International Council for the Education of People with Visual Impairment
CEVI
PROJECT: EAST TIMOR
22nd June to 6th July 2002
Report by Frances Gentle
July 2002
Contact details:
Frances Gentle,
St Edmund's School
PO Box 582 Wahroonga NSW 2075 Australia
Phone 61-2-9487-1044; Fax 61-2-9489-0069
Email: vision@stedmunds.nsw.edu.au
CONTENTS
Part 1 EXECUTIVE SUMMARY
- Project overview
- Demographics
- Proposed model for the education of people with vision impairment
Part 2 REPORT ON EAST TIMOR ICEVI PROJECT
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1 PROJECT OUTLINE
- 1.1 ICEVI Project objectives
- 1.2 Itinerary outline (See Appendix 3 for full itinerary)
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2 EDUCATION
- 2.1 Historical Background
- 2.2 Current Educational services
- 2.3 Literacy levels in East Timor
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3 VISION IMPAIRMENT IN EAST TIMOR
- 3.1 Timor Aid National survey
- 3.2 The East Timor Eye Care Program (ETEP)
- 3.2.1 People with vision impairment: Aileu District
- 3.2.2 People with vision impairment: Dili District
- 3.3 Children with vision impairment in the school system
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4 NEEDS ANALYSIS
- 4.1 Capacity building
- 4.2 Disability awareness
- 4.3 Training and provision of resources by international community
- 4.4 Distribution of resources
- 4.5 Education
- 4.6 Women's issues
- 4.7 Health
- 4.8 Geography
- 4.9 Communication
- 4.1 Capacity building
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5 MODEL FOR THE EDUCATION OF PEOPLE WITH VISION IMPAIRMENT IN EAST TIMOR
- 5.1 Coordination of services
- 5.2 Early identification
- 5.3 Community-based education in districts (outside Dili district)
- 5.3.1 Identification of interested community partners
- 5.3.2 Identification of facilitators
- 5.3.3 Capacity building and community participation
- 5.4 Special school model in Dili District
- 5.4.1 Taibessi Special School for Disabled
- 5.4.2 Fuan Nabilan Ba Matan Aat
- 5.5 Braille Code
- 5.6 Braille production processes
- 5.7 Post-school and vocational options
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6 RECOMMENDATIONS
- 6.1 Development of an association of blind citizens
- 6.2 Training programs
- 6.3 Educational services for people with vision impairment in districts
- 6.4 Educational services for people with vision impairment in Dili District
- 6.4.1 Training and resources for Fundasaun Fuan Nabilan Matan Aat
- 6.4.2 Training and resources for Taibessi School for Disabled
- 6.5 Educational resources
- 6.5.1 Resources for regular schools
- 6.5.2 Resources for people with vision impairment
- 6.6 Library services
- 7 CONCLUSION
Part 3 APPENDICES
- 1 contacts
- 2 References
- 3 Full itinerary
- 4 Map of East Timor and travel details
- 5 Fuan Nabilan Ba Matan Aat support needs
- 6 Portuguese braille code
Part 1
EXECUTIVE SUMMARY
Project Overview
The project focussed on the broad issue of educational services for people with vision impairment in East Timor. Through the establishment of links with the Australian East Timor Eye Care (ETEP) team, the author participated in the eye care program in the districts of Aileu and Dili. Through the process of discussion with government officials, educators, village chiefs, church leaders, aid workers and people with vision impairment and their families, demographic information was compiled and an educational model formulated.
Demographics
At the present time there are no comprehensive prevalence data on people who are blind or vision impaired in East Timor. A national survey by TimorAid of six districts has identified 646 children with disabilities, 53 of whom (8.2%) have vision impairment. Population data for the areas surveyed are not available at this time.
The major causes of inoperable blindness were identified as Vitamin A deficiency and eye trauma. The ETEP team identified the eye conditions of cataract, glaucoma, strabismus, nystagmus, photophobia, myopia, hypermetropia and watery eyes in the Dili and Aileu Districts.
In the Dili District, two youth with vision impairment attend Taibessi School for Disabled. Ten students with vision impairment attend the newly formed national non-government organization, Fuan Nabilan Ba Matan Aat. In the districts outside Dili, children who are blind do not attend school and are illiterate. Only one child with low vision was identified as attending his local school. He has been unable to acquire literacy due to the severity of his eye condition and the absence of specialised educational services and resources.
Proposed model for the education of people with vision impairment
Key features:
- Identification of a national or international organization that could coordinate the development of educational services for people with vision impairment, including management of the flow of information and resources and placement of trained personnel in districts.
- Early identification of children with vision impairment and referral by (a) the Australian ETEP team (biannual, two-week visits), (b) government district health and educational administrators and school principals, (c) church and community organizations, and (d) medical providers.
- In districts outside Dili:
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- Establishment of community-based education services through collaboration with existing community networks, for example religious orders or UNICEF youth centre network.
- Placement of disability-specific trained facilitators within districts. Volunteers fromorganizations such as Australian Volunteer International (AVI) could be provided with specialist training from international foundations or associations for the blind, including training in braille literacy and numeracy, literacy in dual print media, orientation and mobility and technology.
- Capacity building and community participation in the provision of educational services, for example through the establishment of "community motivators" or "volunteer disability mobilizes".
- In Dili District: Provision of special education services by Fuan Nabilan Ba Matan Aat and Taibessi School for Disabled. The establishment of linkages with regular schools in the Dili district would enhance inclusive education options for students, plus human and physical resource support networks.
- Use of Portuguese braille code (Grade 1) for reading and writing material in Tetun, Portuguese and Indonesian.
- Provision of braille production facilities to Fuan Nabilan Ba Matan Aat.
The implementation of the above educational model requires the provision of financial, human and physical resources by the international community, in particular the provision of training programs and educational resources, and funding for Fuan Nabilan school infrastructure.
Support from the international community is also needed for the establishment of the following:
- East Timorese association of blind citizens,
- Tertiary, teacher training program at university in East Timor, and
- National library in Dili and library services in the districts.
Part 2
REPORT OF EAST TIMOR ICEVI PROJECT
Report by Frances Gentle, July 2002
This report results from its author's visit to East Timor in mid 2002, on behalf of the International Council for the Education of People with Visual Impairment (ICEVI). ICEVI is a professional non-government organization that promotes educational opportunities for children and adults with vision impairment throughout the world. The ICEVI project objectives were to investigate and document the needs of East Timorese people with vision impairment, and to produce a set of recommendations relating to access to appropriate education services. The report provides some background information on educational services in East Timor, including levels of literacy in the general population. The report presents a model for the education of people with vision impairment, supported by an analysis of needs and recommendations for the international and East Timorese communities.
