Volume 8, Issue 6, June – 2023 International Journal of Innovative Science and Research Technology

ISSN No:-2456-2165

Analyses Strategy of Information Technology and

Alternative Presential Learning Process for
Timor-Leste
Antonio Soares Martins1
Gabriel Neves2
Vasio Sarmento Soares3

Abstract:- This research focuses on analyzing the various sectors, including education. Recognizing the
information technology strategy used during the online transformative potential of IT, Timor-Leste aims to leverage
class due to the Pandemic or Covid-19 which affects all technological advancements to enhance its educational
activities including the learning process at the university landscape. In this context, the present study focuses on the
runs unstable. The subject or object of research in this analysis of information technology strategies and alternative
study was carried out in universities in the city of Dili, presentation learning processes in Timor-Leste.
especially UNPAZ, ICS, IOB, and UNTL. The purpose
of this study is to bring up online learning strategies for The integration of information technology in education
everyone who has contributed to the online learning has become increasingly important as countries worldwide
process, especially information technology as an online strive to improve access to quality education and equip
platform based on the situation and conditions in Timor- students with the necessary skills for the digital age. Timor-
Leste. There are several procedures or rules that become Leste, with its unique socio-economic and educational
guidelines used to carry out online learning processes so context, faces specific challenges and opportunities in
that they can respond to emergency situations that affect implementing IT strategies in the education sector.
precision activities that do not go well. The method used
in this study is a qualitative method and conducts This study aims to critically examine the existing
analysis with descriptive methods through graphs, how strategies for IT integration in education in Timor-Leste and
to collect data using triangulation methods, with explore alternative approaches to presentation learning.
combination and structured questions interviewed. The Presentation learning refers to pedagogical techniques that
results of this study are to bring up the platform and enhance student engagement, knowledge retention, and
recommendations or information technology LMS is learning outcomes using multimedia, interactive
Google Classroom by carrying out in-depth technologies, and online platforms.
configurations on several features such as streaming,
student assignments, college participants, and the last By analyzing the current state of IT integration and
grade. For video, conferences are advised to use the presentation learning in Timor-Leste, this study seeks to
Zoom meeting used for direct explanation of the lectures identify strengths, weaknesses, opportunities, and threats in
to students. The bandwidth consumed is 700 kbps the educational system. The findings will contribute to the
compared to other platforms. The features of Zoom development of evidence-based recommendations and
Meeting are as follows: new meetings, join, schedule, strategies for the effective utilization of IT and alternative
share screen, record, and chat. The procedure or rules presentation learning processes in Timor-Leste.
must conduct a training session before starting an online
class to have a material guide guideline tell the rules that The research objectives are as follows: to evaluate the
have relationship in using LMS, must participate and existing information technology strategies in Timor-Leste's
conduct a video conference, must define the evaluation education sector, including infrastructure, connectivity, and
team to be responsible for online classes such as the access to digital resources. To assess the challenges and
academic department and the head of the institution who opportunities in implementing IT integration in educational
takes responsibility directly or indirectly for students institutions in Timor-Leste. To explore alternative
and colleagues. presentation learning processes, such as online learning
platforms, multimedia resources, and interactive teaching
Keywords:- Online Platform, Information Technology, LMS, methodologies, applicable to the Timor-Leste context. To
IES, Pandemic COVID-19. identify the potential benefits and limitations of alternative
presentation learning processes in enhancing student
I. INTRODUCTION engagement, knowledge acquisition, and learning outcomes.
To provide evidence-based recommendations for
Timor-Leste, a small island nation in Southeast Asia, policymakers, educators, and stakeholders to enhance the
has made significant strides in its development efforts, effectiveness and sustainability of IT integration and
including the integration of information technology (IT) in

