Timor-Leste

Executive Summary

Documenting Successful Policies and Practices for Lifelong Learning Focusing

on the Policy Implementation of the National Equivalency Education Program
(Equivalent to Basic Education) in Timor-Leste

Background of the Education System

Timor-Leste restored its independence 14 years ago in 2002 and continually finding its way
towards its full development as a free and independent nation. The countrys education system
is consist of pre-school, basic education, secondary education, tertiary education and recurrent
education or non-formal education. Basic education is divided into 3 cycles to be achieved in 9
years learning program from Grade 1 to Grade 9. Basic education is compulsory and free in
Timor-Leste1.
Non-formal Education in Timor-Leste
Non-formal education or called recurrent education in Timor-Leste is responsible to provide
education opportunity to all citizens who are not able to access formal education. Based on the
Base Law of Education and Organic Law of the Ministry of Education, the recurrent educations
3 main programs are Literacy Education, Equivalency Education and Community-Based
Learning Programs through the Community Learning Centers.
Equivalency Education
Equivalency education in Timor-Leste is provided to give opportunities to citizens to acquire
basic and secondary education outside of the formal education system according to the
countrys Base Law on Education.
Based on the recently approved Decree Law #30/2016 on the National Equivalence Program to
Basic Education by the Government of Timor-Leste, equivalency to basic education caters only
to citizens whose ages are 15 years old and above. The equivalence program to basic
education curriculum requires 5 years in 5 phases to complete. Since the program focuses only
on youth and adult participants, it is introduced to use more flexible learning approaches such
as employing presential and semi-presential learning modalities. Vocational skills courses are
compulsory subjects in each of the phases. Equivalence to secondary education on the other
hand needs to be developed in order to give opportunity for learners to continue further
education after completing their basic education equivalency level.

1 Base Law of Education, Timor-Leste

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Policies in the Implementation of National Equivalency Program to Basic Education
In implementing the national equivalence program to basic education, the government has
developed some policies in further strengthening the program as follows: to maximize the
effectiveness of the program, high priority is given to community participation in the program
delivery mechanism; in order to keep the quality of the program, teachers should fulfil certain
qualifications criteria; placement test is introduced to accommodate prior learning experiences
of the students; vocational subjects are implemented based on the context of the students
needs and the potentialities available in the local community where the program is being
implemented; and, to develop a participative and on-line monitoring and evaluation system to
become a more efficient and effective M&E system of the program implementation.
Key Achievements of the National Equivalency Programme
Although the implementation of the equivalence program in Timor-Leste is fairly new, there are
some key achievements already attained with the following results:

The curriculum and basic policies for equivalence to basic education program has been
developed, trialled and endorsed through strong legal basis by the Decree Law number
30/2016.
Learning material for all subjects in the equivalence to basic education program, except
for vocational subject that should be based on the local community context, has been
developed, trialled and piloted.
Teachers have been trained to implement the national equivalency curriculum and
learning materials of the equivalence to basic education program by using more flexible
learning modalities.
Nine (9)2 Community Learning Centers in 8 Municipalities/Districts have been
established and trained to manage and support the program implementation of the
equivalence to basic education.
There are currently a total of 601 students3 (phases 1-3 with 414 students and phases 45 with 187 students) participating in the equivalence to basic education program in all 5
phases and some of them are expected to participate in the final examination by the end
of the year to receive certification to basic education.

Another key achievement of the program is the development of the new on-line Monitoring and
Evaluation System of the equivalence to basic education program implementation that uses
more participative mechanism with training currently being provided to service providers in the
field such as the existing Community Learning Centers.
Successful Policies and Practices in the Implementation of National Equivalency
Programme
2 National Directorate for Recurrent Education (NDRE) Data, Ministry of Education, August 2016
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In Timor-Leste, recognition, validation and accreditation of non-formal learning within the lifelong
learning system is basically through the national equivalency program to basic education which
is recognized, validated and accredited by the government under the decree law. However,
informal learning system has not yet been established and covered under the current decree
law. The existence of the Decree Law on the National Equivalence to Basic Education
strengthens and enhances the implementation of the equivalency program in the country by the
mandated agency/directorate within the Ministry Education and guarantees its operation as one
of a lifelong learning programs.
The Community Learning Centers (CLCs) on the other hand are the recognized sites for lifelong
learning in the country and are basically considered community learning places and centers as
defined under the organic law of the Ministry of Education and expressed in the National
Education Strategic of the Ministry of Education (2011-2030). The Community Learning Centers
meanwhile require a backing of a decree law or regulation in order to formalize its legal stature
as host/places of learning programs that are truly community-based.
The national equivalency programme is fairly new and initial outcomes as indicated by the
benefits received by the beneficiaries from the programme as revealed by the findings are
summarized as follows:
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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
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 Policy Implementation

The key issue in the policy implementation of the equivalence program to basic education is the
limited number of CLCs as program providers against 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; and, ensuring more
effective learning process of the Vocational subject as part of the equivalency program.

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Conclusion
Timor-Leste has developed a national equivalency program to basic education catering to all
Timorese with ages 15 years old providing them with the opportunity to access education
through non-formal/recurrent education system. The equivalence program to basic education is
reinforced by the Decree Law #30/2016 implementing a 5-year equivalency program to basic
education covering 5 phases to complete the learning program using presential and semipresential modalities.
Implementation policies have been developed to further strengthen the equivalency program
which included giving high priority to community participation in program delivery mechanism,
fulfillment of the qualifications criteria for teachers of the program, introduction of placement test
to participants, implementation of the vocational subjects for practical learning and development
of the on-line monitoring and evaluation system of the program.
Key achievements so far attained included establishment of the decree law on the national
equivalency to basic education; development of learning materials based on the curriculum
established for the program except for vocational subject; trained teachers; and, establishment
of community learning centers as learning sites.
The decree law on equivalency program to basic education defines the recognition, validation
and accreditation of non-formal learning, in this case the national equivalency program of the
government as part of the lifelong learning system in the country. The Community Learning
Centers (CLCs) as a matter of policy by the government, serve as learning sites/places that
provide non-formal learning programs. Benefits provided by the program to beneficiaries
included giving motivation to students to continue their education; giving hope for the future;
creating positive learning environment within families; a 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.
The one big challenge for the equivalency program implementation is to establish more
Community Learning Centers or CLCs in the country to cope up with the need to respond to the
wider population as without the implementing institutions that defines the learning unit, success
in the delivery of the program cannot be attained.
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