Education and Literacy Program 2010 Annual Report

EDUCATION AND LITERACY PROGRAM ANNUAL REPORT
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ANNUAL REPORT 2010

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EDUCATION PROGRAM – FUNDASAUN ALOLA
DECEMBER 2010
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a. Executive Summary
Fundasaun Alola's Education and Literacy Program seeks to promote best practice teaching and
learning models across Timor-Leste. This involves working with all members of the education
community, Ministry of Education, schools, principles, teachers, students and parents – to
advocate the importance of education and how it can directly benefit individuals and communities.
In 2010, Fundasaun Alola continued to work towards its objective to capacity build to expand
opportunities for women through increasing access and quality of education for women and
children in Timor-Leste. In order to achieve this, the Education and Literacy Program delivered
training in teaching methodologies, developed educational resources in local languages and/or
using local materials, and provided scholarships to disadvantaged female students.
b. Program Background
Timor-Leste is a young democracy, and is categorized as one of the poorest countries in the
world. Presently, the Government of Timor-Leste is developing programs to meet the
requirements of its people and promote access to education for all.
Fundasaun Alola’s Education and Literacy Program was established in 2003 to assist the people of
Timor-Leste to access quality education, with particular concern for the marginalisation of women.
Fundasaun Alola recognises that in order to improve current education system, NGO's need to
work together with the Ministry of Education to improve teaching methodologies and access to
quality, durable learning materials. The Education and Literacy Program subsequently developed
into three divisions to address three separate identified areas of educational need:
1. The Scholarship Program;

2. The Teaching and Learning Program; and
3. The Education Resource Centre
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The Scholarship Program was developed in 2003 to act as an intermediary through which young
Timorese women with compound disadvantage could receive funding and support to continue
their education through secondary school and university. The Teaching and Learning Program
undertakes capacity building training for teachers to assist them to develop the most effective
teaching skills; while the Education Resource Centre was established in to model effective use of
teaching tools, and to develop school resources - tailored to the Timor-Leste context - in both
Tetun and Portuguese. Fundasaun Alola endeavours to maintain a constructive relationship with
the Ministry of Education and carries out several training activities in partnership with each the
Ministry, local Non-Government Organisations and International Non-Government Organisations.
c. Program Goals and Objectives
Goal:
! Capacity building to expand opportunities
Objectives:
! Increase resource development, training methodology and teacher training

! Develop teaching resources promoting gender and child rights, especially in Tetun
! Expand opportunities for women and youth leaders
! Work with the Ministry of Education organization develop mobile training facilities
d. Education and Literacy Program Activities
D.1. Scholarships Program
The Scholarship Program was established in collaboration with donors in 2003 to meet the needs
of students who are economically disadvantaged. Fundasaun Alola acts as a broker between
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disadvantaged students across Timor-Leste, and donors able to provide financial assistance to
support their education. The collaboration and support of donors plays an important role in
promoting access to education for all.
The main objective of the Scholarship Program is to assist students from an economically
disadvantaged backgrounds to complete their secondary education.
The Program in 2010

In mid-2009, a member of Australia's Friends of Alola undertook an evaluation of the Scholarship
Program, the result of which was a proposal to reposition the scholarship program to support
more girls from remote areas to continue with their secondary to studies, and to provide a
mechanism to promote ongoing awareness in Timor-Leste of the value of women’s participation in
education.
Called the “Girl Education Award”, the recommendations from the evaluation were taken up in
2010, and commenced with three girls from each of the 13 Districts receiving significant
scholarships that allowed them to attend the full three years of secondary school. Through 2010,
Fundasaun Alola continued to provide scholarship funds to existing recipients with a view to
supporting them through to completion of their schooling. This component of the Program will
then be phased out to concentrate on the Award.
Between January and June, The Scholarship

