QSI Dili opened its doors to the community in August of 2005 in order to provide high-quality education in English for children living in Dili. We strive to achieve this by creating a comfortable, engaging learning environment that includes the most up-to-date curriculum and resources available. Our educators are experienced and certified in their country of origin with notable credentials.
Organization: Since 2013, QSI Dili has been proud to be accredited by the Middle States Association of Colleges and Schools, a worldwide leader in accreditation and school improvement.
Curriculum: Quality Schools International has a strong belief that all students can succeed. QSI departs from traditional schools in that it is not as much concerned about “time” being the “defining” factor of student learning. In most schools, students are given a certain amount of time to complete learning in a subject, and then students are assessed on their performance. In QSI, time is used as a resource, so the outcomes that are designed to develop students into well-educated and well-adjusted individuals are thoroughly mastered. In the QSI model of learning, a student either masters the outcomes in each area, or the student is simply not finished. When a student achieves mastery level, he/she is immediately rewarded by receiving credit for the outcome. Therefore, QSI applies only mastery grades of “A” or “B,” or “P” (still in Progress). QSI recognizes that not everyone will master outcomes at the same rate. Many will be able to finish an outcome rather quickly–they will be allowed to work on a selective outcome and gain credit for doing so. Others will take longer to achieve mastery level—and they will be provided the time necessary to do so. In other words, students have more than one chance to be successful. The learned outcomes needed at mastery level are clearly defined and clearly stated. No trick questions! QSI believes in “teaching what we test and testing what we teach”. The curriculum is based upon these objectives which are designed down from the school’s Exit Outcomes. THERE ARE FOUR LEVELS OF OUTCOMES AS FOLLOWS: Exit Outcomes - In the beginning of the restructuring process these were developed for Sanaa International School and subsequently for QSI’s other schools. These were formulated in weekly meetings for an entire school year by a voluntary ‘core group’. The starting point was to imagine our definition of a model graduate and then write what that graduate would know, would be able to do, and would be like. This led to dividing the Exit Outcomes into three parts: Knowledge, Competencies, and Success Orientations. From this the school’s overall curriculum is developed. QSI particularly stresses success orientations which include trustworthiness, responsibility, concern for others, kindness/politeness, group interaction, aesthetic appreciation, and independent endeavor. Program Outcomes - These are derived from the Exit Outcomes and outline the school’s curriculum in each of the seven departments (English, Mathematics, Cultural Studies, Science, Languages other than English, Creative and Applied Arts, and Personal Health). Each course (eight-year-old reading, biology, algebra, etc.) is identified in the Program Outcomes. Unit Outcomes - Each course is divided into essential unit outcomes which are designed to require from 12 to 18 class periods for the student to attain mastery. These consist of a general statement and a series of measurable objectives (segment outcomes) which are used by the teacher and student to identify what the student must demonstrate in order to receive credit for the unit. Each unit has an evaluation instrument (usually two equivalent versions) used to determine student mastery and level of success. This may be a paper/pencil test, project, performance, or other means of determining student success. Alignment – The teacher teaches, the materials support, and the mastery demonstrations test the objectives of the unit outcome. In other words, teachers teach what they test and test what they teach. To do otherwise is not ethical. We want Mastery Learning, not Mystery Learning. Expanded Opportunities - Students differ in time needed to attain mastery on a unit outcome. A variety of ways are employed to allow a student the time necessary, while those who need less time are able to engage in selective outcomes and rec
Faculty: In the 2021-2022 school year, QSI Dili has 35 total staff including 24 teachers.
Enrollment: At the beginning of the 2021-2022 school year, enrollment was 89 (PK–12).
Facilities: A purpose build facility is nearing completion with 20 classrooms including a media studio, science lab, and visual arts center. Besides the classrooms for all grades levels, there is ample outdoor space that includes two shaded playgrounds, a field for sports, and a covered court for basketball, volleyball and tennis. Also highlighted outdoors are our farm and garden areas. The school is located behind the Australian Embassy.
Finances: In 2021-2022 school year, most of the school’s income derives from school tuition, fees, and grants. Fees and tuition are as follows: Registration Fee- there is a one-time, non-refundable fee of $300 for all students at the time of registration, Capital Fund- $1,600 Payment Schedule: 1st Term $600, 2nd Term $500, 3rd Term $500, School Fees- 5-Year-Old Class & Above $22,600- 1st Term $9,000, 2nd Term $6,800, 3rd Term $6,800, 3-4-year-old Class, No Capital Fund Fee is required for these classes. 3-Year-Old Half-Day (8:15 – 11:30 a.m.) 3 & 4-Year-Old Full-Day (8:15 – 3:15 p.m.) Tuition $6,000, $7,300, Payment Schedule: 1st Term $2,400, $2,900, 2nd Term $1,800, $2,200, 3rd Term $1,800 $2,200. (All fees quoted in U.S. dollars.)
This Fact Sheet is intended to provide general information. Prospective users of the schools may wish to inquire further of A/OPR/OS or contact the school directly for more specific and up-to-the-minute information. Information and statistics are current as of September 2021 and are provided by the school.