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<title>ScienceDirect - International Journal of Educational Development : Goodbye conflict, hello development? Curriculum reform in Timor-Leste</title>
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</div></div></div><div class="infobubble_bottom"></div></div></td></tr></table></div></div><div class="infobubble-container"><div class="mlktLink" id="mlktLinkArt_2"><table cellpadding="0" cellspacing="0" border="0"><tr><td valign="top" style="padding: 5px 5px 0px 5px"><img src="/scidirimg/bullet_square.gif" alt=""></td><td onMouseOver="InfoBubble.show('infoBubbleArt_2','mlktLinkArt_2','iFrameArt_2')" onMouseOut="InfoBubble.timeout()"><a href="/science?_ob=ArticleURL&_udi=B73FJ-4XVBJT6-7&_user=10&_origUdi=B6VD7-52VP381-2&_fmt=high&_coverDate=11%2F30%2F2009&_rdoc=1&_orig=article&_origin=article&_zone=related_art&_acct=C000050221&_version=1&_urlVersion=0&_userid=10&md5=ba77033e07a7f3494338a407efd5c2f1">Attitudes towards the legal context of unsafe abortion ...<br><i>Reproductive Health Matters</i></a><br><iframe id="iFrameArt_2" frameborder="0" scrolling="no" style="display:none;position:absolute;z-index:1;filter:progid:DXImageTransform.Microsoft.Chroma(Color='#FFFFFF');"></iframe><div class="infobubble" id="infoBubbleArt_2" ><div class="infobubble_mid"><div class="infobubble_border"><table cellpadding="0" cellspacing="0" width="100%"><tr><td style="padding:0px 11px 0px 11px"><div style="float:right; padding-left:5px"><a onclick="InfoBubble.hide()"><img src="/scidirimg/btn_xclose.gif" alt="Close" title="Close" onmouseover="javascript:this.src='/scidirimg/btn_xclose_hov.gif';" onmouseout="javascript:this.src='/scidirimg/btn_xclose.gif';"></a></div><img border="0" src="/scidirimg/jrn_nsub.gif" alt="You are not entitled to access the full text of this document" title="You are not entitled to access the full text of this document" width="16" height="16" >&nbsp;<b><a href="http://www.sciencedirect.com/science?_ob=ArticleURL&_udi=B73FJ-4XVBJT6-7&_user=10&_coverDate=11%2F30%2F2009&_rdoc=1&_fmt=high&_orig=article&_origin=article&_zone=related_art_hover&_cdi=11500&_sort=v&_docanchor=&view=c&_acct=C000050221&_version=1&_urlVersion=0&_userid=10&md5=eceb11837e33df5bbab2a24312180c52&searchtype=a">Attitudes towards the legal context of unsafe abortion in Timor-Leste</a>&nbsp;&nbsp;<span style="font-size: 0.92em; color: #7e7e7e; white-space:nowrap;">Original Research Article</span></b><br><i>Reproductive Health Matters</i>, <i>Volume 17, Issue 34</i>, <i>November 2009</i>, <i>Pages 55-64</i><br>Suzanne Belton, Andrea Whittaker, Zulmira Fonseca, Tanya Wells-Brown, Patricia Pais<br><br><b>Abstract</b><br><div class="mlktScroll"><div style="line-height:150%">The new Penal Code in 2009 was an opportunity for Timor-Leste to allow some legal grounds for abortion, which was highly restricted under Indonesian rule. Public debate was contentious before ratification of the new code, which allowed abortion to save a woman&#x2019;s life and health. A month later, 13 amendments to the code were passed, highly restricting abortion again. This paper describes the socio-legal context of unsafe abortion in Timor-Leste, based on research in 2006&#x2013;08 on national laws and policies and interviews with legal professionals, police, doctors and midwives, and community-based focus group discussions. Data on unsafe abortions in Timor-Leste are rarely recorded. A small number of cases of abortion and infanticide are reported but are rarely prosecuted, due to deficiencies in evidence and procedure. While there are voices supporting law reform, the Roman Catholic church heavily influences public policy and opinion. Professional views on when abortion should be legal varied, but in the community people believed that saving women&#x2019;s lives was paramount and came before the law. The revised Penal Code is insufficient to reduce unsafe abortion and maternal mortality. Change will be slow, but access to safe abortion and modern contraception are crucial to women&#x2019;s ability to participate fully as citizens in Timor-Leste.