Program set up bank accounts for each student and
processed first payments by bank transfer to 3 new
recipients of the Alola Women's Participation in
Education Award in each of Timor-Leste's 13
districts, as well as existing scholarship recipients
attending Primary School, High School, Secondary
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School and University. Second annual payments were made to each student between July and
December.
Going forward, the Girl Education Award will work closely together with local NGO’s, Fundasaun
Alola's Advocacy Program Field Officers and Education Superindentendents in 13 districts.
Number of Beneficiaries
The following table details beneficiaries of the Scholarship Program.
Activity Number of Beneficiaries
Male Female TOTAL
Bank accounts established, annual payments made to support 39 39

all educational and living costs
Annual Payment made for existing Primary School Scholarship 9 15 24

Recipients in 10 schools
Payment made for existing Junior High School Scholarship 9 24 33

Payment made for existing Secondary School Scholarship 27 145 172

Payment made for existing Scholarship Recipients at the 4 61 65

National University of Timor-Leste
Payment made for existing Scholarship Recipients at Dili 13 30 43

Institute of Technology
Payment made for existing Scholarship Recipients at UNPAZ 1 1 2
Payment made for existing Scholarship Recipients studying in 1 1 2
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Indonesia
Payment made for existing Scholarship Recipients at Baucau 2 6 8

Teacher's College
Payment made for existing Scholarship Recipients at the 1 1

Institute of Canossa
Payment made for 39 Final Year Undergraduate Students to 39

complete Final Year Exams in four Faculties (Education,
Agriculture, Engineering and Economics)
TOTAL DIRECT BENEFICIARIES 389
D.2. Teaching and Learning Program
Pre-Primary Teacher Training

The Pre-Primary Teacher Training is undertaken in
coordination with the Ministry of Education to nominate,
assess and provide training to teachers in Dili. The Training
is designed to provide training to Pre-Primary teachers in
best practice teaching and learning methodology for early
literacy and numeracy. The teachers undertook unit 107,
'Teacher Professionalism (You are The Teacher)', and unit
109, focusing on art and gender-awareness in the
curriculum.
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The following table details beneficiaries of Pre-Primary Teacher Training.
Male Female TOTAL
Assessed by Fundasaun Alola for Training Needs 2 13 15
The teachers not yet finalized Units 107 and 109 1 5 6
The total teachers attended Pre-Primary Teacher 3 18 21

Training Units 107 and 109
Primary Teacher Training

Fundasaun Alola’s Primary Teacher Training maintains focus on numeracy and literacy education,
providing teachers with an improved capacity to deliver
relevant, interactive classroom activities.! This training
develops the teachers’ knowledge and understanding of
appropriate learning materials and utilising these effectively
in the classroom, with a particular focus on materials
developed by the Ministry of Education, and those natural
materials available to teachers in their immediate
environment. Primary Teacher Training was carried out in
Dili, Baucau, Liquica and Ermera districts.
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The following table details beneficiaries of Primary Teacher Training.
Male Female TOTAL
Attended Primary Teacher Training (from 44 49 84 133

schools across 4 districts)
School Visits
The Teaching and Learning Program selected and undertook
weekly visits to schools to several schools around Dili District
in order to model quality teaching and learning methods for
teachers and students. School Visits are intended to
introduce teachers and students to a variety of different,
interactive activities based on the curriculum of Timor-Leste
across all subjects. Most School Visits include science
experiments, reading and storytelling, literacy activities using
Ministry of Education Resources, arts and craft, singing, and
interactive games directed at gross motor skill development.
The School Visits Program has chief objectives to develop the
skills of classroom teachers, introduce children to new
activities and ways of learning, and model interactive
learning and classroom management strategies for both
teachers and students.
The Teaching and Learning Program visited the following schools in 2010:
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! Marinir Primary School ! Rumbia Primary School

