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Presentation:
THE POLICY OF TEACHER EDUCATION SYSTEM IN TIMOR-LESTE:
Achievements & Challenges
Bangkok, October 5, 2014
Presented by: Abilio de Araujo
This presentation covers the following aspects:
1. A brief overview on Timor-Leste and its education system including the fundamental principles of education in Timor-Leste.
2. The key achievements in education system post independence of Timor-Leste.
3. The main issues and challenges in teacher education system in Timor-Leste.
4. The government policy in addressing the challenges on teacher education system in Timor-Leste.
5. The suggestions for further cooperation in ASEAN.
Introduction
East Timor is officially known as Timor-Leste, obtained its independence on May 20, 2002 after 450 years of Portuguese colonial rule, followed by 24 years of Indonesian occupation.
East Timor is a small island in the Southeast Asia and Asia Pacific region situated between Indonesia and Australia.
The population of East Timor is 1,066,582 (Census data 2010)
Tetum and Portuguese are the official languages, while English and Bahasa Indonesia are considered as working languages as enshrined in the constitution of East Timor.
As a post-colonial country, East Timor experienced different education systems such as the Portuguese, Indonesian, the transitional government under the UN and the East Timor education system.
A Brief Overview on Timor-Leste
The evolution of education system in East Timor is divided in 4 different periods:
1. The Portuguese era: Education system was administrated by the Portuguese Missionaries in mid 19th century through catholic church. Only few schools opened and very few people accessed to education.
2. The Indonesian period (1978-1999): The system introduced was six years of primary school, three years of junior high school and three years of senior high school, and 1-2 years of polytechnic and minimum of 4 years in a university level.
3. Transitional government of East Timor (1999-2002): The education system under the UN administration was given in Tetum and Indonesian with lack of infrastructure, poor learning resources and unqualified teachers;
4. Post-Independence: A complete education system covers from pre-school to higher education, with nine-years of free, compulsory, basic education (Grade 1-9).
The Landscape of Education System in Timor-Leste
The education system in Timor-Leste is driven by 2 fundamental principles such as Human Rights and Human Capital approaches.
These fundamental principles are enshrined in our Constitution, article 59 and they have been translated into the National Strategic Development Plan and National Education Development Plan (2011-2030) which state that:“In 2030 the people of Timor-Leste will be educated, knowledgeable and qualified to live long and productive lives, respectful of peace, family and positive traditional values. All individuals will have the same opportunities for access to quality education that will allow them to participate in the economic, social and political development process, ensuring social equity and national unity”
Our NDSP (2011-2030) states also that the greatest wealth of our nation lies in the strength of its people, which is why education is a key priority of the 5th Constitutional Government led by HE Prime Minister Xanana Gusmao.
The Fundamental Principles of Education System in Timor-Leste
The Current Structure of Education System in Timor-Leste
Education Statistical Data (Number of Students)
Number of Students in Public School Number of Students in Private School
Year of Collection Number of Student in Public School
2014 Male Female Total
Basic Education 138247 132767 271014
General Secondary 14958 15523 30481
Technical Secondary 2286 1511 3797
Year of Collection Number of Student in Private School
2014 Male Female Total
Basic Education 22677 22383 45060
General Secondary 5850 6954 12804
Technical Secondary 827 799 1626
Male Female Total
