This page was last modified on 23 December 2016, at 15:12.

Portugal:Main Types of Provision

From Eurydice

Jump to: navigation, search

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

The upper-secondary education completion processes are alternatives created by Decree-Law no. 357/2007, 29th October, for those who attended upper-secondary courses (without successful completion) whose curricula are now extinct. These processes are operational according to mechanisms that replace missing subjects from original courses via exams for upper-secondary scientific-humanistic or vocational courses in force, or via Short-Term Training Units (STTU) of the CNQ.

Upper-secondary education completion processes are designed for adults aged over 18 years who have yet to complete six courses/year of the upper-secondary level courses they attended, whose curricula were in force between 1972/73 and 2003/2004. Such extinct curricula match the following type of courses and associated regulations:

Adults have completed upper-secondary education when they have:

a) passed school level or national exams relating to subjects that were considered substitutes for missing subjects in the syllabus of their original course, or,

b) passed Short-term Training Units (STTU) of the CNQ that were considered substitutes for missing subjects in the syllabus of their original course.

Completion of upper-secondary education via scientific-humanistic course exams or via STTU, substituting missing subjects on their original course, confers a level 3 qualification in the  QNQ.

Completion of upper-secondary education via vocational course exams when the course provides a vocational qualification, substituting the missing subjects, confers a level 4 qualification in the QNQ.

Provision to Raise Achievement in Basic Skills

Basic competences programme

The aim of the basic competences programme is to allow adults to acquire basic skills of reading, writing, calculation and use of information and communication technologies and their subsequent integration into primary education level Adults Education and Training (cursos de Educação e Formação de Adultos - EFA) or Recognition, Validation and Certification of Competences processes (Processos de Reconhecimento e Validação de Competências -  RVCC).

Admission Requirements

The programme is designed for individuals aged 18 or over who have not attended the 1st cycle of primary education or its equivalent or, having attended, do not demonstrate basic reading, writing and calculation competences.

Exceptionally, the programme can include young people under 18, providing that this inclusion encourages access to training and is done with the authorisation of the services of the ME) and the responsible for the specific geographical area.

Teaching Methods and Approaches

The programme curricula are divided into 6 training units of 50 hours each:

a) Reading and writing - Beginner – (STTU 6737);

b) Reading and writing – Further study- (STTU 6738);

c) Reading and writing - Consolidation (STTU 6739);

d) Calculation - Beginner (STTU 6740);

e) Calculation - Further study (STTU 6741);

f) Information and Communication Technologies – Awareness raising (STTU 6742).

The training units listed above are part of the CNQ. The management of the programme’s training unit content is the responsibility of the trainer, in line with the results of the needs analysis.

The length of each programme session is established according to the objectives of each project and the characteristics of each group, and cannot be fewer than 150 hours, or exceed 300 hours.

In duly substantiated situations, there can be an additional 50 hours of training to consolidated learning in one of the training or competence areas.

When the duration is fewer than 300 hours, the adult’s path can include only the further study or consolidation units or completely exclude one area, because the learners already have those competences.

Learner Assessment/Progression

Evaluation is continuous and qualitative, gauging the progress of each learner according to the competences demonstrated in each unit at the end of the training path.

Certification

The successful completion of the training units included in the programme confers a qualifications certificate.

Portuguese Language for Speakers of Other Languages

Admission Requirements

Portuguese for Speakers of Other Languages courses were created by Ordinance no. 1262/2009, 15th October. Their organisation, skills frameworks, access requirements and workload comply with the respective CNQ framework.

These courses are provided by establishments that form part of the public teaching network overseen by the ME and by the IEFP training centres.

The CNQ included a set of 11 STTUs for different levels, in order to meet the needs of foreign nationals living in Portugal.

The STTUs are designed for elementary users, covering A1 and A2 levels of linguistic proficiency, while the STTUs designed for independent users cover the B1 and B2 levels of linguistic proficiency.

These courses are geared towards foreign nationals living in Portugal.

