<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>0100-1574</journal-id>
<journal-title><![CDATA[Cadernos de Pesquisa]]></journal-title>
<abbrev-journal-title><![CDATA[Cad. Pesqui.]]></abbrev-journal-title>
<issn>0100-1574</issn>
<publisher>
<publisher-name><![CDATA[Fundação Carlos Chagas]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S0100-15742017000200006</article-id>
<article-id pub-id-type="doi">10.1590/198053143738</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Currículo do pré-secundário em timor-leste e sua articulação com o secundário geral]]></article-title>
<article-title xml:lang="en"><![CDATA[Middle school curriculum in east-timor and its articulation with secondary school]]></article-title>
<article-title xml:lang="fr"><![CDATA[Programme d&#8217;enseignement présecondaire au timor-oriental et son articulation avec l&#8217;enseignement secondaire]]></article-title>
<article-title xml:lang="es"><![CDATA[Currículo de la pre secundaria em timor oriental y su articulación con la secundaria general]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Capelo]]></surname>
<given-names><![CDATA[Ana Margarida]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Cabrita]]></surname>
<given-names><![CDATA[Isabel]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade de Aveiro Centro de Investigação em Didática e Tecnologia na Formação de Formadores ]]></institution>
<addr-line><![CDATA[Aveiro ]]></addr-line>
<country>Portugal</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade de Aveiro Centro de Investigação em Didática e Tecnologia na Formação de Formadores ]]></institution>
<addr-line><![CDATA[Aveiro ]]></addr-line>
<country>Portugal</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>04</month>
<year>2017</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>04</month>
<year>2017</year>
</pub-date>
<volume>47</volume>
<numero>164</numero>
<fpage>520</fpage>
<lpage>539</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S0100-15742017000200006&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S0100-15742017000200006&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S0100-15742017000200006&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[RESUMO Problemas herdados nas &#250;ltimas d&#233;cadas conduziram Timor-Leste a reestruturar os curr&#237;culos do ensino pr&#233;-secund&#225;rio - EPS - e do secund&#225;rio geral - ESG.1 Atendendo &#224; import&#226;ncia de uma adequada articula&#231;&#227;o vertical ao longo dos ciclos de escolaridade e diante do cumprimento de uma primeira edi&#231;&#227;o completa do EPS, importa estudar se tal curr&#237;culo est&#225; alinhado com o do ESG, em particular no que respeita &#224;s Ci&#234;ncias e Tecnologia. Este artigo centra-se na an&#225;lise do curr&#237;culo do EPS e na avalia&#231;&#227;o da sua articula&#231;&#227;o com o do ESG. N&#227;o obstante existam d&#233;calages entre o curr&#237;culo prescrito, o implementado e o apropriado, &#233; relevante haver sintonia no n&#237;vel dos curr&#237;culos para uma educa&#231;&#227;o e forma&#231;&#227;o de boa qualidade, fundamentais &#224; consecu&#231;&#227;o dos Objetivos de Desenvolvimento do Mil&#233;nio.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT Problems inherited from the last decades have led Timor-Leste to restructure its pre-secondary - EPS - and general secondary - ESG - curricula. Considering the importance of an adequate vertical articulation throughout the schooling cycles and before the conclusion of the first complete edition of the EPS, it is necessary to study if such a curriculum is aligned with the one of the ESG, in particular with regard to Science and Technology. This article focuses on the analysis of the EPS curriculum and the evaluation of its articulation with the one of ESG. Notwithstanding the d&#233;calages among the prescribed, the implemented and the appropriate curricula, it is relevant to have a fine-tuning at this level to ensure good quality education and training, essential to achieve the millennium development goals.]]></p></abstract>
