TIMOR-LESTE MODULE

LET US GO TOGETHER: MAI ITA BÁ HAMUTUK: Journeying to Peace and Hope in Timor-Leste La'o ba Dame no Esperansa iha Timor-Leste

We must restore hope to young people, help the old, be open to the future, spread love. Be poor among the poor. We need to include the excluded and preach peace.

Pope Francis, October 1, 2013 Using the Module

FOR LENT This education module was launched at the time of Lent 2018 and has been designed to integrate with a Lent module. Teachers and students are encouraged to use the Lent module for the first and last weeks of Lent. This country module focused on Timor-Leste could be used throughout Lent with four lessons provided at each learning level.

First Week of Lent Holy Week Timor Leste Module Lesson Lesson Lesson 1 - 4 [LENT MODULE] [LENT MODULE]

Week 1 Week 2 Week 3 Week 4 Week 5 Week 6

AS A STAND-ALONE UNIT This module can also be used by teachers and students as a separate unit outside of Lent. Lessons from other levels could be easily adapted to provide a range of relevant activities for students across all levels.

Online Resources and Curriculum Links All resources referred to in the lessons (including worksheets and videos) can be accessed at www.caritas.org.nz. All relevant achievement objectives can be found within the Teacher Booklet available online at the same address above. This booklet also provides a good summary of the various elements available online and how they can be used together.

CARITAS AOTEAROA NEW ZEALAND LET US GO TOGETHER: JOURNEYING TO PEACE AND HOPE IN TIMOR-LESTE Country Profile: Timor-Leste

Background Timor-Leste is located in Southeast Asia, just a few hundred kilometres northwest of Australia. One of the youngest countries in the world, Timor-Leste gained independence in 2002 after 24 years of Indonesian occupation and four centuries of Portuguese colonial rule. Historically, under colonial rule, the island of Timor was split between the Portuguese in the East and the Dutch in the West. Today West Timor is part of Indonesia while East Timor (or Timor-Leste) is its own country. During the early years of independence Timor-Leste experienced internal conflict which broke out in 2006, but since then there has been significant effort to build a peaceful country with a stable government.

Country: Timor-Leste

Capital: Dili

Language: Tetum and Portuguese

Ethnic breakdown: 78% Timorese, 20% Indonesian and 2% Chinese

Population: Over 1.2 million (2017 estimate)

Currency: US Dollar

Religion: 97% Catholic and 3% other

Leaders: President Francisco Guterres (known as Lú-Olo) Note: The President is the head of state elected for a 5-year term; the President appoints the Prime Minister following the parliamentary elections. He has limited powers but can veto legislation.

Prime Minister: Mari Alkatiri Note: The Prime Minister is the head of government and oversees their activities and chairs the Council of Ministers.

Declaration of Independence: 28 November 1975

Restoration of Independence: 20 May 2002

Area: 15,410 km² (Compared to New Zealand’s 268,021 km²)

Temperature: Between 20°C and 35°C

Credit: Wikimedia Commons

Credit: CIA World Factbook

CARITAS AOTEAROA NEW ZEALAND LET US GO TOGETHER: JOURNEYING TO PEACE AND HOPE IN TIMOR-LESTE Life in Timor-Leste

Following on from a very difficult past, Timor- Leste has experienced a period of relative peace and development since 2006. There are still many challenges as the country seeks to establish and deepen a stable democracy and develop its economy. Many institutions in the young nation remain weak, and there are still tensions between the political elites and among security forces. The gap between rural and urban development is significant. Challenges for city-dwellers include intermittent water supply, low paid work, limited housing supply and a lack of jobs for the many young people living there. Most of the Timorese population, however, live in rural areas with life revolving around the village and subsistence agriculture. Farmers are largely dependent on what they can grow themselves Timorese woman outside in the garden in Oecusse and remain vulnerable to bad weather and crop failure. Many of the roads in the rural areas are rough and subject to flooding and erosion during the monsoon season. When the Indonesian troops withdrew in the early 2000s, the military went on a rampage, taking many lives and destroying most of the infrastructure – roads, buildings, public utilities and schools. While much has been rebuilt since 2002, development has been slow in rural areas with low quality roads and limited electricity and access to piped water. There are few jobs and transportation costs are high so there are limited opportunities outside of Dili.

Peace and Reconciliation The journey towards peace and reconciliation in Timor-Leste has been a long and difficult one. After the Indonesian occupation, the Commission for Reception, Truth, and Reconciliation found that 102,800 of the 200,000 Timorese deaths during the 24 years of occupation were directly attributable to the occupation from killings, starvation and illness. The report placed the responsibility of these actions at the highest levels of the Indonesian government. Recommendations were made that the Timorese government set up a programme to compensate the families and establish memorials to remember the victims. For many, independence did not bring the change they hoped for, with many Timorese having little or no employment and deepening poverty. Many families received compensation for lost family members but the underlying tension, feelings of discrimination, disappointment and sense of injustice remained. In 2006, these tensions boiled over with violence, destruction and death, with soldiers from the east of Timor-Leste fighting soldiers from the west of Timor-Leste, soldiers fighting police, and gangs of young people running riot. The unrest lasted for several months and led to significant destruction of property with over 150,000 people being displaced from their homes. Timor-Leste has its own traditions of resolving conflict and disagreement using a custom of communal meetings. These traditional practices were used as part of the Community Reconciliation Process for community level reconciliation. Communal meetings are used to promote dialogue for peace. After the dialogue, each party signs a peace agreement in which they indicate that they have forgiven each other and will cease attitudes and actions that cause conflict.

CARITAS AOTEAROA NEW ZEALAND LET US GO TOGETHER: JOURNEYING TO PEACE AND HOPE IN TIMOR-LESTE Poverty and Economic Opportunities Timorese living in rural areas have limited opportunities to earn cash. Rural households are engaged primarily in low-productivity farming with 90 percent of the poor in rural areas dependent on farming for their livelihoods. This dependency on subsistence agriculture means most rural poor families are highly vulnerable to food insecurity. Timor-Leste has markets that are uncompetitive with a limited number of buyers and sellers who have difficulty finding and transacting with each other at reasonable costs. The small population, coupled with low-productivity agriculture, high labour costs and transportation difficulties contribute to this. Employment opportunities are limited with even fewer opportunities available for women. Women in rural areas are unlikely to have formal work arrangements or access to benefits or social protection programmes, and they are more at risk from the effects of a fluctuating economy.

Challenges for Women In Timor-Leste, women face poverty, domestic violence and a lack of recognition of their contribution to the political, economic and social spheres. Many Timorese women were widowed because of conflict and are now sole providers for their family and therefore political participation and economic empowerment are particularly crucial. Since independence, Timor-Leste has made good progress towards gender equality with improved schooling for girls but there continues to be gender-based violence, limited participation of women in the formal labour market, high Timorese mother and baby in Aileu rates of maternal mortality and low numbers of female representation in local-level governments. Empowering women is core to the work of HAFOTI where Timorese women make the decisions, access microcredit, participate in training and learn new skills. This enables members to earn money to meet their everyday needs (like food) and send their children to school as well.

Food and Livelihoods Food that is grown and consumed in Timor-Leste has been influenced by both the Portuguese and the Indonesians. Commonly grown crops include rice, sweet potatoes, maize, cassava, and taro as well as vegetables like tomatoes, eggplants, spinach and onions. Agricultural work is shared between men and women, where women are responsible for the household garden, men for farm work with assistance from their wives. Women travel to the local market and sell the produce from their gardens. Very little value adding or processing is available and limited storage options leads to wastage. In fishing districts, women are involved in processing and selling the fish that are caught by family members, however this is in small quantities with limited processing or storage options. In the mountainous areas where the weather is cooler, farmers grow coffee (for export), cloves, peppercorn and vanilla. In other areas, farmers grow rice and maize mainly for home consumption.

CARITAS AOTEAROA NEW ZEALAND LET US GO TOGETHER: JOURNEYING TO PEACE AND HOPE IN TIMOR-LESTE Caritas in Action

Caritas works in partnership with Hamahon Feto Timor (HAFOTI) and has done since 2004. The current project, Economic Development for Rural Timorese Women is co-funded by Caritas and the New Zealand Aid Programme through the Partnerships for International Development Fund. This project aims to improve the well-being of rural Timorese women by supporting them to develop and make products for sale in seven districts in Timor-Leste. The project will assist with improving the processing and retailing of local products by rural Timorese women through the establishment of HAFOTI production centres in seven districts. HAFOTI is a membership organisation for rural Timorese women. It provides training, marketing opportunities and revolving loans to rural women in order for them to generate income to support their families. Its 250 members produce quality goods such as virgin coconut oil, banana chips and local handicrafts which are sold in their villages, at the HAFOTI shop in Dili, in over 14 supermarkets as well as at expos and trade fairs. Members have gone from having irregular income through subsistence agriculture to being able to earn their own money through making local products and starting small businesses which generate regular, sustainable incomes.

The Vice-Minister for Commerce, Industry and Environment opens the new HAFOTI centre in Madabeno, Aileu

In February 2017, the first food production centre was opened in Madabeno village, Aileu district. The centre was built to create a space for HAFOTI women to make local products in a hygienic location, to meet and have training sessions together, as well as providing a safe place to store equipment and goods ready to be sold. During the last decade HAFOTI has grown into a well- regarded organisation creating high quality products.

HAFOTI group in Oecusse work hard to make virgin coconut oil

CARITAS AOTEAROA NEW ZEALAND LET US GO TOGETHER: JOURNEYING TO PEACE AND HOPE IN TIMOR-LESTE HAFOTI Profile Name: Hamahon Feto Timor (HAFOTI) Translation: Umbrella organisation for Timorese women Radio Timor Type: Non-government organisation Kmanek (RTK) Based: Dili, Timor-Leste Since 2008, Caritas has History: Established in 2002 supported a Catholic radio Programmes: (1) Training programme, station owned by the (2) Revolving credit fund, and diocese of Dili called RTK. (3) Sale and distribution of member products Read more about the Members: 250 women inspiring work of RTK and Aim: To enable rural women to start small businesses and generate how Caritas has helped income to support their families Timorese gain a voice through difficult times in Districts: Aileu, Bobonaro, Baucau, Liquica, Manufahi, Oecusse and the past. Viqueque Go to Fact Sheet E3: For more information about the work of HAFOTI go to www.hafoti.org Radio Timor Kmanek

The stars show the location of HAFOTI groups throughout Timor-Leste HAFOTI Shop The HAFOTI Shop located in Dili profiles and sells a range of high quality products made by HAFOTI members and other local producers. An assortment of products are produced by HAFOTI members including virgin coconut oil, banana chips, cassava chips, kiri kiri (fried snacks), tamarind sweets, vanilla, cloves, peppercorns, arnica ointment, woven handcrafts and tais. Tais are woven by HAFOTI members

CARITAS AOTEAROA NEW ZEALAND LET US GO TOGETHER: JOURNEYING TO PEACE AND HOPE IN TIMOR-LESTE Cultural Connection: Turning Circles

Two common activities that young Timorese children enjoy involve speed and spinning…

Spinner Battles A common toy loved by Timorese kids, like Jerminu below, is the spinning top. It is his only real toy! Better than Beyblades! Try and make your own spinner using just paper, pens and some glue. Follow the instructions from this short video. How long can you get your spinner to last before it stops?

Chasing Tyres In many developing countries, like Timor-Leste, where toys are not in abundance, and children often use their imagination to play games, tyres become wonderful toys! Sometimes it may be a used tyre from a bicycle, motorbike or even a car! All that is needed then is a long stick to push and guide the tyre and many hours can be enjoyed. Jerminu and his friends spend many hours perfecting their talents at chasing tyres…

Take up the challenge Find an old tyre and see how easy it is to push along and direct with a wooden stick. How far can you push it? Have a race with a friend and see who can get to the finish line first. If you don’t have a tyre, try using a hoop or even a large ball!

CARITAS AOTEAROA NEW ZEALAND LET US GO TOGETHER: JOURNEYING TO PEACE AND HOPE IN TIMOR-LESTE FACT SHEETS E1 Caritas and HAFOTI Caritas Aotearoa New Zealand (CANZ) has The purpose of this is to: partnered with HAFOTI since 2004. With the • Improve the quality of products and increase assistance of Caritas and the New Zealand the volume of production Aid Programme, HAFOTI has made significant • Increase women’s income improvements in product quality and packaging • Support HAFOTI to become a strong as well as increasing the number of outlets selling organisation HAFOTI products in Dili. A key focus is to build on existing skills of the In 2015, Caritas provided support for six new members, both literate and illiterate, and groups to be established and provided training developing systems and structures that promote in product-making and marketing. Several new best practice in the areas of processing and products were introduced including tempeh and self-management. An example of this is by peanut butter. documenting step-by-step instructions of the techniques members use in processing local At the end of 2015, a new five-year project was products through illustration, instead of just begun, supported by Caritas and funds from writing. This means that training and quality the New Zealand Aid Programme through the assurance is accessible to all women, regardless of Partnerships for International Development Fund. educational background. Easy systems are crucial This project aims to continue to support women to ensure their effective adoption. in product improvement and food processing training. Another focus is on building women’s leadership and confidence at the district level. A review of The key objectives of the project are to: a previous Caritas/HAFOTI project (2011-2015) • Carry out research to identify profitable revealed that many members had increased in their products that can be made from local confidence and ability in leadership and were able resources (like soy milk). to contribute in other areas like local government. • Establish district-level product centres for Members are now involved in village development HAFOTI women to make local products. committees using skills learned through HAFOTI. • Improve the business skills of the HAFOTI The current Board chairperson was widowed during groups and the HAFOTI staff working in Dili. the independence and is the sole provider for her • Improve the branding, packaging and family. Building on the confidence and skills gained distribution of the products being sold in the from her role with HAFOTI, she now hopes to run for districts and in Dili. chefe de suco (elected village chief) in the next local • Providing training in product making, government elections. agriculture, leadership and women’s rights.

OVERCOMING POVERTY Timor-Leste is one of the poorest countries in the world. As of 2011, 37.4 percent of the population lived below the international poverty line of $1.25 per day. Forty percent of the population is malnourished.

RURAL DEVELOPMENT NEEDED The gap between rural and urban development remains significant in Timor-Leste. Approximately 75% of the population live in rural areas. The median per capita income for the rural population is US$32 per month.1 Rural communities are primarily engaged in subsistence agriculture and typically have limited employment opportunities, little or no access to credit and are likely to experience several months of food insecurity each year. Other challenges facing rural agribusinesses in Timor-Leste include: the high cost of transportation, particularly within and from the districts, low value products, high production costs and low productivity, limited and variable supply and volume, variable quality, and competition from cheap and easy imports. The Timor-Leste National Strategic Development Plan has identified support in rural economic development as critical for lifting people out of poverty.

1 Timor-Leste Household Income and Expenditure Survey, 2011

CARITAS AOTEAROA NEW ZEALAND LET US GO TOGETHER: JOURNEYING TO PEACE AND HOPE IN TIMOR-LESTE FACT SHEETS E2 HAFOTI in Focus

HAFOTI In February 2017 the first food production centre was opened in Madabeno village, Aileu district. The centre Hamahon Feto Timor (HAFOTI), established in supports the hygienic production of local products 2002, provides economic opportunities for women like soy milk and also provides a space for women in rural areas, assisting them in product making, to gather for meetings and training. A storeroom for marketing, and microcredit for small enterprises. goods ready to be sold and a secure location to store The women are engaged primarily in food production equipment are additional benefits of the production and processing. centre. Over the next few years, the plan is for more The products they make include virgin coconut production centres to be built so that ultimately there oil, banana chips, soy milk, dried fruit, banana will be one centre in each of the seven districts. chips, and local handicrafts. Other products that members make locally and/or seasonally include: bread, banana cake, cassava cake, orange and pineapple marmalade, peanuts, peanut butter, peppercorns, cloves and vanilla. These goods are then transported to the HAFOTI shop in Dili where they are packaged and labelled and then sold either in the HAFOTI shop, or in one of the 14 supermarkets and minimarts that stock HAFOTI products. HAFOTI also sells their products at festivals, fairs and expos and at HAFOTI members in Aileu after the training on soy milk production other events and celebrations. Up until recently the Secretariat (the organising body of HAFOTI) has taken responsibility for finding markets to The HAFOTI Shop sell HAFOTI products in Dili, the capital city of Six HAFOTI staff are based in Dili at the HAFOTI Timor-Leste. Over the past few years, HAFOTI has office/shop which is in a central location making supported and encouraged members to explore it a popular place for Timorese and foreigners to more opportunities for selling their products in the come and buy local products. Members send their districts. products to the HAFOTI office where the quality is tested, the products are packaged and labelled and The HAFOTI network is currently made up of distributed to outlets. Products are delivered to more than 250 women members, organised into supermarkets and minimarts twice weekly. 23 groups who make and sell local products and/ or access microcredit through HAFOTI’s revolving In the districts, products are ordered directly from credit fund. Members have gone from having the group, or sold in the local market, through irregular income from subsistence agriculture to members’ kiosks and outside local schools. having regular sustainable incomes. This improved Until recently the HAFOTI brand was only used for economic stability means that the women are products sold in Dili, and then in 2017 a thermal better able to provide for the educational and printer was purchased which enabled HAFOTI to health needs of their children. print their own labels at a much cheaper rate and provide low-cost labelling to their members. The Across Seven Districts more entrepreneurial members of HAFOTI are HAFOTI has groups in seven of Timor-Leste’s 13 exploring further options for income generation districts: Manufahi, Viqueque, Oecusse, Aileu, including buying products from other districts to Baucau, Liquisa and Bobonaro. One board member sell in their own district. comes from each of these districts, and one full Find out more about HAFOTI and their shop on time co-ordinator is employed in each district to their website at www.hafoti.org support the members.

CARITAS AOTEAROA NEW ZEALAND LET US GO TOGETHER: JOURNEYING TO PEACE AND HOPE IN TIMOR-LESTE Challenges facing HAFOTI In the Spotlight: Several years ago, the cost for members to Virgin Coconut Oil transport goods to Dili costs an average of $17.70 per ‘shipment’, eating into their small profit A range of supermarkets in Dili stock HAFOTI margin. Since then members have negotiated products. Businesses offering beauty therapy agreements with bus drivers and found ways to massage, as well as several restaurants, are reduce their cost. A key product that members now ordering Virgin Coconut Oil (VCO) from enjoy making and selling: local chips (banana, HAFOTI. VCO is currently the key product cassava, and taro) bring very little return to that meets market demand and provides members after it has been transported and a reasonable return to members. VCO is a repackaged so is now sold mainly in the villages. product that has growing international interest and opportunities. The supply of products from members is variable with HAFOTI members involved in a range of other VCO is considered unique in that it is the activities including local agriculture (planting, only oil with multi-functional uses: (1) a food tending, harvesting maize and rice) or fisheries as supplement or functional food, (2) cooking well as tending their own household gardens and oil, (3) a moisturiser for skin and hair, (4) an kiosks. ingredient in skin care products and (5) a carrier oil in aromatherapy and massage oils. Some products are seasonal (e.g. marmalade) and dependant on the size of the yearly harvest Unfortunately, there are obstacles to (e.g. vanilla, cloves, and peppercorns). Previously, expanding the production of VCO. These quality was a significant issue but effort has been include constraints on supply and raw made to improve the quality of HAFOTI goods resources, variable quality, the seasonal within the current limitations of the production availability of women, and the labour time environment and available equipment. and cost.

Mana Petronella loves to bake Oecusse members squeeze out the coconut milk by hand

Mana Maria filters the virgin coconut oil VCO for sale

CARITAS AOTEAROA NEW ZEALAND LET US GO TOGETHER: JOURNEYING TO PEACE AND HOPE IN TIMOR-LESTE FACT SHEETS E3 Radio Timor Kmanek

Caritas has supported Radio Timor Kmanek (RTK) to provide news, civic education, information on peace-building and women’s rights, cultural promotion and musical entertainment to people in Timor-Leste since the 1990s. People have been informed and encouraged about their rights and duties, social responsibility and participation in the nation-building process. Initially started during the Indonesian occupation, the aim of the radio station was to keep the Timorese culture alive. Since independence, the radio station has worked to promote a peaceful society, educated people on the constitution, kept the government accountable to those living in the districts, and promoted development for all. Community participation has been high and many people have been able to interact with a talkback programme via phone calls and text messaging. The RTK team outside their radio The radio station has played a vital part in getting news to remote rural studio areas in a country where most people do not have television. The following short profile provides a great summary to their work and vision:

Organisation: Radio Timor Kmanek Motto: Spreading on air Timor-Leste’s pearls (Hakboka Timor-Leste nia murak mean tuir anin) Acronym: RTK Vision: A society where citizens act responsibly, Started: March 3rd, 1994 guided by moral conscience and where Identity: A Catholic radio station democratic values are observed and justice is Radio Frequency: AM 1404 Khz and FM 98.5 Mhz practiced Broadcast time: 16 hours per day (6am to 10pm) Mission: a. To shape a model of society that is oriented to common values and principles www.rtk.tl/ Website: as enshrined in the national constitution and Type: Not for profit anchored on Catholic social teaching Owned by: The Diocese of Dili b. To encourage listeners to be more conscious of their dignity in their thoughts and feelings Distinctive feature: Holding high the cultural of others and to cultivate a sense of mutual values of Timor-Leste responsibility Philosophy: Cultural values are the ‘pearls’ Outreach: Almost the whole territory of Timor- which determine how someone understands Leste (including parts of West Timor) what is good and valuable and worth fighting for

At the time of the Indonesian occupation, RTK was the only non- government radio station broadcasting in Timor-Leste. Through this difficult time, especially the period leading up to the referendum in 1999, RTK was not only an important source of information but also a hope and strength for the people. In the lead up to independence, RTK was crucial – giving people a voice by inviting them to debate on air about language, culture and reconciliation in the family. Gabriel, a journalist with RTK, shares on his human rights programme

CARITAS AOTEAROA NEW ZEALAND LET US GO TOGETHER: JOURNEYING TO PEACE AND HOPE IN TIMOR-LESTE Since independence, RTK has played a key role both in sharing positive stories of change as well as holding the government to account to ensure that the positive outcomes of development reach the most marginalised and poor in the rural areas of Timor-Leste. Interactive radio is recognised as having the potential to disseminate information and educational messages to a wide reach of people. RTK has been successful in sharing many essential messages about ending violence against women, sharing stories of peace and collecting information on needs in rural areas. They hold a close relationship with the government and are recognised for their contribution to state building. With high rates of illiteracy and very few being able to afford or access television, newspapers, telephone or internet, radio has been an essential means of communication between the capital and the rural districts and will continue to be an important tool for civic education and social change. Caritas Aotearoa New Zealand started supporting RTK in 2008 and has provided funding annually to help the radio station meet operating expenses.