Teaching Methods and Approaches

Elementary user

Level A1

Me and my daily routine (STTU 6452) – 25 hours

Diet, culture and leisure (STTU 6453) – 25 hours

The human body, health and services (STTU 6454) – 25 hours

Level A2

Me and working life (STTU 6455) – 25 hours

My past and present (STTU 6456) – 25 hours

Communication and life in society (STTU 6457) – 25 hours

Independent user

Level B1

Me, society and culture (STTU 6397UI) – 50 hours

Me and others (STTU 6398UI) – 25 hours

Culture nowadays (STTU 6399UI) – 25 hours

Level B2

Society and life projects (STTU 6400UI) – 50 hours

Current affairs (STTU 6401UI) – 25 hours

Learner Assessment/Progression

The successful completion of short-term training units included in each level, according to the type of user (elementary or independent) confers an A1, A2, B1 and B2 level certificate.

Provision to Achieve a Recognised Qualification during Adulthood

Adult Education and Training Courses (Cursos de educação e formação de adultos – EFA)

Adult Education and Training Courses (EFA Courses), regulated by Ordinance no. 230/2008, of March 7 and amended by Ordinance no. 711/2010, of August 17 and Ordinance no. 283/2011, of October 24, are designed to improve the qualifications of the adult population.

Admission Requirements

EFA courses adhere to the competences and training frameworks associated with the respective qualifications found in the CNQ.

These courses are taught according to dual certification paths and, whenever appropriate to the profile and life story of adults, solely for academic qualifications.

A technological training component of the corresponding EFA course can be set up on its own for adults who have successfully completed the 3rd cycle of compulsory education (lower-secondary) or upper-secondary education and who aim to achieve dual certification.

EFA courses are taught by bodies on the training body network that is part of the SNQ, such as primary and secondary education establishments, vocational training and retraining centres that are directly managed or run according to protocols with the ministries responsible for vocational training and education, by training bodies that are part of other ministries or corporate body of public law, by private or cooperative education establishments with pedagogic parallelism or recognised public interest, by vocational schools and by bodies with certified training in the private sector.

EFA courses that do not have technological training and practical training in a work context is taught exclusively by public, private or cooperative teaching establishments with pedagogic parallelism and by vocational training centres that are managed directly or via protocol.

EFA courses are designed for adults aged 18 and over at the start of training who do not have the appropriate qualifications to enter or progress in the employment market and, especially, those who have yet to complete primary or upper-secondary education.

Only candidates aged 23 or over can attend a upper-secondary level EFA course taught during the day or full-time.

Exceptionally, and whenever the conditions indicate, particularly in relation to the candidate’s profile and the geographical distribution of training qualifying provision, the service that authorises EFA course operation can approve that learners under 18 on the date that the course begins attend, providing that that are currently working.

Teaching Methods and Approaches

EFA courses are devised according to:

  • A lifelong learning perspective as a mechanism for encouraging socio-professional reintegration and improving qualifications;
  • Flexible training paths when defined on the basis of the processes of the RVCC previously acquired by adults within a formal, informal and non-formal context;
  • Training paths that are coordinated, which include a basic training and technological training or just one of these;
  • A modular training model, based on training frameworks that are part of the CNQ.

Training focussed on reflective processes and the acquisition of competences that facilitate and encourage learning via a module entitled “Learning with Autonomy” for primary level courses or “Reflective Learning Portfolio” for upper-secondary level courses.

The curricula of EFA courses are organised around the coordination of training components, using activities that use knowledge from various fields, usually conferring dual certification.

The curricula of EFA courses should have the necessary flexibility in order to allow attendance of training unit credits via non-continuous paths by adult learners whose RVCC process identified and validated competences that suggested referral to particular training units that are part of a broader training path.

The length of training, the type of operation and the weekly workload take into consideration the learners’ professional and life circumstances identified at the beginning and can be adjusted if the initial circumstances undergo any significant change.

