Building Evidence, Shaping Policy : Findings of the 2012 Timor-Leste Education Survey

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作者：

World Bank

来源地址：

http://hdl.handle.net/10986/24804

关键词：

ABSENTEEISM RATES;  ACADEMIC PERFORMANCE;  ACCESS TO EDUCATION;  ACCESSIBILITY OF SCHOOLS;  ACHIEVEMENT TESTS;  ACHIEVEMENTS;  ADEQUATE SUPPLY OF TEXTBOOKS;  ADULTS;  AGE GROUPS;  ATTENDANCE RATES;  AVAILABILITY OF SCHOOLS;  AVAILABILITY OF TEXTBOOKS;  AVERAGE CLASS SIZE;  BASIC EDUCATION;  BASIC SCHOOLS;  BASIC SERVICES;  BASIC SKILLS;  CAPACITY BUILDING;  CARE OF SIBLINGS;  CHILDREN START PRIMARY SCHOOL;  CHILDREN WITH SPECIAL NEEDS;  CLASS SIZE;  CLASS SIZES;  CLASSROOM;  CLASSROOM ACTIVITIES;  CLASSROOM RATIO;  CLASSROOMS;  COMPETENCIES;  COMPETITION BETWEEN SCHOOLS;  CURRICULUM;  DECENTRALIZATION;  DECISION MAKING;  DISTANCE TO SCHOOL;  DISTRICT EDUCATION;  EARLY GRADES;  EARLY LITERACY;  EARLY READING;  ECONOMIC DEVELOPMENT;  ECONOMIC GROWTH;  EDUCATED TEACHERS;  EDUCATION AUTHORITIES;  EDUCATION LEVEL;  EDUCATION LEVELS;  EDUCATION MANAGEMENT;  EDUCATION POLICIES;  EDUCATION QUALITY;  EDUCATION SECTOR;  EDUCATION SPENDING;  EDUCATION STATISTICS;  EDUCATION SYSTEM;  END OF GRADE;  ENROLLMENT GROWTH;  ENROLLMENT INCREASES;  ENROLLMENT RATIO;  ETHICS;  FEMALE STUDENTS;  FEMALE TEACHERS;  FIELD WORK;  FIRST GRADE;  GENDER DIFFERENCES;  GENERAL SECONDARY SCHOOLS;  GER;  GHOST STUDENTS;  GIRLS;  GRADE REPETITION;  GROSS ENROLLMENT;  GROSS ENROLLMENT RATIO;  HEAD TEACHER;  HIGHER GRADES;  HOMEWORK;  HUMAN DEVELOPMENT;  IMPLEMENTATION OF EDUCATION POLICIES;  INSTRUCTION;  INTERVENTIONS;  JUNIOR SECONDARY;  LABOR FORCE;  LANGUAGE INSTRUCTION;  LANGUAGE OF INSTRUCTION;  LANGUAGE POLICY;  LEADERSHIP;  LEARNING;  LEARNING ACHIEVEMENT;  LEARNING DIFFICULTIES;  LEARNING ENVIRONMENT;  LEARNING LEVELS;  LEARNING OUTCOMES;  LEARNING PROCESS;  LEARNING TIME;  LEVEL OF EDUCATION;  LEVELS OF EDUCATION;  LITERACY;  LITERACY MATERIALS;  MATHEMATICS;  MENTAL DISABILITIES;  MINIMUM QUALIFICATIONS;  MINISTRY OF EDUCATION;  MOBILITY;  MOTHER TONGUE;  NATIONAL EXAMINATIONS;  NATIONAL UNIVERSITY;  NUMBER OF SCHOOLS;  NUMBER OF STUDENTS;  NUMBER OF TEACHERS;  OFFICIAL SCHOOL AGE;  OLDER CHILDREN;  PARENT SUPPORT;  PARENT TEACHER ASSOCIATIONS;  PEDAGOGICAL KNOWLEDGE;  PEDAGOGY;  PERSONALITY;  PRE-SCHOOL EDUCATION;  PRIMARY EDUCATION;  PRIMARY SCHOOL;  PRIMARY SCHOOL STUDENTS;  PRIMARY SCHOOL TEACHERS;  PRIMARY SCHOOLS;  PRIVATE SCHOOL;  PRIVATE SCHOOLS;  PROFICIENCY;  PUBLIC EXPENDITURE;  PUBLIC SCHOOL;  PUBLIC SCHOOLS;  QUALITY EDUCATION;  QUALITY OF EDUCATION;  READING;  READING ACHIEVEMENT;  READING SKILLS;  REPEATERS;  REPETITION RATE;  REPETITION RATES;  RESEARCH INSTITUTE;  RURAL AREAS;  RURAL POPULATION;  SALARY INCREASES;  SANITATION;  SCHOOL ATTENDANCE;  SCHOOL AUTONOMY;  SCHOOL BUILDINGS;  SCHOOL COMPLETION;  SCHOOL CONSTRUCTION;  SCHOOL DAY;  SCHOOL DIRECTORS;  SCHOOL ENTRY;  SCHOOL FACILITIES;  SCHOOL FEEDING;  SCHOOL FEES;  SCHOOL FURNITURE;  SCHOOL HEALTH;  SCHOOL INFRASTRUCTURE;  SCHOOL INSTRUCTION;  SCHOOL LEVEL;  SCHOOL LOCATION;  SCHOOL MANAGEMENT;  SCHOOL MATERIALS;  SCHOOL PERFORMANCE;  SCHOOL PLACES;  SCHOOL SIZE;  SCHOOL SURVEY;  SCHOOL SYSTEM;  SCHOOL TYPES;  SCHOOL YEAR;  SCHOOL-YEAR;  SCHOOLING;  SCHOOLS;  SCHOOLS TRAVEL TIME;  SECONDARY EDUCATION;  SECONDARY SCHOOL;  SECONDARY SCHOOL STUDENTS;  SECONDARY SCHOOL TEACHERS;  SECONDARY SCHOOLS;  SENIOR SECONDARY;  SENIOR TEACHER;  SHORTAGE OF TEXTBOOKS;  SMALL SCHOOLS;  SPECIAL NEEDS;  SPECIAL PROGRAMS;  STUDENT ABSENTEEISM;  STUDENT ACHIEVEMENT;  STUDENT ASSESSMENT;  STUDENT ASSESSMENTS;  STUDENT ATTENDANCE;  STUDENT CHARACTERISTICS;  STUDENT EVALUATION;  STUDENT LEARNING;  STUDENT OUTCOMES;  STUDENT PERFORMANCE;  STUDENT REPETITION;  STUDENT-TEACHER RATIO;  STUDENTS WITH LEARNING DIFFICULTIES;  SUBJECT KNOWLEDGE;  SUBJECTS;  SUPPLY OF TEXTBOOKS;  TEACHER;  TEACHER ABSENTEEISM;  TEACHER QUALITY;  TEACHER SALARIES;  TEACHERS;  TEACHING;  TEACHING EXPERIENCE;  TEACHING METHODS;  TECHNICAL KNOWLEDGE;  TEST SCORES;  TEXTBOOK;  TEXTBOOKS;  TRAINING NEEDS;  TRAINING OF TEACHERS;  TYPES OF SCHOOLS;  VOCATIONAL SECONDARY;  VOCATIONAL SECONDARY SCHOOLS;  WORKERS;  Report; 

