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Portugal:Organisation of Private 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

Law no. 9/79, of March 19, established the basis for Private and Cooperative Education, placing it on a par with public education, defining a scheme for contracts and subsidies.

The State recognized the freedom to learn and to teach, including the right of parents to choose and guide the educational process of their children. The Education Act of the Education System approved "private and cooperative schools adopting the general principles, aims, structures and objectives of the education system as integral part of the school network".

The current Statute for Private and Cooperative Education (Decree-Law no. 553/80, of November 21), in addressing non-higher education, lays down that exercising the freedom to education has as its limits only the common good, the general aims of education and the agreements signed between the State and private schools.

Private and cooperative schools that are part of the education system, comply with the same standards and legislation as State education in regard to teaching standards, curriculum, assessment and the professional qualifications of teachers.

The mobility of students and teachers between the State and private and cooperative regimes is ensured by Law.

As laid down in the same law, institutions created by individuals or groups in which education is administered to the public, or in which regular educational activities are conducted, are private or cooperative schools.

Each private school may teach one or several levels of education, each of them constituting a cycle of complete studies.

The regulations of schools with their own courses and plans should include the rules for enrolment or admission, minimum age for attendance, standards of student application and criteria for the assessment of learning.

Status of Non-higher Private and Cooperative Education

As part and in pursuance of its respective duties and responsibilities, such as the promotion and guarantee of freedom of choice and quality in education and training, cooperation with and support for families, particularly economically disadvantaged families, as well as support for pre-primary education, specialised artistic, sport or technological education and the teaching of students with special needs, the State enters into various contracts with bodies operating private and cooperative education establishments, respecting the following principles:

  1. The State’s support for private and cooperative establishments obeys principles of transparency, equity, objectivity and public dissemination.
  2. The State enters into contracts with private and cooperative schools that are part of the educational system’s objectives.
  3. The aim of these contracts is the promotion and quality of compulsory education and student access to education on an equal basis.
  4. When entering into these contracts, the State takes into account current needs and the quality of available provision, safeguarding the principle of competition.
  5. Without prejudice to other established criteria, the renewal of contracts between the State and private and cooperative schools should take student results into account.
  6. Contracts for the purpose of creating public education provision, hereafter referred to association contracts, are subject to rules defined, in ordinance, by the members of the government responsible for the areas of the treasury and education.
  7. The State can enter into contracts with educational establishments that propose courses with their own syllabi and with educational establishments where vocational and specialised education courses are taught, as well as innovative pedagogical experiments undertaken.

 

Contracts between the state and private schools may take the following forms:

  • simple family support contracts;
  • family support development contracts;
  • association contracts;
  • sponsorship contracts;
  • cooperation contracts.

In 2014, ordinances were published that allow schools with autonomy agreements to enjoy greater curricular flexibility in achieving their students’ success. These schools will be able to decide concerning curriculum management and which courses to offer according to their educational project, for the coming school year 2014/15. In this way they will have flexibility in terms of: distribution of subjects, which may be allocated in different years throughout the study cycle; managing up to 25% of the classroom hours of each subject, with the exception of Portuguese and Mathematics; managing the creation of new subjects and school activities accordingly to their educational project. This possibility of managing classroom hours must always take into account full compliance with the established standards and syllabi, as well as the total number of teaching hours per week and per year for each year in the national matrix.

School autonomy can be extended if the essential mechanisms of regulation are guaranteed, namely the external assessment and monitoring, such as learning standards, national final tests or exams at the end of each cycle , and the tool for the statistical collection of school results.

Evaluation will be carried out through the Monitoring platform - Education System Management, Planning and Assessment Information Systems.

 

More information is available on:

Dispatch no. 5306/2012, of 18 April;

Decree-Law no. 139/2012, of 5 July;

Dispatch no. 2162-A/2013, of 5 February, amended by Decree-Law no. 91/2013, of 10 July