The implications of curriculum change: Perceptions of East Timorese policymakers

Abstract

After 2002, Timorese authorities focused on the challenges of revitalizing the country’s education system. Since then, several international cooperation initiatives were undertaken, which enabled, for instance, the restructuring of the general secondary education curriculum. This article reveals the perceptions of Timorese policymakers of the new curriculum and the challenges they identify in its recent implementation. It presents partial results from a wider project that evaluated the short-term impact of such restructuring. Semi-structured interviews were conducted with five policymakers. Data were analyzed by applying thematic analysis procedures. Findings suggest participants perceive the new curriculum as an important step towards the creation of a structured educational system that did not exist before, as well as an opportunity to meet the country’s obligations concerning education and other priority targets. They also identify challenges hindering an effective implementation of the curriculum. These relate, though not exclusively, to the provision of adequate training of the Portuguese language, the provision of initial and in-service teacher training, and enhancing school infrastructures, organization and administrative management capacity