Anna Robertson-Bate from Caritas Aotearoa New Zealand shows her skills in the RTK studio

CARITAS AOTEAROA NEW ZEALAND LET US GO TOGETHER: JOURNEYING TO PEACE AND HOPE IN TIMOR-LESTE FACT SHEETS E4 Timorese Culture

There are twelve distinct ethnic groups in Timor- The umu adat or umu lisan is the cultural house. Leste, and at least 27 local languages or dialects. In this house families gather for important Villages separated only by a river or a mountain discussions, such as discussing a marriage. sometimes have different cultural practices and The umu kloho is the house where food and seeds language. People communicate with each other for the next planting are stored. using Tetum. The different materials used for traditional building Villages have an elected chief, known as the chefe houses are bamboo, palm stalks, coconut fronds, de suco as well as having traditional elders called grass and mud. Some families are now building lia nain who are the traditional Timorese authority, using concrete and iron roofing for larger houses conflict and justice mediators. The lia nain is an that last longer. expert in handling local affairs, and can act as a mediator when there is disagreement among members of the village. In Timor-Leste, language has been heavily influenced by their history of colonisation and occupation. In the larger towns and in Dili, people speak Tetum which they were taught at home and at school. During the Indonesian occupation Bahasa was used as a language of education so those who went through school at that time or have been to study at tertiary level in Indonesia speak Bahasa. More recently, Portuguese has been Traditional homes in Oemelo Village, Oecusse reintroduced as the language of education so the younger population in the main centres are now Tais and other handicrafts learning Portuguese. The traditional woven cloths called tais have unique patterns that are particular to the region In rural areas, many of the older people have not in which they are made. Tais are highly cherished attended school and only speak the local dialect or and are used during important ceremonies, as language of their place, the more educated speak gifts to valued visitors, and are used in exchange of Tetum. For Timorese, education is very important dowries. and families will work hard to ensure that their children can have positive futures. Other handcrafted items made in Timor-Leste include woven baskets and containers, ranging Throughout Timor-Leste religious practices are a from the small kohe, which is a woven purse, to the mixture of Catholicism and animism.2 very large hoka, which is approximately 2 metres in Homes diameter and holds rice. The style of houses in rural Timor-Leste differs according to the various areas. For example, the houses in Lospalos are built up on stilts with a slanting traditional roof, and are usually decorated with shells. In mountain areas, the roof comes down to the ground, even when the house is tall. The umu lulik is a sacred house in which are kept sacred things to do with the ancestors. Special ceremonies also take place in the umu lulik, such as when a person returns from being in another country for a long time. Weaving tais takes a lot of skill

2 Animism is the religious belief that objects, places, and creatures all possess a distinct spiritual essence or soul.

CARITAS AOTEAROA NEW ZEALAND LET US GO TOGETHER: JOURNEYING TO PEACE AND HOPE IN TIMOR-LESTE Traditional marriage customs Much time is spent in discussions prior to a marriage. Families may spend up to a year finding out about the future in-laws. Negotiations are led by a mediator (the lia nain), rather than the parents of the couple to be married. When the marriage takes place, there is an exchange of gifts; the man’s family gives karau, buffalo, while the woman’s family gives fahi, pigs. At some time, the wife must be taken and received in the husband’s uma lisan, acknowledging that she is now part of his family. The husband is received similarly in the wife’s uma lisan.

References: Christians in Solidarity with East Timor (CISET), East Timor Education Kit for secondary, tertiary and adult studies (second edition), The Culture of East Timor, North Sydney, 1999 Teresa A Ward, Oin sa Sei Ko’alia no Hakarek Tetum, Learning to Speak and Write Tetum, Mary MacKillop International, (formerly Mary MacKillop Institute of East Timorese Studies), 2002, used with permission.

CARITAS AOTEAROA NEW ZEALAND LET US GO TOGETHER: JOURNEYING TO PEACE AND HOPE IN TIMOR-LESTE FACT SHEETS E5 Environment of Timor-Leste

Geography as having a number of monkeys (common in Asia, but not found in Australia). The cuscus is a Timor-Leste comprises the eastern half of tree-dwelling animal, a bit like our possum. the Island of Timor and a small enclave in West Timor. It is located about 500 kilometres It is also home to a number of reptiles such as northwest of Darwin, Australia and covers 14,609 the tokay gecko, a number of snake species, square kilometres in area. crocodiles and sea-turtles. Timor-Leste has a tropical climate; hot For Timorese, the crocodile is a very important and humid with tropical rains, although and sacred animal. There is a legend about the the temperatures are more moderate in crocodile being influential in the formation of mountainous regions. Timor-Leste. It even looks like the shape of a crocodile when you fly into Dili. The north and south coasts are divided by mountain ranges, with the highest elevated Domestic animals include water buffalo, cattle, point being Mount Ramelau which is 2,972 horses, dogs, cats, pigs, goats, chickens, ducks metres in height. and some sheep. There are more than 240 species of birds, Flora and Fauna including at least 31 species occuring only on Timor-Leste is in an area known as Wallacea. Timor and its neighbouring islands. This is a kind of crossover zone between Timor-Leste is part of the ‘Coral Triangle’, which Australian and Asian flora and fauna. The is a roughly triangular area of the tropical vegetation is characterised by an abundance of marine waters of Indonesia, Malaysia, Papua teak, coconut and eucalyptus trees. New Guinea, the Philippines and the Solomon Timor-Leste is home to a marsupial (usually only Islands. The Coral Triangle contains at least 500 found in Australia) known as the cuscus, as well species of reef-building coral.

Above left: The plains and hills of Timor-Leste Above right: Up in the misty mountains of Aileu Right: Cows are common domestic animals in Timor-Leste Far right: A pig on the loose Credit: Kate Dixon

CARITAS AOTEAROA NEW ZEALAND LET US GO TOGETHER: JOURNEYING TO PEACE AND HOPE IN TIMOR-LESTE FACT SHEETS E6 Oecusse

The district of Oecusse is located 50 kilometres southwest of the rest of Timor-Leste. With a population of about 70,000, the people of Oecusse speak Baikeno primarily (rather than the official languages of Tetum and Portuguese). Previously the only way to get to Oecusse from Dili was by a 12-hour ferry boat ride that operated twice a week. Just recently a fast boat and flight by small plane were introduced. Two popular ways to Mana Rosita from Oecusse Jerminu Nina lives in Oemolo travel around the district are by ojek (motorbike) or Village on the back of a truck.

Oecusse’s Importance The virgin coconut oil (VCO) is currently processed While Oecusse has geographical and language at her place. Members arrive at 5am and together similarities with West Timor, its history as the they can process 250 coconuts in three hours. first Portuguese capital and the birthplace of A new processing centre and larger kiosk are Catholicism in Timor is a source of pride for currently under construction at the front and back Timor-Leste. During the early period of Indonesian of her property. occupation, Oecusse was largely free from Every month Mana Rosita travels to Dili with 50 violence, but there were many who secretly joined litres of VCO to sell to the HAFOTI shop. Her journey the resistance. Following the independence vote is both long and challenging. She leaves the port in 1999, Oecusse experienced widespread violence at 4pm and the ferry ride arrives in Dili at 4am and the loss of most of its infrastructure and two- the next morning. During the night, she sleeps on thirds of its homes. a basic mat on the deck. The return trip home is Oecusse is like an island in an island and there are much of the same. ongoing discussions on how best it can be governed Mana Maria Oki is the member of the board in as a part of Timor-Leste. Its past joins it strongly with Oecusse and is well respected as a strong leader. Timor-Leste, but those living there also maintain She visits Dili every three months for meetings links with West Timor through family and friends. where revolving credit proposals are considered and decisions are made about HAFOTI’s strategic plan and policies.

Oemolo Village The Nina family live in Oemolo. Jerminu is six years old and lives with his mum and younger brother along with his grandparents and extended family. Credit: NordNordWest Walking down the road outside Jerminu’s home reveals that most people in the village are growing HAFOTI in Oecusse corn and kangkong (water spinach). Mana Rosita Quenet is the HAFOTI staff member in There are not many business opportunities in Oecusse. She works with the 46 HAFOTI members Oemolo except in places like the health clinic or the throughout Oecusse. Some of her main tasks local school. Like many other rural areas in Timor- include administering the revolving credit fund, Leste, the majority of families are subsistence monitoring the businesses, providing training in farmers and rely on growing their own rice and accounting and delivering finished products to Dili. other agricultural crops to earn their living.

CARITAS AOTEAROA NEW ZEALAND LET US GO TOGETHER: JOURNEYING TO PEACE AND HOPE IN TIMOR-LESTE FACT SHEETS E7 Aileu

Close to 50,000 people live in the district of Aileu. One of only two districts that are landlocked, Aileu is directly south of the capital district, Dili. In fact, Aileu was formerly part of the district of Dili but was split towards the end of Portuguese administration before Indonesian occupation.

Credit: NordNordWest

In the Hills Parts of Aileu are quite elevated and many people living there are surrounded by beautiful green hills and trees. Location has a bearing on what can be grown and sold, and it is not very easy to produce coconuts and rice like in other parts of Timor- Close siblings in the Pereira family Leste. However, the unique microclimate in Aileu is perfect for crops like coffee, cloves, peppercorn The Pereira Family and vanilla. One of the families living in the lower village of Madabeno are the Pereiras. The house is shared by fifteen family members so there is always something happening. Francisco, the father, used to be the Chefe de Suco (elected village leader) up until recently. Maria, his mother-in-law, lives with the family along with Rossa, his wife, and their twelve children. The Pereira family work hard and their land is beautifully maintained and they even own a propagating house for growing flowers.

Up in the hills of Aileu district Money is made from growing and selling coffee and vegetables. They can harvest around 500kg of coffee beans a year for just over a dollar a kilo. Extremes in Madabeno Sandalwood, cloves, pumpkin, sweet potato, Two contrasting villages are found in Madabeno. In cassava, taro and chilli are among the other the lower village all sorts of plants grow including vegetables they sell at the market. flowers. Most of the villagers are well dressed and Bernadina and Alda are two of the eldest keep healthy. The water is easy to collect coming daughters. Bernadina is a member of the HAFOTI from the mountains. Up higher in the hills, the group and Alda has attended some of the training other village struggles to collect water and homes sessions. With the other eldest siblings, they help are more traditional and appear run down. look after the younger children in the family.

CARITAS AOTEAROA NEW ZEALAND LET US GO TOGETHER: JOURNEYING TO PEACE AND HOPE IN TIMOR-LESTE FACT SHEETS E8 Food in Timor-Leste

Food in Timor-Leste has been influenced by both the Portuguese and the Indonesians.

Staple foods Commonly grown crops include rice, sweet potatoes, maize, cassava, and taro as well as vegetables like tomatoes, eggplants, spinach and onions. Rice is very much central to every meal throughout the day. Commonly vegetables are A typical meal includes rice, A meal without meat is fried using oil. greens and some protein commonplace

From the farm to the market Agricultural work is shared between men and women, where women are responsible for the household garden; men for farm work with assistance from their wives. Women travel to the local market and sell food from their gardens. Very little value-adding or processing is available and limited storage options leads to wastage.

Meat Coffee is enjoyed by all, even children Many households don’t eat a lot of meat. Meat is expensive to buy and most families do not have Higher ground enough animals that they can kill for food. Cows, In the mountainous areas where the weather is goats and chickens are owned by some families cooler, farmers grow coffee (for export), cloves, and are generally traded as gifts during traditional peppercorn and vanilla. In fact, almost half of the cultural ceremonies and weddings. population rely on coffee as their major source of income.5 It is commonly consumed as the main Fish drink during meals. In fishing districts, women are involved in processing and selling the fish that are caught by Akar family members, however this is in small quantities Many of the poorer families rely on akar, which with limited processing or storage options. In is the powder from broken down palm tree bark, Timorese waters, there are various big game fish mixed with water to form a jelly like substance including giant trevally, yellow fin tuna, Spanish cooked over the fire. mackerel, sailfish and marlin.3 Many local Timorese Alternatively, when there is no protein available, are skilled with net, spear or trap and catch the water and salt is just added to rice and eaten as smaller varieties of fish found on the reef including more of a paste. grouper, snapper and parrotfish.4 In Oecusse, traditional knowledge recounts that fish helped It is not a surprise that Timor-Leste has a their ancestors, so many do not eat fish in this significantly high rate of malnourished children as district as it would be a betrayal of their ancestors. a result of such a diet.

3 www.timorleste.tl/what-to-do/fishing/ 4 www.fao.org/fishery/facp/TLS/en 5 Starbucks stocks Timorese coffee for some of their shops in the USA:https://news.starbucks.com/news/starbucks-debuts-rare-east- timor-single-origin-coffee

CARITAS AOTEAROA NEW ZEALAND LET US GO TOGETHER: JOURNEYING TO PEACE AND HOPE IN TIMOR-LESTE FACT SHEETS E9 Hobbies and Entertainment in Timor-Leste

Time Together Sport A lot of time is spent just hanging out with each Popular sports enjoyed by the people include other. For young people, school hours are shorter soccer, swimming, cycling, martial arts and so the afternoons are mostly spent with cousins badminton. Boys love to play soccer and have the and friends laughing and chatting. Spending time same haircuts as their stars and love to wear their with family is really important for everyone and it is favourite team’s colours. The Football World Cup is common to have more than 50 cousins in a family. watched with enthusiasm.

Connecting Online Facebook and YouTube are popular, no one has Wi-Fi at home, but in Dili there are a few good public spots for free Wi-Fi on the waterfront and at the local mall. So, everyone else has to pay for the data they use. Usually a big group gathers around one phone (which are relatively expensive). Selfies have become very popular too. Many Timorese youth feel lucky if they have a phone that just does basic texting (without Apps).

Two children sit together during the afternoon The internet is always really slow because there is no cable connecting Timor-Leste to the rest of the Passing Time world – connections are all via satellite. In Dili, a lot of homes have access to Indonesian satellite Many young boys like shooting birds with television channels, but it is not too common in the slingshots, throwing stones, playing with tyres and poorer districts. homemade spinning tops, running around or just simply sitting and chatting with their friends. Church Girls from rural areas generally help their mothers Everyone goes to church on Sundays. Sometimes, a lot with food preparation and look after other after the service, a truck is hired and teenagers children. travel to nearby locations to enjoy singing, games and a picnic together. Earning Board Music and Dance In Dili, a lot of the high school students come from rural areas and live with an aunt or uncle in Dili Family celebrations like weddings and baptisms so they can attend high school. There is always a are frequent in big families with lots of dancing. deal that the child will do housework to pay for Students often learn traditional dances at school their board. Sometimes it is quite a tough deal with too, which they share with visitors. many hours of hand-washing and cleaning in the Singing is always popular and guitars are morning and in the afternoon. This limits the time commonly used too. Listening to the radio is well and energy for anything else! loved as well.

Reading Getting Around Reading is not a common hobby in Timor-Leste as The other thing that young people like to do is there are very few books written in Tetum. There ride around on scooters or motorbikes (especially is one small library in the whole country and they in Dili). They will drive in formation tooting their have only recently started lending books out to the horns. This is mostly boys as girls usually can’t public. Before then, it was just too hard. afford scooters.

CARITAS AOTEAROA NEW ZEALAND LET US GO TOGETHER: JOURNEYING TO PEACE AND HOPE IN TIMOR-LESTE FACT SHEETS E10 Education in Timor-Leste

When Timor-Leste emerged from the Indonesian occupation it faced something of an educational crisis. Fifty percent of those over 15 years of age were illiterate, and 95 percent of school buildings were destroyed either during the occupation or during the Indonesian withdrawal. Most of the teachers were Indonesian and many of these fled Timor after the referendum. Some 15 years after independence, the number of teachers has doubled, and the ratio of students to teachers is approximately 28:1. Primary schooling begins at age six, and has nine grades. Secondary school is three years; grades 10–12. Between 2002 and 2014, enrolments have increased by 150 Students in the classroom percent – from 242,000 to 364,000 students. There is also the issue, in some regions such as There are several challenges facing the education Oecusse, where the language of instruction in system in Timor-Leste today. While enrolment at school is different from the language spoken primary and secondary levels in urban areas is by families at home. Children are learning in 100 percent, enrolment in rural areas is only 60 Portuguese and Tetum, while in some regions, percent. neither of these languages are spoken at home. Quality issues are also a big challenge and student There is also a need to plan to spend more on learning outcomes remain a serious concern. For education in the coming years. Timor-Leste’s example, the repetition rate is high, especially among first graders. A 2009 early grade reading assessment population growth is 2.9 percent per year. found that more than 70% of students at the end of Currently two thirds of the population are under Grade 1 were unable to read a single word of a simple the age of 25 years. One challenge is that there is a text in Portuguese and the native Tetum language, growing group of educated young people who are decreasing to 40% by the end of the second grade. Only not able to find jobs. about a third of students in the third grade could read 60 words per minute and respond correctly to simple Education Statistics from the United Nations comprehension questions. Teacher quality is also an Human Development Programme (UNHDP), 2016: issue: many teachers have completed only secondary education. Enrolment in preschool 17 There is a high degree of student and teacher (% of preschool aged children) absenteeism; More than one-third of grade 1 students, Enrolment in primary school 1376 13% of primary school teachers and 25% of secondary (% of primary aged children) school teachers are absent on any given day. Enrolment in secondary school 73 http://blogs.worldbank.org/education/Timor Leste- (% of secondary aged children) starting-education-revolution Enrolment in tertiary education 18 In some rural areas, schools are hard to get to and (% of tertiary aged population) poorly maintained, with students walking long Average years of schooling 4.4 distances to reach the school each day. As well Primary school dropout rate 18.8 as this, there are large numbers of rural families (% of primary school cohort) living below the poverty line, making the costs of schooling too expensive for some when each From United Nations Development Programme website family has to buy uniform, bags and books for their http://hdr.undp.org/en/countries/profiles/TLS children to attend as well as pay regular fees.

6 Note that the gross enrolment ratio can be greater than 100% as a result of grade repetition and entry at ages younger or older than the typical age at that grade level.

CARITAS AOTEAROA NEW ZEALAND LET US GO TOGETHER: JOURNEYING TO PEACE AND HOPE IN TIMOR-LESTE FACT SHEETS E11 Challenges for Women in Timor-Leste

The status of women in household garden; men for farm work with Timor-Leste assistance from their wives. Women travel to the local market and sell their produce from their The challenges Timorese women face include gardens; however, this is done in small quantities poverty, domestic violence and a lack of with limited price understanding. Apart from recognition of their contribution to the political, selling produce at the local markets, there is little economic and social spheres. Many Timorese opportunity for rural women to participate in the women were widowed as a result of the conflict formal labour force or to earn cash. with Indonesia, and are now sole providers for their family and therefore political participation and economic empowerment are particularly The HAFOTI Solution crucial. Empowering women is central to the work of Since independence, Timor-Leste has made HAFOTI and is addressed in both the way the significant gains in gender equality. Education organisation is run and what the organisation enrolment is up for females but areas of concern does. In HAFOTI: P17c A session continue to be eliminating gender-based violence, 1) Women have decision-making power HAFOTI improving women’s participation in the formal a. HAFOTI is a membership organisation training labour market, reducing maternal mortality and – every member has a say improving female representation in local-level b. HAFOTI is governed by one member governments. from each district c. HAFOTI staff are almost all women. 2) Women access microcredit a. HAFOTI provides access to micro-credit to women who are members, allowing them the financial means to start a small business to generate income for their families. 3) Women access training and income earning opportunities a. HAFOTI provides training to women in Timorese woman and child in Oecusse ways of making local food products b. HAFOTI assists with finding markets Rural Women to sell the products, including Rural Timorese women are very active in purchasing the products from the agriculture and are involved in harvesting and women, packaging them and sending to planting rice and maize in the family farm typically supermarkets in Dili for sale. for subsistence purposes only. Very little value- 4) Women learn skills adding or processing is done and limited storage a. HAFOTI provides business training and options lead to wastage. works with other agencies to ensure that Women are involved in small-scale processing; HAFOTI women receive useful training in commonly this involves activities like making and managing business and money selling banana chips for consumption at the district b. HAFOTI provides women’s rights training level. to talk about some of the challenges women face in their everyday life and Agricultural work is shared between men and their legal rights. women, where women are responsible for the

CARITAS AOTEAROA NEW ZEALAND LET US GO TOGETHER: JOURNEYING TO PEACE AND HOPE IN TIMOR-LESTE FACT SHEETS E12 Human Development Indicators for Timor-Leste

2016 data from United Nations Development Programme website:

Health Life Expectancy 68.5 years Under 5 mortality rate (per 1,000 live births) 52.6 Deaths due to tuberculosis (per 100,000 people) 94.0 Deaths due to malaria (per 100,000 people) 16.2

Income Gross national income (in US dollars per capita) 5,371

Gender Average years of schooling (female) 3.6 Average years of schooling (male) 5.3 Labour force participation rate (female) (% ages 15 and over) 26.8 Labour force participation rate (male) (% ages 15 and over) 55.5 Share of seats in parliament (% held by women) 38.5 Violence against women ever experienced, intimate partner (%) 34.6 Violence against women ever experienced, non-intimate partner (%) 0.4

Poverty Percentage living below income poverty line, US$1.90 a day 46.8

Work Labour force participation rate (% ages 15 and older) 41.3 Youth unemployment rate (% ages 15-24) 15.7 Vulnerable employment (% of total employment) 69.6

Communication Internet users (% of population) 13.4 Mobile phone subscriptions (per 100 people) 117.4

Education Statistics from the United Nations Human Development Programme (UNHDP) Enrolment in preschool (% of preschool aged children) 17 Enrolment in primary school (% of primary aged children) 137 7 Enrolment in secondary school (% of secondary aged children) 73 Enrolment in tertiary education (% of tertiary aged population) 18 Average years of schooling 4.4 Primary school dropout rate (% of primary school cohort) 18.8

7 Note that the gross enrolment ratio can be greater than 100% as a result of grade repetition and entry at ages younger or older than the typical age at that grade level.

