MALAMPA SECODARY SCHOOL PRINCIPALS

CONFERENCE 2022

ANALYSING SCHOOL RESULTS

2017-2022

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INTRODUCTION

The Malampa secondary principals conference has been held on the 13th -15th September 2022
at the USP sub centre at Norsup, Malekula. The participants of the workshop are principals of
all secondary school in Malampa, accompanied by their school academic officers.

Purpose

The purpose of the workshop is to attend the presentation of Malampa school results, presented
by the Exams and Assessment unit at the Ministry of Education and Training on the last five
years (2017-2021) results for Malampa’s schools.
Secondly, discussion of results and factors affecting the results and deciding on strategies to
address the factors to impact improvement of results in all schools around Malampa province.

Our facilitator and participant

The facilitator is the Principal Education officer responsible for Exams and Assessment unit at
the Ministry of Education and Training to present the results for all schools in Malampa province
from year 4, 6,8, 10,12 and 13.
After the presentation, the Provincial Education Officer Malampa continued to facilitate the
workshop for the next two days in identifying factors impacting negative results in Malampa
province and the way forward to address the results through strategic development.

Over fourty eight (48) principals including their academic officers were present for the workshop
to participate in the discussions on what can be done to improve results.

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Workshop Day one

Presentation of results by PEO- EAU at Ministry of Education and Training to all participants by
school results and traffic lights and concern areas. Participants identify some important areas of
concern:

• Literacy level in most schools were of concern in year 4 and 6.

• Year 4 results shows two concern areas on literacy (reading comprehension and
writing).
• English in secondary school is a concern subject, with social science.
• Inconsistency of performance by schools
• Need to introduce both arts and science subjects in senior schools
• Need to have more senior schools to accommodate increase student’s enrollment.
• Technology is a subject lacking in most junior secondary schools

Workshop day two

Facilitated by Provincial Education officer Malampa for discussion of results and traffic lights
and concern schools and subject. The participants, after discussion will be separated to small
groupings to discuss in dept on factors affecting school results especially decline in
performance verses Vansta results for year 4, 6, 8 and year 10, 12 13 national exams result for
the last five years (2017-2022).’

Activity one- Identifying factors affecting results in schools.

Groups of six participants each were established and were given enough time to brain storm
and list down all the factors which are affecting poor performance of results in schools.
All six groups pasted their agreed list on the wall and all participants were encouraged to look
through the list to ensure that no areas of concern were left out.

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Activity two- Indicate from list, internal factors and external factors

Working in the same working group, the participants were to now, reassess their list of factors to
identify which factors are internal, referred to as those that are under their control or
management and external which meant, principals have no control over the factors.
All working groups are writing either internal or external beside their prescribed factors then
reposted on the wall for everyone to see.

Activity three- Resolution on conflicting factors

All working group will now move from stations to stations to check on decisions made by each
working group on their judgement whether the factors are external or internal. One working if
agreed will give a tick or cross for a disagreement.
After checking the decisions of external and internal factors and if there are some conflicts
which meant there are some ticks and cross on one of the factors then it will be taken back to
the whole grouping for further discussions.

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Activity four- Resolving conflicts on factors

The conflicting factors were discussed further by the whole group and after discussion, the
factors were decided to be internal or external factors. The working groups who disagreed with
the decision by the group were given the opportunity to express their case of disagreeing with
the decision of the other grouping. After all the concern were brought up, then all group were
requested to agreed by voting that the factor is either external or internal.
As soon as all the factors were agreed to as either internal and external, all agreed that all
external factors will be removed as principals and school do not have any control over them.
Therefore, all internal factors will be used to identify the focus area for improvement in school
management level.

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Figure 1- see below is approved focus area for improvement by working group

1 Qualification of Management Internal Teachers/ Principals/

teachers EO
2 Management of Quality Internal Curriculum unit
Syllabus
3 Teacher's standard Quality Internal Teacher/ Principal/
Academic Prin/ HODs
4 Professional Quality Internal Teacher/ Principal/ EO
Development
5 Teacher's behavior Quality/ Internal Teacher/ Principal/SC/
and personality Management EO
6 Assessment Quality Internal Teacher/ EAU/
Academic teacher/
Principal
7 Teaching Approach Quality Internal Teacher/ Academic
teacher/ Principal
8 Learning Quality Internal Teacher/ Principal
Environment
9 Teaching Resources Management Internal Teacher/ Principal/ EO
10 Natural disasters Management Internal Teacher/ Principal/
Parents/EO
11 Absence of Management Internal Teacher/ Principal/
Teachers/ students Parents
12 Incomplete work( Quality/ Internal Teacher/ Academic
main focus on Management teacher/ Principal
textbook)
13 Shortage of Access/Quality/ Internal Principal/ EA
teachers Management
14 Discipline Quality/ Internal Principal/ SC/Discipline
Management Board
15 Man Made disaster Access/Quality/ Internal Principal/
Management SC/SCA/EO/MoET

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16 Poor Planning Access/Quality/ Internal Teacher/ Principal/
Management Academic Prin/ HODs
17 Transfer of students Management Internal Principal
18 Abuse of social Management Internal Principal/ SCA/SC
media
19 Lack of content Quality Internal Principal
knowledge
20 Multi class Quality Internal Teacher/Academic
teacher/Principal
21 Reading Failure Quality Internal Teacher/ Academic
teacher/Principal

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Activity five- Identifying focus area of improvement

The factors above in figure 1 has been approved by working group that these are some internal
factors which have impacted poor performance of results in the past. If these factors could be
improved then there would be an impact in improving results in the future.

