Thano Amaral

Supports national teacher training and professional development programs focused on science and mathematics, including hands-on (Prátika) pedagogy. Liaises with ODA and NGO partners on curriculum and teacher-development initiatives.

Designs and develops interactive science exhibitions for World Science Day events and other public science outreach programs across Timor-Leste.

Coordinated science division programs and activities within the National Commission for UNESCO. Conducted classroom assessments across 13 districts working directly with teachers to strengthen learning processes.

Coordinated the SESIM network and Knua–Prátika (KP) programs nationwide, including science and mathematics teacher groups. Trained over 3,000 teachers in hands-on Prátika pedagogy and organized World Science Day exhibitions.

Coordinated the development of 11 small science centres, organizing curriculum, materials, and training for local coordinators.

Revised the Cycle 3 national science and mathematics curriculum and developed student workbooks aligned to Prátika activities. Delivered nationwide teacher training and conducted classroom monitoring to support implementation.

Delivered nationwide trainings and seminars for junior high and secondary school science teachers. Focused on hands-on and inquiry-based learning methods.

Taught chemistry and geology at Externato de São José College for senior and junior high school students.

Wrote content for the Encyclopaedia of Science and Mathematics in Daily Life (2nd Edition).

Conducted a comparative study in Portugal to develop new senior high school curriculum focused on chemistry. Delivered nationwide training for senior high school teachers after returning.

Delivered international teacher training in Karnataka, India as part of an assignment. Assisted Buddhist monks in developing a small science center in Karnataka.

Pursuing an M.Ed. in Global Education Leadership at KNUE as a KOICA-KNUE Batch 8 scholar, researching Cycle 3 science teachers' perceptions, practices, and challenges in implementing Prátika in Timor-Leste classrooms.

Completed a Bachelor of Science in Chemistry at the National University of Timor-Leste from 2003 to 2006.