Timor-Leste

45 Pages·2017·4.24 MB·English

JAK/2018/PI/H/8
United Nations Sustainable
Educational, Scientific and Development
Cultural Organization Goals
TIMOR-LESTE
UNESCO COUNTRY
STRATEGY
2018 - 2021
EDUCATION
The vision of Timor Leste’s National Education Strategic Plan
2011 – 2030 stated that: “by 2025 the population of Timor-
Leste will be educated, knowledgeable and qualifed to live
a long and productive life, respectful of peace, family and
positive traditional values
SOCIAL AND
HUMAN SCIENCES
The small post-confict nation of Timor-
Leste is currently in the early stages
of setting up policy and legislative
frameworks for the protection of vulnerable
populations.
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CONTENTS
Glossary 4
Foreword 5
About UNESCO 6
Part 1 – Strategic vision – UNESCO intervention rationale 7
EDUCATION 8
NATURAL SCIENCES 9
Disaster Risk Reduction 9
Policy and Capacity Building 9
Water and Environmental Sciences 10
SOCIAL AND HUMAN SCIENCES 11
CULTURE 11
COMMUNICATION AND INFORMATION 12
Part 2 – Cooperation and Partnership 13
EDUCATION 13
NATURAL SCIENCES 14
Disaster Risk Reduction 14
Policy and Capacity Building 15
Water and Environmental Sciences 16
SOCIAL AND HUMAN SCIENCES 17
CULTURE 19
COMMUNICATION AND INFORMATION 20
Part 3 – MONITORING AND EVALUATION 21
COOPERATION AND PARTNERSHIPS MATRIX 23
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GLOSSARY
ABC Assisting Bioethics Committee
ASEAN Association of Southeast Asian Nations
CapEFA Capacity development for Education for All
CLC Community Learning Centres
COMPETENCE Comprehensive Programme to Enhance Technology, Engineering and Science Education
ECCE Early Childhood Care and Education
EEP Ethics Education Programme
ER Expected Results
GNI Gross National Income
GO->SPIN Global Observatory of Science, Technology and Innovation Policy Instruments
HDI Human Development Index
HRD Human Resource Development
ICCAR International Coalition of Inclusive and Sustainable Cities
ICT Information, Communication and Technology
IGGP International Geoscience and Geoparks Programme
IHP International Hydrological Programme
IWRM Integrated Water Resources Management
KOICA Korean International Cooperation Agency
MAB Man and the Biosphere Programme
MDG Millennium Development Goals
MOST Management of Social Transformation
NDMC National Disaster Management Center
NDMD National Disaster Management Directorate
NDOC National Disaster Operational Centre
NDRRMP National Disaster Risk Reduction and Management Plan
SAGA STEM and Gender Advancement
SDG Sustainable Development Goals
SDP Strategic Development Plan
SID Small Island Developing State
SOI Asia School on Internet Asia
STI Science, Technology and Innovation
TVET Technical and Vocational Education and Training
UNDAF United Nations Development Assistance Framework
UNDP United Nations Development Programme
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FOREWORD
The purpose of the UNESCO Country Strategy document is to improve
UNESCO’s effciency and performance at the country or regional level.
UNESCO interventions in the countries rely on the four key cooperation
principles: a) ownership by the Member States and alignment with
national plans while fostering implementation of the 2030 Agenda
and other main global agreements; b) effective and effcient support
to the national priorities within UNESCO’s C/4 and C/5, c) fexibility
and d) cooperative work with other UN agencies and development
stakeholders.
Since UNESCO Jakarta has a double role as a Science Bureau for Asia
and the Pacifc and as a Cluster Offce, where as Cluster Offce, UNESCO
Jakarta works cover all UNESCO mandates: education, sciences, culture,
communication and information for programmes in Brunei Darussalam,
Indonesia, Malaysia, the Philippines, and Timor-Leste, we have published
Shahbaz Khan one UCS for each country.
Director of the UNESCO The UNESCO Country Strategy document for Timor-Leste is designed
Regional Science Bureau for Asia as a tool for dialogue with stakeholders, donors and partners at country
and the Pacifc and level, in addition for the identifcation of prioritization of niche areas
UNESCO Representative for where UNESCO’s interventions and assistance at country level can
Brunei Darussalam, Indonesia, be maximized while avoiding duplications. This UCS also highlights
Malaysia, the Philippines, and our efforts to serve Timor-Leste with a focus on contributing to the
Timor-Leste implementation of the Sustainable Development Goals through
targeted actions on Education, Natural Sciences, Social and Human
Sciences, Culture, and Communication and Information. We have been
actively involved to support our partners in Timor-Leste on SDGs 1, 4, 5,
6, 8, 9, 10, 11, 12, 13, 14, 15 and 16.