CARITAS AOTEAROA NEW ZEALAND LET US GO TOGETHER: JOURNEYING TO PEACE AND HOPE IN TIMOR-LESTE FACT SHEETS E13 History of Timor-Leste up until 1974

The Democratic Republic of Timor-Leste lies 500 East and West kilometres northwest of Darwin, Australia. It divided shares a border with West Timor which is part of Credit: CIA World Indonesia. The word ‘Timor’ means ‘east’ in Malay, Factbook and ‘Leste’ is a Portuguese-derived term also meaning ‘east’. Historians believe that region of Timor-Leste has been populated for 40,000 years and that there were probably three waves of migration to this place.8 The first migration was from the south, from the territory that is now Australia, the second was from Melanesia and the third was a migration of Malay people. Today there are twelve distinct Occupation indigenous groups in Timor-Leste. During the Second World War, Timor was occupied Before colonisation, the island of Timor was by the Japanese, who encountered widespread divided into kingdoms ruled by princes called resistance to their attempts to force the population Liurai, and clan leaders who exercised power in to grow food, both for their troops and for export. kin-related villages. These contained hamlets By the time the Japanese surrendered in 1945 whose inhabitants grew subsistence crops and some 60,000 Timorese, or 13 percent of the traded with each other. population had perished. In 1949 West Timor became part of the post-colonial 9 Colonisation Indonesian Republic. Portugal retained East Timor, The first Europeans to settle in the area were the adding an indigenous adminstrative group to Portuguese, on the neighbouring island of Solor in administer the land under Portuguese rule. 1566. They made annual trips to Timor to collect sandalwood and traded in finished goods. Their rivals in the region were the Dutch, who followed soon after, gaining control of most of what we know today as Indonesia. Although the Portuguese established a colonial administration in Timor in 1702, they disputed and fought with the Dutch for control of the island for the next three centuries. The two halves of the island were separated in an agreement signed by the two colonial powers in the early 1900s – the Dutch taking the West and Portuguese the East. The Europeans profited from their control over the Japanese troops in Timor-Leste during World War II sandalwood trade and introduced coffee, which Credit: Tropenmuseum, National Museum of World Cultures became Timor’s principal export, supplemented with rubber, tobacco, copra and peanuts. Revolts by the Timorese against colonial rule were frequent, and most of them were suppressed brutally.

8 https://bairopiteclinic.org/a-short-history-of-Timor-Leste/ 9 Most of the material in this section is directly from ‘Learning to Speak and Write Tetum’, copyright 2001, formerly Mary MacKillop Institute of East Timorese Studies, now Mary MacKillop International, used with permission.

CARITAS AOTEAROA NEW ZEALAND LET US GO TOGETHER: JOURNEYING TO PEACE AND HOPE IN TIMOR-LESTE Invasion In April 1974 the ‘carnation revolution’ overthrew the military-ruled dictatorship in Portugal. As a result, the Portuguese withdrew from their colonies in Africa and in Portuguese Timor. They withdrew initially to the island of Atauro, and watched on as the two major East Timorese parties entered into a brief period of civil war. Fighting lasted less than a month, and the victorious group was the Fretilin Party, who promptly announced an independent East Timor on 28 November. The new independent state lasted just nine days.

Bazaar in Atsabe, Osttimor, 1968/1970 Credit: Norberto Lacerda Benigno

CARITAS AOTEAROA NEW ZEALAND LET US GO TOGETHER: JOURNEYING TO PEACE AND HOPE IN TIMOR-LESTE FACT SHEETS E14 Indonesian Occupation10 On 7 December 1975 the Indonesian armed forces villages and placed in resettlement camps. Law invaded East Timor by air and land. An estimated changes deprived them of their ancestral lands, as 2,000 Timorese died in Dili during the first few they made way for Indonesian migrants. Under the days of the assault. The Fretilin troops fought for Indonesian Government’s transmigration policy, some months and then were forced to withdraw they brought in people – many of them against into the remote mountain region, where they were their will – from overcrowded Java and Bali. to continue to wage guerilla warfare against the The Indonesian occupation of East Timor was Indonesian invasion force for twenty four years. marked by violence and brutality. There were The invasion of East Timor took place with the tacit arbitrary executions and arrests, torture, raids and approval of the United States Government, and disappearances. A conservative estimate from the other nations who stood back and chose not to Commission for Reception, Truth and Reconciliation challenge Indonesia for its actions. in East Timor is that 102,800 Timorese died as a result of the conflict with Indonesia, or due to Soon after the invasion, much of the rural conflict-related illness and starvation.11 population were herded out of their traditional Key Players

José Ramos-Horta Xanana Gusmão Bishop Carlos Belo Credit: UN Photo/Jean-Marc Ferre Credit: RTP Credit: English Wikipedia

JOSÉ RAMOS-HORTA XANANA GUSMÃO BISHOP CARLOS BELO José Ramos-Horta, a former Meanwhile the Fretilin miliary Another outspoken critic of the government minister with wing, Falintil, led by Xanana Indonesian regime in Timor, a Portuguese father and a Gusmão from 1978, continued was the Catholic Bishop of Dili, Timorese mother, was out of their guerilla resistance. The Carlos Belo. Belo repeatedly the country when the invasion Indonesian troops led several spoke out about the killings occurred. He remained in exile campaigns to try to eliminate and torture of Timorese rebels, during the 24 year occupation Falintil, pushing them back to and he was instrumental in representing the Fretilin party at just a few hideouts in the far smuggling evidence of the 1991 the United Nations. He lobbied east of the island by 1989. Their Santa Cruz Cemetery massacre members of the UN to try to leader, Gusmão, was captured to media outside Timor. Belo also put pressure on Indonesia to and imprisoned in 1992. From petitioned the United Nations to withdraw from East Timor. his prison cell, and later while hold a referendum on the future under house arrest in Indonesia, of East Timor in 1989. Gusmão continued to fight for However, there was no real move Timorese independence. towards such a referendum until 1999, following the resignation of President Suharto from the Indonesian Government. The new president, Habibe, agreed to a UN supported referendum to decide the future of East Timor.

10 ‘Learning to Speak and Write Tetun’, copyright 2001, formerly Mary MacKillop Institute of East Timorese Studies, now Mary MacKillop International, used with permission. 11 www.cavr-timorleste.org/

CARITAS AOTEAROA NEW ZEALAND LET US GO TOGETHER: JOURNEYING TO PEACE AND HOPE IN TIMOR-LESTE FACT SHEETS E15 History of Timor-Leste Since 1999

Independence In the 1999 referendum, 90 percent of eligible voters turned out to vote. Of these voters, 78.5 percent chose complete independence from Indonesia. Fighting and mass destruction of buildings and infrastructure occured as a backlash to this electoral result, as Indonesian backed militias caused havoc across the country. The situation was brought under control when the Indonesian government requested the help of UN peacekeepers. Flag of Timor-Leste Credit: Isabel Nolasco The first decade of Timorese independence was far from smooth-sailing. Now From 2007 until 2015, Timor-Leste was governed that the common Indonesian enemy had gone, by a coalition government made up of five political political and regional tensions began to rise to the parties, under the leadership of Prime Minister surface. The Fretilin party splintered and internal Xanana Gusmão. José Ramos-Horta was elected east-west tensions flared up. In December 2002, President. However, the exclusion of the FRETILIN only six months after the formal independence party from this coalition led to further rioting in celebrations, riots erupted in Dili because of Dili. In 2008, Ramos-Horta narrowly survived an frustration about the continued poverty in which assassination attempt. most people still lived. It wasn’t until December 2012, that the Timor-Leste The renewal of violent conflict in Timor-Leste in government felt confident that the UN peace- 2006 was a result of conflict between elements keeping force could withdraw. of the military over discrimination within the In 2015 Gusmão stepped down and appointed military.12 A failed coup led to violence throughout FRETILIN party Minister of Health, Rui Araujo, to the country, causing the displacement of 150,000 the position of Prime Minister. Political observers people in and around the capital, Dili. The saw this as a move towards a more inclusive government requested the assistance of United government that will promote stability. Nations peace-keeping forces in order to quell the wave of violence. Factors contributing to this The current Prime Minister is Dr Mari Alkatiri and internal conflict were weak state institutions, the President is Francisco Guterres. rivalries among elites and security forces, deep- seated poverty, unemployment, east-west tensions within the country, and population displacement. After the violence in 2006, the first post- independence Prime Minister, Dr Alkatiri, resigned from office and was replaced by the more popular independence hero, José Ramos-Horta.

12 United Nations, Inter-parliamentary Union, Annual Parliamentary Hearing, 6-7 December, 2012

CARITAS AOTEAROA NEW ZEALAND LET US GO TOGETHER: JOURNEYING TO PEACE AND HOPE IN TIMOR-LESTE FACT SHEETS E16 Bishop Carlos Belo and the Catholic Church in Timor-Leste

Early Years survived two attempts on his life. However, the Catholic Church in Timor continued to grow in Carlos Belo was born in a village in the Bacau strength. People rallied behind Bishop Belo, and district of Timor-Leste in 1948. His father was a the percentage of East Timorese who identified school teacher but died when Carlos was very as Catholic grew from 25 percent in 1975, to 90 young. Like the majority of East Timorese, his percent in 1999. family background was in farming, and as a young child, Carlos looked after water buffaloes. A Leader for Peace He studied in Catholic schools and eventually attended the Dare seminary in Dili. In 1996 Bishop Belo shared the Nobel Peace Prize with fellow-Timorese, José Ramos-Horta. Later, Carlos studied philosophy and theology Their award was for their work towards a just and in Portugal and Rome, became a member of the peaceful solution to the conflict in East Timor.13 Salesian Society, and was ordained a priest in 1981. In his acceptance speech Bishop Belo praised other A Leader for Justice peace activists who had worked for a non-violent resolution to injustice. He named Pope John Two years after his ordination, Belo was appointed Paul II, who had worked with his fellow-Poles to as Apostolic Administrator of the Church in East overthrow communism, Mahatma Gandhi, who Timor, and Bishop of Dili in 1988. Critics of his worked for self-determination for the people of appointment expected Belo to be submissive India, and Martin Luther King Junior who worked to the Indonesian regime. Instead he openly tirelessly for the rights of African Americans. He denounced the brutal Indonesian occupation. He praised current leaders for peace, including Bishop encouraged the Church to become a place which Desmond Tutu in South Africa, and Aung San Suu affirmed East Timorese culture and identity. He Kyi in Myanmar. also encouraged the use of Tetum (the Timorese language) in the liturgy, despite pressure to use the Bishop Belo also praised the work of the United Bahasa Indonesian language instead. Nations, Because the church was the only institution in for its painstaking efforts on the question of East Timor able to communicate with the outside world, Timor, which have been of central importance in 14 Bishop Belo became a key player in informing keeping the issue alive over many long years. the international church and the rest of the world about the actions of the Indonesian occupiers. In 1989, he demanded that the United Nations hold a referendum on the future of East Timor, and, after a bloody massacre two years later, he helped to smuggle two witnesses to Geneva, where they described the violations to the United Nations Commission on Human Rights. Belo’s struggle gained the sympathy of the Pope in Rome, who demonstrated it by visiting East Timor in 1989. Because of his opposition to Indonesian occupation, Bishop Belo was put under military Bishop Belo (on the right) at the handing over ceremony of the surveillance, was prohibited from travelling, and Timor-Leste leadership. Credit: Australian Civil-Military Centre

13 www.nobelprize.org/nobel_prizes/peace/laureates/1996/belo-lecture.html 14 ibid.

CARITAS AOTEAROA NEW ZEALAND LET US GO TOGETHER: JOURNEYING TO PEACE AND HOPE IN TIMOR-LESTE Finally, he spoke of the ongoing struggle in his home country. He said, The world censures those who take up arms to defend their causes and calls on them to use non- violent means in voicing their grievances. But when a people chooses the non-violent path, it is all too CAVR logo. Credit: chegabaita.org often the case that hardly anyone pays attention. It is tragic that people have to suffer and die and the Speaking of the peace-building, Bishop Belo said, television cameras have to deliver the pictures to Let it be stated clearly that to make peace a reality, people’s homes every day before the world at large we must be flexible as well as wise. We must truly admits there is a problem. Therein lies the enormous recognise our own faults and move to change significance and the brave wisdom of the decision ourselves in the interest in making peace... Let us of the Nobel Committee to focus on East Timor this banish anger and hostility, vengeance and other year; it represents the extraordinary recognition of dark emotions, and transform ourselves into humble East Timor’s quest for peace and the recognition of instruments of peace.17 its pleas for an end to suffering.15 In 2002, Bishop Belo resigned from his position as Apostolic Administrator of Dili, and travelled Three years after delivering this speech, the tide to Portugal for medical treatment. In 2004, there had turned in Timor-Leste. Ongoing international were calls from Timorese for Bishop Belo to put pressure, as well as a financial crisis that led to his name forward as a nominee for the role of the resignation of Indonesia’s President Suharto, President. However, Bishop Belo said he had led to a United Nations-supported referendum for ‘decided to leave politics for the politicians’, and independence. Timorese voted overwhelmingly return to the spiritual leadership to which he for independence, ushering in a new era of nation- had first felt himself called. He was appointed building in Timor-Leste. by the Salesian Society to a missionary post in Bishop Belo, and other Catholic Church Mozambique. leaders, were instrumental in the formation of the Commission for Reception, Truth and Reconciliation in East Timor which aimed to bring healing and unity to the new nation. He said: Long-term development is just as unlikely to occur in East Timor as in the other post-colonial nations of Africa and Asia without a comprehensive process which enables people to heal and overcome the past.16

15 www.nobelprize.org/nobel_prizes/peace/laureates/1996/belo-lecture.html 16 Sydney Morning Herald, August 28, 2001 17 www.nobelprize.org/nobel_prizes/peace/laureates/1996/belo-lecture.html

CARITAS AOTEAROA NEW ZEALAND LET US GO TOGETHER: JOURNEYING TO PEACE AND HOPE IN TIMOR-LESTE FACT SHEETS E17 José Ramos-Horta

José Ramos-Horta was born on December 26, 1949, in Dili. He had a Portuguese father and a Timorese mother. Ramos-Horta had ten siblings, four of whom were killed by the Indonesian military in the invasion. Ramos-Horta worked as a radio and TV correspondent from 1969 to 1974. He also studied International Law at The Hague and Human Rights Law at Strasbourg. He was Minister for External Affairs and Information in the first transitional government before the Indonesian occupation, and effectively became ‘Foreign Minister in exile’, as he was out of the country when the invasion occurred. He was on his way to the United Nations José Ramos-Horta Credit: CSIS in New York to plead with them to take action to In May 2007 Ramos-Horta was elected President prevent the occupation. of Timor-Leste. Assuming the helm of one of the For the following 24 years, Ramos-Horta remained poorest nations in Asia, and a country devastated in exile, lobbying governments, UN bodies and the by conflict, his promise was to serve as the European Parliament for Timorese independence. “President of the Poor”. He promised to remain In 1996, he shared the Nobel Peace prize with dedicated to eradicating poverty in his country Bishop Belo for his work. The Nobel Committee through improved public health and education, considered José Ramos-Horta ‘the leading and by providing an environment where business international spokesman for East Timor’s cause can thrive. since 1975’. In 2008 President Ramos-Horta survived an ‘Everyone knew that violations of human rights, assassination attempt by members of a renegade torture, killings, disappearances, and violations military group. against women were regular occurrences in Timor- On the President’s return to office, Timor-Leste Leste… problems occurred… because Indonesia entered a more stable phase. and the international community did not recognise Timorese human rights, including, above all, our While serving as President, Ramos-Horta right to self-determination.’ – José Ramos-Horta personally created peace initiatives, ranging from a world class mountain bike “race for peace” (Tour On his return from exile on December 1, 1999, de Timor), to opening his office for youth from throngs of Timorese crowded the airport and neighbouring areas to come and peacefully resolve streets to greet him and celebrate his arrival home. conflicts. His anti-poverty initiatives, including Assuming the post of Senior Minister in the new building homes for the neediest, have lifted tens of government, he began work to help build a new thousands out of extreme poverty. His leadership democratic government in his country. has assisted Timor-Leste toward a new era of In 2006, Timor-Leste experienced renewed unrest, peace, reconciliation and economic growth. when a group of more than 500 split from the army. In 2012 Ramos-Horta accepted an appointment Amid burning buildings and gangs rampaging in from the UN Secretary General as Special the streets, the Prime Minister was forced to step Representative of the Secretary General to the down. José Ramos-Horta was asked to step into African nation of Guinea Bissau. the vacant Prime Minister post.

References: http://ramoshorta.com/president-José-ramos-horta/ Martin de Jong, Caritas Aotearoa New Zealand, East Timor: awaiting the dawn

CARITAS AOTEAROA NEW ZEALAND LET US GO TOGETHER: JOURNEYING TO PEACE AND HOPE IN TIMOR-LESTE FACT SHEETS E18 Xanana Gusmão

Kay Rala Xanana Gusmão was born on June 20, the government in the 2007 elections, and Gusmão 1946. He grew up in a rural area of East Timor, with became the nation’s Prime Minister. This was not one brother and five sisters. Gusmão’s parents an altogether popular result as the FRETILIN party were both school teachers. who had actually won more votes in the election, were shut out of power. The situation led to two Gusmão served for three years in the colonial days of rioting in Dili. armed forces and also became a surveyor and a teacher. However, Gusmão weathered out the storm and entered into a second term as Prime Minster in After the Portuguese left East Timor, Xanana joined 2012. In 2014, however, he announced his intention the ASDT (Social Democrat Association), which to retire and was succeeded by Rui Maria de Araujo later that year transformed into the Revolutionary of FRETILIN. Gusmão’s action was seen by many as Front for an Independent Timor-Leste (FRETILIN). a way of promoting more stability in Timor-Leste. During the Indonesian occupation, he became the head of FRETILIN’s armed wing, FALINTIL. Later Gusmão restructured FALINTIL and made it the armed resistance group for the unified resistance movement (involving all revolutionary parties, and not so closely aligned with FRETILIN. For seventeen years Gusmão led the guerilla army in its resistance to Indonesian occupying forces. In 1992, he was captured and jailed in Jakarta, Indonesia. While in prison Gusmão studied Bahasa Indonesia (the Indonesian language), English and Law. He also painted and wrote poetry. In February 1999, Gusmão was released and placed under house arrest. While still under guard, he took part in talks with the Indonesian government along with Bishop Carlos Belo and José Ramos-Horta. They were able to negotiate a ceasefire between Indonesian and FALINTIL soldiers in preparation for the August referendum. Gusmão took up a senior role in the interim United Nations-led government of East Timor, and in the democratic elections in 2002 he became the country’s first president. In 2007, when Gusmão’s presidential term was completed, he became the leader of a newly elected political party called the National Congress for the Reconstruction of East Timor (CNRT). His Xanana Gusmão in 2013 party formed a coalition with several others to form Credit: Brangelina Clawson

CARITAS AOTEAROA NEW ZEALAND LET US GO TOGETHER: JOURNEYING TO PEACE AND HOPE IN TIMOR-LESTE FACT SHEETS E19 United Nations Peacekeepers

United Nations Peacekeeping helps countries torn 2. The next phase of intervention was an actual by conflict create conditions for lasting peace. peacekeeping operation that went from October 1999 until May 2002. This was the The United Nations (UN) has no standing army or United Nations Transitional Administration police force of its own. Rather, member states are in East Timor (UNTAET). Basically, UNTAET asked to contribute military and police personnel. maintained administrative authority in East Peacekeepers wear their countries’ uniform and Timor until its transition to independence. are identified as UN Peacekeepers by a UN blue helmet or beret. 3. The United Nations Mission of Support in East Timor (UNMISET, May 2002 – May 2005), also There are also civilian staff who are part of a peacekeeping mission, was mandated to peacekeeping operations, who are international provide assistance to the newly independent civil servants recruited and deployed by the UN East Timor until all operational responsibilities Secretariat. were fully controlled by the East Timor Peacekeeping has proven to be one of the most authorities. effective tools available to the UN to assist host 4. The fourth phase of UN assistance was countries navigate the difficult path from conflict the establishment of the United Nations to peace. Peacekeepers not only maintain peace Office in Timor-Leste which supported the and security, but they also help to facilitate the new government and provided training in disarmament, demobilization and reintegration democratic governance and human rights. This of former armed combatants back into civil office was due to close in May 2006, but due society. They also help with the organization of fair to the re-emergence of violence and tension elections. on the streets of Dili, a request was made for New Zealanders have been involved in UN Peacekeepers to remain in Timor-Leste for peacekeeping throughout the world – including several more years. The Secretary General of within Timor-Leste. the UN also recommended that the UN remain in its role of supporting the new government to What was the role of UN become a more open democracy, in which all Peacekeepers in Timor-Leste? Timorese felt represented. There were four phases for the peacekeepers in For more comprehensive information about what Timor-Leste: the UN helped to achieve in Timor-Leste, watch the video United Nations Mission in East Timor 1999- 1. The first UN involvement was a political 2009 at www.youtube.com/watch?v=N2-Qjy_G8Gc mission called the United Nations Mission in East Timor (UNAMET) and ran from June- October 1999. The purpose of the mission was to facilitate a referendum to determine whether Timorese people wanted to accept special autonomy within Indonesia, or to be completely independent of Indonesia. The UN staff were in charge of ensuring a fair election. The Indonesian Government was responsible for security around the elections, a task which, in the event, they did not manage.

