Timor-Leste

This report examines the status of reading acquisition in Timor-Leste's primary schools. It is written for education stakeholders and policy makers in Timor-Leste, including government officials, politicians, educators, parents, Timor-Leste's donor partners and Non Governmental Organizations (NGOs) active in the country. Because the report is aimed at those who are already familiar with the education system in Timor-Leste, it will not attempt to describe the education system, its history, or the issues, with one important exception, that policy makers and stakeholders are currently confronting. One issue in Timor-Leste, however, merits special mention in the context of this analysis. Approximately 30 percent of primary school age children in Timor-Leste are not enrolled in primary school because they never started school or have dropped out. This study assesses the reading ability only of those children who are in school. The findings show significant problems with reading acquisition for children in school. If those children who are not in school had been included in the sample, the results will be lower than those currently presented. In Timor-Leste, improving reading acquisition in the early grades is expected to lead to better learning outcomes, as well as to better access, reduced repetition and fewer drop outs.

Bibliographic Details

Main Author:	World Bank
Format:	Report biblioteca
Language:	English en_US
Published:	Washington, DC 2010
Subjects:	ACHIEVEMENT, ADDITION, AGE OF STUDENTS, ATTENDANCE AT SCHOOL, ATTENDANCE RATES, AVERAGE SCORE, BASIC EDUCATION, BASIC READING, CALL, CLASSROOM, CLASSROOMS, COMPREHENSION, COMPUTATION, CURRICULAR MATERIALS, CURRICULUM, CURRICULUM DEVELOPERS, CURRICULUM MATERIALS, DIALECTS, DISSERTATION, EARLY CHILDHOOD, EARLY GRADES, EARLY READING, EDUCATION ENVIRONMENT, EDUCATION EXPERTS, EDUCATION FOR ALL, EDUCATION OUTCOMES, EDUCATION SECTOR, EDUCATION STATISTICS, EDUCATION SYSTEM, EDUCATION SYSTEMS, EDUCATIONAL ENVIRONMENT, EDUCATIONAL RESEARCH, EDUCATORS, ENROLLMENT, GIRLS, GRADE REPETITION, HOMEWORK, HUMAN DEVELOPMENT, ILLITERACY, INDIGENOUS LANGUAGES, INSTRUCTION, INSTRUCTIONAL MATERIALS, KINDERGARTEN, LANGUAGE OF INSTRUCTION, LANGUAGE POLICY, LANGUAGE SKILLS, LANGUAGES, LEADERSHIP, LEARNING, LEARNING ENVIRONMENT, LEARNING MATERIALS, LEARNING OUTCOMES, LEARNING PROCESS, LEVEL OF ILLITERACY, LIBRARIES, LISTENING, LITERACY, LITERACY CAMPAIGN, LITERACY LEVELS, LITERATURE, MINISTRIES OF EDUCATION, MINISTRY OF EDUCATION, NATIONAL ASSESSMENTS, NONGOVERNMENTAL ORGANIZATIONS, NUMBER OF SCHOOLS, PARENTAL INVOLVEMENT, PEDAGOGICAL APPROACHES, PRESCHOOL CURRICULUM, PRESCHOOL EDUCATION, PRESCHOOL TEACHERS, PRIMARY EDUCATION, PRIMARY EDUCATION CYCLE, PRIMARY GRADE, PRIMARY GRADES, PRIMARY SCHOOL, PRIMARY SCHOOL AGE, PRIMARY SCHOOL AGE CHILDREN, PRIMARY SCHOOL ENVIRONMENT, PRIMARY SCHOOLING, PRIMARY SCHOOLS, PRIMARY STUDENTS, PRIMARY TEACHERS, PRINCIPALS, PUBLISHERS, QUALITY OF TEACHING, READERS, READING, READING ABILITY, READING ACHIEVEMENT, READING COMPREHENSION, READING INSTRUCTION, READING MATERIALS, READING SKILLS, REPETITION, RESEARCH SPECIALIST, SCHOOL ATTENDANCE, SCHOOL CHILDREN, SCHOOL LIBRARIES, SCHOOL LIFE, SCHOOL READING, SCHOOL YEAR, SCHOOLING, SCHOOLS, SECONDARY EDUCATION, SOCIOLOGY, SPEAKING, STUDENT LEARNING, TEACHER, TEACHER SUPPORT, TEACHER TRAINERS, TEACHER TRAINING, TEACHER TRAINING PROGRAMS, TEACHERS, TEACHING, TECHNICAL ASSISTANCE, TRAINING PROGRAMS, UNIVERSITY LEVEL, VOCABULARY, WRITING ABILITY, WRITING SKILLS,
Online Access:	http://documents.worldbank.org/curated/en/210411468117254153/Timor-Leste-An-analysis-of-early-grade-reading-acquisition https://hdl.handle.net/10986/27847
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