Transcript PORTUGAL - Tallinn

PORTUGAL
AZAMBUJA
40 KM LISBON
LOCAL AUTHORITIES
The democratic organisation of the Portuguese State allows for the existence of local
authorities. The local authorities are collective territorial institutions with representative
bodies, whose aim is to promote the interests of their respective populations.
Whether in mainland Portugal or in the regiões autónomas of the Azores and Madeira, the
local authorities are, at one and the same time, the municipality and the parish
.
The local authorities have their own assets and financial resources, and their organization
and functions are governed by law
.
Local power is concerned with the populations' own, common and specific interests,
namely:
LOCAL AUTHORITIES
The administration of its own assets and those under its jurisdiction;
Development;
Public supplies;
Public hygiene and basic sanitation;
Health;
Education and teaching;
Protection of children and senior citizens;
Culture, leisure and sports;
The defense and protection of the environment and the quality of life of the respective
population;
Civil protection.
Education
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Pre-school educational centres;
Ensino básico schools;
Residences and accommodation centres for students of ensino básico ;
School transport;
Complementary activities at pre-school and ensino básico levels (social
school action and occupation of leisure time);
Equipment for basic adult education.
Culture, leisure time and sports:
Cultural centres, libraries and municipal museums;
Cultural, rural, and urban heritage;
Camping sites;
Facilities and equipment for the practice of sport and other recreational
Health.
With regard to the decentralisation of competencies, it is also the
responsibility of the municipalities to provide for, in the area of
education, the construction, adaptation, maintenance, furniture, certain
didactic material, and the running expenses of pre-school and 1st cycle of
ensino básico establishments.
FORMAL EDUCATION
Transfer of the management of non-teaching staff to municipalities
School Social Action: implementation of social and educative support measures as
management of the school canteens, student insurances...
Construction, maintenance and furnishing of school buildings
School Transport
Pre-School Education: acquisition of teaching materials, non-teaching personnel
management…
Curriculum enrichment activities: activities to be performed outside school hours
and teaching music, foreign languages...
TARGETS 2009
To extend fundamental education,
including all people of the appropriate
age, until the end of secondary-level
education and training, motivating
everyone under the age of 18, including
those already working, in the direction of
educational or vocational training routes.
To extend pre-school education to all
children of appropriate age and
consolidate the reach of nine years of
ensino básico, which means re-investing
in the national network of nursery
education, consolidating the mechanisms
for inclusion and combating failure in
ensino básico.
To take a qualitative step forward in
terms of size and structure of adult
education and training programmes.
This requires particular attention to
the specific needs of working adults
without equivalent to 9th grade
qualifications.
TARGETS 2009
To change the way the educational
system and resources are developed
and organized, viewing them from
the point of view of general public
interest and particularly from the
viewpoint of students and families.
To inculcate the culture of
assessment and accountability in all
of the aspects of the education and
training system: assessment of
performance of students and the
national curriculum; assessment of
teaching staff; assessment of schools
and technical support services
according to results, efficiency and
equity.
Special types of school education
Special education;
Vocational education;
Recurrent education
Distance-learning;
Portuguese teaching abroad.
Self-evaluation in Schools
Degree of implementation of the school education project;
Degree of implementation of activities that contribute to the
development of the school;
Performance of the boards responsible for the administration
and management of schools;
School success;
Effective collaboration culture between the members of the
education community.
IGE - external assessment of schools
 process that precedes the signing of autonomy
agreements with teaching establishments. This
process identifies the strengths and weaknesses, as
well as the development opportunities for each
school. These factors can contribute to the
construction improvement plans for schools. From
this position come the classifications and
recommendations for schools that allow them to
prepare autonomy agreements.
Assessment areas
Results (academic success, civic participation, behaviour and discipline)
Educational service provision (coordination, sequentiality,
monitoring of teaching practice in the classroom, support)
School organisation and management (resource management,
participation of the educational community, equity)
Leadership (vision and strategy, motivation, openness to
innovation, partnerships)
Ability to self-regulate (self-assessment, sustainability of the
process)
Reform of the first cycle in Portugal
Reorganisation and redeployment of the school network
Generalisation of full-time school and access to curricular enrichment activities
Government funding of school meals and transportation
Programmes for in-service training for teachers of Mathematics, Portuguese
language and Experimental Science teaching
Definition of curriculum orientations, establishing minimum hours dedicated to
the teaching of the core subject areas of the curriculum
School administration and management bodies
General Council: strategic senior management body, responsible for defining the
guidelines of school activity and ensuring the involvement and representation of the
educational community
Headmaster: administration and management body of the school, or school
cluster, in the educational, cultural, administrative, financial and patrimonial areas
Pedagogical Council: body responsible for pedagogical coordination and
supervision, defining the pedagogical direction of the school, or school cluster,
namely in the pedagogic/didactic and student guidance and monitoring fields, as
well as in supervising the initial and continuing training of teaching and nonteaching staff;
Administrative Council: body responsible for discussing and taking decisions on
administrative and financial matters.
GENERAL COUNCIL
Body responsible for defining the guidelines of school
activities.
The educational community is represented in it (parents,
teachers, students, non - teaching staff and representatives
of different institutions and organizations or of economic,
cultural, scientific and social activities…). The General
Council passes the regulations of internal regime, the
strategic decisions and the planning (The Educational
Project and the General Annual Plan). It has competencies
to elect and dismiss the head teacher who must present
before the General Council the results of his management
of the school.
GERAL COUNCIL
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7 TEACHERS
4 PARENTS
2 PUPILS
2 NON TEACHING STAFF
3 MUNICIPALITY
3 COMMUNITY
MUNICIPAL BOARD OF EDUCATION
Coordinates education policy at municipal level, coordinating the actions of
education players and social partners, and proposes adequate measures to
promote greater efficiency and effectiveness in the educational system.
At municipal level, the education chart is the instrument used for the planning
and organization of the education network, with the aim of improving education,
teaching, training and culture, promoting school clusters in a context of
administrative decentralization, reinforcement of the management models, and
enhancement of the role of educational communities and schools’ educational
projects.
MUNICIPAL BOARD OF EDUCATION
Teachers public/ private each level
Municipality
Social security
Employment
Sport and youth
Other educational institutions
Parents
Security forces
Ministry of education