TIMOR-LESTE
Key Info
Population: 1,476,042
Capital: Dili
Main languages: Tetun
Main religions: Roman Catholic 97.6%, Protestant/Evangelical 2%, Muslim 0.2%, other 0.2%
Country Information
Geography
Timor-Leste is the only Asian nation to be completely located in the southern hemisphere. Its territory covers the eastern half of the Timor island. Formed by continental uplift along a major fault line, Timor-Leste is rugged with a mountainous backbone rising to over 2,000m. The highest peaks have marine fossils and the forested ranges are riddled with caves.
Almost half of Timor-Leste’s land area has a slope of 40 degrees or more, making it scenically beautiful but difficult for road construction and cultivation. There are magnificent beaches and world-class diving in its fringing reefs.
History
Timor-Leste is one of the youngest countries in the world. It only became an independent nation in 2002. This followed 450 years of Portuguese colonisation, 24 years of illegal Indonesian occupation, and almost three years of interim international administration led by the United Nations.
In 1999, the people of Timor-Leste voted overwhelmingly for independence. Unfortunately, when Indonesia gave up control, its military destroyed much of the existing infrastructure as part of a “scorched earth” policy.
This has created a lot of problems in the country and it has struggled in the past 20 years to rebuild. Just over a third of the country (37.8%) is employed.
Culture
Despite its challenges, Timorese culture is diverse and vibrant. It has a strong focus on family, community, and religion. This is practised through traditions such as performing arts, local architecture and handcrafts.
Case Study: Instituto Catholico Para Formacao De Professores (ICFP)
Timor-Leste is one of the least-developed countries in the world and is considered the poorest in Asia. During the 1999 post-referendum violence, as much as 70% of the national infrastructure was destroyed, including the destruction of 80% of schools and the burning of almost all books and materials. Almost 20% of primary teachers and 90% of secondary teachers returned to Indonesia. With 42% of the country’s population below the age of 14 and the majority of Timorese teachers poorly educated and untrained, the current school system faces enormous challenges.
ICFP is a Marist administered Catholic Teacher’s College that offers an accredited Bachelor of Teaching and Bachelor of Education. It is the only tertiary institution outside of the capital city municipality, Dili. It is also one of only two providers of primary education teacher formation in the country.
The educational infrastructure in Timor-Leste is still weak, but ICFP’s goal is to strengthen the Catholic School system and provide the country with fully qualified teachers.
The college empowers its students to become leaders in the field of primary education and leaders within their own local community as well. Trained in critical thinking, pedagogy and child development, the students are readily offered employment upon graduation.
Case Study: KATILOSA
Klibur Aleizadu (KATILOSA) is a non-government organisation based in the small village of Darasula in Baucau District, Timor-Leste. Timor-Leste is a country with very few services available for those with a disability and KATILOSA is one of only two registered disability-focused organisations in all of Baucau District, the other being a special school. KATILOSA provides three services.
Community-Based Rehabilitation
Developed by staff trained in physiotherapy the Community-Based Rehabilitation (CBR) program is provided on an outreach basis as well as at the Darasula Rehabilitation Centre. It provides a range of essential support services to 194 individual clients and their families.
Support services they receive include:
motor skills development
physiotherapy
physiotherapy training for parents and guardians of the children
playgroups to provide support networks for the families,
referrals to organisations providing wheelchairs, prosthetics and orthotics.
Inclusive Education
The Inclusive Education component involves two specialist teachers who have been providing a program to assist students living with major learning disabilities since the start of 2021. There are currently around 30 students whom the KATILOSA staff currently contact each week, who receive this formal education at KATILOSA. They aim to reach up to 53 students per year. Many of these young people are unable to attend school, or the schools cannot provide for them. Small groups of students are brought to the KATILOSA centre each day by the new anguna (truck) where the students will have the opportunity to develop learning skills including language, mathematics, agriculture, and physical activities. The teaching program follows the Timorese school year. Some students attend morning sessions, while others come in the afternoon, as is typical of schools in Timor-Leste. Many of the high-needs students receive the entirety of their schooling at KATILOSA. However, the goal is to develop a pathway into mainstream schooling for students who demonstrate the capacity, willingness and support of their families.
Community Education
To assist in strengthening this pathway into mainstream schooling, the Community Education Program will include a community education component. They will utilise their partnership with the State University of Indonesia’s Faculty of Inclusive Education to provide specialised training on disability inclusion to staff. They will also help to develop inclusive education training modules for the specific local Timorese context. The staff will then be well equipped to work with the Department of Education to roll out the training package to schools in the region. This will be the first program of its kind in the country, challenging the long-standing negative cultural views held by the local community about disability.