Peacekeepers from Brazil arrive in Timor-Leste in 2004 Credit: Marcello Casal Jr

CARITAS AOTEAROA NEW ZEALAND LET US GO TOGETHER: JOURNEYING TO PEACE AND HOPE IN TIMOR-LESTE FACT SHEETS E20 International Support for Timorese Independence

United Nations Resolutions Support from the International From 12 December 1975 until 1982, United Nations Catholic Church resolutions consistently called for Indonesia’s During Pope John Paul II’s visit, he said Mass on withdrawal, and affirmed the right of the East a piece of land near the airport, with between Timorese to self-determination. From 1982 100,000 – 200,000 people in attendance. The onwards the United Nations also brokered talks Pope said that his visit was pastoral and had no between Portugal and Indonesia, and oversaw political significance, and deliberately did not kiss ‘Intra-Timorese dialogue’ between pro and anti- the ground on landing at the airport. This gesture integration East Timorese. would have signified that he believed Timor- While José Ramos-Horta was promoting the cause Leste to be a country independent of Indonesia. for Timorese independence at the United Nations, However, when the Mass began, the Pope knelt and Bishop Belo was also lobbying the United Nations kissed a crucifix that had been placed on a cushion and the international Catholic Church, calling on laid on the ground. both organisations to take notice of the atrocities A Vatican spokesperson insisted later that this that were occurring in East Timor under Indonesian was a normal custom during Mass, but from the occupation. perspective of the Timorese worshippers and Bishop In 1989, he demanded that the United Nations hold Belo this action sent a different message. They saw a referendum on the future of East Timor, and, a Pope who seemed very much to be kissing the after a bloody massacre two years later, he helped ground, and when he got back to his feet, the crowd 18 to smuggle two witnesses to Geneva, where they cheered. described the violations to the United Nations Other groups within the international community Commission on Human Rights. Belo’s struggle that supported the Timorese cause met together in gained the sympathy of the Pope in Rome, who 1997 and set up the Free East Timor Coalition. demonstrated his support by visiting East Timor in Through this coalition, and independently, Caritas 1989. Aotearoa New Zealand lobbied the New Zealand Government for recognition of East Timor’s plight. In July 1997, along with representatives from Christian World Service, Caritas met with the then Foreign Affairs Minister, Don McKinnon, specifically asking him to discuss with Indonesia’s foreign minister, the readmission of journalists and human rights observers into Dili. Throughout this time, Caritas Aotearoa New Zealand also continued to support development projects in East Timor. In March 1999, Bishop Belo visited New Zealand to give a series of talks to Catholic groups. Following Demonstration for Timor-Leste independence in Perth, Australia on from this, a New Zealand priest, Fr Gerry Burns, Credit: Chris Johnson visited East Timor for a number of months to support the work of Caritas Dili in the lead-up to the referendum.

18 The New York Times, October 13, 1989

CARITAS AOTEAROA NEW ZEALAND LET US GO TOGETHER: JOURNEYING TO PEACE AND HOPE IN TIMOR-LESTE FACT SHEETS E21 Community Reconciliation Processes

During the Indonesian occupation of Timor-Leste (from 1974–1999) many Timorese were co-opted to work with Indonesian security forces or militias. Often, they did so unwillingly, because of threats to themselves or to their families. After the 1999 referendum the Indonesian-backed militias unleashed a wave of violence against those who had voted for Timorese independence. Many of these ‘pro-Indonesia’ Timorese then escaped across the border into West Timor. Some remained there for months and even years, afraid to go back home.

The transitional government of Timor-Leste Many Timorese have existing scars from events in Timor-Leste decided to set up a special commission to deal before and after independence with crimes committed during the Indonesian occupation. They believed that ‘truth-telling’ was The Community Reconciliation Process a vital stage in the journey towards reconciliation. successfully processed 1,371 ‘deponents’, guilty of They were also concerned that Timorese returning crimes, such as house-burning, looting and assault. from the west should be allowed to settle back into This comment by a former deponent illustrates their communities without fear. the effectiveness of the CRP in bringing about The Community Reconciliation Processes (CRPs) reconciliation: recommended by the Commission were based on I joined the Ahi militia in 1999, but I am just an traditional Timorese justice procedures, known as ordinary person. We were forced to join the militia. lisan. Part of the lisan procedure involved having We didn’t have any choice. We are just farmers… conflicting parties sit facing one another, on either My job was to bring gasoline to the military. I fled side of a large mat. to Atambua [in Indonesian-controlled West Timor] Regional commissioners were appointed to and came back in September 2000. The reason I facilitate the discussion between the offender and joined the [Community Reconciliation Process] was the communities they had harmed. Individuals because I thought about my children. I worried who had committed crimes (known as ‘deponents’) about my children’s future… Before the [CRP] I felt had to voluntarily admit wrongdoing, apologise ashamed to walk around the village. Now when I for their acts, and agree to some sort of sanction, walk around I feel freer. People didn’t talk to me symbolic or otherwise.19 sometimes before. Now I feel that people are more open. Before I felt ‘todan’ (heavy) when I went to work in the fields.20

19 Larke, B., And the truth shall set you free, Asian Journal of Social Science 37 (2009), 659-659 20 Ibid, 663.

CARITAS AOTEAROA NEW ZEALAND LET US GO TOGETHER: JOURNEYING TO PEACE AND HOPE IN TIMOR-LESTE FACT SHEETS E22 The Commission for Reception, Truth and Reconciliation (CAVR)

In January 2002, The Commission for Reception, Truth and Reconciliation (in Portuguese, the Comissão de Acolhimento, Verdade e Reconciliação [CAVR]) was established in Timor-Leste. It allowed an opportunity for ‘Pro-Indonesian’ Timorese who had committed crimes during the occupation to be reconciled with, and re-integrated into their communities. Many Timorese had been co-opted into Indonesian security forces or militias between 1974 and 1999, and some had crossed the border into West Timor during the violent aftermath of the 1999 referendum. Others had been forced over the Forging peace in Timor-Leste border by the Indonesian forces. They were afraid Credit: Pixabay to return to their homes. The CAVR appointed 29 regional commissioners to The Commission adopted the following vision of act in the place of traditional community leaders Reconciliation: during the hearings. Reconciliation is a process, which acknowledges The Community Reconciliation Process past mistakes including regret and forgiveness successfully processed 1,371 ‘deponents’, guilty of as a product of a path inherent in the process of what were considered to be less serious crimes, achieving justice; it is also a process which must such as house-burning, looting and assault. The involve the People of Timor-Leste so that the cycle processes enabled pro-militia families to be re- of accusation, denial and counter-accusation can integrated back into their communities without be broken. This process must not be seen only as a fear of reprisals. conflict resolution or mere political tool which aims at pacification and reintegration of individuals... The CAVR intended that those guilty of more ...but, above all, must be seen as a process where serious crimes, such as murder and rape, would truth must be the outcome.21 be prosecuted in a criminal court. In reality, few senior militia members responsible for these The Commission recommended that Community crimes returned to Timor-Leste. Most remained in Reconciliation Processes (CRPs) be used to receive Indonesia and were never held to account for their and re-integrate those who had committed actions. violations during the occupation. The CRPs were based on traditional Timorese justice procedures, However, the CRPs were successful in terms of known as lisan. Part of the lisan procedure involved re-integrating those guilty of lesser crimes. This a customary conflict resolution ceremony known post-hearing comment by a former member of an as ‘nahe biti bo’ot’, meaning ‘to spread the big Indonesian militia illustrates the effectiveness of mat’. In this ceremony conflicting parties would sit the CRP in bringing about reconciliation: facing one another separated by the communities’ We were forced to join the militia. We didn’t have any leaders. The CRP hearings followed this general choice… The reason I joined the PRK (Community format. The CRP was a voluntary process which Reconciliation Process) was because I thought about enabled individuals to admit wrongdoing, my children. I worried about my children’s future… apologise for their acts, and agree to some sort of Before the PRK I felt ashamed to walk around the sanction, symbolic or otherwise.22 village. Now when I walk around I feel freer.23

21 www.cavr-timorleste.org/en/cavr.htm 22 Larke, B., And the truth shall set you free, Asian Journal of Social Science 37 (2009), 659-659 23 Ibid, 663.

CARITAS AOTEAROA NEW ZEALAND LET US GO TOGETHER: JOURNEYING TO PEACE AND HOPE IN TIMOR-LESTE FACT SHEETS E23 Chega! The CAVR Report

The Commission for Reception, Truth and Reconciliation (CAVR) released their report in October 2005. It was called Chega!, a Portuguese word meaning ‘no more, stop, enough’! The title reflects the main message given by victims to the Commission: never again must the human rights violations they experienced during the occupation be allowed to happen in Timor-Leste. The Chega! Report is over 2,500 pages long. Its contents cover the CAVR’s creation, activities, victim support, community reconciliation work, truth-seeking about human rights violations between 25 April 1974 and 25 October 1999, findings and recommendations. Hundreds of report pages The following are insightful comments about the Credit: OpenClips usefulness of the Chega! Report…

“The extensive CAVR Report is an encyclopaedia of our history, rich in both teachings and suffering. We must utilise its great teachings to better understand today’s crisis and to help prevent future crises.” José Ramos-Horta, Nobel Peace Laureate, Prime Minister of Timor-Leste, 10 July 2006

“The CAVR Report constitutes an important milestone in the search for justice, truth and reconciliation in Timor-Leste. It is my sincere hope that (it) will be an enduring contribution to building the Timorese nation and will help to prevent the recurrence of such tragic events in Timor-Leste and elsewhere.” Kofi Annan, UN Secretary-General, 26 July 2006

Kofi Annan Credit: US Mission in Geneva

CARITAS AOTEAROA NEW ZEALAND LET US GO TOGETHER: JOURNEYING TO PEACE AND HOPE IN TIMOR-LESTE KEY STORIES A Jerminu’s Story

In the village of Oemolo in the district of Oecusse, Jerminu Nina lives with his family. He is six years old and enjoys spending time with his family and playing with his friends. His mother, Grasensia, has worked as a HAFOTI member for the last three years. She has brought up Jerminu and his 4-month old brother, Bobo, by herself after her husband left just before Bobo was born. She is supported by her parents, Carlus and Antania, who have built an additional house for her and the boys in their garden. Jerminu outside ready to get water Jerminu’s uncle, Jorge, also has a home on the property. Aunty Santiana, and her baby daughter, Adelfina, live close by and spend most of the day with the family. The homes are made from traditional materials including palm ribs and thatching for the roof and old bottles that contain the earthen floor. Growing in the garden is kangkong (water spinach) and corn stalks. A single bedroom is shared by Jerminu, his mum and baby brother. Another room in the middle of Middle room in Jerminu’s home his house acts as a storage for their plates and cups with a table in the corner. Then out the back there is After school, Jerminu doesn’t have any chores so an open area that is used as the kitchen. Firewood he plays with his friends. His best friend is called is used for the cooking along with pots and pans. Jorge and he lives across the road. They love to Jerminu and his family have donuts and coffee for play with their spinning tops and try to beat each breakfast at about 7am. After this he has a quick other in battles. Sometimes they run down the road wash using cold water from a bucket. The water and race old tyres. A lot of time is spent running, comes from a well in the garden and it only takes a laughing and joking when they are together. The couple of minutes to draw up the water using a rope children in the neighbourhood love playing soccer and containers. but they don’t own a ball so they improvise and use Eskola Tulaiea is the name of Jerminu’s school and inflated plastic bags when they can. it is only five minutes away. Classes generally run Other family members take time to shell beans, from 8am to midday so Jerminu gets changed into water the kangkong in the garden or remove corn tidy clothes after his wash and gets his gear ready. cobs from the husks. He has a colourful Barbie school bag to hold his stationery and bowl for lunch. Without his bag he Sometimes Jerminu visits the nearby kiosk and would not be allowed to attend school. buys an ice block for 10c. When his friends are not around he also looks after his little cousin. When There are 700 students at Jerminu’s school and 68 dinner is being prepared Jerminu likes to watch students in his class. Most lessons involve writing and gets excited when some of his favourite foods notes from the blackboard. Classes are taught in are on the menu. These include rice, vegetables, Portuguese and Tetum but many of the students noodles and bread. don’t understand these languages very well as they speak Baikeno at home. There is a morning tea break Once dinner is eaten the family talk and laugh for a between lessons and then students are provided while as the darkness takes hold and it is time to go lunch by the school before they leave to return home. to bed.

CARITAS AOTEAROA NEW ZEALAND LET US GO TOGETHER: JOURNEYING TO PEACE AND HOPE IN TIMOR-LESTE KEY STORIES B Alda and Lucas’ Story

Lucas Pereira is 17 years old, and his sister, Alda, Alda describes herself as a ‘tomboy’. She goes to is 18. They live in the rural village of Madabeno, school in Aileu from Monday to Friday, and in the about 25 minutes from the town of Aileu. weekend, she does her father’s accounts and also helps on the farm. Their father, Francisco, used to be the village chief until quite recently. The family farm is well Alda recently took time off school to go to a HAFOTI maintained, with a propagating house and many training, in which she learned small business skills. flowers. The family makes money from growing This is because many of her older family members coffee beans and selling vegetables at the market. are not able to read or write and so they look to They grow cloves and sandalwood as well as her to help them. The training is run by a Timorese pumpkin, sweet potato, cassava, taro and chilli. organisation called IADE (Instituto de Apoio ao They have 12 chickens but no pigs. Desenvolvimento Empresarial), the Institute for Business Support). During the Indonesian Lucas and Alda are from a family of twelve children; occupation, life was too violent and disruptive for the childrens’ names are Gabriel, Veronica, people to be able to successfully run a business Bernadina, Domingas (Alda), Lucas, Nelson, and many older women never went to school, so Domingos, Rafiel, Ronalda, Cristiano, Esteveo, the villagers tend to have poor business skills and Delia. Lucas’ grandmother also lives with them. some people are not able to read or write and have The oldest brother, Gabriel, has set up his own small low numeracy. But IADE and HAFOTI are helping English school for primary aged children. Bernadina, to improve women’s skills in managing business, who is 20 years old, is a member of HAFOTI. in understanding the differences between capital, Alda is particularly good at English. She is the first income and profit which means people can make person in their village to attend the senior high better decisions and earn much-needed cash. school in Aileu. She and two of her siblings have IADE is running a business plan writing competition learned English at a school run by a Malaysian NGO in Aileu to encourage people to learn and start their called SOLS. The normal school day runs from own businesses. The purpose of the competition 8.30am until 1pm, and then they attend the SOLS is to help improve business planning skills. Those English school in the afternoon. who enter get training to write a business plan to Among Lucas and Alda’s chores is weeding the enter the competition and should the plan get to garden with their siblings. the next stage, the entrant gets more training. The winner of the competition receives some money When he has finished his chores, Lucas sometimes and a six-month placement in New Zealand. This is wants to take the family motorbike for a ride into providing a great incentive for people to improve town. His parents agree but only if cleans it first, their business skills. Lucas and Alda’s eldest sister, which he does with a toothbrush and toothpaste. Bernadina, is helping her brother learn to make Lucas enjoys playing soccer in his spare time. cassava chips as his entry in the competition.

Alda in the garden Lucas cleaning the motorbike

CARITAS AOTEAROA NEW ZEALAND LET US GO TOGETHER: JOURNEYING TO PEACE AND HOPE IN TIMOR-LESTE KEY STORIES C Mana Rosa’s Story

Rosa Beloi was one of the first HAFOTI members when it started in 2002. She lives in Aileu with many of her extended family. During the political upheavals in 1999 with Timor- Leste gaining independence, Rosa’s husband left her as those who had supported Indonesia were not very welcome and fled across the border. As a result, she was forced to bring up her nine children on her own. She operates a kiosk and is an expert at cooking donuts. Her skills have been passed on to her family and she is always inspiring and organising others to work hard creating cassava chips, fried and boiled plantain, cakes and crisps. Mana Rosa’s voice can be heard in her home encouraging everyone to give 100 percent and work hard to earn every dollar. Her place is a production hub for the HAFOTI team in Aileu. Mana Rosa in her kiosk She is very proud of her home and it seems to be constantly expanding. Construction work is always ongoing as her family expands and flourishes. Her married children enjoy double bedrooms for their own families. In some cases, this means there are seven family members in the one room. Her children have learnt well from their mother and have carried on her ethic of hard work. One son lives and works in England. Another son, Jeff, is currently in New Zealand studying on a scholarship in Palmerston North. Three of her daughters are involved in HAFOTI in various roles: Crecenciana works in Dili in the HAFOTI main office; Gertrudes is the staff worker in Aileu and handles all the administration and remains well organised; and Petronella carries on her mother’s cooking skills at home too and loves to demonstrate the steps Mana Rosa enjoys spending time with her family – including her involved for any visitors. grandchildren Mana Rosa and her family gave land to HAFOTI to build the first HAFOTI production centre. Mana Rosa is a great example of how HAFOTI has Many people are impressed with Mana Rosa’s provided for rural women and their families and hardworking nature. She is at the age where given many opportunities for a brighter future. she could retire and get a pension but she is still Her story is also an amazing example of how one working hard, planting and harvesting soybeans person can impact on so many others in such a and encouraging her family to work hard too. positive way.

CARITAS AOTEAROA NEW ZEALAND LET US GO TOGETHER: JOURNEYING TO PEACE AND HOPE IN TIMOR-LESTE KEY STORIES D Mana Dortia’s Story

Mana Dortia Kese came to Timor-Leste from rolls to her neighbours on their way to work. Then Kupang, West Timor, in 1992 with her brother to she prepares breakfast for her family, and heads work for the government – she was an Indonesian to work at the HAFOTI office at 8.30am. Other sympathetic to the Timorese cause. In 1997, she business initiatives she is involved in or has done met and fell in love with Maun John a softly spoken in the past include raising and selling chickens Timorese man. He had lost his parents, a sister and and sewing reusable shopping bags to sell at three brothers during the Indonesian occupation. supermarkets. When the conflict escalated in Timor due to the Mana Dortia tells a story about a single mother in impending 1999 referendum, Mana Dortia and Oecusse who has two babies and is on her own. her husband fled to the hills with their two year She became pregnant at 15 years old, before she old daughter, part of one third of the population finished secondary school. Mana Dortia was asked forced from their homes. Their house was razed to train her to make bread. She also gave her to the ground and they returned to shelter in an $100 to buy materials and equipment to start her United Nations camp. Mana Dortia went to work business. She now can afford to buy a buffalo. in hotel and catering businesses, building her Mana Dortia enjoys visiting people in the districts. skills in housekeeping, logistics and personnel She also has diabetes so she has to be careful with management. Again in 2006 when further violence what she eats. Instead of having rice twice a day, hit Dili, Mana Dortia and her family had to run to Mana Dortia eats it only for lunch and has a lot of hills and lost their home a second time. She later vegetables in the evening. She also makes sure she returned to Dili and was able to rebuild her house exercises regularly with support from the government. Maun John, her husband, is very suppportive of Mana Dortia has a warm and vibrant personality her work and her commitment to HAFOTI. He takes with a gift for relating to the rural women’s care of the children when she has to travel for her groups from her own experience. She became the work with help from Diana, Mana Dortia’s oldest Directress of HAFOTI in 2010. daughter. She is motivated to continue working for Mana’s role includes looking after the office the improvement of life for rural women. staff, getting funds together, implementing and monitoring HAFOTI projects in seven districts, as well as organising training programmes for the women. She also writes reports every six months for Caritas to summarise what has been achieved through the project. Mana Dortia now has four children, two boys and two girls. Two children are at university, and two are in secondary school. As well as working as the director of HAFOTI, Mana Dortia is also a business women who is always looking out for an opportunity to earn some money for her family. For example, she regularly bakes and sells bread in the morning from her house. When there is a big order for an event like a funeral she wakes up at midnight with help from her daughter Diana, to prepare the bread, then goes back to sleep for several hours while the bread rises. She then gets up again around 4am to bake the bread so that it is ready by 6am. On Mana Dortia in her best dress at the opening of the Aileu other days she will bake and sell homemade filled production centre

CARITAS AOTEAROA NEW ZEALAND LET US GO TOGETHER: JOURNEYING TO PEACE AND HOPE IN TIMOR-LESTE KEY STORIES E Bishop Belo’s Story

Carlos Belo was born in a village in the Bacau district award was for their work towards a of Timor-Leste on February 3 in 1948. His father was just and peaceful solution to the a school teacher but died when Carlos was very conflict in East Timor.24 young. Like the majority of East Timorese, his family In his acceptance speech background was in farming, and as a young child, Bishop Belo praised other Carlos looked after water buffaloes. He studied in peace activists who worked Catholic schools and eventually attended the Dare for a non-violent resolution to

seminary in Dili. AustralianCredit: Civil-Military Centre injustice including Pope John Paul Later, Carlos studied philosophy and theology II, Mahatma Gandhi, Martin Luther King in Portugal and Rome, became a member of the Junior, Bishop Desmond Tutu, and Aung San Suu Kyi. Salesian Society, and was ordained a priest in 1981. Bishop Belo also praised the work of the United Two years after his ordination, Belo was appointed Nations and stated that it was indeed ‘tragic that as the Bishop of Dili in 1988. Critics of his people have to suffer and die and the television appointment expected Belo to be submissive to the cameras have to deliver the pictures to people’s Indonesian regime. Instead he openly denounced homes everyday before the world at large admits the brutal Indonesian occupation. He encouraged there is a problem.’ 25 the Church to become a place which affirmed East Three years after delivering this speech, the tide Timorese culture and identity. He also encouraged had turned in Timor-Leste. Ongoing international the use of Tetum (the Timorese language) in pressure led to a United Nations-supported the liturgy, despite pressure to use the Bahasa referendum for independence. Timorese voted Indonesian language instead. overwhelmingly for independence, ushering in a Because the church was the only institution in new era of nation-building in Timor-Leste. Timor able to communicate with the outside world, Bishop Belo, as well as other Catholic Church Bishop Belo became a key player in informing leaders, was instrumental in the formation the international church and the rest of the world of the Commission for Reception, Truth and about the actions of the Indonesian occupiers. In Reconciliation in East Timor which aimed to bring 1989, he demanded that the United Nations hold healing and unity to the new nation. He pointed a referendum on the future of East Timor, and, out that ‘to make peace a reality, we must be flexible after a bloody massacre two years later, he helped as well as wise. We must truly recognise our own to smuggle two witnesses to Geneva, where they faults and move to change ourselves in the interest described the violations to the United Nations in making peace... Let us banish anger and hostility, Commission on Human Rights. Belo’s struggle vengeance and other dark emotions, and transform gained the sympathy of the Pope in Rome, who ourselves into humble instruments of peace’.26 demonstrated it by visiting East Timor in 1989. In 2002, Bishop Belo resigned from his position Because of his opposition to Indonesian occupation, as Apostolic Administrator of Dili, and travelled Bishop Belo was put under military surveillance, to Portugal for medical treatment. In 2004, there was prohibited from travelling, and survived two were calls from Timorese for Bishop Belo to put attempts on his life. However, the Catholic Church in his name forward as a nominee for the role of Timor continued to grow in strength. People rallied President. However, Bishop Belo said he had behind Bishop Belo, and the percentage of East ‘decided to leave politics for the politicians’, and Timorese who identified as Catholic grew from 25 return to the spiritual leadership to which he percent in 1975, to 90 percent in 1999. had first felt himself called. He was appointed In 1996 Bishop Belo shared the Nobel Peace Prize by the Salesian Society to a missionary post in with fellow-Timorese, José Ramos-Horta. Their Mozambique.

