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Portugal:Adult Education and Training

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Overview Portugal

Contents

Portugal:Political, Social and Economic Background and Trends

Portugal:Historical Development

Portugal:Main Executive and Legislative Bodies

Portugal:Population: Demographic Situation, Languages and Religions

Portugal:Political and Economic Situation

Portugal:Organisation and Governance

Portugal:Fundamental Principles and National Policies

Portugal:Lifelong Learning Strategy

Portugal:Organisation of the Education System and of its Structure

Portugal:Organisation of Private Education

Portugal:National Qualifications Framework

Portugal:Administration and Governance at Central and/or Regional Level

Portugal:Administration and Governance at Local and/or Institutional Level

Portugal:Statistics on Organisation and Governance

Portugal:Funding in Education

Portugal:Early Childhood and School Education Funding

Portugal:Higher Education Funding

Portugal:Adult Education and Training Funding

Portugal:Early Childhood Education and Care

Portugal:Organisation of Programmes for Children under 3 years

Portugal:Teaching and Learning in Programmes for Children under 3 years

Portugal:Assessment in Programmes for Children under 3 years

Portugal:Organisation of Programmes for Children over 3 years

Portugal:Teaching and Learning in Programmes for Children over 3 years

Portugal:Assessment in Programmes for Children over 3 years

Portugal:Organisational Variations and Alternative Structures in Early Childhood Education and Care

Portugal:Single Structure Education (Integrated Primary and Lower Secondary Education)

Portugal:Organisation of Single Structure Education

Portugal:Teaching and Learning in Single Structure Education

Portugal:Assessment in Single Structure Education

Portugal:Organisational Variations and Alternative Structures in Single Structure Education

Portugal:Upper Secondary and Post-Secondary Non-Tertiary Education

Portugal:Organisation of General Upper Secondary Education

Portugal:Teaching and Learning in General Upper Secondary Education

Portugal:Assessment in General Upper Secondary Education

Portugal:Organisation of Vocational Upper Secondary Education

Portugal:Teaching and Learning in Vocational Upper Secondary Education

Portugal:Assessment in Vocational Upper Secondary Education

Portugal:Organisation of Post-Secondary Non-Tertiary Education

Portugal:Teaching and Learning in Post-Secondary Non-Tertiary Education

Portugal:Assessment in Post-Secondary Non-Tertiary Education

Portugal:Higher Education

Portugal:Types of Higher Education Institutions

Portugal:First Cycle Programmes

Portugal:Bachelor

Portugal:Short-Cycle Higher Education

Portugal:Second Cycle Programmes

Portugal:Programmes outside the Bachelor and Master Structure

Portugal:Third Cycle (PhD) Programmes

Portugal:Adult Education and Training

Portugal:Distribution of Responsibilities

Portugal:Developments and Current Policy Priorities

Portugal:Main Providers

Portugal:Main Types of Provision

Portugal:Validation of Non-formal and Informal Learning

Portugal:Teachers and Education Staff

Portugal:Initial Education for Teachers Working in Early Childhood and School Education

Portugal:Conditions of Service for Teachers Working in Early Childhood and School Education

Portugal:Continuing Professional Development for Teachers Working in Early Childhood and School Education

Portugal:Initial Education for Academic Staff in Higher Education

Portugal:Conditions of Service for Academic Staff Working in Higher Education

Portugal:Continuing Professional Development for Academic Staff Working in Higher Education

Portugal:Initial Education for Teachers and Trainers Working in Adult Education and Training

Portugal:Conditions of Service for Teachers and Trainers Working in Adult Education and Training

Portugal:Continuing Professional Development for Teachers and Trainers Working in Adult Education and Training

Portugal:Management and Other Education Staff

Portugal:Management Staff for Early Childhood and School Education

Portugal:Staff Involved in Monitoring Educational Quality for Early Childhood and School Education

Portugal:Education Staff Responsible for Guidance in Early Childhood and School Education

Portugal:Other Education Staff or Staff Working with Schools

Portugal:Management Staff for Higher Education

Portugal:Other Education Staff or Staff Working in Higher Education

Portugal:Management Staff Working in Adult Education and Training

Portugal:Other Education Staff or Staff Working in Adult Education and Training

Portugal:Quality Assurance

Portugal:Quality Assurance in Early Childhood and School Education

Portugal:Quality Assurance in Higher Education

Portugal:Quality Assurance in Adult Education and Training

Portugal:Educational Support and Guidance

Portugal:Special Education Needs Provision within Mainstream Education

Portugal:Separate Special Education Needs Provision in Early Childhood and School Education

Portugal:Support Measures for Learners in Early Childhood and School Education

Portugal:Guidance and Counselling in Early Childhood and School Education

Portugal:Support Measures for Learners in Higher Education

Portugal:Guidance and Counselling in Higher Education

Portugal:Support Measures for Learners in Adult Education and Training

Portugal:Guidance and Counselling in a Lifelong Learning Approach

Portugal:Mobility and Internationalisation

Portugal:Mobility in Early Childhood and School Education

Portugal:Mobility in Higher Education

Portugal:Mobility in Adult Education and Training

Portugal:Other Dimensions of Internationalisation in Early Childhood and School Education

Portugal:Other Dimensions of Internationalisation in Higher Education

Portugal:Other Dimensions of Internationalisation in Adult Education and Training

Portugal:Bilateral Agreements and Worldwide Cooperation

Portugal:Ongoing Reforms and Policy Developments

Portugal:National Reforms in Early Childhood Education and Care

Portugal:National Reforms in School Education

Portugal:National Reforms in Vocational Education and Training and Adult Learning

Portugal:National Reforms in Higher Education

Portugal:National Reforms related to Transversal Skills and Employability

Portugal:European Perspective

Portugal:Legislation

Portugal:Institutions

Portugal:Glossary

In recent decades, Portugal has made a significant effort to improve the qualifications of its population in order to remedy a historical backwardness in this area.

