Abstract Since independence, Timor-Leste has taken initiatives to improve adult literacy and successive governments, international NGOs and donor agencies have been involved in literacy programmes. This paper explores the non-formal literacy programmes with a particular focus on the Second Chance Education Project (SCEP), an accelerated learning model that helps improve literacy and numeracy, integrating academic and life skills through tailored support. SCEP was funded and supported by the World Bank and UNESCO in the initial stages, and implemented by the Ministry of Education that continues to run the programme through community learning centres established in eight municipalities. It analyses SCEP and the public policy framework, and scans through commitments made by the government to improve adult literacy. This paper examines the impact of SCEP employing a mixed-methods approach; examining public policies and literature on adult learning, incorporating the views of various stakeholders to assess the impact and sustainability of the programmes. It concludes that programme and policy level structural limitations hinder efforts to improve literacy among adults; this needs to be addressed to achieve the goals set in the national education plan.

中文翻译：

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东帝汶的成人识字/再教育方案

摘要自独立以来，东帝汶已采取主动行动提高成人扫盲率，历届政府，国际非政府组织和捐助机构都参与了扫盲方案。本文探讨了非正规扫盲计划，特别侧重于第二次机会教育项目（SCEP），这是一种加速的学习模型，可帮助提高扫盲和计算能力，通过量身定制的支持整合学术和生活技能。SCEP在最初阶段由世界银行和教科文组织提供资金和支持，并由教育部实施，该部继续通过在八个城市建立的社区学习中心来运行该计划。它分析了SCEP和公共政策框架，并检查了政府为提高成人识字率所作的承诺。本文研究了采用混合方法的SCEP的影响。审查有关成人学习的公共政策和文献，并纳入各种利益相关者的意见，以评估方案的影响和可持续性。结论是，方案和政策一级的结构性限制阻碍了提高成人识字率的努力；为了实现国家教育计划中设定的目标，必须解决这一问题。