Make your own free website on



· No teacher expertise on environmental education · Local communities do not understand about environmental problems · Breakdown of traditional law during Indonesian occupation. ą People lost knowledge of traditional customs that protect the environment; not supported by government · Breakdown of traditional environmental assessment and protection. Laws on what can be used (own use only, not for sale.) · Indonesian invasion imposed another system of thinking / awareness / law · Difficult to incorporate traditional law into curriculum · Lack of information about traditional law and how it varies across East Timor · Families not involved in environmental problems · Lack of funding for environmental education – not seen as a priority · Lack of teaching materials and curriculum for Environmental Education · People are used to being told what to do not show initiative, be active, resistance · Traditional law · Lack of funding for Environmental Education · Indonesian system, regional curriculum – not any more · Social studies had small part of Environmental Education – some taught, others did not · UNICEF proposes to support Environmental Education teacher training and curriculum development · Many East Timorese teachers want less chalk and talk · Environmental Education needs to be active and outdoor · Teachers want the curriculum to be more local and cultural · Environmental Education into formal curriculum and subject on its own · Active teaching / learning – problem solving approach





Breakdown of traditional law during Indonesian occupation – lack of

information about traditional law -& variations across East Timor.

·           Develop EE teaching materials based on local traditional law š document law throughout ET. Specialist environmental educator to work with local teachers to develop resources.

·           Schools could research traditional law in their local area and

·           Formal government law needs to be supportive of traditional law.

Lack of teacher expertise in environmental education and “active” learning

·           Team of teachers to work with specialist environmental educators to develop curriculum + teaching resources š “train-the trainer” program to deliver to all East Timor teachers

·           Sister schools programs

·           Teacher exchange program

Lack of funding for environmental education

·                 Prepare a resolution to put to conference recommending EE be a priority

·                 EE members of task force – meet with UNTAET/CNRT for support

·                 Strengthen links with EE groups in Australia

·                 Strengthen capacity of national NGOs in EE

Lack of teaching & learning resources, lack of environmental education curriculum


·                  Environmental studies as a separate subject

·                  EE materials across all curriculum areas (maths, science, language etc)

·                  Resources need to promote active learning – perhaps extra-curricula activities involving family and village