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SECTOR PROFILE
Timor-Leste
Timor-Leste
Education Structure
Timor-Leste
Education Structure
Almost 30% of children enrolled in primary education are over-age
for their grade of attendance.
% Net
% Gross
Enrollments Enrollments
Classification
Level/Grade
Pre-primary Pre-school
Ages
2006
2005
4-5
N/A
10%
63%
91%*
35.0%
68%
23.0%
37%
N/A
4%
N/A
10%**
18-22
* Primary gross enrollment data from 2007. * *Tertiary data from 2002..
Source: UNESCO UIS, World Bank EdStats
Timor-Leste
Population Structure
74% of the population of Timor-Leste is under 25 years old.
With country fertility rate of 3% yearly, the youthful proportion of
the population will continue to pressure the education system for
another decade or more.
Source: T-L Living Standard Survey 2001, CIA Factbook, UNESCO 2008
Timor-Leste
Education Policy
Relevant Policies:
1. National Development Plan 2002
2. Strategic Plan for Universal Primary Completion by 2015, 2005
3. Education and Training: Priorities and Proposed Sector Investment
Program 2005
4. EFA Fast Track Initiative Award, $8.2 million, 2006-2008
www.educationfasttrack.org
Policies are available at:
http://planipolis.iiep.unesco.org/format_liste1_en.php?Chp2=Tajikistan
Timor-Leste
Education Access: Pre-university
All levels of education are increasing enrollments.
Secondary level is increasing at a faster rate, 18.7%, than primary
level at 11.3%.
Timor-Leste
Education Access: Tertiary
Tertiary enrollment information for Timor-Leste is very limited.
The single public university, the National University of East
Timor, re-opened in 2000 and continues to receive heavy donor
support.
There are five faculties at the university: agriculture, political
science, economics, education and teacher training, and
engineering. All new students follow a course including human
rights, ethics, philosophy of science, and Timorese history.
A single data entry for tertiary education is available: 6,349
individuals were enrolled at the public university in 2002.
18 private institutions offer tertiary education of varying degrees
of quality due to a lack of regulatory mechanisms in place.
Source: UNESCO Institute for Statistics, Google.com
Timor-Leste
Education Access: Gender
Girls and boys enrollments appear to be dropping at nearly an
equal rate.
Gender parity at this level is .96.
Timor-Leste
Education Access: Gender
Females and males have made similar enrollment gains at lower
secondary since 2000 (16.7% and 17.3% respectively).
Females at upper secondary do not enroll in large numbers.
Timor-Leste
Education Quality: Teachers
The majority of teachers (66%) have upper secondary or postsecondary technical-vocational education.
The majority of teacher training is offered by small private
universities and NGOs and is of sometimes dubious quality.
Timor-Leste
Education Quality: Completion
Timor-Leste
Education Quality: Testing
Timor-Leste
Timor-Leste
Education Equity: Gender/ Geographic Disparities
Dili/
Other Rural
Baucau Urban Center
% of school age
population
% of out-of-school
children
Rural
East
Rural
West
12.5
9.9
39.8
18.8
18.9
8.0
7.4
45.9
20.6
18.1
Timor-Leste
Education Equity: Income Disparities
The largest proportion of out-of-school children are the poorest and
youngest.
32% of the poorest and 26% of the richest out-of-school children,
aged 7-12, say they have no interest to be in school.
Timor-Leste
Education Equity: Academic Disparities
2004
2005
95.5%
96.3%
4.5%
3.7%
73005
74822
Timor-Leste
Education Efficiency: Expenditure
Timor-Leste is the biggest spender in the region on education as
a percentage of GDP and public money.
Timor-Leste
Education Efficiency: Expenditure
The education budget in Timor-Leste is almost equally divided among levels.
Timor-Leste
Education Efficiency: Repetition
Repetition is a serious problem despite the high rates of funding the
country allocates to education.
Timor-Leste
Education Efficiency: Repetition
Between 20-25% of primary students repeat grades.
Timor-Leste
Education Efficiency: Private Tutoring
Timor-Leste
Education: Conclusion
Successes:
Access: Increasing enrollments at all pre-university levels.
Quality:
Equity: Gender parity at primary.
Efficiency: High level of education funding and well-divided between levels.
Challenges:
Access: Declining primary enrollments and low completion rates. Low
tertiary capacity.
Quality: Poor teacher academic qualifications. High rates of repetition and
drop-out all levels.
Equity: Low primary access rate for low income and rural groups. Low
female access rate at upper secondary.
Efficiency: A system of volunteer teachers all levels especially upper
secondary.