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Portugal:Initial Education for Teachers and Trainers Working in 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

New Opportunities Centres

Educators working in the New Opportunities Centres in key-reference areas in adult education and training at compulsory and secondary school education should be duly qualified as teachers and have all the key-competences. Wherever possible, they should also have experience in the field of adult education.

Educators working with the skills in the technological areas should satisfy all the demands in terms of duties and exercise laid down in the teaching rules for educators. Nevertheless, in exceptional cases, the certifying entity may give educators in this area the authorisation to teach even if they fail to satisfy some of the demands for exercising the position. They may, instead, have a special academic training and/or professional training or they may have a training that is not available on the market. 

New Opportunities Centres which have disadvantaged or disabled learners must resort to teachers who have a special training allowing them to teach in Special Education 1, Special Education 2 or Special Education 3.

Adult education and training courses

With respect to AET courses in compulsory education, teachers should have a post-graduate teaching certificate.

Whenever necessary, the teachers in AET courses in secondary education should exercise their duties in a system of co-teaching which means to say that more than one educator teaches the unit. Co-teaching should be done for at least 50% of the timetable at each unit of short-term training in the area. 

Trainers teaching the technological component should satisfy the demands governing the exercise of their respective duties.

Certificated Modular Training

Where basic training is concerned in modular training, the trainers should have a post-graduate teaching qualification in the same terms as that demanded for the AET Courses.

In the short-term technological training course, teachers should also satisfy demands governing the exercise of their respective duties in terms of the present laws.

Basic Skills Training Programme

Educators involved in giving this basic skills programme should have a teaching qualification enabling them to teach at any level at school except in higher education. Furthermore, the teachers should have a specialised training received at higher education in an area that corresponds to adult education, or they should hold a qualification for teaching at the 1st or 2nd stage of compulsory education in recruitment groups 110, 200, 210, 220 and 230, and preferably have experience in teaching adults.

Educators should also, and preferably, have acquired skills in information and communication technology (ICT) that may be proved by means of a qualification demanded of teachers in Adult Education and Training courses, or a process obtaining the Recognition, Validation and Certification of Competences in the field, or in any event, at basic level ICT key-competences, or hold a certificate proving ICT skills.

The Basic Skills course should be programmed to involve only one teacher who gives all the subjects.

When it is not possible for one teacher to cover all the training units, other teachers may be taken on to complete the units, provided that the Regional Directorate of Education or the Institute of Employment and Vocational Training has given prior authorisation.

Business Training Initiative

Educators should have a valid Teaching Certificate in order to exercise his/her duties as a trainer, except teachers in the compulsory or secondary school system who have taken their post-graduate teaching certificate, and teachers in higher education.

Exceptionally speaking, and for reasons of a pedagogical or technological nature, authorisation may be obtained whereby a duly backed-up decision is made to authorise teaching undertaken by a person in the professions. Despite the fact that a teaching qualification is absent, the professional may have a special qualification at academic level or professional level, or have a training that is not available on the market. 

Portuguese Course for Speakers of Other Languages

Giving lessons in Portuguese courses for Speakers of Other languages is undertaken by qualified teachers in the area of teaching the Portuguese language. They should preferably have special training in Portuguese as a Foreign Language or as a Second Language, or they should be duly certified in this area and specially selected by education establishments and training centres.