24 www.nobelprize.org/nobel_prizes/peace/laureates/1996/belo-lecture.html 25 ibid 26 www.nobelprize.org/nobel_prizes/peace/laureates/1996/belo-lecture.html

CARITAS AOTEAROA NEW ZEALAND LET US GO TOGETHER: JOURNEYING TO PEACE AND HOPE IN TIMOR-LESTE KEY STORIES F José Ramos-Horta’s Story

José Ramos-Horta was born on December 26, 1949, in Dili. He had a Portuguese father and a Timorese mother. Ramos-Horta had ten siblings, four of whom were killed by the Indonesian military in the invasion. Ramos-Horta worked as a radio and TV correspondent from 1969 to 1974. He also studied International Law at The Hague and Human Rights Law at Strasbourg. He was Minister for External Affairs and Information in the first transitional government before the Indonesian occupation, and effectively became ‘Foreign Minister in exile’, as he was out of the country when the invasion occurred. He was on his way to the United Nations in New York to plead with them to take action to prevent the occupation. José Ramos-Horta For the following 24 years, Ramos-Horta remained Credit: Fronteiras do Pensamento in exile, lobbying governments, UN bodies and the In 2008 President Ramos-Horta survived an European Parliament for Timorese independence. assassination attempt by members of a renegade In 1996, he shared the Nobel Peace prize with military group. Bishop Belo for his work. The Nobel Committee On the President’s return to office, Timor-Leste considered José Ramos-Horta ‘the leading entered a more stable phase. international spokesman for East Timor’s cause since 1975’. While serving as President, Ramos-Horta personally created peace initiatives ranging from On his return from exile on December 1, 1999, a world class mountain bike “race for peace”, to throngs of Timorese crowded the airport and opening his office for youth from neighbouring streets to greet him and celebrate his arrival home. areas to come and peacefully resolve conflicts. His Assuming the post of Senior Minister in the new anti-poverty initiatives, including building homes government, he began work to help build a new for the neediest, have lifted tens of thousands democratic government in his country. out of extreme poverty. His leadership has In 2006, Timor-Leste experienced renewed unrest, assisted Timor-Leste toward a new era of peace, when a group of more than 500 split from the army. reconciliation and economic growth. Amid burning buildings and gangs rampaging in In 2012 Ramos-Horta accepted an appointment the streets, the Prime Minister was forced to step from the UN Secretary General as Special down. José Ramos-Horta was asked to step into Representative of the Secretary General to the the vacant Prime Minister post. African nation of Guinea Bissau. In May 2007 Ramos-Horta was elected President of Timor-Leste. Assuming the helm of one of the poorest nations in Asia, and a country devastated by conflict, his promise was to serve as the “President of the Poor”. He promised to remain dedicated to eradicating poverty in his country through improved public health and education, and by providing an environment where business can thrive.

CARITAS AOTEAROA NEW ZEALAND LET US GO TOGETHER: JOURNEYING TO PEACE AND HOPE IN TIMOR-LESTE KEY STORIES G The Legend of Timor-Leste

Many years ago, a small crocodile lived in a Now when the people of East Timor swim in the swamp in a far-away place. He dreamed of ocean, they enter the water saying, ‘Don’t eat me becoming a big crocodile but as food was scarce, crocodile, I am your relative’. he became weak and grew sadder and sadder. From the East Timor’s Independence Day He left for the open sea, to find food and realise Committee his dream, but the day became increasingly hot and he was still far from the seashore. The THE BOY AND THE CROCODILE: THE LEGEND little crocodile – rapidly drying out and now in OF EAST TIMOR desperation – lay down to die. Illustrated by children from the Familia Home A small boy took pity on the stranded crocodile Orphanage and carried him to the sea. The crocodile, The Boy and the Crocodile is the legend of instantly revived, was grateful. “Little boy”, he East Timor, about how the island of Timor got said, “you have saved my life. If I can ever help its curious shape. It is also a parable about you in any way, please call me. I will be at your kindness, and is now a children’s book that command…” is benefiting vulnerable kids. The book was A few years later, the boy called the crocodile, illustrated by children from the Familia Hope who was now big and strong. “Brother Orphanage in East Timor, including many Crocodile”, he said, “I too have a dream. I want who lost their parents in the country’s violent to see the world”. struggle for independence. Proceeds from sales go to the orphanage. Click here to find out how “Climb on my back,” said the crocodile, “and tell to purchase copies of the book. me, which way do you want to go?” “Follow the sun”, said the boy. The crocodile set off for the east, and they travelled the oceans for years, until one day the crocodile said to the boy, “Brother, we have been travelling for a long time. But now the time has come for me to die. In memory of your kindness, I will turn myself into a beautiful island, where you and your children can live until the sun sinks in the sea.” As the crocodile died, he grew and grew, and his ridged back became the mountains and his Credit: ETAN scales the hills of Timor.

Timor-Leste from the sky… a crocodile?

CARITAS AOTEAROA NEW ZEALAND LET US GO TOGETHER: JOURNEYING TO PEACE AND HOPE IN TIMOR-LESTE VIDEOS A Video A: Jerminu’s Day

CLICK HERE TO VIEW THE VIDEO: www.caritas.org.nz/lent-schools Jerminu sits in the kitchen with SUMMARY his grandma and Source: Caritas Aotearoa New Zealand cousin Duration: 5 minutes • Jerminu Nina is 6 years old and he lives with his family in Timor-Leste in the district of Oecusse. • The name of his small village is Oemolo. • Jerminu’s mum is called Grasensia and he has a 4-month old brother named Bobo. • The family live in three small homes made from local material that they have built on their land. • This provides for the grandparents, Jerminu, his mum and brother, and his uncle, aunty and little cousin too. • The women are up early every morning around 5am to boil the water in the kitchen for morning coffee once they have had a wash. • Jerminu’s family eat together at about 7am. Breakfast is usually fried bread and coffee. • To get water, Jerminu’s mum pulls up the containers from the well in their backyard. • It takes Jerminu less than a minute to have a quick shower with the cold water from the well. Once he is dried off he then gets changed for school. • School is only a 5-minute walk for Jerminu down the road and through the corn field. • In Jerminu’s class there are 68 students so it can be noisy and a bit of a squeeze at times. • Lunch is provided at school for all the students before they return home but everyone has to bring their own plate. • When Jerminu arrives home often his family is sitting out on the porch to greet him. • Lots of children in Timor-Leste enjoy having fun playing their own games. One activity involves racing used tyres with sticks. • Jerminu loves to have fun with his neighbour and best friend, Jorge. They run around the backyard together. • Sometimes they play with their spinning tops too. • The toilet is found out in the backyard beyond the well. • A mobile rice milling machine arrives during the afternoon to help families remove the husks from the rice they have harvested from the fields and dried in the sun. • One of Jerminu’s neighbours pays a dollar to have her rice grain put through the machine. • Jerminu doesn’t have many chores so he continues playing with his friends. • Beans need to be shelled by grandpa Carlus. • The kangkong (water spinach) growing in the backyard needs watering by Aunty Santiana. • Jerminu meanwhile visits the nearby kiosk to buy an iceblock for 10¢. • While his grandparents remove the corn husks, Jerminu looks after his little cousin, Adelfina. • Plenty of time is spent sitting around talking and laughing with family. • Jerminu is asked by his mum what his favourite foods are and he says rice, vegetables, noodles, bread and donuts of course! • It’s almost time for dinner, so grandma Antania is in the kitchen cleaning and Jerminu’s mum gets the fire going. • Jerminu is not too far from the action as the water starts to boil. The menu tonight will be rice, sardines, cassava leaves and eggplant. • As the sun goes down Uncle Jorge finishes up weeding. The day is drawing to an end and it’s almost time for sleep. • A single room is shared by Jerminu and his mum and baby brother.

CARITAS AOTEAROA NEW ZEALAND LET US GO TOGETHER: JOURNEYING TO PEACE AND HOPE IN TIMOR-LESTE VIDEOS B Video B: Jerminu at School

CLICK HERE TO VIEW THE VIDEO: www.caritas.org.nz/lent-schools Jerminu walks to school with SUMMARY his friend Jorge Source: Caritas Aotearoa New Zealand Duration: 4 minutes • Jerminu Nina is 6 years old and he lives with his family in Timor-Leste in the district of Oecusse. • The name of his small village is Oemolo. • After breakfast in the morning he packs his school bag, says goodbye to the family and leaves for school. • Jerminu walks to school with his best friend, Jorge, who lives across the road. • The name of his school is Eskola Tulaiea and it is not too far away. It only takes 5 minutes to walk there. • At the end of the road Jerminu and his friends walk through the corn field between the tall stalks. • School normally starts at 8am in the morning. • Jorge and Jerminu are only a little bit late but classes haven’t started yet. • Before school some of the students sweep inside and out to keep the school grounds clean and tidy. • Jerminu is in grade one so he walks towards his classroom. • Students must have both a bag and tidy clothing to go to school. • Soon Jerminu will need a uniform or he will not be able to continue at school. • It’s time to go into classrooms and the teachers will be arriving soon for the first lesson of the day. • The school day begins with a prayer and some of Jerminu’s friends are very enthusiastic. • There are 68 students in the class so when they sing together they sound amazing. Jerminu loves to sing too. • Lessons are taught in Portuguese and Tetum but most of the students and their families speak Baikeno so it can be hard to learn at school. • Students bring their own pencils and books and most of the lessons involve writing notes from the blackboard. • Senior students have a different uniform from the younger students. • After a couple of hours in class the students enjoy a short break outside. Most like to talk and laugh together. • There are 700 students at Jerminu’s school and many mothers work tirelessly to prepare lunch for everyone. • Rice is the main part of the daily lunch but students also enjoy eggs, fish, chicken and cassava leaves. • Students work quite hard to get water from the school well. Sometimes they have to wait patiently to have their turn. • Jerminu’s mum, Grasensia, is a HAFOTI member. While Jerminu is at school she helps to produce virgin coconut oil and other products next door. • She uses the money to pay for Jerminu’s schooling. She is saving to buy Jerminu a uniform. • Back at school the seniors are having a written exam. • When classes finish at midday students enjoy lunch together. Lunch is only served to those who have remembered to bring their bowls. • Then it is time to say goodbye to friends and walk home again. • When Jerminu arrives home his family is sitting out on the porch to greet him. • After school, the fun continues and Jerminu and Jorge play games during the afternoon. School adventures will continue again tomorrow.

CARITAS AOTEAROA NEW ZEALAND LET US GO TOGETHER: JOURNEYING TO PEACE AND HOPE IN TIMOR-LESTE VIDEOS C Video C: Mass in Timor-Leste

CLICK HERE TO VIEW THE VIDEO: www.caritas.org.nz/lent-schools Alda and her friends and family SUMMARY walk to church Source: Caritas Aotearoa New Zealand Duration: 4 minutes 15 seconds • Alda lives in Aileu district up in the hills of Timor-Leste. • On Sunday morning she dresses up in her best clothes to go to church with her family and friends. • People from all around Madabeno Village walk to church including Alda and the Pereira family. • The name of the church is Capela Sao Miguel Arcanjo, which means Chapel of Saint Michael the Archangel. • Early in the morning the candle is lit at the front of the church beside a traditional Timorese cross. • Some of the village are already praying inside. • Just before the service starts, the rest of the village arrive and start entering the church. • Quite often the church is overflowing with people so sometimes people gather outside. • People love to express themselves through song. • Alda stands at the front with the soloist. • Many of the church choir are women who work with HAFOTI. • Padre (Father) Abril Lopes is celebrating mass today. • He lives in Dare and travels great distances on Sunday through all the villages in the area. • The bible reading is important in the service. • Incense is burned near the front of the church. • Alda’s brother, Lucas, is an altar boy today and he stands at the front as the incense continues to be spread. • Padre Abril raises the host as bells ring and incense burns. • Then the chalice holding the wine is also raised to lead into communion. • The last song before communion is sung and the altar boys and girls prepare at the front. • People come forward to receive communion. • Alda and some of her family are one of the last to receive communion. • Padre Abril leads the final words of the service before they leave the church. • As prayers end, people finish with the sign of the cross. • As people leave they bend their knee to acknowledge the presence of Christ. • Once outside, the community of Madabeno take time to talk and laugh together. • Alda and her friends and family then walk home. • Church may be over but the music continues – the day has really just begun!

Lucas in church with the Timorese cross at the front

CARITAS AOTEAROA NEW ZEALAND LET US GO TOGETHER: JOURNEYING TO PEACE AND HOPE IN TIMOR-LESTE VIDEOS D Video D: HAFOTI in Action

CLICK HERE TO VIEW THE VIDEO: www.caritas.org.nz/lent-schools HAFOTI members in Aileu work together SUMMARY to create soy milk Source: Caritas Aotearoa New Zealand Duration: 4 minutes 20 seconds • In Timor-Leste, the HAFOTI group made up of over 250 women, create high quality products that they sell in their villages, markets and in the capital, Dili. • When we go behind the scenes we can see how much hard work and skill is required to make their products. • Chips are made from banana and require a lot of thin slicing with a special knife. • These slices are deep fried in a hot pan. • Once the chips have been drained and cooled they are placed in bags before being sealed by candles. • Virgin Coconut Oil is HAFOTI’s main product and requires a lengthy process. • Coconuts have a very hard shell so it takes a lot of hard work to get to the white flesh inside. • Once the flesh has been washed, the HAFOTI group in Oecusse has a special machine that grates the coconut flesh. • The grated coconut is mixed with hot water and strained through a cloth to make coconut milk. • This milk is poured into buckets and covered and left for a day to ferment. The oil naturally rises to the top so the next day it can be scooped out. • This liquid is then filtered by Mana Maria who uses one piece of filter paper to make 250 litres. • Virgin Coconut Oil has lots of uses which makes it a popular product. It can be used for cooking, as a medicine, or even as a moisturiser. • Mana Petronella is a master at making buns mixing the yeast, flour and butter together. • Her finished pink buns are not only colourful but super tasty too! • Batches of donuts made by her mother, Mana Rosa, are always in hot demand. • Students at the local school are lucky to enjoy freshly made HAFOTI donuts. • They can also buy soy milk which is a healthy nutritious drink for just 20c a cup. • Soy milk has two main ingredients – soybeans that have been soaked overnight and boiling water. • In Aileu’s new production centre, members use a special machine to grind the beans and separate the soy milk from the dry waste. • Then this milk is put through a strainer. • Sugar is added to provide sweetness. • The milk is boiled and stirred for about 30 minutes. • While people take turns at stirring, the others clean the equipment. • Soy milk is popular with children; and adults often add it to their coffee. • Oecusse is famous for its beautiful tais – which are traditional woven fabrics. • Weaving tais takes lots of patience but the end result is amazing! • The finished product can be sold for a very high price. • The HAFOTI shop in Dili sources all these great products and many more. • Opportunity, hard work and co-operation are key ingredients behind the success of HAFOTI and their great products. • More can be found out about HAFOTI on their website at www.hafoti.org

CARITAS AOTEAROA NEW ZEALAND LET US GO TOGETHER: JOURNEYING TO PEACE AND HOPE IN TIMOR-LESTE VIDEOS E Video E: Hope and Opportunity

CLICK HERE TO VIEW THE VIDEO: www.caritas.org.nz/lent-schools

SUMMARY Mana Domingas Source: Caritas Aotearoa New Zealand Duration: 4 minutes 30 seconds • Mana Domingas, the chairperson of the HAFOTI board speaks about her experience with HAFOTI. • She has been the chairperson for the last four years. • Joining HAFOTI connected her to other women and helped lift her out of depression when her husband died in the war for independence. • Her life has been changed as she understands how to run a business. • She has also been able to pass these skills on to others through training. • She has learned how to create local products and train others how to do the same. • Mana Rosa, a HAFOTI member since it began in 2002, shares about how she raised her nine children without a husband after he left in 1999 after Timor-Leste gained independence. • Through her work and training with HAFOTI she was able to earn an income and support her family. • After training she learnt how to make local products and could send her children to school and now they have jobs too. • She explains that HAFOTI members can use the new production centre in Aileu to make products and find a market to sell their products. • Other members can also support their families through the income received from their work with HAFOTI. • With great enthusiasm, Mana Marciana shares that she uses her income for her children’s schooling and for building her home. • Mana Bernadina talks about the training she received from HAFOTI to create banana chips, soy milk, kirikiri and cassava chips. • She explains the difficulty to find information in rural areas. • Her desire is to share what she has learnt with other women. • Mana Gertrudes, the co-ordinator for HAFOTI in Aileu, discusses how the new centre can provide support for young women and other generations to come. • Alda Pereira talks about being grateful for the HAFOTI training she has received. She realises that she has gained much needed experience about important skills like managing money and how the business cycle works. • She talks about wanting to open her own store in the future and knows that the skills she has learned will help her manage her money. • Mana Bernadina re-iterates that young women in Timor-Leste can be independent and provide for their families and resolve any problems by learning to make local products to sell. • Mana Rosa thanks Caritas and the people of New Zealand for their support of HAFOTI for more than 10 years.

CARITAS AOTEAROA NEW ZEALAND LET US GO TOGETHER: JOURNEYING TO PEACE AND HOPE IN TIMOR-LESTE VIDEOS F Video F: Mana Dortia

CLICK HERE TO VIEW THE VIDEO: www.caritas.org.nz/lent-schools Mana Dortia in a Dili supermarket SUMMARY Source: Caritas Aotearoa New Zealand Duration: 5 minutes 30 seconds • Anna Robertson-Bate, the Caritas Programmes Co-ordinator for Timor-Leste, explains that she has had the privilege to work with Mana Dortia since 2012. • Mana Dortia Kese is the Directress of HAFOTI. • She lives in Dili and works in the main HAFOTI office. • She joined HAFOTI in 2010. • Anna describes Mana Dortia as inspiring and hard working. She has overcome a number of challenges and continues to work effectively with a range of women across the country. • Mana Dortia’s role is to implement the HAFOTI programme in 7 districts. This involves monitoring and training. • She points out that the main objective of HAFOTI is to support women in rural areas to improve their life. • As time has gone on she has noticed the progress. • She says that it is clear that the lives of HAFOTI members have improved. • This is seen in the way that children can attend school as uniforms and stationery costs can be covered. As well as accessing education, families can also now access health care. • The existence of the marketing and revolving credit fund has helped many members start from nothing. • Members have different types of business practices. Anna talks about some of these: running a kiosk selling basic goods, selling kerosene or other bulk items, making soy milk, making virgin coconut oil, frying banana chips, or baking cakes. • These products can be sold locally or in Dili through the HAFOTI shop or network. • Once members have joined for a year, they begin to notice the improvement in their lives. • Anna explains that HAFOTI is the shortened form of Hamahon Feto Timor, which mean the umbrella organisation for Timorese women. • HAFOTI is run by Timorese women, for Timorese women. • Mana Dortia says that support is given in three main ways to HAFOTI members: – Loans are given to help them start up a business; – Help is given to train them to understand how to manage money; – Ongoing monitoring of businesses is the step that separates HAFOTI from other groups. This ensures the long-term sustainability of businesses – problems are overcome and motivation is given constantly. • Anna highlights the fact that Mana Dortia is very hard working and never stops – she is like a machine! • Mana Dortia leads a busy life. As well as overseeing the HAFOTI programme she also has her own business practices. • In the morning, she runs her bakery. From 1am in the morning sometimes, she prepares bread and does baking in the oven. • Then at 6am she sells what she has baked. By 7 o’clock everything is gone. • Then she focuses on the family and prepares breakfast for her children and husband. • Then at 8:30am she goes to the office. • After work in the afternoon at about 5:30pm she goes home and prepares chickens for selling in her community. • Her connection to HAFOTI has resulted in her life improving too. From her wages she gets each month, plus the bakery and other businesses, she has been able to improve her house and even has one car. • Anna is excited about what the future holds for HAFOTI with new production centres coming soon. • Mana Dortia finishes by thanking Caritas Aotearoa New Zealand for their support of HAFOTI since 2004 and acknowledges that this support has led to the success of the HAFOTI members.

CARITAS AOTEAROA NEW ZEALAND LET US GO TOGETHER: JOURNEYING TO PEACE AND HOPE IN TIMOR-LESTE VIDEOS G Video G: The Pereira Family

CLICK HERE TO VIEW THE VIDEO: www.caritas.org.nz/lent-schools Alda washes her face outside SUMMARY Source: Caritas Aotearoa New Zealand Duration: 4 minutes 40 seconds • The Pereira family live in the hills of Timor-Leste in the district of Aileu. • Fifteen family members share the one home. • Alda and Lucas, two of the older children, explain more about their family. • Alda is 18 years old and one of twelve siblings. • She explains that she has 8 brothers and is one of 4 sisters. • Her eldest sister, Bernadina, who is 20 years old, is a member of HAFOTI. • Alda talks about spending lots of time with her parents and being very thankful as her parents have shown her the way and have helped her to stand alone in the future. • Francisco, her father, used to be the village chief until quite recently. • Alda often helps him with the family accounting. She has done very well at school and is the first person from Madabeno Village to attend Senior High School. • The family farm is well maintained, with a propagating house and many flowers. The family makes money from growing coffee beans and selling vegetables at the market. They grow cloves and sandalwood as well as pumpkin, sweet potato, cassava, taro and chilli. • Alda highlights the fact that her parents work hard planting and selling vegetables. • Her mother, Rossa, spends a lot of the time in the garden maintaining the vegetables and crops. • Alda’s younger brother Lucas is 17 years old and he is shown playing football at school with his friends. • Lucas shares his bedroom with many of his brothers and discusses that this is where he does his homework and keeps his clothes. • In the living area, Lucas points out some of the common items used each day including the rice cooker, water container, dining table and television. • One area of the house is kept as the worship space where the family pray to God and Our Lady of Fatima. • Lucas points out many of the trees in their garden including lemon trees, tangerine trees and their coffee plants. • The Pereira family have 2 dogs and 12 chickens which can be found wandering outside. • Working together, the family keep their property clean and tidy. • Most of the cleaning happens using the outside tap. This includes cleaning teeth. • Alda is shown cleaning her face with soap and water. She makes sure that she doesn’t waste water by collecting it in a bucket. • Grandma Maria hand washes the family clothes by scrubbing and wringing out each item of clothing. • Lucas and his sister walk to school nearby. • Classes start at 8am in the morning and go through to 1pm in the afternoon. • Then some students including Lucas and a couple of his siblings go to special English classes run by a Malaysian Non-Government Organisation called SOLS for an extra 2 hours. • After school Lucas wants to use the family motorbike. • He is told that he must clean it first. So, he does it with toothpaste! • In the kitchen, Maria starts cooking for dinner tonight. • All the cooking is done over an open flame and so it is important to keep the wood burning. • Tonight’s menu is rice, cassava leaves, fish, eggplant and chilli. • The eldest are always served first. So, the adults are ready to eat as Alda and her brother take their food. • After dinner, everyone is happy. • Laughter is shared as bed time approaches.

