SDG Quality Education & Lifelong Learning (Basic Education)

Facilitator : Elvis Fernandes Brites da Cruz

Literacy Numeracy

Values Professionalism
 Our Vision
In 2025 the population of Timor-Leste will be
educated, knowledgeable and qualified to live
a long and productive life, respectful of peace,
family and positive traditional values. All
individuals will have the same opportunities
to access to a quality education that will allow
them to participate in the economical, social
and political development process, ensuring
social equity and national unity.
 PRE-SCHOOL: EARLY CHILDHOOD EDUCATION

Children between 3-5 years of age will have

access to begin their quality education in a school
that is close to the place where they live. In pre-
school they will develop the basic skills and
knowledge to be prepared for basic education.
Families, communities and local governments will
be involved in the decision making process and
through collaborative efforts we will build schools
that will satisfy all the requirements of early
childhood education.
 Basic Education

Basic Education is universal, compulsory and free. The reform of

basic education will incorporate overall and guiding directives the
following four pillars of learning: learning to know, learning to do,
learning to live together and with others, and learning to be.

At 6 years of age, all children will have access to start basic

education. After completing 9 years of schooling, they will excel in
both official languages and learn English as their first foreign
language. They will also develop the basis for sound literacy and
numeracy skills, base competences and the core values of national
identity, Timorese history and culture.
 Reflection
Defining what we mean by quality education?
How we define effective teacher professional
development and support?
When do we need to integrate on going
assessment, monitoring, and evaluation?
Do we have relevant and inclusive curriculum?
Do we conduct evaluation on textbook
content implementation with the ongoing
adjustment to learning needs?
Three Pillars for Good Quality Education

Enabling Policy Enabling home

Environment community
environment
Enabling School
Environment
Parent Education
Teacher Professional Parent support
Development for learning
Assessment, Books in the
Monitoring and School based home
Evaluation professional There is a place
Inclusive Curriculum development for study at
Textbook distribution School Self Evaluation home
and adjustment to Infrastructure and
learning needs Resources
Structure and Inclusive
Pedagogy
 Six(6) 21th century skills

1 Critical thinking & Problem Solving

2 Collaboration and Communication
3 Creativity & imagination
4 Citizenship
5 Digital Literacy
6 Student leadership and Personal
Development
 Learning capabilities for 21th Century
Knowledge The basic learning content including core subjects; international
language ability, and broad-based scientific literacy; as well as self
knowledge
Competences These include foundational skills (literacy, oral expression,
and skills numeracy); critical thinking and problem solving skills (reasoning,
recognizing and questioning patterns; dealing with uncertainties;
analyzing, synthesizing and evaluating information); planning and
management skills; life-long learning skills (learn how to learn, to
adapt knowledge to new contexts, and to engage in self-directed
learning); cross-cultural communication skills (ability to
communicate in different cultural contexts, negotiate and resolve
conflicts); and information, media and technology skills.

Atitudes and Flexibility and adaptability; risk taking; the willingness to take
behaviours initiative; motivation; respect for self and others; sense of
commitment; empathy; responsibility for ones actions and work.

Values Solidarity; gender equality; tolerance; respect for difference;

mutual understanding; respect for human rights; non-violence;
respect for human life; and dignity
 Framework for Understanding Education Quality

Leaners Enabling Inputs Outcomes

Characteristics Teaching and learning

Aptitude Learning time Literacy, numeracy

Perseverance Teaching Methods and life skills
School readiness Assessment Creative and
Prior Knowledge Feedback emotional skills
Barriers to Learning Incentives Values and social
Class size benefits

Teaching and learning

materials
Physical infrastructure
and facilities.
Human resources
Teachers, Principals,
Inspectors, Supervisors
and administrators
Two ancient philosophers who inspires the way of Teaching and Learning
(Asia & Europe)

Confucius
551-459 BC

Curriculum

Socrates
470-399 BC