1. 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

2. 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

3. Introduction
Timor-Leste – restored its independence in 2002 after the popular consultation
Total population: 1,167,242 (2015 Population Census)
Area: 14, 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

4. 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

5. 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)

6. 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

7. 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

8. 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)

9. 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

10. 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

11. 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

12. 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

13. 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

14. Thank you very much! Obrigado barak!