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Portugal:Second Cycle Programmes

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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

Branches of Study

The Master’s degree is awarded by Universities and Polytechnics and corresponds to level 7 of the National Qualifications Framework and the European Qualifications Framework.

The degree of Mestre is conferred in a specific area that may, when necessary, be unfolded in areas of specialization.

The study cycle leading to a Master’s degree includes between 90 to 120 ECTS and normally lasts between three and four semesters, or exceptionally, two semesters that include 60 ECTS, following a stable and internationally consolidated practice.

The cycle of studies leading to a Mestrado degree consists of:

  • In a specialization course, consisting of an organized set of curricular units, known as a Mestrado, which correspond to a minimum of 50% of the total number of credits of the cycle of study;
  • a scientific dissertation/thesis or an original work project, specifically carried out for this purpose, or a professional work placement which is to be concluded with a final report, under the terms established by the respective regulating standards and which correspond to a minimum of 30 credits.

In Polytechnic Education, the cycle of studies leading to a Mestrado degree must ensure predominantly that the student purchase a professional specialisation.

In University Education, the cycle of studies leading to a Mestrado degree must ensure that the student acquires an academic specialisation using research activity, innovation or deepening of professional competences.

The areas with more study cycles leading to a Master’s degree are social sciences and law, education, arts and humanities and the sciences, mathematics and ICT (the latter two predominantly in universities) and health and social protection (predominantly in Polytechnics).


Admission Requirements

Those who meet any of the following conditions may apply to the cycle of studies leading to a Mestrado degree:

  • Holders of a Licenciado degree or legal equivalent;
  • holders of a foreign academic degree awarded after following a 1st cycle of studies organized according to the principles of the Bologna Process by a State that is a participant in this Process;
  • holders of a foreign Higher Education academic degree that is recognized as meeting the goals of the bachelor’s degree by the relevant HEI body;
  • holders of academic, scientific or professional curriculum vitae that is recognised as demonstrating the capacity to carry out this study cycle by the relevant HEI body.

The specific rules regarding enrolment in a study cycle leading to a Master’s degree, such as application conditions and rules, deadlines, the selection and sorting criteria and the publishing of the number of vacancies, are defined by each HEI.

For the pursuit of studies that lead to an academic degree, within the established legal limits, Higher Education institutions, according to the procedures established by its bodies, credit:

  • The training given in cycles of Higher Education or non-degree courses in domestic or foreign Higher Education institutions, whether obtained via the organizational structure resulting from the Bologna Process or before;
  • the training given as part of Technological Specialisation Courses;
  • stand-alone courses;
  • duly verified professional experience and other training.


Curriculum

Higher Education institutions have the scientific and pedagogical autonomy to create their own study cycles, draft the respective curricula and define the purpose of courses.

For the study cycles leading to a Master’s degree in the area of teacher training basic education, the training components are legally established, as are the objectives and the relative weight of each.

The education taught, including its scientific level, is one of the parameters of the quality assessment process of the study cycles applied by the Higher Education Assessment and Accreditation Agency.

Higher Education institutions can use of foreign languages, partially or wholly, in the teaching of their study cycles, as well as in the drafting of dissertations, project work and Master’s internship reports.


Teaching Methods

Higher Education institutions, within their pedagogical autonomy, are competent to determine the teaching methods used in the cycle of studies that leads to a Master’s degree.

With the implementation of the legal regime pursuant to the Bologna Process there has been a transition from an education system based on the transmission of knowledge, to a system based on the development of student competences, where the experimental components or project work, among others, and the acquisition of multi-purpose competences, play decisive roles.

As such, the number of students’ working hours includes not only contact hours (i.e., in classrooms, laboratories, individual tuitions), but also time dedicated to internships, projects, field work, studies and assessments.


Progression of Students

Passing the year and precedence in the study cycle that leads to a Master’s degree are the responsibility of the relevant bodies of the HEI.

HEI allow their students to enrol and attend their study cycles on a part-time basis and are responsible for regulations regarding conditions for enrolment, the fee system and the validity regime, which should result in proportional application of general rules.


Employability

Within the context of social responsibility, as stipulated in the legal framework governing their operation, HEIs should support their graduates’ entry into working life, collecting and disseminating information on their career paths.

Every year, HEIs draft and publish a report which details, amongst other aspects, the employability of their graduates.

Graduates in work is one of the parameters of the quality assessment process of the study cycles considered by the Higher Education Assessment and Accreditation Agency.


Student Assessment

The rules regarding the knowledge assessment system, rules regarding the defence of dissertations, project work or internship reports are approved by the relevant HEI bodies, as part of their pedagogic autonomy.

Assessment processes, as a parameter of quality assessment of study cycles, are presented to Higher Education Assessment and Accreditation Agency regarding accreditation.


Certification

The Master’s degree is awarded to those who, after successfully completing all curriculum units on the Master’s course, the defence of their dissertation, project work or internship reports, have obtained the number of stipulated credits.

The Master’s degree is classified between 10 and 20 (pass) on a scale of 0 to 20, as well as its equivalent on the European scale grade comparability.

The degree award is registered by the relevant body of the respective Higher Education institution, and the holder of the degree certified, generally designated as a diploma, and also a course letter for those students who require one.

A diploma can also be awarded for the conclusion of the taught part of the Master’s course, provided it is no lower than 60 credits.

The award of the diploma is issued alongside a bilingual diploma supplement in Portuguese and English.