1 PROJECT OUTLINE
1.1 ICEVI Project objectives:
To conduct a needs analysis of services for children who
are blind or vision impaired, including numbers of children with vision impairment, nature of impairments, specialist teacher and resource provision.
* To obtain demographics of people with vision impairment in East Timor.
1.2 Itinerary outline (See Appendix 3 for full itinerary):
23rd June ? 30th June: District of Aileu:
Travel to towns in Aileu district with the East Timor Eye Program (ETEP) team. Accommodation and logistical support provided by the Maryknoll Sisters and Dr Collette Livermore.
1st July ? 5th July: Districts of Dili and Manufahi:
Needs analysis and work with ETEP team; travel with Fuan Nabilan staff to Manufahi district (3&4 July). Accommodation at the Dili Hospital, and home of Fuan Nabilan staff in Manufahi district.
2 EDUCATION
2.1 Historical Background
The eastern part of Timor was a Portuguese colony from the 16th century to 1975. During this time Portuguese was the language taught in schools and used within the community. The native language of Tetun was originally spoken on the south coast of Timor. The Portuguese brought a form of Tetun to Dili in the late 18th century. With the Indonesian invasion of East Timor in1975, Portuguese was outlawed and the official language became Bahasa Indonesian. All students attending school between 1975 and 1999 were taught in Indonesian.
Following the vote for Independence in August 1999, school buildings, administration records and schools resources across East Timor were destroyed. Indonesian teachers returned to Indonesia and schools were closed for up to twelve months.
Towards the end of 2001, an East Timorese non-government organization (NGO) called Fundasaun Fuan Nabilan Ba Matan Aat (Inner Light to the Blind) was established in Dili. It was established in response to the recognised educational needs of children and adults with vision impairment. Fuan Nabilan currently has ten students enrolled from the Dili district.
The Independence celebrations of 19th and 20th May involved the official handover government administration from UNTAET (United Nations Transitional Administration of East Timor) to the Republica Democratica de Timor-Leste (Democratic Republic of East Timor). The East Timorese government is addressing the challenging work of developing political, economic, health and education infrastructure and communication systems within its boundaries. With a population of approximately 830,000, 50% of whom are under the age of 20, the development of an effective educational system is of major importance to the government.
During the 24 years of Indonesian rule, the education options for youth with vision impairment aged 7-15 years were (a) education at the Taibessi School for Disabled in Dili, or (b) attendance at a school for the blind in Jakarta, Indonesia. Residential facilities enabled some children from other districts to receive an education, however, the majority of children with disabilities outside the Dili district did not receive an education.
Current specialist education services in Dili consist of Taibessi School for Disabled, which caters for youth with physical, intellectual or sensory impairment), and Fundasaun Fuan Nabilan Ba Matan Aat, an East Timorese non-government organization established late 2001 to meet the needs of for young people with vision impairment.
2.2 Current Educational services
Each district of East Timor has a government educational administration and primary, junior high and senior high schools. Schools are required to follow government curriculum guidelines. There are no separate curriculum guidelines for students with disabilities. The languages of instruction in all schools are Indonesian, Tetun and Portuguese. English is often taught as a foreign language. There is currently a Portuguese language teacher-training program in all districts, funded by Lisbon through its Camoes Foundation. At the present time, only limited numbers of people can read or write in Portuguese.
There are two universities in Dili, one of which is an international university.
2.3 Literacy levels in East Timor
The Mary MacKillop Institute for East Timorese Studies (June 2002 newsletter) reported the following data from the United Nations Poverty Assessment (February 2002):
- Approximately 50% of people live below the international poverty line of about $1 per person per day.
- 46% of adults have never attended school.
- 49% of the population is illiterate.
- 65% of women are illiterate.
- 37% of the population read with difficulty.
- 53% of school children have no books. The rest have one or two books.
- The unemployment rate is 70%.
- Average life expectancy is 57.
3 VISION IMPAIRMENT IN EAST TIMOR
Two common causes of vision impairment in East Timor are eye trauma and Vitamin A deficiency. Causes of Vitamin A deficiency include poor nutrition and disease resulting in poor absorption of nutrients. Diseases in East Timor include malaria, diphtheria, polio, typhoid and tuberculosis (TB). Parasites such as hookworm (ingestion through bare feet in rice paddies or exposure to urine and saliva on ground surfaces) also effect Vitamin A absorption. Causes of eye trauma include accidents involving the eye, including injuries inflicted by military and militia forces before and after independence in 1999.
3.1 Timor Aid National survey
Timor Aid is an East Timorese non-government organization, funded by local and overseas bodies to conduct a range of programs. Current programs include (a) Literacy program for women, (b) Capacity building for non-government organizations in the area of project management, and (c) Disabled Children project. Funding organizations include the United Nations High Commission for Refugees, World Food Program and US Aid.
The Disabled Children Project addresses such areas as identification, awareness- raising, and quality of life improvements. Timor Aid is currently undertaking a national survey to identify children with disabilities in each district. Information is collected under the categories of physical, intellectual and sensory disabilities. Table One below presents data collected on numbers of children with disabilities, and numbers and percentages of this group who have vision impairment. It is noted that not all villages and towns in the six districts have been surveyed, and therefore demographics on total numbers of children with vision impairment in each district or nationally cannot be extrapolated.
