PALAU MINISTRY OF EDUCATION INTRODUCTION · PALAU MINISTRY OF EDUCATION INTRODUCTION ... public...

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PALAU MINISTRY OF EDUCATION INTRODUCTION The Palau Ministry of Education is located in Koror, Republic of Palau, a group of about 300 islands located in an area in the Pacific Ocean known as Micronesia. The Palau archipelago is situated between 7 degrees and 20 minutes north latitude and 134 degrees and 28 minutes east longitude. The country is approximately 500 statute miles north of New Guinea, southeast of the Philippines, and southwest of Guam. Palau has a total land area of approximately 487 square kilometers and an Exclusive Economic Zone of 600,900 square kilometers. Its population was estimated in 2006 to be 20,044. The average daily temperature throughout the year for Palau is 81 degrees Fahrenheit, with relative humidity at about 82%. The official languages for Palau are Palauan and English. The currency used in Palau is the United States dollar. The country’s main industries are fisheries and tourism. Palau has a democratic government. It has a popularly elected president, vice president, 13 senators, and 16 delegates. There are 16 states in Palau, each having a governor and a legislature that are elected by the state voters. EDUCATION IN PALAU – PAST AND PRESENT Prior to colonial rule in Palau, education in Palau consisted of families and communities teaching children and young adults the knowledge and skills needed to live in the society. Male and female elders taught boys and girls and young men and women knowledge and skills necessary to fulfill male and female roles in the family and the community. Community experts taught young men and women specialized skills which led to personal, social, and economic benefits. With foreign administrations taking over Palau, beginning with Spanish Capuchin missionaries in 1886, followed by German Capuchin missionaries in 1907, the Japanese in 1914, and then the Americans in 1945, teaching and learning in Palau developed into a more formal structure. Both Spanish and German Capuchins established mission schools, with religious interest. A school for policemen with a curriculum consisting of German language, reading, writing, and arithmetic, in which local people may attend, was opened in Palau by the Germans in 1902. The Japanese administration, after World War I, introduced formal public school system in Palau, with the curriculum concentrated on Japanese language, arithmetic, and ethics for three years with possible two additional years of advanced studies. The formal education system was then remodeled after that of the United States when the Americans took over Palau after World War II. Today, the Palau education system still resembles that of the United States but with local mandates and control and greater local content and materials.

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EDUCATION MANDATES The Palau Ministry of Education (MOE) is mandated through the Palau Constitution, Palau public laws, and Palau Presidential Executive Orders. Article VI of the Palau Constitution declares it an objective and a responsibility of the national government to take positive action to attain free and compulsory public education for citizens as prescribed by law. Such public law, codified in Title 22 of the Palau National Code of Legislation Section 101 (22 PNC §101), declares and establishes the policy of the national government to provide for an educational system which shall enable the citizens of Palau to participate fully in the progressive development of the Republic as well as to gain knowledge in all areas.

Title 2 PNC §102 then establishes the Ministry of Education, as well as seven other Ministries, within the Executive Branch of the Government of the Republic of Palau, with 2 PNC §109 directing the President of the Republic to provide for the subdivisions of the Ministries and to prescribe their duties, responsibilities, and functions by Executive Orders. Since the establishment of the Constitutional Government of the Republic of Palau on January 1, 1981, a series of Executive Orders have organized the Executive Branch of the Government of the Republic of Palau, including the Ministry of Education. Executive Order No. 381, signed on September 21, 2015, organizes the Ministry of Education into two bureaus with five divisions. EDUCATION POLICY AND PURPOSES The education policy and purposes of education for Palau are declared in 22 PNC §101, as follows:

Policy: It is the policy of the national government to provide for an educational system which shall enable the citizens of Palau to participate fully in the progressive development of the Republic as well as to gain knowledge in all areas.

Purposes: To implement the education policy, the purposes of education for the Republic include the following:

a. to increase citizen participation in economic and social development; b. to unify the Republic by giving the people knowledge of their islands, economy,

government and world; and c. to provide citizens of the Republic with the knowledge and skills (including

professional, vocational, social, and political abilities) which are required for self-development and the development of the Republic).

EDUCATION SYSTEM GOVERNANCE AND MANAGEMENT

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Title 22 PNC §131 calls for a Palau Board of Education consisting of seven members who are appointed by the Palau President, with advice and consent of the Palau OEK Senate, to advance the development of the educational system in the Republic. However, the Board has not been appointed and has not been functioning for a long period of time.

In the absence of the Board of Education, the Minister of Education, under the Palau President and with advice of the MOE Management Team, carries out the essential functions of the Board in governing and managing the Palau public education system. VISION AND MISSION

The vision and mission statements for the Palau Ministry of Education, adopted on June 18, 2003, are as follows:

Vision: “Our students will be successful in the Palauan society and the world.”

(“A rengalek er a skuul a mo ungil chad er a Belau me a beluulechad.”) Mission: “The Republic of Palau Ministry of Education, in partnership with students,

parents, and the community, is to ensure student success through effective curriculum and instruction in a conducive learning environment.”

(“A skuul er a Belau, el kaukledem ngii me a rengalek er a skuul, rechedam me a rechedil me a buai, a mo kutmeklii a ungil klechad er a rengalek er a skuul el okiu a ulterekokl el suobel me a ungil osisechakl el ngar er a ungil el olsechelel a omesuub.”)

ORGANIZATIONAL STRUCTURE Executive Order No. 381, signed on September 21, 2015, organizes the Ministry of Education into two bureaus with five divisions. The Bureau of Education Administration has three divisions, including the Division of Personnel Management, the Division of School Management, and the Division of Research and Evaluation while the Bureau of Curriculum and Instruction has the Division of Curriculum and Instructional Materials Development and the Division of Instructional Implementation and Teacher Training. Such organizational structure is depicted below.

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DSM Field Office

Office of the Minister

Bureau of Education AdministrationBureau of Curriculum and

Instruction

Division of Research and Evaluation

Division of Personnel Management

Division of School Management

Division of Curriculum and Instructional Materials Development

Public Library

Administrative Services

Special Education Program

Adult Education Program

Budget and Finance

Facilities and Maintenance

Transportation Services

Information Technology

Education Administration Grants

Testing

Research

Statistics

Personnel Certification

Curriculum Grants

Division of Instructional Implementation and Teacher Training

CIMD Math

CIMD Science

CIMD Palauan Studies

CIMD English

CIMD Social Studies

CIMD Physical Education

CIMD Health

IITT Math

IITT Science

IITT Palauan Studies

IITT English

IITT Social Studies

MOE Organization Chart(As of July 07, 2011)

Food Services

Material Production

Data Management

DSM Field Office

JFK (Kayangel)Elementary School

IbobangElementary School

GB HarrisElementary School

AiraiElementary School

Aimeliik Elementary School

AngaurElementary School

MelekeokElementary School

KororElementary School

MeyunsElementary School

SonsorolElementary School

Pulo AnnaElementary School

PeleliuElementary School

NgeremlenguiElementary School

NgardmauElementary School

NgarchelongElementary School

NgaraardElementary School

Palau High School

Under the subdivisions are relevant functions, programs, and activities, such as Public Schools, Special Education Program, Adult Education Program, Curriculum and Instructional Development, Personnel Certification, Data Management, and Administrative Services, including Food and Transportation Services. The organization of major MOE functions, programs, and activities is shown in the chart below.

MinisterofEducation

BureauofEducationAdministration

DivisionofResearchandEvaluation

DivisionofPersonnelManagement

DivisionofSchoolManagement

BureauofCurriculumandInstruction

DivisionofCurriculumandInstructionalMaterials

Development

DivisionofInstructional

ImplementationandTeacherTraining

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MAJOR FUNCTIONS MINISTRY OF EDUCATION The Ministry of Education is headed by a Minister. The Ministry is responsible for managing, operating, and promoting the public elementary and secondary school system and implementing educational curricula and standards at public schools. The Ministry of Education is also responsible for the performance of the duties and functions of the subdivisions of the Ministry as well as other matters pertaining to public education in the Republic. The subdivisions of the Ministry of Education include the Bureau of Education Administration and its three divisions, namely the Division of Personnel Management, the Division of School Management, and the Division of Research and Evaluation, and the Bureau of Curriculum and Instruction and its two divisions, which are the Division of Curriculum and Instructional Materials Development and the Division of Instructional Implementation and Teacher Training. Major functions of the Ministry of Education include the following:

• School improvement processes; • Curriculum development; • Assessment and reporting of student progress; • Budget preparation; • Personnel recruitment and selection; • Teacher and administrator training and certification; • Management and administration of all professional personnel functions; • Community and vocational development; • Training of citizens of the Republic; • Policy analysis, evaluation, and recommendations; and • Implementation of a Professional Personnel System for all professional

employees of the Ministry. BUREAU OF EDUCATION ADMINISTATION The Bureau of Education Administration is one of the two bureaus of the Ministry of Education that is headed by a Director. The Bureau is responsible for program planning and research for effective and efficient methods and strategies that augment the education system, for the management and administration of federal programs that pertain to the Bureau, and for administrative services of the Ministry. The Bureau is also responsible for the performance of the duties and functions of its three divisions: the Division of School Management, the Division of Research and Evaluation, and the Division of Personnel Management. The Bureau carries out these responsibilities in collaboration with the Bureau of Curriculum and Instruction and the Ministry’s divisions.