<abstract abstract-type="short" xml:lang="fr"><p><![CDATA[R&#201;SUM&#201; Des probl&#232;mes h&#233;rit&#233;s des derni&#232;res d&#233;cennies ont conduit le Timor-Oriental &#224; restructurer ses programmes d&#8217;enseignement pr&#233;secondaire - EPS -, ainsi que ceux de l&#8217;enseignement secondaire g&#233;n&#233;ral - ESG. Compte tenu de l&#8217;importance d&#8217;une bonne articulation verticale tout au long des cycles scolaires etvu qu&#8217;une premi&#232;re &#233;dition compl&#232;te de l&#8217;EPS a d&#233;j&#224; &#233;t&#233; mise en place, il est important de v&#233;rifier si ce programme s&#8217;aligne bien &#224; celui de l&#8217;ESG, particuli&#232;rement en ce qui concerne les Sciences et la Technologie. Cet article se concentre sur l&#8217;analyse du programme de l&#8217;EPS et sur l&#8217;&#233;valuation de son articulation avec celui de l&#8217;ESG. Nonobstant certains d&#233;calages entre le programme prescrit, celui qui a &#233;t&#233; mis en oeuvre et celui qui est appropri&#233;, il est n&#233;...]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[RESUMEN Problemas heredados en las &#250;ltimas d&#233;cadas hicieron que Timor Oriental reestructurase los curr&#237;culos de la educaci&#243;n pre secundaria - EPS - y de la secundaria general - ESG. En funci&#243;n de la importancia de una adecuada articulaci&#243;n vertical a lo largo de los ciclos de escolaridad y frente al cumplimiento de una primera edici&#243;n completa do EPS, importa estudiar si tal curr&#237;culo est&#225; alineado con el del ESG, en particular en lo que concierne a las Ciencias y Tecnolog&#237;a. Este art&#237;culo se centra en el an&#225;lisis del curr&#237;culo del EPS y en la evaluaci&#243;n de su articulaci&#243;n con el del ESG. No obstante la existencia de d&#233;calages entre el curr&#237;culo prescrito, el implementado y el apropiado, es relevante que haya sinton&#237;a a nivel de los curr&#237;culos para una educaci&#243;n y formaci&#243;n de calidad, fundamentales para la consecuci&#243;n de los Objetivos de Desarrollo del Milenio.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Currículo]]></kwd>
<kwd lng="pt"><![CDATA[Ensino Secundário]]></kwd>
<kwd lng="pt"><![CDATA[Políticas Educacionais]]></kwd>
<kwd lng="pt"><![CDATA[Timor-Leste]]></kwd>
<kwd lng="en"><![CDATA[Curriculum]]></kwd>
<kwd lng="en"><![CDATA[Secondary Education]]></kwd>
<kwd lng="en"><![CDATA[Educational Policies]]></kwd>
<kwd lng="en"><![CDATA[Timor-Leste]]></kwd>
<kwd lng="fr"><![CDATA[Curriculum]]></kwd>
<kwd lng="fr"><![CDATA[Enseignement Secondaire]]></kwd>
<kwd lng="fr"><![CDATA[Politique D&#8217;Éducation]]></kwd>
<kwd lng="fr"><![CDATA[Timor-Leste]]></kwd>
<kwd lng="es"><![CDATA[Plan de Estudios]]></kwd>
<kwd lng="es"><![CDATA[Enseñansa Secundaria]]></kwd>
<kwd lng="es"><![CDATA[Políticas de Educación]]></kwd>
<kwd lng="es"><![CDATA[Timor-Leste]]></kwd>
</kwd-group>
</article-meta>
</front><back>
<ref-list>
<ref id="B1">
<nlm-citation citation-type="confpro">
<person-group person-group-type="author">
<name>
<surname><![CDATA[ALARCÃO]]></surname>
<given-names><![CDATA[I.]]></given-names>
</name>
</person-group>
<source><![CDATA[A educação das crianças dos 0 aos 12 anos]]></source>
<year></year>
<conf-name><![CDATA[ SEMINÁRIO EDUCAÇÃO DAS CRIANÇAS DOS 0 AOS 12 ANOS]]></conf-name>
<conf-date>20 de maio de 2008</conf-date>
<conf-loc>Lisboa </conf-loc>
<publisher-loc><![CDATA[Lisboa ]]></publisher-loc>
<publisher-name><![CDATA[Conselho Nacional de Educação]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B2">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[BARBOSA]]></surname>
<given-names><![CDATA[E. J. M. M.]]></given-names>
</name>
</person-group>
<source><![CDATA[Articulação curricular e (in)sucesso educativo na disciplina de inglês: um estudo exploratório]]></source>