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Volume 8, Issue 6, June – 2023 International Journal of Innovative Science and Research Technology
ISSN No:-2456-2165
alternative presentation learning in Timor-Leste's education de Saúde) and IOB (Institute of Business) from the Faculty
system. of ICT (Information and Communication Technology). This
study was conducted for six months, from August 2021 and
This study utilizes a mixed-methods research was completed in December 2021.
approach, incorporating both quantitative and qualitative
data collection methods. Surveys, interviews, and document  Research Method
analysis will be conducted to gather data from various The type of research conducted in this study is a type
stakeholders, including students, teachers, administrators, of qualitative research. Qualitative research methods are
and policymakers. The collected data will be analyzed using research methods based on post-Pasca philosophy, which
appropriate statistical techniques and thematic analysis to are used to check the condition of natural objects (such as
derive meaningful insights and draw robust conclusions. opposite experiments) where researchers use research
The significance of this research lies in its potential to instruments, data collection techniques are carried out with
inform policy decisions and educational practices in Timor- triangles (combinations), data analysis marked by findings
Leste. By understanding the strengths, weaknesses, and Executive/qualitative research while emphasizing the
opportunities related to IT integration and alternative meaning of generalization (Sugyono, 2016).
presentation learning, stakeholders can make informed
decisions regarding resource allocation, capacity building,  Population and Sampling.
curriculum development, and pedagogical approaches. The population is an overall field consisting of objects
or subjects that have quality and some characteristics
Ultimately, the findings of this study are expected to determined by researchers for studies and conclusions. The
contribute to the advancement of Timor-Leste's educational population is not limited to humans, but also other objects.
landscape, fostering a digitally enabled learning The population is also not only objects or subjects looking
environment that equips students with the necessary skills for studies but also from all characteristics. For example,
and competencies for a rapidly evolving world. research in institution A, this institution is a population.
Institution A has the number of people and other objects.
II. RESEARCH METHOD This problem says that the population is the quantity.

 Location and Time of Research. The research population in this study was students,
This study was conducted at universities in Timor- lecturers, and academic administration sections.
Leste such as UNTL (Universidade Nasioal Timor
Lorosae), Faculty of Sciences, Unpaz (Univercidade Da Such as: UNTL, IOB, UNPAZ and ICS.
Paz) from the Faculty of Engineering. ICS (Instituto Ciência

Table 1 Population Research

Institution Faculty Target Population
IOB Faculty ICT Students 2064
Lecturer 43
ICS - Students 2497
Lecturer 99
UNPAZ Faculty of Engineering Students 1386
Lecturer 40
UNTL Exact Science Students 350
Students 15
The Total of Population 6494

 Sampling  Note:
The sampling technique in this study uses a probability
sample (sampling). Probability is a simple random sampling  N = total number of samples
technique that will be a sampling to follow the research  N = sample population
objectives. In this study, the sample was chosen based on  D = level of error calculations (precision)
several balances. Then the calculated numbers also collect  Resources: (Ryan, 2013)
data stop. Generally, sample errors have a maximum
(estimated error rate) of 10 percent (10%). In this study, the Based on data from the population of this study, based
sample was made based on the use of formulas (Ferdinand, on the Slovin formulation, the research sample is shown in
2011). the following table:

N
n
Nd 2  1

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ISSN No:-2456-2165
Table 2 Defining Samples (Slovin)
Institution Faculty Target Population Sample Slovin (10%)
IOB Faculty ICT Students 2064 95
ICS ICS Students 2497 96
UNPAZ Faculty of Engineering Students 1386 93
UNTL Exact Science Students 350 78
The Total of Population 6297 363

In addition to the sample described above, this study also does not use the probability of sampling but also uses incidental
samples. An incidental sample is a technical decision to decide on the sample based on the existence of objects (people) of
research, if the person seems to be the right source of data (Sugyono, 2016).

From the two sample techniques mentioned above, the results are as follows:

Table 3 Research Sampling

Institution Faculty Target Sample
IOB Faculty of ICT Students 95
Lecturers 2
Leadership position 5
ICS ICS Students 96
Lecturers 2
Leadership position 3
UNPAZ Faculty of Engineering Students 93
Lecturers 2
Leadership position 4
UNTL Exact Science Students 78
Lecturers 2
Leadership position 2
The Total of Population 384