CARITAS AOTEAROA NEW ZEALAND LET US GO TOGETHER: JOURNEYING TO PEACE AND HOPE IN TIMOR-LESTE VIDEOS H Video H: The Voice for Freedom

CLICK HERE TO VIEW THE VIDEO: www.caritas.org.nz/lent-schools A special Mass in Timor-Leste SUMMARY Credit: Monsignor Source: Caritas Aotearoa New Zealand Gerry Burns Duration: 9 minutes • Monsignor Gerry Burns, the Vicar-General of the Archdiocese of Wellington and also the President of Caritas Oceania, talks about the role of the Church and Bishop Belo in East Timor during the Indonesian occupation. • There were two international organisations helping in East Timor: (1) Red Cross; and (2) the Catholic Church. • The Red Cross offered assistance but did not speak out on political issues; however, the Catholic Church was able to be a voice for justice in East Timor. • Bishop Belo was young when he was appointed to his role and many expected him to be less outspoken against the occupation than his predecessor. However, he was very influential and became a key spokesperson. • His residence in Dili was located in the centre of town, close to the Red Cross building and the main tourist hotel. Many came to consult him. • As Bishop Belo took a public stand many people found that being part of the Church allowed them to maintain their identity and celebrate their culture. • The Church became very important as it was the only institution where people could express themselves, gather together and use their own language. • Through Bishop Belo, people could connect to the outside world. Through him, information could be communicated about what was happening. And through him, a referendum was demanded so people could have a say over their future. • In 1991, a panel came to investigate the situation in East Timor. While the panel was visiting several thousand men, women, and children walked from the Motael Church to the nearby Santa Cruz cemetery in peaceful protest. When they reached the cemetery, 200 Indonesian soldiers arrived and opened fire on them killing 250 people. The Santa Cruz Massacre was captured on film and was the most visible sign of repression by the Indonesian leaders in response to a demonstration by the people seen by the outside world • Bishop Belo was able to smuggle two witnesses out of the country to report on what they had seen to the United Nations. • Pope John Paul II heard about what was happening in East Timor. He chose to come to East Timor during a scheduled visit to Indonesia. A huge crowd of between 100,000 – 200,000 people came to the Mass he held in Dili. Some walked for days despite military roadblocks. • His presence signified that the future of East Timor and the people had not been formally and justly decided. • During his visit, the Pope kissed a cross (rather than the ground) identifying Christ’s sufferings with the people and their suffering. • He went against agreed plans and celebrated the Mass in Tetum, the language of the people, to support the people and recognise and value their culture. • Bishop Belo faced many challenges including surveillance and two attempts on his life. However, he continued to speak up for the people and was the voice for freedom. • At the beginning of the Indonesian occupation in 1975 only 25 percent of Timorese identified as Catholic. This grew exponentially to 90 percent by the time of the referendum in 1999. • The Catholic Church became a wonderful place for people to express their nationality and their identity during the Indonesian occupation. • The Church was a defender of Timorese human rights and their desire for self-determination.

CARITAS AOTEAROA NEW ZEALAND LET US GO TOGETHER: JOURNEYING TO PEACE AND HOPE IN TIMOR-LESTE VIDEOS J Video J: Remembering

CLICK HERE TO VIEW THE VIDEO: www.caritas.org.nz/lent-schools Pa Gerry SUMMARY in Timor-Leste Credit: Monsignor Source: Caritas Aotearoa New Zealand Gerry Burns Duration: 9 minutes • Monsignor Gerry Burns, the Vicar-General of the Archdiocese of Wellington and also the President of Caritas Oceania, recounts events in East Timor around the time of the referendum for independence. • In 1996, Bishop Carlos Belo and José Ramos-Horta were jointly awarded the Nobel Peace Prize. Both were voices for the freedom of the people in East Timor. This brought more international attention to the issue of the Indonesian occupation of East Timor. • In 1998, President Suharto lost power in Indonesia, and Habibe became the new Indonesian President. Habibe was under international pressure to have a referendum on independence. He offered this to the people of East Timor in 1999. • In preparation for the referendum, Bishop Belo came to Australia and New Zealand. In Wellington, he spoke in the assembly hall at St Patrick’s College. • Gerry Burns attended this event and, after hearing Bishop Belo, offered to provide assistance in East Timor if it was needed. • At this time Caritas Aotearoa New Zealand and Caritas Australia had been establishing links with East Timor. • Caritas Dili requested personnel support from Caritas Aotearoa New Zealand and Caritas Australia in 1999. • In May 1999, Gerry travelled to East Timor with four religious sisters from Sydney. • When they arrived in Dili, the United Nations followed soon after and began setting up polling stations and registering people to vote. • Gerry’s main tasks included helping maintain communication with the outside world in English, keeping statistics on the number of displaced people, providing displaced people with supplies, and completing a survey of medical facilities around the country. • Various militia groups were supported by the Indonesian army to intimidate people to vote against independence. • There were displaced people down toward the border with West Timor, so a convoy was organised to take supplies to them. A media team also joined to capture evidence for the outside world. • The journey took about four hours and the blankets and medical supplies were shared. • On the way back, the next morning, the convoy was attacked by a militia group of about 20 people with machetes. • Everyone took cover or fled. Only a few injuries occurred. One person suffered a severe machete gash but thankfully no-one was killed. • A Portuguese camera crew videoed part of the attack and this footage was shared on news channels around the world (including New Zealand). It was evidence that the militia groups existed and were prepared to attack local Timorese and international helpers. • Gerry and the group were eventually detained by the Indonesian army and the United Nations sent another convoy out to bring everyone back. • It seems that the attack was intended to frighten off foreign participation and to frame the UN as non-neutral in the referendum process. A home-made gun was thrown into one of the UN vehicles accompanying the convoy and an accusation was made that there were shots fired from the UN vehicle. This was false. • Gerry was not physically injured in the attack but did suffer a degree of post-traumatic shock. He came back to New Zealand for some rest when his visa expired and was at home when the actual referendum and subsequent destruction of much of East Timor took place. • He returned six months later to visit East Timor. • Then in 2001, as part of a New Zealand observer team for the Timor elections, Gerry returned once more. • Looking back, Gerry is happy to see what has happened in Timor-Leste since then. There are many challenges that still remain, like ongoing social and economic development, but the people are deciding their own future.

CARITAS AOTEAROA NEW ZEALAND LET US GO TOGETHER: JOURNEYING TO PEACE AND HOPE IN TIMOR-LESTE Y1-3

TIMOR-LESTE MODULE Lessons and Worksheets LESSONS Y1-3 Lesson 1

LEARNING OUTCOMES: Students are learning to… • Understand what life is like in Timor-Leste and identify the differences from their own lives in New Zealand • Use basic words and greetings in Tetum

SETTING THE SCENE VIEW Find Timor-Leste on a world map and ask the Watch Video A – Jerminu’s Day and find out students to guess how long it would take to get what life is like for Jerminu Nina, a six-year-old there by plane. It would take more than 12 hours! boy living with his family in Oecusse district in Show students all six poster images as part of the Timor-Leste. picture pack set and get them to share what they feel life in Timor-Leste may be like. DISCUSSION Ask students to share what they learned about ACTIVITY life in Timor-Leste after watching the video. Then Watch PowerPoint E1 – Learn Tetum: Greetings find out what surprised them. and introduce the students to the Tetum language used in Timor-Leste. These are similar ACTIVITY to Portuguese words. At this early stage, you Using Worksheet E1 – My could encourage students to use the Tetum Day get students to sketch words for good morning (bondia), good afternoon themselves completing (botarde), goodbye (adeus), and thank you the daily actions. Use their (obrigadu/obrigada). pictures and sharing to highlight any differences VIEW to the everyday actions of Jerminu and others in Timor- Show students Poster 2 – Jerminu and Family Leste. from the picture pack set. PRAYER Almighty God, Thanks for the life we have in New Zealand. We think of people throughout the world like Jerminu and his family in Timor-Leste. We pray that you will help them to have all that they need to enjoy life together. Amen.

ACTION DISCUSSION Try to use your new Tetum greetings for the Ask students the questions on the poster: What rest of the week to greet each other in class and surprises you about Jerminu’s family breakfast? outside in the playground. What are they eating? Does your table at home look the same? How does your breakfast time differ from Jerminu’s family? What do you notice about Jerminu’s home and porch? Who looks the hungriest?

CARITAS AOTEAROA NEW ZEALAND LET US GO TOGETHER: JOURNEYING TO PEACE AND HOPE IN TIMOR-LESTE LESSONS Y1-3 Lesson 2

LEARNING OUTCOMES: Students are learning to… • Identify ways that their family and friends show God’s love through their everyday actions with them • Understand what school is like in Timor-Leste

SETTING THE SCENE DISCUSSION In Timor-Leste there are not many economic Ask students the questions on the poster: What opportunities for local Timorese and jobs are do you notice about the size of the Pereira family? in short supply. Caritas Aotearoa New Zealand [Note: They actually have 12 siblings in total – has supported a non-governmental women’s some are not in the photo] Can you guess all of organisation known as HAFOTI in Timor-Leste the ages of the children in the family? How would since 2004. The 250 members of HAFOTI are all your family photo be different? What do you think rural-based women who are able to support their the Pereira family is having for lunch? families through the income they receive from their work. VIEW Watch Video B – Jerminu at School to find out DISCUSSION more about what school is like for Jerminu in Ask students to take a few minutes to picture in Oecusse. Remind students that not every child in their minds all of the family members and friends Timor-Leste is able to go to school because they they have that show God’s love to them in different have to have a bag, uniform and stationery and ways. Share with each other the different ways not every family can afford these necessities. that they are shown love. Write these on the board (and later you can take time to thank God for each DISCUSSION of these during the prayer time). After watching the video of Jerminu at school, get students to respond to the following questions: ACTIVITY What would it be like to have 68 students in our Students can complete Worksheet E2 – Sharing class? Would you like rice for lunch every day? Love to remind them of the many people in Did it seem easy to get water at school? How is their lives that love them and reveal God’s love our school both similar and different to Eskola in different ways. They may want to put their Tulaiea (Jerminu’s school)? Look at Poster 6 finished worksheets on display or keep them in – School Lunch from the picture pack set and an important place. use the questions on the front of the poster to promote more discussion. VIEW Show students Poster 3 – The Pereira Family PRAYER from the picture pack set. Tell them that this Return to the list on the board of all the ways family lives in the hills of Timor-Leste in a district people show love. Take time as a class to thank called Aileu. Their village is called Madabeno. God for all the ways his love is shared with us through family and friends.

ACTION Watch PowerPoint E1 – Learn Tetum: Greetings again and re-cap the first four words learnt last lesson. Choose a few more words to learn together to broaden your Tetum vocabulary.

CARITAS AOTEAROA NEW ZEALAND LET US GO TOGETHER: JOURNEYING TO PEACE AND HOPE IN TIMOR-LESTE LESSONS Y1-3 Lesson 3

LEARNING OUTCOMES: Students are learning to… • Understand how Caritas and HAFOTI work together in Timor-Leste • Understand how local products are made by HAFOTI members in Timor-Leste

BACKGROUND INFORMATION VIEW Caritas Aotearoa New Zealand helps the HAFOTI Use PowerPoint E7 – Guess What? with students group in Timor-Leste as its sole financial to see if they can guess what is being made by the supporter. For more than a decade, Caritas has HAFOTI members in the photos. Ask students if helped fund equipment, training and the building they would like to be able to make these products of production centres to assist the HAFOTI too. What would be their first choice? members to generate incomes for their families. VIEW SETTING THE SCENE Watch Video D – HAFOTI in Action to see some of It is not easy to find a job and earn money the products being made by HAFOTI members in in Timor-Leste. Almost half of families in the Aileu and Oecusse. If students want to learn more country live below the poverty line of US $1.90 you can check out some of the pictures on the per day. Through HAFOTI, women are given the HAFOTI website at www.hafoti.org opportunity to have a job that provides money for themselves and their family to ensure they live a ACTIVITY life free of poverty. Give students Worksheet E3 – Before and After to see some of the final products on display. VIEW Ask them to match the work in progress photos Show students Poster 4 – HAFOTI Women from around the edge of the worksheet with the the picture pack set. Tell them that this image correct products. shows some of the 250 strong members of HAFOTI working hard together making one of DISCUSSION their most popular products. How hard do you think the women work to complete their products? Do you think working for HAFOTI is an easy job? Are all the products you have seen today for sale in our local New Zealand supermarkets?

PRAYER Get students to write their own short prayers for the women of HAFOTI. These could be displayed on the wall.

DISCUSSION ACTION Ask students the questions on the poster: Can Tell your family and friends how banana chips are you tell what the women are doing? What do you made in Timor-Leste. think this machine might be used for? Do you notice anything special about what the women are wearing? How does this workplace compare to places where members of your family work? Can you guess what may happen next?

CARITAS AOTEAROA NEW ZEALAND LET US GO TOGETHER: JOURNEYING TO PEACE AND HOPE IN TIMOR-LESTE LESSONS Y1-3 Lesson 4

LEARNING OUTCOMES: Students are learning to… • See that many church practices in Timor-Leste are the same as what is experienced in New Zealand • Share what they found out about Timor-Leste

SETTING THE SCENE VIEW Get students to practise their greetings in Tetum Watch Video C – Mass in Timor-Leste to see Alda before starting this lesson. Ask students to share and her family go to their local church in Aileu. what they remember learning about HAFOTI and Timor-Leste so far. DISCUSSION Take some time to talk about what was different DISCUSSION about Alda’s church experience from what Get students to close their eyes and imagine students have experienced before. This may what a church service is like in Timor-Leste. Ask include the setting, the seats, the language, students to share what they can see. Explain the Timorese cross etc… Then highlight all the that the focus of this lesson is to look at going to similarities (possibly including prayer, using the church in Timor-Leste and how it compares to sign of the cross, bible reading, communion, going to church in New Zealand. incense, group singing, talking after the service etc…). VIEW Show students Poster 5 – Going to Mass from the ACTIVITY picture pack set. Students can complete Worksheet E4 – Church to see how the important parts of a church service in Timor-Leste and New Zealand compare.

PRAYER Loving Father, Thanks for making us all so different. Yet we are the same in many ways. We pray for Alda and her family and everyone in Timor-Leste. DISCUSSION Help them to have a life full of happiness and joy. Ask students the questions on the poster: What In Jesus name, we pray. do you notice about this church? How do most Amen. people arrive to Mass in Aileu? How about in New Zealand? What are people wearing? How would ACTION you normally dress on Sunday morning? How is Learn more words in Tetum from PowerPoint Sunday morning the same or different for you? E2 – Learn Tetum: Family. These family words could be shared with students’ families and the challenge could be made for students to share what they have learned about Timor-Leste with others at home.

CARITAS AOTEAROA NEW ZEALAND LET US GO TOGETHER: JOURNEYING TO PEACE AND HOPE IN TIMOR-LESTE WORKSHEET: Y1-3 E1 My Day Draw a sketch for each of the actions you do every day.

Eating breakfast Getting clean

Learning at school

Caring for family

Playing with toys

Eating dinner

How do these compare to Jerminu’s daily experiences?

CARITAS AOTEAROA NEW ZEALAND LET US GO TOGETHER: JOURNEYING TO PEACE AND HOPE IN TIMOR-LESTE WORKSHEET: Y1-3 E2 Sharing Love Complete the following portraits of your family and friends and write how they share God’s love with you.

CARITAS AOTEAROA NEW ZEALAND LET US GO TOGETHER: JOURNEYING TO PEACE AND HOPE IN TIMOR-LESTE WORKSHEET: Y1-3 E3 Before and After Connect the finished products with the photos of the products being made (around the edges).

Banana chips

Donuts

Virgin coconut oil Soy milk

Tais

CARITAS AOTEAROA NEW ZEALAND LET US GO TOGETHER: JOURNEYING TO PEACE AND HOPE IN TIMOR-LESTE WORKSHEET: Y1-3 E4 Church Draw a small sketch or add a smiley face if the event happens in Timor-Leste (left) and/or New Zealand (right).

Timor-Leste New Zealand

Dressing up in good clothes

Praying to God

Singing together

Special cross at the front

Candles burning

Incense burnt

Bible reading

Communion at Mass

Father leads the service

Altar servers help

Sign of the cross used

Talking together afterwards

CARITAS AOTEAROA NEW ZEALAND LET US GO TOGETHER: JOURNEYING TO PEACE AND HOPE IN TIMOR-LESTE Y4-5

TIMOR-LESTE MODULE Lessons and Worksheets LESSONS Y4-5 Lesson 1

LEARNING OUTCOMES: Students are learning to… • Compare home life in Timor-Leste with their own experience • Develop an understanding that many families around the world have limited resources and face challenges

SETTING THE SCENE ACTIVITY Ask students if they have heard of the country Students can complete Worksheet E5 – Life Timor-Leste. Students may have heard of it as at Home to show visually how their daily tasks East Timor. Explain to students that Timor-Leste at home and school compare to Jerminu’s is the fourth youngest nation after officially experience. You may decide to get students to gaining full independence in May 2002. Use a colour their sheets and these could be displayed map to show students that the country is found somewhere for everyone to see. in Southeast Asia and shares the Island of Timor with West Timor that is a region of Indonesia. VIEW Watch PowerPoint E1 – Learn Tetum: Greetings DISCUSSION and introduce the students to the Tetum language With the knowledge that Timor-Leste is a young used in Timor-Leste. At this early stage, you could developing country in Southeast Asia, ask encourage students to use the Tetum words for students to predict what life is like for families who good morning (bondia), good afternoon (botarde), live there. Write some of these ideas down to refer goodbye (adeus), and thank you (obrigadu/ to later. obrigada).

VIEW PRAYER Show students Poster 1, 2 and 3 from the picture Look again at the list that was recorded at the pack set to get a sense of family life at home start of the lesson. Summarise some of the in Timor-Leste. Choose some of the questions challenges for Jerminu and others in Timor-Leste on the posters to ask students to begin further with the class and take time to pray for them. discussion. ACTION VIEW Try to use your new Tetum greetings this term to Watch Video A – Jerminu’s Day and find out greet others in your class and students you meet what life is like for Jerminu Nina, a six-year old outside in the playground. boy living with his family in Oecusse district in Jerminu sits with Timor-Leste. Ask students to pay special attention his grandma and to some of Jerminu’s everyday tasks at home. cousin in the kitchen DISCUSSION Talk about what life at home was like for Jerminu. What were some of his basic daily tasks? Did they seem similar or quite different from our own? At this point it would be good to mention that almost half of families in Timor-Leste live below the poverty line ($1.90 US) and many adults don’t have jobs and some students only go to school for a short period of time.

CARITAS AOTEAROA NEW ZEALAND LET US GO TOGETHER: JOURNEYING TO PEACE AND HOPE IN TIMOR-LESTE LESSONS Y4-5 Lesson 2

LEARNING OUTCOMES: Students are learning to… • Understand the culture of Timor-Leste • Summarise and share their own learning about the culture of Timor-Leste

SETTING THE SCENE Like all countries, Timor-Leste has various unique practices and features that make its culture very interesting. In this lesson, the focus is on culture and life in Timor-Leste. Students will get the chance to use their research skills to go through the process of choosing a specific topic and finding relevant Mana Rosa and information to ultimately share with others. granddaughter

ACTIVITY VIEW To help students focus, re-cap the greetings learnt last Before starting the main research task for this time in PowerPoint E1 – Learn Tetum: Greetings lesson, get students to watch PowerPoint E5 – and learn the rest of the greetings in Tetum. Divide Timor-Leste Culture for an overview of possible the class in two and get one group to learn numbers topics to choose to find out more about Timor- in Tetum using PowerPoint E3 – Learn Tetum: Leste culture. Numbers and the other to learn about colours using PowerPoint E4 – Learn Tetum: Colours. Get ACTIVITY students to then teach the other group what they Give out Worksheet E6 – Timor-Leste in Focus have learnt so everyone in the class begins to use and outline the task for your students. You may greetings, numbers and colours in Tetum. choose to make this research activity a very short task or it may be the start of something VIEW much bigger and could take up more time. This Show students Poster 5 and 6 from the picture worksheet will provide guidance to students so pack set to get a sense of what it is like to go to that they choose a topic, reflect on what they church and eat lunch at school in Timor-Leste. know, list everything they want to know, and Choose some of the questions on the posters to document relevant information they find. This ask students to begin further discussion. information can then be shared in a way and to an audience that is most suitable. Note: Fact Sheets VIEW E4–E15 from this module (e.g. food, hobbies and Following on from the discussion above and the entertainment, environment, history etc…) may video from last lesson, watch Video B – Jerminu be useful sources of information about Timor- at School and Video C – Mass in Timor-Leste to Leste too. gain more insights into the culture of Timor-Leste. Get students to share with each other some of the PRAYER unique and/or interesting features they observed. Students could write a short prayer on a piece of paper for people in Timor-Leste and leave it in a ACTIVITY place where they will see it during the next week. Jerminu’s only toy is his whittled wooden If it is appropriate, these could be passed around spinning top. If students enjoyed Jerminu and for others to use too. Jorge’s spinning top battle you may want to make your own simple spinning tops at school using ACTION just a few pieces of equipment. You can see what Students are encouraged to use their new Tetum you need here along with all the instructions: words and share their research findings with www.youtube.com/watch?v=K4qGWR_SBnc family or class mates.

