Preventing School Dropout in Rural Timor-Leste through Family, School, and Community Partnerships: A Qualitative Case Study of Retention Strategies in Lautem District

Manuel Belo da Silva

doi:10.62386/jised.v4i3.290

Authors

Manuel Belo da Silva Instituto Católico para a Formação de Professores (ICFP)

DOI:

https://doi.org/10.62386/jised.v4i3.290

Keywords:

School Dropout, Rural Education, Student Retention, Family–school Partnerships, Community Engagement

Abstract

School dropout remains a significant challenge in rural and disadvantaged communities, where poverty, geographical isolation, and unequal access to quality education continue to limit children’s participation and completion of schooling. This study explores the factors contributing to school dropout and identifies strategies for strengthening student retention in a newly established rural school community in Lautem District, Timor-Leste.

Using a qualitative case study design, the study involved twelve purposively selected participants, including three teachers, three parents, and six adults who had previously discontinued primary education. Data were collected through semi-structured interviews supported by qualitative questionnaires. Interviews were conducted in Fataluku and Tetum to enable participants to express their experiences within their cultural contexts. Data were analysed using thematic analysis following Braun and Clarke’s (2021) approach.

The findings indicate that school dropout results from interconnected social, economic, cultural, and educational factors, including poverty, geographical distance, limited transportation, food insecurity, family responsibilities, inadequate school facilities, and insufficient learning support. The study further demonstrates that preventing dropout requires stronger collaboration among families, schools, communities, government institutions, and development partners.

Based on the findings, the study proposes the KIER framework (Komunikasaun, Interasaun, Edukasaun no Relasaun) as a locally grounded approach for strengthening communication, early identification of educational risks, and shared responsibility for student retention. The study contributes contextual evidence for improving inclusive education, strengthening school–community partnerships, and supporting sustainable educational participation in rural Timor-Leste.

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