 Data Collection Techniques III. RESULTS

In triangulation techniques, data collection is shared
with all data collection techniques such as interviews, The results of this study indicate that in Pandemic
observations, inspections, or documentation of data sources. Covid-19, the online platform used to carry out the online
If the triangulation research technique uses accuracy, the learning process is a Zoom at 30%, Google CLASSROOM
researcher collects data at that time it seems to be validated at 28%, WhatsApp Group at 27%, Video Tutorial at 9%, and
to confirm the credibility of data and from various data other platforms at 6%.
sources. Triangulation according to Swan STAIN BACK
(1988) Copy of Sugyono, 2016). The results of the implementation of the learning
process, the results show that the online class runs badly
 Validation and Rehabilitation Methods of Qualitative 66% and 34% say it is good. As a result of the behaviour
Research mentioned above, the factors that influence it are such as the
Data collection workshops are used triangulation, internet network slowing up to 36%, the platform used to be
according to knowledge (William, 1986), this triangulation very difficult to operate at 29%, without an 8% internet
is described as a cross-validation of qualitative triangulation. package, there is no 4% information technology tool and
"The assessment of data adequacy is very urgent with there is no reason which is clear 8%. Other factors that
various data sources or data collection procedures." This influence the results above are planning, organizing
triangulation credibility test means verifying data from programs, and using platforms, as the following results:
many sources in various ways. Programs planned by academics are 33%, organized 29%
that do not answer 29%, conduct 15% TOT training, the use
 Data Analysis Techniques of simple platforms is operated 14 % and ultimately have no
Data Analysis In this study using qualitative methods, clear reason for 9%.
the process of this method will use the following models
from the mailing list and Huberman (1992): collect data, The results of the use of the conference video platform
reduce data, and make summaries. using Zoom were 77%, Google Term 4%, 1% Hangout, and
8% other applications. Using the results of the conference
video platform showed that it was not 52% and the one who
said was good 48%.

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ISSN No:-2456-2165
From internet providers, the results show that during part of it for its activities above, the result shows that most
the learning process online providers, most of the welcome of the internet use has 75% of its own and dedicates to only
34%, Telemor with 33%, Timor-Telecom with 27%, and 25% campuses.
Gardamor with 6%. The reason to choose the provider
above is that the network runs well with 39%, runs well and The means that the Lecturers evaluate the students are
cheaply, 32% and 29% cheaper. The package used is a 50% all components of evaluation as in the presence of the
daily package, a weekly package $ .5.00 4%, monthly classroom are also used online learning processes. As a 20%
package. $. 20.00 17% and other packages 9%. quiz, presence in LMS at 20%, working at 20%, middle
exam at 20%, and 20% final exam.
Distribution of online learning materials, the results
show that during the online learning process, most of the IV. DISCUSSION
online learning processes are explained by lecturers through
a 48%conference video transmission, making modules for A. Analysis of Current Conditions
30%material, making tutorials on YouTube for 19%and
others 3%.  The Applications Platform.
Most of the software or applications are used to
Control of the learning process by the leadership, the support learning processes such as SEVIMA Edlink,
results show that during the online learning process, the Moodle, Google Classroom, Edmodo, and Schoology. The
majority answered that direct control from the leadership Five applications (5) mentioned, the use of Free Balance or
41%, was controlled through the application of 31%and not paid for their licenses. In addition to LMS (Learning
controlled through virtual 11%. Facilities supported by the Management System), the Video Conference (VC) was
institution, the results show that the online learning process supported by the following applications: Life size, Google
is mostly supported by 78% institution itself 11% and there Hangouts, Skype, Zoom, and Free Trial Solution.
is no answer 11%.
In the application of LMS and VC mentioned above,
Evaluation of learning and material presented that we can collaborate to discuss, provide materials, provide the
most of the online learning processes are evaluated by the homework, and quiz through LMS, but for the presentation
academic department, head of the department and IQA 75%, of materials or explanations can be through VC.
for direct reporters 25%. Facilities presented by lectures for
online learning direct explanation 55%, 23% power point  Current Infrastructure Conditions (Internet)
and a 22% conference video. The current network provided by the provider that
exists in Timor-Leste is namely, Timor-Telecom, Telemor,
Organizing the online learning process, the results Telcomcel, Met Telcom or Gardamor, GlobalNet, Inet, etc.
show that most of the training before the online learning Among the suppliers, only used for sim cards to access the
process starts 40%, making an online platform 18%, making internet are Timor-Telecom, Telemor, and Telcomcel. And
modules for the use of 17%online learning systems, setting those who are not using a sim card and are dedicated are
hosting centralized video conferences at 7%. Using the Met Telcom, Inet, GlobalNet, and others. Research findings
Internet, the results show that the institution facilitates the show that 36% of the online learning process is poor, most
Internet to lecturers 37%, prepared 13% of lecturers from say that the internet network is slower, 29% said that the
the Internet to dedicate 12%. platform used was very difficult to operate, 18% said there
is no internet package, 4% said there is no clear way of
Rules for online learning activities, the results show Information Technology and 8% is no clear reason.
that there are no rules for lecturers and students 29%,
providing material in LMS 23%, providing schedules to  Online Learning Process (Online Class)
students to participate in online classrooms with 29%, topics The provision of online classrooms from the existing
and answers 20%, questions and answers at LMS is only die sits in Timor-Leste is not yet standardized, and optimal
9%. The rules for students also show that there are no rules to the online platform. In this case, we see from the data
used for teaching 13%, there are lesson rules in LMS 25%, shown in this research that from the LMS more will be used
must follow the 25% cotter video, and must be held for an than the WhatsApp group, although we know that the
18% discussion. The rules for the conference video, results WhatsApp group is not the LMS. Data on D2 indicators, 2
show that there are rules used for 90% of students, and there that use WhatsApp groups 49% compared to the Google
are no rules for only 10%. class with only 45%.

