1-1Siteanalysis
1-2Background
1-3Currentsituationof education
2-1Caseanalysis
2-2SWOTanalysis
2-3Designidea
3-1Mainsubjects
3-2Classtimedesign
3-3Conclusion& expectation
1-1Siteanalysis
1-2Background
1-3Currentsituationofeducation
Wehavelocatedtheprojectin
TimorLeste,anislandcountryin southernAsia.
1Continent：Asia
TimorLesteislocatedattheeasternmostpoint oftheNusaTenggaraIslandsinSoutheastAsia, sandwichbetweenIndonesiaandAustralia. Topographicfeature
There’remanymountiansandrivers,whichis conducivetoconductingorienteeringand swimmingclasses.
3PercapitaGDP：$1442(2020)
TimorLesteisoneoftheleastdeveloped countriesintheworld,andthereisstillalarge numberofimpoverishedanduneducated people.
TimorLestehasapopulationof 1.34million,with78% indigenous(mixedraceof Papua,Malay,or Polynesian),20%Indonesian,and 2%Chinese.
TimorLesteisalsothepoorest countryinAsia,wherelocal foodisnotself-sufficientand industriesandmanufacturing areempty,withapovertyrate ofupto30%.
NearlyhalfofTimorLeste's adolescentsarechronically hungry,withthemajority sufferingfrommalnutrition,let alonethelevelofcompulsory education.
thekingdom ofSriBuddha andthe kingdomof Majapahit ruled.
Portuguese colonists invadedthe islandof Timor. British colonists briefly controlled WestTimor.
Portugaland the Netherlands signeda treatyto repartition theislandof Timor. Japan occupied TimorLeste in1942. Australia wasresponsi blefor administerin gTimor Lestefora time. Dutchforces invaded. the Democratic Republicof TimorLeste wasformally established.
Althoughthelandareaisnotlarge,thelanguageand
CurriculumdesignforcompulsoryeducationinaNewlyCreatedCountry----TimorLeste CurriculumdesignforcompulsoryeducationinaNewlyCreatedCountry----TimorLest
MeninmanypartsofTimor-Lestedoverysimplework.And womenareusedtotakingoneverything.
CurriculumdesignforcompulsoryeducationinaNewlyCreatedCountry----TimorLeste
Theperiodof Portuguese occupation
--thesinglegovernancemodelof theCatholicChurch
·Language:Portuguese
·Context:Westernclassic culture
·MeritocraticReligious Education
References:[1]ChangTian,MaZaoming. Thehistoricallogicofthetransmutationof thegovernancemodelofbasiceducationin Timor-Leste[J].JournalofComparative Education,2022(04):58-73.)
TheexplorationprocessoftheeducationmodelinTimor Lesteisverytortuous.
TheIndonesian occupation
--radicalimplantationof governancemodel
Coalitionperiod
--moderatetransitional governancemodel
·Language:Indonesian
·Context:"NewIndonesian Citizens"
·Indonesiangovernment's enforcementofcontrol
·Language:Portugueseas thefirstlanguage
·Context:Indonesian educationsystem
·Triadicgovernanceof UNTAET&IBRD&ETTA
·Localrecoveryand development
Ex.Timor-Leste'scoffee plantation: World-renownedandamajor sourceofgovernmentrevenue andforeignexchange.
·Mining(oilandgas): Themaineconomicpillarindustry
·Non-oilpart: Mainlyprocessingindustryand lightindustry.
Tourismisrichinresources,but thedegreeofdevelopmentisstill low.
1 2 Theliteracyrateof residentsover15 yearsoldinthe countryis64.1% Theenrolmentrate injuniorhigh schoolis55.8%.
LanguageDivisionsinTimor
lackofqualifiedteachers shortofsuitableteaching materials outdatedteachingmethods
•Lackofprofessional competence
•fewvarieties
•lowsuitability
•outdatedteachingconcept
•insufficientapplicationof educationaltechnology
•lackinginclassroom teachinginteraction
weakornon-existentbasic curriculumoutlines vocabularyoutlines
abilitystandards
testingstandards
teacherstandards
awidespreadphenomenonof repetitiveteaching
seriouswasteofeducational resources
lowlearningefficiencyfor students
Makebrickswithout straw
2-1Caseanalysis
2-2SWOTanalysis
2-3Designidea
Theeducationsystemisunified.The schoolcurriculumincludesthehistory andcultureofthenation.Theschoolis committedtoachievingacademic successthroughsports,outdoor activities,andsocialactivities.