! Alto Hospital Primary School ! Ai-dak Bihare Primary School
! Paiol Primary School ! Tasi-Tolu Primary School
! Ai-Turi Laran Primary School ! No. 2 Bidau Masaur Primary School
! Caridade Pre-Primary School ! Play Group Comoro Pre-Primary School
! Farol Pre-Primary School ! Manleuana Pre-Primary School
! Special School Taibesi
The following table details beneficiaries of School Visits.
Activity Number of Beneficiaries (Teachers)
Male Female TOTAL
School Visits undertaken weekly to 8 Primary Schools 4 8 12

and 4 Pre-Primary Schools
Activity Number of Beneficiaries (Students)
Male Female TOTAL
School Visits undertaken weekly to 8 Primary Schools 1000 1041 2041
School Visits undertaken weekly to 4 Pre-Primary 349 390 739

Schools
School Visit to Special School Taibesi 10 5 15
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Rehabilitation of two Preschool buildings
The Education Program has undertaken

rehabilitation of facilities - Seloi Kraik Preschool in
Aileu district, and Caridade Preschool in Dili
district. Fundasaun Alola identified that the school
buildings, toilets and circumference fence were all
in need of repair. For this reasons, Fundasaun
Alola's Education and Literacy Program undertook
a construction and rehabilitation project. The

teachers from these schools were already
involved in Alola’s Pre-Primary Teacher Training,
focused on Literacy and Numeracy (classroom
management, creating local materials based on
Timor-Leste context and centre activities).
In addition, every semester the Education and

Literacy Program undertook weekly visits to the
Caridade Kindergarten to demonstrate good teaching methodology, and teaching and learning
processes such as storytelling, reading, counting, drawing, cut and paste craft, sing a song and
sport. For this reason, the Caridade and Seloi Kraik Preschools were identified as appropriate
schools for rehabilitation.
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The Aileu Seloi Kraik Preschool rehabilitation

project began on the 15th of January and
finished on the 18th of May, 2010. It involved
three builders and two adjutants for 1 building,
and created two classrooms, one store room,
two toilets, and a fence around the building.
The Caridade Preschool rehabilitation project
began on the 7th of June and finished on the
24th of August, 2010, and was completed by
two builders, and four adjutants. The projects
created one classroom, one store room, and a
fence around the building.
Fundasaun Alola identified objectives to:

! Create suitable teaching and learning spaces by rehabilitating school buildings;
! To promote student participation in interactive learning, and support child
development through creating suitable teaching and learning spaces;
! To provide teachers with a teaching environment that enables them to better
manage classroom behaviour and undertake a variety of activities;
! To provide training and resources to preschool teachers to improve their skills and
ability to provide interactive lessons.
The following table details direct beneficiaries of the rehabilitation project.
Description Number of Beneficiaries (Teachers)
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Male Female TOTAL
Seloi Kraik Preschool teachers 1 2 3
Caridade Preschool teachers 4 4
Description Number of Beneficiaries (Students)
Male Female TOTAL
Seloi Kraik preschool students 20 30 50
Caridade preschool students 62 58 120
TOTAL BENEFICIARIES 170
Ministry of Education Resources Training

Throughout 2010, Fundasaun Alola partnered with the Ministry of Education to deliver training to
School Directors and Classroom Teachers in 13 districts in the effective use of Ministry teaching
and learning resources. Training was conducted with Superintendents in a central area and
concentrated on the distribution, administration and ways in which to support use of resources.
Raining was held separately with classroom teachers at the sub district level and focused on
resource use within the classroom.
Overall, the training objectives were to -

! Develop teachers' ability to plan and deliver activities that interest students and provide
participatory learning opportunities;
! Develop teachers' capacity to provide individual, small group and whole class learning
activities;
! Develop the teacher's ability to utilise Ministry of Education resources to support student
learning, particularly in early numeracy and literacy;
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! Improve teachers' capacity to create teaching resources using materials accessible to them
in their environment;
! Increase awareness about classroom behavior management strategies, including
establishing and reinforcing classroom rules.
The following table details beneficiaries of the Ministry of Education Resources Training.
Activity Number of Beneficiaries (Teachers)
Directors Classroom TOTAL