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Major activities carried out by the Bureau of Education Administration include the following:

• Responsible for personnel management, school management, research and evaluation, federal programs, policy development, and administrative services of the Ministry of Education;

• Planning, developing, and administering programs to provide educational opportunities for students;

• Recommending and implementing policies and guidelines to maintain educational standards for all students and staff;

• Preparing the budget for the Ministry of Education and managing, monitoring, and making recommendations on budget expenditures;

• Serving as SEA Federal Program Coordinator to ensure all U.S. federal grant programs and other external programs awarded to the Ministry of Education comply with federal regulations and grant specifications;

• Submitting grant proposals to solicit program funding for new and continuing programs;

• Reviewing and recommending program modifications to strengthen existing programs;

• Submitting reports on the progress of each division and operation unit under the Bureau on a regular basis;

• Serving in committees requiring participation of the Bureau and as assigned; • Interpreting laws, rules, and regulations to employees, parents, students, and

the public; • Implementing a feeding program for all public schools; • Providing transportation services for students as well as educational activities;

and • Acting for the Ministry of Education and the other Bureau during absences and

through relevant delegation of authority. Major functions under the Bureau of Education Administration include the following:

• Division of School Management o Public Schools o Public Library o School Management Field Office

• Division of Research and Evaluation o Testing o Research o Statistics o Data Management

• Division of Personnel Management o Personnel Certification

• Education Administration Grants o Adult Education Program

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o College Access Challenge Grant Project • Administrative Services

o Budget and Finance o Facilities and Maintenance o Food Services o Information Technology o Material Production o Transportation Services

DIVISION OF SCHOOL MANAGEMENT The Division of School Management, which is headed by a Chief, functions under the Bureau of Education Administration. The Division is responsible for administration and management of all public schools, consisting of 16 elementary schools and one high school; the Public Library; and the school management field office. Major activities for the Division include the following:

• Supervising and managing day-to-day activities of public school programs; • Supervising the implementation and assessment of instructional programs in

public schools; • Developing student assistance programs, including student counseling; • Implementing and managing effective communication strategies for public

schools; • Administering school charters to non-public schools in accordance with

established standards; • Maintaining and improving public libraries; • Strengthening parental and community involvement in school activities; • Recommending types and scope of needed training for school personnel,

including principals, teachers, and staff; and • Disseminating information on education programs and services.

ORGANIZATIONAL STRUCTURE OF SCHOOLS Schools in Palau are organized into preschool, elementary school, high school, and post-secondary institution. Preschool programs and the college operate under semi-autonomous agencies and private organizations while public elementary and high schools are run by the Ministry of Education and private elementary and high schools by private religious institutions.

A preschool program called Head Start is offered by the Palau Community Action Agency for 3- to 5-year old children. In addition, kindergarten programs are provided by private schools, including Gospel Kindergarten, Maris Stella Kindergarten, and Seventh-Day Adventist (SDA) Kindergarten.

Elementary schools provide curriculum and instruction for first through eighth grade while high schools deliver instructional programs for ninth through twelfth grade.

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There are currently 16 public elementary schools and one public high school operating under the Ministry of Education and two private elementary schools and five private high schools running under private religious institutions. An adult education program under the Ministry of Education offers General Educational Development (GED), a high-school equivalent program, to the community.

Palau Community College is the only post-secondary institution in Palau. The college offers an adult high school program, one-year certificate and two-year associate degree programs in occupational and academic fields, and adult and continuing education. The college also delivers bachelor and master degree programs from San Diego State University to the community.

COMPULSORY SCHOOL ATTENDANCE

By Palau public law, attendance in school is compulsory in Palau, and parents and guardians may be fined for violations of the compulsory education. Title 22 PNC §159 states the following:

• “Attendance at a public or nonpublic school shall be required of all children between the ages of 6 and 17, inclusive, or until graduation from high school, unless excluded from school or excepted from attendance by the Minister.”

• “For the purpose of beginning school, a child shall be admitted at the beginning of a school year if he has attained the age of 6 on or before September 30.”

• “Any parent, guardian, and other person having the responsibility for or care of a child whose attendance at school is obligatory shall send the child to school. Any parent, guardian, or other person who permits a child who is under his control to be absent from school without good cause and in violation of applicable law or regulations shall be guilty of a violation of this section and, upon conviction, shall be fined not more than $100.”

PUBLIC SCHOOLS The Ministry of Education is primarily responsible for free and compulsory public education for children at ages 6 to 17, or until high school graduation. Currently, there are 16 public elementary schools and one public high school that operate under the Division of School Management. Elementary schools consist of grades 1 to 8 for children aged 6 to 13 while the high school has grades 9 to 12 for children at ages 14 to 17 or above and who have completed elementary school. School Settings The public schools are situated at all major islands of Palau except Hatohobei. Eight public elementary schools are located in Babeldaob; four, including the lone public high school, are in Koror; one each in Peleliu, Angaur, and Kayangel; and two in Sonsorol, one being located at Pulo Anna.

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The public schools and their locations, student enrollment, number of teachers, number of other staff, and student-teacher ratio, as of SY 2014-2015, are shown below.

Name of Public School Location # of Students

# of Teachers

# of Other Staff

Student-Teacher

Ratio Aimeliik Elementary School Aimeliik 53 9 6:1 Airai Elementary School Airai 131 12 11:1 Angaur Elementary School Angaur 19 6 3:1 George B. Harris Elementary School Koror 313 24 13:1 Ibobang Elementary School Ngatpang 17 4 4:1 Palau-Japan Friendship Elem School Kayangel 7 3 2:1 Koror Elementary School Koror 662 37 18:1 Melekeok Elementary School Melekeok 105 19 6:1 Meyuns Elementary School Koror 148 13 11:1 Ngaraard Elementary School Ngaraard 34 7 5:1 Ngarchelong Elementary School Ngarchelong 67 10 7:1 Ngardmau Elementary School Ngardmau 20 6 3:1 Ngeremlengui Elementary School Ngeremlengui 45 9 5:1 Peleliu Elementary School Peleliu 74 10 7:1 Pulo Anna Elementary School Sonsorol 9 1 9:1 Sonsorol Elementary School Sonsorol 3 1 3:1 Palau High School Koror 646 52 12:1 Total 2,353 223 11:1

There are seven other schools in Palau that are operated by private religious organizations. In School Year 2014-2015, these seven private schools altogether had 806 students, 94 classroom teachers, and a student-teacher ratio of 9 to1. The seven private schools include the following:

Private School Name School Level Location Maris Stella School Elementary Koror SDA Elementary School Elementary Koror Belau Modekngei School High School Ibobang Bethania High School High School Ngaraard Emmaus High School High School Koror Mindszenty High School High School Koror Palau Mission Academy High School Airai

Student Enrollment In School Year 2014-2015, there was a total of 3,159 students enrolled in all 22 public and private elementary and high schools in Palau, 2,353 or 74% of whom attended public schools while 806 or 26% were enrolled at private schools. Of the total student enrollment, there were 97 more boys than girls attending the elementary and high schools.

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Student enrollment at both public and private schools has consistently declined, with 19% decrease in student population at public schools and 23% drop at private schools in the last eight years. During the same period, there were frequently more boys than girls attending elementary school but mostly more girls than boys enrolled in high school. The student enrollment trend for the last eight school years, from School Years 2008 to 2015, is shown in the table below.

Student Enrollment Trend School Years 2008-2015

Elementary High School School Type School Year Male Female Total Male Female Total

Grand Total

Public 2007-2008 1115 948 2063 433 418 851 2914 2008-2009 1035 919 1954 441 409 850 2804 2009-2010 993 884 1877 390 394 784 2661 2010-2011 962 824 1786 369 373 742 2528 2011-2012 934 800 1734 333 350 683 2417 2012-2013 916 809 1725 331 341 672 2397 2013-2014 907 772 1679 310 333 643 2322 2014-2015 922 785 1707 313 333 646 2353

Private 2007-2008 274 247 521 263 265 528 1049

2008-2009 247 253 500 258 266 524 1024 2009-2010 245 247 492 267 261 528 1020

2010-2011 246 226 472 256 256 512 984 2011-2012 252 217 469 240 266 506 975 2012-2013 235 214 449 240 241 481 930 2013-2014 216 213 429 225 218 443 872 2014-2015 203 208 411 190 205 395 806

Classroom Teachers The number of classroom teachers at public schools has been relatively stable over the years until School Year (SY) 2014, when the number of US Peace Corps and JICA volunteer teachers in Palau schools was significantly reduced. The number of public school teachers from SY2008 to SY2015 is indicated below.

SY

2008

SY

2009

SY

2010

SY

2011

SY

2012

SY

2013

SY

2014

SY

2015

Public School Teachers 248 258 248 248 243 236 213 223

Elementary 184 195 184 185 184 180 160 171

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Aimeliik 10 10 9 10 9 11 9 9 Airai 13 13 12 13 14 13 13 12 Angaur 7 7 7 7 8 8 6 6 GB Harris 27 25 25 23 23 23 24 24 Ibobang 4 3 5 4 4 4 4 4 JF Kennedy* 5 5 5 5 4 4 4 3 Koror 36 46 30 35 35 35 37 37 Melekeok 8 11 9 26 23 22 18 19 Meyuns 12 14 13 13 14 12 13 13 Ngaraard 9 9 10 10 10 9 8 7 Ngardmau 8 8 11 8 7 6 6 6 Ngchesar* 7 9 8 - - - - - Ngarchelong 8 7 9 10 10 11 9 10 Ngeremlengui 10 10 10 10 10 10 9 9 Ngiwal* 8 6 9 - - - - - Peleliu 9 9 10 10 10 10 10 10 Pulo Anna 1 1 1 1 1 1 1 1 Sonsorol 2 2 1 1 1 1 1 1

High School 64 63 64 62 59 56 53 52 Palau High 64 63 64 62 59 56 53 52

* JF Kennedy (John F. Kennedy) Elementary School was renamed Palau-Japan Friendship Elementary School in 2014.

* Ngchesar Elementary School and Ngiwal Elementary School were consolidated into Melekeok Elementary School, beginning in SY2011.

A total of 223 classroom teachers was employed by the Ministry in SY2014-2015 to teach at 16 public elementary schools and one public high school. Shown below are teachers’ education levels and major fields of study.