</div><br><div style="line-height:150%"><h3 class="h3">R&#xe9;sum&#xe9;</h3><abs language="fr"><p>En 2008, le nouveau code p&#xe9;nal &#xe9;tait l&#x2019;occasion pour le Timor&#x2013;Leste d&#x2019;autoriser dans certains cas l&#x2019;avortement, qui &#xe9;tait strictement limit&#xe9; sous le r&#xe9;gime indon&#xe9;sien. Le d&#xe9;bat public a fait rage avant la ratification du nouveau code, qui permettait &#xe0; la femme d&#x2019;avorter pour sauver sa vie et sa sant&#xe9;. Un mois apr&#xe8;s, 13 amendements au code &#xe9;taient adopt&#xe9;s, restreignant de nouveau s&#xe9;v&#xe8;rement l&#x2019;avortement. L&#x2019;article d&#xe9;crit le contexte socio-juridique de l&#x2019;avortement &#xe0; risque au Timor-Leste, sur la base de recherches en 2006&#x2013;2008 sur les l&#xe9;gislations et les politiques nationales et d&#x2019;entretiens avec des juristes, des officiers de police, des m&#xe9;decins et des sages-femmes, ainsi que de discussions de groupe &#xe0; assise communautaire. Au Timor-Leste, les donn&#xe9;es sur les avortements &#xe0; risque ne sont gu&#xe8;re enregistr&#xe9;es. Un petit nombre d&#x2019;avortements et d&#x2019;infanticides sont notifi&#xe9;s, mais ils font rarement l&#x2019;objet de poursuites, par manque de preuves et de proc&#xe9;dures efficaces. Des voix soutiennent la r&#xe9;forme l&#xe9;gislative, mais l&#x2019;&#xc9;glise catholique romaine influence profond&#xe9;ment la politique publique et l&#x2019;opinion. Les avis professionnels divergeaient sur les motifs l&#xe9;gaux d&#x2019;avortement, mais l&#x2019;opinion estimait que sauver la vie de la femme &#xe9;tait primordial et passait avant la loi. Le code p&#xe9;nal r&#xe9;vis&#xe9; est insuffisant pour r&#xe9;duire les avortements &#xe0; risque et la mortalit&#xe9; maternelle. Les changements seront lents, mais l&#x2019;acc&#xe8;s &#xe0; l&#x2019;avortement sans risque et &#xe0; la contraception moderne est capital pour que les femmes participent pleinement en qualit&#xe9; de citoyennes du Timor-Leste.</abs><h3 class="h3">Resumen</h3><abs language="es"><p>El nuevo C&#xf3;digo Penal de 2009 fue la oportunidad de Timor-Leste de permitir causales para el aborto, que era muy restringido bajo el gobierno de Indonesia. El debate p&#xfa;blico era pol&#xe9;mico antes de la ratificaci&#xf3;n del nuevo c&#xf3;digo, que permiti&#xf3; el aborto para salvar la vida y la salud de la mujer. Un mes despu&#xe9;s, se aprobaron 13 enmiendas al c&#xf3;digo, que volvieron a restringir el aborto. En este art&#xed;culo se describe el contexto socio-jur&#xed;dico del aborto inseguro en Timor-Leste, de acuerdo con investigaciones realizadas en 2006&#x2013;08 sobre las leyes y pol&#xed;ticas nacionales y entrevistas con profesionales jur&#xed;dicos, polic&#xed;as, m&#xe9;dicos y parteras profesionales, y discusiones en grupos focales comunitarios. Rara vez se registran datos sobre el aborto inseguro en Timor-Leste. Un peque&#xf1;o n&#xfa;mero de casos de aborto e infanticidio son denunciados pero rara vez enjuiciados, debido a deficiencias en evidencia y procesos. Aunque hay voces que apoyan la reforma de ley, la Iglesia romana cat&#xf3;lica tiene una gran influencia sobre la pol&#xed;tica y opini&#xf3;n p&#xfa;blica. Los puntos de vista profesionales en cuanto a cu&#xe1;ndo el aborto deber&#xed;a ser legal variaban, pero en la comunidad la gente cre&#xed;a que salvar la vida de las mujeres es lo primordial y se debe anteponer a la ley. El C&#xf3;digo Penal revisado no es suficiente para disminuir las tasas de aborto inseguro y mortalidad materna. Los cambios ser&#xe1;n lentos, pero el acceso al aborto seguro y anticonceptivos modernos es imperativo para que las mujeres puedan participar plenamente como ciudadanas de Timor-Leste.</abs></div></div><br></td></tr></table><div class="infobubble_doclinks"><a href="http://www.sciencedirect.com/science?_ob=MImg&_imagekey=B73FJ-4XVBJT6-7-1&_cdi=11500&_user=10&_pii=S0968808009344705&_origin=article&_zone=related_art_hover&_coverDate=11%2F30%2F2009&_sk=999829965&view=c&wchp=dGLbVzW-zSkWA&md5=69cd47df2149e2b12ba584ea75599a5d&ie=/sdarticle.pdf"><img name="pdf" class="pdfImageLink" style="vertical-align:middle" border="0" src="http://www.sciencedirect.com/scidirimg/icon_pdf.gif" alt=""> Purchase article PDF (170 K)</a>