Therefore, the next activity is to get all groups to agreeing on which factors will be place in three
main focus area of management or dormant. The management areas are;

• student management
• teacher management
• curriculum management

The groups in agreement then placed all 21 factors in the following three areas as shown in
Figure 2 below;

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Figure 2- Focus area with more ticks

NO FACTOR AREA INTERNAL/ PERSON RESPONSIBLE TEACHER STUDENT CURRICULUM

/DOMAIN EXTERNAL MANAGEMENT MANAGEMENT MANAGEMNET

1 Qualification of Management Internal Teachers/ Principals/ √

teachers EO
2 Management of Quality Internal Curriculum unit √
Syllabus
3 Teacher's standard Quality Internal Teacher/ Principal/ √
Academic Prin/ HODs
4 Professional Quality Internal Teacher/ Principal/ EO √
Development
5 Teacher's behaviour Quality/ Internal Teacher/ Principal/SC/ √
and personality Management EO
6 Assessment Quality Internal Teacher/ EAU/ √
Academic teacher/
Principal
7 Teaching Approach Quality Internal Teacher/ Academic √
teacher/ Principal
8 Learning Environment Quality Internal Teacher/ Principal √
9 Teaching Resources Management Internal Teacher/ Principal/ EO √
10 Natural disasters Management Internal Teacher/ Principal/
Parents/EO
11 Absence of Teachers/ Management Internal Teacher/ Principal/ √ √
students Parents
12 Incomplete work( main Quality/ Internal Teacher/ Academic √
focus on textbook) Management teacher/ Principal
13 Shortage of teachers Access/Quali Internal Principal/ EA √
ty/
Management
14 Discipline Quality/ Internal Principal/ √ √
Management SC/Discipline Board
15 Man Made disaster Access/Quali Internal Principal/
ty/ SC/SCA/EO/MoET
Management

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 16 Poor Planning Access/Quali Internal Teacher/ Principal/ √
ty/ Academic Prin/ HODs
Management
17 Transfer of students Management Internal Principal √
18 Abuse of social media Management Internal Principal/ SCA/SC √ √
19 Lack of content Quality Internal Principal √
knowledge
20 Multi class Quality Internal Teacher/Academic √
teacher/Principal
21 Reading Failure Quality Internal Teacher/ Academic √ √
teacher/Principal

It becomes very clear that having placed and agreed to the factors and focus area, it is apparent that teacher management is the
focus area, where if address properly in all schools, then it would have an impact on students results.
It is now clear that the responsibility directly points to how our principals are managing teachers’ performance and other related
activities in schools.
This shows that so much time is spent on trying to manage students but very little or less time is spend on management of
teachers. So much time is spent on blaming students on poor results but not blaming the management of teachers which
is the principal direct responsibility.

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Workshop day three- design of strategics to address factors in teacher
management.

The six working group were then allocated the factors to design strategics to assist schools in
addressing improvement for better management of teachers in teaching students in the
classroom.

These strategics in Figure 3 below has be put together to assist principals and academic
officers to implement better and effective management of teaching and learning and should
assist the school council in implementing new policies to address teacher behavior and attitudes
to get maximum teaching time in the classroom.

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Figure 3 – Some strategics outline by working groups

NO FACTOR STRATEGY
1 Qualification of 1. collection of teacher's qualifications
teachers 2. Identification of weak skills through observation
3. Academic teachers to assist teachers to improve
4. Provide professional Development regularly

7 Teaching approach 1. Student centered learning

2. Varieties of teaching approach
3. Teachers to create important teaching support activities
13 Shortage of 1. Report to Education Office
teachers 2. Vacancy advertisement
3. Select and appoint passionate teachers
19 Lack of content 1. Teacher's interaction with other teachers
knowledge 2. Encourage teachers to take up courses
3. Professional Development Program

3 Teacher's standard 1. Staff policy

2. TSC staff rules to be implemented
9 Teaching 1. Termly inventories
resources 2. Teaching resources are budget for annually.
15 Man-made disaster 1. School Policy
2. Review of school policy to gather for improvement
21 Reading Failure 1. Academic policy
2. Establishment of additional support to students.
5 Teacher Behavior Behavior
and personality School policy
Staff Manuel
Cancelling ( HOD, Academic
Parent, pastor, principal
Two verbal warning with return reports ( Principal)
Warning Letter
PEO
Personality
Preparation of work done by teacher
Delegation of duties responsibilities’
Leave form must be submitted three days prior to leave to the
academic
11 Absenteeism of Teachers
teacher/student
Attendance record
Signing class Attendance