Table 1: Timor Aid National Survey of Children with disabilities
District | Number children with disabilities | Children with vision impairment | ||||||
Blind | Blind one eye | Strabismus | Unclear vision (suspected cataracts) |
Other | Total Children vision imp. | % of total disabilities with vision impairment | ||
Viqueque (Vikeke) | 146 | 6 | 3 | 1 deaf-blind | 10 | 6.8% | ||
Manatuto | 45 | 6 | 2 | 2 | 2 | 10 | 22% | |
Covalima (Suai) | 158 | 6 | 13 | 4 | 1 | 26 | 16.5% | |
Manufahi (Same) | 163 | 10 | 1 | 1 red eye | 12 | 7.4% | ||
Ambeno (Oecussi) | 102 | 1 | 2 | 1 | 4 | 3.9% | ||
Bobonaro | 32 | 1 | 1 | 3% | ||||
TOTAL | 646 | 53 | 8.2% |
Source: Timor Aid, July 2002
3.2 The East Timor Eye Care Program (ETEP)
The East Timor Eye Care Program (ETEP) is a program of interim eye care, provided by a team of eye health professionals who visit East Timor for a two-week period, twice each year. The ETEP team consists of ophthalmologists, optometrists, theatre nurses, anaesthetist, and program logistician. ETEP partners and sponsors include the International Centre for Eyecare Education (ICEE), Laila Foundation, Foresight Australia, Australian Red Cross (Northern Territory Branch), and the World Health Organisation's global initiative Vision 2020: The Right to Sight.
During each two-week visit to East Timor, the ETEP team offer the following services:
- One-week outreach program: The ETEP optometrist team village prearranged villages in a district outside Dili, assessing people who present with eye problems. Through the assessment process, spectacles are provided and people requiring eye surgery are identified and referred to the ophthalmic surgical team the following week in Dili. The travel arrangements to Dili Hospital of villages requiring eye surgery are also organised.
- One-week program at the Dili Hospital. The ETEP optometrists assess Dili residents at the hospital, providing spectacles and making referrals to the ophthalmic surgery team. The ophthalmologic surgery team operate on people identified during the outreach program, plus Dili residents requiring eye surgery.
- Eye care training program for East Timorese district nurses, coordinated through the government Health Administrators in each district.
3.2.1 People with vision impairment: Aileu District
The total population of the district of Aileu is 36,000. The ETEP team visited a number of villages in Aileu and assessed approximately 400 people. Of this group, approximately 250 people were prescribed spectacles for near and distance vision. Tables two and three below provide information on people whose eye conditions could not be addressed through the prescription of spectacles.
Table 2: Aileu District ETEP eye surgery referrals
Adults and children referred | Total referred | Eye conditions |
Adults (over 18 yrs age) | 21 | 15 Cataract 1 Lid retraction 3 Consultation 1 Glaucoma 1 Pterygium surgery Supra nasal mass interfering with peripheral vision, blindness in one eye. |
Children (under 18 yrs age) | 6 | 2 Cataract 1 Glaucoma 1 Ptosis 1 Strabismus 1 Ulcerated cornea (from cerebral malaria) |
Table 3: Aileu District ETEP assessment : Inoperable eye conditions
Adults and children referred | Total | Eye conditions |
Adults (over 18 yrs age) | 12 | 10 Blind 2 Low vision (suspected Retinitis Pigmentosa) |
Children (under 18 yrs age) | 6 | 5 Blind 1 Low vision |
The group of people with inoperable eye conditions and their families received basic orientation and mobility training from the author, with some white canes provided as appropriate. None of this group was literate, and none of the children attended school.
3.2.2 People with vision impairment: Dili District
The East Timor Eye Care Program team assessed and treated approximately 1150 people over a five-day period at Dili Hospital, including people with the following eye conditions.
Cataract
Photophobia
Glaucoma
Strabismus
Nystagmus
Myopia
Hypermetropia
Watery eyes (burning of synthetic waste products)
3.3 Children with vision impairment in the school system
The author is aware of two young people who are blind attending Taibessi Special School in Dili, and ten young people with vision impairment receiving braille literacy instruction at Fuan Nabilan in Dili.
Information on school enrolments of children with low vision is unavailable. One child attending school is six-year-old Fernando, who lives in the District of Aileu. Fernando had polio as a baby and, through the efforts of the Maryknoll Sisters received cataract surgery during childhood, which unfortunately was unsuccessful. Fernando can identify colours, but has insufficient functional vision to access print. He attends his local village school, but is unable to participate in reading and writing activities.
4 NEEDS ANALYSIS
The author compiled the following list of needs and issues over the two-week period of the project. It is offered as a starting point to raise awareness of the issues and impediments that must be considered and addressed in the establishment of a model for the provision of educational services for people with vision impairment in East Timor.
4.1 Capacity building
- Need for capacity building in all areas, including health, education, employment, community and family structures and networks.
- Need for links between international and national communities to plan for the future era of reduced funding, training and resource provision, for example, city-to-city friendship programs, sister school programs.
4.2 Disability awareness
- Need for disability awareness programs in districts and villages. In general, communities are accepting of people with disabilities. However, there is no expectation that they will contribute to the economic welfare of families or communities.
- Need for the development of building standards and disability-related guidelines for the construction of new buildings and restoration of old buildings.
4.3 Training and provision of resources by international community
- Need for networking and coordinated approach to training and resource provision between international and national organizations and agencies.
4.4 Distribution of resources
- Need for coordinating body to receive and distribute goods arriving from overseas, including the discharging of goods through customs.
- Current distribution options include: Nominated staff of the East Timor Government Division of Labour and Social Services, Dili; Peace-keeping forces, eg CMU/PKF; Church organizations, eg Maryknoll Sisters, Carmelite Sisters, Silesians, Edmund Rice Communidate (Christian Brothers); and International non-government organizations.
4.5 Education
- Need for development of an East Timorese-based tertiary teacher-training program and increased numbers of certified teachers. Current class sizes of 60 students are not uncommon, with many schools using the "wave system" to manage class sizes ( i.e. student attendance is staggered during the day).
- Need for specialised curriculum for children with special needs, from early intervention to high school levels.
4.6 Women's issues
- Need for extensive literacy program targeting women.
- Need to develop sustainable community programs that enhance the economic viability of village communities. Common activities for women include farming, needlecraft and weaving, water cartage (in plastic containers from water sources), domestic chores and cooking.
4.7 Health
- Need for development of health services in all districts, including programs, family planning, and pre- and post-natal care programs. Families of six to eight children are common. Family members often attend births in remote areas, with medical assistance sought only when there are childbirth difficulties. The mortality rate for children under 5 years of age is 159 per 1000 (source Sydney Morning Herald, 18.4.02).
- Need for nutrition programs, including ways to minimise Vitamin A deficiency.
- Need for extensive immunization program. At present, only 9% of infants under 12 months of age are immunized against diphtheria, polio and typhoid (source Sydney Morning Herald, 18.4.02).
