The Canonisation of Saint Marcellin Champagnat, Founder of the Marist Brothers, in April 1999, was the catalyst for the Province of Melbourne (now part of the ‘Star of the Sea Province’ which includes Brothers working in 11 countries) to commence a Canonisation Project that reflected the Marist motto describing Champagnat - “A Heart that knows no bounds”.

 

In early 2000 the Brothers, accepted the invitation of Bishop Basilio do Nascimento, Diocese of Baucau, to take on the Diocesan initiative of establishing a teacher training facility in Baucau, East Timor.​ When the first Brothers came to East Timor on 1 September 2000; Br Mark Paul (Australia), Br Manuel da Silva [Portugal], and Br Canute Sheehan (Australia), they were confronted with the widespread and wilful destruction that took place across East Timor following the vote in favour of the country’s independence.

 

In just three weeks following the vote, the occupiers, the Indonesian army, and their supporters, destroyed the country’s entire social and capital infrastructure basically leaving the whole country in rubble and ashes. The mayhem only stopped when military forces from Australia and other countries arrived on the scene.

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As a starting point for the Teachers’ College, the Brothers and volunteers from Australia, Portugal, Brazil and East Timor established a steering committee. Their first response was to provide guidance to the many unqualified teachers who had filled the gap left by the departing Indonesian teachers. Most of them lacked any teaching experience and educational know-how. Lots of in-services were offered, including classroom management, physics, biology, educational leadership for principals, conflict resolution and reconciliation programs, and encouraging the creation of teaching aids, using local materials.

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At the same time the committee explored the logistics of establishing a Catholic Teachers’ College within an environment where tertiary education was virtually non-existent. Fortunately, Professor Gabrielle McMullen, Pro-Vice Chancellor Academic Affairs, at the Australian Catholic University (ACU) came to their aid. She was responsible for creating the groundwork to set up the Institute with a Degree Program. Her colleagues, Professor Jude Butcher (C.F.C.) Head of Education Strathfield Campus and Professor Tony D’Arbon (F.M.S.) School of Educational leadership ACU Strathfield Campus then administered the details to ensure that a Catholic Teachers’ College would become a reality.

 

In July 2002 Ms Margie Beck, seconded from ACU, was given the brief to lead the overall course development for what was to become “Instituto Católico para Formação de Professores” (Catholic Institute for the Formation of Teachers). She returned to East Timor in February 2003 to commence preparation for the Bachelor of Teaching program with a view to enrolling the first intake of students in September of the same year.  She stayed on in the role of Vice-Director, Quality Assurance, for the next twenty years, until May 2022. The formal opening of Instituto Católico para a Formação de Professores took place in November 2003.

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The original physical facilities of the Institute included Diocesan classrooms and a number of rented houses. The teaching staff was made up of volunteers from Australia, New Zealand, Brazil with East Timorese staff learning on the job as tutors. Since then, there has been a whole process of ‘Timorisation’ within the Institute and nowadays all the lecturers are Timorese. All positions of responsibility, with the exception of the Director, are also Timorese.

 

At the outset, the professional development of staff became a major focus and in March 2004 Professor Peter Sheehan, Vice Chancellor of ACU, generously set up a fund for the teaching staff to enable ​them to study Australian Masters’ degrees. The first five members of the teaching staff graduated with their Masters in Education in 2011 and another five in 2012. By 2024, eighteen staff had obtained these degrees. Ironically the Timorese Government did not recognise these qualifications until February 2020.

 

​Most ICFP students come from extremely low socio-economic communities and do not have the financial resources to pursue tertiary studies. ICFP has been fortunate to receive the generosity of many donors in Australia who assist ICFP students through the provision of scholarships.The consequences of their generosity will be felt from generation to generation, and the beneficiaries will be the young people who will have the opportunity to access a positive education in the care of ICFP graduates.

 

In a fragile financial environment, funding the Institute’s running costs has been a constant challenge. However, over the years, from time to time, ICFP has been able to attract significant funding from the European Union, Caritas Sweden, Caritas Australia, UNESCO, Manos Unidas (Spain), Children in Crisis (Britain), the Australian and New Zealand Governments, the National Catholic Education Commission (Australia), the eMerge Foundation (Sydney), Misereor (Germany), Lenity (Australia) and many Australian Catholic and Independent Schools. For a sustainable future, it is an on-going challenge for ICFP to continue to attract new donors.

 

The recent external reviews by the National Agency for Assessment and​ Accreditation (ANAAA) and Misereor, a major donor, have been very positive and indicate that ICFP’s graduates are very successful teachers and sought-after by both Government and non-Government schools.

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The key to ICFP’s success is the quality of the courses offered; the implementation of a teaching methodology that meets the needs of the students, accompanying the staff in developing a productive, friendly and effective work ethic which includes a particular focus on the welfare of the students, gender equity and a safe environment for both students and staff.

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The continuing story of Instituto Católico para a Formação de Professores is a story that encapsulates the spirit of “A Heart that knows no bounds”. It is an evolving story of committed East Timorese wishing to make a difference in their challenge to rise out of a violent past.

 

It is a story about East Timorese being empowered to take up the challenges of educational leadership within the Institute, and the wider society. A story of hope and resurrection.