Teachers’ Education Levels School Year 2014–2015

Teachers’ Major Fields of Study School Year 2014–2015

Diploma/Degree Number Percent Major Number Percent High School xxx xx% Education xx xx% Associate xx xx% Liberal Arts xx xx% Bachelor xx xx% Business Administration xx x% Master’s x x% Other xx xx% Doctorate 0 0% No College Degree xxx xx% Student-Teacher Ratio The student-teacher ratio for public schools has been relatively stable over the last eight years. During the same period, the student-teacher ratio for high school has been consistently higher than that for elementary schools. In School Year 2014-2015, the highest student-ratio for elementary schools was 18:1 while the lowest was 2:1. The student-teacher ratios for public schools for School Years 2008 to 2015 are shown below.

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Public Schools Student-Teacher Ratio

School Years 2008-2015 School Year 2008 2009 2010 2011 2012 2013 2014 2015

Elementary Schools 11:1 10:1 10:1 10:1 9:1 10.1 10:1 10:1 High School 13:1 13:1 12:1 12:1 12:1 12:1 12:1 12:1

Curriculum and Instruction Curriculum and instructional materials for public schools are developed at the Bureau of Curriculum and Instruction while direct classroom instruction is carried out by classroom teachers at the school sites and monitored and evaluated by school principals, vice principals, and education specialists. The curriculum includes five core subjects that are taught at all public schools: English, math, science, social studies, and Palauan studies. Other content areas taught at public schools include health, physical education, and career guidance. Palau High School, the lone public high school, offers additional subjects such as Japanese language, journalism, and computer literacy. There are curriculum frameworks for all content areas that guide planning, preparation, and delivery of classroom instruction, which is routinely observed, monitored, and evaluated by school principals, vice principals, and education specialists. By public law, there is a minimum of 180 instructional days in one school year, which begins in August and ends in May. In School Year 2015-2016, there are 184 instructional school days. Elementary Curriculum and Instruction. The elementary school curriculum consists of five core subjects, which include English, math, science, social studies, and Palauan studies. The core subjects are each taught for 45 minutes every school day for the entire school year. Other subjects, such as health, physical education, and career guidance, are each taught for 45 minutes once or twice a week. A typical school day for elementary schools begins at 8:00 am and ends at 2:30 pm, with four subjects taught and a short recess taken in the morning, followed by lunch, and then two subjects covered in the afternoon. Tutoring and other school or student activities take up the rest of the school day. High School Curriculum and Instruction. The curriculum at Palau High School consists of both academic and vocational programs that include the core subjects, elective courses, and career academy courses. In addition to taking required core and elective courses, students must enroll in one of the five career academy programs or arts and humanities and complete six courses in the selected field. The five career academy programs include agriculture, business information, tourism and hospitality, construction technology, and automotive technology. Work-based activities that include job shadowing, career mentoring, and career practicum are also required for all students.

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Palau High School operates on block scheduling on a semester basis with 90 minutes of instruction for each class period. A typical school day for Palau High School has four class periods, beginning with the first course at 8:00 am, then lunch at about noon, and ending the last course at 3:30 pm. A total of 27 credits, as shown below, is required for graduating from Palau High School.

Palau High School Graduation Requirements Subject # of Credits

English 5 Math 4 Science 3 Social Studies 3 Palauan Studies 2 Health 1 Physical Education 1 Career Development & Career Academy Courses 6 Elective Courses 2 Total Credits 27

Palau High School is accredited by the Western Accreditation for Schools and Colleges (WASC), a US accrediting commission for schools. Grading System A uniform grading system developed in 2007 by the Ministry of Education is used at all public schools in Palau. The grading system establishes student evaluation and grading standards for all public schools, including the percentages of student work throughout the school year. Student grades in elementary schools are composed of 10% for classwork and homework, 10% of quizzes, 20% of tests, and 25% of the quarterly assessment tests. The grading system is shown below.

Grading System Palau Public Schools

Number Grade Letter Grade Grade Point

90-100 A 4.0

85-89 B+ 3.5

80-84 B 3.0

75-79 C+ 2.5

70-74 C 2.0

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67-69 D+ 1.5

65-66 D 1.0

0-64 F 0 For elementary schools, students must earn 65% (D) or better in each of the five core subjects in order to be promoted to the next grade level. For high school, students must pass all the course requirements with a minimum of 65% (D) or better in order to graduate. Graduation Rate Dropout Rate School Year A school year for public schools in Palau begins in August and ends in May. By public law, there is a total of no less than 180 instructional days in one school year. For School Year 2015-2016, there are 184 instructional days that begin on August 10, 2015, and end on May 19, 2016. The instructional days are divided into four quarters, with a two-week Christmas and New Year break. Below are important dates for School Year 2015-2016.

• August 10 School begins/1st Quarter begins • October 8 1st Quarter ends with 42 instructional days • October 12 2nd Quarter begins • December 18 2nd Quarter ends with 47 instructional days • January 4 3rd Quarter begins • March 3 3rd Quarter ends with 44 instructional days • March 7 4th Quarter begins • May 19 4th Quarter ends with 51 instructional days/school ends • May 23 Promotional days for outlying schools • May 24 Promotional days for Babeldaob schools • May 25 Promotional days for central schools • May 26 Graduation day for Palau High School

School Calendar A public school calendar is developed annually by the Division of Research and Evaluation and distributed to all Ministry employees, MOE partner agencies, major government offices, and community organizations. The school calendar, which begins in August and ends in July, contains calendar of events for the Ministry and public schools, dates of national and state holidays, and contact numbers for the Ministry, public schools, and specific programs. Below are important dates in the school calendar for School Year 2015-2016.

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Important Dates in School Calendar

School Year 2015-2016 Dates Activities

August 08, 2011 School Year 2011-2012 Begins/1st Quarter Begins September 05 (Holiday) Labor Day September 30 (Holiday) Independence Day (October 01, Saturday) October 06 1st Quarter Ends (42 Instructional Days) October 07 Teachers’ Day (No Classes) October 10 2nd Quarter Begins October 24 (Holiday) UN Day November 24 (Holiday) Thanksgiving Day November 25 Thanksgiving Break (No Classes) December 20 2nd Quarter Ends (49 Instructional Days) December 21 Teachers’ Day (No Classes) December 22-January 02 Christmas/New Year Break (No Classes) January 03, 2012 3rd Quarter Begins March 01 3rd Quarter Ends (43 Instructional Days) March 02 Teachers’ Day (No Classes) March 05 4th Quarter Begins March 12-16 Education Awareness Week March 15 (Holiday) Youth Day April 06 Spring Break (No Classes) May 04 (Holiday) Senior Citizens Day (May 05, Saturday) May 17 4th Quarter Ends (51 Instructional Days) May 18 Teachers’ Day (No Classes) May 21-23 Elementary School Promotional Days May 24 Palau High School Graduation Day June 01 (Holiday) Presidents Day July 09 (Holiday) Constitution Day July 24-26 2012 Education Convention August 06, 2012 School Year 2012-2013 Begins

Basic Student Indicators, SY2015

Basic student indicators for SY2014 for public schools are shown in the table below.

Basic Student Indicators Public Schools, SY2014

Indicator Public Elementary Schools

Public High School

Student-Teacher Ratio 9:1 11:1 Average Daily Attendance Rate 94.0% 95.0% Promotional Rate 86.5% 89.7%

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Withdrawal Rate 0.8% 4.0% Dropout Rate 0.7% 0.9% Graduation Rate 99.5% 88.3% Cohort Completion Rate 89.1% 67.2% Repeat Rate 5.2% 4.5%

Student Assessments The Ministry of Education administers several system-wide assessments to gauge student achievement. Most of these assessments are locally developed by education specialists and their supervisors under the Bureau of Curriculum and Instruction while others are standardized regional and international assessments. The system-wide assessments are as follows:

• Palau Achievement Tests (PAT) • Quarterly Assessment Tests (QAT) • Palau English Reading Assessment (PERA) • Math Placement Test • Stanford Achievement Test 10th Edition (SAT10) • Pacific Islands Literacy and Numeracy Assessment (PILNA)

Palau Achievement Tests. The Palau Achievement Tests (PAT) are locally developed criterion-referenced tests that are administered system-wide annually to assess student learning based on the curriculum frameworks of the five core subjects, which include English, mathematics, Palauan studies, science, and social studies. The tests are administered in grades 4, 6, 8, 10, and 12 toward the end of each school year. Results of the PAT for School Years 2010 to 2015 are shown below.

Palau Achievement Tests National Mean Scores in Percentages

Grade 4 – SY 2010-2015 School Year English Math Palauan Science Social Studies

2010 50.2 47.2 53.2 50.5 43.3 2011 46.8 45.7 49.7 47.7 44.3 2012 51.3 48.3 45.6 45.6 45.7 2013 45.4 44.7 44.4 48.3 46.5 2014 49.8 45.8 42.7 45.5 44.2 2015 xx.x xx.x xx.x xx.x xx.x


Grade 6 – SY 2010-2015 School English Math Palauan Science Social Studies

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Year 2010 61.8 50.4 49.1 48.8 43.9 2011 62.4 49.8 51.2 51.9 45.3 2012 59.2 48.1 50.7 49.4 46.1 2013 59.2 46.5 47.6 44.7 42.6 2014 54.9 40.1 48.1 52.3 43.8 2015 xx.x xx.x xx.x xx.x xx.x









2010 44.6 31.0 No data 42.3 58.2 2011 41.2 31.5 No data 41.0 55.1 2012 44.1 30.1 No data 43.0 51.4 2013 43.8 32.1 No data 45.1 56.9 2014 No data

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2015 xx.x xx.x xx.x xx.x xx.x Quarterly Assessment Tests. The Quarterly Assessment Tests (QAT) are locally developed criterion-referenced assessments administered system-wide at the end of each quarter to grades 1 to 8 to measure student mastery of the learning targets in the core subjects, including English, mathematics, Palauan studies, science, and social studies. The QAT scores constitute 25% of students’ quarterly grades on the core subjects. Shown below are results for the QAT for School Year 2014-2015.

