After Timor-Leste gained its liberation in 1999 many institutions such as UN agencies, the non-formal education division of the Ministry of Education and Culture, bilateral aid partners, international and national NGOs, the Catholic Church, women and youth organizations ran adult literacy programs in different districts of Timor-Leste. Some of the literacy facilitators were paid while others volunteered to teach non-literates. Approaches or methods used to implement their adult literacy programs included both the popular education approach and a traditional or classical method for teaching literacy. There was some debate between some of these institutions over which was the more appropriate and effective model.
Objectives of the Study
- To describe the differences and similarities between popular education and the traditional method with reference to the teacher‘s roles, the learners‘ roles, teaching methods and curriculum development.
- To find out the advantages and disadvantages between popular education and the traditional method for adult literacy program.
- To know the appropriate approach for adult literacy programs in Timor-Leste and suggest how the two adult literacy programs could cooperate.