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Portugal:Organisation of Vocational Upper Secondary 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

In terms of education and training provision in upper Secondary Education there are dual certification courses and courses geared towards further study.

Dual certification courses include Education and Training Courses (ETC), Professional CoursesVocational Courses and Specialised Artistic Courses. Depending on the particular area, the latter are geared solely towards further study (Music) or the dual perspective of joining the labour market and further study (Visual and Audio-Visual Arts, Dance).

There are also dual certification provision within the NQS with Apprenticeship Courses with are the responsibility of the Institute for Employment and Vocational Training.

There is also a type of non-higher, post-secondary education – Technological Specialisation Courses.

 

Type of Institutions

 

Professional Courses

These courses, which are part of the NQS, form part of the upper-secondary education and training level and permit dual certification – academic and vocational. Professional Courses are the responsibility of the Ministry of Education (ME) and are taught in public, private and cooperative teaching establishments. 

 

Education and Training Courses

ETCs are the joint responsibility of the Ministry of Education (ME) and the Ministry of Labour, Solidarity and Social Security (MTSSS) and are taught by educational institutions under the supervision of the ME, by vocational training centres, managed directly or partially by the Institute for Employment and Vocational Training (IEFP) or other certified providers, in conjunction with other community organisations wherever possible.

 

Apprenticeship Courses

Apprenticeship Courses are taught on the Vocational Training Centre network of the Institute for Employment and Vocational Training.

The VTC network has signed cooperation protocols in training area that are considered to be strategic for the Portuguese economy. In these instances, enterprises become active and strategic partners in the provision of training, facilitating the alternating methodology, which is the interaction between theoretical and practical training and the contexts within which they occur, where practical training is given throughout the course progressively.

 

Specialised Artistic Education Courses

Specialised Artistic Education courses (SAE) are the responsibility of the Ministry of Education (ME) and are taught in public, private and cooperative teaching establishments.

The SAE courses in the areas of Music and Dance can be taught within an integrated system in a teaching establishment, using a coordinated system between two teaching establishments or a supplementary system (solely in the area of music) in an educational establishment, attendance being limited to scientific and technical-artistic training components.

 

Vocational Courses

These courses are taught in schools which technical-pedagogical project was approved by the competent services of the Ministry of Education.

 

Geographical Accessibility

There is no specific legislation regarding geographical accessibility of the Professional Upper Secondary Education. It is up to the local authorities do assess the need of this type of educational offer and to propose to the competent central authorities the creation of institutions to teach them.

In the particular case of Professional Schools, there is great involvement of the local authorities in the assessment of the needs of their catchment areas and in the creation of offers according to those needs.


Admission Requirements and Choice of School

 

Professional Courses

Professional Courses are designed for young people who have completed the 9th year of schooling (3rd cycle of primary education) or equivalent training.

The aim of these courses is to develop personal and professional skills, preparing the students who attend them for entry into the employment market or for post-upper secondary training or higher education, if students so wish. 

The students can freely choose the school that they want to attend, according to the course they want to take.


Education and Training Courses

The AET are designed particularly for young people aged 15 and over, who are at risk of dropping out of school or who have already dropped out of the education and training system and who have school/academic qualifications inferior to the 12th year or with the 12th successfully concluded, who wish to acquire a vocational qualification. Attending this type of course is an option for young people and parents and guardians, supported by the vocational guidance process whenever possible.


Apprenticeship Courses

These courses are designed for young people under 25, who have successfully completed the 3rd cycle of primary education or equivalent and who do not have any upper-secondary academic qualifications or equivalent. Access to these courses is also possible for young people who have attended one or more years of an upper-secondary level course. In these cases, a training path should be established according to the student’s certified knowledge and skills.

 

Specialised Artistic Education Courses

Access to SAE courses in the areas of Dance and Music in primary and upper-secondary is dependent on a selection process in which some candidates are eliminated. 

 

Vocational Courses

Upper-secondary level vocational courses are intended for students who have completed the 3rd cycle of education or equivalent, are already 16 years old or who, having attended upper-secondary school, intend to reorganise their school careers towards more technical education, particularly those who are at risk of dropping out.