Training groups are made up of:

  • A minimum number of 25 and a maximum of 30 learners, in the case of courses that are exclusively geared towards academic certification;
  • A minimum of 15 and a maximum of 30 learners, in the case of dual certification courses (academic and vocational).

When the same training body organises more than one dual certification course, conferring different qualifications, it can combine groups for the basic training component, providing that the maximum number of 30 for the basic training component and the minimum of 15 for the technological training component is respected.

Primary education EFA courses

Basic training comprises three levels in different key competence areas, divided into units of competence.

In the key competences of Language and Communication (LC) area, foreign language competences are developed.

EFA courses related to the training paths B1, B2, B1+B2, B3 and B2+B3 that do not include life themes that aggregate learning in Technological Training or practical training in a work context, when this is required, should include themes directly related with the profession, such as vocational guidance or development, entrepreneurship or others that are relevant to learners on the course.

EFA courses related to the training paths B1, B2, B1+B2, B3 and B2+B3 include basic training that involves four key competence areas that are listed in the key competences reference framework for adult education and training at primary level: Citizenship and Employability (CE), Language and Communication (LC) Mathematics for Life (ML) Information and Communication Technology (ICT).

The technological training component included on EFA courses is divided into short-term training units (STTU) in accordance with the training framework listed in CNQ.

Technological training can include practical training in the workplace, which is compulsory for adults who are attending an EFA course related to B3 and B2 + B3 training paths and those who are working in the area of the course or a related area.

The activities undertaken by the learner during the period of practical training in a work context should be covered by an individual plan, agreed between the training body, the learner and the organising body, identifying objectives, content, the programme, duration, schedule and place of activities, forms of monitoring and supervision of the adult, with the identification of those responsible, as well as the rights and duties of those involved. The guidance and supervision of the learner are shared by the workplace and the training body, the latter being responsible for coordination duties, while the former appoints a tutor with appropriate professional experience.

Type and workload

EFA course curricula – flexible paths and training paths B1, B2, B1+B2, B3, B2+B3 (maximum duration stipulated)

EFA B1 courses – regarding the 1st cycle of primary education

Training components: 790 hours in total: Learning with Autonomy (40 h); Basic Training (400 h) and Technological Training (350 h).

EFA B2 courses – level 1 QNQ qualification

Training Components: 840 hours in total: Learning with Autonomy (40 h); Basic Training (450 h) and Technological Training (350 h).

EFA B1+B2 courses – level 1 QNQ qualification

Training Components: 1,240 hours in total: Learning with Autonomy (40 h); Basic Training (850 h) and Technological Training (350 h).

EFA B3 courses – level 2 QNQ qualification

Training Components: 1,940 hours in total: Learning with Autonomy (40 h); Basic Training (900 h) and Technological Training (1,000 h).

EFA B2+B3 courses – level 2 QNQ qualification

Training Components: 2,390 hours in total: Learning with Autonomy (40 h); Basic Training (1350 h) and Technological Training (1,000 h).

Flexible paths based on RVCC processes – regarding 1st cycle of primary education or level 1 or level 2 QNQ

Training Components: the total number of hours is adjusted to the process: Learning with Autonomy (40 h); Basic Training (up to 1,350 h) and Technological Training (up to 1,000 h).

Upper-secondary level EFA

Upper-secondary level EFA courses related to training paths S and S3, type A, B and C, include Basic Training which comprises of three coordinated key competences areas: Citizenship and Professionalism (CP) Society, Technology and Science (STS) Culture, Language and Communication (CLC).

Each Basic Training competences unit corresponds to a short-term training unit (STTU) which is listed in the CNQ, which map out the learning outcomes to achieve and training content.

The list of generative areas are specific in the key competences field of Citizenship and Professionalism , being common in the key competences areas of Society, Technology and Science (STS) and Culture, Language and Communication (CLC), according to what is defined in the upper-secondary level key competences reference framework.

The organisation of the set of themes associated with the generative areas and around which the learning process of the Basic Training component is constructed can vary according to the learners’ profile.

On EFA courses that include a technological training component, this is divided into STTUs according to the training frameworks that are part of the CNQ.

