Early Childhood Education in Timor-Leste

Early childhood education (ECE) in Timor-Leste has made enormous progress since independence in 2001. The importance of ECE is reflected in the firm policy and legislative support for the sector. Improvement can be seen in the steady growth in enrollments, the existence of highly motivated and highly effective preschool inspectors, the development of preschool teacher competency standards, and the implementation of a holistic, child-centered curriculum and increased attention to teacher training. However, significant challenges remain, including under-resourcing of the sector, inadequate professionalization and training of teachers and facilitators, and a lack of focus on the first 1000 days, as well as systemic and management issues which prevent the sector from functioning at full capacity. The Sustainable Development Goal (SDG) 4.2, which states that by 2030 all girls and boys should have access to quality early childhood development, care, and preprimary education so that they are ready for primary education, is unlikely to be met. However, several positive ways forward for the sector have emerged, including innovations in teacher training and in reaching young children through distance learning during the COVID-19 pandemic, the drafting of a new law dealing with preschool management which, if passed, will provide overall governance guidelines for the sector, and attempts to enhance teacher professionalization.