4.8 Geography
- Need to develop adequate transportation mechanisms for the movement of people, goods and produce. The interior of East Timor is mountainous, with rough windy roads in varying states of repair. Villages in the districts are often remote or inaccessible by car or motorbike.
4.9 Communication
- Need to develop sustainable phone and power capabilities in all districts.
5 MODEL FOR THE EDUCATION OF PEOPLE WITH VISION IMPAIRMENT IN EAST TIMOR
The following education model has been constructed through the process of discussion with government officials, educators, village chiefs, church leaders, aid workers and local people in villages.
5.1 Coordination of services
The successful establishment of educational services for people with vision impairment will require the identification of an organization that will take responsibility for the management and coordination of education service development in each district. In particular, this organization would manage the flow of information and resources, and the placement and support of trained personnel.
5.2 Early identification
Early identification of children with vision impairment could occur through a number of channels:
- Assessment and referral by the Australian East Timor Eye Program (ETEP) team.
- Referral by government district health and education administrators and school principals in towns and villages.
- Referral through church and community organizations, for example the Maryknoll, Carmelite and Josephite Sisters.
- Referral by medical providers working in districts.
One limiting factor is the shortage of adequate health facilities outside Dili, with the exception of health services provided by religious orders. Early identification of children with vision impairment in remote villages may not occur if the mother does not seek medical support or attend an ETEP clinic in her district.
5.3 Community-based education in districts (outside Dili district)
The proposed model supports intensive instruction in disability-specific curriculum in a community-based special setting, followed by inclusive education in the child's local village school.
5.3.1 Identification of interested community partners
It would be beneficial to build upon existing structures and services in the districts, such as health and vocational programs. This approach would require networking between national and international agencies. Collaboration would minimize capital expenditure and enhance and streamline the provision of services to communities.
In some districts, significant community programs and services have been established by religious orders, such as the Maryknoll Sisters of Aileu. Educational programs could be provided through partnerships with such religious orders.
In other districts, there currently exists an initiative coordinated by UNICEF, called "Child friendly spaces". This is a youth centre network, with funding and operation by various organizations, for example The Body Shop sponsors a youth centre in Viqueque. Educational and rehabilitation services for people who are vision impaired could operate on "market days" at the youth centres. On market days, people travel from their villages to the main town to sell their produce. It would a feasible day for families to bring their children with vision impairment to the youth centre.
5.3.2 Identification of facilitators
Capacity building in East Timor requires the identification of service providers/agencies in the international community who could offer community based rehabilitation and education services.
For example, such volunteer organizations as Australian Volunteers International (AVI) could provide trained volunteers to teach disability-specific education and rehabilitation skills to people with vision impairment. Disability-specific training of volunteers would be required by foundations for the blind and educational institutions offering specialist training programs, such as the Royal Victorian Institute for the Blind and Royal Institute for Deaf and Blind Children NSW.
The placement of international volunteers with specialist training would be negotiated through the East Timorese government's Division of Social Services, and also through consultation with District Education Administrators, church and community groups.
5.3.3 Capacity building and community participation
An essential component of the provision of educational and rehabilitation services would be the involvement of communities and the empowerment of
individuals with vision impairment. With independence comes the newly acquired freedom and responsibility of communities, interest groups and individuals to take part in the decision making process at macro and micro levels in society and government. The involvement of communities and individuals in the establishment of education and rehabilitation services for people with vision impairment would enhance the long term success of community-based programs.
The Maryknoll Sisters in the district of Aileu have a network of "Community Motivators" who support the Sisters in their provision of health services within the district. Community motivators are volunteers from villages who work within their communities to support the health and well-being of the community. The "community motivators" are trusted and respected members of their communities.
The Division of Social Services of the East Timor government has proposed a system of "Volunteer Disability Mobilisers", that is, volunteers from local communities who would receive training in disability related issues. As with the Maryknoll initiative of "Community Motivators", the "Volunteer disability mobilisers" would be empowered to act as advocates for people with disabilities within their local communities, as well as identifying people who need educational and rehabilitation support services.
5.4 Special school model in Dili District
It is recommended that Taibessi Special School and Fuan Nabilan Ba Matan Aat provide educational services for people with vision impairment in the Dili District. Both organizations would benefit from the establishment of formal and informal links with regular schools in the Dili district. Such links would enable the progression of students from special to inclusive education settings, as well as enable the sharing of human and physical resources, educational programs and professional development opportunities. The establishment of a "sister school program" with overseas schools would also enhance the operation of Fuan Nabilan and Taibessi School.
5.4.1
Taibessi Special School for Disabled currently provides an educational program for children aged seven to 15 years old who have physical, intellectual or sensory disabilities (blind and deaf). Of the 12 students currently enrolled, two students are blind. School hours are 8.00 am to 10.30 am, then 2.00 pm to 3.30 pm, Monday to Friday. The children return home for lunch periods between 10.30 am and 2 pm. No residential facilities are currently available.
5.4.2
Fuan Nabilan Ba Matan Aat is a registered national non-government organization (NGO) that is officially supported by the Education Department. Fuan Nabilan currently offers education services to ten people under the age of 30. Fuan Nabilan requires support with establishment of school premises, training and provision of a vehicle (See Appendix 5). Fuan Nabilan staff also plan to establish a community-based rehabilitation and independent living centre in the town of Same in the district of Manufahi. Negotiations with the government District Administrators for education and health are currently underway.
Taibessi Special School and Fuan Nabilan staff require support from the international community in teacher training in the areas of orientation and mobility, braille literacy and numeracy, low vision, optical aids, and itinerant teaching models.
With appropriate training, staff at Taibessi Special School and Fuan Nabilan could provide specialised educational support and training to educators and administrators in regular schools in the future.
5.5 Braille code
It is recommended that the braille code used for the production of reading material is the Portuguese braille code, Grade 1. The Portuguese braille code accommodates the linguistic features of written Tetun, the official native language spoken by approximately 80% of people in East Timor. It also accommodates the Indonesian braille system, with the exception of the braille signs for 'ng' and 'ny'. Braille reading material could therefore be produced in Tetun, Portuguese and Indonesian as required.
5.6 Braille production processes
It is recommended that the national NGO, Fuan Nabilan Ba Matan Aat be provided with the technology and training to produce braille materials in East Timor. This capacity building initiative would enable Fuan Nabilan to produce and supply braille reading materials to people with vision impairment in all districts of East Timor. Ongoing international support and maintenance of equipment would be essential.
