Publication: Timor-Leste: An Analysis of Early Grade Reading Acquisition
Date
2010
ISSN
Published
2010
Author(s)
World Bank
Abstract
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.
Citation
“World Bank. 2010. Timor-Leste: An Analysis of Early Grade Reading Acquisition. © Washington, DC. http://hdl.handle.net/10986/27847 License: CC BY 3.0 IGO.”