title: Teachers’ perspectives and implementation of the child-centred curriculum for preschool education in Timor-Leste.

authors: De Araujo, Lucia Guterres

subjects: Timor-Leste

abstract: Timor-Leste has been an independent nation for more than 15 years. However, the acts of decolonisation and the rebuilding of the education system has been a dilemma. Today, providing health care, quality education, and upholding the rights of children continue to be fundamental problems for the country. Ensuring the quality of education at any level is pivotal. The quality of teachers’ pedagogy and knowledge are the foundation for providing a positive experience in preschool education in Timor-Leste. The Ministry of Education introduced reforms to the curriculum in 2014 that holds important principles, particularly the enforcing and encouraging of a child-centred curriculum. The teachers implementing this curriculum are mainly high school graduates, trained through INFORDEPE – the Ministry’s teacher training institution.
This study examines and explores teachers’ perspectives, understanding, and methods of implementing a child-centred curriculum for preschool education in Timor-Leste. Through an interpretive paradigm, this study uses primary data to identify the need for changes in teaching practice and explores how child-centred approaches contribute to quality learning in preschools that reflect the learning outcomes desired in the curriculum. Multiple methods including semi-structured individual interviews, focus-group interviews, classroom observations and questionnaires were used in gathering data. Data were collected from four preschools, with the participants consisting of six teachers, four principals, four groups of parents, and four groups of students. The analysis of these data was informed by social constructivist perspectives, particularly those of Bronfenbrenner and Vygotsky.
The key findings revealed that preschool teachers in Timor-Leste are in a process of transition from a colonised rote learning style curriculum to a child-centred curriculum. The recent policy values a child-centred curriculum and learning through play. However, there is a mismatch between the policy and its implementation. Although schools and parents view the preschool curriculum reform as a positive change and there is commitment from the principals and teachers to engage with and implement the new curriculum, a lack of professional knowledge, resources and basic needs remain as significant barriers. In addition, establishing supportive relationships between parents and schools remain under development.
Therefore, a key policy priority should be to provide a robust plan for professional development, including follow-up and addressing the needs and barriers that preschool teachers may encounter. Additionally, a plan for the management and distribution of resources to all preschools, as well as providing for basic needs around toileting and clean water remain critical issues that are yet to be fully addressed.

text: Teachers’ perspectives and implementation of the child-centred curriculum for preschool education in Timor-Leste. Timor-Leste has been an independent nation for more than 15 years. However, the acts of decolonisation and the rebuilding of the education system has been a dilemma. Today, providing health care, quality education, and upholding the rights of children continue to be fundamental problems for the country. Ensuring the quality of education at any level is pivotal. The quality of teachers’ pedagogy and knowledge are the foundation for providing a positive experience in preschool education in Timor-Leste. The Ministry of Education introduced reforms to the curriculum in 2014 that holds important principles, particularly the enforcing and encouraging of a child-centred curriculum. The teachers implementing this curriculum are mainly high school graduates, trained through INFORDEPE – the Ministry’s teacher training institution.
This study examines and explores teachers’ perspectives, understanding, and methods of implementing a child-centred curriculum for preschool education in Timor-Leste. Through an interpretive paradigm, this study uses primary data to identify the need for changes in teaching practice and explores how child-centred approaches contribute to quality learning in preschools that reflect the learning outcomes desired in the curriculum. Multiple methods including semi-structured individual interviews, focus-group interviews, classroom observations and questionnaires were used in gathering data. Data were collected from four preschools, with the participants consisting of six teachers, four principals, four groups of parents, and four groups of students. The analysis of these data was informed by social constructivist perspectives, particularly those of Bronfenbrenner and Vygotsky.
The key findings revealed that preschool teachers in Timor-Leste are in a process of transition from a colonised rote learning style curriculum to a child-centred curriculum. The recent policy values a child-centred curriculum and learning through play. However, there is a mismatch between the policy and its implementation. Although schools and parents view the preschool curriculum reform as a positive change and there is commitment from the principals and teachers to engage with and implement the new curriculum, a lack of professional knowledge, resources and basic needs remain as significant barriers. In addition, establishing supportive relationships between parents and schools remain under development.
Therefore, a key policy priority should be to provide a robust plan for professional development, including follow-up and addressing the needs and barriers that preschool teachers may encounter. Additionally, a plan for the management and distribution of resources to all preschools, as well as providing for basic needs around toileting and clean water remain critical issues that are yet to be fully addressed.

year: 2018

title: Urban transformative potential in a changing climate

authors: Romero-Lankao, Patricia

abstract: The SDGs and CitiesIPCC offer an unprecedented opportunity for urban transformation, but bold, integrated action to address the constraints imposed by economic, cultural and political dynamics is needed. We move beyond a narrow, technocentric view and identify five key knowledge pathways to catalyse urban transformation.

text: Urban transformative potential in a changing climate The SDGs and CitiesIPCC offer an unprecedented opportunity for urban transformation, but bold, integrated action to address the constraints imposed by economic, cultural and political dynamics is needed. We move beyond a narrow, technocentric view and identify five key knowledge pathways to catalyse urban transformation.

year: 2018

title: Composition Portfolio

authors: Ulenberg, Phillippa

subjects: composition portfolio

abstract: The music written for this portfolio offers creative answers to some of the challenges facing contemporary New Zealand composition, including multiculturalism.This has involved in-depth research using a variety of methods. Engagement was undertaken with linguists and musicians from Malaysia and Korea, who not only assisted with texts, but also spoke knowledgeably about their cultural traditions and past and present musical genres. The inclusion of Chinese gu-zheng in several of the works was made possible with the assistance given by Chen Xi Yao, an excellent performer who comes from a long lineage of musicians. Attending concerts given by performers of the instruments that have been used in the portfolio was essential to understanding the sounds and uses of the instruments. In addition, on-line sources include many examples of the sounds. Attendance at workshops on Māori taonga pūoro also brought the additional honour, benefits and experience of making and playing the instruments, and the opportunities to meet and work with leading makers and performers of these musical treasures. Sources of Western classical music that have been particularly influential during the writing of the portfolio are orchestral works by Igor Stravinsky, Samuel Barber and Param Vir, and the song cycles of Alban Berg and Benjamin Britten. Luciano Berio’s virtuosic piece for solo bassoon was also instructive. Experiences of composition, reflection and scholarly research underpin the portfolio and have have informed the composition of each work.

text: Composition Portfolio The music written for this portfolio offers creative answers to some of the challenges facing contemporary New Zealand composition, including multiculturalism.This has involved in-depth research using a variety of methods. Engagement was undertaken with linguists and musicians from Malaysia and Korea, who not only assisted with texts, but also spoke knowledgeably about their cultural traditions and past and present musical genres. The inclusion of Chinese gu-zheng in several of the works was made possible with the assistance given by Chen Xi Yao, an excellent performer who comes from a long lineage of musicians. Attending concerts given by performers of the instruments that have been used in the portfolio was essential to understanding the sounds and uses of the instruments. In addition, on-line sources include many examples of the sounds. Attendance at workshops on Māori taonga pūoro also brought the additional honour, benefits and experience of making and playing the instruments, and the opportunities to meet and work with leading makers and performers of these musical treasures. Sources of Western classical music that have been particularly influential during the writing of the portfolio are orchestral works by Igor Stravinsky, Samuel Barber and Param Vir, and the song cycles of Alban Berg and Benjamin Britten. Luciano Berio’s virtuosic piece for solo bassoon was also instructive. Experiences of composition, reflection and scholarly research underpin the portfolio and have have informed the composition of each work.

year: 2011