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2012 Timor-Leste Education Survey Summary

Core Content

The 2012 Timor-Leste Education Survey was conducted by the World Bank in collaboration with the Ministry of Education, the National Directorate of Statistics, AusAID, and other partners. It aimed to support policy improvements by providing comprehensive data on school access, infrastructure, management, teaching and learning, and the availability of school feeding and health programs. The survey included data from all 1372 primary, pre-secondary, and secondary schools in Timor-Leste, collected through face-to-face interviews and direct observations.

Main Viewpoints

• Access and Infrastructure: Despite progress in expanding school availability, access remains a challenge, especially in rural areas. Many schools are located far from essential services like clinics, police stations, and secondary schools. School infrastructure is generally poor, with high student-to-classroom ratios, limited access to toilets, water, and electricity, and a lack of appropriate textbooks.

• Attendance Issues: Student absenteeism is a significant concern. Over one-third of Grade 1 students were absent on the day of the survey, and in some districts, this rate was as high as 50%. Absenteeism is linked to travel time and household responsibilities, indicating that opportunity costs play a crucial role in student attendance.

• Language in Instruction: The use of local languages (Tetum) in teaching is widespread, with over 90% of Grade 4 teachers in some districts using Tetum. However, this may hinder the development of proficiency in Portuguese, which is an official language and a key medium for education.

• Teacher Quality and Training: Most primary school teachers have only secondary education or less. A significant proportion of teachers are volunteers, who often have lower educational attainment. There is a need to convert volunteer teachers into permanent staff and improve their training, particularly in Portuguese.

• Learning Outcomes: Early grade reading and math skills are underdeveloped. Over 70% of Grade 1 students could not read a single word, and only a third of Grade 3 students could read 60 words per minute. Math skills are similarly weak, with only about a third of Grade 1 students able to solve simple addition problems.

• System Inefficiencies: High repetition rates in early grades and low grade promotion rates suggest a lack of effective learning. This inefficiency is linked to poor educational quality and limited resources.

• Policy Recommendations: To address these issues, the report suggests six key policy areas: improving school attendance through demand-side incentives, enhancing teacher quality, strengthening instruction language policy, improving education system management, upgrading school infrastructure and learning environments, and ensuring adequate supply of textbooks.

Key Information

Education System Overview

• Timor-Leste has made substantial progress in expanding access to education since the post-conflict period.
• The Gross Enrollment Ratio (GER) for primary education reached 105% by 2010, up from 51% in 2001/2002.
• Education spending as a share of GDP has decreased from 22% in 2004 to 9% in 2010, but absolute spending has increased due to oil revenues.

School Access and Infrastructure

• Travel Time: On average, Grade 4 students travel 21 minutes to school, but in some districts, travel times exceed an hour.
• School Location: Many schools are located far from essential services, especially in rural areas.
• Infrastructure: Only 21% of primary schools use electricity, 33% of public schools lack toilets, and a quarter of primary schools lack math and Portuguese textbooks.

Management and Teacher Issues

• Director Profile: School directors often have limited education, with many reporting secondary-level education or less.
• Teacher Profile: Most primary school teachers have secondary education or less, and a large proportion are volunteers.
• Class Size: Class sizes are high, with 48% of schools in Dili having over 60 students per classroom.
• Teacher Training: Only about 30% of teachers received Portuguese training, and there is a need for more targeted teacher development programs.

Learning and Assessment

• Student Performance: Reading and math skills are poor, with many students unable to read or perform basic arithmetic.
• Language Use: Local languages are heavily used in instruction, which may affect the development of Portuguese and Tetum proficiency.

School Types and Distribution

• Primary Schools: Most offer only Grades 1-4, with a few offering up to Grades 1-9.
• Central vs. Filial Schools: Central schools are larger, better equipped, and more likely to offer higher grades than filial schools.
• Private Schools: There are 210 private schools, mostly located in urban areas. They are similarly divided into central and filial types but operate separately.

Policy Implications

• The survey highlights the need for a comprehensive approach to improve education quality and access.
• Strengthening the use of local languages in instruction while ensuring proficiency in Portuguese is essential.
• Enhancing school infrastructure and resource availability is critical for student learning.
• Improving teacher training and reducing reliance on volunteer teachers is necessary for sustainable education development.

Conclusion

The 2012 Education Survey provides a detailed snapshot of the state of education in Timor-Leste. While the country has made progress in expanding access, significant challenges remain in terms of quality, equity, and efficiency. The findings emphasize the need for evidence-based policy interventions to address these issues and ensure that education becomes a more effective tool for human development and economic growth.