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 Submission of record to the academic for filing and report
purposes
Refer to class teacher to HOD-Academic
Incentive
Students
Attendance record
Subject teachers to deal with and refer to class teacher-
Academy- Discipline
Incentive Star Award
17 Transfer of
Students
Transfer application form( Complete)
Diagnostic Test
Signing of agreement ( Student and Parents)
Continuous Counseling provided to students
Monitoring of academic behaviors/Progress
6 ASSESSMENT ASSESSMENT POLICY
Blue Print, Moderation assessment
Assessment Vision and Mission
Types of Assessment
Formative Assessment-Remediation
Summative Assessment are established
Making Criteria (Scheme)
12 Incomplete work Planning and Managements
Subject scheme
Subject Lesson Plan
18 Abuse of Social School Policy
Media
ICT Team to control internet access
Devise guideline to internet access
Teacher not allowed to bring phone to classroom
2 Management of Prepare and submit scheme of work termly
syllabus
Verification and approval of schemes
Preparation of weekly plans
Verification and approval of lesson plans
Observation of teachers
8 Learning Create subject corners in classrooms
Environment
Allocation of classrooms for each class
subject teachers decide of suitable setting of their lessons
topics ( outside of classroom)
14 Discipline Enforce academic discipline procedure
Counselling
Verbal warning

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 Written warning
Reporting
20 Multi class Separation of classes
Multi classes for higher enrolment classes should be
discourage
Multi class is discourage for transitional class (Year 4)
4 Professional Staff management policy
Development
Identification of weak areas by observation
Implementation
Evaluation and feed back
10 Natural disaster Disaster risk management policy
Disaster risk management plan
16 Poor Planning Academic Policy
Department plan
Subject plan
Frequent monitoring of teachers performance

Summary
This is the first workshop held by the malampa provincial office to gather all secondary
principals and academic officers to analyse EAU results on VANSTA and national exams and
identity factors affecting results in schools in Malampa. Also to indicate areas of concern which
needed to be addressed in improvement of results in the future and strategically plan for the
improvement by all schools.
Report compiled by PEO -Malampa
Workshop facilitator

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 Annexes

MALAMPA SECONDARY PRINCIPAL CONFERENCE

REGISTRATION

NAMES SURNAMES SKUL

Philip Sethyson Malua Bay JSS
JOE Marie Malua Bay JSS
MALTERA Georges Matanvath JSS
VIRAMBATH Nadia Matanvath JSS
MALVARU Jean marie Vao JSS
MELTEN Georges Vao JSS
RABTY KAL Albert Orap JSS
TARI Josiane Orap JSS
LAWAC Jacques Walla Rano JSS
Laurent Dennis Walla Rano JSS
NIMBWEN Seou Amelveth JSS
TIGONA J Winston Amelveth JSS
KALNPEL Cyriaque Norsup JSS
SLEE Francois Norsup JSS
KAMPAI John Lakatoro JSS
Kampai Florine Lakatoro JSS
VAKAS John Rensarie College
Joel Steven Rensarie College
BONG Manvua Alua JSS
Vakas Annie Rose Alua JSS
TAMEDAL Elwin Lamap JSS
Luan Irene Lamap JSS
VAKAS Richard Sagalai JSS
TAMATH Niptick Sagalai JSS
THYNA Antoine Lonvath JSS
KENNETH Franck Lonvath JSS
JOHN Sawyer SWB JSS
Rebecca Samuel SWB JSS
HARNPEL Martha College Unmet
HARCAPAT Jean pascal College Unmet
TAVI PHILIP Rex Brenwei JSS

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 Lorin Tawi Brenwei JSS
NAPONG Norbert Olal JSS
x x Olal JSS
Carol TARI Ranon JSS
Samuel Bini Ranon JSS
SILAS Manto Uman Wuro JSS
Bibi Natacha Wuro JSS
GARAE K Nicholson Maranatha JSS
Fred Tnesai Maranatha JSS
BATICK Bertrand College de Sessivi
Worwor Freddy College de Sessivi
SAM Albert Mbossung JSS
Willy Saelon Mbossung JSS
David TEVANU Lomelfaran JSS
Richard William Vaum JSS
TASSO Jawen Vaum JSS
TEILEMB Horatio Lehili JSS
TEILEMB Marie Pauline Lehili JSS
RENJO SAMUEL Norsup Education
HOPHAND Merione Norsup Education
FRED Wensy Norsup Education
PELAUD Michael Norsup Education
BOB O Neil Norsup Education
MANWO Loulou Norsup Education
Henry EAU Vila

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