<year></year>
<publisher-loc><![CDATA[Braga ]]></publisher-loc>
<publisher-name><![CDATA[Instituto de Educação, Universidade do Minho]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B3">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[BAKER]]></surname>
<given-names><![CDATA[J.]]></given-names>
</name>
</person-group>
<source><![CDATA[Evaluating the impact of development projects on poverty: a handbook for practitioners]]></source>
<year></year>
<publisher-loc><![CDATA[Washington DC ]]></publisher-loc>
<publisher-name><![CDATA[The World Bank]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B4">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[CABRITA]]></surname>
<given-names><![CDATA[I.]]></given-names>
</name>
<name>
<surname><![CDATA[LUCAS]]></surname>
<given-names><![CDATA[M.]]></given-names>
</name>
<name>
<surname><![CDATA[CAPELO]]></surname>
<given-names><![CDATA[A.]]></given-names>
</name>
<name>
<surname><![CDATA[FERREIRA]]></surname>
<given-names><![CDATA[A.]]></given-names>
</name>
<name>
<surname><![CDATA[SANTOS]]></surname>
<given-names><![CDATA[C.]]></given-names>
</name>
<name>
<surname><![CDATA[MORGADO]]></surname>
<given-names><![CDATA[M.]]></given-names>
</name>
<name>
<surname><![CDATA[BREDA]]></surname>
<given-names><![CDATA[Z.]]></given-names>
</name>
</person-group>
<source><![CDATA[Ensino secundário geral em Timor-Leste: perspetivando o futuro]]></source>
<year></year>
<publisher-loc><![CDATA[Aveiro ]]></publisher-loc>
<publisher-name><![CDATA[Universidade de Aveiro Editora]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B5">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[CAPELO]]></surname>
<given-names><![CDATA[A.]]></given-names>
</name>
<name>
<surname><![CDATA[CABRITA]]></surname>
<given-names><![CDATA[I.]]></given-names>
</name>
</person-group>
<article-title xml:lang="en"><![CDATA[Cooperação internacional para a construção da qualidade educativa: avaliação a médio prazo da implementação da restruturação curricular do ensino secundário em Timor-Leste]]></article-title>
<source><![CDATA[Indagatio Didactica]]></source>
<year></year>
<volume>7</volume>
<numero>2</numero>
<issue>2</issue>
<page-range>128-43</page-range></nlm-citation>
</ref>
<ref id="B6">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[FERREIRA]]></surname>
<given-names><![CDATA[J. B.]]></given-names>
</name>
</person-group>
<source><![CDATA[Continuidades e descontinuidades no ensino básico]]></source>
<year></year>
<publisher-loc><![CDATA[Leiria ]]></publisher-loc>
<publisher-name><![CDATA[Magno]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B7">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[FONTOURA]]></surname>
<given-names><![CDATA[M.]]></given-names>
</name>
</person-group>
<article-title xml:lang="en"><![CDATA[O currículo na gestão e organização das escolas]]></article-title>
<person-group person-group-type="editor">
<name>
<surname><![CDATA[COSTA]]></surname>
<given-names><![CDATA[J. A.]]></given-names>
</name>
<name>
<surname><![CDATA[MENDES]]></surname>
<given-names><![CDATA[A. N.]]></given-names>
</name>
<name>
<surname><![CDATA[VENTURA]]></surname>
<given-names><![CDATA[A.]]></given-names>
</name>
</person-group>
<source><![CDATA[Liderança e estratégia nas organizações escolares]]></source>
<year></year>
<page-range>249-67</page-range><publisher-loc><![CDATA[Aveiro ]]></publisher-loc>
<publisher-name><![CDATA[Universidade de Aveiro Editora]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B8">
<nlm-citation citation-type="">
<person-group person-group-type="author">
<name>
<surname><![CDATA[GABRIELSON]]></surname>
<given-names><![CDATA[C.]]></given-names>
</name>
<name>
<surname><![CDATA[SOARES]]></surname>
<given-names><![CDATA[T.]]></given-names>
</name>
<name>
<surname><![CDATA[XIMENES]]></surname>
<given-names><![CDATA[A.]]></given-names>
</name>
</person-group>