The EFA courses relating to S3 paths, Types A, B and C, can include practical training in a work context, which is compulsory for the adult who does not work in the professional area that the course focusses on or a related area. If the adult is working, they can be exempt from this training component if they are given permission by the service responsible.

Whatever the individual path, the training process of the upper-secondary level EFA courses also includes the reflective learning portfolio (RLP), which is included in basic training and technological training, which is geared to developing reflective processes and the acquisition of knowledge by the adult in a training context. Work on the RLP should happen every fortnight, when done in work time and once a month when done after work.

Type and workload

EFA course curricula with dual certification – flexible paths and training paths S3, Type A, B or C (maximum duration stipulated)

EFA S3 Courses - Type A – level 4 QNQ qualification

Training Components: 2045 total hours: RLP (85 h); Basic Training (550h), Technological Training (1,200 h) and Practical Training in a work context (210 h).

EFA S3 Courses - Type B - level 4 QNQ qualification

Training Components: 1680 total hours: RLP (70 h); Basic Training (200 h), Technological Training (1,200 h) and Practical Training in a work context (210 h).

EFA S3 Courses - Type C - level 4 QNQ qualification

Training Components: 1575 total hours: RLP (65 h); Basic Training (100 h), Technological Training (1,200 h) and Practical Training in a work context (210 h).

Flexible paths based on RVCC processes - level 4 QNQ qualification

Training Components: the total number of hours is adjusted to the process: RLP (85 h); Basic Training (up to 550 h), Technological Training (up to 1,200 h) and Practical Training in a work context (210 h).

EFA course curricula with academic certification – flexible paths and training paths S3, Type A, B or C (maximum duration stipulated)

EFA S Courses - Type A - level 3 QNQ qualification

Training Components: 1,150 total hours: RLP (50 h); Basic Training (1,100 h).

EFA S Courses - Type B - level 3 QNQ qualification

Training Components: 625 total hours: RLP (25h); Basic Training (600h).

EFA S Courses - Type C - level 3 QNQ qualification

Training Components: 315 total hours: RLP (15h); Basic Training (315h).

Flexible paths based on RVCC processes - level 3 QNQ qualification

Training Components: the total number of hours is adjusted to the process: RLP (50 h); Basic Training (up to 1,100 h).

Learner Assessment/Progression

EFA course evaluation focusses on learning done and competences acquired in accordance with the applicable training framework.

Evaluation is designed to inform the adult regarding their progress, problems and the results achieved during the training process, as well as certifying the competences acquired by the learners when leaving the EFA courses.

The evaluation should be:

  • Process-based, founded on a continuous and systematic observation of the training processes;
  • Contextualised, by the consistency between evaluation activities and the acquisition of knowledge and competences;
  • Diversified, using a variety of techniques and information collection tools;
  • Guided, to the extent that it provides information about the adult’s learning progress, functioning as something that regulates the training process;
  • Qualitative, involving a description of the performance of the learner, serving as a basis for decision making.

The evaluation process involves formative evaluation that provides information on learning development, in order to define and adjust processes and recovery and improvement strategies, and summative evaluation, which serves as a basis for a decision on final certification.

In EFA courses in upper-secondary education, formative evaluation occurs preferentially within the RLP area, which demonstrates the consolidation of the adult’s learning throughout the course. At this educational level, evaluation also involves the allocation of credits, according to the reference framework of key competences at upper-secondary level, with effects on the certification of learners.

Certification

For the purposes of certification of a completed EFA course, the learner must obtain a positive summative evaluation, passing the different components of their training path, such as practical training in a work context, when this is an integral part of that path.

Successful completion of an EFA course corresponding to any training path means that the learner receives a qualifications certificate.

The successful completion of one or more competence units (CU) or short-term training unit (STTU) of an EFA course, but which does not allow the completion of the EFA course in itself, leads to the issue of a qualifications certificate, in addition to the record of training completed in the individual competences portfolio.

