02 SES 08 C, Looking Forward: Challenges to VET
The vocational and training education have become “a priority field of educational policy” (Marques, 1993), with Portugal admission l in the European Community in 1986. In this juncture is published that same year the basic law on the education System, allowing an original Education System, among other vocational training, responding to the urgent need for measures that would permit the use of funds allocated to education/vocational training for students that have finish compulsory education (at that time of 9 years), granted even before the drafting and approval of educational Development Program for Portugal (PRODEP). This new vision of education based on the successful inclusion of young people in an competitive and now extended job market with guaranteed quality, duration and formal recognition by a diploma and informal through the employers of their training area.
Therefore are created the conditions for the (re) appearance of Portuguese vocational education (VE)in vocational schools by Decree-Law 26/89 of 21 January, which “represented one of the most profound, massive, meaningful and promising innovations in the Portuguese educational scenery(...)“(Marques, 1993). This law regulates the legal status of these schools and stipulates the organization of courses "preferably in units of variableextent, combined with each other, according to progressively higher levels of education and professional qualification" (Marques, 1993).
However, the policy production of the VE has been marked in the last three decades by the constant and successive changes in educational policies that result from the alternation of governments of the Social Democratic Party and the Socialist Party.By its importance two moments stand out: the reform of 2004 and 2012. In 2004, Decree-Law nº 74/2004 of 26 March that, in addition to regulate this reform, outlines strategies for "getting results, effective and sustained on training and qualification of Portuguese youngest for the arising challenges of contemporaneity and the development of personal and social requests", to increase learning quality, and also combat failure and early dropout from school and increasing compulsory schooling to 12 years.
Referred to as a "model of success", with high completion rates and low dropout, vocational courses become part of the training supply of all schools with secondary education, ending its almost exclusively in vocational schools (95%).Ordinance nº 550C dated May 21 approving creation, organization and management structure of the curriculum, and learning vocational courses evaluation and certification at secondary level, regardless of the legal nature of education and training institutions that are offered, however without compromise ever the curriculum modular organization .
In 2012 there’s a new investment in vocational education justified by the country socio-economic issues and a commitment to competitiveness, employment and economic growth, making it a priority to increase the number of young professionals who follow the pathways of secondary vocational education, to encourage linkages between the various private promoters, in a financial rationalization logic, creating an integrated system of school and vocational guidance and ensure greater coordination between schools and companies, in order to disseminate jobs and students skills.
In this communication we will address in particular how different contexts teachers, vocational schools and secondary schools, public and private education, have incorporated the pedagogical and methodological principles associated with this teaching model - a modular structure throughout these three decades and how they have developed, adapted and adjusted, its pedagogical, scientific - technological and relational skills to empower teaching perform, exposed in various documents and decrees produced by the Ministry of Education since 1989, motivated by the need to overcome the difficulties and doubts of the pedagogical directions and the teachers themselves, in relation to teaching method implementation in different school contexts.
ALVES, J. (1990). Avaliação dos processos de funcionamento das escolas profissionais. Inovação, 3, 53-66. ANTUNES, F. (2004). Globalização, europeização e especificidade educativa portuguesa: a estrutura global de uma inovação nacional. Revista Crítica de Ciências Sociais 70, 101-125. AZEVEDO, J. (1991). Educação Tecnológica. Anos 90. Porto. Edições ASA. AZEVEDO, J. (2002). O fim de um ciclo? A Educação em Portugal no início do século XXI. Porto. Edições ASA. AZEVEDO, J. (2009). O ensino profissional: analisar o passado e olhar o futuro. Universidade Católica. Lisboa AZEVEDO, J. (2010). Escolas profissionais: uma história de sucesso escrita por todos. Formar, 72, 25-29. CORREIA, J. A. (2000). Da Educação Tecnológica ao Ensino Profissional - Os Mitos dos Discursos Vocacionalistas. A página da Educação N.º 94, Ano 9, Setembro. GRÁCIO, S. (1998). Ensinos técnicos e política em Portugal. Coleção Estudos e documentos Instituto Piaget. MARQUES, M. (1993). O Modelo Educativo das Escolas Profissionais: Um Campo Potencial de Inovação. Lisboa. EDUCA MINISTERIO DA EDUCAÇÃO – GETAP (1991) Novos Rumos para o Ensino Tecnológico e Profissional in Actas da conferência Nacional. Edições Afrontamento. Porto. MONTALVÃO e SILVA, J., SILVA, A., E FONSECA, J. (1996). Relatório de avaliação do sistema das escolas profissionais. Lisboa: Ministério da Educação. NACEM – Orvalho, L., Graça, M., Leite, E., Marçal, C., Silva, A. & Teixeira, A. (1992). A estrutura modular nas escolas profissionais. Quadro de inteligibilidade. Porto: GETAP-ME. NACEM – Orvalho, L., Graça, M., Leite, E., Marçal, C., Silva, A. & Teixeira, A. (1993). Estrutura modular nas escolas profissionais. Porto: GETAP-ME. Legislation Decreto-Lei n.º 26/89. D.R. n.º 18, Série I de 1989-01-21 Decreto-Lei n.º 70/93. D.R. n.º 58, Série I-A de 1993-03-10 Decreto-Lei n.º 4/98. D.R. n.º 6, Série I-A de 1998-01-08 Decreto-Lei n.º 397/88. D.R. n.º 258, Série I de 1988-11-08 Decreto-Lei n.º 74/2004. D.R. n.º 73, Série I-A de 2004-03-26 Portaria n.º 797/2006. D.R. n.º 154, Série I de 2006-08-10 Decreto-Lei n.º 139/2012. D.R. n.º 129, Série I de 2012-07-05 Decreto-Lei n.º 91/2013. D.R. n.º 131, Série I de 2013-07-10 Despacho Normativo n.º 194-A/83. D.R. n.º 243, Suplemento, Série I de 1983-10-21 Lei n.º 46/86. D.R. n.º 237, Série I de 1986-10-14 Portaria n.º 423/92. D.R. n.º 118, Série I-B de 1992-05-22 Portaria n.º 1243/90. D.R. n.º 300, Série I de 1990-12-31 Portaria n.º 550-C/2004. D.R. n.º 119, Suplemento, Série I-B de 2004-05-21 Portaria n.º 74-A/2013. D.R. n.º 33, Suplemento, Série I de 2013-02-15
00. Central Events (Keynotes, EERA-Panel, EERJ Round Table, Invited Sessions)
Network 1. Continuing Professional Development: Learning for Individuals, Leaders, and Organisations
Network 2. Vocational Education and Training (VETNET)
Network 3. Curriculum Innovation
Network 4. Inclusive Education
Network 5. Children and Youth at Risk and Urban Education
Network 6. Open Learning: Media, Environments and Cultures
Network 7. Social Justice and Intercultural Education
Network 8. Research on Health Education
Network 9. Assessment, Evaluation, Testing and Measurement
Network 10. