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Portugal:Upper Secondary and Post-Secondary Non-Tertiary Education

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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

Upper Secondary Education comprises three years of schooling (years 10 to 12) and is currently compulsory for all students aged up to 18.

The general educational aims for upper Secondary Education, are as follows:

  • To guarantee the development of reasoning, reflection and scientific curiosity, as well as the expansion of the basic elements of a humanistic, artistic, scientific and technical culture, elements that constitute an appropriate cognitive and methodological basis for further studies and access to active life;
  • to provide young people with the essential knowledge to understand aesthetic and cultural expression and to facilitate the improvement of their artistic expression;
  • to foster learning and the application of an increasingly deep knowledge based on study, critical thinking, observation and experimentation;
  • to promote young people’s interest in contributing to solve national problems and their awareness of the problems affecting the international community, on the basis of the realities of regional and national life and of the respect for the permanent values of society in general, and Portuguese culture in particular;
  • to facilitate contact with and experience of the active world, by strengthening the connections between school, active life and the community, and by stimulating the innovative and participative role of the school;
  • to foster the vocational guidance and the education of young people by means of technical and technological training with a view to their access to active life;
  • to create individual and group working habits and to foster the development of methodical reflection, open-mindedness, awareness and acceptance of others, and the capacity to adapt to change.

Upper Secondary Education is organized into diversified forms according to different aims, either focusing on access to further studies or on preparation to active life.

 

Education and Training Paths

Years of Schooling

Age

Scientific-Humanistic courses

10-11-12

15-18

Independent Courses

Professional Courses

Vocational Courses

Education and Training Courses

Apprenticeship Courses

Specialised Artistic Courses

Recurrent Secondary Education

Adults

 

The different modalities of Secondary Education have different goals and vocations:

  • The Scientific-Humanistic Courses are focused on access to higher education;
  • Independent Courses with specific syllabi offered by some private schools submitted to approval of the Ministry of Education;
  • Depending on the artistic area in question, Specialized Artistic Courses are geared towards further study (music) or both entering the workplace and further studies (visual arts, audio-visual and dance);
  • Professional Courses are designed for providing students with professional qualification to help them gain employment, as well as allowing access to further studies;
  • Vocational Courses are aimed at students that completed the 3rd cycle of Basic Education, or equivalent, with 16 years of age and that in their Secondary Education opt for a more technical approach, particularly students that are in risk of dropout;
  • The Apprenticeship Courses are initial professional training courses aimed at young people that privilege their entry in the labour market while allows them to continue studying;
  • Recurrent Education is geared towards adults who have not completed this level of education at the regular age.

Decree Law no. 139/2012 , in its latest wording, also states that, as part of the diversification of training provision, other professional education and training qualification provision can be offered, such as Adult Education and Training courses.

Recurrent education at upper-secondary level is adult education created for those who have not benefited from education at the usual age or failed to complete their studies. It aims to combat lack of success, to reduce school drop-out rates and encourage quality in learning, which are all indispensable to improving levels of student performance and qualifications, and encouraging lifelong learning.

This provision is regulated by Ordinance no. 242/2012, 10th August, which defines the organisation, operation and assessment of Scientific-Humanistic Courses in Recurrent Education. 

Decree-Law no. 42/2012, 22nd February, later incorporated into the above mentioned Ordinance, which amended the system of final grading in upper-secondary education for Scientific-Humanistic Courses in Recurrent Education for students who wish to continue their studies, without affecting the status of those who only intend to complete their upper-secondary education.

The curriculum organization is regulated by Decree-law no. 139/2012, 5th July, amended by Decree-Law no. 91/2013, 10th July and Decree-law no. 176/2014, 12th December and by Decree-Law no. 17/2016, 4th April.

 

2016-2017 Academic Year

With the aim of reinforcing and consolidating schools’ and teachers’ pedagogical autonomy, thus encouraging them to adopt differentiating measures that facilitate didactic and pedagogical solutions that improve students’ learning conditions, the Ministry of Education advocates some general guidelines to be applied from school year 2016-2017 onwards through its Regulatory Dispatch no. 4-A/2016, 16th June.

In addition to some administrative simplification measures that will be explained in the respective chapter, it seeks to value the role of single teacher classroom, as advocated in the Comprehensive Law on the Education System, ensuring the possibility of closer work between teacher and student in a globalizing approach of all curricula components. As such, the following principles are established:

  • Define rules and procedures that allow regular teamwork among teachers, such as the preparation and joint execution of teaching activities, as well as the evaluation of the learning processes;
  • Create stable pedagogical teams that follow the class through the entire cycle;
  • Implement specific moments for teachers to share and think about the pedagogical practices and of interconnection between the different levels of education;
  • Preventative intervention on factors/predictors of school failure and early leaving;
  • Promote innovation and diversification of teaching and learning methodologies;
  • Undertake close follow-up of students that change cycle and school;
  • Identify students’ integration and learning issues;
  • Undertake close follow-up of students that clearly have integration issues, a bad relationship with their peers and with teachers, and learning difficulties;
  • Adjust teachers’ timetables to the school needs that arise during the school year, whenever justified.

It is also defined that, with the objective of preventing school failure and early leaving, the school should organize vocational guidance activities at certain times of the school year that are announced to the school community in a timely fashion.