The evidence presented by lectures to the institution,  Rules or Procedures.

results show that 37% said there is a recording of recordings Rules or procedures for the implementation of online
with other applications, 38% said that recordings are in the classrooms that are currently being implemented without
host, and 25% said there is no recording. maximum. The rule for Lecturers results showed that 29%
said there are still no rules for teaching through Google,
In terms of the use of LMS, the LMS use, the result 13% said there are still no rules for students to participate in
shows that the more frequent use of software (67%) is the LMS and 10% said there are still no rules to conduct a
compared to the premium (33%). The internet offered to video conference.

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B. Define Future Strategies  Preparation and Establishment of LMS (Google Class
+ Zoom)
 The Online Uniform Platform Ideal for IES
We see that the lecturers use WA groups as a means of  Prepare module Google Class + Zoom
conducting online classrooms, even though they know that  Train the lecturer (offline + online)
WA is not the LMS. Therefore, we must use LMS as a  Create a Google class and Zoom account
Google class to carry out online classes because there are  Student training
sufficient facilities like each other.
 Material Resources used in the LMS by Lectures:
 Stream, in the form to facilitate the Lecturers and
students to share some information related to teaching  Module in the classroom
materials.  Materials in PowerPoint for each class
 Class Work, the lecturer can provide homework (HM),  List of references (book digital + journal)
the work may be a questionnaire, direct question, or  Presentation video
through a fixed term, as well as only one topic may be
written.  Activity in the LMS for Lectures:
 People, in the menu or the form, will be used to invite
the most people to participate in the class, both as  Materials must be presented in the LMS
students and Lecturers.  Introduction should be made to this subject
 Classification, in this menu will be used for the lecturer  Discussion topic should be given
to value according to the results of the work given by  Students need to reduce their schedules to participate in
the lecturer to the students. VC
 The doubts for response must be given by the student
 Procedure use of Google Classroom.
In addition, the LMS will be supported by Zoom to  Activity in LMS for Students:
carry out the newsletter, which requires an integrative
interaction between the Lecturers and students. The force for  Materials should be taken in the LMS (Google class)
Zoom is as follows:  Homework should be done
 Discussions should be held in Forum
 The New Meeting, menu, or form can be the host of any  To attend the video conference
hare, both students and lecturers to invite participants to
this class.  Rule VC
 Together, I'm used to if the participants enter the class
from the players or holsters, they can insert the ID  Don't take young children to harm the process of video
reunion and pass the agreement in accordance with the conference
schedule created by the host or the player.  Don't speak words that aren't connected to the subject
 Schedule, the menu is a HOST, or a lecturer can do VC during the video proceedings
so that he can inform the students that there is data and  Extinguish microphone and camera videos during the
hours in the VC class. At this time, the topic, materials, lectures or other students explaining and asking
data and hours, ID meeting, password, and VC questions.
applications will be mentioned.  Enter the video conference 15 minutes to start the class
 Share Screen, the facility was used by lecturers and  Wearing ethical clothing, to avoid harming the attention
students to share our land or layer for VC participants. of others
This sharing can also be shared on the whiteboard and
file documents.  Entity Responsible for Developing and Controlling LMS
 The Lecturers and students will be used to record the
class during the presentation of the material and to ask  Lectures
and answer.
 Chat, PIDE facilities, use chat if there are any questions  Prepare module LMS (Google Class + Zoom)
that cannot be addressed through language and video,  Providing LMS training
due to prejudice from the network. Chat can go to  Support the creation of Google class+ Zoom.
everyone and can only go to some people.  Upload material for LMS
 Procedure use of Zoom (video conference)  Digitalizing copyrights results in the learning process.

