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Tahmina Rashid On 'Intersection of Language, Literacy and Development in Post Conflict States The Timor-Leste Adult Literacy/recurrent Education Program (Community Learning Centres) '
Tahmina Rashid On 'Intersection of Language, Literacy and Development in Post Conflict States The Timor-Leste Adult Literacy/recurrent Education Program (Community Learning Centres) '
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development in post conflict states
Timor-Leste adult literacy/recurrent education program
Tahmina Rashid
Associate Professor International Studies, Faculty of Arts & Design
Literacy and adult Learning
Landscape
Literacy during the colonial periods
• Number of primary and secondary schools in 1976-77 -
47 and 2
• Number of primary and secondary schools in 1993-94
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652 and 103
• The number of primary school teachers in 1976-77 – 499
• Enrolments at secondary school, going up from 315 to
21779
• The number of primary school teachers in 1993-94 -
6656. (Jones: 2013)
Adult Learning Programs
La’o Hamutuk (Walking Together) 2000-2003
• Taken over by MOE/DNEAENF and changed into adult
literacy initiative
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• Rolled out in all 13 Districts; 65 lessons, exams and
awarded certificates by MOE
• Boughton (2014; 2015) claims to have eradicated illiteracy
in all 13 districts by 2012, Boon (2015) notes lack of
functional literacy
• Resources for continued literacy; literacy related
environment; work/family commitments
Population that has never been to
school (2010-2015)
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Second Chance Education Program
(SCEP) 2010-2016
World Bank; UNESCO; MOE/ (DNEAENF) is Timor-Leste’s largest provider of
Second chance education opportunities (US$5Million)
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Centres (CLC), one in each sub-district/ salary for 75 teachers
Program Objectives:
1. Curriculum Development and Production/Distribution of Learning &
Instructional Materials
2. Improved Quality of Service Delivery
3. Expansion of local capacity for service delivery through Community Learning
Centres
4. Information, Monitoring & Evaluation Technology - Pilots and Studies
SCEP - Mid Review & changes
Institutional Capacity
Reduction in number from 65 to 9 CLCs
Lack of Teachers
Need for Flexibility in teaching mode
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Lack of a baseline on profile of potential students
(2006 riots – DNEAENF data was lost)
Lack of equivalency framework (30/2006 Law)
Access to CLCs
Dropout & Retention rate
SCEP – Key Achievements
• Curriculum development, production and distribution of
instructional material (All levels/Phases;
• Materials developed and distributed for flexible
teaching through presential/semi-presential delivery
mode;
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• Legal framework for equivalency program (EP)
promulgated in 2016;
• Establishment of small libraries at each CLC;
• NDRE personnel and regional staff trained; monitoring
& evaluation capacity of NDRE upgraded
Curriculum Structure for Equivalency
Program Level I&II/Phase 1-5
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National Equivalency Framework
based on Decree Law No. 30/2016
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CLC Enrollment Data from NDRE
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Adult literacy & Recurrent Education in
Timor-Leste (Legal & Policy Framework)
• Timor-Leste constitution (2002)
• Education System Framework law (2008)
• National Education Strategic Plan (NESP) 2011-2030
• Timor-Leste Strategic Development Plan 2011-2030
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• Equivalency law 30/2016 “Approves the curriculum of
the National Program for Equivalence to Basic
Education”
• 8th Constitutional Government plan includes Recurrent
Education
Current Challenges
Issues around language and literacy
• Trained Teachers
• Teaching Resources
• Mother tongue/ First & second language
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• Lack of support at home
• Lack of supporting environment
Population percentages with proficiency
in official and working languages
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Financial Sustainability
Government Spending on education in Timor-Leste
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NDRE – Planned 10 CLC in 2018 budget, now for 2019
Funding for Internet/online data management
Teacher’s contract till 2018
Teaching Resources (Borrowed & Returned)
Conclusion
Community awareness
Marketing budget
Lack of Teachers/Volunteers
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Lack of funding
Reliance on external funding
Program structure and support for communities