The author is currently negotiating the purchase of braille production technology through Timor Aid, with thanks to Jersey Overseas Aid for the provision of funds.
5.7 Post-school and vocational options
The United Nations Poverty assessment conducted in February 2002 identified an unemployment rate of 70%, with 50% of East Timorese people living below the international poverty line of $1.00 per person per day. A large percentage of the population are subsistence farmers. The illiteracy rate of 49% (and 65% for women) must be addressed if the nation is to meet the challenges of developing the economy, education and health services.
Education services for people with vision impairment, in tandem with vocational training, is the key to improving the quality of life and community perception of people with vision impairment. Possible vocational options for people with vision impairment are teaching, farming, handicrafts and community-based therapy services (such as therapeutic massage and herbal remedies). These issues were beyond the scope of this ICEVI project.
6 RECOMMENDATIONS
The following recommendations are submitted for the consideration of the international community. They relate to the educational model proposed, plus the issues and needs identified through the needs analysis process.
6.1 Development of an association of blind citizens:
East Timorese people with vision impairment currently do not have a "voice" at any level of society. They are cared for by families and communities, but are not expected to contribute to at any level of society or receive an education. Fuan Nabilan has gathered together a group of bright young blind adults who are keen to bring about change in East Timor for people with vision impairment. One of the group is literate in Indonesian Braille, having received an education in Indonesia, and others have commenced development of their braille literacy skills. With international support, there is great potential to promote the formation of an East Timorese Association of the Blind.
6.2 Training programs:
Ongoing commitment to training programs provided by the international community is required to promote capacity building within East Timor, and the development of quality, sustainable educational and rehabilitation services and structures.
- Training programs should be designed and coordinated by people who are knowledgeable of the customs and needs of the East Timorese people.
-
- Professional preparation and training is required in the following areas:
- teacher education: tertiary training program based in East Timor,
- design of educational programs in all key learning areas,
- design of programs for students with special needs,
- disability-specific training, for example braille literacy and numeracy, curriculum modification and teaching practices, orientation and mobility, low vision, tactile graphics, optical and non-optical aids, technology, assessment and reporting processes.
- Consultation with government, church and community leaders and current international and local service providers will enhance the participation of key personnel in all districts, will minimise duplication of training programs in certain regions, and will ensure the efficient use of current facilities and community networks.
- Training programs offered by the international community should include: specific project training programs, sponsorship projects, learning exchange programs, and mentorship programs.
6.3 Educational services for people with vision impairment in districts
- Identification of service providers/agencies in the international community who could offer community based rehabilitation and education services.
- Disability-specific training in current educational and rehabilitation methods for people with vision impairment would be required by an international organization. An example would be the training of Australian Volunteers International (AVI) volunteers by Australian educators and agencies working in the field of vision impairment.
- The placement of international volunteers with specialist training in districts. This would be organised through the East Timorese government's Division of Social Services, District Education Administrators, and church and community groups.
- Identification and referral of people with vision impairment by (a) ETEP team, (b) educators and government education and health officials, and (c) catholic and community organizations working in the districts.
6.4 Educational services for people with vision impairment in Dili District
6.4.1 Training and resources for Fundasaun Fuan Nabilan Matan Aat
(See Appendix 5):
- Teacher training in braille literacy and numeracy (Indonesian, Tetun, Portuguese)
- Teacher training in orientation and mobility
- Teacher training in disability-specific teaching
- Training in computer generated production of braille, including use of Portuguese braille translation software and embosser technology.
- Vehicle for transport of students with vision impairment to and from school.
- School building construction
- School and office furniture and equipment .
6.4.2 Training and resources for Taibessi School for Disabled:
- Teacher training in braille literacy and numeracy (Indonesian, Tetun, Portuguese)
- Teacher training in orientation and mobility
- Teacher training in specialist teaching practices for teachers of students who are blind or vision impaired
6.5 Educational resources
6.5.1 Resources for regular schools
Schools in all districts urgently require educational resources, in Portuguese, Indonesian, Tetun and English, including the following:
- Reading material: fiction and non-fiction, including dictionaries and encyclopaedias.
- Writing materials: notepads, exercise books, pens, pencils, chalk
- Posters and maps
- Musical instruments
- Sporting equipment: volley and soccer balls, volley ball nets
- Most schools appear to have desks and chairs
Schools in poor and remote villages require blackboard paint to create blackboards.
6.5.2 Resources for people with vision impairment:
People with vision impairment require access to education and resources, including the following:
- Reading material in braille and large print formats: Indonesian and Tetun books at this stage. Portuguese books once students learn the Portuguese language.
- Braille writing equipment and aids, including: hand frames/slates and styli, Perkins braillers, braille paper and binders, braille Dymo labellers and Dymo tape. Electronic braille note takers are not recommended at this stage (due to humidity, dust and poor access to electricity).
- Braille teaching aids: braille Unilock alphabet tiles, swing cells, tactile domino sets.
- Optical and non-optical aids: magnifiers, monoscopes and telescopes, tilt tables.
- Small tape recorders (low power models, with batteries), audiocassette tapes, talking books and headphones.
- Mathematics resources: tactual compass sets, rulers, tape measures and protractors, large print and talking calculators, geometry boards, spur wheels, embossed and printed graph paper, 3-dimensional geometric shapes, abacus, tactual alarm clocks, braille watches.
- Tactual graphics: map and diagram making kits, tactual drawing kits.
- Low vision resources: felt-tip pens, writing guides, and bold-lined writing paper.
- Orientation and mobility aids: canes (adult and children sizes), auditory and tactual mobility aids.
6.6 Library service
Adults and children have minimal access to books of any kind. There is a need for a public library in Dili and mobile library service for the twelve other districts.
- A public library in Dili and mobile library service to other districts would enhance levels of literacy, general knowledge and education.
- Books would be required in the languages of Portuguese, Indonesian, Tetun and English.
- Library catalogues should include books in braille and large print formats, as well as talking (audio) books.
7 CONCLUSION
The two-week period of the ICEVI project involved travel to three districts in East Timor. The project objective of conducting a needs analysis of services for children who are blind or vision impaired was achieved, with thanks to the many people who contributed their knowledge and ideas. The objective of obtaining demographic information was achieved with thanks to the ETEP team and staff or Timor Aid/Just World Partners (UK). The model and recommendations presented in this report represent a starting point for the provision of education support and services in East Timor, and highlight the importance of commitment and involvement of the international community.
