Portuguese School Portuguese School SystemSystem

Portuguese School Portuguese School SystemSystem

Some reflectionsSome reflections

João Proença

Introduction

• The Portuguese educational system covers:

• Pre-school education – not compulsory

• School education– Includes basic (compulsory), secondary,

higher education and extra-curricular education

The state is responsible for

• General policy• Educational law• National Curriculum guidelines (2001) • Publication of educational materials• Nationally coordinated examination• Assessment of schools• Teacher education and in-service

training• School development -funding

Introduction

Pre-school education

•For children between the age of 3 and the start of basic education (6 years)

•Attendance it’s optional

•The state doesn’t have, the necessary number of kinder garden for all the children yet.

Aims:• Stimulate the children’s skills, and

encourage their development.• Promote integration in different social

groups• Develop expressive and communication skills• Encourage hygienic and healthy habits• Detect early signs of dysfunctions, special

gifts,…• …

Pre-school education

• It's universal, compulsory and free of charge and directed to children aged 6 and 15 years.

• It lasts 9 years and is spread over 3 cycles: – 1st cycle – for 4 years – one teacher– 2nd cycle – for 2 years – 8/9 teachers– 3rd cycle – for 3 years – 10/11 Teachers

Basic education

Basic educationBasic education

The latest major change in the act, 1986.

9 years of schooling , 6-15 years. 180 school days each year . 25-27 lessons a week. National Curriculum guidelines. A school for all - inclusive education.

SEN Ethnical minorities

Basic education

The aim of the compulsory education in Portugal is not only to impart knowledge, but also to promote personal development.

Great emphasis is placed on developing practical skills and aptitudes, on creativity and critical evaluation.

The school is based on humanistic and democratic ideals and aims to promote values like tolerance and freedom of thought, equal status, equality of responsibility and participation in decision-making.

The pupils are supposed to learn cooperation on the one hand and independence and personal responsibility on the other.

Leads to the diploma of basic education

A school for all: A school for all: inclusive educationinclusive education

Pupils with disabilities. Pupils with learning difficulties.

Pupils whose 1st language is not the Portuguese language.

e.g. in our school

Pupils with learning difficulties.Pupils with learning difficulties. integrate a class with specific curriculum.

promote basic skills. develop practical training connected with professional world. Give a strategic importance to the curriculum integration of ICT (SL/RC)

Different organisation of the teachers of the class

Basic recurrent or second- chance

education

It is a special type of schooling which is available for those who

did not complete basic education at the usual age of school

attendance (up to 15)

Basic recurrent education

• Basic recurrent education has the same objectives and leads to the same diploma as regular basic education, although it adopts study plans and methods appropriate for its target users

• In some cases recurrent basic education also provides a certified vocational training component

Secondary education

•For pupils who have completed basic education•Lasts for 3 years

•Not compulsory (but the state intends to extends the compulsory education up to 12 years schooling

Secondary regular education is arranged into:

• General courses, for pupils who want secondary level instruction, with a view to pursue higher education studies.

• Technological courses, for pupils who want an intermediate level vocational qualification that gives access to the labour market. (Level 3 qualification)

Secondary education

Recurrent (second-chance) education is a special type of schooling which is available for those who did not complete secondary education at the usual age of attendance (up to 18)

Recurrent secondary education has the same objectives and leads to the same diploma as regular secondary education, although it adopts plans and methods appropriate for its target users.

Recurrent Secondary education

Higher education

Higher education comprises university education and polytechnic education

Access –Is submitted to number restrictions (numerus clausus) and admission is done by competition. students must have a diploma of secondary education and do exams in specific subjects

University education

Leads to the following degrees:• Licenciado, after a course of four or

five years.• Mestre, a process lasting a total of two

years, including a specialized course and presentation of a dissertation.

• Doutor, through the preparation and presentation of a thesis.

Polytechnic education

Provides theoretical and practical scientific knowledge with a view to professional activities.

The following degrees are attributed in polytechnic education:

Bacharel, in courses lasting for three years;

Licenciado, in courses lasting four or five years.

New developments in basic education after

1986

• A school for all • A different kind of schools (EBI)• Promoting the schools Autonomy

towards a better response to local education needs

New developments in basic education after

1986

• Offer some autonomy to schools to build the schools curriculum

• New subjects are introduced Project work, Citizen education, Supported-study

• Recognized the ICT as a very important tool for students and teachers

Curricular Class Project as a strategy for new learning styles

New developments in basic education after

1986

Curricular class project

Class

characterizati

on

Skills National Curriculum

Different Different subject subject classesclasses New curricular areas

ICT

• Strategic instrument of organizing Students’ knowledge acquisitions

• Team project made by all the class staff, under the class tutor’s supervision

Home 2

Analyse:

• Individual folders

• students’ reports

• SEN reports

• Non integrated students

• Non-accomplished previous learning

home3

National Curriculum

• Specific Skills (Different Subjects)

• Information Skills/ Instrumental Skills

• Social Skills

Home 4

• Define global strategies (different subjects)

• Plan the work to be developed at curricular areas• Ensure curriculum integration of ICT

• Identify and build up evaluation instruments

Working in co-operation/ Sharing experiencies

home 5