This UCS is a living document, which will be updated regularly to
respond to emerging challenges and opportunities.
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About UNESCO
UNESCO works to create the conditions for dialogue among civilizations, cultures and peoples, based
upon respect for commonly shared values. It is through this dialogue that the world can achieve global
visions of sustainable development encompassing observance of human rights, mutual respect and the
alleviation of poverty, all of which are at the heart of UNESCO’S mission and activities.
The Asia-Pacifc region counts for almost two thirds of the world’s population and gathers countries of great
diversity in economic, religious, political and cultural terms. This diversity, along with globalization and the
dynamism and rapid evolution of the region bear great challenges for governments and societies. In close
cooperation with governments, National Commissions and non-governmental partners, UNESCO Jakarta
works on fulflling UNESCO’s mandate to contribute to peace and security in the world by promoting
collaboration among nations through education, science, culture and communication in order to further
universal respect for justice, for the rule of law and for the human rights and fundamental freedoms which
are affrmed for the peoples of the world, without distinction of race, sex, language or religion, by the
Charter of the United Nations.
In the 48 UNESCO Member States and 2 Associate
Members of the Asia-Pacifc, UNESCO is present
with a network of 13 Field Offces comprising Cluster
Offces, Country Offces and Regional Bureau.
UNESCO offce in Jakarta was established as a feld offce for South-East Asian Science Cooperation
(SEASCO) in 1951. In 1967 it became the Regional Offce for Sciences and for
South East Asia (ROSTSEA).
UNESCO Jakarta has a double role as a Science Bureau for Asia and the Pacifc and as a Cluster Offce.
As Regional Bureau for Science, UNESCO Jakarta provides strategic expertise, advisory, monitoring
and evaluation functions to Member States, other UNESCO Field Offces and UN Country Teams in the
area of Science. It assumed the role of focal point for Timor-Leste in 2002. As Cluster Offce, UNESCO
Jakarta covers all UNESCO mandates: education, sciences, culture, communication and information. It is
responsible for the implementation of related programmes in Brunei Darussalam, Indonesia, Malaysia, the
Philippines, and Timor Leste in all UNESCO felds of competence.
In the spirit of One UN and as part of the United Nations Country Team (UNCT) in Indonesia, UNESCO
Jakarta works in synergy with the United Nations Sister Agencies to achieve the Sustainable Development
Goals in the Asia-Pacifc region.
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PART 1
STRATEGIC
VISION – UNESCO
INTERVENTION
RATIONALE
Socio-economic indicators
Total population (in thousands) 1,185
Annual population growth (%) 2.7
Population 15-24 years (in thousands) 234
Population aged 14 years and younger (in thousands) 503
Rural population (% of total population) 67
Total fertility rate (births per woman) 5.1
Infant mortality rate (per 1,000 live births) 45
Life expectancy at birth (years) 68
Prevalence of HIV (% of population aged 15-49 years) ...
Poverty headcount ratio at 3.10 PPP$ a day (% of population) 80
GDP per capita - PPP$ 2,259
Annual GDP growth (%) 4.3
Total debt service (% of GNI) ...
GDP in billions - PPP$ 3
UIS, 2017
Timor-Leste achieved its independence in 2002 and since then has made positive progress and impacts in
near-halving of infant and child mortality rates; signifcant gains in health and education; economic growth
in line with regional neighbors; increased citizen participation, and; the gradual strengthening of state
institutions (WB, 2017). Timor-Leste’s Human Development Index (HDI) value for 2015 is 0.605— which
put the country in the medium human development category—positioning it at 133 out of 188 countries
and territories (UNDP, 2016). Timor-Les now has move out from confict and made a signifcant progress
in restoring peace and stability. The country has made considerable development progress although
some economic and social issues remain. Challenges that Timor-Leste still encounter are: a) poverty,
b) undernutrition among young children and women, c) maternal mortality, d) improved sanitation and
hygiene, e) education, f) gender inequalities and violence against women and children, g) environment
and climate change, h) youth employment, i) economic diversifcation and j) effective and transparent
Governance and as well as k) Government capacity across all sectors to deliver services. 7
Timor-Leste’s current Strategic Development Plan 2011-2030 (SDP) outlines the country’s
aspiration for a diversifed and socially inclusive economy, with improved quality of life,
health and education standards for all. It is built around four pillars:
i. Social capital: health, education and social protection;
ii. Infrastructure: transport, telecommunication, power, and water supply and
sanitation;
iii. Economic foundations: targeting three sectors for development – agriculture,
tourism and petrochemicals – to bring about growth, jobs, and new sources of public
revenues beyond oil; and
iv. Institutional framework: focusing on macroeconomic management and improving
the capacity and effectiveness of government institutions.