Teacher
Training in Lautem/Luro 77 41 118
Training in Viqueque/Lacluta 87 26 113
Training in Oecusse 46 - 46
Training in Manatuto/Laclo 49 34 83
Training in Ainaro/Hatiu Builico 75 57 132
Training in Ermera/Atsabe 101 68 169
Training in Liquisa/Maubara 51 60 111
Training in Baucau/Vemasse 134 50 184
Training in Aileu/Liquidoe 64 68 132
Training in Cova Lima/Suai/Tilomar 84 35 119
Training in Manufahi/Same/Turiscai 65 32 97
Training in Dili/Metinaro 75 27 102
Training in Bobonaro 130 - 130
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D.3. Education Resource Centre
The Education Resource Centre was established on 30 February 2010 to provide a model
classroom and learning centre for Timor-Leste's teachers, with an aim to improve the quality and
effectiveness of the education provided to children.
The Balide location of the centre was offered by the Ministry of Education and provides a good
base to be accessed by teachers who undertake teacher training at other buildings onsite. The
ERC shares a campus with SEFOPE and is easily accessible by large groups of children and visiting
teachers.
The ERC has objectives to -
! To build the capacity of teachers to utilise resources to aid teaching;
! To assist teachers to become proficient teachers who understand teaching and learning
processes by educating them in innovative teaching strategies and methodologies;
! To continue to develop and implement a ‘Best Practice Methodology’ for teaching and
learning in the context of Timor-Leste;
! To develop and utilise high quality teaching and learning materials that will benefit the
users of the Education Resource Centre and other educators in Timor-Leste;
! To provide a high quality teaching service and a collection of resources that will meet
community needs;
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! To promote the initiative of creating educational materials from local and recycled
materials;
! To encourage educators to use the languages of Timor-Leste in the teaching and learning
process, by using Tetun and Portuguese as formal languages in materials; and
! To provide introductory numeracy and literacy learning to young community children with
whom different methodologies can be tested.
Literacy and Numeracy with Community Children
Alola’s Education Resource Centre has continued to

deliver before/after school literacy and numeracy
lessons for children and parents in the local
community. These activities are focused on supporting
early numeracy and literacy in children and promoting
their active engagement in education through
community involvement. The program has compound
benefits as many local parents attend and participate
in the program when their children do. Literacy and
Numeracy sessions are conducted three times weekly
and free of cost. They include on all aspects of learning – physical development, fine motor skills,
social development, arts and crafts, and concentrate especially on early numeracy and literacy
skills.
The following table details beneficiaries of Literacy and Numeracy with Community Children.
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Male Female TOTAL
Children attending Numeracy and Literacy activities in 208 218 424

2010
Parents attending Numeracy and Literacy activities in 4 46 50

2010
ERC Visits from Primary Schools

As with the School Visiting Program, school
groups visiting the Education Resource Centre
are provided with interactive lessons that model
active learning and behaviour management
strategies for teachers. The sessions are
undertaken according to formal lesson plans and
involve the use of various resources.
The following table details beneficiaries of Literacy and Numeracy with Community Children.
Male Female TOTAL
Primary school children attending Numeracy and 278 284 562

Literacy activities at ERC (from 20 Schools)
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Primary School Teachers attending Numeracy and 17 27 44

Literacy activities at ERC (from 20 Schools)
Mundo Perdido Dinosaur Activities

Dinosaur-themed activities were implemented with visiting
school groups twice weekly at the President’s Palace in
conjunction with expert staff from Mundo Perdido. Alola has
been engaged to assist exhibition staff to improve their capacity
to deliver effective sessions for visiting school groups, and
further develop workshop ideas. The school groups attend for
two hours during which they participate in singing, dancing,
story-telling, games and some numeracy and literacy activities
relating to dinosaurs.
The following table details beneficiaries of Mundo
Perdido Dinosaur Activities:
Male Female TOTAL
Primary school children attending Mundo Perdido 208 217 425

Exhibition and Activities (from 17 schools)
Primary School Teachers attending Mundo 16 30 46
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Perdido Exhibition and Activities (from 17

