[lg policy] bibitem: EDUCATIONAL ADMINISTRATION IN TIMOR LESTE: LANGUAGE POLICY AND CAPACITY BUILDING CHALLENGES IN A POST-CONFLICT CONTEXT

[Harold Schiffman]

EDUCATIONAL ADMINISTRATION IN TIMOR LESTE: LANGUAGE POLICY AND
CAPACITY BUILDING CHALLENGES IN A POST-CONFLICT CONTEXT

Document Information:Title:	EDUCATIONAL ADMINISTRATION IN TIMOR LESTE:
LANGUAGE POLICY AND CAPACITY BUILDING CHALLENGES IN A POST-CONFLICT
CONTEXT

Author(s):	Prof. Reynold Macpherson, (Reynold Macpherson Ltd)
Citation:	Prof. Reynold Macpherson, (2010) "EDUCATIONAL ADMINISTRATION
IN TIMOR LESTE: LANGUAGE POLICY AND CAPACITY BUILDING CHALLENGES IN A
POST-CONFLICT CONTEXT", International Journal of Educational
Management, Vol. 25 Iss: 2


Abstract:	

Purpose - The aim of this paper is to analyse the relationship between
a national language policy that favours Portuguese and Tetun, and the
establishment and administration of the Inspectorate of the Ministry
of Education in Timor Leste.

Design/methodology/approach - The author was embedded in the
Inspectorate between January and June 2009. During this period he
conducted ethnographic analysis of the administration of two of the
largest regions prior to helping develop the School Inspector’s Manual
and a strategic plan for the Inspectorate. This report was derived
from those experiences.

Findings - The Inspectorate in the Ministry of Education, led by an
Inspector General, has a symbiotic relationship with what is termed in
this paper as the ‘Schools Directorate’ (since it does not yet have a
formal organisational title) led by a Director General. Although the
Inspectorate is required to improve the quality and accountability of
all services provided by the ‘Schools Directorate’, a close symbiosis
is encouraged between the sister bureaucracies by the Minister of
Education, resulting in serious goal displacement in both
organisations, degrees of confusion and paralysis in implementation.
Four major reasons are identified. The Minister co-manages the
‘Schools Directorate’ and the Inspectorate as a Chief Executive
Officer. Formal communications in the Ministry are conducted in
Portuguese, although very few are competent in this language. Regional
Directorates and Regional Inspectorates are required to collaborate
closely in review and development planning, while the activities of
the latter are funded and administered by the former. The cultural
norms of conflict-avoidance in a post-conflict context are all
pervasive in a setting of scarce resources, to the point where no one
is ever fired, even for corruption.

Research limitations/implications - The research reported is limited
by the duration of the fieldwork, the priority given to contracted
tasks, such as the development of the School Inspector’s Manual, and
the unique nature of Timor Leste, and the relatively small size of its
education system. Generalization is therefore limited to Timor Leste,
and then only with caution, given the dearth of systematic research in
one of the newest countries in the world.

Practical implications - The findings imply the need for a review of
the national language policy with a view to a more effective and
efficient use of scarce resources in the education system. There also
needs to be a clearer distinction between policy making and policy
implementation in the Minister’s Office and more systematic capacity
building in strategic leadership, planning and budgeting in the
‘Schools Directorate’ and in the Inspectorate.

Originality/value - Timor Leste was established as country in 1999
when the Indonesians relinquished sovereignty and their departing
military units and associated militias left most of the educational
infrastructure in ruins. Civil disorder flared again in 2006 and the
Government invited international military and reconstruction aid
agencies in to restore order and reinvigorate development. The
Inspectorate was established by law in 2008 to improve the quality and
accountability of the school education system. This paper therefore
reports baseline research into the development of the Inspectorate and
the Ministry of Education.

http://www.emeraldinsight.com/journals.htm?articleid=1896560

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