Social Evaluation Study for the Milne Bay Community-Based Coastal and Marine Conservation Program png/99/G41 Jeff Kinch April 2001 unops contract for Services Ref
|
|  Yüklə 1.87 Mb.
|
|
Table 24:Educational Level by Grade and by Sex for All People Living in CBMMCAs 2 and 3 (Source: MIS PDS, 2000)
Table 25: Total Number of Continuing Students and Costs for CBMMCAs 2
The total cost for the 119 elementary students in CBMMCA 2 is K2420; grades 3-5 is 121 students at a cost of K4840; grades 6-8 is 16 students at a cost of K3410; and grades 9-10 is 2 students at a cost of K600 representing a total of 260 students at a total cost of K10,880. It should be noted that 29 students from Ware (CBMMCA 3) are studying grades 6-8 with the majority of these using CODE to achieve this. As school fees are major expense, there may be an opportunity for the MBP to assist in school fees either through direct donation if it chooses or by the economic incentives that will be realised by CBMMCSs. Today, Vernacular Schools throughout Milne Bay teach children who are 6 or 7 years of age to read and write in their own language. This is now used as an introduction to the formal education system. With the help of the SIL, literacy materials have been developed for both adults and children. Under the Organic Law on Provincial and Local Level Government (1995), LLGs may now make laws in relation to schools, technical and vocational education, and local (but not the national component of) curricula. The new reforms introduced for elementary schools mean they will now have a new integrated curriculum based on the child's own culture and community. It will emphasise initial literacy, numeracy, ethics, and morality. The transition to English now begins in Grade 3 with a new and more relevant, integrated activity-based curriculum to be adopted. All elementary schools are feeders to primary schools where six years of primary education will be provided from Grade 3 through to Grade 8. It is hoped that this will help overcome the problem of the loss of students at the end of Grade 6, particularly girls. To improve the quality and relevancy of education, the primary curriculum will become more subject-specific and a strong vocational component will be developed for the upper grades. Secondary schooling will now consist of four years from Grades 9 to12. The secondary curriculum will be broadened to include more technical, agricultural, commercial and scientific content. Vocational centres will also become part of the secondary system. Current programs offered by Vocational Schools including fishing, agriculture, carpentry and joinery, basic mechanical and welding and home economics. The Sidea Vocational School in Zone 1 was opened by the Catholic Mission in 1968 and serves up to 80 girls who have completed Grade 6. Girls stay for two or sometimes three years taking a course comprising agriculture, sewing, home economics (cooking and nutrition), craft, mothercraft (maternal and infant care with some elements of family planning) and home health. The program is directly aimed at better living in the village and most graduates do in fact return to village communities. Boat building is one of the skills to be taught at the proposed Kaubwaga Vocational School located at Misima. This school will serve students from around Misima as well as those from CBMMCAs 2 and 3. The Samarai-Murua Agriculture, Research and Training Centre (SMART) is a station set up by MML for crop trials and rehabilitation, this station will also enhance the Kaubwaga Vocational School. There also has been some discussion of placing a small vocational school and slipway at Nivani in the Deboyne Lagoon (CBMMCA 2). There is a general lack of educational materials available on the local marine environment and almost no marine biology taught in the formal school curriculum. In order to facilitate the future management of marine resources by Milne Bay people, community-based education is needed on the general ecology of coral reef eco-systems and how they are affected by human activities on land and sea. This needs to be enhanced and developed for the long-term success of the MBP. Open learning from the College of Distant Education (CODE) in Milne Bay is now recognised as an alternative secondary education. CODE serves students who were not selected for further schooling after grades 8 or 10, or because of geographical isolation cannot attend schools in other centres. As noted before, a number of people at Ware (CBMMCA 3) and other areas take advantage of this service. CODE now offers a course on Environmental Science. Other programs being developed by the government are community-oriented programs for out-of-school youths that will involve skills development, vocational training and other relevant programs. Churches and other non-Government agencies administer about half of the schools in the Province. In the CBMMCAs the United and the Catholic churches are the largest providers, followed by the Anglicans and Kwatos. A list of all schools in or near the Zone 1 is given in Appendix 3. Table 26: Schools by Agency in Milne Bay (Division of Education, 2000)
Recommendation: 11. Continue supporting environmental education program activities. Environmental literacy is important to communities and should be encouraged by the MBP as it has the potential of providing an important means to create awareness options for conservation, development and management. Health Services Rural health services are minimal with irregular Maternal and Child Health (MCH) patrols. Village Birth Attendants (VBAs) and first aid courses for selected village people have begun throughout the Samarai-Murua District with the assistance of MML (Misima Mines, 1998). People at the eastern ends of CBMMCAs 2 and 3 who require health care are forced to sail to Bwagaioa, Panaeati (CBMMCA 2) or Motorina for services. People from the western ends of CBMMCAs 2 and 3 can go to other centres at Kwaraiwa (CBMMCA 2), Samarai and Alotau. People within CBMMCA 1 use facilities at East Cape, Nuakata or Alotau. Table 27: Health Staff per 100,000 Population for Milne Bay Province and for Samarai Murua District (which includes most of Zones 1 and 2) (Source: Ministry of Health, 2000)
Table 28: Health Services for Total Population of Milne Bay Province and for Samarai Murua District (which includes most of Zones 1 and 2) (Source: Ministry of Health, 2000)
In Milne Bay, there is a lack of finances to run the health care facilities. For example, in 1999, the Bwagaioa Hospital at Misima did not receive its Operational Budget resulting in the Hospital facing financial crisis and the suspension of some services. The introduction of user fees was implemented to assist in funding and to sustain and maintain essential services. Fees ranged from 2 kina for outpatient consultation, 8 kina for minor surgery, 30 kina for major surgery and 10 kina for maternity and birth attendant services. Even though the hospital stressed that no one in need of medical attention would be denied treatment on the grounds of inability to pay, some people have stopped going due to the costs involved. These budgetary failures have implications for communities in the CBMMCAs that utilise these services. The Milne Bay Provincial Government priorities are in line with National Government goals that are tied to IMF and Worldbank conditions. If health issues are not seen to improve, the Provincial Government will be more concerned with increasing health coverage rather than conservation or resource management issues. Communities will react similarly. In 1996, Village Maintenance Committee Data Collection Workshops were organised by MML in the Misima District with the advice of Harmony Ink, a Papua New Guinea-based Non-governmental Organisation. Villages had to list their 12 most important health problems. Those for Brooker (CBMMCA 3) are profiled below. | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||