During my two weeks in East Timor, I encountered a society and people rich in culture, where family and community bonds were strong. I would like to express my gratitude to the Australian Eye Care team and Maryknoll Sisters, who welcomed me into their midst as travelling companion and friend. It was a privilege to witness their significant work in East Timor and to experience the gratitude and respect in which they are held by village communities, government and church leaders, and other health care professionals. My strongest memories of East Timor are linked with the miracles of restoration of sight by the ETEP team, and the openness and the realisation that impoverishment on the physical plane does not equate with impoverishment of spirit, community and personal dignity.
APPENDIX
APPENDIX 1 CONTACTS
Contacts ? East Timor
Republica Democratica De Timor-Leste
Secretary of State for Labor and Solidarity,
Division of Social Services
Kaikoli, Dili, East Timor
Ph 670-390-333-9586/7; Mobile 61-(0)407 936 278, Fax: 670-390-312-210
Email address of Division of Social Services: sociaisTL@hotmail.com
Ciara Knudsen, Social Services Adviser
Secretary of State for Labor and Solidarity,
Division of Social Services
Email: ciarack@yahoo.com or sociaisTL@hotmail.comsociaisTL@hotmail.com
Joaquim Da Costa Sarmento, Social Worker for Disabled and Elderly
Secretary of State for Labor and Solidarity,
Division of Social Services
Ph 670-390-333-9587, Mobile 61-0-408-49-2269
Email: sociaisTL@hotmail.com
Mario Barreto, Humanitarian Officer
Secretary of State for Labor and Solidarity,
Division of Social Services
Email: Mario_barreto@hotmail.com
Amandio Amaral, Director
Secretary of State for Labor and Solidarity,
Division of Social Services
Armindo Maia, Special Education Director
Minister of Education
Republica Democratica De Timor-Leste
CARITAS
Monsignor Jose Antonio Da Costa, Vicor General
Diocese of Dili, Dili East Timor
Carmelite Sisters
Sr Fabiola Gusmao,
Sr Rita Hayes
Fatuhada, Dili East Timor
Comunidade Edmund Rice
Br Vin Haseler
Jalan Balai Desa, P.O Box 67
Fatuhada Dili 88110
Phone/Fax 670-390-313-300
Fundasuan Fuan Nabilan Ba Matan Aat (Inner Light to the Blind)
Joana de Jesus Meluk, Director
Ex-BRIMOB Housing Estate,
Bairopite,
PO Box 454, Dili East Timor 321509
Ph 0407 924 524, 0407 528 429
Email: meluk288@yahoo.com
Fundasaun Fuan Nabilan Ba Matan Aat
Maureen Magee, Project Mentor
Ph 0417 571 036, 61-2-4297 5615
Email: maureen@shoal.net.au
Handicap International
Heike Michel, Project Director
Bairo Central T. Cardosa Dias, nr. 11
Dili, East Timor
Office Tel/fax: 670-390-322-440, Mobile 0417 754 905
Email: heike_line@yahoo.com
Handicap International
Karen Andra, Project Manager
Mobile: 0418 957 816
Email: karen.andrae@gmx.net
Sr Chris Jorgenson
Dili Hospital
Ph 0418-700981
Maryknoll Sisters: Sisters Susan, Teresa, Norma and Aileen
PO Box 77
Aileu, East Timor
Email: sgubbinsmm@hotmail.com
PALMS
Dr Collette Livermore, Volunteer Doctor
Maryknoll Sisters
PO Box 77
Aileu, East Timor
Email: colettelivermore@hotmail.com
Ryder-Cheshire Foundation
Klibur Domin, Tibar
Emera Highway, East Timor AFPO5
Mail: International Mail Centre, Sydney NSW 2890
Taibessi School for Disabled
Lidia Da Costa, Principal
Dili East Timor
TimorAid / Just World Partners
Elke Ender, Project Advisor
PO Box 145, Dili, East Timor
Ph 670-390-321-428, Fax 670-390-312-435
Email: ee_vqq@yahoo.com
Timor Aid
Josh Pollard-Taylor, Project Manager,
Dili
Email: jpollard02@yahoo.com.au
Timor Aid Social
David Odling-Smee
Email: david.odlingsmee@timoraid.org
UNICEF (Education)
Joao Pereira,
Email:jopereira@unicef.org
Contacts - International
AETA
Lee Jefferson, Convenor
Email: Jefferson.lee@bigpond.com
AFAP (Australian Foundation for the Peoples of Asia and the Pacific)
Chris Murphy and Uma Nenon
Christie Street, St Leonards, NSW Australia
Ph 61-2-9906-3792
Email: afsp@mpx.com.au
APHEDA
Ken Davis, APHEDA- Union Aid Abroad,
Sherin Casey, APHEDA Project Officer for East Timor, and
Michael Copland,
APHEDA
Dili
Ph 0409 047 057
Email: aphedacoord@austranet.com.au
Australian Blindness Agencies Steering Committee, East Timor
David Blyth (Chair), Graeme Innes, Janet Cronin, MaryAnne Diamond
Contact MaryAnne Diamond: 61-3-9521 3433, Email: mdiamond@bca.org.au
Patricia Woodcroft-Lee
(representing Australian Blindness Agencies Steering Committee in East Timor)
Canberra, ACT
Ph: 0407 580 777, 61-2-6254 1671
Email: cpwl@ozemail.com.au
Australian Braille Authority,
William Jolley, Chair
Ph 61-2-9807-5137
Email: wjolley@bigpond.com
Australian Volunteers International
Deborah Bickler, Country Programs
Ph 61-3-9279-1828
Email: dbickler@ozvol.org.au
Canberra-Dili Friendship Cities Project
Ruth Berendt
Ph 61-2-6206-3147
Email: ruthie30@hotmail.com
CARITAS
Jane Woolford
Email: janeW@caritas.org.au
Christian Blind Mission International (CBMI)
Stuart Shepherd, Overseas Project Officer,
PO Box 5, Kew, VIC 3201
Fax 61-3-9817-6193
Website: www.cbmi.org.auwww.cbmi.org.au
Email: cbmiaus@cbmi.org.au
Christoffel-Blindenmission/CBM International