Quarterly Assessment Tests National Average Scores in Percentages

School Year 2014-2015 Subject 1st 2nd 3rd 4th 5th 6th 7th 8th English 71.4 00.0 00.0 00.0 00.0 00.0 00.0 00.0 Mathematics 00.0 00.0 00.0 00.0 00.0 00.0 00.0 00.0 Palauan Studies 00.0 00.0 00.0 00.0 00.0 00.0 00.0 00.0 Science 00.0 00.0 00.0 00.0 00.0 00.0 00.0 00.0 Social Studies 00.0 00.0 00.0 00.0 00.0 00.0 00.0 00.0

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Public Schools Quarterly Assessment Tests Results School Year 2014-2015

Gra

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Qua

rter

Enr

ollm

ent

#Tes

ted

English

# Te

sted

Math

# Te

sted

Palauan Studies

# Te

sted

Science

# Te

sted

Social Studies

Avg.

% Pass

% Fail

Avg.

% Pass

% Fail

Avg.

% Pass

% Fail

4Avg.

% Pass

% Fail

Avg.

% Pass

% Fail

1 1 210 210 73.3 78.6 21.4 210 74.4 73.8 26.2 210 75.3 77.1 22.9 210 71.3 71.9 28.1 210 70.8 68.1 31.9 1 2 207 207 66.7 1 3 1 4 2 1 2 2 2 3 2 4 3 1 3 2 3 3 3 4 4 1 4 2 4 3 4 4 5 1 5 2 5 3 5 4 6 1 6 2 6 3 6 4 7 1 7 2 7 3 7 4 8 1 8 2 8 3 8 4

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Palau English Reading Assessment. The Palau English Reading Assessment (PERA) is a locally developed system-wide reading assessment that is administered annually as pre-test and post-test to grades 1 to 8. PERA measures student achievement in the five elements of reading, including phonemic awareness, phonics, vocabulary, comprehension, and fluency against reading standards and objectives in the Ministry’s English Language Arts Curriculum Framework. Average scores on PERA for School Year 2013-2014 are shown below.

PERA Pre- & Post-Test Average Scores School Year 2013-2014

Gra

de 1

Gra

de 2

Gra

de 3

Gra

de 4

Gra

de 5

Gra

de 6

Gra

de 7

Gra

de 8

Pre-Test 29.2 48.7 47.3 41.6 42.8 50.5 51.4 49.4 Post-Test 69.4 63.0 49.6 48.0 53.2 55.8 57.8 50.5

Math Placement Test. The Math Placement Test is a locally developed assessment that is administered annually by Palau High School math teachers to all incoming students to determine their placement in math courses for grade 9. The test, which measures student mastery of basic mathematic skills, requires a passing score of 75%. Students passing the test are placed in Algebra I course at Palau High School while those scoring below 75% are placed in Applied Mathematics course. Results of the 2014 Math Placement Test are summarized below.

Stanford Achievement Test 10th Edition. The Stanford Achievement Test 10th Edition is an internationally recognized United States standardized norm-referenced test that is administered by the Ministry annually to 9th and 11th grades as part of Western Association of Schools and Colleges (WASC) accreditation requirements for Palau High School. The test measures student achievement in reading, mathematics, language, spelling, science, social science, and thinking skills. Student scores in each of the subtest are reported as a percentile rank in comparison to a norm group established by the test developers. Over time, trend data on the test show growth or

2014 Math Placement Test Results Score Ranges 76 60-66 50-56 40-48 30-38 20-28 10-18 2-8 # of Students 2 8 5 15 13 22 40 13 • A total of 118 students who had just graduated from 13 elementary

schools, including two private schools, took the test. • Two (2) students passed while 116 failed the test. • The highest score was 76%; the lowest score was 2%. • The average score was 27%. • About one-third, or 34%, of the students scored between 10% and 18%.

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lack of growth in student achievement, as shown in the following PHS SAT10 percentile ranks for Palau High School grades 9 and 11.

Palau High School Grade 9 SAT 10 Percentile Rank

School Years 2004 & 2008-2014

Sch

ool Y

ear

Tota

l R

eadi

ng

Rea

ding

V

ocab

ular

y

Rea

ding

C

ompo

sitio

n

Mat

hem

atic

s

Lang

uage

Lang

uage

M

echa

nics

Lang

uage

E

xpre

ssio

n

Spe

lling

Sci

ence

Soc

ial

Stu

dies

Thin

king

S

kills

2004 30 8 16 27 19 18 24 38 30 14 12 2008 15 12 20 36 21 23 23 36 26 24 19 2009 20 18 24 38 22 25 22 39 26 24 23 2010 23 22 26 38 23 26 23 42 27 25 24 2011 29 26 32 49 31 34 32 48 33 29 32 2012 20 22 21 37 25 26 27 43 26 25 22 2013 20 28 19 34 20 24 19 38 16 19 19 2014 24 26 25 33 20 22 20 35 18 22 22

Palau High School Grade 11 SAT 10 Percentile Rank

School Years 2004 & 2008-2014

Sch

ool Y

ear

Tota

l R

eadi

ng

Rea

ding

V

ocab

ular

y

Rea

ding

C

ompo

sitio

n

Mat

hem

atic

s

Lang

uage

Lang

uage

M

echa

nics

Lang

uage

E

xpre

ssio

n

Spe

lling

Sci

ence

Soc

ial

Stu

dies

Thin

king

S

kills

2004 15 6 23 23 25 23 25 37 24 26 16 2008 27 19 35 27 35 32 38 42 32 30 31 2009 24 18 31 28 28 31 27 44 34 31 28 2010 19 14 26 28 29 28 31 39 32 25 25 2011 23 20 27 26 30 33 29 38 28 27 26 2012 20 17 26 44 31 34 30 37 30 31 29 2013 24 20 29 26 26 27 25 38 23 25 25 2014 25 32 26 24 28 34 25 37 24 30 24

Pacific Islands Literacy and Numeracy Assessment. The Pacific Islands Literacy and Numeracy Assessment (PILNA) is a Pacific regional assessment that was developed by the Secretariat of the Pacific Board for Educational Assessment (SPBEA), in collaboration with the UNESCO Office for the Pacific States and on behalf of the Pacific Islands Forum (PIF) Ministers of Education, to monitor literacy and numeracy among the Pacific Islands Forum countries. PILNA is administered every three to five

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years to students in 4th and 6th grades in the Pacific Islands Forum countries. The strands of literacy assessed in PILNA for both grades 4 and 6 include reading and writing. The strands of numeracy for both grades 4 and 6 include numbers, operations, problem solving, measurement, money, and time, with statistics as additional strand for 6th grade. PILNA was first administered in Palau public schools in 2012; the next testing will be in 2015. Reports on the results of the 2012 PILNA for Palau public school students in grades 4 and 6 include the following performance comparisons between Palau position and sub-regional and regional baselines for grades 4 and 6.

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2012 PILNA Performance Comparisons for Palau Grade 4

Domain Disaggregation Performing at expected level Working towards expected level Not yet working towards expected level

Palau Position

Sub-regional Baseline

Regional Baseline

Palau Position


Regional Baseline

Palau Position


Regional Baseline

Overall Literacy 97.9 51.8 30.2 2.1 32.3 52.8 0.0 15.9 16.9 Literacy by Gender

Boys 97.0 45.1 25.1 3.0 34.2 54.0 0.0 20.7 20.9 Girls 98.9 58.5 35.3 1.1 30.4 51.7 0.0 11.1 13.0

Literacy by education authority

Government 97.9 53.1 26.8 2.1 32.3 55.6 0.0 14.6 17.6

Literacy by school locality

Urban 98.4 49.2 35.4 1.6 33.5 47.7 0.0 17.3 16.8 Non-urban 97.6 61.7 26.4 2.4 27.5 56.5 0.0 10.7 17.1

Overall Numeracy 91.4 41.3 48.3 8.6 44.6 35.4 0.0 14.0 13.6 Numeracy by gender

Boys 90.7 39.5 45.1 9.3 44.1 38.6 0.0 16.3 16.3 Girls 92.2 43.1 51.5 7.8 45.1 37.6 0.0 11.8 10.9

Numeracy by education authority

Government 91.4 42.3 48.3 8.6 45.0 35.4 0.0 12.8 13.6

Numeracy by school locality

Urban 86.9 40.2 49.6 13.1 45.2 36.7 0.0 14.6 13.7 Non-urban 93.7 45.6 47.3 6.4 42.3 39.1 0.0 12.1 13.5

Literacy components

Reading comprehension

100.0 67.1 53.9 0.0 6.3 14.1 0.0 26.7 32.0

Writing 60.1 32.8 18.1 39.4 39.0 47.5 0.5 28.2 34.4 Numeracy components

Measurement 61.5 44.7 42.1 18.7 27.3 23.0 19.8 27.9 34.9 Money 84.5 61.0 54.0 9.1 13.8 20.2 6.4 25.3 25.8 Numbers 86.6 61.6 57.2 11.2 12.1 11.6 2.1 26.3 31.2 Operations 79.7 35.4 43.7 20.3 55.3 47.1 0.0 9.4 9.2 Time 90.9 50.1 41.4 7.0 25.7 23.0 2.1 24.2 35.6

Sample Understanding of the table: The overall literacy for Palau grade 4 students is that 97.9% of the students are performing at the expected level, with 2.1% still working toward the expected level and 0% not yet working toward the expected level while, for sub-regional students, 51.8 percent are performing at the expected level, with 32.3% still working toward the expected level and 15.9% not yet working toward the expected level and, for regional students, 30.2% are performing at the expected level, with 52.8% still working toward the expected level and 16.9% not yet working toward the expected level. Sub-regional countries include Cook Islands, Nauru, Niue, Palau, Tokelau, and Tuvalu. Regional countries consist of PIF countries, which include the sub-regional countries and Federated States of Micronesia, Fiji, Kiribati, Marshall Islands, Papua New Guinea, Samoa, Solomon Islands, and Vanuatu.

