School in Timor-Leste

Pre-primary education, called educação pré-escolar or EPE, generally serves children from age three until entry into basic education and gives priority to five-year-olds. It may be provided by local administrations, private or cooperative institutions, parent and community groups, religious organizations and civil-society organizations. Basic education, called ensino básico or EB, has three cycles: grades 1–4, grades 5–6 and grades 7–9. Children normally enter at age six if they turn six by 31 December before the school year begins; a child who turns six between 1 January and 31 March may enter if a place is available, while other cases are decided by the local education services. Compulsory attendance continues until the end of the school year in which the learner turns 17. Successful completion of basic education leads to a diploma. Secondary education, called ensino secundário or ES, lasts three years and normally follows successful basic education in the next school year. General courses prepare learners for further study, while technical, technological, vocationally oriented and artistic courses can lead towards work, tertiary education or both; pathways can remain connected. Schools may be public, private, cooperative, community-based or religiously supported, and specialized technical or artistic schools may operate when licensed. Timor-Leste recognizes school choice, but reliable evidence does not establish one uniform nationwide catchment or zoning system or a standard national admission examination. The school year runs from 1 January to 31 December; in 2026, schools were scheduled to begin on 5 January and teaching on 12 January, with periods, breaks and examinations set by the official calendar. The national curriculum uses Tétum and Português, introduces Portuguese progressively during basic education and may include local or regional elements. Secondary education can also include Inglês, Malaio and, where offered, Mandarin or Korean. Assessment combines continuous formative work with subject or component examinations, classification and an annual result; learners can request a review or use a complaints process, and schools can adapt assessment for special educational needs. Basic education has no school fees, other charges or certification fees, and books, materials, transport, meals and accommodation are intended to be free within the basic-education system, although access and delivery can vary. Private and cooperative providers may set their own fees, and no equivalent general cost-free rule is established for all pre-primary or secondary provision. School support may include meals, transport, accommodation, books, materials, scholarships, counselling, school health services and social assistance for learners from low-income households. Inclusive education may use regular classes, specialized units or special institutions, with adapted curricula, assessment and reasonable physical or educational adjustments. The Ministry of Education sets national standards, curricula, financing, accreditation and evaluation; GADCRP manages curricula, learning outcomes, materials and learner assessment; the Inspeção-Geral da Educação inspects and audits schools; INFORDEPE provides staff training; local administrations plan networks and support infrastructure, food, transport and learning materials; and schools manage implementation. Access gaps remain most visible in pre-primary education, the third basic-education cycle, secondary education and remote areas. Published indicators reported 2021 net enrolment of 87.2% in basic-education cycles 1–2, 58.8% in cycle 3 and 24.8% in pre-primary education, while UNICEF reported 47.7% participation in upper secondary education in 2024; these figures may be revised.