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Portugal:Mobility in Early Childhood and School Education

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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

Pupil and Student Mobility

With a view to continuing the education and training programmes Socrates II, Leonardo da Vinci and Lifelong Learning Programme (Programa de Aprendizagem ao Longo da Vida - PALV) which has been in force between 2007 and 2013, the European Commission created Erasmus+ Programme, implemented in Portugal by the National Agency Erasmus+ Education and Training, for the areas of School Education, Adult Education and Professional Education and Training, and the National Agency Erasmus+ Youth in Action, for the areas of Youth and Sport.

As to what concerns School Education, Portugal has participated in the Comenius sectorial programme since the European Commission implemented it in 1994, adhering to a policy of continuity that from that year until 2013 has supported a constant internationalisation of school education which continues with the Erasmus+ Programme since 2014.

Portuguese participation in Erasmus+ school education actions is assured by public or private schools from all education cycles (any institution that teaches general education, technical education and professional training, at any level, from Pre-school Education to Secondary Education).

Increasing participation in this sector is reflected in the concretization of mobility through the Key-action 1 – Mobility of individuals for learning purposes (KA101), or in the participation in partnerships through the Key-action 2, Strategic partnerships (KA201 or KA219).

The realization of partnership projects between schools or between schools and other institutions through Key-action 2 – Strategic partnerships, includes the possibility of framing, thematically, the interchange or specific activities for groups of students in the European partners, and also long-term individual mobility of students for study purposes.

Strategic Partnerships are designed to support the development, transfer and/or implementation of innovative practices at organisational, local, regional, national or European levels, aiming to:

  • improve the quality and relevance of training provision in education;
  • foster new approaches to issues of education and support the dissemination of best practices;
  • improve key competencies and their assessment, including basic and transversal skills;
  • improve the capacities of institutions and foster inter-institutional cooperation;
  • promote inclusion and equity;
  • improve employability via training based upon high-quality vocational guidance, counselling and support services;
  • facilitate the transition between different levels and types of education and training via the use of European reference tools for the recognition, validation and transparency of competencies and qualifications.

The ERASMUS+ programme offers great flexibility regarding activities that may be implemented via Strategic Partnerships, provided that the proposal demonstrates that the activities involved are the most suitable for achieving the project’s objectives.

Any participating organisation established in a Programme Country is eligible to apply. This organisation applies on behalf of all participating organisations involved in the project.

A Strategic Partnership is always transnational and involves at least three organisations from three Programme Countries.

However, in the case of school education there is an exception, KA219, that allows partnerships with a minimum of two organisations from two Programme Countries, provided that the Strategic Partnership only involves school education establishments, recognised as such by the respective national authorities.

The possibility of bilateral partnerships  also includes cooperation among local/regional school authorities (former Comenius Regio/LLP actions). This case must involve at least two local or regional authorities from two Programme Countries and also include at least the following: one school; and a local organisation active in other areas of education, training and youth or in the job market, in each of the sides.

A strategic partnership project can last from two to three years.

Training, teaching or learning activities can be integrated within strategic partnership project, such as long term missions of teaching or training, short-term interchange of students, long term mobility of students for studying purposes (former MIA).

If the Strategic Partnership provides training, teaching or learning activities, these should take place in the countries that participate in the Strategic Partnership, which may include a single or various activities that meet the following criteria:


Authorities responsible for organizing and coordinating

The education or training establishments that benefit from the Program are responsible for managing the projects they develop, both in Key-action 1 and 2.

They also have tghe responsibility for the management of funding , the development of project activities local and transnational , as well as the host of partners, the organization and procedural aspects associated with safety of participants and their well -being , the implementation and monitoring of mobility, as well as the development of information activities and dissemination.

 

Validation and recognition

Mobility and participation in the partnerships’ interchange activities in the scope or Erasmus+ Programme has no recognition apart from that associated with an attendance certificate issued by the partner organisations (compulsory).

It is worth mentioning that mobility via the Europass-Mobility Document has become important within this context, something that was recognised in the last years of the LLP and which has intensified during the period of the Erasmus+ Programme, which highly recommends its use.

 

Teacher Mobility

Teacher mobility in Europe has always been seen as an important measure for the internationalisation of education.

From the previous Socrates II and Leonardo da Vinci programmes throughout the Lifelong Learning Programme (LLP) to the current programme, Erasmus+ there have always been actions specifically geared towards this type of mobility.

During the period that the LLP was in effect, more than 1,600 professionals in school education enjoyed a period of training (a structured course or job shadowing) in a European country, as part of In-service Training Scholarships, which saw three times more applications than the number of scholarships available.

The Comenius Assistants Programme, which has offered work experience in European schools for around 100 new Portuguese graduates, as well as allowing Portuguese schools to host over 400 recent graduates from different European countries for periods of mobility that, in some cases, lasted the equivalent of one academic year.

Training for teachers and other school staff is particularly important in the Erasmus+ Programme, with the European Commission having concluded that the mobility that has occurred due to the initiative of the individual participants, to date, even if supported by the management of the respective education establishments, should be the responsibility of the school, properly included within a European Development Plan.

Applications for Key-action 1 become institutional in order to make teacher training more effective, creating greater impact in schools and the surrounding environment. Missions of staff teaching and training can be undertaken through structured courses, or follow-up periods in the workplace. Projects have a time span of 12 to 24 months, depending on the needs of the applicant organization.

Mobility can last from two days to 2 months, and can be framed in the activities mentioned above.

For recent graduates or students of areas linked to education, the former Comenius assistance periods are now part of the Higher Education Student Mobility (Key-action 1) adhering to the rules defined for that action, thus ensuring the inclusion of mobility in the training pathway of future education professionals.