</div></div></div><div class="infobubble_bottom"></div></div></td></tr></table></div></div><div class="infobubble-container"><div class="mlktLink" id="mlktLinkArt_3"><table cellpadding="0" cellspacing="0" border="0"><tr><td valign="top" style="padding: 5px 5px 0px 5px"><img src="/scidirimg/bullet_square.gif" alt=""></td><td onMouseOver="InfoBubble.show('infoBubbleArt_3','mlktLinkArt_3','iFrameArt_3')" onMouseOut="InfoBubble.timeout()"><a href="/science?_ob=ArticleURL&_udi=B6VD7-4DD948R-7&_user=10&_origUdi=B6VD7-52VP381-2&_fmt=high&_coverDate=11%2F30%2F2004&_rdoc=1&_orig=article&_origin=article&_zone=related_art&_acct=C000050221&_version=1&_urlVersion=0&_userid=10&md5=88dca064107cfa40dd4dc8483bea171b">Educational development in East Timor<br><i>International Journal of Educational Development</i></a><br><iframe id="iFrameArt_3" frameborder="0" scrolling="no" style="display:none;position:absolute;z-index:1;filter:progid:DXImageTransform.Microsoft.Chroma(Color='#FFFFFF');"></iframe><div class="infobubble" id="infoBubbleArt_3" ><div class="infobubble_mid"><div class="infobubble_border"><table cellpadding="0" cellspacing="0" width="100%"><tr><td style="padding:0px 11px 0px 11px"><div style="float:right; padding-left:5px"><a onclick="InfoBubble.hide()"><img src="/scidirimg/btn_xclose.gif" alt="Close" title="Close" onmouseover="javascript:this.src='/scidirimg/btn_xclose_hov.gif';" onmouseout="javascript:this.src='/scidirimg/btn_xclose.gif';"></a></div><img border="0" src="/scidirimg/jrn_nsub.gif" alt="You are not entitled to access the full text of this document" title="You are not entitled to access the full text of this document" width="16" height="16" >&nbsp;<b><a href="http://www.sciencedirect.com/science?_ob=ArticleURL&_udi=B6VD7-4DD948R-7&_user=10&_coverDate=11%2F30%2F2004&_rdoc=1&_fmt=high&_orig=article&_origin=article&_zone=related_art_hover&_cdi=5975&_sort=v&_docanchor=&view=c&_acct=C000050221&_version=1&_urlVersion=0&_userid=10&md5=20a309a776349480bb7a7b77a7db1b62&searchtype=a">Educational development in East Timor</a>&nbsp;&nbsp;<span style="font-size: 0.92em; color: #7e7e7e; white-space:nowrap;">Original Research Article</span></b><br><i>International Journal of Educational Development</i>, <i>Volume 24, Issue 6</i>, <i>November 2004</i>, <i>Pages 721-737</i><br>Yiftach Millo, Jon Barnett<br><br><b>Abstract</b><br><div class="mlktScroll"><div style="line-height:150%">This paper examines educational development in East Timor. It is particularly concerned with the period between October 1999 and May 2002 when the country was governed by the United Nations Transitional Administration in East Timor (UNTAET). The paper argues that UNTAET missed an important opportunity to implement the transformation in education that was called for by Timorese leaders. This was in part due to the extensive damage to East Timor&#x2019;s education system as a result of Indonesia&#x2019;s violent withdrawal in 1999. It was also due to the UNTAET period being the latest phase of a long history of external actors seeking to govern East Timor. As another (albeit far more benign) external actor, UNTAET&#x2019;s efforts in the educational sector lacked legitimacy and thus popular acceptance from the people of East Timor.</div></div><br></td></tr></table><div class="infobubble_doclinks"><a href="http://www.sciencedirect.com/science?_ob=MImg&_imagekey=B6VD7-4DD948R-7-1&_cdi=5975&_user=10&_pii=S0738059304000562&_origin=article&_zone=related_art_hover&_coverDate=11%2F30%2F2004&_sk=999759993&view=c&wchp=dGLbVzW-zSkWA&md5=773addbc3bbaa07a6e8cac15eb6ed19a&ie=/sdarticle.pdf"><img name="pdf" class="pdfImageLink" style="vertical-align:middle" border="0" src="http://www.sciencedirect.com/scidirimg/icon_pdf.gif" alt=""> Purchase article PDF (188 K)</a>