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2012 PILNA Performance Comparisons for Palau Grade 6

Domain Disaggregation Performing at expected level Working towards expected level Not yet working towards expected level

Palau Position


Regional Baseline

Palau Position


Regional Baseline

Palau Position


Regional Baseline

Overall Literacy 90.7 63.6 29.3 7.7 15.7 41.8 1.6 20.8 28.9 Literacy by Gender

Boys 86.8 59.1 24.8 11.0 14.4 40.6 1.1 26.5 34.6 Girls 94.5 67.5 33.7 4.3 16.8 43.0 2.2 15.7 23.3

Literacy by education authority

Government 90.7 63.9 24.2 7.7 16.1 42.3 1.6 20.0 33.4

Literacy by school locality

Urban 83.8 60.8 40.0 13.2 17.0 37.0 2.9 22.3 22.9 Non-urban 94.8 74.1 22.2 4.3 10.8 44.9 0.9 15.1 32.8

Overall Numeracy 87.1 49.4 48.1 8.6 23.1 21.8 4.3 27.6 30.0 Numeracy by gender

Boys 81.9 43.1 45.8 9.6 28.4 23.2 8.5 28.4 31.0 Girls 92.4 54.8 50.4 7.6 18.4 20.5 0.0 26.8 29.1

Numeracy by education authority

Government 87.1 50.8 48.1 8.6 22.2 22.0 4.3 27.0 29.9

Numeracy by school locality

Urban 77.9 47.7 51.0 13.2 23.5 20.3 8.8 28.9 28.7 Non-urban 92.4 55.4 46.1 5.9 21.6 22.9 1.7 23.1 31.0

Literacy components

Reading comprehension

98.4 75.9 51.5 1.6 10.1 30.5 0.0 14.0 18.0

Writing 50.3 36.7 14.5 5.5 14.6 35.3 44.2 48.6 50.2 Numeracy components

Measurement 47.3 31.2 48.9 37.1 55.9 26.0 15.6 12.9 25.1 Money 90.3 45.8 63.5 8.6 19.2 9.2 1.1 35.0 27.3 Numbers 58.1 41.0 37.3 37.6 22.7 16.9 4.3 36.3 45.8 Operations 58.6 21.3 17.8 34.4 25.7 27.3 7.0 53.0 54.8 Time 95.2 68.8 57.8 2.7 16.7 25.3 2.2 14.5 17.0 Data 56.5 29.9 57.9 43.0 49.1 24.3 0.5 21.0 17.8

Sample Understanding of the table: The overall numeracy for Palau Grade 6 students is that 87.1% of the students are performing at the expected level, with 8.6% still working toward the expected level and 4.3% not yet working toward the expected level while, for sub-regional students, 49.4% are performing at the expected level, with 23.1% still working toward the expected level and 27.6% not yet working toward the expected level and, for regional students, 48.1% are performing at the expected level, with 21.8% still working toward the expected level and 30.0% not yet working toward the expected level. Sub-regional countries include Cook Islands, Nauru, Niue, Palau, Tokelau, and Tuvalu. Regional countries consist of PIF countries, which include the sub-regional countries and Federated States of Micronesia, Fiji, Kiribati, Marshall Islands, Papua New Guinea, Samoa, Solomon Islands, and Vanuatu.

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The Ministry also administers two internationally recognized assessments for students and adults who plan to enroll in U.S. colleges and universities. These assessments, which are normally required by U.S. post-secondary institutions, are typically administered to students in 12th grade and high school graduates. The tests are scored by the test developers, who report test scores directly to students and their selected colleges and universities. The two assessments are as follows:

• Scholastic Achievement Test (SAT) • Test of English as a Foreign Language (TOEFL)

Teacher Testing

Practice PRAXIS I School Handbook A school handbook for all public schools was developed in 2010 by the Ministry of Education. The school handbook details policies, rules, regulations and guidelines to assist students, parents, guardians, teachers, principals, and other school personnel in the performance of their roles and responsibilities in students’ educational development. Following are the major sections of the student handbook.

• Background information • General information • Policies, rules, regulations and guidelines for students • Policies, rules, regulations and guidelines for teachers & non-teaching school

personnel • Policies, rules, regulations and guidelines for school principals • Policies, rules, regulations and guidelines for parents/guardians • Use of school facilities and resources

School Charter Student-teacher ratio Graduation rate Dropout rate Links: School Calendar School Improvement Plans School Handbook School Charters Student Assessments

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PUBLIC LIBRARY There is one public library that operates under the Division of School Management in providing services to students, notably from Palau High School, the Palau community, and school libraries at all public schools. Major activities of the public library include the following:

• Supervising all aspects of library operations and personnel and managing library services and activities through planning, marketing, developing, and promoting library programs, instructional services, and special events for the public and the community;

• Managing collection development, including acquiring new resources as well as mending or discarding materials, and supervising cataloguing process, indexing, and inventories of library books, materials, and equipment;

• Establishing and managing library policies and procedures and developing long-range goals and objectives for library development;

• Assisting in recruiting library personnel and recommending promotions, training, and support for staff and student workers;

• Soliciting funding opportunities and assisting in designing and administering library grant programs to support library activities for the public and the community; and

• Preparing reports related to library and information services, technology and media services, resources and related activities.

# of books/volumes special features frequent users # of library card holders # of staff Library hours SCHOOL MANAGEMENT FIELD OFFICE DIVISION OF RESEARCH AND EVALUATION The Division of Research and Evaluation is headed by a Chief and operates under the Bureau of Education Administration. The Division is responsible for testing, statistics, and data management as well as planning, research, and evaluation for effective strategies that will improve educational programs and activities for the Ministry. Major activities for the Division include the following:

• Instituting research-based assessment processes in the education system and conducting and reporting appropriate research for the Ministry;

• Improving and expanding educational research and development capacities; • Evaluating and making recommendations for the current curriculum and

instructional materials at all levels of the education system;

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• Monitoring and evaluating progress of the Ministry in meeting its goals and objectives;

• Assessing student performances as well as student and parental satisfaction with educational programs;

• Initiating appropriate public relations functions for the Ministry; • Managing and coordinating grant programs and activities as assigned by the

supervisor or the Ministry; • Organizing and maintaining a data management system for the Ministry; and • Preparing reports for the Division on a regular basis and as requested or

required by the Ministry or other agencies.

Testing and Statistical Reports Links:

• Student Assessment Reports • Teacher Assessment Reports • Statistical Reports

DIVISION OF PERSONNEL MANAGEMENT Headed by a Chief, the Division of Personnel Management runs directly under the Bureau of Education Administration. The Division is responsible for personnel matters, including personnel recruitment, training, management, and certification for the Ministry. Major activities for the Division include the following:

• Administering and implementing the Public Service System Act and related personnel policies and regulations within the Ministry;

• Establishing systems, in concurrence with the Bureau of Public Service System, for personnel performance evaluation and training;

• Managing and issuing personnel certification, including teaching certificates to all classroom teachers and teacher training for those who do not meet certification criteria;

• Determining personnel needs, recruiting appropriate personnel, and initiating staff development programs; and

• Maintaining and managing a centralized personnel recordkeeping system similar to that at the Bureau of Public Service System.

MOE Personnel At the beginning of School Year 2015-2016, there were altogether 433 employees of the Ministry of Education. The breakdown of the MOE personnel is shown below.

Position Classification

Number of Employees

Position Classification Number of Employees

Minister 1 Computer Lab Managers 10

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Bureau Directors 2 Librarians 16 Division Chiefs 5 Administrative Staff 29 School Principals 15 School Cooks 28 Vice Principals 3 Maintenance Workers 12 Program Managers 4 Boat Operators 3 Education Specialists 20 Security Officers 10 School Counselors 4 Bus Operators 3 Classroom Teachers 237 JICA Volunteers 4 Technical Specialists 13 Total 433

Teacher of the Year Program Links:

• Public Service System Rules and Regulations • Teachers Certification System • Administrators Certification System • Government Salary Schedule • Teacher Salary Schedule • Teacher of the Year Application Packet

ADULT EDUCATION PROGRAM

• GED Program • Computer training

Budget detail # and location of students # and location of graduates # of staff COLLEGE ACCESS CHALLENGE GRANT PROJECT

The College Access Challenge Grant (CACG) Project runs under the Bureau of Education Administration. The project aims at increasing the numbers of targeted population entering college and earning a college degree. The overall goal of the CACG Project is to continue to expand the island-wide support for a college-going culture and to increase the number of low-income, minority, and underserved students who are prepared to apply for, get accepted to, and succeed in college. To meet the goal, the CACG Project targets the following four basic objectives:

• Improving parents' and students' and community’s knowledge about college readiness, career exploration, and college application and financial aid processes;

• Increasing the number of underrepresented students who apply to college, complete the FAFSA, and enroll in college;

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• Increasing the number of students who persist in college and graduate, including previously enrolled college students who earned some college credits and then withdrew over the past five years; and

• Increasing the capacity of educational leaders, principals, teachers, and guidance counselors to help parents and students with understanding entrance requirements for admission to institutions of higher education, college costs, and financial aid processes.

