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Portugal:Guidance and Counselling in a Lifelong Learning Approach

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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

Psychology and Guidance Services (PGS) were created for academic contexts in May 1991, by Decree-Law no. 190, to apply the provisions of Article 26 of the Education Act (Law no. 46/86, 14th October) providing the “educational system with specialised services, which, as part of the school network and set up in schools, make a major contribution to improve the quality of education, to achieve equal opportunities and to promote educational success.”

These services aim to accompany learners from primary and secondary education throughout their school career, intervening in areas of difficulty that may arise in the teaching and learning process, facilitating personal and social development and the construction of life projects.

PGS are set up in schools and their staff responds directly to the management and governing body in terms of administration.

In terms of responsibilities, the PGS work in three areas:

  • Psycho-pedagogical support;
  • aupporting the development of the educational community relations system;
  • educational and vocational guidance.

The main duties regarding educational and vocational guidance are:

  • Supporting the personal development and life projects of learners;
  • plan and deliver guidance activities throughout the academic year, in small groups or individually;
  • supply information about educational, training and professional opportunities designed for all learners, parents and the educational community in general.


Vocational Guidance (academic or vocational)

A Work Group was set up in 2010 to draw up and develop a School Guidance and Social Support Service owing to the present needs of the school population and the employment market and where the aim was bound up with making lifelong learning and mobility a reality. The work group had the participation of the National Qualifications Agency, the Directorate General of Innovation and Curricular Development, the Institute of Employment and Vocational Training, the Regional Directorates of education and other relevant bodies, such as, the Instituto de Orientação Profissional da Universidade de Lisboa.

At the same time, two guidance and counselling instruments of support - The Professional World and Professions Kit - have been made available by the National Qualification Agency and have been running since 2009 on the Agency’s websites.

The Professional World (http://anqmundoprofissoes.ml.pt/), is an online tool that facilitates independent research and, with the help of guidance professionals and parents, helps young people to clarify their doubts about the professions that they may come to exercise after finishing their professional training courses at upper-secondary school level. It also helps them to start building their own projects where they can manage their future careers in terms of hopes and interests.

On the other hand, Professions Kit consists of an information package that provides support to school and professional counselling. It has the particularity of discussing the professions (mainly their characteristics, targets and responsibilities) in order to help define courses that are likely to lead to training for them.

The Professions Kit consists of two tools: the Guide to the Professions and the Handbook on Vocational Exploration. The first part of the Kit presents 100 professions grouped in 5 large areas (Working with Machines, Working in Technologies, Working in the Arts, Working with People, and Working in Management and the Services). Each profession is described and an account is made of its main activities and the activities associated with it, the training needed and the certification awarded.

As regards the Handbook on Vocational Exploration, the kit is aimed mostly at counsellors and class directors because it involves work exploring vocations which may be done together with the young people themselves in the classroom or any in other formative activity. It would thus allow them to obtain and explore the information telling the students about professional outlets and generally speaking, about the world at work.

Despite Decree-Law No. 139/2013, 5th July, repealing the legislative framework established by Decree-Law No. 74/2004, 26th March, on 17th October, 2013, the Secretary of State for Basic and Upper Secondary Education issued an order to maintain Legislative Order No. 36/2007, 8th October and Legislative Order No. 29/2008, 5th June, considering that Decree-Law No. 139/2013, 5th July, foresees the reorientation of upper-secondary students’ education via the permeability between related courses or the equivalence between subjects.

Ordinance No. 370/2008, 21st May, established the New Opportunities Centres that, as proclaimed by Decree-Law No. 396/2007, which created the National Qualifications System, also provide information and guidance services for qualifications and employment. In relation to adults (over 18 years old), these centres have been the gateway to the education-training systems for all those people who want to obtain and improve their levels of academic and vocational qualifications with a view to obtaining dual certification.

A reception, diagnosis and referral methodology was developed for registered adults, in order to clarify expectations and improve self-knowledge, as well as providing information on the wide range of educational and training opportunities available.

In March 2013, the diploma that established and regulated the CQEP (Vocational Education and Training Centres) was published. These centres replaced the New Opportunities Centres and were restructured to operate in the field of guidance for adults but also for young people aged 15 and over, or for those attending the last year of basic education, regardless of age, which is consistent with lifelong guidance in a variety of contexts. To this end, in addition to serving young people and adults, the CQEP are also based in schools, vocational training centres and other bodies, such as companies, local authorities, associations and others.

As part of guidance services, the CQEP operate in the following way:

  • Reception: This consists of registering young people and adults and providing clarification about the CQEP’s mission and the scope its intervention.
  • Diagnosis: This stage consists of an analysis of the young person or the adult’s profile via information sessions, curriculum analysis, an assessment of their life and professional experience, consideration of their motivations, needs and expectations, diagnostic tests, individual and group interviews or the use of other appropriate strategies, depending on whether it is a young person or adult, in order to identify the most suitable education or training options.
  • Information and guidance: This stage helps the young person or adult identify individual education and vocational qualification projects and provides the necessary information to find the best solution for each individual, helping to make the process of further study and or integration into the job market a reality.
  • Referral: Referral occurs based on the decision of the young person or adult registered at the CQEP and refers to the choice of possible pathways, such as educational provision or vocational education and training that is based on an agreement between the CQEP team and the young person or adult, which, in the case of minors, should involve the participation and agreement of parents and/or guardians, or for RVCC processes in the case of adults aged between 18 to 23.

The CQEPs are also responsible for monitoring candidates’ chosen path. It is essential for the quality assurance of guidance services to accompany candidates registered at the CQEP, adhering to a follow up methodology, matching candidates to education and training opportunities, qualification options or other measures that offer professional or lifelong learning possibilities. This monitoring aims to assess compliance with the decisions taken during the referral stage, as well as providing information regarding the results of learning and the level of success in terms of the job market.

Guidance services at the CQEP are based on a lifelong guidance framework and are provided by guidance, recognition and validation of skills professionals (Guidance and Recognition of Vocational Competencies staff).


Psychological Counselling

PGS are mainly made up of psychologists with technical and scientific autonomy due to their higher education and specialised qualification for the fulfilment of the duties inherent to their professional activity. Nevertheless, their involvement should be planned and integrated into the school’s annual activity plan, being approved by the relevant management and governing body.


Career Guidance

Guidance is a continuous process that allows citizens of any age and throughout their life to identify their abilities, their knowledge and their interests, to make decisions regarding their education, training and work and manage their route in education and training, work and in other contexts where they can acquire and use their skills and competences (EU Council Resolution, 21st November 2008).

More than assisting the choice of a particular training path, or a profession, nowadays guidance is expected to prepare citizens of different ages and in different situations to meet the challenges of the employment market, anticipating and managing the various transitions that will occur.

In short, guidance is expected to help citizens to effectively manage their careers, facilitating the transition between school and the employment market, any return to the education or training system, the transition between employment and unemployment, between different jobs and between employment and retirement.

We are seeing a paradigm shift, changing the focus of guidance from action to support decision-making regarding an area of study or vocational training, contextualized in time and on the body that made it available - educational context or public employment service – to intervention throughout life and focused on supporting transitions.

As such, when we speak of lifelong guidance, we envisage young people and adults who can access existing guidance services throughout and at any stage of their life in different contexts: schools (psychology and guidance services, public employment services), higher education institutions, local authorities and others.