</div></div></div><div class="infobubble_bottom"></div></div></td></tr></table></div></div><div class="infobubble-container"><div class="mlktLink" id="mlktLinkArt_4"><table cellpadding="0" cellspacing="0" border="0"><tr><td valign="top" style="padding: 5px 5px 0px 5px"><img src="/scidirimg/bullet_square.gif" alt=""></td><td onMouseOver="InfoBubble.show('infoBubbleArt_4','mlktLinkArt_4','iFrameArt_4')" onMouseOut="InfoBubble.timeout()"><a href="/science?_ob=ArticleURL&_udi=B6VD7-4DPC4CY-2&_user=10&_origUdi=B6VD7-52VP381-2&_fmt=high&_coverDate=11%2F30%2F2004&_rdoc=1&_orig=article&_origin=article&_zone=related_art&_acct=C000050221&_version=1&_urlVersion=0&_userid=10&md5=ed0f100c6516a82f468fa4daa8bcf8bb">Editorial<br><i>International Journal of Educational Development</i></a><br><iframe id="iFrameArt_4" frameborder="0" scrolling="no" style="display:none;position:absolute;z-index:1;filter:progid:DXImageTransform.Microsoft.Chroma(Color='#FFFFFF');"></iframe><div class="infobubble" id="infoBubbleArt_4" ><div class="infobubble_mid"><div class="infobubble_border"><table cellpadding="0" cellspacing="0" width="100%"><tr><td style="padding:0px 11px 0px 11px"><div style="float:right; padding-left:5px"><a onclick="InfoBubble.hide()"><img src="/scidirimg/btn_xclose.gif" alt="Close" title="Close" onmouseover="javascript:this.src='/scidirimg/btn_xclose_hov.gif';" onmouseout="javascript:this.src='/scidirimg/btn_xclose.gif';"></a></div><img border="0" src="/scidirimg/jrn_nsub.gif" alt="You are not entitled to access the full text of this document" title="You are not entitled to access the full text of this document" width="16" height="16" >&nbsp;<b><a href="http://www.sciencedirect.com/science?_ob=ArticleURL&_udi=B6VD7-4DPC4CY-2&_user=10&_coverDate=11%2F30%2F2004&_rdoc=1&_fmt=high&_orig=article&_origin=article&_zone=related_art_hover&_cdi=5975&_sort=v&_docanchor=&view=c&_acct=C000050221&_version=1&_urlVersion=0&_userid=10&md5=056edb88b258ce651c05598f5e801cf9&searchtype=a">Editorial</a>&nbsp;&nbsp;<span style="font-size: 0.92em; color: #7e7e7e; white-space:nowrap;"></span></b><br><i>International Journal of Educational Development</i>, <i>Volume 24, Issue 6</i>, <i>November 2004</i>, <i>Pages 581-584</i><br>Keith Watson<br><br></td></tr></table><div class="infobubble_doclinks"><a href="http://www.sciencedirect.com/science?_ob=MImg&_imagekey=B6VD7-4DPC4CY-2-1&_cdi=5975&_user=10&_pii=S0738059304001312&_origin=article&_zone=related_art_hover&_coverDate=11%2F30%2F2004&_sk=999759993&view=c&wchp=dGLbVzW-zSkWA&md5=2951f0c60f9501defd24933525ac583c&ie=/sdarticle.pdf"><img name="pdf" class="pdfImageLink" style="vertical-align:middle" border="0" src="http://www.sciencedirect.com/scidirimg/icon_pdf.gif" alt=""> Purchase article PDF (61 K)</a>
</div></div></div><div class="infobubble_bottom"></div></div></td></tr></table></div></div><div class="infobubble-container"><div class="mlktLink" id="mlktLinkArt_5"><table cellpadding="0" cellspacing="0" border="0"><tr><td valign="top" style="padding: 5px 5px 0px 5px"><img src="/scidirimg/bullet_square.gif" alt=""></td><td onMouseOver="InfoBubble.show('infoBubbleArt_5','mlktLinkArt_5','iFrameArt_5')" onMouseOut="InfoBubble.timeout()"><a href="/science?_ob=ArticleURL&_udi=B6VC6-4V75HP1-1&_user=10&_origUdi=B6VD7-52VP381-2&_fmt=high&_coverDate=02%2F28%2F2009&_rdoc=1&_orig=article&_origin=article&_zone=related_art&_acct=C000050221&_version=1&_urlVersion=0&_userid=10&md5=1eb99fce79db8e175ad464b9c055bb04">Changes in Subjective Well-Being in Timor-Leste on the ...<br><i>World Development</i></a><br><iframe id="iFrameArt_5" frameborder="0" scrolling="no" style="display:none;position:absolute;z-index:1;filter:progid:DXImageTransform.Microsoft.Chroma(Color='#FFFFFF');"></iframe><div class="infobubble" id="infoBubbleArt_5" ><div class="infobubble_mid"><div class="infobubble_border"><table cellpadding="0" cellspacing="0" width="100%"><tr><td style="padding:0px 11px 0px 11px"><div style="float:right; padding-left:5px"><a onclick="InfoBubble.hide()"><img src="/scidirimg/btn_xclose.gif" alt="Close" title="Close" onmouseover="javascript:this.src='/scidirimg/btn_xclose_hov.gif';" onmouseout="javascript:this.src='/scidirimg/btn_xclose.gif';"></a></div><img border="0" src="/scidirimg/jrn_nsub.gif" alt="You are not entitled to access the full text of this document" title="You are not entitled to access the full text of this document" width="16" height="16" >&nbsp;<b><a href="http://www.sciencedirect.com/science?