CARITAS AOTEAROA NEW ZEALAND LET US GO TOGETHER: JOURNEYING TO PEACE AND HOPE IN TIMOR-LESTE LESSONS Y4-5 Lesson 3

LEARNING OUTCOMES: Students are learning to… • Describe how the HAFOTI organisation works to empower rural women to support their families • Explain how some local products are made by HAFOTI with the support of Caritas

SETTING THE SCENE VIEW Since 2004, Caritas Aotearoa New Zealand has Watch Video D – HAFOTI in Action to see partnered with a Timorese non-governmental products being made by HAFOTI members in organisation for rural women. The name of this Aileu and Oecusse. Reflect on how accurate group is HAFOTI which is a shortened name the earlier student predictions were. See more for Hamahon Feto Timor. Caritas has helped products on the HAFOTI website at www.hafoti. fund equipment, training and the building of org production centres to assist the HAFOTI members to generate incomes for their families. ACTIVITY Give out Worksheet E7 – Working Together DISCUSSION and encourage students to choose one HAFOTI Introduce the name HAFOTI to students and see if product they have been introduced to in the they know what it stands for. Many may think it is lesson. Working in pairs or individually, students an acronym and come up with funny possibilities. can attempt to fill in the comic strip to show how Explain that HAFOTI is short for Hamahon Feto Timor. the chosen product is made by Timorese women highlighting the effort and skill that is required. VIEW Show students Poster 4 – HAFOTI Women from DISCUSSION the picture pack set. Tell them that this image Ask students to think of the challenges that shows members of HAFOTI working hard together Timorese women and their families are faced making one of their most popular products. See if with. Read Fact Sheet E11 for background students can answer some of the questions on the information. Find out if students think this is very poster. Explain that this example of HAFOTI women different to what is experienced in New Zealand. working together in Oecusse is typical of what happens in seven districts around Timor-Leste. VIEW Watch Video E – Hope and Opportunity to hear HAFOTI women talk about how working with HAFOTI has transformed their lives.

PRAYER Get students to select some of the HAFOTI members they met in the videos or on the website and pray for their families during the rest of the week.

ACTIVITY ACTION Get students to predict what local products Get students to tell their families about HAFOTI the members of HAFOTI produce, which are and how Caritas works with them to support eventually sold to make their income. List down Timorese families. all the possibilities and then check these later once the video and website have been viewed.

CARITAS AOTEAROA NEW ZEALAND LET US GO TOGETHER: JOURNEYING TO PEACE AND HOPE IN TIMOR-LESTE LESSONS Y4-5 Lesson 4

LEARNING OUTCOMES: Students are learning to… • Identify Bishop Belo and others as inspiring people who live by faith to bring God’s Kingdom to earth • Recognise that the path to peace is not easy and requires sacrifice

SETTING THE SCENE Gideon (Judges 6-7), Esther (Esther 4:15-16), Re-cap what was learnt about HAFOTI and their Hannah (1 Samuel 1:10-20), David (1 Samuel 17), partnership with Caritas by watching PowerPoint Daniel (Daniel 1 & 6), John the Baptist (John 1) E6 – Caritas and HAFOTI. and Saul/Paul (Acts9:1-31).

DISCUSSION DISCUSSION Ask students if they can guess what percentage of How does Bishop Belo’s story of faith relate to the New Zealanders identify Catholicism as their main biblical stories that have been shared? Do students religion [According to the 2013 Census this was feel that they could have done the same? 11%]. Next, ask students if they can predict what ACTIVITY percentage of Timorese are Catholic. [According to an earlier Census in Timor-Leste this was just under Allow the students a chance to think of other 89%]. Find out if this surprises the class. people in recent times that have shown great faith and not been afraid to be a voice for justice BACKGROUND INFORMATION leading to positive transformation/change. They To understand some of the history of Timor-Leste may think of examples like Mother Teresa, Martin at the end of the 20th Century, it is recommended Luther King Jnr and Pope Francis to name a few. that teachers read Fact Sheet E13–E16. Events Remind students that everyone can be guided by around the Indonesian occupation and the our faith in God to do good – even if it may be just referendum for independence as well as Bishop something small. Use Worksheet E8 – Tell me Belo’s involvement are summarised. More to get students excited about interviewing a teacher, priest, friend or family member to find VIEW out how their faith guides their actions. Students Provide students with a short summary of Timor- may need help to write down the best questions Leste’s history. Then read Story E – Bishop Belo’s and can record their responses on the worksheet Story with your class to gain an understanding of to then share with others. Bishop Belo’s influence in Timor-Leste’s struggle for freedom and independence. Ask students to listen out for how his faith and drive for peace played a significant role in the events. Challenge students to reflect on Bishop Belo’s words to ‘recognise our own faults’ and ‘banish anger’ to be ‘instruments of peace.’

ACTIVITY Divide the class into small groups and give each The new Timor-Leste leadership stand united during a one a biblical example of faith in action. Ask each celebration in 2000 to mark the official handover group to read the relevant biblical passage/story Credit: Australian Civil-Military Centre and summarise for the rest of the class explaining how the person’s faith influenced the action and PRAYER allowed God’s will to be done. Possible stories Pray for those around the world who have lost their to consider: Noah (Genesis 7), Abraham (Genesis hope, that they may find hope through their faith in 22), Moses (Exodus 7-10), Joshua (Joshua 6), God.

CARITAS AOTEAROA NEW ZEALAND LET US GO TOGETHER: JOURNEYING TO PEACE AND HOPE IN TIMOR-LESTE WORKSHEET: Y4-5 E5 Life at Home

Draw yourself completing each common task at home and school to compare with Jerminu’s experience.

Eating Breakfast

Getting Clean

Learning at School

CARITAS AOTEAROA NEW ZEALAND LET US GO TOGETHER: JOURNEYING TO PEACE AND HOPE IN TIMOR-LESTE Playing with Toys

Caring for Family

Cooking Dinner

CARITAS AOTEAROA NEW ZEALAND LET US GO TOGETHER: JOURNEYING TO PEACE AND HOPE IN TIMOR-LESTE WORKSHEET: Y4-5 E6 Timor-Leste in Focus

Choose one topic to find out more about in Timor-Leste. Use the Internet, reference books and facts sheets in this module to find out about your chosen topic. Write down your findings here to share with your class.

Food Music Religion Animals Sports Timorese History Language Transport

My topic

What I know already…

What I want to find out…

CARITAS AOTEAROA NEW ZEALAND LET US GO TOGETHER: JOURNEYING TO PEACE AND HOPE IN TIMOR-LESTE My notes… Interesting pictures…

What I found out…

Don’t forget to share what you learnt!

CARITAS AOTEAROA NEW ZEALAND LET US GO TOGETHER: JOURNEYING TO PEACE AND HOPE IN TIMOR-LESTE WORKSHEET: Y4-5 E7 Working Together

Choose one HAFOTI product and fill in the comic strip below to show how it is Worksheet Emade by7 :Timorese Working Together women. Y4-5 Choose one HAFOTI product and fill in the comic strip below to show how it is made by Timorese women.

Product of choice: Product of choice: P66

CARITAS AOTEAROA NEW ZEALAND LET US GO TOGETHER: JOURNEYING TO PEACE AND HOPE IN TIMOR-LESTE WORKSHEET: Y4-5 E8 Tell me More

Choose someone to interview (a teacher, priest, friend or family member) and find out how their faith guides their actions. Write down your questions on this worksheet and then record their responses to share with others.

Person I’ve chosen Name: to interview . . .

Sketch them here Job:

My questions . . .

What they said . . .

CARITAS AOTEAROA NEW ZEALAND LET US GO TOGETHER: JOURNEYING TO PEACE AND HOPE IN TIMOR-LESTE Y6-8

TIMOR-LESTE MODULE Lessons and Worksheets LESSONS Y6-8 Lesson 1

LEARNING OUTCOMES: Students are learning to… • Compare life in Timor-Leste and New Zealand • Understand that many families around the world have limited resources and face challenges

SETTING THE SCENE ACTIVITY Explain to students that Timor-Leste will be the Give out Worksheet E9 – Watch This! and focus country for future lessons. Give them the explain to students that their task is to create challenge to find it on a map and to understand their own short videos capturing their typical its relative location in Southeast Asia and day (at home and at school). These can then be distance from New Zealand. viewed straight after Jerminu’s videos again to visually compare life in Timor-Leste with New DISCUSSION Zealand. This task may require time for planning, Ask students to share what they know already simple storyboarding and recording/editing. about Timor-Leste. They may have heard the DISCUSSION term East Timor in the past. If it is not already known, explain to students that Timor-Leste After viewing the videos, ask students what they is the fourth youngest nation after officially have learnt through the process about life in Timor- gaining full independence in May 2002. With Leste and their own life. Do they feel that they have the knowledge that Timor-Leste is a young had their eyes opened to some of the privileges that developing country in Southeast Asia, ask we may take for granted in New Zealand? What are students to predict what life is like for Timorese some of these? Point out to students that almost families. half of Timorese families live below the poverty line and the same number are malnourished. About a VIEW third of the population do not have good access to safe drinking water and almost two thirds of the Watch Video A – population have no access to power. Jerminu’s Day and Video B – Jerminu at School to VIEW find out what life is like for Tetum is one of the official languages in Timor- Jerminu Nina, a six-year Leste. Get students to learn basic Tetum words old boy living with his for greetings, family, numbers and colours by family in Oecusse district using PowerPoints E1–E4. You may choose to in Timor-Leste. divide the class into small groups and allocate each group one of the topics as their specialist DISCUSSION vocabulary to then teach the rest of the class. Ask students to note down the differences to their experiences in New Zealand. This may include: PRAYER diet, language, housing, hobbies, access to Ask students to write their own prayers based on water, comfort, environment, schooling, travel, what has been discussed during the lesson, to possessions, chores, clothing etc… Use these pray for families in Timor-Leste and around the identified differences to promote discussion. How world who face daily challenges – even some that would it feel to live in Timor-Leste? Do you think threaten their basic needs. the majority of the world experience a life similar to New Zealand or Timor-Leste? ACTION Encourage students to be aware of the many reasons we can be thankful for what we have.

CARITAS AOTEAROA NEW ZEALAND LET US GO TOGETHER: JOURNEYING TO PEACE AND HOPE IN TIMOR-LESTE LESSONS Y6-8 Lesson 2

LEARNING OUTCOMES: Students are learning to… • Understand how Caritas works with HAFOTI to empower rural Timorese women to provide for their families • Understand how local products are made by HAFOTI members requiring lots of hard work and great skill

SETTING THE SCENE Since 2004, Caritas Aotearoa New Zealand has partnered with a non-government organisation of rural Timorese women. The name of this group is HAFOTI which is a shortened name for Hamahon Feto Timor. Caritas has helped fund equipment, training and the building of production centres to assist the HAFOTI members to generate incomes for their families.

DISCUSSION ACTIVITY Read Fact Sheet E1 – Caritas and HAFOTI with Give out Worksheet E10 – Hooray for HAFOTI students and highlight the most important points to students and explain the task of designing a covering HAFOTI work, Caritas support and poster promoting the HAFOTI co-operative in challenges faced by the women. Timor-Leste. Remind students that they should try to highlight HAFOTI purpose, the members VIEW and their locally-made quality products. Students Watch Video D – HAFOTI in Action to see could work in groups or by themselves. products being made by HAFOTI members in Aileu and Oecusse. DISCUSSION Display the finished posters for others to see DISCUSSION who may not be so aware of HAFOTI and life in What was surprising about what you saw in the Timor-Leste. These may provide an opportunity video? Discuss the level of effort and skill required for students to share with others what they are by the members. How do each of these compare learning about in class. with jobs we are aware of in New Zealand? Which product would you be most keen to buy? Which PRAYER product would you love to be able to make Get students to write a short prayer on a piece of yourself? Check out more at www.hafoti.org paper remembering women around the world who are facing challenges (equal rights, looking VIEW after their families, ignored etc…). Place all these Take some time to listen to HAFOTI members in prayers in a container and each day take one Video E – Hope and Opportunity as they talk prayer out to use to guide prayer over the next about how working with HAFOTI has transformed month. their lives. ACTION DISCUSSION Students can research online to find out more What would life have been like for many of about the challenges faced by many women these families if HAFOTI did not exist? Find out around the world. more information about the challenges faced by reading Fact Sheet E11. Are there families in New Zealand that face the same challenges? Is there any way we can help?

CARITAS AOTEAROA NEW ZEALAND LET US GO TOGETHER: JOURNEYING TO PEACE AND HOPE IN TIMOR-LESTE LESSONS Y6-8 Lesson 3

LEARNING OUTCOMES: Students are learning to… • Develop an understanding of the meaning and importance of freedom for all people in our world • Identify leaders such as José Ramos-Horta and Bishop Belo as inspiring examples for peace and justice

SETTING THE SCENE Ask the other group to watch a 17-minute video Timor-Leste was an occupied country for 24 about José Ramos-Horta’s biography at www. years – from 1975-1999. During this time, the youtube.com/watch?v=mgourtUnej4 and occupying forces imposed Indonesian rule with summarise the key points to share to the other brutality and violence. A conservative estimate is group. that more than 100,000 Timorese died as a result of the conflict with Indonesia, or due to conflict- DISCUSSION related illness and starvation. The struggle for What stood out about the two leaders? What freedom lasted for almost three decades before features did they both share? Do you think that the country officially became independent. freedom and peace would have been found if they chose not to act and raise their voices for DISCUSSION justice? What does it mean to be free? Do we sometimes ACTIVITY take freedom for granted? (freedom of choice, Based on what has been learnt so far, get freedom of speech, freedom from conflict etc…) students to complete Worksheet E11 – Read Fact Sheet E14 – Indonesian Occupation to profile José Ramos- and find out more about what happened in Champions for Justice Horta and Bishop Belo as two champions for Timor-Leste at the end of the 20th Century and justice in Timor-Leste. who some of the key leaders for freedom were. PRAYER VIEW Reflect on this statement by an anonymous voice Watch ‘What does freedom mean to you?’ at who experienced the Indonesian occupation, www.youtube.com/watch?v=4flme-FQtdo. ‘We felt completely alone. We were totally DISCUSSION abandoned. There was no one to help us. We felt the international community had closed its eyes, Get students to recount the messages that stood closed its ears. That they didn’t see our suffering. out to them. Watch the video again and list the They didn’t see our anguish, didn’t hear our answers that the class feels define what freedom screams.’ means to them. Compare this with the definition of freedom that is found online or in a dictionary. Pray for all those who feel alone and abandoned When people do not have freedom, like what was in the world today; for all who desire freedom experienced in Timor-Leste, how can it be found? and justice that has eluded them.

ACTIVITY ACTION Two key leaders in Timor-Leste that were Find out about other inspiring leaders in history instrumental to bringing peace and freedom for who have been advocates for freedom. all Timorese were Bishop Belo and José Ramos- Horta. Divide the class in half and get one group to read Story E – Bishop Belo’s Story to then share with the other group about Bishop Belo’s life and his influence in Timor-Leste’s freedom.

CARITAS AOTEAROA NEW ZEALAND LET US GO TOGETHER: JOURNEYING TO PEACE AND HOPE IN TIMOR-LESTE LESSONS Y6-8 Lesson 4

LEARNING OUTCOMES: Students are learning to… • Develop an understanding of the history and new beginnings of Timor-Leste • Recognise the need for peace and reconciliation in our broken world

SETTING THE SCENE ACTIVITY In 1999, through the referendum for independence, The unfortunate truth is that we live in a world the people of Timor-Leste clearly spoke out for full of brokenness – in desperate need of starting freedom from Indonesian rule. A new nation over. Explain to students the task for the week was born. However, 95 percent of schools and after giving outWorksheet E12 – Starting Over. businesses had been burnt or looted. Many people By following current events on the news for the were malnourished and the male ‘leaders’ had lived next week students are required to collect articles in the mountains and jungles for more than twenty of situations that require a peaceful solution or years waging guerrilla warfare. Deep emotional future reconciliation. This may involve violence, scars remained after what had been experienced. It ongoing conflicts, a court battle or any other local was very much a case of starting over again. disagreement.

DISCUSSION DISCUSSION Ask students to think back to an event that Findings can be shared in the class to see if involved someone else that caused them pain or similar events were chosen. Reflect on solutions disappointment. How did they feel at the time? that may be required in each situation. Get What helped them start again? Did they heal the students to evaluate the state of the world – in relationship? How? terms of its need for peace and reconciliation.

VIEW VIEW Read Fact Sheet E15 – History of Timor-Leste Read Story D – Mana Dortia’s Story to hear an Since 1999 to help gain an understanding of what inspirational story of the HAFOTI Directress who happened in Timor-Leste after 1999. For a short was forced to start over and who is now central personal account that involves a United Nations to helping hundreds of families start over and convoy being attacked by pro-Indonesian militia, flourish with hope-filled lives full of peace. Watch watch Video J – Remembering. Video F – Mana Dortia to see and hear about the passionate life of Mana Dortia also. DISCUSSION Get students to talk about what the Sacrament PRAYER of Reconciliation is and what it means when they In silence, pray for everyone in need of peace or are ‘washed clean’ through their confession. seeking reconciliation with others. Fact Sheet E21 – Community Reconciliation Processes can be used to outline how Timorese ACTION went through the Community Reconciliation Stop and think of people we may need to forgive Process to find their place in society again. or ask for their forgiveness. Discuss how the Sacrament of Reconciliation and the Community Reconciliation Process in Timor- Leste are similar. We may have not been part of the struggle in Timor-Leste, in need of being reconciled into our community – but we should ask what might we have done to hurt others recently? How are we in need of reconciliation and a new peace?

CARITAS AOTEAROA NEW ZEALAND LET US GO TOGETHER: JOURNEYING TO PEACE AND HOPE IN TIMOR-LESTE WORKSHEET: Y6-8 E9 Watch This! Create your own short video like Jerminu’s to show what a typical day looks like for you in New Zealand. Compare what life in New Zealand is like with Timor- Leste by watching the videos one after the other.

THINK ABOUT… What are your favourite hobbies?

How do you travel to school?

What do you have for breakfast and where do you eat?

How do you do your cleaning?

What chores do you have?

How do you get your water?

What is your school like? What is your family like?

Where does the cooking happen and what do you usually eat?

CARITAS AOTEAROA NEW ZEALAND LET US GO TOGETHER: JOURNEYING TO PEACE AND HOPE IN TIMOR-LESTE WORKSHEET: Y6-8 E10 Hooray for HAFOTI

Design a poster promoting the HAFOTI group in Timor-Leste. Try to highlight its purpose, the members and the locally made quality products. Here are some ideas…

Skill Tais Soy Rural milk women Body Hard scrub work Revolving credit and loans Team work

Banana Local chips ingredients Helpful Strong monitoring leadership

Lives Virgin transformed coconut oil Ongoing Quality training products

Donuts

Cloves Constant support

CARITAS AOTEAROA NEW ZEALAND LET US GO TOGETHER: JOURNEYING TO PEACE AND HOPE IN TIMOR-LESTE WORKSHEET: Y6-8 E11 Champions for Justice

Complete the profiles below for José Ramos-Horta and Bishop Belo – two champions for justice in Timor-Leste.

Name: José Ramos-Horta Name: Bishop Belo Date of birth: Date of birth:

Key role(s) in Timor-Leste’s history: Key role(s) in Timor-Leste’s history:

Reason for winning the Nobel peace Reason for winning the Nobel peace prize in 1996: prize in 1996:

Inspiring features to follow: Inspiring features to follow:

Add your own sketch below: Add your own sketch below:

CARITAS AOTEAROA NEW ZEALAND LET US GO TOGETHER: JOURNEYING TO PEACE AND HOPE IN TIMOR-LESTE WORKSHEET: Y6-8 E12 Starting Over

Follow current events on the news for the next week. Collect headlines and articles of situations that require a peaceful solution or future reconciliation. This may involve violence, ongoing conflicts, a court battle or any other local disagreement. Once you have collected your articles, choose a way to organise them based on similar issues or possible solutions. Share with others in your class to see if you found similar events/articles and look at the different ways that you have organised the findings. Reflect on the solutions that may be required in each situation. After you complete the task, discuss with your peers the state of the world – in terms of its need for peace and reconciliation.

CARITAS AOTEAROA NEW ZEALAND LET US GO TOGETHER: JOURNEYING TO PEACE AND HOPE IN TIMOR-LESTE Y9-11

TIMOR-LESTE MODULE Lessons and Worksheets LESSONS Y9-11 Lesson 1

LEARNING OUTCOMES: Students are learning to… • Understand how people seek economic growth through business, enterprise and innovation • Reflect on the differences between the opportunities available to teenagers in New Zealand as compared to young people living in Timor-Leste

SETTING THE SCENE: Educational opportunities in Timor-Leste Did you know that the average duration of schooling in New Zealand is 11.7 years. Schooling is compulsory in New Zealand from the ages of 6 –16 years. If you lived in Timor-Leste, your access to secondary schooling would be much more limited. Some children don’t even complete primary school. The average number of years of schooling is currently 4.4 years. Imagine if you Timorese student at school had to stop going to school after year 4 or 5. What kind of maths would you be capable of doing? What would your reading ability be like? PRAYER DISCUSSION We think of the young people of Timor-Leste, especially those whose access to education is A person’s level of education is obviously critical limited. We pray that as their country grows in terms of future employment opportunities. economically, more teenagers in Timor-Leste will What kinds of jobs would you be able to do if you have the opportunity to attend secondary school. had left school after year 5? May they discover their gifts and talents, and lead VIEW fruitful lives. View PowerPoint E10 – Meet Lucas to find out ACTION more about a 17-year old boy living in Aileu with Go to PowerPoint E1 – Learn Tetum: Greetings his large family of 15. Find out more about Lucas and learn some of the Tetum greetings. and the Pereira family by watching Video G – The Pereira Family.

ACTIVITY Complete Worksheet E13 – Education in Timor-Leste.

CARITAS AOTEAROA NEW ZEALAND LET US GO TOGETHER: JOURNEYING TO PEACE AND HOPE IN TIMOR-LESTE LESSONS Y9-11 Lesson 2

LEARNING OUTCOMES: Students are learning to… • Identify inspiring men and women in our own time • Recognise the impact of sin in our world, and understand its origins in the misuse of human freedom

SETTING THE SCENE: ACTIVITY The Struggle for Freedom Read Fact Sheet E16 – Bishop Carlos Belo and Timor-Leste was an occupied country for 25 the Catholic Church in Timor-Leste. years; from 1975-1999. During this time, the Complete Worksheet E14 – Bishop Belo: Leader occupying forces imposed Indonesian rule with for Peace. brutality and violence. The armed wing of the Timorese FRETILIN party, known as FALINTIL, PRAYER waged guerrilla warfare from their mountain We thank you for the example of Bishop Belo, hideouts for the duration of the occupation. A and of all those who have spoken out against conservative estimate is that 102,800 Timorese injustice. Give us courage to speak out when died as a result of the conflict with Indonesia, or something is wrong. May we be advocates for due to conflict-related illness and starvation. people in our own country who struggle against poverty and prejudice. DISCUSSION Has anyone in the class lived in an occupied ACTION country? If possible, they might be able to Write a short speech about an issue of injustice share some of their experiences. Otherwise, in Aotearoa, New Zealand, today. Deliver your have students imagine what it might be like in speech to your class. a country where your freedom is limited by a military government.