Schools)
Community Children attending Mundo Perdido 23 44 67

Exhibition and Activities
Resource Development
The development of educational resources falls
under the banner of the Education Resource
Centre and is geared toward filling a significant
gap in local-language learning resources.
Fundasaun Alola's Education and Literacy
Program is committed to creating materials
that can support children in Timor-Leste with
their early literacy. Fundasaun Alola develops
and publishes children's reader books, and also
undertakes the task of translating selected
English-language books into Tetun. In 2010, Alola received permission to translate and print “The
Peasant Prince” by Li Cunxin, and subsequently launched the Tetun-language publication on 2
September.
Books Created
The following books were created in 2010:
! Translated and printed one English-language picture book into Tetun;
! Developed two book in Timor-Leste Mother tongue languages (to be printed);
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! Completed final drafts of four children's book readers;
! Drafted seven learning booklets.
e. Feedback from Beneficiaries
! Ministry of Education District Superintendents have reported that they are impressed
with the Education and Literacy Program activities conducted by Fundasaun Alola as
these go a long way towards capacity building for teachers;
! Feedback from teachers that attend Primary Teacher Training overwhelmingly states
that teachers feel more capable and confident implementing interactive learning in
their classes and using materials to support their teaching (book readers, local
materials and classroom sets);
! Alola has consistently received positive oral feedback from students, teachers,
community children and parents that access the Education Resource Centre, and
fields ongoing requests for further services;
! The school visiting and dinosaur activities programs have both received
overwhelmingly positive feedback and requests for further interaction with Alola.
! Teachers, parents and the Ministry of Education in Aileu and Dili districts are
beneficiaries of the preschool rehabilitation project, and have expressed that they
are happy and very appreciative of the building work;
f. Monitoring and Evaluation

Program monitoring and evaluation is conducted by formally and informally for all Education and
Literacy program Activities.
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Formal monitoring is undertaken by way of written feedback sought from beneficiaries about their
experience of Alola's training, particularly classroom teachers and other Ministry of Education staff.
Student beneficiaries are engaged in informal processes and encouraged to articulate their
experiences and preferred activities. Alola's staffs conducts direct observations of the engagement
of beneficiaries and engage them in group discussions around the challenges and needs they have
in their schools. Evaluation is undertaken by Alola's staff following implementation of a training or
activity to take into account both written and verbal feedback received from participants, and to
ensure all activities remain relevant and consistent with budget and timeframe plans.
f. Challenges and Opportunities
! Fundasaun Alola Education Programs experience some challenges relating to resistence

from teachers in engaging with new ideas relating to teaching methodologies and behaviour
management;
! Training Programs are typically delivered to teachers over one or two days which is
sometimes found to be too short a timeframe to provide teachers with a foundation of skills
and knowledge for effective classroom management and activities;
! It is difficult to shift ideas regarding inclusive education and promote equal access for
female student and those with disabilities;
! Availiability of staff to conduct training;
! Challenges experienced by participants living in more remote areas to attend training in

regional centre’s.
The Education and Literacy Program seeks to address these challenges by adjusting it's
schedule to minimise the impact of adverse weather conditions on travel to training venues.
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Training is designed to address the fundamental needs and interests of teachers in