_ob=ArticleURL&_udi=B6VC6-4V75HP1-1&_user=10&_coverDate=02%2F28%2F2009&_rdoc=1&_fmt=high&_orig=article&_origin=article&_zone=related_art_hover&_cdi=5946&_sort=v&_docanchor=&view=c&_acct=C000050221&_version=1&_urlVersion=0&_userid=10&md5=30f0eb1af2ae9916237d15c1560452b1&searchtype=a">Changes in Subjective Well-Being in Timor-Leste on the Path to Independence</a>&nbsp;&nbsp;<span style="font-size: 0.92em; color: #7e7e7e; white-space:nowrap;">Original Research Article</span></b><br><i>World Development</i>, <i>Volume 37, Issue 2</i>, <i>February 2009</i>, <i>Pages 371-384</i><br>Kaspar Richter<br><br><b>Abstract</b><br><div class="mlktScroll"><div style="line-height:150%"><h3 class="h3">Summary</h3>In countries emerging from ethnic and civil conflict, standard approaches to measuring trends in well-being do not account for the empowerment of the population due to the political liberalization, which is critical for the successful implementation of zero-generation reforms. They also fail to do justice to the often massive population displacement unleashed by the violence which makes a comparison of living standards from before to after the conflict problematic. Using the example of Timor-Leste, this paper demonstrates how subjective, objective, and recall information collected through a cross-sectional household survey can be combined to provide a rich profile of trends in well-being from the pre- to post-conflict stage. By differencing across pre- and post-conflict periods, the regression estimates are robust with regard to psychological attributes or other time-invariant personal traits. The analysis shows that the changes in self-rated welfare and power in Timor-Leste broadly corresponded to changes recorded by objective indicators of economic resources, economic shocks, and ethno-linguistic status.</div></div><br></td></tr></table><div class="infobubble_doclinks"><a href="http://www.sciencedirect.com/science?_ob=MImg&_imagekey=B6VC6-4V75HP1-1-1&_cdi=5946&_user=10&_pii=S0305750X08001575&_origin=article&_zone=related_art_hover&_coverDate=02%2F28%2F2009&_sk=999629997&view=c&wchp=dGLbVzW-zSkWA&md5=ffadebe69da6a939a63b44d54c699c18&ie=/sdarticle.pdf"><img name="pdf" class="pdfImageLink" style="vertical-align:middle" border="0" src="http://www.sciencedirect.com/scidirimg/icon_pdf.gif" alt=""> Purchase article PDF (173 K)</a>
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<div id="mlktList_ref"><div class="infobubble-container"><div class="mlktLink" id="mlktLinkRef_1"><table cellpadding="0" cellspacing="0" border="0"><tr><td valign="top" style="padding: 5px 5px 0px 5px"><img src="/scidirimg/bullet_square.gif" alt=""></td><td onMouseOver="InfoBubble.show('infoBubbleRef_1','mlktLinkRef_1','iFrameRef_1')" onMouseOut="InfoBubble.timeout()"><a href="/science?_ob=ArticleURL&_udi=B735N-502X2YT-T3&_user=10&_origUdi=B6VD7-52VP381-2&_fmt=high&_coverDate=06%2F01%2F2010&_rdoc=1&_orig=article&_origin=article&_zone=related_ref&_acct=C000050221&_version=1&_urlVersion=0&_userid=10&md5=6a68ae1bcbfb91edec5450be35676485">Curriculum and Globalization: Higher Education<br><i>International Encyclopedia of Education</i></a><br><iframe id="iFrameRef_1" frameborder="0" scrolling="no" style="display:none;position:absolute;z-index:1;filter:progid:DXImageTransform.Microsoft.Chroma(Color='#FFFFFF');"></iframe><div class="infobubble" id="infoBubbleRef_1" ><div class="infobubble_mid"><div class="infobubble_border"><table cellpadding="0" cellspacing="0" width="100%"><tr><td style="padding:0px 11px 0px 11px"><div style="float:right; padding-left:5px"><a onclick="InfoBubble.hide()"><img src="/scidirimg/btn_xclose.gif" alt="Close" title="Close" onmouseover="javascript:this.src='/scidirimg/btn_xclose_hov.gif';" onmouseout="javascript:this.src='/scidirimg/btn_xclose.gif';"></a></div><img border="0" src="/scidirimg/jrn_nsub.gif" alt="You are not entitled to access the full text of this document" title="You are not entitled to access the full text of this document" width="16" height="16" >&nbsp;<b><a href="http://www.sciencedirect.com/science?