Pathways to change: improving the quality of education in Timor-leste
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The document discusses the restructuring of secondary education in East Timor through international cooperation projects. It describes how East Timor transitioned from Portuguese rule to Indonesian occupation to independence in 2002. It then discusses projects between the Timorese Ministry of Education and Portuguese organizations to develop a new secondary education curriculum using Portuguese as the primary language, which faced challenges including teachers' limited Portuguese abilities, lack of teacher training in new subjects, and poor school administration.
Pathways to change: improving the quality of education in Timor-leste
- 1. Pathways to change: Improving the quality of Education in Timor-Leste Evaluating the impact of restructuring secondary education in East Timor – a study in the context of international cooperation presented by margarida lucas Research Centre Didactics and Technology in Education of Trainers University of Aveiro, Portugal
- 2. Timor-Leste Evaluating the impact of restructuring secondary education in East Timor – a study in the context of international cooperation • colonized by the Portuguese from the 1500s to 1975 • occupied by the Indonesian from 1975 to 1999 • ruled by UN forces from 1999 to 2002
- 3. Evaluating the impact of restructuring secondary education in East Timor – a study in the context of international cooperation 1999 • violence erupted after the Timorese voted for independence from Indonesia (referendum): destruction and devastation of homes, livelihoods and infrastructure; displacement of massive numbers of students and teachers. 2002 • fully independent on May 20, 2002: considerable amounts of money have been donated to reconstruct the state and the nation; schools have been built and improved, curricula have been restructured; Tetum and Portuguese have been constitutionally legislated as the two national languages;
- 4. Evaluating the impact of restructuring secondary education in East Timor – a study in the context of international cooperation Timorese Ministry of Education + 2 Portuguese funding agencies Implementing partner - University of Aveiro • responsible for designing and developing all didactic resources related to the new curriculum • responsible for providing teacher training for the new curriculum restructuring the General Secondary Education in Timor-Leste • assist in developing a system of quality secondary education through curriculum development and reform • support and strengthen Portuguese as the instruction language
- 5. the new General Secondary Education in Timor-Leste Evaluating the impact of restructuring secondary education in East Timor – a study in the context of international cooperation
- 6. implementation challenges Evaluating the impact of restructuring secondary education in East Timor – a study in the context of international cooperation • several policy makers were interviewed between May and June 2014 director (D) of the National Directorate of School Curriculum and Assessment former Director (fD) of the National Directorate of School Curriculum and Assessment advisor of the current Director (aD) former Ministry of Education (fM) Evaluating the impact of restructuring secondary education in East Timor – a study in the context of international cooperation
- 7. implementation challenges Evaluating the impact of restructuring secondary education in East Timor – a study in the context of international cooperation • linguistic flaws in the use of Portuguese language • limitations in the scientific and pedagogical training of teachers and future teachers • lack of organization as well as of pedagogical and administrative management capacity in most secondary schools.
- 8. linguistic flaws in the use of Portuguese language Evaluating the impact of restructuring secondary education in East Timor – a study in the context of international cooperation • natural consequence of 24 years of Indonesian occupation during which Portuguese was forbidden and banned from schools (aD); • the decision to adopt Portuguese as the instruction language is considered to be the appropriate: one of the country’s official language; Tetum lacks a solid structure and does not comprehend enough technical and scientific vocabulary to support a new curriculum (D); • Tetum is used to complement communication and transmission of contents during classes (fD); • training in Portuguese language must be a priority (D, fM)
- 9. limitations in the scientific and pedagogical training of teachers and future teachers Evaluating the impact of restructuring secondary education in East Timor – a study in the context of international cooperation • a considerable number of permanent teachers were not adequately trained to teach; • rote learning is used extensively; • new subjects pose serious challenges: particularly evident regarding Geology, Technologies and Multimedia or Literature and Culture; the need to align courses/training provided at universities (aD); • scientific and pedagogical must be a priority (aD, fM); • schools and training facilities lack basic equipment (D).
- 10. lack of organization, pedagogical and administrative management capacity in most secondary schools Evaluating the impact of restructuring secondary education in East Timor – a study in the context of international cooperation • school directors were appointed by the MoE regardless their initial training (when any existed) or profile; • decrees regarding secondary schools organization and administration have not been implemented (D, aD, fM); subjects are not organized by departments (D); a Biology teacher may end teaching Literature and Culture (aD); high absence of teachers, which is not controlled (fD); schools do not have other staff other than teachers (D).
- 11. mlucas@ua.pt • Evaluating the impact of restructuring secondary education in East Timor – a study in the context of international cooperation
Editor's Notes
- #4: ties with Portugal have continued. it is the 2nd largest bilateral donor (education sector)