portuguese school system
TRANSCRIPT
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