_ob=ArticleURL&_udi=B735N-502X2YT-T3&_user=10&_coverDate=06%2F01%2F2010&_rdoc=1&_fmt=high&_orig=article&_origin=article&_zone=related_ref_hover&_cdi=11279&_sort=v&_docanchor=&view=c&_acct=C000050221&_version=1&_urlVersion=0&_userid=10&md5=ab1254d0e551ebb93499fd3cb480e084&searchtype=a">Curriculum and Globalization: Higher Education</a></b><br><i>International Encyclopedia of Education</i>, <i>2010</i>, <i>Pages 403-410</i><br>K.H. Mok<br><br><b>Abstract</b><br><div class="mlktScroll"><div style="line-height:150%">The rise of the knowledge-based economy has considerably transformed not only the higher education systems but also the underlying values and the design of curricula in higher education. In order to enhance the global competence of university graduates, universities across different parts of the globe have started comprehensive reviews of the curricula and introduced new strategies to transform the university learning and teaching approach from the teacher-centered orientation to a more student-centered orientation. Acknowledging the growing needs to better prepare students for living and working in an increasingly culturally diverse and socially complex world, universities not only in the West but also in the East have developed new teaching and learning strategies to promote multiculturalism and internationalization of curricula. This article is set out in this background to examine what major values underlying the design of new curricula in coping with the globalization challenges and what are the major curriculum changes. The article concludes with a critical reflection on globalization and curriculum changes.</div></div><br></td></tr></table><div class="infobubble_doclinks"><a href="http://www.sciencedirect.com/science?_ob=MiamiImageURL&_imagekey=B735N-502X2YT-T3-1&_cdi=11279&_user=10&_pii=B978008044894701589X&_check=y&_origin=article&_zone=related_ref_hover&_coverDate=06%2F01%2F2010&view=c&wchp=dGLbVzW-zSkWA&md5=f75597db8f37c19154ce15b03b3b47f6&ie=/sdarticle.pdf"><img name="pdf" class="pdfImageLink" style="vertical-align:middle" border="0" src="http://www.sciencedirect.com/scidirimg/icon_pdf.gif" alt=""> Purchase article PDF (115 K)</a></div></div></div><div class="infobubble_bottom"></div></div></td></tr></table></div></div><div class="infobubble-container"><div class="mlktLink" id="mlktLinkRef_2"><table cellpadding="0" cellspacing="0" border="0"><tr><td valign="top" style="padding: 5px 5px 0px 5px"><img src="/scidirimg/bullet_square.gif" alt=""></td><td onMouseOver="InfoBubble.show('infoBubbleRef_2','mlktLinkRef_2','iFrameRef_2')" onMouseOut="InfoBubble.timeout()"><a href="/science?_ob=ArticleURL&_udi=B9BWK-4WNFN11-H&_user=10&_origUdi=B6VD7-52VP381-2&_fmt=high&_coverDate=08%2F04%2F2009&_rdoc=1&_orig=article&_origin=article&_zone=related_ref&_acct=C000050221&_version=1&_urlVersion=0&_userid=10&md5=ab3319c864afaed8aea4ed6708765738">Aid<br><i>International Encyclopedia of Human Geography</i></a><br><iframe id="iFrameRef_2" frameborder="0" scrolling="no" style="display:none;position:absolute;z-index:1;filter:progid:DXImageTransform.Microsoft.Chroma(Color='#FFFFFF');"></iframe><div class="infobubble" id="infoBubbleRef_2" ><div class="infobubble_mid"><div class="infobubble_border"><table cellpadding="0" cellspacing="0" width="100%"><tr><td style="padding:0px 11px 0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Goodbye conflict, hello development? Curriculum reform in Timor-Leste </div><!-- articleText -->

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</script></div><div class="refMsg nojs"><br><br><br>References and further reading may be available for this article. To view references and further reading you must <a href="http://www.sciencedirect.com/science?_ob=ArticleURL&_udi=B6VD7-52VP381-2&_user=10&_coverDate=05%2F14%2F2011&_rdoc=1&_fmt=full&_orig=gateway&_origin=gateway&_cdi=5975&_sort=d&_docanchor=&view=c&_acct=C000050221&_version=1&_urlVersion=0&_userid=10&md5=64d5c1a57d221e6716199bab893dbfd2&searchtype=a">purchase</a> this article.<br><br></div><!-- refMsg -->
<p><strong>Ritesh Shah<a href="#implicit0" onclick="toggleTabs('unsubTab')"><sup>a</sup></a><sup>, </sup><a href="mailto:r.shah@auckland.ac.nz"><sup><img src="http://www.sciencedirect.com/scidirimg/entities/REemail.gif" alt="E-mail The Corresponding Author" title="E-mail The Corresponding Author" border="0"></sup></a></strong></p> <div class="svAuthor"></div><!-- Author -->

<div class="articleText authorsNoEnt"><div id="authorsAnchors" class="authorsNoEnt">
<p><a name="implicit0"></a><sup>a</sup> Faculty of Education, University of Auckland, Private Bag 92601, Symonds St., Auckland 1150, New Zealand</p> </div>