Mike Davies, Regional Representative
South East Asia and Pacific Regional Office
Unit 604, Alabang Business Tower
Acacia Avenue, Madrigal Business Park
Ayala Alabang, Muntinlupa City
Philippines
Ph: +632 807 8586/8587
Fax: +632 807 8292
E-mail: cbmanila@info.com.ph
Christoffel-Blindenmission (CBM)
William (Bill) Brohier
Regional Adviser
Education of Visually Impaired Persons
37 Jesselton Crescent ,
10450 Penang, Malaysia
Ph 60-4-229-09-33
Fax 60-4-228-93-57
Email: brohier@pc.jaring.my
Edmund Rice Centre for Justice and Community Education
Phil Glendenning and Zeena Elton
90 Underwood Road, Homebush NSW 2140
Ph 61-2-9764 1330, Fax 61-2-9764 1743
Internet: www.erc.org.au
Email: erc@tpg.org.au
ETEP Team Leader
Dr R. John Kearney,
Ophthalmologist: Surgery & Diseases of the Eye
34 High Street, Southport, Gold Coast, QLD 4215
Ph 61-7-5532 9099; Fax 61-7-5591 1723;
Email: eyedock@goldcoasteyeclinic.com.au
ESCAP Bangkok
Penny Price
UNESCAP Disability Programme
Rajdamnern Avenue
Bangkok 10200
Ph 662-288-1345
Email: price.unescap@un.org
Guide Dogs Queensland
Tahir Ali, Senior Mobility Instructor
PO Box 50, Bald Hills, QLD 4036
Ph 61-7-3261 7555, Fax 61-7-3261 7500, Mobile 0418 157 509,
Email: tahir@guidedogsqld.com.au
ICEE (International Centre for Eye Care Education
Jacqueline Ramke, ETEP Senior Optometrist
Margie O'Neill, ETEP Senior Optometrist
Edwina Hart, ETEP Logistics/Coordinator,
ICEE Secretariat
PO Box 328, Randwick, NSW 2031
Ph 61-2-9385 7435, Fax 61-2-9385 7436
Email: icee@cciru.unsw.edu.au
ICEVI (International Council for Education of People with Visual Impairment)
Dr Jill Keefe, Pacific Regional Chair,
Centre for Eye Research Australia (CERA)
University Melbourne, Department Ophthalmology
Locked Bag 8, East Melbourne Vic 8002
Ph: 61-3-9929 8360, Fax 61-3-9662 3859
Email: jillek@unimelb.edu.au
ICEVI
Grace Chan, East Asia Regional Chair
Hong Kong Society for the Blind
248 Nam Cheong Street, Kowloon, Hong Kong China
Email: director@hksb.org.hk
Joseph Kwok,
Faculty of Humanities and Social Sciences
City University of Hong Kong
Ph 852-2788-8954, Fax 852-2788-8960
Email: ssjk@cityu.ed.hk
Mary MacKillop Institute of East Timorese Studies
Sister Josephine Mitchell,
PO Box 299, St Marys NSW 1790
Ph: 61-2-9623-2847, Fax 61-2-9623-1573
Website: www.nareg.com.au/mmiets/
Email: jos.mmiets@nareg.com.au
Optek Systems
Terry Kenaghan
PO Box 277, Rydalmere NSW 1701
Ph 61-2-9891-6600
Email: terryk@mpx.com.au
Oxfam (Australia)
Jose Mott
Ph 0419-158-104
Email: josem@oxfam.org.tp
Pentronics
Nigel Herring
Email: nigel@pentronics.com.au
Quantum Technology P/L
Tim Connell, Mike Ridley
PO Boxes 390, Rydalmere
Ph 61-2-9684-2077, Fax 61-2-9684-4717
Email: info@quantech.com.au
Internet: www.quantech.com.au
Royal Blind Society NSW & Blind Citizens Australia
Dr Lynne Davis
Ph 61-2-9438-5475, Fax 61-2-9436-1872, Mobile 0419 637-618
Email: jbasti@ozemail.com.au
Royal Blind Society NSW
Denise Pellow,
4 Mitchell Street, Enfield NSW 2136
Ph 61-2-9334-3333, Fax 61-2-9747-5993
Email: dpellow@rbs.org.au
Royal Institute for Deaf and Blind Children
Dr Greg Leigh
Assistant Chief Executive (Education Services)
PO Box 29
Parramatta NSW 2124
Ph: 61-2-9871-1233
Email: greg.leigh@ridbc.org.au
Royal Victorian Institute for the Blind
Christine Harding, Manager Client Services, and
Janet Cronin, Information and Referrals Coordinator
557 St Kilda Road, Prahran VIC 3181
Ph 61-3-9522-5222
Springwood East Timor Support Group
Vic O'Callaghan, Convenor
PO Box 500
Springwood NSW 2777
Ph 61-2-4751-6030, Fax 61-2-4751-9151, Mobile: 0412-703377
Email: vicliz@nvision.net.au
St Edmund's School for students with vision impairment and other special needs
Br Cyril Bosco, Principal
PO Box 582 Wahroonga NSW 2076
Ph 61-2-9487-1044, Fax 61-2-9488-9027
Email: principal@stedmunds.nsw.edu.au
APPENDIX 2 REFERENCES
Hajek, J. and Vital Tilman, A. (2001). Lonely Planet: East Timor phrasebook.
Aust: Lonely Planet Publications P/L.
McDonald, H. (2002). Insight: Birth of a nation. Sydney Morning Herald, April 18th, 2002.
Mary MacKillop Institute of East Timorese Studies (June 2002). Newsletter to
friends and benefactors. Volume 9 (2). NSW.
Ward, T, in collaboration with Das Dores Oliveira, M. and Cunha Marques, L.
(2002). Learning to speak and write Tetun. Published by Mary MacKillop Institute of East Timorese Studies.
APPENDIX 3: FULL ITINERARY
Saturday 22nd June: Travel Sydney to Darwin
Sunday 23rd June:
Travel Darwin to East Timor with Australian ETEP team
Met at airport by Dr Collette Livermore, volunteer doctor with PALMS
Journey by road to District of Aileu with ETEP team and Dr Collette
Accommodation with Maryknoll Sisters, Aileu
Monday and Tuesday 24-25th June:
Attended ETEP clinic at Maryknoll Medical Centre, Aileu town. Assessment of people in Aileu who require spectacles, eye surgery Training provided to families and people who are blind and ineligible for surgery: sighted guide technique, orientation and mobility, and cane use. Canes provided. Assessed vision of people with low vision and gave out magnifiers where appropriate.