Male; Basic Ed-ucation; 138247
Female; Basic Education;
132767
Total; Basic Ed-ucation; 271014
Male; General Secondary ; 14958
Female; General Secondary ; 15523
Total; General Secondary ; 30481 Male; Technical
Secondary; 2286Female; Technical Secondary; 1511
Total; Technical Secondary; 3797
Number of Students in 2014 (Data from EMIS)PUBLIC
Basic Education General Secondary Technical Secondary
Male Female Total
Male; Basic Ed-ucation; 22677
Female; Basic Education; 22383
Total; Basic Ed-ucation; 45060
Male; General Secondary ; 5850
Female; General Secondary ; 6954
Total; General Secondary ;
12804
Male; Technical Secondary; 827
Female; Tech-nical Sec-
ondary; 799Total; Technical
Secondary; 1626
Number of Students in 2014 (Data from EMIS)PRIVATE
Basic Education General Secondary Technical Secondary
Education Statistical Data (Number of Teachers)
Number of Teachers in Public School
Number of Teachers in Private School
Year of CollectionNumber of Teacher in
Public School2014 Male Female Total
Basic Education 4892 2534 7426General Secondary 817 319 1136
Technical Secondary 194 81 275
Year of Collection Number of Teacher in Private School
2014 Male Female TotalBasic Education 610 521 1131
General Secondary 167 83 250
Technical Secondary 28 12 40
Male Female Total
Male; Basic Ed-ucation; 610 Female; Basic
Education; 521
Total; Basic Ed-ucation; 1131
Male; General Secondary; 167 Female; General
Secondary; 83
Total; General Secondary; 250
Male; Technical Secondary; 28
Female; Techni-cal Secondary; 12
Total; Technical Secondary; 40
Number of Teachers in 2014 (Data from EMIS)PRIVATE
Basic Education General Secondary
Technical Secondary
Male Female Total
Male; Basic Ed-ucation; 4892
Female; Basic Education; 2534
Total; Basic Ed-ucation; 7426
Male; General Secondary; 817 Female; General
Secondary; 319
Total; General Secondary; 1136Male; Technical
Secondary; 194Female; Technical
Secondary; 81
Total; Technical Secondary; 275
Number of Teachers in 2014 (Data from EMIS)PUBLIC
Basic Education General Secondary
Technical Secondary
Education Statistical Data Number of Schools (Public and Private)
Year of Collection Number of Schools in Timor Leste (Data from EMIS)
2014 Public Private Total
Basic Education 1077 188 1265
General Secondary 45 35 80
Technical Secondary 13 5 18
Public Private Total
Public; Basic Education;
1077
Private; Basic Education; 188
Total; Basic Education;
1265
Public; General Secondary; 45
Private; Gen-eral Secondary;
35
Total; General Secondary; 80
Public; Tech-nical Sec-ondary; 13
Private; Technical
Secondary; 5
Total; Techni-cal Secondary;
18
Number of Schools in Timor-Leste (Data from EMIS)
Basic Education General Secondary Technical Secondary
The Key Achievements of the Education System in Timor-Leste
East Timor has made some progress in the education sector for the last 12 years since independence in 2002 and education reform is ongoing.
1. Significant progress has been made in access to basic education with the achievement of a 94% Net Enrolment Rate (NER) for Grade 1-6 (Cycle 1 & 2);
Primary Pre-secondary Secondary0
20
40
60
80
100
Primary; Total; 93.6
Pre-sec-
ondary; Total; 30.32
Sec-ondary; Total; 19.5
Primary; Girl;
94.34
Pre-sec-
ondary; Girl;
33.86
Sec-ondary;
Girl; 21.59
Primary; Boy; 92.9
Pre-sec-
ondary; Boy; 27.04
Sec-ondary;
Boy; 17.43
Total Girl Boy
Cont…key achievements in education2. Legal and policy frameworks in education: The education system
has been re-established from its foundation. Some of these key foundations are:
a.Educational Base Law (2008);
b.The Basic Education Law (2010);
c.The Teacher Career Regime (2010);
d.The Teacher Qualification System (2011);
e.The NESP 2011-2030;
f.Legal Regime on Accreditation and Assessment of Pre-School, Basic education and Secondary education (2012)
g.The National Agency for Academic Assessment and Accreditation (2010)
h.The National Policy Framework for Pre-School Education (2013)
i. Legal Regime on the Assessment of Teachers Performance (2014);