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<div class="articleText">
Received 19 February 2010;&#xa0; </div><!-- articleText --><div class="articleText">revised 12 March 2011;&#xa0; </div><!-- articleText --><div class="articleText">accepted 15 April 2011.&#xa0; </div><!-- articleText --><div class="articleText">Available online 14 May 2011.  </div><!-- articleText -->

<br><div class="articleText"></div><!-- articleText --><div class="toBeIgnored"></div><!-- toBeIgnored --><div class="svAbstract"><div class="articleText"><div class="articleText_indent"></div><!-- svAbstract -->
<h3 class="h3">Abstract</h3><a name="spar0005"></a><p>Motivations to reform curriculum in post-conflict, or post-colonial states are often driven by the need to (re) construct a cohesive and publicly legitimated national identity that is starkly different to that which existed prior. This paper explores the context behind such action in the Timor-Leste (East Timor) and some challenges which policy makers and citizens have wrestled with in developing and implementing the country's first post-independence primary curriculum. The author argues that specific aspects of this new curriculum have effectively alienated and/or divided large segments of its population, despite a desire for the reforms to result in a more inclusive, democratic and distinctly &#x201c;Timorese&#x201d; educational system. The assertion is that the desire to institute change rapidly after independence has in fact hampered the ability of the reforms to constructively serve the political and social project of nation building. The paper cautions that education's role in promoting human development, and reducing the triggers of conflict in this country hang in the balance as long as this new curriculum fails to deliver on its aspirations.</p> </div></div><!-- articleText -->

<div class="articleText svKeywords">
<p><strong>Keywords: </strong>Curriculum reform; Post-conflict education; East Timor</p> </div><!-- articleText -->

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<h3 class="h3">Article Outline</h3><dl>1. <dt><a href="http://www.sciencedirect.com/science?_ob=ArticleURL&_udi=B6VD7-52VP381-2&_user=10&_coverDate=05%2F14%2F2011&_rdoc=1&_fmt=full&_orig=gateway&_origin=gateway&_cdi=5975&_sort=d&_docanchor=&view=c&_acct=C000050221&_version=1&_urlVersion=0&_userid=10&md5=64d5c1a57d221e6716199bab893dbfd2&searchtype=a#sec0005">Introduction</a></dt></dl><dl>2. <dt><a href="http://www.sciencedirect.com/science?_ob=ArticleURL&_udi=B6VD7-52VP381-2&_user=10&_coverDate=05%2F14%2F2011&_rdoc=1&_fmt=full&_orig=gateway&_origin=gateway&_cdi=5975&_sort=d&_docanchor=&view=c&_acct=C000050221&_version=1&_urlVersion=0&_userid=10&md5=64d5c1a57d221e6716199bab893dbfd2&searchtype=a#sec0010">A context for change in timor-leste</a></dt></dl><dl>3. <dt><a href="http://www.sciencedirect.com/science?_ob=ArticleURL&_udi=B6VD7-52VP381-2&_user=10&_coverDate=05%2F14%2F2011&_rdoc=1&_fmt=full&_orig=gateway&_origin=gateway&_cdi=5975&_sort=d&_docanchor=&view=c&_acct=C000050221&_version=1&_urlVersion=0&_userid=10&md5=64d5c1a57d221e6716199bab893dbfd2&searchtype=a#sec0015">Building a nation through curriculum reform</a></dt></dl><dl>4. <dt><a href="http://www.sciencedirect.com/science?_ob=ArticleURL&_udi=B6VD7-52VP381-2&_user=10&_coverDate=05%2F14%2F2011&_rdoc=1&_fmt=full&_orig=gateway&_origin=gateway&_cdi=5975&_sort=d&_docanchor=&view=c&_acct=C000050221&_version=1&_urlVersion=0&_userid=10&md5=64d5c1a57d221e6716199bab893dbfd2&searchtype=a#sec0020">Context and consequences of reform in timor-leste</a></dt><dd>4.1. <a href="http://www.sciencedirect.com/science?_ob=ArticleURL&_udi=B6VD7-52VP381-2&_user=10&_coverDate=05%2F14%2F2011&_rdoc=1&_fmt=full&_orig=gateway&_origin=gateway&_cdi=5975&_sort=d&_docanchor=&view=c&_acct=C000050221&_version=1&_urlVersion=0&_userid=10&md5=64d5c1a57d221e6716199bab893dbfd2&searchtype=a#sec0025">Language of instruction</a></dd><dd>4.2. <a href="http://www.sciencedirect.com/science?_ob=ArticleURL&_udi=B6VD7-52VP381-2&_user=10&_coverDate=05%2F14%2F2011&_rdoc=1&_fmt=full&_orig=gateway&_origin=gateway&_cdi=5975&_sort=d&_docanchor=&view=c&_acct=C000050221&_version=1&_urlVersion=0&_userid=10&md5=64d5c1a57d221e6716199bab893dbfd2&searchtype=a#sec0030">Place of religion in the curriculum</a></dd><dd>4.3. <a href="http://www.sciencedirect.com/science?