The CACG Project provides incentives and support to Palauan students that will encourage them to pursue college education with two major emphases: strengthening the career and guidance system that will prepare students with information and skills needed for college access and career exploration and providing need-based scholarship awards to students who are successful in gaining acceptance to college or university. Budget detail Sample list of activities # and amounts of scholarships # of students receiving scholarship # of staff

ADMINISTRATIVE SERVICES The Administrative Services Unit serves under the Bureau of Education Administration to provide administrative support to the Bureau, with responsibilities for the performance of the functions and activities of the support services for the Ministry, including budget and finance, facilities and maintenance, food services, information technology, material production, and transportation services. Below are major activities for the Administrative Services Unit:

• Working with support service staff to set goals and deadlines and implement processes, approaches, and solutions that ensure implementation of operational plans;

• Analyzing operational data, developing processes to improve productivity, and overseeing implementation of improved processes;

• Drafting annual operational plans for the Bureau of Education Administration, including support services units;

• Keeping abreast of good management practices in general and good practices in specific areas under supervision and adopting relevant processes as appropriate into existing services;

• Developing periodic and scheduled progress, efficiency, and effectiveness reports and presentations for the Bureau of Education Administration;

• Keeping abreast of policies, rules and regulations, operational objectives, and the requirements of the major units of the Ministry and ensuring that directives

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and instructions from the Bureau of Education Administration are carried out in compliance with all relevant rules and requirements; and

• Assessing direct subordinates and assisting support service supervisors in assessing staff to determine training and staff development needs and providing staff development and training to ensure productivity and efficiency.

BUDGET AND FINANCE The Budget and Finance Unit operates under the Administrative Services Unit of the Bureau of Education Administration, with responsibility for all budget matters and finances of the Ministry. Major areas of work for the Budget and Finance unit include the following:

• Preparing budget plans based on the needs, policies, and action plans of the Bureau of Education Administration and the Ministry;

• Developing reports, analyses, and any other documents about budgets, expenditures, and other matters needed by decision makers and other stakeholders in the Bureau and the Ministry;

• Monitoring financial activities of the Bureau and the Ministry and ensuring that management and other stakeholders have a clear idea of the financial status of the Bureau and the Ministry such that decision making and operational activities can take place;

• Implementing procedures to ensure that the Bureau and the Ministry comply with policies, rules, regulations, and other standards regarding the proper use and control of public funds and monitoring and ensuring that the procedures are complied with; and

• Managing and supervising staff and activities of the financial section, initiating and following through on major and routine expenditures transactions, and managing various programs assigned to the unit.

MOE Budget Annual national budget allocations for public education for Fiscal Years 2010 to 2016 are as follows:

Fiscal Year (FY) Public Law Amount FY 2010 RPPL x-xx $ 6,318,000 FY 2011 RPPL 8-18 $ 6,353,000 FY 2012 RPPL 8-40 $ 6,613,000 FY 2013 RPPL 9-5 $ 7,028,000 FY 2014 RPPL 9-15 $ 7,319,000 FY 2015 RPPL x-xx $ 8,353,000 FY 2016 RPPL x-xx $ x,xxx,xxx

The total MOE budget for Fiscal Year 2015 was $11,653,426.00, of which $8,353,000.00 came from the Palau national budget while $3,300,426.00 came from

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external grants. The national budget allocation for public education represents 11% of the total Palau national budget of $75,886,600.00. MOE budget allocations for FY2015 are shown below.

MOE budget expenditures for FY2015 are shown below.

MOE budget trend Grants # of staff

Education Administration

80%

Curriculum & Instruction

6%

Food Service Program

10%

School Books & Instructional

Supplies 3%

Office of the Minister

1%

Salary 73% School Books

& Instructional Supplies

5%

Fixed Costs 12%

Food Service Program

7%

All Others 3%

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FACILITIES AND MAINTENANCE The Facilities and Maintenance Unit, operating under the Administrative Services Unit of the Bureau of Education Administration, manages and supervises maintenance services for all facilities for the Ministry. MOE facilities consist of 19 campuses, 17 of which are school buildings, that are spread throughout most of the states of the Republic, consisting of 132 buildings with 462 rooms, totaling 297,233 square feet of space.

Major work activities for the unit include the following:

• Planning, organizing, and managing the operation of facility maintenance services for the Ministry, including managing and supervising unit staff;

• Providing maintenance and renovation services for all MOE facilities, including all public schools;

• Developing, implementing, and maintaining a control system for timely completion of facility maintenance services and processes and ensuring compliance with applicable policies, regulations, and guidelines;

• Establishing and implementing guidelines and requirements for maintenance project implementation and related services;

• Managing the acquisition, control, and provision of maintenance services, supplies, and equipment to ensure readiness for ongoing and proposed facility maintenance services;

• Monitoring and evaluating facility maintenance services to assure that performance, productivity, safety, and efficiency goals are met; and

• Preparing, managing, and maintaining records and reports on operation and progress of the facility maintenance services toward its objectives..

Details and specifics of MOE facilities # of services/typical work activities # of staff: 3 staff: air con technician, Bevenge; maintenance carpenter; cliffton FOOD SERVICE The Food Service Program, operating under the Administrative Services Unit of the Bureau of Education Administration, manages and operates the student lunch program for all public schools. Major activities of the Food Service Program include the following:

• Planning, organizing, and managing the operation of the Food Service Program for the Ministry, including supervising and managing program staff;

• Ensuring lunch for all public school students on a daily basis; • Developing, implementing, and maintaining a control system for timely

completion of Food Service program activities and processes and ensuring compliance with applicable policies, regulations, and guidelines;

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• Establishing and implementing guidelines and requirements for Food Service program implementation and related activities;

• Managing the acquisition, control, and maintenance of food services, supplies, and equipment to ensure readiness for ongoing and proposed Food Service program activities;

• Monitoring and evaluating Food Service program activities to assure that performance, productivity, safety, and efficiency goals are met; and

• Preparing, managing, and maintaining Food Service records and reports on operation and progress of the program toward its objectives.

Budget detail Total schools served Total enrollment served Total meals served / cost Elementary PHS Menu/typical meal # of staff INFORMATION TECHNOLOGY The Information Technology Unit operates under the Administrative Services Unit of the Bureau of Education Administration, with responsibilities for strategic and operational management of the Ministry’s information and technology needs, including management of the Ministry’s computer system and its activities as well as implementation and integration of system and technology initiatives necessary to achieve organizational goals. Major activities for the Information Technology Unit include the following:

• Developing, recommending, and documenting plans, policies, standards, procedures, and checklists for technology integration;

• Developing, implementing, and evaluating information technology operational plans and conducting appropriate formative evaluation to ensure that plans are being implemented according to approved objectives;

• Managing technology assets and budget and providing and managing information technological support for the Ministry, including all public schools;

• Keeping abreast of technology developments, analyzing requirements, developing functions design specifications, and recommending and implementing system and technology solutions and improvements;

• Developing and implementing systems to automate organizational tasks including financial tracking, student information management, test and evaluation management, inventory, and others needed by the Ministry;

• Designing, implementing, and managing back end systems, services and applications, network systems, and individual technology deployments, providing system and technical support to users, and troubleshooting systems and technology;

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• Facilitating maximal utilization of the technology centers such as computer labs, conference and communication rooms, and training centers, developing and providing system and technology training, and assisting users to maximize technology;

• Preparing and presenting a variety of reports for the Bureau of Education Administration, the Ministry, and other audiences; and

• Keeping abreast of policies, regulations, goals and objectives, and expectations set by management team and major units of the Ministry and ensuring that information technology implementations comply accordingly.

# of computer labs # of computers/iPads/others # of services/typical services # of staff MATERIAL PRODUCTION CENTER The Material Production Center operates under the Administrative Services Unit of the Bureau of Education Administration. The center manages and provides videofilming and material production services for the Ministry of Education. Major activities for the Material Production Center include the following:

• Planning, organizing, and managing the operation of the Material Production Center for the Ministry and managing and supervising program personnel;

• Providing and managing videofilming and material production services to all MOE units, including all public schools;

• Developing, implementing, and maintaining a control system for timely completion of the Material Production Center activities and processes and ensuring compliance with applicable policies, regulations, and guidelines;

• Establishing and implementing guidelines and requirements for material production program implementation and related activities;

• Managing the acquisition, control, and maintenance of material production services, supplies, and equipment to ensure readiness for ongoing and proposed material production program services;

• Monitoring and evaluating material production program services to assure that performance, productivity, safety, and efficiency goals are met; and

• Preparing, managing, and maintaining records and reports on operation and progress of the Material Production Center toward its objectives.

# of material productions # of filming and editing work # of graphic arts work # of staff TRANSPORTATION SERVICE

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The Transportation Service Unit manages and provides land and sea transportation services for the Ministry, including the student busing system for public schools. Major activities for the Transportation Service Unit include the following:

• Planning, organizing, and managing the operation of transportation services for the Ministry, including managing and supervising transportation personnel;

• Ensuring bus transportation of public students on a daily basis and providing land and sea transportation services for MOE units, including all public schools;

• Developing, implementing, and maintaining a control system for timely completion of transportation program activities and processes and ensuring compliance with applicable policies, regulations, and guidelines;

• Managing the acquisition, control, and maintenance of transportation services, supplies, and equipment to ensure readiness for ongoing and proposed transportation services;

• Monitoring and evaluating transportation services to assure that performance, productivity, safety, and efficiency goals are met;

• Preparing, managing, and maintaining records and reports on operation and progress of the transportation program toward its objectives;

• Implementing and managing the transportation services operations according to the operational plan and in compliance with other MOE guidelines, regulations, and directives;

• Monitoring and evaluating the implementation of the transportation services operational plan and generating performance reports; and

• Working with other MOE units to coordinate and conduct other activities as may arise.

School buses operating under the Ministry to transport public school students to and from school are shown below.

School Buses Ministry of Education

Count Make Year Capacity Condition Service Status 1 GMC

Bluebird 1995 60-

seater Poor NOT IN SERVICE. Put out of

service for engine repairs. No available parts. Too costly to attempt to put it back in service.

2 Ford Carpenter

1995 60-seater

Poor NOT IN SERVICE. Surveyed for parts.

3 Ford Carpenter

1995 60-seater

Poor NOT IN SERVICE. Put out of service for engine repairs. No available parts. Too costly to attempt to put it back in service.