<source><![CDATA[Assessment of the state of science education in Timor Leste]]></source>
<year></year>
</nlm-citation>
</ref>
<ref id="B9">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[GERTLER]]></surname>
<given-names><![CDATA[P.]]></given-names>
</name>
<name>
<surname><![CDATA[MARTINEZ]]></surname>
<given-names><![CDATA[S.]]></given-names>
</name>
<name>
<surname><![CDATA[PREMAND]]></surname>
<given-names><![CDATA[P.]]></given-names>
</name>
<name>
<surname><![CDATA[RAWLINGS]]></surname>
<given-names><![CDATA[L.]]></given-names>
</name>
<name>
<surname><![CDATA[VERMEERSCH]]></surname>
<given-names><![CDATA[C.]]></given-names>
</name>
</person-group>
<source><![CDATA[Impact evaluation in practice]]></source>
<year></year>
<publisher-loc><![CDATA[Washington D.C. ]]></publisher-loc>
<publisher-name><![CDATA[The World Bank]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B10">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[GIMENO SACRISTÁN]]></surname>
<given-names><![CDATA[J.]]></given-names>
</name>
</person-group>
<source><![CDATA[La transición a la educación secundaria: discontinuidades en la cultura escolar]]></source>
<year></year>
<publisher-loc><![CDATA[Madrid ]]></publisher-loc>
<publisher-name><![CDATA[Morata]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B11">
<nlm-citation citation-type="">
<collab>INSTITUTO NACIONAL DE FORMAÇÃO DE DOCENTES E PROFISSIONAIS DA EDUCAÇÃO</collab>
<collab>INSTITUTO NACIONAL DE FORMAÇÃO DE DOCENTES E PROFISSIONAIS DA EDUCAÇÃO</collab>
<source><![CDATA[Projeto de Formação Inicial e Contínua de Professores]]></source>
<year></year>
</nlm-citation>
</ref>
<ref id="B12">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[LIMA]]></surname>
<given-names><![CDATA[M. S. A. F.]]></given-names>
</name>
</person-group>
<source><![CDATA[A articulação curricular no ensino básico no âmbito da disciplina de inglês]]></source>
<year></year>
<publisher-loc><![CDATA[Porto ]]></publisher-loc>
<publisher-name><![CDATA[Universidade Católica Portuguesa]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B13">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[MULLER]]></surname>
<given-names><![CDATA[J.]]></given-names>
</name>
</person-group>
<article-title xml:lang="en"><![CDATA[On the shoulders of giants: verticality of knowledge and the school curriculum]]></article-title>
<person-group person-group-type="editor">
<name>
<surname><![CDATA[MOORE]]></surname>
<given-names><![CDATA[R.]]></given-names>
</name>
<name>
<surname><![CDATA[ARNOT]]></surname>
<given-names><![CDATA[M.]]></given-names>
</name>
<name>
<surname><![CDATA[BECK]]></surname>
<given-names><![CDATA[J.]]></given-names>
</name>
<name>
<surname><![CDATA[DANIELS]]></surname>
<given-names><![CDATA[H.]]></given-names>
</name>
</person-group>
<source><![CDATA[Knowledge power and educational reform: applying the sociology of Basil Bernstein]]></source>
<year></year>
<page-range>11-27</page-range><publisher-loc><![CDATA[London ]]></publisher-loc>
<publisher-name><![CDATA[Routledge]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B14">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[MUNAVU]]></surname>
<given-names><![CDATA[R. M.]]></given-names>
</name>
<name>
<surname><![CDATA[OGUTU]]></surname>
<given-names><![CDATA[D. M.]]></given-names>
</name>
<name>
<surname><![CDATA[WASANGA]]></surname>
<given-names><![CDATA[P. M.]]></given-names>
</name>
</person-group>
<collab>ASSOCIATION FOR THE DEVELOPMENT OF EDUCATION IN AFRICA</collab>
<article-title xml:lang="en"><![CDATA[Sustainable articulation pathways and linkages between upper secondary and higher education in Africa]]></article-title>
<collab>ASSOCIATION FOR THE DEVELOPMENT OF EDUCATION IN AFRICA</collab>
<source><![CDATA[Biennale on education in Africa: beyond primary education: challenges and approaches to expanding learning opportunities in Africa]]></source>
<year></year>
<publisher-loc><![CDATA[Maputo ]]></publisher-loc>
