Sustainable Development Goals
The Challenge
Timor Leste is a young nation where 59 percent of the population is under 25 years of age. Among the many challenges facing the government are how to ensure all children receive an education from primary to high school. The Catholic schools—especially parish-run primary and secondary schools—provide access to education for children in remote villages where government schools are limited or under-resourced.
Kindergarten (pre‑school) education in Timor‑Leste sits at the centre of the country’s long‑term education reforms, and the challenges are both structural and pedagogical. The Ministry of Education (MoE) has been steadily expanding early childhood education (ECE) through national conferences, curriculum reform, and new partnerships, but gaps remain, especially in rural and low‑resource communities. The sector still grapples with teacher shortages, the need for better training, limited resources, poor infrastructure.
Further there is language diversity. Children enter preschool speaking Tetun, local mother tongues, or a mix. Teachers often struggle to deliver developmentally appropriate bilingual instruction, and child‑friendly teaching methods are still being strengthened, hence the need for Kindergarten mentor.
With 42% of the population living below the poverty line, many families cannot afford transport, uniforms, or regular attendance. This affects readiness for Grade 1 and contributes to later dropout.
The Parish has 2 kindergarten schoolteachers, but they need a mentor to become more effective teachers and be able to implement changes in the curriculum.
How We’re Helping
In July 2026, Maggie Stevenson, an experienced early childhood education specialist and international development volunteer, has joined the Ainaro Parish Catholic School for a long-term placement. Her role will include:
1. Strengthening teacher capacity and professional skills by providing ongoing coaching in child centred, play based pedagogy; modelling effective teaching strategies during classroom sessions; guiding teachers to plan lessons aligned with the national curriculum; and supporting them to assess children’s developmental progress using simple, appropriate tools.
2. Supporting the implementation of curriculum reforms by helping teachers understand new curriculum expectations and translate them into daily practice; co planning and co teaching lessons to demonstrate how changes look in real classrooms; assisting teachers to adapt curriculum content to local language, culture, and available resources; and building their confidence to implement reforms independently to ensure continuity and sustainability.
3. Building reflective teaching practice by facilitating regular reflection sessions where teachers analyse what worked and what needs improvement; providing constructive feedback based on observation and shared goals; encouraging teachers to set and monitor their own professional development goals; and documenting project outcomes by collecting evidence and stories of change from trained facilitators and participants.
In addition, the volunteer will also mentor the English teachers on how to deliver engaging, student centred English language lessons that build foundational communication skills.
Is the Project Sustainable?
A Kindergarten teacher‑mentor equips teachers with the skills, confidence, and resources they need to deliver high‑quality early learning, creating lasting benefits for children well beyond the life of the project.