Ho Chi Minh City, Vietnam Timor-Leste National Report on Successful Policies and Practices on Lifelong Learning Policy Implementation of the National Equivalency Programme By: Remegio Alquitran Ho Chi Minh City, Vietnam 04-05 October 2016

Outline of Presentation Introduction The Education System in Timor-Leste Non-Formal Education in Timor-Leste The National Equivalency Programme Policies in the Implementation of the National Equivalency Programme Key Achievements in the Implementation of the National Equivalency Programme Successful Policies and Practices in Implementing the National Equivalency Programme Major Issues and Challenges in Implementation Conclusion

Introduction Timor-Leste – restored its independence in 2002 after the 1999 popular consultation Total population: 1,167,242 (2015 Population Census) Area: 14,954.44 km² Capital: Dili Predominantly Catholic (96.9%) with Protestant & Muslims Official languages : Tetum & Portuguese Currency: American Dollar (USD) Government system: Parliamentary Republic Administrative divisions: 13 municipalities and 65 administrative posts

Education System in Timor-Leste Timor-Leste’s education system is consist of: -pre-school -basic education -secondary education -tertiary education -non-formal (recurrent education) Basic education – 3 cycles Cycle 1 : grades 1-4 Cycle 2 : grades 5-6 Cycle 3 : grades 7-9

Non-Formal Education in Timor-Leste Non-formal education or called recurrent education in Timor-Leste responsible in providing education opportunity to all citizens who are not able to access formal education Current programmes include: literacy programme equivalency education community-based learning programmes through the community learning centers (CLCs)

The National Equivalency Programme Equivalency education - provided to give opportunities to citizens to acquire basic and secondary education outside of the formal education system according to the country’s Base Law on Education Based on the approved Decree Law #30/2016, the National Equivalence Program to Basic Education: equivalency to basic education caters only to citizens whose ages are 15 years old and above requires 5 years in 5 phases to complete. introduced the flexible learning approaches since focusing on youths and adults participants (employing presential and semi-presential learning modalities vocational skills courses are compulsory subjects in each phases equivalency to secondary education is yet to be developed to give to opportunities learners to continue after completing basic education The national equivalency programme started only in 2008

Policies in the Implementation of the National Equivalency Programme Some policies developed in implementing the national equivalence programme to basic education: high priority is given to community participation in programme delivery in maximizing its effectiveness fulfillment of certain qualifications criteria for teachers in order to keep the quality of the programme placement test is introduced to accommodate prior learning experiences of students vocational subjects are implemented based on the context of students’ needs and potentialities available in the local community where the programme is implemented currently developing a participative and on-line monitoring and evaluation system to become a more efficient and effective M&E system in programme implementation

Key Achievements in Implementing the National Equivalency Programme curriculum and basic policies for equivalence developed, trialled and endorsed through a strong legal basis by the decree law learning material for all subjects in equivalence developed, trialled and piloted except for vocational subjects (developing) teachers trained to implement the national equivalency curriculum and learning materials of the equivalence by using more flexible learning modalities nine (9) CLCs established in 8 municipalities/districts established and trained to manage and support program implementation (equivalence to basic education) currently with a total of 601 students (phases 1-3 with 414 students and phases 4-5 with 187 students) participating in all 5 phases and some expected to participate in the final examination by the end of the year to receive certification to basic education. development of the new on-line M&E system that uses participative mechanism (at CLCs)

Successful Policies and Practices in Implementing the National Equivalency Programme Recognition, validation and accreditation of non-formal learning within the lifelong learning system through the national equivalency program (basic education) under the decree law Community Learning Centres (CLCs) are the recognized sites/places for lifelong learning in the country (still requiring a decree/regulation to formalize its legal stature) Benefits provided by the national equivalency programme: students of the equivalency programme are motivated to go to school as they have the chance to acquire further education and finish their schooling gave them hope for the future and opened their minds for new possibilities created new positive environment for learning to their families and motivated others to avail of the opportunity to learn

created new positive environment for learning to their families and motivated others to avail of the opportunity to learn social interaction became more dynamic amongst participants of the program and other members of the community created awareness amongst the participants and the community people that there is alternative education opportunities other than the formal system increased awareness of the community people that the CLCs provide other learning programs that respond to their needs provided opportunities for the learners to improve their economic livelihood through vocational and life-skills learning inputs as participants of the equivalency program

Major Issues and Challenges in Implementation Key issue in the policy implementation of the equivalence program to basic education is the limited number of CLCs as program providers vs. the need to respond to a wider need in terms of scope and target number of the population in the whole country Additional issues and challenges include: learning facilities and quality of learning process to ensure quality assurance for the program motivation to participate and reach out more people to join in the program/social mobilization to reach the wider population ensuring more effective learning process of the vocational subject as part of the equivalency program

Conclusions Timor-Leste has developed a national equivalency program to basic education- catering to all Timorese with ages 15 years old and above to access education through non-formal/recurrent education The national equivalency programme is reinforced by the newly approved decree law implementing a 5-year equivalency programme following 5 phases Key achievements of the programme included the development of the decree law, development of learning materials, trained teachers and establishments of the CLCs as learning sites The decree law defined the recognition, validation and accreditation of the non-formal learning through the equivalency programme The CLCs as a matter of policy by the government, served as learning sites/places that provide non-formal learning programs

Benefits of the programme included: giving hope for the future to students creating positive learning environment within families more dynamic social interaction amongst participants creating awareness that there is available alternative education awareness on the CLCs and the programs that they provide and giving opportunities to improve economic conditions from learning vocational skills and training

Thank you very much! Obrigado barak!