Successful completion of dual certification EFA courses also confers a diploma that attests to the conclusion of the respective qualification level of the SNQ, according to Ordinance no. 782/2009, of July 23, and Order no. 978/2011, of January 3.

Provision Targeting the Transition to the Labour Market

Certified Modular Training (Formações Modulares Certificadas - FMC)

Certified Modular Training (Formações Modulares Certificadas - FMC) regulated by Ordinance n.º 230/2008, 7th March, amended by Ordinance no. 283/2011, of October 24, adheres to the competences and training frameworks associated with the respective qualifications found in the CNQ.

FMC can be used as credits for obtaining one or more qualifications in the CNQ and allow for the creation of flexible paths that vary in length, characterised by the adaptation of different types of training, target publics, methodologies, training contexts and validation types.

As part of in-service training, FMC offers the chance for adults to acquire a set of academic and vocational competences, with the aim to returning to or progressing in the employment market.

Modular training is given by bodies on the training network that are part of the SNQ, such as primary and upper-secondary education establishments, vocational training and retraining centres that are directly managed or run according to protocols with the ministries responsible for vocational training and education, by training bodies that are part of other ministries or corporate body of public law, by private or cooperative education establishments with pedagogic parallelism or recognised public interest, by vocational schools and by bodies with certified training in the private sector.

Admission Requirements

Modular training is designed for adults aged 18 and over at the start of training who do not have the appropriate qualifications to enter or progress in the employment market and, especially, those who have yet to complete primary or upper-secondary education.

Modular training can include learners under 18 who aim to improve their qualifications, providing that they are working or registered in educational centres according to applicable legislation.

Short-term training units that are part of primary level training paths are designed, primarily, for adults with qualifications below to the 3rd cycle of compulsory education.

Access to short-term training units that are part of upper-secondary level training paths requires the 3rd cycle of compulsory education.

Teaching Methods and Approaches

The curricular organisation of FMC is done according to the respective training frameworks found in the CNQ for each training unit, which may correspond to units of basic training, technological training or both.

Modular training paths cannot exceed 600 hours and whenever the training lasts longer than 300 hours, one third of the time should correspond to the units of the basic training of the CNQ frameworks.

In order to complete a qualification path via modular training, practical training in a work context is necessary. This is obligatory for adults who do not work in the corresponding professional area of the course they are attending or a job in a related area. Adults already working can be exempt from training in a work context via previous authorisation from the ANQEP.

Training groups are made up of a minimum of 15 and a maximum of 30 learners. If, for any reason, the number of learners drops below 12, the learners should join another training group formed by another public or private training body, which allows them to complete their respective qualifications, and which is found in the same district or, in the case of Greater Lisbon and Porto, in the same district or neighboring district (Dispatch no. 334/2012, of January 11).

Learner Assessment/Progression

The evaluation process involves formative evaluation, which covers the training process, which allows information about the development of learning to be gained, with a view to defining and adjusting processes and teaching strategies, as well as summative evaluation, which serves as a basis for decisions on certification.

The criteria for formative evaluation are: participation, motivation, acquisition and application of knowledge, using competences in new contexts, interpersonal relations, teamwork, adaptability to a new task, punctuality and attendance. Summative evaluation is expressed as Successful or Unsuccessful according to whether the learner has achieved the training objectives or not.

Certification

The learner must successfully pass an evaluation in order for the certification conferred by the conclusion of a competences unit or short-term training unit to be given (STTU).

Following the successful completion of a modular training path that allows the conclusion of the respective qualification path, a final validation process is required by a technical committee to obtain a qualification under the CNQ.

Provision of Liberal (Popular) Adult Education

The Council of the European Union appealed for the adoption of a revamped European Agenda for Adult Learning via Resolution 20th December, 2011.

According to this new Agenda, adult learning should be seen as a significant contribution to achieving the Europe 2020 goals (which are based on “intelligent, sustained and inclusive growth” for Europe until 2020).

Member States should commit to developing adult learning, this being yet another stage of lifelong learning, where all competencies and knowledge obtained in a range of contexts (formal, informal, non-formal) interconnect.