_ob=ArticleURL&_udi=B6VD7-52VP381-2&_user=10&_coverDate=05%2F14%2F2011&_rdoc=1&_fmt=full&_orig=gateway&_origin=gateway&_cdi=5975&_sort=d&_docanchor=&view=c&_acct=C000050221&_version=1&_urlVersion=0&_userid=10&md5=64d5c1a57d221e6716199bab893dbfd2&searchtype=a#sec0035">Teaching tales of Timorese history</a></dd></dl><dl>5. <dt><a href="http://www.sciencedirect.com/science?_ob=ArticleURL&_udi=B6VD7-52VP381-2&_user=10&_coverDate=05%2F14%2F2011&_rdoc=1&_fmt=full&_orig=gateway&_origin=gateway&_cdi=5975&_sort=d&_docanchor=&view=c&_acct=C000050221&_version=1&_urlVersion=0&_userid=10&md5=64d5c1a57d221e6716199bab893dbfd2&searchtype=a#sec0040">Conclusion</a></dt></dl><dl><dt><a href="http://www.sciencedirect.com/science?_ob=ArticleURL&_udi=B6VD7-52VP381-2&_user=10&_coverDate=05%2F14%2F2011&_rdoc=1&_fmt=full&_orig=gateway&_origin=gateway&_cdi=5975&_sort=d&_docanchor=&view=c&_acct=C000050221&_version=1&_urlVersion=0&_userid=10&md5=64d5c1a57d221e6716199bab893dbfd2&searchtype=a#ack001">Acknowledgements</a></dt></dl><dl><dt><a href="http://www.sciencedirect.com/science?_ob=ArticleURL&_udi=B6VD7-52VP381-2&_user=10&_coverDate=05%2F14%2F2011&_rdoc=1&_fmt=full&_orig=gateway&_origin=gateway&_cdi=5975&_sort=d&_docanchor=&view=c&_acct=C000050221&_version=1&_urlVersion=0&_userid=10&md5=64d5c1a57d221e6716199bab893dbfd2&searchtype=a#bibl001">References</a></dt></dl> </div><!-- articleText -->


<div class="figTblUpiOuter svArticle"><div class="textboxdefaultfig"><div class="graphTextOnly" style="display:none;"><div class="graphText"><a name="tbl0005"></a><span class="nodefault">Table 1. </span><span class="nodefault"><a name="spar0020"></a>Contributions of development partners to primary education 2003&#x2013;2008 (<a name="bbib0220"></a><span class="refPreview" id="refp_1"></span><a  onclick="toggleTabs('fullTab')" href="http://www.sciencedirect.com/science?_ob=ArticleURL&_udi=B6VD7-52VP381-2&_user=10&_coverDate=05%2F14%2F2011&_rdoc=1&_fmt=full&_orig=gateway&_origin=gateway&_cdi=5975&_sort=d&_docanchor=&view=c&_acct=C000050221&_version=1&_urlVersion=0&_userid=10&md5=64d5c1a57d221e6716199bab893dbfd2&searchtype=a#bib0220" onmouseover="RefPreview.showRef(event,'ref_bib0220','refp_1')" onmouseout="RefPreview.hideRef()">MoE, 2009</a>, p. 32).</span> <img border="0" src="/scidirimg/sci_dir/tbl_icon.gif" title="View table in article"alt="View table in article"/><br><a name="tblfn0005"></a><sup>a</sup>&#xa0;<i>Lafaek</i> was a publication that was produced by CARE International, in partnership with the Ministry of Education. It was intended to be a supplementary bilingual (Tetum/Portuguese) resource to teach students about the natural and social sciences. It was one of the only instructional materials produced for Timorese by Timorese for a number of years (<a name="bbib0130"></a><span class="refPreview" id="refp_2"></span><a  onclick="toggleTabs('fullTab')" href="http://www.sciencedirect.com/science?_ob=ArticleURL&_udi=B6VD7-52VP381-2&_user=10&_coverDate=05%2F14%2F2011&_rdoc=1&_fmt=full&_orig=gateway&_origin=gateway&_cdi=5975&_sort=d&_docanchor=&view=c&_acct=C000050221&_version=1&_urlVersion=0&_userid=10&md5=64d5c1a57d221e6716199bab893dbfd2&searchtype=a#bib0130" onmouseover="RefPreview.showRef(event,'ref_bib0130','refp_2')" onmouseout="RefPreview.hideRef()">Heyward, 2005</a>). In late 2010, <i>Lafaek</i> was discontinued by the Ministry of Education.<div class="graphTextOnly" style="display:none;"><br><a href="http://www.sciencedirect.com/science?_ob=ArticleURL&_udi=B6VD7-52VP381-2&_user=10&_coverDate=05%2F14%2F2011&_rdoc=1&_fmt=full&_orig=gateway&_origin=gateway&_cdi=5975&_sort=d&_docanchor=&view=c&_acct=C000050221&_version=1&_urlVersion=0&_userid=10&md5=64d5c1a57d221e6716199bab893dbfd2&searchtype=a#tbl0005" onmouseover="javascript:this.style.cursor='pointer'"><span class="viewWithinBtn" style="background-image:url(/scidirimg/midbg.gif)">View Within Article</span><!--ViewWithinBtn--></a><br></div><!--graphTextOnly--></div><!--graphText--></div><!-- graphTextOnly --></div></div> 







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