This page was last modified on 19 December 2016, at 19:43.

Portugal:Organisation of Programmes for Children under 3 years

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

Educational provision for children up to the age of 3 is not part of the educational system and therefore not the responsibility of the Ministry of Education (ME) but that of the Ministry of Labour, Solidarity and Social Security (MTSSS). Child-minders, crèches and family crèches make up the provision available for children in this age group.

Crèches are a socio-educational provision for children up to the age of 3 during the day when parents or guardians are unable to care for them, thus supporting children and families.

This service is provided mostly by private, not-for-profit bodies (Private Social Solidarity Institutions – IPSS), which have agreements with the MTSSS, and by for-profit private bodies with an operating licence approved by the MTSSS.

The services of child-minders and family crèches (a group of between 12 and 20 child carers) are provided by suitable people who, in return for payment, care for children who are not related to them, for a period of time in which the parents are unable to or have to work.

Child-minders are regulated, technically and financially, by Social Security, Lisbon’s Santa Casa da Misericórdia or private charities.

 

In recent years, provision for children up to the age of 3 has increased considerably, particularly in terms of crèches, with coverage in 2013 reaching 46.2% on the mainland, demonstrating significant growth in comparison to 2000 (18.6 %).

This provision, however, is not yet homogenous throughout the country, with the majority of provision concentrated in the northern and central coastal areas and in major towns and cities.


Admission Requirements and Choice of ECEC institution

Families enrol their child at the institution of their choice, normally near their place of residence. The child’s admission to the crèche, whether with private not-for-profit or for-profit bodies, is undertaken by the institution itself.

In the case of crèches run by private not-for-profit bodies (with cooperation agreements with the MTSSS), every year a public contribution paid to the institution for each child is established, which is supplemented by an amount paid by the family itself.


Age Levels and Grouping of Children

Generally speaking, crèches admit children between the ages of 3 and 36 months, being divided into autonomous groups of children, based on the specific characteristics of different age groups.

The maximum number per group is 10 pre-toddler children; 14 toddling children up to 24 months; and 18 children between 24 and 36 months. In situations where the number of children makes it impossible to form groups, it is possible to create heterogeneous groups of toddlers with a maximum of 16 children.

In relation to nannies, there is a legally-defined maximum of four children per nanny (between the ages of three months and three years old). 

With regard to crèches, the maximum number of children per nursery teacher is age-dependent. For children younger than one, the maximum is ten children for every two child development professionals or qualified assistants.

For children between the ages of one and two, the maximum is 14 children per qualified nursery teacher with a qualified assistant. For children aged two, the maximum is 18 per qualified nursery teacher with a qualified assistant.


Organization of Time

It is not possible to provide detailed information on how time is organised in crèches, as this is the responsibility of the respective institutions. As a rule, annual, weekly and daily organisation of time is adjusted to meet the needs of families.

However, it is worth noting, according to 2013 data, the majority of crèches (84%) open from between 7.00 and 8.00 and close between 18.00 and 20.00 (94.5%). Also, the number of crèches open for 12 hours (in the same year represented 85.8% of the total. In approximately 46% of crèches, the average time a child stays is 8 hours a day.


Organisation of the Day and Week

It is not possible to provide detailed information on how time is organised in crèches, as this is the responsibility of the respective institutions. As a rule, annual, weekly and daily organisation of time is adjusted to meet the needs of families.

 

National Early Intervention System

The National Early Intervention System (NEIS) established by Decree Law no. 281/2009, 6th October, involves the coordination of bodies from the Ministries of Labour, Solidarity and Social SecurityHealth and Education, working directly with families and the community. Its aim is to guarantee the necessary development conditions for children up to the age of 6 who suffer:

  1. changes in bodily structure or functions that restrict personal growth and their participation in normal activities for their age; or
  2. who run the serious risk of stunted development.

Early intervention in childhood is understood to be the set of measures of integrated support focussed on the child and family, including preventative and rehabilitative action, in the areas of education, health and social assistance.


How NEIS is Organised and Operates

The NEIS is based on three bodies set up at national, regional and local level, which are, respectively, the NEIS Coordinating Committee, made up of representatives of the Ministries of Labour, Solidarity and Social Security, Health and Education chaired by a representative of the MTSSS, the Regional Coordination subcommittees are made up of professionals appointed by the Ministry of Education, Ministry of Health and Ministry of Labour, Solidarity and Social Security and the Local Intervention Teams (LIT) made up of health, education, social service professionals, therapists and psychologists.

Amongst other duties, The National Committee of Early Intervention is responsible for assessing and monitoring of actions undertaken at each ministry, a bi-annual assessment of NEIS, as well as defining the eligibility criteria and assessment tools.

The Regional Coordination subcommittee is responsible for:

  1. supporting the National Committee and providing guidance to professionals who are part of the Early Intervention teams;
  2. coordinating the management of human, material and financial resources,
  3. the continuous collection and updating of available information and assessment of needs of its intervention field - creation of a database;
  4. planning, organising and coordinating measures developed with local intervention teams and technical supervision units; and
  5. include technical supervision teams made up of professionals from various areas.

The LIT work at municipal level (NUTS III), possibly encompassing several municipalities or broken up into parishes, thus ensuring that such services cover the whole country. Their responsibilities involve:

  1. identifying children and families immediately eligible for NSEI;
  2. monitoring of children and families not immediately eligible but potentially at risk;
  3. referring non-eligible children and families in need of social support;
  4. develop and implement an Individual Early Intervention Plan (IEIP);
  5. identifying the needs and resources of the communities in its field of intervention, kick-starting formal and informal social support networks;
  6. whenever necessary, liaising with bodies with responsibilities in child protection;
  7. for each child, ensuring suitable transition processes to other programmes, services or educational contexts; and
  8. liaising with early education teachers where children involved in early intervention are placed.


Priority Clusters for Early Intervention

In order to ensure national coverage for early intervention provision, the Ministry of Education and Science created a network of reference clusters schools where over 500 early education teachers are placed and who will be part of the LIT working in the geographic area of the school cluster.

These early education teachers support children up to the age of 6 who attend nursery schools that are part of the private or solidarity network or who are at home, in a family crèche or with a nanny.