3. Curriculum reform from pre-school to higher education level.
Key Achievements in Teacher Education System in Timor-LesteIn Teacher education system, Timor-Leste has made some
progress in pre-service teacher program. Some of the achievements include:
1. Re-qualifications of teachers: 8560 teachers were graduated in Bachelor level from 2010-2014
2. Approval of legal and policy frameworks in teacher education system such as:
a. The Teacher Career Regime (2010);
b.The Teacher Qualification System (2011);
c. Legal Regime on Teachers Performance Appraisal (2014);
1. Language barrier: low ability in Portuguese as a medium of classroom instruction;
2. Pedagogy skills: Most of the teachers who where recruited during the transitional period lack of pedagogy methods;
3. Teaching as a profession vs teaching as a job;
4. Students ratio vs teacher ratio in the classroom (1:60 in a classroom);
5. Continuous assessment and teachers performance appraisal;
6. Teachers accommodation and transport;7. Salary level for teachers;
The Main Issues and Challenges in Teacher Education System in Timor-
Leste
It defines several fundamental principles which are enshrined in the Constitution of Timor-Leste and Educational Base Law. These fundamental principles are also in line with our National Strategic Development Plan (2011-2030) and the 5 years plan of the V Constitutional Government that stated:
1. The quality of education system: aims to prepare human capital for the development of economic, social and cultural aspects of Timor-Leste;
2. Value the merit, qualifications and experiences of teachers;
3. Compulsory of continuous and intensive training of teachers;
4. Teachers performances appraisal: Excellent, Good, Sufficient and Insufficient
5. Teachers equality: teachers have rights for equal opportunities to obtain academic title, training, access and progress in career without any discrimination;
6. Flexibility of duties and mobility of teachers within the territory of Timor-Leste;
Teacher Career Regime Policy
The Government Policy in Addressing the Issues on the Teacher Education System
Cont…Teacher Career Regime Policy The framework on teacher competencies cover the
following aspects:1. Master in official languages (Tetum and Portuguese);2. Technical and scientific knowledge on respective
subjects/areas and academic title;3. Pedagogical skills; 4. Professional ethics;
The teacher career regime sets out the training modalities on:
1. Initial training for teachers;2. Continuous training for teachers;3. Specialized training for teachers;
The teachers classification is divided into 3 categories:1. Teacher assistant;2. Teacher;3. Senior teacher;
The quality of education depends on teachers quality. This notion has shaped the government policy in teacher education system. 1. The establishment of the National Institute for Teacher
Training and Educational Professionals (INFORDEPE) in 2011. Reshaping the roles of INFORDEPE to be more proactive in school leadership training, pedagogical methods and specific training in subject areas for teachers;
2. Teachers certificate of competence (license for teaching)
3. Teaching career regime enforcement; 4. Strengthening the roles of General Inspection of MoE;5. Scholarship programs (from human capital fund);
Mechanism to Address the Challenges on Teacher Education System in
Timor-Leste
Since ASEAN is going to face ONE ASEAN COMMUNITY by 2015, it is important to strengthening the ties among countries in the Southeast Asia region particularly in teacher education system on:
1. Teachers exchange programs: This program might bring a new knowledge and experience for teachers to experience a different learning and teaching atmosphere from other countries in the region;
2. Technical assistant: Further technical assistant from other experienced countries in school leaderships and pedagogical methods might influence teachers performance in the school level.
The Suggestions for Further Cooperation in ASEAN
1. The development of education system has to be seen from the historical background of every country. Timor-Leste’s education system has been overshadowed by 3 different systems. As a young country with 12 years of independence, education and training are the top priorities of the government along with other priority areas. However, in a country that is in the early stages of development, everything is a priority and not only Education.
2. Teacher capacity building is one of the focus of the current government through enforcing the roles of INFORDEPE as a national institute for teacher training.
3. Strengthening the cooperation and partnership among ASEAN member countries might influence policy implementation and this can help to achieve the targeted goals in education sector including teacher education system.
Conclusion
Together we build our region with a good quality of education through
teachers quality despite of our diversities and uniqueness!
Obrigadu barak!
Muito obrigado!
Thank you very much!
Terima kasih banyak!