The Department of Higher Education, Research, Science, and Technology (DHERST) is honored to announce the successful completion of the 2024 national higher education selection process for the 2025 academic year. This marks another milestone in our commitment to ensuring a transparent, efficient, and merit- based system for higher education access in Papua New Guinea.
Analysis of Student Selection Outcomes for the 2025 Academic Year
The Department has observed considerable public interest and inquiries from stakeholders regarding the outcomes of student selections for the 2025 academic year. DHERST wishes to address thematic concerns on Grade 12 school leavers eligibility to study at registered institutions and program(s) requirement. This concern is aligned with an apparent trend indicating a gradual decline in the academic performance of Grade 12 students in recent years. Below is a summary of annual student population, mean average of academic performance and selected student population in the past seven years:
| School Year | Grade 12 Applicants with Final Exam Results | Number of Grade 12 Students Selected | % Selected | Average GPA | Average GPA of Selected Students | Average GPA of Students Not Selected | Average GPA required for TESAS |
| 2018 | 26,384 | 8,597 | 32.6% | 1.94 | 2.72 | 1.58 | 2.8 |
| 2019 | 27,762 | 9,427 | 34.0% | 1.94 | 2.70 | 1.56 | 2.8 |
| 2020 | 27,120 | 9,353 | 34.5% | 1.91 | 2.70 | 1.51 | 2.8 |
| 2021 | 26,006 | 9,852 | 37.9% | 1.95 | 2.68 | 1.50 | 2.8 |
| 2022 | 27,190 | 11,125 | 40.9% | 1.95 | 2.66 | 1.47 | 2.8 |
| 2023 | 29,156 | 10,007 | 34.3% | 1.94 | 2.73 | 1.53 | 2.8 |
| 2024 | 30.564 | 10,203 | 33.4% | 1.95 | 2.78 | 1.55 | 2.8 |
Academic Performance Trends
- Declining Selection Rates: Since the introduction of the National Online Application System, the DHERST has recorded significant key trends. The proportion of Grade 12 students’ final results meeting the minimum Grade Point Average (GPA) and subject combination grades requirements declines annually. DHERST observed a significant decline from 40.9% in 2022 to 33.4% in 2024. This drop reflects a potential widening gap between the academic preparedness of applicants and the minimum criteria for selection.
- Stable Low Average GPA: The average GPA of student applicants has remained consistently low, fluctuating between 1.91 and 1.95 over the years. This raises concerns about the overall academic proficiency of Grade 12 graduates.
- Performance Gap: A notable disparity exists between the average GPAs of selected students (2.78 in 2024) and non-selected students (1.55 in 2024). This highlights the rigorous selection criteria and the relatively small pool of grade 12 students achieving the required academic standards.
- Limited eligible students in National Admission Pool
After the Minister officiates National Selections, selectors without program quota yield utilize the national admission pool to offer a space to students who meet their requirement. Despite an increase in tertiary spaces, the number of potential students from the national admission pool meeting program requirement remains low. In 2024, 21,159 student applications were moved to the National Admission pool for selectors’ consideration. The quota needed from the pool is 4,913. The average required GPA of any program was 2.8, however the average GPA of students in the pool was 2.78. - Increased Applicant Numbers: While the total number of applicants has risen steadily, from 26,384 in 2018 to 30,564 in 2024, the corresponding increase in the number of selected students has been marginal. This underscores the challenge of aligning educational outcomes with higher education capacity.
Need for Further Study
While these trends point to systemic challenges in the academic preparation of Grade 12 students, it is imperative to avoid speculation regarding the root causes. A comprehensive, evidence-based analysis is required to determine the factors contributing to declining academic outcomes. Potential areas of study include:
- Curriculum Relevance: Assessing whether the current Grade 12 curriculum adequately prepares students for tertiary education and the workforce.
- Examination of Subjects: Assessing whether or not students academic performance on examinable core subjects are affected by the introduction of additional other non-core subjects.
- Grade 12 Grading Matrix: Assessing whether or not the grading matrix of student subject grades and final results is defined by percentile of student overall performance against the highest score, or that grading is scaled against student population per academic year.
- Teaching Quality: Examining teacher qualifications, pedagogical methods, and resource availability.
- Student Support Systems: Evaluating access to academic support, career guidance, subject combinations and extracurricular activities that influence student performance.
- Socioeconomic and Regional Disparities: Analyzing the impact of economic conditions, COVID 19, geographic location, and infrastructure on student achievement.
Strategic Recommendations
To address these challenges, the Department proposes the following initial steps:
- Conduct a Nationwide Study: Undertake a detailed research initiative to identify and analyze factors
contributing to the decline in academic performance. - Collaborate with Stakeholders: Engage with schools, teachers, parents, and education specialists to
develop targeted interventions. - Enhance Monitoring and Evaluation: Strengthen the mechanisms for tracking student progress and
assessing the effectiveness of educational policies. - Invest in Teacher Training: Provide professional development programs to ensure teachers are equipped to meet the evolving needs of students.
The DHERST believes that by prioritizing these actions, we can work toward reversing current trends and ensuring that more students meet the minimum criteria for tertiary education, thereby contributing to the development of a skilled and knowledgeable workforce in Papua New Guinea.
