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Portugal:Quality Assurance in Early Childhood and School 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


School Assessment

Among others, and according to Law no. 31/2002, 20th December, the evaluation of the non-higher system of education has the following aims:

  • To frame information about the way the education system works available to local, regional and nationwide educational administrations;
  • to ensure educational success;
  • to guarantee the credibility of the educational establishments’ performances and education’s standard of commitment;
  • to value the role played by the various members of the educational community. 

The assessment of schools is carried out according to two categories: in-house evaluation (self-evaluation) and external evaluation. In-house evaluation is carried out by the school itself, while external evaluation is done by the IGEC.

 

Internal/self-evaluation of schools

School self-evaluation is compulsory. It is an instrument whereby the school’s progress and accountability are examined, an annual written report on the activities and the (financial) management accounts drawn up (Law no. 31/2002, 20th December and Decree-Law no. 75/2008, 22nd April, amended by Decree-Law no. 137/2012, 2nd July).

The school’s self-evaluation report is an in-house document where an evaluation is made of the degree to which the School’s Educational Project has been complied with, including the activities that were held, the school’s organisation and management, the school outcomes and the provision of educational services.

The non-higher education system has its own regulations and makes self-assessment compulsory, where it is “permanently developed with the support of the government’s educational services”.

Self-evaluation has the following referential aspects: 

  • Degree to which the school’s education projects has been complied with;
  • level of carrying out activities that help to develop the school;
  • performance of the school’s administration and management bodies;
  • success at school;
  • putting into practice a culture based on cooperation among members of the educational community. 

The three school bodies located at the level of the school’s leadership, management and administration are responsible for carrying out the internal evaluation: the General Council, the Director and the Pedagogic Council.

It is the General Council’s duty to: 

  • Make an appreciation of periodical reports and approve the final report containing the Annual Plan;
  • request the information it needs from the other bodies in order to efficiently follow-up and evaluate the school and make recommendations. 

The Council may, if need be, form a permanent committee that follows up the School Cluster activities.

It is the Director’s duty to: 

  • Write and submit the Annual Report to the General Council for its approval;
  • take part in the evaluation process in terms of the teaching staff’s performance and evaluate non-teaching staff.

It is the Pedagogic Council’s duty to:

  • Take follow-up measures and evaluate the way in which its decisions and recommendations have been handled.

Each school’s in-house rules may, furthermore, refer to entities that collaborate with the Pedagogic Council and with the Director in their tasks to coordinate, supervise and follow up school activities, as well as when they evaluate the performance of the teaching personnel, namely to collaborate in the evaluation of teachers’ classroom activities.

When undertaking an evaluation of the school’s technical and pedagogical services, the schools may call upon the advice of specialists in their different fields. 

 

External Evaluation of Schools

The IGEC is in charge of the external evaluation of schools in the non-higher education. The aims of this IGEC activity are:

  • To foster learning and students’ outcomes, by identifying the strengths and priority areas for improvement;
  • to increase the school players responsibility, by validating their self-evaluation practices,
  • to enhance the participation of the school community and the local society, by disclosing better the quality work done by the schools;
  • to contribute to self-regulation in education, by providing the educational decision-makers relevant information.

The external evaluation framework contemplates 3 domains, each one with 3 fields of analysis:

  • Outcomes
    • Academic results
    • Social Outcomes
    • School community acknowledgement
  • Educational Provision
    • Planning and articulation
    • Teaching practices
    • Monitoring and assessment of learning
  • Leadership and Management
    • Leadership
    • Management
    • Self-evaluation and improvement 

The schools/school clusters are classified according to their performance in each domain through a 5 level scale: Excellent/Very Good/Good/Sufficient/Insufficient.

The assessment team is made up of two inspectors and an expert external to IGEC (a teacher in higher education or a researcher), who gathers evidence in the cluster/school for 3 or 5 days.

All schools that were evaluated are given the opportunity to comment on the external evaluation report. The evaluation reports, as well as the contradictory documents, when they exist, are available in the website of IGEC.