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Issues In Timor-Leste Education
- 1. Prepared and Presented by : Pedro Ximenes Adelaide, 18 March 2014 ISSUES INTIMOR-LESTE EDUCATION SECTOR
- 2. Outline of Presentation. I. Fact sheet aboutTimor-Leste II. Education system inTimor-Leste III. Issues in education 1. Lack of infrastructure 2. Lack of qualified Human Resource 3. Socio Economic issues 4. Geographic Location 5. Culture 6. Education Policy IV. Impact from issue surrounding education V. Milestones Achieved VI. Conclusion and suggestion
- 3. I. Fact sheet aboutTimor-Leste Area : 14,874 sq km (160 ) Population : 1,172,390 (160) Age structure : 0-14 years: 42.7% (male 257,340/female 243,174) 15-24 years: 19.7% (male 116,605/female 114,203) 25-54 years: 29.3% (male 166,048/female 177,024) 55-64 years: 4.8% (male 28,717/female 27,011) 65 years and over: 3.6% (male 20,428/female 21,840) Adult literacy rate : 58.3% GDP per capita : $10,000 (119) Languages :Tetum (official), Portuguese (official), Indonesian, English (Working languages) There are about 16 indigenous languages Urban population: 28.3% of total population
- 4. II. Education System inTimor-Leste 2 years of pre-school-not compulsory (kindy) 9 years of compulsory and free basic education (primary education and lower secondary) 3 years of secondary education or technical and vocational secondary education 1-4 years of university conferring degree from diploma up to bachelor Master and doctorate (available through international cooperation with international institutions from Indonesia, Portugal and brazil)
- 5. III. Issues in Education 1. Lack of Infrastructure Main Infrastructure (schools, chairs, tables ) During the withdrawal of the occupying Indonesian forces in 1999, 90% ofTimor- Leste's public infrastructure and buildings including schools were destroyed Out of 1530 schools (2010) with 22,773 classrooms, 70% of are in a precarious condition and will require repairs and renovations very shortly. Supporting Infrastructure (Toilets, Running water, water canalization, books, pencils, textbook, scho ol clothes) Most of schools don’t have basic proper sanitation facility
- 6. 2. Lack of Qualified Human resources Teachers School Leaders /school principals Most of teacher fledTimor after 1999, leaving only few hundred teachers at 2000 The number of teachers are doubled, from 5,700 to over 12,000 since 2003. Many teachers have been recruited and trained across the country, resulting in better student-teacher ratio from 45:1 to 28:1.
- 7. 3. Socio Economic issue Poverty many family can only afford to keep their child in school up to 9 grade (compulsory, free education), because of reliance on subsistence farming many boys and even girls are forced to work on field helping their parents to assure the food availability. Health (mal nutrition, disease (malaria, dengue ) Lack of funding Less then 10% of gov. funding is allocated to education, of these 3% goes to staff salary Unemployment
- 8. 4. Geographic Location isolation, rough terrain, lack or even inexistence of access to school No road, no bridge (during monsoon season students may not be able to go to school, some even become victim of flash flood on their way to school)
- 9. 5. Culture Over emphasis on cultural and tradition (Huge burden to family economy) Preference on boys over girl (paternalistic culture, still visible especially in rural areas) Young age marriage (especially for girls)
- 10. 6. Education Policy Language policy. Gap between policy planning and implementation Almost inexistence of assessment and evaluation of education Over emphasis in General secondary education
- 11. V. Milestones Achieved More student enrolled in schools Increased number of teachers (96% from 2000 to 2010) Many teachers have been recruited and trained across the country, resulting in better student-teacher ratio from 45:1 to 28:1.
- 12. VI. Suggestion Better planning and focus on the quality of school infrastructure School mapping, school cluster (don’t just rebuilt old school, need assessment) Maintenance of school building (needs coordinated effort from min, education) Need to build supporting facility (toilets, running water, fences) Maintain security on school premises Focus on the rural education Attention to private education system Capacity development on current teacher (in house training) and the need to restructure current teacher education program
- 13. VI. Suggestion….. Cont.. Focus on eradicating poverty through capacity development and up skilling subsistence farming to exchange family food availability. (not through subsidy or giving away money). Improvement in road condition, construction and rehabilitation of bridges to enable more access to school. More funding on education but please get rid of these Although culture needs to be preserved as national heritage, however there should be a radical change in the mindset of rural people ( again education is a key factor) The need to revise the policy Is Portuguese still relevant as the official language ? (it’s been 12 years Now) Further investment in Mother tongue based education is necessary.
- 14. “Thank you” “ Obrigado wain”
Editor's Notes
- Only 10% of children are enrolled in pre-school
- Language Policy(monolingual/submersion education policy resulting in alienation of students from school and lack of interest in studying, even The teachers don’t understand the language they teach)Almost inexistence of assessment and evaluation of education delivery (Gap between quality of education from private and public schools, student from affluent background would normally send their children to private school while the less capable family wouldn’t have any option but to put their child in Public school, making the gap wider and wider)Over emphasis in General secondary education- (out of 91 secondary schools in Timor-Leste, of which only 17 are secondary technical (12 public and five private). EGRA (Early grade reading assessment ) in 2011 found that :“More than 70% of students at the end of grade 1 could not read a single word of the simple text passage. 40% of children were not able to read a single word at the end of grade 2; and the share of children scoring zero dropped to about 20% at the end of grade 3. The assessment provides clear evidence that many children spend years in primary schools in Timor‐Leste without learning to read” (UNICEF, 2011)- The lack of understanding of schooling system targeting children at early grades and call for the improvement of preschool program, and establishment of national reading standard.
- Excellent progress was made in enrolment in the first two cycles of Basic Education (G1 to G6). Measured by NER, growth went from 0.67 in 2004 to 0.93 in 2010. This achievement shows that Timor-Leste is close to success in the first step necessary to achieve the MDG of universal primary completion as 93% of children aged six to 12 years old are enrolled in school. The GER for the first two cycles is of serious concern. It shows that too many children are not progressing through the grades at the right age. Many children repeat grades and as a result there is a high number of over-age students in the first two cycles These over-age students are most at risk of dropping out and not completing Grade 6 The extent of this problem is shown by the NER for the third cycle (Grades 7 to 9). Only 30% of students are of the right age (between 13 to 15 years old) for this cycle. Until recently, Timor- Leste was aiming to have 88% of children of the right age enrolled in grades 1 through 6 by 2015. We have already exceeded this figure, with an impressive 90% of children of the right age enrolled in basic education.4 GER: Total enrolment in a specific level of education, regardless of age, expressed as a percentage of the population in the official age group corresponding to this level of education (see Annex for all definitions of these indicators). 5 NER: Number of students who are at the formal age for a specific educational level and represented as a percentage of the total population in the same age. (See Annex for all definitions of these indicators). 6 For more, see ‘Ministry of Education: Education Statistic Yearbooks 2009/2010’.