 Create and Implement Online Class Rules for All  Academia Division (Vice-rectors, Head of academia,
Entities (Lectures, Students, and Leaders) Dean, and Head of Department)
In addition to the platform used for better online Disseminate information about the use of LMS:
classrooms, however, if there are no rules used to carry out
the class, the learning process will be ineffective, efficiency  Use of materials,
and quality, so the researcher presents some rules and  Rules for teachers and students during online learning
strategies as described below:  Rules for VC)

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 Verify material didactics (note speech PPT, reference of D. Define Changing Strategies
literature, video)
 Verify the student list.  Improve the Internet
 Verify the amount of class. Internet providers should increase banding supply
 Make a schedule for academic learning. services to clients with adequate capacity according to the
 Monitoring the online learning process. costs spent by clients to buy the Internet package. The issue
was addressed as the data shows that during the online class,
 IQA (Internal Quality Assurance) there was not good because the network walks slowly have a
response from 36% of the 36% majority representing points
 Evaluate the quality of the materials. 7.
 Evaluate the quality of the presentation of the Lecturers.
 Conduct the TOT Before Online Class Implementation
 Human Resources The causes of the lectures and students will be used
which are not used to LMS, such as using WhatsApp groups
 The lecturer is present. to distribute students’ materials, because they are not fully
 Evaluate Lecturers performance. understood and are dominated by LMS applications such as
Google Class. Therefore, it is necessary to provide a TOT to
 Research Centre the lecturer and then he can provide training to the students
before starting online classes on any subject.
 Student participation research.
 Research the use of TIC devices by students and  Make Advanced Configuration.
Lecturers Advanced configurations are needed on the online
 Lecturer's field research platform, such as Google Glass and reunion Zoom. Online
 Lecturer's language research platforms used for LMS, and video conferences need to
 Research current and future LMS platforms. make advanced configurations so that the platform can be
 The Component Evaluation used properly and in accordance with the online needs of the
class.
 The most powerful resource used.
 Student participation (quantity)  Define Rules and Socialize for Lecturers and Students
 Sign language ethics For online classrooms to work effectively, and
 Relevant content efficiently and achieve quality objectives, the ideal rules
 A language used. need to be implemented properly. Then implementing it
 Presentation capacity should also evaluate the online learning process for each
 Subject subject or discipline.
 Answer capacity.
 Rigor Controls
C. Challenge Finding The entity that takes part in the online learning process
must actively participate in controlling the implementation.
 Internet Each entity must know its power to control the system so
The internet provided by the provider shows that the that it does not result in the misinterpretation of this honesty.
internet is slower, and caused by its online learning
processes are not very good. This case was shown through V. CONCLUSION
the research data that during the online learning process, the
results showed that the online learning process had not been  From the introduction, there was also a research
poor, most responded that the internet network was slower discussion concluded that:
with 36%, a platform used very difficult to operate with
29%, no internet packet with 18%, no means of Information  This research was carried out with the aim of creating
Technology was 4% and finally there was no clear reason and maximizing the use of the online platform properly
for 8%. in accordance with each function.
 This research can create rules that will support the
 Student Participation is Not Yet Maximum implementation of online classrooms.
The causes of students are not yet fully understood and  The research was carried out at the Exact Sciences
socialised by lectures and people are responsible for online Faculty - National University of Timor-Lorosa'e,
classrooms. The results show that during the online learning Engineering Faculty- UNPAZ, ICT Faculty-IOB, and
process, a question was the participation of students not yet ICS (Instituto de Ciência de Saúde). With a period of 6
maximum, which represents 5% of the 7 points. months, starting from July 2021 to December 2021.
 The population and sampling of this research were 362
students, 8 teachers, and 14 leading positions. The
method is used to decide many samples (students),
using Slovin.

