This page was last modified on 4 April 2017, at 11:14.

Portugal:Support Measures for Learners in Adult Education and Training

From Eurydice

Jump to: navigation, search

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

Definition of the Target Group(s)   

People with disabilities

The right for children and young people to enjoy special education measures as part of compulsory education and special educational needs is enshrined in the Education Act - Law no. 49/2005 and Decree-Law No. 3/2008, 7th January.

In Portugal, compulsory education involved 9 years of schooling or learners would have to be 15 years old when leaving. From 2009 onwards, compulsory education was increased to 12 years of schooling or for learners up to the age of 18, where parents or legal guardians are bound to enrol children and young people in schools of the Ministry of Education (ME).


Foreign nationals living in Portugal

Having become an important aspect of contemporary societies, migratory movements have increasingly posed the challenge of finding a political model able of ensuring freedom and respect for the rights of every individual and group, regardless of their origin and subsequent growing social, linguistic and cultural diversification.

As such, talking about integration implies talking about citizenship, the right of having rights (civil, political and social), the democratic respect for pluralism, tolerance based on reciprocity and sharing, in order to build a more cohesive, just and humane society.

From this perspective, providing the individual migrant with knowledge of the language of the country is a responsibility of the host society, in order to give security when relating to others, in expressing themselves (what they think, feel, want, disagree about ...) and understanding others, because the right to equality and citizenship involves understanding the language and the culture underlying it, in different social contexts, in the various interpersonal relations there that are established via linguistic and non-linguistic action.


People without 1st cycle of Basic Education

A significant part of Portuguese adults still do not have the basic competences to access qualifications such as Adult Education and Training courses, Recognition, Validation and Certification of Competences and Certified Modular Training.

It is important to create training strategies that allow these adults to acquire the basic competences necessary to take courses where they can acquire greater skills and certification, as well as learning the skills of greater autonomy, self-study and cooperative work.

The acquisition of these basic competences assists access to further training and qualifying paths, therefore contributing to social integration and increasing employability levels.


The Unemployed

In accordance with measures taken to consolidate and improve the Portuguese population’s standard of qualifications, in particular the unemployed, improving their employability profile, Dispatch no. 17658/2010 determined that unemployed citizens registered at IEVT employment centres with qualifications lower than the 12 year of schooling, not attending an NQS course and whose employability profile is inappropriate for available job vacancies, should be referred to the New Opportunities Centres national network.


Specific Support Measures

People with disabilities

Recent legislation establishes measures for the inclusion of pupils with special educational needs on education and training pathways. In relation to primary education, measures include:

  • Temporary establishment of homogeneous groups in terms of school performance in main subjects, taking into account school resources and relevance of the different situations; 
  • in exceptional and justified conditions, the adoption of different paths, such as alternative curricular paths and integrated education and training programmes tailored to learner profiles and characteristics;
  • referral to a vocational or educational path after the redefinition of their school career, as a result of the opinion of monitoring and guidance teams and with the commitment and agreement of parents or legal guardian.

For upper-secondary education, measures include:

  • Referral to educational provision tailored to the learner's profile, after the redefinition of their school career, resulting from the opinion of the monitoring and guidance teams;
  • implementation of a modular system, as an alternative to the regular education curriculum for learners aged 16 and over.

The learner’s training path has change via portability or equivalence systems operating under yet-to-be regulated terms.

Dispatch no. 29176/2007, 21st December was published as part of opportunities for lifelong education, training and work. This legislation establishes the guiding principles of access for persons with disabilities to the Recognition, Validation and Certification of Competences (RVCC) process leading to academic qualifications, as well as a range of adult education and training provision organised according to the key competencies references framework for adult education and training.

Following the publication of Dispatch no. 29176/2007, 21st December, a working group coordinated by the National Qualification Agency (NQA) was set up and overseen by the Assistant Secretary of State for Retraining, which consisted of representatives from the Institute of Employment and Vocational Training (IEVT), the Directorate General for Innovation and Curriculum Development (DGICD) and the National Institute for Re-training (NIR), to design a reference tool for people with disabilities that would allow them access to adult education and training provision and RVCC processes.

For the creation of this reference tool, protocols were signed with New Opportunities Centres geared towards accommodating and development of recognition, validation and certification of competences (RVCC) people with disabilities.

