PREPARACIÓN. SISTEMA EDUCATIVO PORTUGUÉS
The Portuguese education system is very centralized in terms of organization and funding. However, pre-school and basic and secondary education schools have some autonomy, namely at pedagogical level, as well as with regard to timetables and non-teaching staff management.
Higher education institutions enjoy a high level of autonomy.
Compulsory education lasts for 12 years, starting at 6 and ending at 18 years of age or with the conclusion of upper secondary education (ISCED 3).
Public education is free and universal.
There is a single professional career for teachers of all non-higher education levels, which requires candidates to have a second cycle degree (ISCED 7 – Master’s).
In the Autonomous Regions of the Azores and Madeira, the regional governments, via the respective Regional Secretariats for Education, are responsible for defining the national education policy in terms of a regional plan and managing human, material and financial resources. State-run schools are free of charge.
Stages of the education system
The Portuguese education system is divided in pre-school education (until the start of basic education), basic education (6 to 15 years old) and upper secondary education (15 to 18 years old).
Attending pre-school education is optional, recognizing the importance of families’ role in children’s education. However, it is universal for children from the year they celebrate their 4th birthday (Law no. 85/2009, 27th August, amended by Law no. 65/2015, 3rd July).
Pre-school education
Pre-school education covers children from 3 years up to the age of compulsory schooling. There is a public and a private network of pre-school education institutions, which are complementary. The public network is made up of education institutions under the ME and the MTSSS.
The private network is composed of for-profit and not-for-profit education institutions. The former are private and cooperative education institutions, while the latter are private institutions for social solidarity (instituições particulares de solidariedade social - IPSS).
Pedagogical tutelage is the responsibility of the ME, which is responsible for ensuring the pedagogical quality of teaching in the pre-school education institution network.
The main pedagogical objectives of pre-school education are:
To promote children’s personal and social development;
to foster children’s integration into diverse social groups;
to contribute to equal opportunities;
to stimulate children's overall development;
to promote expression and communication development;
to enhance curiosity and critical thinking;
to provide children with well-being and security;
to identify maladjustments, disabilities or giftedness and to encourage families to participate in the educational process.
Basic education
Basic education lasts for nine years and is divided into three sequential cycles. Each cycle should complete and build up on the previous one, within a global perspective:
The first cycle corresponds to the first four years of schooling (Grades 1 to 4);
the second cycle corresponds to the next two years (these two cycles together make up primary education) (Grades 5 and 6);
the third cycle lasts for three years and corresponds to lower secondary education (Grades 7 to 9).
The guiding principles of curriculum organisation and management aim to ensure a common general background education for all citizens, via the acquisition of fundamental knowledge and skills that allow further study.
In basic education besides general basic education pupils may attend specialized artistic courses in the areas of music and dance.
Basic education can also be concluded and certified through different paths adapted to the profile and specific characteristics of the students, such as:
Education and Training Courses;
Alternative Curricular Pathways;
Integrated Education and Training Programme.
Education and Training Courses are an opportunity to conclude compulsory schooling via a flexible path adjusted to the interests of each individual, either to pursue studies or become qualified for the labour market.
The Alternative Curricular Pathways are an exceptional measure (created in 2006) to be used when students show no progress in terms of school results, even after the adoption of measures promoting success, whose goals are school re-orientation.
The Integrated Education and Training Programme encourages competencies for citizenship and social, community and solidarity activities, based on practical and differentiated work methodology, in order to promote education and vocational development.
Upper secondary education
Secondary education lasts for three years and corresponds to upper secondary education. It is organised into different forms according to different aims, either focusing on access to further studies or preparation for working life. The permeability between these two paths is guaranteed.
The different types of provision of upper secondary education have different goals and vocations:
Science-humanities courses are geared towards further studies in higher education;
Vocational courses are oriented to the professional qualification of the students in order to enter working life. These courses offer dual certification and provide access to post-secondary education or higher education.
Specialised artistic courses are geared towards further studies (music) or oriented for both entry in working life and further studies (visual and audio-visual arts and dance).
Programme-specific courses (science-technology courses) are dual certification courses with specific syllabus provided by some private schools. They offer basic scientific and cultural education, as well as technical training that teaches professional skills;
Education and training courses are an opportunity to complete compulsory schooling through a flexible and tailored course that meets the interests of the students, either to pursue further studies or to obtain specific training to be qualified for working life;
Apprenticeship courses allow students to obtain a school and professional certification, geared towards the labour market and pursuing studies in higher education;
Upper secondary recurrent education is geared towards adults who have not benefited from education at the usual age or failed to complete their studies.
