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Portugal:Other Education Staff or Staff Working in Adult Education and Training

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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

Vocational Education and Training Centres

In addition to the coordinator - the techno-pedagogical staff of each Vocational Education and Training Centre is also made up of Guidance and Recognition of Vocational Competencies professionals.

The Guidance and Recognition of Vocational Competencies team is complemented by trainers or teachers in the various key competency areas that are part of the adult education and training key competency reference framework at basic and upper-secondary education level, and trainers of the respective career opportunities, who work in a coordinated and integrated way with the rest of the team. The team of trainers is external to the Vocational Education and Training Centre.

Responsibility for the reception, diagnosis, guidance and referral of the user at the Vocational Education and Training Centre, as well as the stages of recognition, validation lies with the Guidance and Recognition of Vocational Competencies professional.

Within the Vocational Education and Training Centre, the Guidance and Recognition of Vocational Competencies professional is responsible for:

  • Registering young people and adults in the Educational and Training Provision Information and Management System and giving information on the work of the Vocational Education and Training Centre;

  • Providing guidance sessions to enable each young person and adult to identify the most appropriate opportunity in accordance with their skills and interests;

  • Organising information sessions on education and training provision, the current job market, job opportunities, diagnosing training needs and mobility opportunities in Europe and further afield regarding training and work;

  • Guiding young people and adults taking into account information on the job market and education and training courses given by training bodies from the respective area or, in the case of adults, for the RVCC process whenever appropriate;

  • Monitoring the path of young people and adult referred by the Centre until the completion of the respective qualification, and, when possible, until entering the job market;

  • Organising information sessions for various public residing or studying in the area, on the role of the Vocational Education and Training Centre and qualification opportunities, such as dual certification provision;

  • Placing candidates in RVCC process (academic, vocational or dual) according to their life experience and skills profile;

  • Providing information regarding the methodology adopted in the RVCC process, the techniques and tools used and the certification of competencies, according to different forms of intervention;

  • Monitoring adults throughout the RVCC process, via sessions for recognition, support for constructing the portfolio and the application specific assessment tools, in conjunction with trainers and/or teachers;

  • Identifying, in conjunction with trainers and/or teachers, adult training needs, which, after partial certification, may involve referral to provision that leads the completion of a qualification.

The Guidance and Recognition of Vocational Competencies professional must have a higher education qualification and professional experience in education and training and rehabilitation, when applicable, of young people and/or adults, knowledge of appropriate methodologies and experience in the field of adult education and training, diagnostic and guidance techniques and strategies or in assessment methodologies of competencies and constructing portfolios.

Within the CQEP (Vocational Education and Training Centre), trainers’ and teachers’ main responsibilities include the following:

  • To participate in the RVCC, school, vocational or dual certification process via the application of recognition and validation of competencies tools, as well as supporting adults in portfolio preparation in the respective area of intervention;

  • To inform the certification panel regarding the RVCC process of the adults they have assisted;

  • To play the role of assessor, as part of the certification panel, in the key-competencies performance or demonstration tests regarding the qualifications desired by the adults who are involved in RVCC processes supervised by other trainers;

  • To collaborate with the ORVC (Guidance and Recognition of Vocational Competencies) professional, in order to identify the training needs of each adult, after partial certification, in order to define a justified referral for training provision with a view to an academic and/or vocational qualification.

Trainers or teachers must possess a teaching qualification for the area of key competencies they are involved with, according to the legislation in force, and preferably with professional experience in adult education and training, in the case of academic RVCC and qualifications to perform the duties of a trainer, according to the legislation in force, and technical expertise and experience in the respective professional area, in the case of vocational RVCC.

Adult Education and Training Courses

In addition to the group of trainers, the technical and pedagogical team of the Adult Education and Training courses is made up of the personal and social mediator and the training in the workplace tutors when applicable.

The personal and social mediator is responsible for the guidance and diagnosis of the trainees, in conjunction with the trainers of techno-pedagogical team, is involved in the creation of training groups, providing monitoring and the personal, social and pedagogical guidance, organising the techno-pedagogical team within the training process and coordinate the techno-pedagogical team and the training group.

The mediator should not be involved in more than three AET courses, or take, when in that capacity, the position of trainer in any training area, except in exceptional circumstances, when duly justified and authorised by the authority responsible for authorising the course.

The position of mediator is held by trainers and other professionals, such as guidance professionals with higher education qualification and specific training for that function or relevant experience in the field of adult education and training.