As part of informal and non-formal learning, there are Universidades de Terceira Idade (UTI)/Universidades Sénior (Senior Citizen Universities), whose mission involves social integration and combating social exclusion in old age, providing “a socio-educational response that aims to create and regularly organise social, cultural, educational and sociable activities, preferably for and by people over 50. Educational activities are non-formal and non-certified and within the context of lifelong training”.

Senior Citizen Universities have existed in Portugal since 1976, in the guise of the Universidade Internacional da Terceira Idade de Lisboa (UITIL); the Universidade Popular do Porto; the Universidade de Lisboa da Terceira Idade (ULTI) and the Universidade do Autodidata e da Terceira Idade do Porto (UATIP).

Senior Citizen Universities are organised through the formation of associations, some of which become Instituições Particulares de Solidariedade Social – IPSS (Private Social Solidarity Institutions), in order to receive State funding and subsidies.

According to its presentation and social purpose, RUTIS (Senior Citizen University Network) represents the senior citizen universities in Portugal. According to its statutes, it is a Private Social Solidarity and Public Utility Institution that supports the community and senior citizens. It is domestic and international in scope, was created in 2005 and has its head office in Almeirim. The network currently boasts 236 senior citizen universities, 38,000 senior students and 4,500 volunteer teachers.

One of the main goals of the network is promoting active aging and senior citizen universities.

RUTIS is a member of the Conselho Económico e Social do Estado Português (Portuguese State Economic and Social Council) and the only domestic institution with an agreement with the state to promote active aging and represent senior citizen universities.

According to the senior citizen universities’ general regulations, their objectives are the following:

  • To offer students a place that is socially organised and adapted to their ages, so that they can develop personally and socially;
  • To provide students with the opportunity to attend classes and courses where their knowledge can be shown, appreciated and extended;
  • To organise activities promoted by and for students;
  • To create meeting places in the community that act as incentives and stimulus to a feeling of sociability and human and social solidarity;
  • To disseminate and preserve our history, culture, traditions and values;
  • To encourage and support social volunteer work:
  • To organise social, personal and vocational training for the entire community.

Generally speaking, the admission criteria for senior university are the following:

  • To be 50 years old or over;
  • To enjoy learning and want to learn;
  • To be physically and mentally fit for undertaking activities;
  • To accept the principles and regulations of the Universidade Sénior (senior citizens university);
  • To enrol at the Universidade Sénior premises via an enrolment form in conjunction with personal documents.

Training provision is made up of:

  • Theoretical and practical classes in a variety of subjects;
  • Seminars and multi-subject courses;
  • Cultural visits and trips;
  • Recreational groups;
  • Dissemination of information on services for senior citizens;
  • Socio-cultural activities that students want.

Areas of interest are varied, as each senior student places differing importance on subjects. There are a range of programmes with theoretical and practical classes, such as: decorative arts; painting and needlework; information technology; theoretical classes: practical health care, English, French, tax and family law, citizenship and governance, human language and Portuguese literature, mathematics; music and choral and scenic groups, among others.

More information is available on:

RUTIS

“O Envelhecimento da População: Dependência, Ativação e Qualidade”

Other Types of Publicly Subsidised for Adult Learners

LLL: Back to School Education - Recurrent education

Recurrent education at upper-secondary level is adult education created for those who have not benefited from education at the usual age or failed to complete their studies. This provision is designed to encourage lifelong learning and improve the qualifications of our adult population, one of the European 2020 benchmarks.

This provision is regulated by Ordinance no. 242/2012, of 10 August, which defines the organisation, operation and assessment of scientific-humanistic courses in recurrent education. Decree-Law no. 42/2012, of 22 February, later incorporated into the above mentioned Ordinance, which amended the system of final grading in upper-secondary education for scientific-humanistic courses in recurrent education for students who wish to continue their studies, without affecting the status of those who only intend to complete their upper-secondary education. Like this, students in both recurrent and regular education will be on an equal footing for further study.