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 The methodology used in this research was similar, [4]. Ferdinand, A. (2011). Metode Penelitian Manajemen
qualitative research through gossip, data collection Pedoman Penelitian untuk Penulisan Skripsi, Tesis,
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Kualitatif Buku Sumber Tentang Metode-metode
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Perguruan Tinggi Pada Masa Pandemi COVID-19.
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 Director of the Research Centre and Community IOB, [14]. Yusuf, O., & Nistanto, R. K. (02 de April de 2020).
Mr. Juviano Xavier, LEe, MM Kompas.Com. Obtido de News:
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Cancio Monteiro, and Dr. Leonel /hangouts-zoom-skype-dan-webex-mana-yangpaling-
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contributed so that the research can be finalized
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[3]. Educação, M. (2008). LEI DE BASES DA
EDUCAÇÃO. Jurnal da República, 9-11.

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Volume 8, Issue 6, June – 2023 International Journal of Innovative Science and Research Technology
ISSN No:-2456-2165
[19]. Mohamed, M., Id, Z., Hamed, M. S., & Bolbol, S. A.
(2021). The experiences , challenges, and acceptance
of e-learning as a tool for teaching during the
COVID-19 pandemic among university medical staff.
1–12. https://doi.org/10.1371/journal. pone. 0248758
[20]. Nambiar, D. (2020). The impact of online learning
during COVID-19 : students ’ and teachers ’
perspective. (July). https://doi.org/10.25215/0802.094 Vasio Sarmento Soares. Received a bachelor in
[21]. Sun, P., Lu, X., Xu, C., Sun, W., & Pan, B. (2020). informatics from 2004 to 2009 from the University Stikom
Understanding of COVID-19 based on current Kupang Indoneisa and a master Technic of informatics in
evidence. Journal of Medical Virology, 92(6), 548– Atma Jaya Yogyakarta Indonesia from 20215 to 2017. Now
551. https://doi.org/10.1002/jmv.25722 the vice-rector of the Institute of Business (IOB) Timor-
[22]. Sugiyono (2015). Metode Penelitian Kombinasi (Mix Leste. From 2020 to 2022 Dean of Faculty ICT of IOB.
Methods). Bandung: Alfabeta. Now the director of ICT Center IOB Timor-Leste. He also
some of the lectures of IOB Timor-Leste
BIOGRAPHY

António Soares Martins. Received B.Lg and L.Gi

degrees in Information Systems from the Institute Of
Business (IOB) Timor-Leste , and Master in IT/IS Strategy
Planning from the University of BINUS Jakarta Indonesia.
He is a lecturer at the Faculty of Information and
Communication Technology (ICT), in IOB Timor-Leste
from 2018 to 2020 and dean of faculty ICT at IOB. In 2020
to 2022 was vice-rector I for academic affairs. Now the
director of ICT Center IOB Timor-Leste. He also some of
the lectures of IOB Timor-Leste. Now take his PhD in Évora
University-Portugal

Gabriel Neves. Received his S.Kom in computer

science in Stikom Kupang Indonesia. and in 2014 took a
master’s in computer in Bandung Jakarta Indoneisa. Was
dean of the faculty of ICT IOB from 2012 to 2014 and was
vice-rector of IOB I from 2016 to 2018. Now the director of
ICT Center IOB Timor-Leste. He also some of the lectures
of IOB Timor-Leste

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