This structure ensures national ownership and alignment of UN development activities to national priorities
and provides the basis for collaboration within the Government’s national coordination mechanism.
UNESCO contributes to the United Nations Development Assistance Framework (UNDAF) in Timor-Leste
will be through the outcomes on the subsectors of social security, education, environment and resilience,
youth universal access to quality social services and also on resilience toward disaster and climate change
to support inclusive, sustainable and resilient development in the country.
EDUCATION
The SDP of Timor-Leste seeks to transform Timor-Leste into a medium-high income country by 2030, with
a healthy, educated and safe population that is prosperous and self-suffcient. Sixty-two percent of Timor-
Leste’s population is under the age of 25. Large numbers of young people can represent great economic
potential, but only if families and the government can adequately invest in their health and education
and stimulate new economic opportunities for them. Yet, access to pre-school and secondary is limited,
with the majority concentrated in urban areas. There are inadequate school facilities, a lack of qualifed
teachers, distance to school and an unconducive environment with a lack of basic facilities such as water,
sanitation and hygiene at school. Curriculum reform for grades 1-6 started in 2013, and culminated in
the adoption of a curriculum Law 61 which calls for child-centered education and participatory teaching
methodologies. Net enrolment in secondary education in 2015 was 29%, though gross enrolment stood
at 62%.55.
The vision of Timor-Leste’s National Education Strategic Plan 2011 – 2030 stated that: “by 2025 the
population of Timor-Leste will be educated, knowledgeable and qualifed 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 economic, social and political
development process, ensuring social equity and national unity.” Under the UNDAF, education is place
within Outcome 1: People of Timor-Leste, especially the most disadvantaged groups, beneft from
inclusive and responsive quality health, education and other social services, and are more resilient to
disasters and the impacts of climate change.” In particular, under sub-outcome 1.2 in which “Children,
youth and adults beneft from inclusive and quality education at all levels in an equitable manner.” The
Ministry of Education and Ministry of State, Coordinator of Social Affairs have drafted and fnalized the
Early Childhood Development and the draft is ready to be sent to the Council of Ministers for approval.
The Inclusive Education Policy has been approved by Council of Ministers in February 2017 guaranteeing
equal access to education for all, including persons with special needs, linguistic minorities and teenage
mothers. While there has been a consistent increase in absolute spending in education for over a decade,
spending has declined as a proportion of the total national budget and gross domestic product. In 2014,
only eight percent of the State budget was allocated to education, and within the sector, there was a
decline in funding for basic education, despite it being compulsory and thus catering for the greatest
numbers of Timorese children.
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NATURAL SCIENCES
Timor Leste SDP objectives for disaster risk reduction and environmental management cover among
others: 1. To protect vulnerable families by improving cooperation between government agencies to
make sure that vulnerable families get the support they need when they are hit by natural or human-made
disasters; and 2. Improving the capacity to support civil readiness and responses to emergencies and
disasters, including implementing the National Warning System. Under the UNDAF, disaster is place within
Outcome 1: People of Timor-Leste, especially the most disadvantaged groups, beneft from inclusive and
responsive quality health, education and other social services, and are more resilient to disasters and
the impacts of climate change.” In particular, under sub-outcome 1.4 in which People of Timor-Leste,
particularly those living in rural areas vulnerable to disasters and the impacts of climate change, are more
resilient and beneft from improved risk and sustainable environment management.
Disaster Risk Reduction
Timor-Leste is prone to severe and recurrent drought, fooding, landslides and tropical cyclones.