VIEW Watch the following video made in 1991, not long after the Santa Cruz massacre: www.youtube. com/watch?v=NJvLOnknNl0 It has some excellent footage of Bishop Belo speaking. I suggest you show up to 15:12 only. After this point the video may be a bit disturbing for young viewers.

DISCUSSION What is your initial reaction to this video? Do you find the footage shocking? How do you feel about Bishop Belo’s determination to speak out on behalf of the people of East Timor?

Bishop Belo Credit: English Wikipedia

CARITAS AOTEAROA NEW ZEALAND LET US GO TOGETHER: JOURNEYING TO PEACE AND HOPE IN TIMOR-LESTE LESSONS Y9-11 Lesson 3

LEARNING OUTCOMES: Students are learning to… • Understand how the ideas and actions of people in the past have had a significant impact on people’s lives • Understand the nature of pono-integrity, freedom and moral responsibility

SETTING THE SCENE Peace and Reconciliation One might think that once the Indonesian occupying force had left Timor-Leste, life automatically became peaceful and easy for the Timorese people. However, this was not the case. The wave of destruction which followed the 1999 referendum result left the Timorese infrastructure decimated, and, after 25 years of occupation Timor’s people were impoverished, with limited knowledge and skills about governing a country. The new nation required international support UNAMID police facilitates English classes in order to build their own leadership capacity. Credit: Albert González Farran, UNAMID This support came in large part from the United Nations, in the form of the United Nations Peacekeepers. ACTIVITY Complete Worksheet E15 – The Qualities of an DISCUSSION Effective Peace Keeper. Pope John Paul II once said, ‘There can be no peace without justice’. What do you think he PRAYER meant by this statement? Thank you, God, for the work of generous soldiers and civilians who dedicate themselves VIEW to restoring peace in places where there has Watch United Nations Mission in East Timor been conflict. Equip them with perseverance 1999-2009 at www.youtube.com/watch?v=N2- and courage. Inspire more people to serve the Qjy_G8Gc, for a comprehensive description of the international community in this way. role of the UN in helping to support the first years of Timor’s independence. ACTION Think of a way in which you can be a peace Students might also find this short one-minute builder in your own family and community. video about UN Peacekeepers informative: www.un.org/en/peacekeeping/operations/ peacekeeping

DISCUSSION Who were the peace builders in Timor-Leste after the referendum? What skills and qualities do you think would be needed by peace builders?

CARITAS AOTEAROA NEW ZEALAND LET US GO TOGETHER: JOURNEYING TO PEACE AND HOPE IN TIMOR-LESTE LESSONS Y9-11 Lesson 4

LEARNING OUTCOMES: Students are learning to… • Understand that true freedom means that people have the right to make decisions about their own lives • Understand how people seek and have sought economic growth through business, enterprise and innovation

SETTING THE SCENE VIEW Faith and Hope Watch Video F – Mana Dortia and Video E – Hope Consider the situation in Timor-Leste in 1999, and Opportunity. just after the referendum in which Timor won its independence from Indonesia. Around 95 DISCUSS percent of the country’s schools, businesses, and What is the main objective of HAFOTI? offices had been burnt or looted. At least half of In what ways have the lives of rural women been the population were malnourished and many improved through working with HAFOTI? of the male ‘leaders’ had lived in the mountains and jungles for more than twenty years waging What are some of the things that Mana Dortia guerrilla warfare. Not only did the new nation does for HAFOTI? lack solid infrastructure and buildings such as What are some of the qualities of Mana Dortia schools and offices, but it also lacked leaders that make her an effective Directress of HAFOTI? with any experience in governing a democratic nation. ACTIVITY Complete Worksheet E16 – Building Livelihoods READ and Building Peace and explore the links Read Story D – Mana Dortia’s Story. Learn about between development and peace. how she herself came to live in Timor-Leste during the occupation and quickly made this nation her PRAYER home. We pray for the work of Mana Dortia and all those who work for HAFOTI. We ask that they receive DISCUSS strength and good help, as they continue to What surprised you about Mana Dortia’s story? motivate and empower rural women throughout Timor-Leste. May their work help to build a peaceful future for this young nation.

Mana Dortia

CARITAS AOTEAROA NEW ZEALAND LET US GO TOGETHER: JOURNEYING TO PEACE AND HOPE IN TIMOR-LESTE WORKSHEET: Y9-11 E13 Education in Timor-Leste

There are many challenges facing the education system in Timor-Leste today. While enrolment at primary and secondary levels in urban areas is 100 percent, enrolment in rural areas is only 60 percent. Rural schools can be hard to get to and are not always well maintained. As well as this there are large numbers of rural families living below the poverty line, on less than $1.90 per day, so paying the costs of school uniforms and books can be difficult for some families. • Discuss the differences in educational opportunities between urban and rural communities in Timor- Leste. Do you think students in rural parts of New Zealand are educationally disadvantaged?

Another problem in schools in Timor-Leste is the level of teacher absenteeism. On any given day, 25 percent of secondary school teachers are absent from school. • What might the level of teacher absenteeism be in New Zealand? See if you can find out.

• What effect will high levels of teacher absenteeism have on students’ learning?

Study the pie chart What is Lucas most likely to do when he leaves school?

Find out about the types of jobs available in the Timor-Leste government. What are the self-employment opportunities available to Lucas?

Source: La’o Tamutuk

For more comparisons between life in Timor-Leste and life in New Zealand, go to www.ifitweremyhome.com/compare/NZ/TL

CARITAS AOTEAROA NEW ZEALAND LET US GO TOGETHER: JOURNEYING TO PEACE AND HOPE IN TIMOR-LESTE WORKSHEET: Y9-11 E14 Bishop Belo: Leader for Peace

In 1996 Bishop Belo shared the Nobel Peace Prize with fellow-Timorese, José Ramos-Horta. Their award was for their work towards a just and peaceful solution to the conflict in East Timor. After receiving his award, Bishop Belo gave a speech in which he spoke about the ongoing struggle in his country. At one point he said, The world censures those who take up arms to defend their causes and calls on them to use non-violent means in voicing their grievances. But when a people chooses the non-violent path, it is all too often the case that hardly anyone pays attention. It is tragic that people have to suffer and die and the television cameras have to deliver the pictures to people’s homes every day before the world at large admits there is a problem. Therein lies the enormous significance and the brave wisdom of the decision of the Nobel Committee to focus on East Timor this year; it represents the extraordinary recognition of East Timor’s quest for peace and the recognition of its pleas for an end to suffering. 1. What are some of the tragedies occurring in the world today?

2. Do you agree with Bishop Belo when he says, ‘television cameras have to deliver the pictures to people’s homes every day before the world at large admits there is a problem’?

3. How important is the media in informing us of injustices around the world?

4. What does Bishop Belo mean when he speaks about the brave wisdom of the Nobel Committee to focus on East Timor…? Why is the Committee’s action ‘brave’? How significant do you think this award was to helping Timor-Leste achieve independence?

5. Why do you think Bishop Belo was able to speak out so openly about the injustices occurring in Timor- Leste without getting killed?

6. How did Bishop Belo use his position to fight for Timorese human rights?

7. How difficult is it to speak out about issues of injustice in New Zealand today? Can you think of people who do speak out? How are they treated by others?

CARITAS AOTEAROA NEW ZEALAND LET US GO TOGETHER: JOURNEYING TO PEACE AND HOPE IN TIMOR-LESTE WORKSHEET: Y9-11 E15 The Qualities of an Effective Peace Keeper

Personal Reflection When in your own life have you experienced a difficult situation or conflict? Who did you go to in order to find help? What were the helper’s qualities?

Information Some of the important qualities of an effective peace keeper are… • Adaptability Peacekeepers talk to Timorese citizens in Dili Credit: Dan Mennuto • Non-Defensiveness • Empathy • Creativity • Ability to model good conflict resolution and relationship skills • Being comfortable with ambiguity (Sometimes resolving conflicts is messy and takes time!)

Choose two of these qualities and explain why you think they are important qualities for a peace keeper.

Share your answers with others.

View Watch the following video clip about the role of women in UN Peacekeeping Missions: www.youtube.com/watch?v=vAuFQj9xBYc What are some of the benefits of having female, as well as male, peacekeepers?

Reflection Can you imagine yourself working as a UN Peacekeeper in the future? What are some of your personal qualities that would help you in this role? What are some of the aspects of the job that you would find difficult?

CARITAS AOTEAROA NEW ZEALAND LET US GO TOGETHER: JOURNEYING TO PEACE AND HOPE IN TIMOR-LESTE WORKSHEET: Y9-11 E16 Building Livelihoods and Building Peace

The goals of development and peace building are the same – to help rebuild or repair societies that are hurting; physically, economically and socially. — Caritas Internationalis List some of the ways that Timor-Leste was hurting after twenty-five years of Indonesian occupation.

How does providing rural women with small business skills and loans help to ‘develop’ rural communities?

How will HAFOTI projects help to build stability and peace in Timor-Leste?

Read the Parable of the Child and the Garden: A woman had a child who was very hungry and crying for food. The woman took the last money she had and went to the market. She bought bread to take home to feed her child that night. However, the mother was wise, and she didn’t use all of her money for bread. She took some of it and bought beans for planting. She went home, prepared her farm, and planted the beans. She knew that these plants would not ease her child’s hunger today, but she also knew that with proper care, the bean seeds would start producing in a few weeks, and the beans she harvested would feed her child for many months. This mother was indeed wise, and she saved enough of her money to buy a mango. She fed the flesh to her child, and carefully planted the seed. Over the months, she tended the seed carefully, although she knew that her child would be grown before the tree produced its first mango. However, she knew that once the mango tree grew to maturity, she would feed not only her own grandchildren but also the children of the entire village with the fruit from that mango tree. Then, this very wise mother took her very last coin and visited the tree nursery, where she purchased a very small mahogany seedling. She took the seedling home and carefully planted it in a corner of her homestead. She faithfully watered that small seedling, and protected it from goats and other possible harm, and taught her child to do the same. She knew that she would tend this mahogany tree throughout her entire lifetime, and her child would do the same, without reaping any benefit from it. But she also knew that by the time her great-grandchildren were born, they would play under the shade of that mahogany tree, and her great-great grandchildren would be able to harvest that tree, and build a strong and sturdy house that would last for many more generations. (Caritas Internationalis, Peacebuilding: A Caritas Training Manual, Source: Ayindo et al., 2001, p.83) What does this story say about both development and peace?

CARITAS AOTEAROA NEW ZEALAND LET US GO TOGETHER: JOURNEYING TO PEACE AND HOPE IN TIMOR-LESTE Y12-13

TIMOR-LESTE MODULE Lessons and Worksheets

CARITAS AOTEAROA NEW ZEALAND LET US GO TOGETHER: JOURNEYING TO PEACE AND HOPE IN TIMOR-LESTE LESSONS Y12-13 Lesson 1

LEARNING OUTCOMES: Students are learning to… • Justify in accordance with Catholic ethics, a course of action in a particular situation • Understand how individuals, groups and institutions work to promote social justice and human rights

SETTING THE SCENE VIEW Life in Timor-Leste View Video G – The Pereira Family and The Human Development Index (HDI) was PowerPoint H – Meet Alda. developed by the United Nations as a way of assessing the social and economic development levels of countries. Four principal areas of examination are used to rank countries: mean years of schooling, expected years of schooling, life expectancy at birth and gross national income per capita. This index makes it possible to follow changes in development levels over time and to compare the development levels of different countries. On the human development index, Timor-Leste is ranked number 133 out of 196 countries. Alda and her sister and cousin wait outside church on DISCUSSION Sunday morning Distribute Fact Sheet E12 – Human Development Indicators for Timor-Leste. ACTIVITY Complete Worksheet E17 – Meet Alda as a ACTIVITY response. Ask students to predict where they think New Zealand ranks on the HDI. Complete online ACTIVITY research to find out about years of schooling, life Keeping in mind the principles of Catholic ethics, expectancy and gross national income per capita have a class debate on the topic: in New Zealand. We, in New Zealand, are morally obliged to help Go to http://hdr.undp.org/en/data which is developing nations achieve a higher standard of a great website where you can choose two living. countries to compare in terms of a human development area. Choose the countries you wish to see displayed on the line graph, and the particular indicator you want to look at.

CARITAS AOTEAROA NEW ZEALAND LET US GO TOGETHER: JOURNEYING TO PEACE AND HOPE IN TIMOR-LESTE LESSONS Y12-13 Lesson 2

LEARNING OUTCOMES: Students are learning to… • Explore key principles and concepts – including human dignity, freedom and responsibility • Explore issues related to life and society from the perspective of church and scripture

SETTING THE SCENE Struggle for Freedom During the Indonesian occupation, the Catholic Church was one of the few organisations with international links that was able to keep operating in Timor-Leste. As such the leaders of the Church, such as Bishop Belo, were in a unique position in terms of being able to speak out against the atrocities and human rights abuses that were taking place. A Timorese Mass in 1999 READ Credit: Monsignor Gerry Burns Ask students to read both Fact Sheet E14 – Indonesian Occupation and Fact Sheet E16 ACTIVITY – Bishop Carlos Belo and the Catholic Church in Timor-Leste to understand key events and Find out about other parts of the world where the players to Timor-Leste history. Catholic Church is taking a stand against human rights abuses. You might like to look at the role of VIEW Bethlehem University, in the Palestinian Territory, Watch www.youtube.com/watch?v=NJvLOnknNl0 in fostering peace in the West Bank of Israel. to view excellent footage of Bishop Belo speaking The university was founded by the De La Salle soon after the Dili Massacre in 1991. However, just Brothers with the support of the Vatican. watch up to 15 minutes because after this, the PRAYER footage is a bit too graphic for students. E Hēhu, Prince of Peace, you know the turmoil Watch Monsignor Gerry Burns in Video H – The in which our world finds itself. There is war and Voice for Freedom and Video J – Remembering fighting in many nations. There are huge numbers as he speaks about the role of the international of people made homeless by these conflicts. We Catholic Church and his own experience helping ask that you would inspire people everywhere to out in Timor-Leste. discard their weapons of destruction, and to work for peace and stability in our world. May we be DISCUSSION agents of peace in our own place. What was Bishop Belo’s part in helping to bring about the end of the Indonesian occupation? Amen.

How did the international Catholic Church ACTION support independence? Find out about a local or international peace What other international organisation played organisation that you can support. a role in bringing peace and stability to Timor- Leste?

CARITAS AOTEAROA NEW ZEALAND LET US GO TOGETHER: JOURNEYING TO PEACE AND HOPE IN TIMOR-LESTE LESSONS Y12-13 Lesson 3

LEARNING OUTCOMES: Students are learning to… • Identify ways in which people can build justice and peace • Describe the ethical principles of the Catholic Church

SETTING THE SCENE Peace and Reconciliation During the 25 years of occupation many Timorese were co-opted to work for the Indonesian military. Many felt coerced to do so. Others were caught up in the pillaging and destruction that occurred after the 1999 referendum. These pro- Indonesian Timorese fled the country soon after the referendum, but soon they needed to come back to look after their farms and resume their lives. The interim government of Timor-Leste The new Timor Leste leadership stand united during a saw the need to establish a truth and justice celebration in 2000 to mark the official handover commission in order to be able to re-integrate Credit: Australian Civil-Military Centre these people back into their communities. They set up the Commission for Reception, Truth and PRAYER Reconciliation (in Portuguese the acronym was E Te Atua, our world is badly in need of peace. CAVR). We need peace between nations, peace within countries, and peace within families. Strengthen READ all of us to be people who seek reconciliation Both Fact Sheet E21 – Community rather than recrimination. Make us humble Reconciliation Processes and Fact Sheet E22 enough to admit when we are wrong, and – The Commission for Reception, Truth and humble enough to let go of hurts without holding Reconciliation (CAVR) provide students with a grudge. Help us to be peace builders in our own information about the reconciliation journey in whānau, school and community. Timor-Leste. ACTION ACTIVITY Identify an issue that causes conflict in New Complete Worksheet E18 – Peace and Zealand. Can you think of a way to bring people Reconciliation. together to reach a peaceful solution?

DISCUSSION How does the Community Reconciliation Process remind you of the way we celebrate the Sacrament of Reconciliation in the Catholic Church?

CARITAS AOTEAROA NEW ZEALAND LET US GO TOGETHER: JOURNEYING TO PEACE AND HOPE IN TIMOR-LESTE LESSONS Y12-13 Lesson 4

LEARNING OUTCOMES: Students are learning to… • Identify key principles underlying the Church’s teaching on issues of social justice • Understand how individuals, groups and institutions work to promote social justice and human rights

SETTING THE SCENE READ Caritas and HAFOTI Read Story D – Mana Dortia’s Story. Learn about Hamahon Feto Timor (HAFOTI), established how she herself came to live in Timor-Leste during in 2002, provides economic opportunities for the occupation and quickly made this nation her women in rural areas, assisting them in product home. making, marketing, and microcredit for small enterprises. The women are engaged primarily DISCUSS in food production and processing. The products What surprised you about Mana Dortia’s story? they make include virgin coconut oil, banana chips, cassava chips, and local handicrafts. VIEW Caritas Aotearoa New Zealand has partnered with Watch Video F – Mana Dortia to hear about the HAFOTI since 2004. work she does as the Directress of HAFOTI.

VIEW ACTIVITY Watch Video E – Hope and Opportunity to hear Complete Worksheet E19 – The HAFOTI Story. from some of the HAFOTI members about how their lives have been improved through the PRAYER opportunities they’ve had with HAFOTI. We pray for the work of Mana Dortia and all those who work for HAFOTI. We ask that they receive DISCUSSION strength and good help, as they continue to What impresses you about the work of HAFOTI? motivate and empower rural women throughout In what ways is HAFOTI having a positive impact Timor-Leste. May their work help to build a on the lives of rural women and their families? peaceful future for this young nation.

ACTION Organise a Caritas Challenge event at your school to raise money for HAFOTI.

Mana Dortia and HAFOTI staff in Dili HAFOTI members in Oecusse filtering coconut oil

CARITAS AOTEAROA NEW ZEALAND LET US GO TOGETHER: JOURNEYING TO PEACE AND HOPE IN TIMOR-LESTE WORKSHEET: Y12-13 E17 Meet Alda

What surprises you about the lives of Lucas and Alda?

The Pereira Family What impresses you?

How have Alda and her family benefitted from the English language school run by the Malaysian NGO, SOLS?

How are Alda and her family benefitting from the small business training organised by HAFOTI and IADE?

In your opinion, will increasing educational opportunities for rural women improve the living standards, and the peace and stability of Timor-Leste?

Alda during a HAFOTI training session

CARITAS AOTEAROA NEW ZEALAND LET US GO TOGETHER: JOURNEYING TO PEACE AND HOPE IN TIMOR-LESTE WORKSHEET: Y12-13 E18 Peace and Reconciliation

The Commission for Reception, Truth and Reconciliation in Timor-Leste (CAVR) adopted the following vision of reconciliation: Reconciliation is a process, which acknowledges past mistakes including regret and forgiveness as a product of a path inherent in the process of achieving justice. What similarities can you see between the CAVR’s concept of reconciliation and the ideas expressed in the Church’s Sacrament of Reconciliation?

What similarities are there between the actual Community Reconciliation Processes and the way in which we celebrate the Sacrament of Reconciliation?

Why do you think the Community Reconciliation Processes were so successful?

Why did the interim government believe that a truth and reconciliation commission was so vital?

What impact did the CAVR have on individual Timorese who had fought in Indonesian militias?

Personal Reflection In your own experience, is truth-telling an important step towards rebuilding relationships?

When have you experienced genuine forgiveness from another person? How did it feel?

CARITAS AOTEAROA NEW ZEALAND LET US GO TOGETHER: JOURNEYING TO PEACE AND HOPE IN TIMOR-LESTE WORKSHEET: Y12-13 E19 The HAFOTI Story

What are the main objectives of HAFOTI?

In what ways have the lives of rural women been improved through working with HAFOTI?

How do you think HAFOTI projects will help to build peace and stability in Timor-Leste?

What are Mana Dortia’s main tasks for HAFOTI that benefit members?

What are the qualities of Mana Dortia that make her an effective Directress of HAFOTI?

The HAFOTI group from Aileu Mana Dortia

CARITAS AOTEAROA NEW ZEALAND LET US GO TOGETHER: JOURNEYING TO PEACE AND HOPE IN TIMOR-LESTE Relevant Websites

Government of Timor-Leste http://timor-leste.gov.tl/ Caritas Aotearoa New Zealand www.caritas.org.nz The Catholic Church in Aotearoa New Zealand www.catholic.org.nz CIA factbook www.cia.gov/library/publications/resources/the-world-factbook/geos/tt.html HAFOTI www.hafoti.org If it were my home www.ifitweremyhome.com/compare/NZ/TL Radio Timor Kmanek www.rtk.tl/ United Nations Peacekeeping www.un.org/en/peacekeeping/operations/peacekeeping.shtml World Bank Data www.worldbank.org/en/country/timor-leste World Health Organisation www.who.int/countries/tls/en/

Acknowledgements

Writing – Michael Stewart, Gemma Sinnott, Romchalee Kanokngamwitroj, Helen Reynolds and Anna Robertson-Bate Editing – Graeme Siddle Development Programmes Co-ordinator – Anna Robertson-Bate Caritas Kaihāpai Māori – Tāneora Ryall Design – Rose Miller (Kraftwork) Photos – Helen Reynolds, Anna Robertson-Bate, Monsignor Gerry Burns, Caritas Australia and Caritas Internationalis Videos – Helen Reynolds and Emily Benefield Translation – Jefrinho Gregorio

CARITAS AOTEAROA NEW ZEALAND LET US GO TOGETHER: JOURNEYING TO PEACE AND HOPE IN TIMOR-LESTE