Before taking these courses, students must be involved in a process of vocational guidance, which outlines the reasons why this is the appropriate for their training needs and the student’s vocational interests.


Age Levels and Grouping of Pupils/Students

 

Professional Courses

Professional Course classes have a minimum of 24 students and a maximum of 30, with the exception of professional music courses, where the limit is 14.

On these courses, it is possible to add components of training or subjects common to two different courses in one class, with the prior authorisation of those services responsible for the courses, with groups being constituted not exceeding the maximum number (30), or minimum number (24) of students. Classes that include students with permanent special educational needs, are made up of 20 students, which may include not more than 2 students in these conditions, providing that the individual educational plan of these students and their respective degree of functionality so provides.

Authorisation for splitting of classes can be given under the following conditions:

  • In the foreign language subject, in the total weekly timetable, regardless of the number of students whenever the same class has students with different foreign languages;
  • In subjects in the scientific training area that involve laboratory work, up to one teaching period, whenever the number of students exceeds 20;
  • In subjects that involve laboratory, workshop, computer and artistic work in the technical training area, in the total weekly timetable, whenever the number of students exceeds 15;
  • In subjects in the technical training area of professional music courses the stipulations found in the applicable legislation for other specialised artistic subjects in the coordinated/integrated system should be observed.

 

Education and Training Courses

Apprenticeship Course training groups are made up of a minimum of 15 trainees and a maximum of 25.

 

Apprenticeship Courses

Training groups consist of a minimum of 15 and maximum of 20 students. 

 

Specialised Artistic Education Courses

Classes on SAE courses are made up of a minimum of 26 students and a maximum of 30. In terms of upper-secondary level education in the areas of Visual and Audio-visual Arts, the minimum number of students for a new optional subject is 20. To start a specialisation class on SAE courses is 15 students. 

On upper-secondary SAE courses in the areas of Music and Dance, classes can be split into smaller groups or individually according to the specific subject. Exceptionally, classes with less than the official student minimum can also be authorised.

 

Recurrent Education Courses

In Recurrent Education, the classes must have a minimum of 30 students.

 

Organisation of the School Year

The organisation of the school year is governed by the following guidelines:

  • The school year corresponds to the period between 1st September and 31st August of the following year;
  • Both the school and exams calendars are stipulated annually by the Ministry of Education (Dispatch no. 8294-A/2016, 24th June, for the school year 2016-2017);
  • The academic year lasts for a minimum of 180 days of school activity and divided in three terms, each one with a duration of approximately three months;
  • Breaks occur in teaching at Christmas, Carnival and Easter.

 

Organization of the School Day and Week

 

Professional Courses

The organisation of the curriculum is flexible. Nevertheless, it implies to define a time schedule, taking into consideration the distribution of subjects, the weekly distribution of its workload and the period of training in the workplace.

During the last year of the course, part of the weekly timetable is allocated to the development of the project.

 

Education and Training Courses

The daily, weekly or yearly length of courses varies according to the model of organisation and development of the training associated with the network of teaching establishments overseen by the ME or with the network of direct and participatory management of IEFP, IP. The practical training component, which is undertaken in the workplace, lasts 210 hours for all types.

 

Apprenticeship Courses

The weekly timetable should be set between thirty and thirty-five hours, not exceeding six or seven hours per day between 8am and 8pm.

 

Specialised Artistic Education Courses

In relation to the weekly timetable of each school year teaching, according curriculum standards, it is the duty of schools to organize teaching time and the time spent each week on a particular subject, in order to make it easier to form strategies that make it possible to achieve the pre-determined objectives of certain subjects.

 

Vocational Courses

The Vocational Courses have a weekly timetable similar to the one in General Upper Secondary Education, exception made of its training component in real working context, which happens during working hours or according to the conditions agreed with the place where it occurs.

 

Recurrent Education Courses

The Recurrent Education Courses have a weekly timetable between 13,5 and 15 hours, which can be provided in day or night periods. Because it is aimed at adults that didn’t terminate secondary education when they were supposed, the courses can be taught in a non-attendance modality, in which case the students will have to sit through exams in January, April and June.