As a result of this work, the Methodological Guide for Persons with Disabilities Gaining Access to Recognition, Validation and Certification of Competences (RVCC) process – Primary Education Level was published in May 2009. This represented a special instrument that supported the operationalisation of the Recognition, Validation and Certification of Competences process acquired through formal, non-formal and informal ways, tailored to the specific demands of these sections of the population.

In 2010, the National Strategy on Disability 2011-2013 was approved via the publication of the Council of Ministers Resolution no. 97/2010, 14th December. This legislation stipulates a set of measures to combat discrimination and improve living conditions of people with disabilities, impacting on vocational training, employment and lifelong qualification, in which the training frameworks and respective vocational profiles tailored to people with disabilities are included in the National Qualifications Catalogue (NQC).

These training paths, which aim to help people with disabilities increase their qualifications, facilitating employability and promoting lifelong learning, include a training component for integration, a technological training component, a practical training component and a basic training component structured according to the Methodological Guide for Persons with Disabilities Gaining Access to Recognition, Validation and Certification of Competences Process – Primary Education Level. They are tailored to people with disabilities of various kinds, such as sensory, physical, mental or multiple disabilities, and last between 2,900-3,600 hours.

The training sessions are organised by the Institute of Employment and Vocational Training (IEVT) as public employment service that conducts vocational retraining in conjunction with the NQVEA and the Retraining Bodies Federations, with the retraining bodies also being training bodies.

Currently, the NQC includes 22 qualifications in 13 education and training fields, which correspond to level 2 vocational profiles tailored to people with disabilities indicated below:

  • Geriatrics Officer/agent;
  • Administrative Assistant;
  • Family and Community Support Assistant;
  • Joiner/carpenter;
  • Tailor Couturier;
  • Cook;
  • Caretaker;
  • Waiter/Waitress;
  • Upholsterer;
  • Car mechanic;
  • Service mechanic;
  • Farm Worker – Horticulture/Fruit Growing;
  • Cabinetmaker;
  • Warehouse worker;
  • IT Operator;
  • Gardener;
  • Print finisher;
  • Confectioner – Baker;
  • Spray Painter;
  • Panel beater;
  • Metalworker;
  • Groom.


Foreign nationals living in Portugal

Implementing the provisions of Ordinance no. 1262/2009, a set of 11 Portuguese for Speakers of Other Languages STTUs was integrated into the National Qualifications Catalogue, in order to meet the needs of foreign nationals living in Portugal. The STTUs for elementary users cover levels A1 and A2 of language proficiency, while STTUs for independent users cover B1 and B2 levels of language proficiency.

The courses are organised by establishments on the public teaching network and the Institute of Employment and Vocational Training centres and taught by teachers working in the area of Portuguese teaching, preferably with specific training in teaching Portuguese as a foreign language or second language, or by trainers duly certified in the same field.


People without 1st cycle of Basic Education

Ordinance no. 1100/2010 establishes the conditions for a training programme that teaches basic skills in reading, writing, calculation and the use of information and communication technologies, taught in training units and geared towards adults who want to improve their qualifications.

The curricula of the Basic Competences training programme is divided into 6 STTU of 50 hours each, which are integrated into the NQC:

  • Reading and writing (initiation);
  • Reading and writing (further study);
  • Reading and writing (consolidation);
  • Calculation (initiation);
  • Calculation (further study);
  • Information and Communication Technology (awareness-raising).

The programme sessions have a duration ranging from 150 to 300 hours depending on the goals of each project and group characteristics, and are organised by public schools, overseen by the MEC, and IEVT vocational training centres, managed directly or via protocol.


The Unemployed

According to this legislation, it was NQA’s responsibility to ensure that the New Opportunities centres:

  • Receive and enrol unemployed citizens from employment centres, directing them to the most appropriate courses for their profile, motivations and needs, fulfilling the technical procedures of giving advice and guidance defined for the reception, analysis and referral stages;
  • ensure that the RVCC processes leading to partial or total certification are undertaken, when these paths are considered the most suitable for candidates (resulting from analysis and referral);
  • provide the employment centres with all the information necessary to comply with the Personal Employment Plan, whether it is the result of the monitoring of qualification paths undertaken at the New Opportunities Centre itself, or the result of monitoring via the IETPMS of qualification paths undertaken in other ways and by other bodies.