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Portugal:Quality Assurance 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

The reform of the education and vocational training system focused on the measures for young people as well as adults, so measures for monitoring and assessing dual certification provision are geared towards these people.

As part of its responsibilities, the National Agency for Qualification and Vocational Education and Training  developed and implemented a series of measures to ensure the quality of the system, including:

  • The Quality Charter of the New Opportunities centres, which defines the indicators and quality standards of the organisation and functioning of the centres;
  • training programmes for trainers and staff from the New Opportunities centres, in order to prepare the professionals involved with developing the recognition, validation and certification of competences processes, as well as analysis and referral officers;
  • local monitoring plans, annually defined at national and local level, involving central and regional structures of the Ministry of Education and the Ministry of Economy, as well as the body responsible for European Social Fund management;
  • the implementation of the self-evaluation process of the New Opportunities Centres, through the CAF model, with the creation of functional clusters of centres that help improve performance, promoting excellence and encouraging networking;
  • the progressive development of the Integrated Education and Training Provision Management System (Sistema de Informação e Gestão da Oferta Educativa e Formativa - SIGO), which allowed the simultaneous monitoring of New Opportunities Centres activities, co and self-regulate institutions in the field and speed up decision making. The analysis of SIGO indicators was extensively used to ensure the improvement of centre activity, highlighting strengths and overcoming weaknesses on a professional, institutional and organisational level;
  • the setting up of the National Qualification System and the New Opportunities Initiative Monitoring Committee which employed external experts and representatives of the social partners;
  • setting up Follow-Up Committees to vouch for the work undertaken by the New Opportunities Initiative and the National Qualifications System;
  • external national evaluation study of vocational courses;
  • external national and international evaluation study of New Opportunities Initiative – adults;
  • external national evaluation study of Education and Training and the Specialised Artistic Education courses.

External studies have contributed to improving the system by providing data that allowed on-going and continuous evaluation of the suitability of the Initiative for the situation in the field.

 

External Evaluation (education and training of young people)

Considering the extension of dual certification provision for young people, particularly in public upper-secondary schools, which now involves 140,000 pupils, which is around 50% of learners attending upper-secondary education, it became necessary to assess the impact of the consolidation of this qualifying provision.

External evaluation studies have been conducted since 2009 by teams of experts from higher education institutions in order to analyse:

  • The results of vocational courses against the background of an expansion of the network of provision and the reform of upper-secondary education;
  • the balance and imbalances of the network of vocational courses in vocational schools and in public upper-secondary schools;
  • the mechanisms of the organisation of the network, considering the physical and material resources, the pedagogical models, the training and vocational guidance teams;
  • the partnerships established by schools with local authorities, enterprises and other institutions;
  • school provision taking into account training and work needs at local level;
  • preliminary results regarding employability and further study.

 

External Evaluation (adult education and training)

As part of the implementation of the New Opportunities Initiative, a study of NOI Evaluation – adults was commissioned by National Qualification Agency I. P. (ANQ, I.P.) and entrusted to a team of researchers from the Universidade Católica Portuguesa (from 2009 to 2010), focussing on two major fields of current adult education and training policies:

  • The first evaluation area was geared towards the production, processing and analysis of indicators regarding the achievement of strategic objectives for adults and operation of New Opportunities centres;
  • the second evaluation area includes the monitoring and self-evaluation of the network and the performance and degree of organisational maturity of the New Opportunities centres and the adult qualification system as a whole.

The study highlights recommendations to address future challenges related to the New Opportunities centres, such as:

  • Reducing waiting times between enrolment and first reception action of receiving and referral and then until the beginning of the qualification process;
  • streamline referral procedures for training provision outside centres via coordination between supply and demand;
  • maintaining high standards in qualification processes, considering the Charter of Quality, Key-competences reference framework and existing technical and methodological guidelines for the different phases of the competence acquisition and certification process.

In 2012, a study was conducted on the performance of adult graduates in the employment market. Split into two studies, this evaluation, which was conducted by Instituto Superior Técnico (IST) in response to a request from the National Qualification and Vocational Education Agency (Agência Nacional para a Qualificação e o Ensino Profissional - ANQEP, I.P.) sought to assess the performance of adults in the process of Recognition, Validation and Certification of Competences (RVCC), on adult education and training courses (EFA) and certified modular training in the employment market, considering two aspects, employability and salaries.

 

External Evaluation – Training Centre of Schools Association (continuous training of teachers)

The legal diplomas related to the continuous training of teachers and with the tasks of the Training Centres of School Associations (CFAE) establish that the external evaluation of these training facilities is the responsibility of the Inspectorate-General of Education and Science (IGEC).

The improvement of the quality of teaching is associated to the improvement of the quality of teachers’ performance, and so continuous training has an essential role on their professional development.

With the deployment of the external evaluation of CFAE, with an experimental action ongoing in a Training Centre, IGEC aims to:

  1. To promote the quality of continuous training, identifying strengths and priority areas to improve the work of the Training Centres;
  2. to instigate the articulation of continuous training with the goals of educational policies, allowing the teachers’ professional development and the improvement of the teaching quality;
  3. to potentiate the CFAE and schools’ endogenous resources in the production of quality training, based on the identified priorities;
  4. to contribute to continuous training regulation, endowing those responsible for the education publication policies and for the CFAE’s administration with pertinent information.

 

Supervision of Education and Training Provision (young people and adults)

Between 2009 and 2011, the then National Qualification Agency I. P. (ANQ, I.P.) paid around one hundred supervision visits to training institutions teaching dual certification courses for young people and adults, including vocational schools and public upper-secondary schools.

Supervision visits took place during a day and were based on an information collection model which included the following items:

  • School organisation (definition of provision network, coordination structures, learner guidance and recruitment);
  • curriculum management (planning, stakeholders, evaluation and training in a work context);
  • pedagogical management (strategies, teaching resources, evaluation tools);
  • human resources management (recruitment needs and training of teaching teams);
  • facilities management (suitability of physical facilities and premises and materials used in training).

In 2011, 20 regional Reflection on Adult Education and Training meetings were held, involving the Regional Education Authorities and the Institute of Employment and Vocational Training (Instituto de Emprego e Formação Profissional - IEFP). Schools and vocational training centres also participated, who shared their practices, focussing on strengths, constraints and strategies to overcome them.

The methodology of these meetings focussed on the presentation of the practices of training bodies regarding relevant themes (for example, integrative activities, the Reflective Learning Portfolio, assessment) and the debate and presentation of other practices by participants. These meetings produced a Summary Report/systematisation of good practices and essential questions.

Following on from the supervision visit evaluation reports, the document “Support Recommendations for the Organisation and Operation of Qualification Provision” was drawn up and made available online on the National Qualification Agency I. P. (ANQ, I.P.) site for training bodies to consult.

According to Decree-Law no. 92/2014, 20th June, vocational schools should implement quality assurance systems for training processes and their students’ results. These systems should be coordinated with the European Quality Assurance Reference Framework (EQARF). As it is the responsibility of ANQEP to organise, supervise and support the implementation of quality assurance systems, ensuring they conform with the EQARF model, a specific action plan was designed for this purpose.