New Framework promises Career Pathways and Recognition for Teachers

TIMOR-LESTE. UNESCO (12 May 2026) - The second National Teachers Forum, held under the theme Strengthening Teacher Professionalization in Timor-Leste, brought together teachers, school leaders, government representatives and international partners from across all 13 municipalities in Dili on 23-24 April 2026.

Convened by the Ministry of Education and INFORDEPE, with the support of UNESCO through the Shanghai Fund-in-Trust, the forum marked the official introduction of Timor-Leste’s first ever Teacher Competency Framework (TCF), a national standard that outlines the knowledge, skills and competencies expected of teachers across the country. 

Why teachers matter

A recent national assessment (EGRA/EGMA) shows a stark picture:  the majority of Grade 2 students still struggle with basic reading, writing and numeracy, and that teachers have not yet received the training required to teach these foundational skills.

Minister of Education, H.E. Dulce de Jesus Soares, acknowledged this gap directly, calling on teachers, school leaders and officials to use the Forum as an opportunity for candid dialogue grounded in data and evidence to design a path forward for the teaching profession. 

"A nation can only be as strong as its education system, and the education system can only be as strong as its teachers. Therefore, our teachers are the key pillars of Timor Leste’s education."  - H.E. Dulce de Jesus Soares, Minister of Education of Timor-Leste.

"Quality of teaching and learning is in crisis, globally, not just in Timor Leste. If we are serious about addressing this crisis then we need to urgently invest in teachers. They must receive training, support and respect — as a right, not as a favour." - Mr. Santosh Khatri, Chief of Education, UNESCO Regional Office in Jakarta

Listening to teachers' voices

The Forum opened with keynote speeches, policy presentation and a session on Singaporean experiences on teacher professional development. The heart of the programme, however, was the panel discussions where teachers from pre-primary, basic and secondary education shared the realities of their classrooms – from classes of 60 to 90 students and outdated textbooks, to creative use of mother-tongue instruction, peer learning, and music and play to engage young learners.

School leaders and TVET principals also reflected on the challenges of supporting teachers, communicating with families and managing school performance, while discussions drew on both national experiences and regional perspectives on teacher professional development.

Teachers called for continuous, discipline-specific training closely linked to classroom realities, stronger Portuguese language training, greater integration of information and communication technology (ICT) in teaching and learning, expanded training centres in remote municipalities, and most insistently, formal recognition of professional development certificates, with clear links to salary adjustment and career advancement.

"We do not only deliver content — we share feelings and emotions to empower our students, shape their outlook and life skills, character and contribute to the future of our communities. To do this well, we need continuous training that meets the real needs of our classrooms, and recognition that values our profession." -Forum Teacher Panelist, representing colleagues from across the 13 municipalities.

A framework developed together with teachers 

Many of these discussions ultimately pointed to the need for clearer professional standards and stronger support systems for teachers. The Teacher Competency Framework (TCF) has been developed through a participatory national process since 2022 led by the Ministry of Education and INFORDEPE, with technical and financial support from international partners including UNESCO, UNICEF and the Global Partnership for Education. 

The framework sets out five interdependent domains of effective teaching: linguistic proficiency and communication; curricular content knowledge; pedagogical expertise and student learning; professional ethics and personal growth; and community engagement.

Aligned with ASEAN regional references and Timor-Leste's legal framework, the TCF will shape how teachers are recruited, trained, assessed and supported throughout their career, shifting from a system that rewards tenure alone to one that recognizes competency, dedication and impact in the classroom. 

"Strong education systems are built on clear professional standards developed with teachers, not merely for them; on continuous professional development integrated into the working day; on dignified salaries and manageable workloads; and on teachers’ voices shaping the policies that govern their profession."- Ms. Olufunmilayo (Funmi) Abosede Balogun-Alexander, United Nations Resident Coordinator in Timor-Leste. 

The Forum closed with a renewed national commitment to turning these conversations into action. Concrete next steps include the creation of teacher career pathways linked to a national database of training records and competencies, and dedicated mentoring support to improve early grade literacy and numeracy outcomes. In recognition of teachers already leading the way, the Ministry of Education awarded certificates of service to 17 teachers from across the country.

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