Digitalized vs. Manual Systems of Higher Education Selection
The transition from a manual system to a digitalized application and selection system has introduced significant improvements to the higher education admissions process in Papua New Guinea. Below is a detailed comparison of the two systems:
Manual System: Inefficiencies and Limitations
- Lack of Transparency
- Students were selected by institutions without knowing how decisions were made.
- Admission criteria and processes were often unclear to applicants.
- Numerous reports of admission bribery for “special admissions”.
- Restricted Choices
- Students had only two Institutional choices and a third “any other institution” option.
- Changes to program preferences could not be made after submitting initial applications, even after receiving national exam results.
- Delayed Notifications
- Students were informed of their admission status only in the following year.
- As a result, many qualified students missed out on opportunities despite meeting the required criteria and having the right subject combinations.
Digitalized System: Enhancing Transparency and Opportunities
- Student-Centered Choice
- Applicants choose their preferred higher education institutions (HEIs) and programs of study.
- Students have three months to review the programs and opportunities offered by HEIs.
- Increased Flexibility
- Students are given five program choices and a sixth option for “any other institution offering similar programs.”
- A grace period after receiving national exam marks allows students to make changes to their preferences if necessary.
- Transparent Criteria
- Students know the selection criteria and require subject combinations for each program.
- They can observe the digitalized selection process and understand how decisions are made.
- Timely Notifications
- After the selection process, each student is informed promptly whether they were successful.
- Equal Opportunity
- Selection is based purely on academic merit, ensuring fairness and inclusivity.
The Role of DHERST
The Department of Higher Education, Research, Science, and Technology (DHERST) plays a critical facilitative role in the selection process:
- Facilitation, Not Selection
- DHERST does not select students; it facilitates a transparent, merit-based process.
- The digitalized system allows HEIs to retain administrative rights over admissions, including setting program-specific criteria and quotas.
- Support for Students and Institutions
- DHERST ensures that students have access to accurate information about programs, criteria, and application timelines.
- The department provides technical and logistical support to streamline the selection process.
The digitalized system marks a significant step forward in making higher education admissions more transparent, efficient, and equitable, benefiting students, institutions, and the nation.
The results demonstrate the effectiveness of the National Online Application System (NOAS) and the National Online Selection System (NOSS):
- School Leavers Selected: 10,203 out of 30,640 applicants
- Non-School Leavers Selected: 1,299 out of 2,268 applicants
- Total Selected: 11,502 students across 314 academic programs nationwide
DHERST has observed public discourse and misinformation concerning this process and wishes to clarify the following:
- Students Not Initially Selected
Students not initially selected remain in the National Admission Pool, where they may still secure placement in programs with available quotas. Institutions will extend offers based on program-specific criteria, ensuring only qualified applicants are admitted. Students who did not meet minimum academic requirements are encouraged to upgrade their marks and reapply as non-school leavers. - Accessibility of NOAS
Every applicant was provided access to NOAS, enabling them to apply and make changes during the extended Grace Period – the longest on record. Over 110,000 changes were made during this period, showcasing the system’s accessibility and the commitment of DHERST staff to supporting students, even in remote areas. Students are urged to actively monitor their MyStatus portal for updates and admission requirements. - Functionality of the System
At no time was the National Online Application System non-functional. Any temporary access restrictions were part of routine preparation for critical milestones, such as importing Grade 12 results or initiating selections. Students are reminded that the MySchool app, managed by the National Department of Education, is separate and provides Grade 12 examination results. - Claims from Secondary Schools
Concerns raised by specific schools, including Mount Hagen Secondary School circulating on social media, are addressed as follows:- All students competed on an individual merit-based system, not on school rankings.
- 531 of the school’s 672 students accessed and finalized their applications during the Grace Period.
- Selections are determined by complex criteria, including GPA, subject combinations, and other academic indicators.
Schools are encouraged to meet reporting deadlines and participate in DHERST’s outreach programs for a clearer understanding of the process.
- Next Steps
Following the completion of the selection process, DHERST will collaborate with institutions to finalize the 2025 admission list through the National Admission Pool. The full selection list was published on the DHERST website on Monday December 23, 2024, maintaining confidentiality. The TESAS listing is expected in the second week of January 2025. - Future Developments
DHERST is committed to expanding access to education, with eight fully online programs currently available. We anticipate further growth in online pedagogy, strengthening Papua New Guinea’s education landscape.
We thank our staff, students, parents, and institutions for their cooperation and dedication. DHERST remains steadfast in ensuring transparency, equity, and excellence in higher education for the benefit of Papua New Guinea’s future leaders.
The DHERST wishes to take this opportunity to extend its warmest greetings to all for a blessed, peaceful, and joyous Christmas season. As we celebrate this time of reflection and renewal, let us also express gratitude for the collective achievements of the year and the partnerships that have contributed to the advancement of education in Papua New Guinea.
Looking ahead to the New Year, the Department reaffirms its commitment to fostering a higher education sector that is inclusive, innovative, and geared toward meeting the needs of our nation. Together, we will continue to empower students, support educators, and strengthen institutions to ensure a brighter future for all.
May this festive season bring you and your families happiness, good health, and hope for the opportunities that lie ahead. Merry Christmas and a prosperous New Year!
Authorized by:
Professor Fr Jan Czuba
A/Secretary