4 GMC Vendura

1995 30-seater


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5 GMC Bluebird

1995 30-seater

Poor NOT IN SERVICE. Brake system is shot. Needs major repair.

6 Ford Collins

1995 30-seater


7 Mitsubishi van

1997 12-seater

Poor (Operational)

Temporarily assigned to serve Melekeok Elementary School. Needs major bodywork.

8 Mitsubishi van

1997 12-seater

Poor (Operational)

Temporarily assigned serve Ikoranges (PHS students only). Needs major bodywork.

9 Toyota (van)

1998 12-seater

Fair

Assigned to Peleliu Elementary School. Needs to be replaced. Needs body repairs and engine overhaul.

10 Ford Collins

2000 30-seater

Fair Assigned to Ngeremlengui Elementary School. Needs engine overhaul and body repairs.

11 Ford Collins

2000 30-seater

Poor NOT IN SERVICE. Put out of service for engine and transmission repairs. No available parts. Too costly to attempt to put it back in service.

12 Ford Collins

2000 30-seater

Poor NOT IN SERVICE. Needs engine overhaul, transmission repair, and body repair.

13 Nissan Urvan

2002 15-seater

Fair Assigned to Ngaraard Elementary School. Needs engine overhaul and body repairs.

14 Nissan Urvan

2002 15-seater

Fair Assigned to Ngaraard Elementary School. Needs engine overhaul and body repairs.

15 Toyota (bus)

2002 30-seater

Fair Assigned to run Ngatpang route to Aimeliik. Cracked rear glass window needs to be replaced.

16 GMC Chevrolet

2004 30-seater

Fair Assigned to Ngarchelong Elementary School. NOT IN SERVICE. Transmission radiator leaks.

17 Nissan Civilian

1995 30-seater

Fair Needs minor bodywork. Assigned to central schools.

18 Daewoo 2010 65-seater

Good Assigned to run East Coast Babeldaob to Koror

19 Daewoo 2010 65-seater

Good Assigned to run West Coast Babeldabo to Koror

20 Hyundai 2010 35-seater

Good Assigned to central schools

21 Nissan 2011 30- New Japan GGP donation to Aimeliik.

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seater 22 GMC Van 15-

searter Assigned to Melekeok. Note:

Rental Van (Palau Automotive) 23 GMC Van 15-

seater Assigned to Melekeok. Note:

Rental Van (Palau Automotive) Bus routes for student transportation to and from school every school day are as follows:

Bus Routes MOE School Buses

6:30 am Bus #2 – PL: #1147

Driver: Ngeyus Pick & Drop

2:30 pm Elementary Pick & Drop

Bus #11 – PL: #1148

3:30 pm High School Pick & Drop Bus #11 – PL: #1148

Ordomel, Old School, Ked Center Ngersung to Palau High School; 7:15 am Shell Airai, Noah Store, Ngeruluobel, Ngerusar Bai, Ngersung to Airai Elem School; Ordomel, Old School, and Ked Center to Airai Elem School

Meyuns Elem School to Bai er a Edib, Echang Sansaro, and Ngerkebesang

Palau High School to Shell Airai, Noah Store, Ngeruluobel, Ngerusar Bai, Ngersung, Ked Center, Old School and Ordomel

6:30 am Bus #14 – PL: #572

Driver: Baules Pick &Drop


Bus #14 – PL: #572


Ngerusar Bai, Ngeruluobel, Noah Store, Shell Gas station to Palau High School; Ngermid to GB Harris Elem and Ngermid to Palau High School

Koror Elem School to Old Koror State Office; Koror Elem School to IA Building and King's Malakal

Palau High School to Top Side, Ngerias, and Ngesaol

6:30 am Bus #18 – PL: #814

Driver: Ignacio Pick & Drop


Bus #2 – PL: #1147


Ikoranges to Palau High School; King's Malakal, IA Building to Palau High School and Koror Elem School

GB Harris Elem to Ngermid Ni-Christo and Ngermid Bai; GB Harris to Ngerias, Ngesaol and Crocodile Farm: GB Harris to Old Koror State Office

Palau High School to Ngermid Ni- Christo, Ngermid Bai, and Ikoranges

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6:00 am Bus #11 – PL: #1148

Driver: Saburo Pick & Drop


3: 30 pm High School Pick & Drop Bus #11 – PL: #1148

Ngarchelong, Ngaraard, Ngardmau, Ngeremlengui, Ibobang, Ngatpang, & Aimeliik to Palau High School; Ngerkebesang, Echang Sansaro, Bai er a Edib to Meyuns Elem School; Tadao Residence to Palau High School

Palau High School to West Babeldaob

6:00 am Bus #12 – PL: #1149

Driver: Randy Pick & Drop


Bus #12 – PL: #1149

3:30 Palau High School – Drop Bus #12 – PL: #1149

Ngchesar, Melekeok, Ngiwal, Ngkeklau to Palau High School; Ngermid Bai, Ngermid Ni-Christo to Palau High School

Airai Elem School to Ked Center, Old School, Ordomel and Airai Elem School to Ngersung, Ngerusar Bai, Ngeruluobel, Noah Store, and Shell Gas Station

Palau High School to Tadao Residence, Bai er a Edib, Echang Sansaro, and Ngerkebesang; Palau High School to East Babeldaob

Total number of school buses by size/seats Number at central Number at schools Number of students bussed Bus routes Total number of speedboats # of services provided/typical activities # of staff BUREAU OF CURRICULUM AND INSTRUCTION The Bureau of Curriculum and Instruction is one of the two bureaus of the Ministry of Education that is headed by a Director. The Bureau is responsible for program planning and research for effective and efficient methods and strategies that enhance school curricula and instruction and for the management and administration of federal programs that pertain to the Bureau. The Bureau is also responsible for the performance of the duties and functions of its two divisions: the Division of Curriculum and Instructional Materials Development and the Division of Instructional Implementation and Teacher Training. The Bureau carries out these responsibilities

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in collaboration with the Bureau of Education Administration and the Ministry’s divisions. Major activities for the Bureau of Curriculum and Instruction include the following:

• Directing curriculum and instructional materials development, instructional implementation, and teacher training;

• Overseeing U.S. federal and other external grant programs for the Bureau; • Conducting need assessment of teachers to determine needed trainings and

workshops for teachers; • Planning and implementing teacher training programs; • Developing and administering student assessments to gauge student

achievement against the learning targets; • Recommending and implementing policies and guidelines to improve

curriculum and instructional implementation; • Recommending and implementing the budget for the Bureau of Curriculum

and Instruction; • Submitting grant proposals to solicit program funding for new and continuing

programs; • Reviewing and recommending program modifications to strengthen existing

programs; • Submitting reports on the progress of the Bureau and its division units on a

regular basis; • Serving in committees requiring participation of the Bureau and as assigned;

and • Acting for the Ministry of Education and the other Bureau during absences and

through relevant delegation of authority.

Specific functions under the Bureau of Curriculum and Instruction include the following:

• Division of Curriculum and Instructional Materials Development o Math Curriculum and Instructional Materials Development o Science Curriculum and Instructional Materials Development o Palauan Studies Curriculum and Instructional Materials Development o English Curriculum and Instructional Materials Development o Social Studies Curriculum and Instructional Materials Development o Physical Education Curriculum and Instructional Materials Development o Health Curriculum and Instructional Materials Development

• Division of Instructional Implementation and Teacher Training o Math Instructional Implementation and Teacher Training o Science Instructional Implementation and Teacher Training o Palauan Studies Instructional Implementation and Teacher Training o English Instructional Implementation and Teacher Training o Social Studies Instructional Implementation and Teacher Training

• Curriculum Grants

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o Special Education Program o Territories & Freely Associated States Educational Grant (T&FASEG)

Program

DIVISION OF CURRICULUM AND INSTRUCTIONAL MATERIALS DEVELOPMENT Headed by a Chief, the Division of Curriculum and Instructional Materials Development operates under the Bureau of Curriculum and Instruction. The Division is responsible for the development of curriculum and instructional materials for all content areas for public schools – math, science, Palauan studies, English, social studies, physical education, and health. Major activities for the Division include the following:

• Developing appropriate curricula for all public schools; • Developing appropriate instructional programs for all public schools; • Identifying, developing, and acquiring appropriate instructional materials for

public schools; • Developing and implementing student assessments to gauge student

learning at public schools; • Reviewing and recommending supplemental programs for curriculum and

instruction and program modifications to strengthen existing programs; • Reviewing and recommending minimum qualifications and requirements

for public school teachers; and • Submitting reports on the progress of the Division and its operation units.

DIVISION OF INSTRUCTIONAL IMPLEMENTATION AND TEACHER TRAINING The Division of Instructional Implementation and Teacher Training is headed by a Chief and serves under the Bureau of Curriculum and Instruction. The Division is responsible for instructional implementation and teacher training in the core content areas – math, science, Palauan studies, English, and social studies. The Division carries out the following major activities:

• Implementing established public school curricula and instructional programs in

all public schools; • Assessing teachers’ training needs and providing teacher training to improve

teaching skills and capacities of teachers at all public schools; • Developing, implementing, and monitoring teacher performance standards; • Developing and implementing student assessments to gauge student learning

at public schools; • Recommending minimum qualifications and requirements for public school

teachers; and • Submitting reports on the progress of the Division and its operation units;.

