This page was last modified on 30 March 2017, at 15:59.

Portugal:National Reforms in Early Childhood Education and Care

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

2017

The role of Early Childhood Education and Care as the first stage of Basic Education, closely linked to the 1st cycle of Basic Education, is strategically important in promoting social justice and equal opportunities.

Pedagogical Guidelines for Crèches are being drawn up in conjunction with the Secretary of State for Social Security (Ministry of Labour, Solidarity and Social Security). This work will be innovative as it takes an integrated view of childhood from 0-6, ensuring pedagogical coherence and continuity between these levels of education until the start of compulsory education.

More information on the measures and initiatives that apply to Pre-school Education and Basic and Secondary Education can be consulted on subchapters 14.2 and 14.5. Escola 360º, the creation of a Working Group for the study of professional regulations for teaching Portuguese sign language, and the Education for Development Framework are all measures that also apply to Pre-school Education.

2016

Pre-school Education starts at 3 years of age

Considering that the expansion of Pre-school Education has a decisive role on the reduction of school failure and on improving the quality of students’ learning, the Government defined has a goal to ensure, before the end of the legislature, the legal entitlement of pre-school education to all the children between 3 and 6 years old.

To invest in a quality education starting in the first years is a success factor. The role of Pre-school Education as the first stage of basic education, in alignment with the 1st cycle of Basic Education, in a context that was recently broadened to 12 years of compulsory schooling, has a strategic relevance on the promotion of social justice and equality of opportunities, according to the program of the XXI Constitutional Government.


Review, update and publication of the Curriculum Guidelines for Pre-School Education (OCEPE)

The Curriculum Guidelines for Pre-School Education (OCEPE), presented to the public on July 2nd, 2016, 19 years after the first version, are the result of the review and update of the guidelines in alignment with the curricular steering documents for the 1st cycle of Basic Education, promoted by the Ministry of Education.

This new version of the OCEPE presents an integrated and globalizing approach of the different content areas, introducing the learning processes to be developed, with practical examples and reflexion suggestions to the caretakers. In the area of Expression and Communication the domains of Physical Education and Artistic Education are valued in this updated version.

Other challenge is considering the 0-3 age group in ECEC policies. In that regard, a document is being organized with guidelines for the Creche in articulation with the Ministry of Labour, Solidarity and Social Security (MTSSS).

With the coordinated publishing of the new version of the OCEPE and the Creche Pedagogical Guidelines, the Government takes a very important step in the promotion of the quality of the offers, facilitating the pedagogical work of the staff, as well as the child’s transitions between home-creche and -kindergarten, seen as decisive for the educational success.

2015 

Study on the Effectiveness of the Curriculum Guidelines for Pre-School Education on Children's Learning

An evaluation study on the Effectiveness of the Curriculum Guidelines for Pre-School Education on Children’s Learning was promoted by the DGE and conducted by the Faculdade de Psicologia e Ciências de Educação, Universidade do Porto (Faculty of Psychology and Educational Sciences, University of Porto) in partnership with the Instituto Superior de Psicologia Aplicada (Higher Institute for Applied Psychology).

Taking into account the conclusions of this study, according to the needs felt by pre-school teachers, a brochure on evaluation in preschool education will be produced.


The Quality Framework in Early Childhood Education and Care in Europe - 2014 report

The Quality Framework in Early Childhood Education and Care in Europe - 2014 report will be translated into Portuguese and published. This Portuguese version will be done in the scope of the work developed by Portugal as part of the Thematic Working Group on Childhood Education and Care for the European Commission, whose mission was to support the participating countries in developing effective and efficient policies for quality monitoring, identify and analyse good practice so as to establish benchmarks and create a Framework for Childhood Education and Care.


Learn Play Grow Project

The DGE, in partnership with the Fundação Calouste Gulbenkian (the Calouste Gulbenkian Foundation), Fundação Bissaya Barreto (the Bissaya Barreto Foundation), the Instituto Universitário de Lisboa (the Lisbon University Institute), the Universidade de Coimbra (the University of Coimbra) and the Alto Comissariado para as Migrações (the High Commissioner for Migration) are developing a project funded by the European Commission, targeting children up to 4 years old who do not attend any educational services (créches or kindergartens) and their families. This is a pilot project which will last for 26 months (from January 2015 to February 2017).