Fuente: Eurydice
Higher education institutions enjoy a high level of autonomy.
Compulsory education lasts for 12 years, starting at 6 and ending at 18 years of age or with the conclusion of upper secondary education (ISCED 3).
Public education is free and universal.
There is a single professional career for teachers of all non-higher education levels, which requires candidates to have a second cycle degree (ISCED 7 – Master’s).
In the Autonomous Regions of the Azores and Madeira, the regional governments, via the respective Regional Secretariats for Education, are responsible for defining the national education policy in terms of a regional plan and managing human, material and financial resources. State-run schools are free of charge.
Stages of the education system
The Portuguese education system is divided in pre-school education (until the start of basic education), basic education (6 to 15 years old) and upper secondary education (15 to 18 years old).
Attending pre-school education is optional, recognizing the importance of families’ role in children’s education. However, it is universal for children from the year they celebrate their 4th birthday (Law no. 85/2009, 27th August, amended by Law no. 65/2015, 3rd July).
Pre-school education
Pre-school education covers children from 3 years up to the age of compulsory schooling. There is a public and a private network of pre-school education institutions, which are complementary. The public network is made up of education institutions under the ME and the MTSSS.
The private network is composed of for-profit and not-for-profit education institutions. The former are private and cooperative education institutions, while the latter are private institutions for social solidarity (instituições particulares de solidariedade social - IPSS).
Pedagogical tutelage is the responsibility of the ME, which is responsible for ensuring the pedagogical quality of teaching in the pre-school education institution network.
The main pedagogical objectives of pre-school education are:
To promote children’s personal and social development;
to foster children’s integration into diverse social groups;
to contribute to equal opportunities;
to stimulate children's overall development;
to promote expression and communication development;
to enhance curiosity and critical thinking;
to provide children with well-being and security;
to identify maladjustments, disabilities or giftedness and to encourage families to participate in the educational process.
Basic education
Basic education lasts for nine years and is divided into three sequential cycles. Each cycle should complete and build up on the previous one, within a global perspective:
The first cycle corresponds to the first four years of schooling (Grades 1 to 4);
the second cycle corresponds to the next two years (these two cycles together make up primary education) (Grades 5 and 6);
the third cycle lasts for three years and corresponds to lower secondary education (Grades 7 to 9).
The guiding principles of curriculum organisation and management aim to ensure a common general background education for all citizens, via the acquisition of fundamental knowledge and skills that allow further study.
In basic education besides general basic education pupils may attend specialized artistic courses in the areas of music and dance.
Basic education can also be concluded and certified through different paths adapted to the profile and specific characteristics of the students, such as:
Education and Training Courses;
Alternative Curricular Pathways;
Integrated Education and Training Programme.
Education and Training Courses are an opportunity to conclude compulsory schooling via a flexible path adjusted to the interests of each individual, either to pursue studies or become qualified for the labour market.
The Alternative Curricular Pathways are an exceptional measure (created in 2006) to be used when students show no progress in terms of school results, even after the adoption of measures promoting success, whose goals are school re-orientation.
The Integrated Education and Training Programme encourages competencies for citizenship and social, community and solidarity activities, based on practical and differentiated work methodology, in order to promote education and vocational development.
Upper secondary education
Secondary education lasts for three years and corresponds to upper secondary education. It is organised into different forms according to different aims, either focusing on access to further studies or preparation for working life. The permeability between these two paths is guaranteed.
The different types of provision of upper secondary education have different goals and vocations:
Science-humanities courses are geared towards further studies in higher education;
Vocational courses are oriented to the professional qualification of the students in order to enter working life. These courses offer dual certification and provide access to post-secondary education or higher education.
Specialised artistic courses are geared towards further studies (music) or oriented for both entry in working life and further studies (visual and audio-visual arts and dance).
Programme-specific courses (science-technology courses) are dual certification courses with specific syllabus provided by some private schools. They offer basic scientific and cultural education, as well as technical training that teaches professional skills;
Education and training courses are an opportunity to complete compulsory schooling through a flexible and tailored course that meets the interests of the students, either to pursue further studies or to obtain specific training to be qualified for working life;
Apprenticeship courses allow students to obtain a school and professional certification, geared towards the labour market and pursuing studies in higher education;
Upper secondary recurrent education is geared towards adults who have not benefited from education at the usual age or failed to complete their studies.
Fuente: Eurydice
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