Policy, Planning and Statistics Office 184 Chapter 4 – Education RMI Statistical Yearbook, 2004 Table 4.44 Scholarship Holders by Gender in RMI: 1995-96 to 2003-04 Year Male Female Total 1995-96 77 58 135 1996-97 95 89 184 1997-98 69 78 147 1998-99 57 57 114 1999-00 65 74 139 2000-01 96 75 171 2001-02 69 51 120 2002-03 60 77 137 2003-04 61 73 134 Source: National Scholarship Office, Ministry of Education Figure 4.38 Scholarshi p Holde rs By Se x and Ye ar Male Female s 120 100 80 udent 60 St 40 . of 20 o N 0 1995- 1996- 1997- 1998- 1999- 2000- 2001- 2002- 2003- 96 97 98 99 00 01 02 03 04 Ye ar Table 4.45 Post Secondary Scholarships Awarded in RMI: 2000-01 to 2003-04 Data Item 2000-01 2002-03 2003-04 Total Compact Funds $727,000 $797,400 $846,589 Total RMI Funds $200,000 $170,000 - Grand Total $927,000 $967,400 $846,589 Number of Scholarship recipients 175 118 134 Number enrolled in CMI 45 19 30 Number studying abroad 130 99 104 Number graduated 18 18 18 Average cost per recipient $5,297 $8,198 $6,318 Note: No funding was received from RMI General Fund in FY2003-04. Source: Marshall Islands Scholarship Office Table 4.46 RMI Scholarship Program: 1988-1999 Item Data Total Compact Funds $6,818,266 Total RMI General Funds $529,452 Grand Total of Funds $7,344,718 No. of Scholarship Recipients 1,614 Average Cost Per Recipient $4,551 No. who completed program 245 Cost per completer $29,978 Source: Marshall Islands Scholarship Office 1,614 persons were awarded to complete variou s levels of courses at different educational institutions/universities within and outside RMI from 1988-99, involving an amount of $7,344,718. Out of which, only 245 completed the courses, Thus, cost per Completer was $29,978. 185 Economic Policy, Planning and Statistics Office RMI Statistical Yearbook, 2004 Chapter 4 – Education Table 4.48 Percentage of Adults(25+) who completed high school education in South Pacific countries: 2000 Percent with Country high school education Guam 76.3 CNMI 69.2 A.Samoa 66.1 Palau 74.1 FSM 37.4 RMI 39.6 Source: IPC Statistical Enhancement Program, US Census Bureau Figure 4.40 Percentage of 25+ ha ving high school education in selected pacific countries: 2000 80 t 60 40 ercen P 20 0 Guam CNMI A.Samoa Palau FSM RMI Country Table 4.50 Number Enrolled and Number Graduated by Year from FNTC: 2001-2004 Number Enrolled Number Graduated Pass Percentage Year Male Female Total Male Female Total Male Female Total 2001 24 0 24 17 0 17 70.8 0 70.8 2002 … … 0 .. .. 0 .. .. .. 2003 … … 0 .. .. 0 .. .. .. 2004 19 8 27 8 0 8 42.1 0 29.6 Total 43 0 51 25 0 25 58.1 0 100 ... Only upgrade courses took place; hence no enrolment in these years. Note: No female has ever enrolled. Source: Fishing and Nautical Training Center Figure 4.42 Numbe r of Mal e Stude nts Enroll e d and Graduate: 2001 and 2004 30 25 r 20 e b Enrolled 15 m Passed Nu 10 5 0 2001 2004 Ye ars Economic Policy, Planning and Statistics Office 186
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