Although some progress has been made, the situation in the country and the pace of developments in relation to qualifications remain far below the levels of more developed countries, preventing the country from achieving the necessary conditions for improved development within the context of an increasingly knowledge-based global economy.

In addition to the low levels of qualifications of the workforce in general, there is also the problem of high numbers of school dropouts and early school leavers, which jeopardises the country’s attempt to attain the levels of more developed countries.

This situation impedes access to training and the acquisition and application of new knowledge, preventing the creation of a solid foundation of competences and the workforce’s ability to adapt to major economic restructuring and greater mobility.

As such, it became essential to find innovative solutions in relation to objectives, organisation and methods used to overcome difficulties and achieve rapid and sustained improvements in the area of the competences of the Portuguese and their qualifications.

The National Qualification System (Sistema Nacional de Qualificações – SNQ) includes objectives found in the New Opportunities Initiative – such as promoting widespread completion of upper-secondary education as the minimum qualification of the population - and promotes the mechanisms necessary for its implementation, in coordination with the appropriate financial instruments, in particular the National Strategic Reference Framework 2014-2020.

Within this context, improving the basic training and education of the workforce must also generate the necessary competences for personal development and modernisation of enterprises and the economy, as well as facilitating citizens’ academic and vocational achievement.

On the grounds of social justice and development imperatives, these objectives apply to both young people and adults, as something that promotes new qualification opportunities for people already in the employment market, many of whom have left school early or dropped out.

The SNQ adopts the principles established in the agreement with the social partners, restructuring vocational training within the educational system and the employment market, integrating them with common objectives and tools and placing them within a revised institutional framework.

Taking a retrospective approach, the main aim of the New Opportunities Initiative presented at the end of 2005, was to overcome the structural deficit in qualifications by making general schooling available to the population.

The idea was to establish upper Secondary school education as the lowest platform from which to take part in our knowledge-based economy and information society. It acted as a determining factor in the economy’s growth and competitive capacity, leading to improvements and growth in employment and favouring social cohesion and citizenship. It had an influence on all fields of development in terms of people and society.

The strategy that was defined resided in four domains which had the goal of:

  1.  Increasing the number of vacancies in dual certification courses that are increasingly more diversified; working towards clarifying the qualification offer; widening the network and the profile of the promoters; refining certification procedures including the processes involving the Validation and Certification of Competences; reviewing criteria based on funding, and, interlocking the educational system with the training system.
  2.  stimulating demand and attracting the Portuguese people so as to make them aware of the aims of qualification, and designing suitable systems of encouragement. Facilitating attendance of diversified schooling and training courses, mobilising all relevant public and private agents and improving the articulation between the supply and demand of qualifications.
  3.  speeding up the rate at which stages of schooling are accomplished in order to shorten the distance between standard European patterns and Portuguese patterns.
  4.  working along an axle aimed at young people and at the same time, working along an axle aimed at adults owing to the fact that the demands of competitiveness and stake-holding in a globalised economy and society mean making up for the working adult’s tardiness in obtaining his/her qualifications. Promote the idea of “adults going back to basic qualifications” so that the foundations are laid and adults become involved in lifelong learning activity that is demanded by a fast-changing economy and society.

Therefore, where the adult axle is concerned, an effort has been made to recognise, validate and certificate their competences gained in formal, informal and non-formal contexts. In also offering vocational training with schooling, the conditions have been set up for allowing people access to and attendance of education and training courses.

Likewise, an effort has been made to diversify and widen the offer so that after duly adapting the system, it covers the whole population who has qualifications lower than what upper-secondary education envisages “developing the ability to build pathways of individual learning that valorise the acquisitions of each person, promoting flexible models organising education and giving greater relevance to training on-the-job...”.

This impetus mainly involved stepping up the offer of Adult Education and Training (EFA Courses), widening the network of Recognition, Validation and Certification of Competences Centres  which were later called New Opportunities Centres (Centros Novas Oportunidades- CNO), drawing up grids to use in upper-secondary school education that contained the references to the key competences, promoting the integrated governance of course offers and the sponsors network, and adopting a Quality Certification System.

 

Statistics on Adult Education and Training

 

Adults enrolled, by level of education, by school year

School year

2010/2011

2011/2012

2012/2013

2013/2014

Total

201 067

131 521

61 940

39 302

  Basic education

104 793

68 717

25 325

17 337

      1st Cycle

3 573

2 510

1 679

2 063

      2nd Cycle

18 570

14 063

5 004

4 847

      3rd Cycle

82 650

52 144

18 642

10 427

   Upper secondary

96 274

62 804

36 615

21 965

Source:  DGEEC/ ME (Data updated in June 2015)

 

Enrolments through the exams of the candidates with >23 years age, by educational subsystem, in 2013/14

'Educ'ational subsystem

Enrolments

In 31st of October of 2013

% of Enrolments

Public Higher Education

3 363

66

         Universities (a)

1 629

83

         Polytechnics (b)

1 734

56

Private Higher Education

2 150

83

         Universities (a)

1 325

84

         Polytechnics (b)

825

82

Total

5 513

72

Source: DGEEC/ME - Survey about the tests specially designed to accurate the ability of candidates >23 years of age to higher education.

Notes: (a) Includes universities (with polytechnic organic units, when exists), university institutes and university schools non-integrated in university. (b) Includes polytechnic institutes and polytechnic schools non-integrated in polytechnic institutes.