SPECIALIZED CONTENT AREAS

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The Bureau of Curriculum and Instruction, through its two divisions, develops curriculum and instructional materials, monitors instructional implementation, and provides training in specialized content areas to classroom teachers. The specialized content areas include the following:

• Math • Science • Social studies • English • Palauan studies • Health • Physical education

The development and implementation of curriculum and instructional materials and teacher training are carried out by education specialists in the specialized content areas. There is a total of 12 education specialists for the Bureau of Curriculum and Instruction, with eight working under the Division of Curriculum and Instructional Materials Development and five serving under the Division of Instructional Implementation and Teacher Training. Major activities for the education specialists in the specialized content areas include the following:

• Assisting in the coordination and supervision of a specialized education program in a specific content area such as math, science, social studies, English, Palauan studies, health, and physical education;

• Assisting principals in monitoring implementation of curriculum framework of a specific specialized education program in the classroom by making periodic visits to school sites;

• Assisting teachers in developing yearly, quarterly, monthly, weekly, or daily lesson plans that are aligned with the curriculum framework of a specific specialized education program;

• Assisting in reviewing, assessing, revising, researching, adapting or developing, and producing appropriate curriculum materials for classroom use;

• Assisting in developing, reviewing, evaluating, and revising specialized education program’s curriculum framework as needed to meet the needs of students and the overall mission of the Ministry;

• Developing and administering national student assessments in specialized content areas to gauge student learning and monitoring student achievement in the specialized content areas;

• Reviewing and evaluating specialized education program’s materials for relevancy and making recommendations to the Bureau of Curriculum and Instruction; and

• Assisting in providing pre-service and in-service training and technical assistance to teachers, principals, and staff on lesson planning, instructional implementation strategies, test development, and monitoring and evaluation strategies.

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Links:

• Curriculum frameworks • Learning Targets • Classroom Observation Tool • Palauan Achievement Tests • Quarterly Assessment Tests • PERA

CURRICULUM FRAMEWORKS LEARNING TARGETS STUDENT ASSESSMENT TOOLS SPECIAL EDUCATION The Special Education Program operates under the Bureau of Curriculum and Instruction. The program makes available Free Appropriate Public Education (FAPE) to all children and youth with disabilities between the ages of 3 and 21 who reside in Palau. The Special Education Program is regulated by Republic of Palau Public Law 3-9 (RPPL 3-9), Ministry of Education policies and procedures, and United States’ Individuals with Disabilities Education Act (IDEA) regulations and requirements. The program is mainly funded by Part B Grant of the US Department of Education. Major components of the Special Education Program consist of the following:

• Child identification • Evaluation/reevaluation • Eligibility • Development, review, and revision of the Individualized Education Program

(IEP) • Placement in least restrictive environment • Disciplining students with disabilities • Children enrolled in private schools • Confidentiality of information • State complaint procedures

Major activities of the Special Education Program include the following:

• Coordinating the Special Education Program under the Bureau of Curriculum and Instruction;

• Developing multi-year, medium range, and annual plans with appropriate staffing, resource allocation, monitoring processes, and other operational mechanisms required to implement the plans;

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• Coordinating and directing program resources to implement program objectives;

• Supervising and monitoring program activities and personnel to ensure that program goals and objectives and regulatory and operational standards are being met;

• Preparing periodic grant performance reports for the funding agency and other reports for the Ministry; and

• Developing and maintaining liaisons and working relationships with schools, other units and agencies, and community members to fulfill program objectives.

Budget detail # of staff # and location of students served Types of disabilities T&FASEG PROGRAM EDUCATION MASTER PLAN The Ministry of Education currently has a 10-year Education Master Plan 2006-2016 aimed at increasing student achievement through improvement in educational programs and services. The education master plan is focused on the following five major educational issues:

• Governance and policy setting • Curriculum and instruction • School administration and management • Personnel management • Facilities and support services

The goals and objectives of the Education Master Plan 2006-2016 are as follows:

Education Master Plan 2006-2016 Goals and Strategic Objectives

Goals Strategic Objectives

• Strengthen governance and policy setting.

• Designate education as the primary national priority through increased funding.

• Finalize the decision regarding Board of Education. • Develop and implement MOE Policy Manual. • Improve management and accountability systems.

• Improve curriculum and instruction.

• Improve the curriculum frameworks. • Increase literacy, numeracy, Palauan knowledge, and

essential life skills.

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• Integrate technology in the curriculum. • Strengthen and expand career academies. • Improve student assessment systems. • Improve and expand extracurricular and enrichment

activities for students.

• Improve school operations and management.

• Resolve school land property issues. • Resolve school consolidation issues. • Improve delivery of instruction. • Improve monitoring of school operations. • Develop, maintain, and utilize student tracking

system. • Develop and implement school handbook. • Accredit public schools. • Strengthen partnerships to maximize students’

educational success.

• Improve the quality of personnel.

• Amend the extension of teachers’ service retirement from 5 years to 10 years.

• Implement Teacher Certification System. • Implement Administrator Certification System. • Improve the quality of teachers, administrators, and

staff. • Implement personnel manual.

• Improve facilities and support services.

• Provide and maintain a safe, healthy, and conducive learning environment.

• Improve and expand counseling and health services. • Increase access to technology resources. • Establish and implement transportation policies and

procedures. • Subsidize lunch program, with the possibility of

privatization. Link:

• Education Master Plan 2006-2016 SCHOOL IMPROVEMENT PLANS All public schools develop annual school improvement plans that are implemented during the school year and the summer. The school improvement plans guide the schools in implementing developmental activities to improve teaching and learning, teachers and staff, school climate, and other areas at the schools. Typical content of the school improvement plans include the following:

• Introduction • School profile

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• Vision and mission statements • Need assessment • Goals and objectives • Monitoring and evaluation

The school improvement planning process begins with the school principals reviewing and evaluating student achievement at their schools and in the annual national assessment tests and evaluating the progress of the implementation of their current school improvement plans during summer. The principals then assess the needs for their schools and develop new annual school improvement plans for implementation in the next school year. The school improvement plans for all public schools are available at the Division of School Management at the Ministry of Education as well as in the MOE website. Link:

• School Improvement Plans NATIONAL AND STATE HOLIDAYS There are 10 national holidays and 27 state holidays in one year. The entire Ministry of Education, including all public schools, observes all national holidays. All public schools furthermore observe respective state holidays. Holidays occurring on Saturdays are observed on Fridays while those falling on Sundays are observed on Mondays. The national and state holidays are shown below.

National Holidays Date Holiday

September 7 Labor Day October 1 Independence Day October 24 United Nations Day November 26 Thanksgiving Day December 25 Christmas Day January 1 New Year’s Day March 15 Youth Day May 5 Senior Citizens Day June 1 Presidents’ Day July 9 Constitution Day

State Holidays Date Holiday

July 21 Ngaraard State Memorial Day August 15 Peleliu State Liberation Day September 11 Peleliu State Constitution Day

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CONTACT DETAILS Major offices and officials of the Ministry of Education can be reached through airmail, phone, and email. Mail addresses for the Palau MOE are as follows: Ministry of Education P. O Box XXX Koror, Republic of Palau 96940 Contact details for major MOE offices and public schools are shown below.

Office Phone Fax Email Office of the Minister (680) 488-6425 (680) 488-8465 [email protected] Bureau of Education Administration

(680) 488-2952 (680) 488-8465 [email protected]

Division of School Management

(680) 488-2811 (680) 488-1003 [email protected]

Division of Personnel Management

(680) 488-4220 (680) 488-1003 [email protected]

Division of Research and Evaluation

(680) 488-2570 (680) 488-1003 [email protected]

September 13 Kayangel State Constitution Day September 13 Ngardmau Memorial Day September 15 Peleliu State Veterans Day September 28 Ngchesar State Memorial Day October 1 Ngardmau Constitution Day October 8 Angaur State Liberation Day October 8 Ngarchelong State Constitution Day October 21 Koror State Constitution Day November 2 Angaur State Memorial Day November 3 Melekeok State Constitution Day November 4 Ngarchelong State Memorial Day November 17 Angaur: President Lazarus Salii Memorial Day November 27 Melekeok State Memorial Day November 30 Peleliu State Memorial Day January 6 Ngeremlengui State Constitution Day January 12 Ngaraard State Constitution Day January 23 Sonsorol State Constitution Day January 25 Ngatpang State Constitution Day April 5 Airai State Constitution Day April 9 Peleliu Emperor Day April 11 Ngiwal State Constitution Day May 30 Peleliu: CJ Mamoru Nakamura Memorial Day July 1 Aimeliik State Constitution Day July 10 Hatohobei State Constitution Day

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Bureau of Curriculum and Instruction

(680) 488-2547 (680) 488-2830 [email protected]

Division of Curriculum and Instructional Materials Development

(680) 488-2547 (680) 488-2830 [email protected]

Division of Instructional Implementation and Teacher Training

(680) 488-2547 (680) 488-2830 [email protected]

Adult Education (680) 488-5452 xxxxxxx xxxxxxx CACG Project (680) 488-1404 xxxxxxx xxxxxxx Administrative Services (680) 488-2567 xxxxxxx xxxxxxx Budget and Finance Food Service (680) 488-2567 xxxxxxx xxxxxxx Computer Technical Services

(680) 488-6113 xxxxxxx xxxxxxx

Facilities/Maintenance Services


Transportation Services


Material Production Personnel Office Public Library (680) 488-2973 xxxxxxx xxxxxxx Science and Health (680) 488-

1004/3204 xxxxxxx xxxxxxx

Physical Education (680) 488-4446 xxxxxxx xxxxxxx School Nurse (GB Harris)


School Nurse (PHS) (680) 488-4575 xxxxxxx xxxxxxx Special Education (680) 488-

2568/5298 xxxxxxx xxxxxxx

T&FASEG Program Aimeliik Elementary School

(680) 544-1044 xxxxxxx [email protected]

Airai Elementary School


Angaur Elementary School


GB Harris Elementary School


Ibobang Elementary School


Palau-Japan Friendship Elementary School


Koror Elementary School

(680) 488-2434/3346

xxxxxxx [email protected]

Melekeok Elementary School


Meyuns Elementary School

(680) 488-2377/3507


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Ngaraard Elementary School


Ngarchelong Elementary School

(680) 855-1000/1016


Ngardmau Elementary School


Ngeremlengui Elementary School


Peleliu Elementary School


Pulo Anna Elementary School


Sonsorol Elementary School


Palau High School (680) 488-2820/1339


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