Landslides and fash foods are the most common natural hazards and drought can be a problem during
the dry season, exacerbating the country’s food security problem. Timor-Leste is also greatly infuenced
by La Niña and El Niño climate events. In addition, due to Timor-Leste’s geographical location, north of
the Eurasian and Australian tectonic plates, it is also exposed to the risk of earthquakes and associated
tsunamis. Additionally, a low-probability but high-consequence event such as a major earthquake or
tsunami can cause substantial damage to the country’s fragile infrastructure and buildings as well as injury
and fatality to residents who may not be prepared for such a disaster.
The National Disaster Management Directorate (NDMD) is responsible for providing disaster risk
management coordination and technical support to the government and community in Timor-Leste.
Timor-Leste is interested in developing and strengthening its capacities, especially the investment
in disaster preparedness. In addition, a more effective integration of disaster risk considerations into
sustainable development policies, planning and programming at all levels, with a special emphasis on
disaster prevention, mitigation, preparedness and vulnerability reduction is needed for Timor-Leste. The
development and strengthening of institutions, mechanisms and capacities at all levels, in particular at
the community level, that can systematically contribute to building resilience to hazards needs to be
strengthened. Risk reduction approaches need to be incorporated into the design and implementation of
emergency preparedness, and into the response and recovery programs in the reconstruction of affected
communities.
Policy and Capacity Building
Within Timor Leste Strategic Development Plan 2011-2030, the focus on capacity building and science
policy is reported in social capital chapter with a focus on frst higher education and second on technical
and vocational training. Signifcant efforts are deployed for Technical and Vocational education and training
(TVET) within this strategy enhancing collaboration and coordination with national institutions such as
Timor-Leste Chamber of Commerce and Industries and private sector including international companies.
TVET is greatly supported by the government, while in contrast, basic sciences, applied sciences and
STI related research does not appear as a priority within the strategic development plan 2011-2030 and
institutional development, capacity development and funds are not specifcally mentioned in the plan.
In terms of STI, Science Policy and Capacity Building and Innovation policy, Timor Leste Strategic
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Development Plan 2011-2030 is tackling SDG Goals 4 ( Ensure inclusive and equitable quality education
and promote lifelong learning opportunities for all) in particular target 4.3 and 4.4, SDG 9 (Build resilient
infrastructure, promote inclusive and sustainable industrialization and foster innovation) and target 9.5.
Water and Environmental Sciences
Timor-Leste is particularly vulnerable to climate change and strongly infuenced by the cyclical effects of
the Pacifc region’s El Niño Southern Oscillation (ENSO). The impacts of climate change are likely to be
severe and to further exacerbate food security concerns, given households’ dependency on their own
food production. Decreasing forest coverage (the proportion of land area covered by forest has decreased
from 65% in 1990 to 49.90% in 2010) will further exacerbate soil erosion, landslide, fooding and depletion
of groundwater yield. Mainstreaming of measures to mitigate and adapt to climate change will therefore
be critical, in line with the 2030 Agenda for Sustainable development and particularly for the achievement
of SDG 13 to take urgent action to combat climate change and its impacts. Furthermore, Timor Leste
Government in 2012 developed an Environmental Law for managing watershed areas and coastal zones
that includes strategies to rehabilitate and protect mangroves in coastal areas, regulate sand exploration
in various rivers, especially the Comoro River, and create buffer zones on river banks and around dams,
lakes and coastlines to aid water resource conservation and foodplain control. The Ministry of Agriculture
and Fisheries has also fnalized Timor-Leste National Ocean Policy and it is currently at the Council of
Ministers for approval (MAF, 2017). These are aligned with SDGs 6 (ensure availability and sustainable
management of water and sanitation for all), 14 (conserve and sustainably use the oceans, seas and marine
resources for sustainable development) and 15 (protect, restore and promote sustainable use of terrestrial
ecosystems, sustainably manage forests, combat desertifcation, and halt and reverse land degradation
and halt biodiversity loss).
The Government of Timor-Leste, sees natural resources conservation and sustainable management as
an opportunity to foster its national development agenda in line with the global development agenda,
especially SDGs 14 and 15. In 2015 the National Parliament of Timor-Leste approved the ratifcation of
the UNESCO 1972 Convention concerning the Protection of the World Cultural and Natural Heritage,
and identifed the Nino Konis Santana National Park, the only National Park in the country, as one of the
potential heritage sites to be inscribed into the UNESCO World Heritage List.
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