<publisher-name><![CDATA[ADEA]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B15">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[NDEBELE]]></surname>
<given-names><![CDATA[N.]]></given-names>
</name>
<name>
<surname><![CDATA[BADSHA]]></surname>
<given-names><![CDATA[N.]]></given-names>
</name>
<name>
<surname><![CDATA[FIGAJI]]></surname>
<given-names><![CDATA[B.]]></given-names>
</name>
<name>
<surname><![CDATA[GEVERS]]></surname>
<given-names><![CDATA[W.]]></given-names>
</name>
<name>
<surname><![CDATA[PITYANA]]></surname>
<given-names><![CDATA[B.]]></given-names>
</name>
<name>
<surname><![CDATA[SCOTT]]></surname>
<given-names><![CDATA[I.]]></given-names>
</name>
</person-group>
<source><![CDATA[A proposal for undergraduate curriculum reform in South Africa: the case for a flexible curriculum structure. Report of the Task Team on Undergraduate Curriculum Structure]]></source>
<year></year>
<publisher-loc><![CDATA[Pretoria ]]></publisher-loc>
<publisher-name><![CDATA[Council on Higher Education]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B16">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[PACHECO]]></surname>
<given-names><![CDATA[J.]]></given-names>
</name>
<name>
<surname><![CDATA[MORGADO]]></surname>
<given-names><![CDATA[J.]]></given-names>
</name>
<name>
<surname><![CDATA[FLORES]]></surname>
<given-names><![CDATA[M. A.]]></given-names>
</name>
<name>
<surname><![CDATA[CASTRO]]></surname>
<given-names><![CDATA[R.]]></given-names>
</name>
</person-group>
<source><![CDATA[Plano curricular do 3º ciclo do ensino básico e estratégia de implementação]]></source>
<year></year>
<publisher-loc><![CDATA[Braga ]]></publisher-loc>
<publisher-name><![CDATA[Universidade do Minho]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B17">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[RIBEIRO]]></surname>
<given-names><![CDATA[A. S.]]></given-names>
</name>
</person-group>
<source><![CDATA[A escola pode esperar: textos de intervenção sobre a educação de infância]]></source>
<year></year>
<publisher-loc><![CDATA[Porto ]]></publisher-loc>
<publisher-name><![CDATA[Asa]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B18">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[ROLDÃO]]></surname>
<given-names><![CDATA[M. C.]]></given-names>
</name>
</person-group>
<article-title xml:lang="en"><![CDATA[Que educação queremos para a infância?]]></article-title>
<person-group person-group-type="editor">
<name>
<surname><![CDATA[ALARCÃO]]></surname>
<given-names><![CDATA[I.]]></given-names>
</name>
</person-group>
<source><![CDATA[A educação das crianças dos 0 aos 12 anos]]></source>
<year></year>
<page-range>198-220</page-range><publisher-loc><![CDATA[Lisboa ]]></publisher-loc>
<publisher-name><![CDATA[Conselho Nacional de Educação]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B19">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[SERRA]]></surname>
<given-names><![CDATA[C.]]></given-names>
</name>
</person-group>
<source><![CDATA[Currículo na educação pré-escolar e articulação curricular com o 1º ciclo do ensino básico]]></source>
<year></year>
<publisher-loc><![CDATA[Porto ]]></publisher-loc>
<publisher-name><![CDATA[Porto]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B20">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[SHAH]]></surname>
<given-names><![CDATA[R.]]></given-names>
</name>
</person-group>
<article-title xml:lang="en"><![CDATA[Goodbye conflict, hello development? Curriculum reform in Timor-Leste]]></article-title>
<source><![CDATA[International Journal of Educational Development]]></source>
<year></year>
<volume>32</volume>
<numero>1</numero>
<issue>1</issue>
<page-range>31-8</page-range></nlm-citation>
</ref>
<ref id="B21">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[STABBACK]]></surname>
<given-names><![CDATA[P.]]></given-names>
</name>
<name>
<surname><![CDATA[MALE]]></surname>
<given-names><![CDATA[B.]]></given-names>
