The document summarizes the state of secondary education in Timor-Leste and the challenges it faces in working towards sustainable development goals. It notes that secondary education consists of technical and general schools but suffers from a lack of qualified teachers, outdated teaching methods, poor infrastructure, and large class sizes. Specifically, 75% of teachers are unqualified, often still studying themselves, and teach using teacher-centered methods. It calls for reforms like improving teacher training programs, introducing student-centered learning, and reducing class sizes to transform secondary education in Timor-Leste. It raises questions about what individuals and organizations can do to further quality education and achieve sustainability given its key role in development.
Original Description:
Workshop in the Conference 'Finding Pathways to Acheive the Sustainable Development Goals'
Original Title
Contribution by Teresina Araujo to the 2017 workshop on Secondary Education.
The document summarizes the state of secondary education in Timor-Leste and the challenges it faces in working towards sustainable development goals. It notes that secondary education consists of technical and general schools but suffers from a lack of qualified teachers, outdated teaching methods, poor infrastructure, and large class sizes. Specifically, 75% of teachers are unqualified, often still studying themselves, and teach using teacher-centered methods. It calls for reforms like improving teacher training programs, introducing student-centered learning, and reducing class sizes to transform secondary education in Timor-Leste. It raises questions about what individuals and organizations can do to further quality education and achieve sustainability given its key role in development.
The document summarizes the state of secondary education in Timor-Leste and the challenges it faces in working towards sustainable development goals. It notes that secondary education consists of technical and general schools but suffers from a lack of qualified teachers, outdated teaching methods, poor infrastructure, and large class sizes. Specifically, 75% of teachers are unqualified, often still studying themselves, and teach using teacher-centered methods. It calls for reforms like improving teacher training programs, introducing student-centered learning, and reducing class sizes to transform secondary education in Timor-Leste. It raises questions about what individuals and organizations can do to further quality education and achieve sustainability given its key role in development.
1. Technical secondary school (Aimed to ensure better access to labour market)
2. General secondary school (Aimed to better prepare to move up to higher education)
What are the condition and major challenges?
Lack of quality and quantity of secondary teachers,
Significant numbers of untrained teachers
Teaching is seen as easy because teacher centred
Infrastructure are very limited and poor
Quality of education is hindered by the quantity of students per classes
Contextual evidences
75% of teachers are not qualified
Teachers in Secondary Schools are frequently
still studying their undergraduate degree and have no teacher training education
Some teachers only have high school
qualifications
Teaching methodology is teacher centred
What we need for tomorrows secondary education in Timor-Leste
There is a need for;
Defining and accelerating planning for transforming education in Timor- Lestes secondary education; Eliminating teaching practices which are still dominant with teacher centre ;
Introduce quality control in teacher training programs and promote
designing classroom activities that training the mind to think; Facts & Opinion, Actions & Consequences + - Reduce student-teacher ratio Questions and concerns to be answer What can individuals (students, teachers, academics) do to further quality education as SDG could achieve in Timor-Leste? As it recognised that sustainable development begins with education? What would be the obstacles to the Education Sustainability in secondary schools in Timor-Leste to achieve Sustainable Development Goal 2030? Who needs to take action for this goal to be achieved? What recommendations can be made UNTL ? VU ? Government ? Civil Society Organisation ? THANK YOU VERY MUCH FOR YOUR ATTENTION