Wednesday 26th June:
Journeyed to Fatubosa with ETEP team. Met school principal of Fatubosa School, and teacher and village chief from Kolau village. Worked with people with vision impairment (blind and low vision).
- AM: ETEP Clinic at Kirelelo Meeting place (near two villages)
- PM: ETEP clinic at HoHoLu village
Thursday 27th June: Journeyed to Liquidoe with ETEP team. Worked with people with vision impairment (blind and low vision).
- AM: ETEP Clinic at Namelesco village
- PM: ETEP Clinic at Liquidoe town.
Friday 28th June: Journeyed to Acumao village, Renexio with ETEP team. Visited local school and discussed educational needs. Worked with people with vision impairment (blind and low vision).
Saturday 29th June: Attended special religious celebrations in Town of Aileu. Bishop Belo visited Aileu.
Sunday 30th June: Travel to Dili via 4-wheel drive vehicle. Accommodation in Dili hospital with ETEP team.
Monday 1st July:
- AM: Attendance at ETEP clinic, Dili Hospital. Supported assessment process (acuity assessment, provision of spectacles, referrals to ophthalmologists for eye surgery).
- PM: Met Joanna Meluk de Jesus, Director of Fuan Nabilan, Maureen Magee, Fuan Nabilan Project Officer, and Patricia Wood-Croft Lee, BCA/RBS/RVIB Steering Committee.
Tuesday 2nd July:
- AM: Attendance at ETEP clinic, Dili Hospital.
- PM: Visited Fuan Nabilan premises. Discussion of Fuan Nabilan aims and objectives. Handover of Perkins brailler to Fuan Nabilan Director. Brief training session on beginning Braille literacy.
- PM: Fuan Nabilan staff and students given introductory O&M training byTahir Ali, Mobility Instructor, Guide Dogs Queensland.
Wednesday & Thursday, 3-4th July:
- Travel to town of Same, District of Maunfahe with Fuan Nabilan staff and Patricia Woodcroft-Lee.
- Inspection of site of planned Fuan Nabilan Rehabilitation/Independent Living community-based residential training centre.
- Attended Fuan Nabilan meetings with Government Administrator, District Education Administrator, and District Health Administrator regrading proposed rehabilitation/independent living centre.
Friday 5th July: Meetings:
- Ciara Knudsen, Division of Labour and Social Services
- Elke Ender, Just World Partners and TimorAid
- Lydia da Costa, Taibessi Special School
- Karen Andra and Heike Michel, Handicap International
- Attendance at Dili District Workshop of Division of Labour and Social Services. Theme: National Disability Policy Development and Community Awareness Raising of Disability, held at International University, Liceu.
Saturday 6th July: Return to Australia
APPENDIX 4: MAP OF TIMOR AND TRAVEL DETAILS
Source: www.un.org/peace/etimor/etimor.htm
NOTE:
The inner region of East Timor is mountainous. Roads are narrow and windy, with many parts unsealed and single lane only. Four-wheel drive vehicles are required. Travel distances between destinations should therefore be considered in time, rather than kilometres or miles.
Travel time from Dili to Aileu central township is approximately two hours.
Travel time from Dili to town of Same, District of Manufahi is approximately five hours.
APPENDIX 5: FUNDASAUN FUAN NABILAN MATAN AAT SUPPORT NEEDS
TRANSCRIPTION OF LETTER AND LISTING (from Indonesian)
The undersigned, Joana Meluk de Jesus, Director Fuan Nabilan Ba Matan Aat,
provides the following recommendation to Mrs Frances Gentle, Vision Services.
The person concerned worked in cooperation with our Foundation, Fuan Nabilan Ba Matan Aat, during her stay in Dili and the District of Maun Fahe (Sam?). It is the view of Fuan Nabilan that we need very much to continue the cooperation between Mrs Frances, an eye specialist, and our Foundation. We are therefore giving her this recommendation to use as she sees fit. For her goodwill and cooperation we extend our heartfelt thanks.
Joana Meluk de Jesus, Director
Dili, 5 July 2002
NB: With this recommendation we, Fuan Nabilan, authorize Mrs Frances to seek funding for the needs of Fuan Nabilan.
List of Items Needed by Fuan Nabilan Ba Matan Aat
Quantity | ||
|
Office Requirements |
|
1 | Computer with Windows 2000 (Complete) | 2 |
2 | Printer, Canon | 2 |
3 | Computer tables | 2 |
4 | Computer (ergonomic) chairs | 2 |
5 | Filing cabinet | 2 |
6 | Coffee table and chairs (for reception area) | 1 set (about 4 chairs) |
7 | Adaptors for computers | 2 |
8 | Fans (probably standing variety) | 2 |
9 | Printer paper (recurring expense) |
|
10 | Computer diskettes (recurring expense) |
|
|
School Requirements |
|
1 | Student desks | 24 |
2 | Seats for students | 24 |
3 | Blackboard (possibly whiteboard) | 1 |
4 | Braille writing equipment (Hand frames and styli) | 24 |
5 | Magnifiers for low vision students | 12 |
6 | Canes | 24 |
7 | Braille paper |
|
8 | Equipment for orientation and mobility (canes, sensors) |
|
9 | Books and pens for low vision students |
|
|
Requirements for music studies |
|
1 | Electric guitar (Yamaha) | 5 |
2 | Acoustic guitar (Tetun = Viola) | 2 |
3 | Ukulele | 2 |
4 | Little guitar with 4 strings (Tetun = Juk) | 2 |
5 | Yamaha organ | 1 |
6 | Piano | 1 |
7 | Harmonicas | 5 |
8 | Trumpets | 5 |
9 | Flutes | 5 |
10 | Set of drums | 1 |
|
Transport requirements |
|
1 | Hilux (Toyota 4wd) for transporting students to and from classes | 1 |
2 | Motor cycles for staff use | 2 |
3 | Bicycle (for cook) | 1 |
Requirements for school building
We are currently refurbishing an ex-BRIMOB (Indonesian army) house for use as a temporary office. This means we must seek funding to build another building for use as a school and office. For construction of this building we would need funding of US$20,000.
Requested by
Joana Meluk de Jesus
Director FNBMA
Dili, 5 July 2002
APPENDIX 6: PORTUGUESE BRAILLE CODE