The Difficult Choices of a Post-Colonial State: Timor-Leste and International Educational Aid

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.