25 Years On: Marist Brothers’ Enduring Commitment to Education in Timor-Leste
Since gaining independence in 2002, Timor-Leste has grown into a young and stable democracy. Home to one of the world’s youngest populations, with nearly 72 percent under the age of 35[1], the country holds enormous potential.
However, the legacy of conflict continues to weigh heavily, particularly on education. Literacy levels remain low, with the World Bank estimating that only 70 percent of adults can read and write with understanding[2]. Youth engagement is another pressing issue: many young people between the ages of 15-24 are neither in school nor employed, a challenge that carries significant social and economic consequences [1].
[1] General Directorate of Statistics, Ministry of Finance, & UNFPA. (2024). Timor-Leste demographic dividend report. Government of Timor-Leste. https://inetl-ip.gov.tl/wp-content/uploads/2024/09/Timor-Leste-Demographic-Dividend_-Report_WEB.pdf
[2] Macrotrends. (n.d.). Timor-Leste literacy rate 1981–2025. Retrieved August 20, 2025, from https://www.macrotrends.net/global-metrics/countries/tls/timor-leste/literacy-rate
In response, education has become central to Timor-Leste’s national development. After the independence referendum in 1999, the Bishop of Baucau invited the Marist Brothers to help contribute to the rebuilding of the education system. Brothers from the Melbourne Province arrived in 2000 and soon established a teacher training college.
This initiative gave rise to the Instituto Católico Para Formação de Professores (ICFP), which officially opened in 2003 with support from Australian Catholic University (ACU). Today, ICFP is recognised as one of the country’s leading tertiary institutions, offering degree programs in primary education. It currently serves nearly 300 students across three- and four-year programs, supported by a team of dedicated teaching and administrative staff.
ICFP’s strength lies in its commitment to participatory teaching methods and in preparing graduates who are both academically capable and practically skilled. Particular emphasis is placed on language proficiency, with graduates emerging capable in Tetum, Portuguese, and English. Importantly, the Institute works closely with the Ministry of Education to ensure its programs align with national curriculum standards, so that graduates are well-prepared to step directly into Timor-Leste’s classrooms.
“ICFP’s strength lies in its commitment to participatory teaching methods and in preparing graduates who are both academically capable and practically skilled.”
Founder (Sara Ximenes) and her Colleague, Aqualina at Uai-Aca Pre-School- both former graduates of ICFP
Teacher Agostino and former ICFP graduate at KATILOSA smiles for the camera during a candid sit-down interview about the realities of teaching students with a disability and the successes and challenges he has faced in his experience
Graduate outcomes highlight the success of this approach. A recent survey conducted by ICFP found that alumni between 2006 and 2025 enjoy a 95 percent employment rate, with more than 80 percent working in the education sector as teachers in both public and private schools. Others contribute to government agencies, NGOs, and the private sector, demonstrating the broader impact of ICFP on Timor-Leste’s workforce.
In February 2025, ICFP received international accreditation for a five-year period from Indonesia’s LAMDIK. This accreditation signifies that the qualifications offered by ICFP are recognised internationally, providing an advantage to its graduates seeking to teach abroad and opening the institution to international students. The Institute continues to be supported by Australian Marist Solidarity alongside key partners, including Misereor (Germany), DFAT (Australia), Emerge (Australia) and Lenity (Australia). AMS also coordinates a scholarship program that supports more than half of ICFP’s students, ensuring access to higher education for those who might not otherwise have the opportunity.
Over the past two decades, Australian Marist Solidarity has also worked alongside Marist Brothers and local partners to strengthen education beyond ICFP, co-collaborating on the renovations and refurbishment of schools, supporting skills training and creating inclusive education programs. In July of this year, the Marist Province finally realised a long-held vision of establishing a Marist school in Timor-Leste. Marist College Lautem officially opened its doors to students in the Lautem region in July this year, headed by Br Paul Kane.
During a monitoring visit in August 2025, AMS staff also visited AMS Project Partners Uai-Aca Pre-School and KATILOSA, observing firsthand the impact of early childhood education and inclusive programs for children living with a disability.
At Uai-Aca Pre-School, the significance of early learning is clear. While the national target called for 50 per cent of children to be enrolled in preschool by 2015[3],by 2019, participation stood at only 24 per cent among three- to five-year-olds [4].
Uai-Aca is helping bridge this gap by preparing children aged four to six for primary school through language, numeracy, and social development activities. Lessons are delivered in multiple languages: Portuguese, English, Tetum, and Indonesian, reflecting the country’s rich history. A daily meal program also supports children’s nutrition and wellbeing. Observations made by Mana Sara Ximenes, co-founder of Uai-Aca Preschool and a former ICFP student, are promising. Students are gaining more confidence in their social interactions, which in turn enhances their ability to learn in the classroom. With this solid foundation, they transition into the nearby primary school, Mulia, ready to succeed, demonstrating strong performance and lower drop-out rates. This is a significant achievement for young learners in Uai-Aca and the surrounding communities it serves.
AMS Project Partner KATILOSA plays an equally vital role by supporting people with disabilities through community-based rehabilitation, inclusive education, vocational training and advocacy. Staff travel to rural villages to deliver physiotherapy, assistive devices, and family education, helping individuals live more independently. This support is essential in a country where living with a disability or developmental challenges can carry stigma and the risk of discrimination.
[3] UNICEF Timor-Leste. (2019, March 21). Education through teacher peer learning in Timor-Leste. UNICEF. Retrieved September 6, 2023, from https://www.unicef.org/timorleste/stories/education-through-teacher-peer-learning-timor-leste
[4] UNICEF Timor-Leste. (n.d.). Quality education. UNICEF. Retrieved August 23, 2025, from https://www.unicef.org/timorleste/quality-education
Students "jam" out to music during their down time
Students learning the alphabet during class time
Young David with his Father outside of class. Parenting a child with a disability comes with many challenges in Timor-Leste, stigma being the most challenging to over-come
Young girl poses shyly as she awaits teacher instruction
Student at KATILOSA during class
Student's at Uai-Aca Pre-School introduce themselves to AMS
Student's pose for the camera at Marist College Lautem which opened its doors at their new campus in July 2025
Additionally, children with disabilities who cannot attend mainstream schools receive specialised lessons at the KATILOSA Centre in Darasula, where they build skills in language, mathematics, agriculture, and physical development. Advocacy remains a key focus, with the organisation actively working with government and civil society to enhance disability inclusion in education and public services. During AMS’s reporting period, Jan-June 2025, 24 students successfully transitioned from early learning programs into public schools. Thirty-six clients received physiotherapy, with 17 showing significant progress, and 35 children benefited from nutritional support that improved their overall well-being. The involvement of local community leaders in identifying and monitoring clients has also greatly contributed to the program’s success. Collectively, these efforts demonstrate the tangible impact of KATILOSA across education, health, and community development.
Together, AMS proudly partners with ICFP, Uai-Aca Pre-School, and KATILOSA as they exemplify the vital role of education in Timor-Leste’s development. By focusing on teacher training, early learning, and disability inclusion, these initiatives are helping to lay a stronger foundation for the nation’s future. AMS understands the importance of supporting partners in Timor-Leste who have the deep local knowledge that enables them to meet the needs of their communities best.
With ongoing collaboration among local communities, faith-based organisations, and international partners, education will continue to be central to Timor-Leste’s progress in the years ahead. Together, we bring hope.
