Timor-Leste is still a newly independent country, obtaining full
independence in 2002. The new Constitution gives all citizens a right to
education, showing how important education is for Timor-Leste.
Educational aid has accounted for around 10% of the aid budget (and has
been as high as 28%) over the three years from 2011 to 2014. This thesis
explores the emerging relationship between Timor-Leste and its two largest
aid donors: Australia and Portugal, through the lens of educational aid.
Although there are currently some studies on Timor-Leste’s education
policy, there is no current study which explores the relationship between
donor foreign policy and educational aid.
The thesis builds on secondary literature and interviews with important
figures in the Timorese government. It argues that donors’ political
priorities have had an important impact on shaping education policy in
Timor-Leste and that the provision of educational aid can help to highlight
Timor-Leste’s position as a highly dependent nation in the world system.
Portuguese aid has been strongly driven by Portugal’s attempts to maintain
political relationships with its former colonies and promote Portuguese
language worldwide. Portuguese funding for Portuguese language education
has had an impact on language policy, cementing the position of Portuguese
as an official language and promoting a Portuguese-influenced position in
Timor-Leste’s foreign policy. Australian aid, meanwhile, has emphasised
Tetum and English as appropriate languages and is connected with
Australian attempts to minimise Timorese discontent over oil politics in the
Timor Gap (or Timor Sea). Coordination between these two different
donors with different interests has been weak. Timor-Leste finds itself in a
difficult position of dependency whereby it needs foreign aid but cannot
trust that aid is being given in a disinterested and functional way.