</name>
<name>
<surname><![CDATA[GEORGESCU]]></surname>
<given-names><![CDATA[D.]]></given-names>
</name>
</person-group>
<source><![CDATA[What makes a good quality school curriculum?]]></source>
<year></year>
<publisher-loc><![CDATA[Geneva ]]></publisher-loc>
<publisher-name><![CDATA[United Nations Education]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B22">
<nlm-citation citation-type="book">
<collab>TIMOR-LESTE. Ministério da Educação</collab>
<collab>TIMOR-LESTE. Ministério da Educação</collab>
<source><![CDATA[Política Nacional da Educação 2007-2012]]></source>
<year></year>
<publisher-loc><![CDATA[Díli ]]></publisher-loc>
<publisher-name><![CDATA[Ministério da Educação]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B23">
<nlm-citation citation-type="book">
<collab>TIMOR-LESTE. Ministério da Educação</collab>
<collab>TIMOR-LESTE. Ministério da Educação</collab>
<source><![CDATA[Plano Estratégico de Desenvolvimento 2011-2030]]></source>
<year></year>
<publisher-loc><![CDATA[Díli ]]></publisher-loc>
<publisher-name><![CDATA[Ministério da Educação]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B24">
<nlm-citation citation-type="book">
<collab>TIMOR-LESTE. Ministério da Educação</collab>
<collab>TIMOR-LESTE. Ministério da Educação</collab>
<source><![CDATA[Plano Estratégico Nacional da Educação 2011-2030]]></source>
<year></year>
<publisher-loc><![CDATA[Díli ]]></publisher-loc>
<publisher-name><![CDATA[Ministério da Educação]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B25">
<nlm-citation citation-type="book">
<collab>TIMOR-LESTE. Ministério da Educação</collab>
<collab>TIMOR-LESTE. Ministério da Educação</collab>
<source><![CDATA[Plano Curricular do Ensino Secundário Geral]]></source>
<year></year>
<publisher-loc><![CDATA[Díli ]]></publisher-loc>
<publisher-name><![CDATA[Ministério da Educação]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B26">
<nlm-citation citation-type="book">
<collab>TIMOR-LESTE. Ministério da Educação</collab>
<collab>TIMOR-LESTE. Ministério da Educação</collab>
<source><![CDATA[Política Nacional da Educação e da Cultura 2006-2010]]></source>
<year></year>
<publisher-loc><![CDATA[Díli ]]></publisher-loc>
<publisher-name><![CDATA[Ministério da Educação]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B27">
<nlm-citation citation-type="book">
<collab>TIMOR-LESTE. Ministério da Educação</collab>
<collab>TIMOR-LESTE. Ministério da Educação</collab>
<source><![CDATA[Education for All 2015 National Review Report: Timor-Leste]]></source>
<year></year>
<publisher-loc><![CDATA[Dili ]]></publisher-loc>
<publisher-name><![CDATA[Unesco]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B28">
<nlm-citation citation-type="book">
<collab>UNITED NATIONS EDUCATIONAL, SCIENTIFIC AND CULTURAL ORGANIZATION</collab>
<collab>UNITED NATIONS EDUCATIONAL, SCIENTIFIC AND CULTURAL ORGANIZATION</collab>
<source><![CDATA[Youth and skills: putting education to work]]></source>
<year></year>
<publisher-loc><![CDATA[Paris ]]></publisher-loc>
<publisher-name><![CDATA[Unesco]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B29">
<nlm-citation citation-type="book">
<collab>UNITED NATIONS CHILDREN&#8217;S FUND</collab>
<collab>UNITED NATIONS CHILDREN&#8217;S FUND</collab>
<source><![CDATA[Evaluation Office. Evaluation of the UNICEF Education Programme in Timor Leste 2003-2009]]></source>
<year></year>
<publisher-loc><![CDATA[New York ]]></publisher-loc>
<publisher-name><![CDATA[Unicef]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B30">
<nlm-citation citation-type="book">
<collab>UNITED NATIONS CHILDREN&#8217;S FUND</collab>
<collab>UNITED NATIONS CHILDREN&#8217;S FUND</collab>
<source><![CDATA[Termos de Referência (TDR) para Contrato Institucional]]></source>
<year></year>
<publisher-loc><![CDATA[Díli ]]></publisher-loc>
<publisher-name><![CDATA[Unicef]]></publisher-name>
</nlm-citation>
</ref>
</ref-list>
</back>
</article>