年份：

2013

出版地：

Washington,USA

语种：

English

摘要：

Reliable evidence is needed to design policies that will allow overcoming Timor-Leste's remaining challenges in provision of quality education. In recent post-conflict years, aided by availability of oil revenues, Timor-Leste has been able to considerably improve availability of schools and access to education. This report presents findings of the 2012 Education Survey, collaboration between the Ministry of Education, the National Directorate of Statistics, AusAID and the World Bank. The survey collected detailed information at all primary, pre-secondary and secondary schools in the country. Its objectives were to support the improvement of Timor-Leste's education quality and service delivery through building a solid information source and analytical foundation which will allow for sound, evidence-based policy making. The survey results indicate that student absenteeism should be a major cause for concern. More than one third of grade one students were absent from school on the day of the survey, in some districts it was half or even more. Education levels of primary school teachers are low, with the majority only having secondary education. For 71 percent of primary school teachers the highest level of education is secondary school, for 6 percent it is even lower. Both demand and supply side interventions are needed to tackle the challenges faced. Some key policy areas should be: 1) improving school attendance through creating appropriate demand-side incentives; 2) enhancing teacher quality; 3) strengthening instruction language policy; 4) improving education system management; 5) improving school infrastructure and learning environment; and 6) ensuring adequate supply of textbooks.