EducationinMontenegroisfreeand compulsoryforallchildrenaged6to14. Allschooltextbooksareprintedinthe Montenegrin.Englishisthemainteaching languageoftheschool,anditalsoprovides coursestolearnMontenegrin,enabling studentstobetterunderstandcultureand integrateintodailylife.
Aftercompletingprimaryeducation, Montenegrinstudentsenteredone ofthefollowingthreesecondary educationsystems: 1.offeringathree-yearcurriculum, taughtbyindustryandbasicschool teachers; 2.A3-yearor4-yearcoursethat combinesprofessionaltrainingand extensivebasiceducation; 3.A4-yearschoolissuitablefor studentswhohavegoodgradesin primaryschoolandwantto continuetheirhighereducation.
Indonesiahasnine-yearcompulsory education,6yearsfortheprimaryand3 yearseachforthesecondaryandjunior.
1.LikeTimor-Leste,Indonesiawasalso colonizedbydifferentcountries
2.Context:religiouseducation,civic education,scienceandtechnology, culturaleducation,andlanguage education.
Indonesiaisamulti-ethniccountrywitha unifiedlanguageofBahasaIndonesia,and Englishactsasasecondlanguage,in addition,thereareanyothernational languages.
1.Churchschools(underthe authorityoftheMinistryof ReligiousAffairs)aremanaged separatelyfromSecularschools
2.Secondaryeducationattaches greatimportancetovocational training,dividedintogeneral schoolsandvarioustypesof vocationalschools.
3.Fundforeducationcomesfrom threeparts:statebudget;municipal expendituresandparentsdonation, andallpartiesnegotiatetosolve thefinancialproblems.
CurriculumdesignforcompulsoryeducationinaNewlyCreatedCountry----TimorLeste
1.TimorLestehas nowengagedin educational cooperationwith othercountries.
1.Theeducationin TimorLesteisnot perfect.
2.Theissueof"three teachingproblems"in TimorLesteis prominent.
3.Thechaoticlanguage educationsituationin TimorLesteandweak Englishskills.
1.Thetourismindustry inTimorLesteis developed,and combiningeducation canbringmore opportunities.
1.Thelanguageand culturalbackground arecomplex,andthe designoflanguage educationcoursesis difficult.
2.Thegovernment supportseducation constructionand implementsanine-year compulsoryeducation system.
2.Thecountryis poorineconomy, anditisdifficultto respondtothe popularizationof compulsory education.
“INNOVATION”
3-1Mainsubjects
3-2Classtimedesign
3-3conclusion&expectation
CurriculumdesignforcompulsoryeducationinaNewlyCreatedCountry----TimorLeste
Language(Teton,English)+History
Art
Painting,dance,music, handicrafts,etc
Tetum:nationalbelonging; English:aligningwith internationalstandards; History:insightintothereal societyandenhancetheir culturalcultivation.
Cultivatestudents' aestheticability andcreativity, protectandinherit localculture.
Theoreticalcourses (geography,biology,physics, chemistry)+lifeskillscourses Improvelivingability andadapttosocial development.
Orienteering&swimming, football,etc.
Orienteering&swimmin g:terrain reason;Football: nationalsport.
Algebra&Geometry Improvinglogical thinkingability.
CurriculumdesignforcompulsoryeducationinaNewlyCreatedCountry----TimorLeste
Academicorientation
Liberal arts
deeperacademic research;official;
Technicalguidance forhigh-end industries
Agriculture，fishery industry,planting),coff eeplantation
Energyindustry staff
Tertiary industry
Tourism (divemaster,travel guide)
Inmiddleschool,childrenwilldiverttheir learningaccordingtotheirownpreferencesand careerplanningneeds.
9:30~10:10 (10-minbreak)
10:20~11:00 (10-minbreak)
11:10~11:50 (1hbreak)
12:50~1:30 (10-minbreak)
1:40~2:20 (10-minbreak)
2:30~3:30
8:30~9:10 (10-minbreak)
9:20~10:00 (10-minbreak)
10:10~10:50 (10-minbreak)
11:00~11:40 (1hbreak)
12:50~1:30 (10-minbreak)
1:40~2:10 (10-minbreak) 2:30~3:30 (selfstudyto4:40)
Educationisnotaneasytask,and improvingeducationaldevelopment cannotbeachievedovernight,we expectabrilliantcompulsory educationinallNewlyCreated Countries.