attendance. Alola sees great opportunity to further expand its educational programs and
provide services to more people in more communities, and will look to do so as
circumstances and funding become available.
h. Closing Remarks
On behalf of Fundasaun Alola’s Education team, I would like to offer sincere thanks to the donors -
government, non-government and individual - who have kindly supported the development and
implementation of the Education and Literacy Program’s initiatives, particularly in the districts and
remotes areas of Timor-Leste. We appreciate the understanding and flexibility our donors have
shown in 2010, particularly during program implementations and the unforeseen changes. We
would like to mention the following donors:
! MILK Fund
! Liv Marte Nordhaug
! Andrew McNaughton Foundation
! Dentist Group
! Rotary Club of Melbourne
! Friends of Ballarat
! ConocoPhillips
! Nelson Bay Rotary
! Câmara Municipal de Oliveira de Azeméis (Via Fundasaun Xanana Gusmão)
! Fast Track Initiative – Ministry of Education
! Australian Capital Territory
! Soroptimist International
! Individual donors
And our thanks too to all individual donors we are unable to mention here.
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We look forward to continuing to work with all stakeholders and further extend our efforts to
capacity build and expand opportunities for education in Timor-Leste.
Without the support from all parties involved in creating better education for all, the Education and
Literacy Program would not be able to implement initiatives in Timor-Leste. We express our thanks
to all of the teachers, students and parents who have been involved with the Education and
Literacy Program for their support, participation and energy.
In order to sustain and develop our programs, we require a significant amount of support from our
donors and stakeholders. We look forward to working with them in developing and improving
education for the people of Timor-Leste.
Kind regards
Inacia Tamele
Education and Literacy Program Manager
Fundasaun Alola
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Education and Literacy Program 2010 Annual Report

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EDUCATION AND LITERACY PROGRAM ANNUAL REPORT

ANNUAL REPORT 2010

EDUCATION PROGRAM – FUNDASAUN ALOLA

1. The Scholarship Program;

c. Program Goals and Objectives

! Capacity building to expand opportunities

! Increase resource development, training methodology and teacher training

d. Education and Literacy Program Activities

D.1. Scholarships Program

The Program in 2010

Between January and June, The Scholarship

Activity Number of Beneficiaries

Male Female TOTAL

Bank accounts established, annual payments made to support 39 39

Annual Payment made for existing Primary School Scholarship 9 15 24

Payment made for existing Junior High School Scholarship 9 24 33

Payment made for existing Secondary School Scholarship 27 145 172

Payment made for existing Scholarship Recipients at the 4 61 65

Payment made for existing Scholarship Recipients at Dili 13 30 43

Payment made for existing Scholarship Recipients at UNPAZ 1 1 2

Payment made for existing Scholarship Recipients studying in 1 1 2

Payment made for existing Scholarship Recipients at Baucau 2 6 8

Payment made for existing Scholarship Recipients at the 1 1

Payment made for 39 Final Year Undergraduate Students to 39

TOTAL DIRECT BENEFICIARIES 389

D.2. Teaching and Learning Program

Pre-Primary Teacher Training

Activity Number of Beneficiaries

Male Female TOTAL

Assessed by Fundasaun Alola for Training Needs 2 13 15

The teachers not yet finalized Units 107 and 109 1 5 6

The total teachers attended Pre-Primary Teacher 3 18 21

Primary Teacher Training

The following table details beneficiaries of Primary Teacher Training.

Activity Number of Beneficiaries

Male Female TOTAL

Attended Primary Teacher Training (from 44 49 84 133

! Marinir Primary School ! Rumbia Primary School

Activity Number of Beneficiaries (Teachers)

Male Female TOTAL

School Visits undertaken weekly to 8 Primary Schools 4 8 12

Activity Number of Beneficiaries (Students)

Male Female TOTAL

School Visits undertaken weekly to 8 Primary Schools 1000 1041 2041

School Visits undertaken weekly to 4 Pre-Primary 349 390 739

School Visit to Special School Taibesi 10 5 15

TOTAL DIRECT BENEFICIARIES 2807

Rehabilitation of two Preschool buildings

The Education Program has undertaken

a construction and rehabilitation project. The

In addition, every semester the Education and

The Aileu Seloi Kraik Preschool rehabilitation

Fundasaun Alola identified objectives to:

Description Number of Beneficiaries (Teachers)

Male Female TOTAL

Seloi Kraik Preschool teachers 1 2 3

Caridade Preschool teachers 4 4

Description Number of Beneficiaries (Students)

Male Female TOTAL

Seloi Kraik preschool students 20 30 50

Caridade preschool students 62 58 120

TOTAL BENEFICIARIES 170

Ministry of Education Resources Training

Overall, the training objectives were to -