Professional development, Curriculum development, Teacher effectiveness, Leadership, Monitoring (Assessment), Inclusive education, Primary education, Early childhood education, Developing countries, Multitimethod techniques
The Australian Government is supporting significant education reforms in Timor-Leste. This policy note summarises findings on primary school teacher practice and student learning outcomes during the phased introduction of major curriculum changes. Key areas identified for action include the need to promote inclusive classroom practices and address capacity gaps in this area. In addition, establish measures to ensure effective school leadership and school practices continue once the Apoiu Lideransa liuhosi Mentoria no Aprendizajen (ALMA) program support ceases or there are institutional changes. Part of a multi-year study, the Education Analytics Service is investigating how ALMA is making a difference to the Government of Timor-Leste’s primary education reforms. The study series was commissioned by the Australian Government’s Department of Foreign Affairs and Trade (DFAT), to investigate teacher and learning development initiatives in three countries: Lao PDR, Timor-Leste and Vanuatu.
Chainey, J. & Cassity, E. (2021). Timor-Leste policy insights from a multi-year teaching and learning study series. Australian Council for Educational Research. https://research.acer.edu.au/eas
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Copyright The Commonwealth of Australia, represented by the Department of Foreign Affairs and Trade 2021
Place of Publication
Australian Council for Educational Research (ACER)
Southeast Asia, Timor Leste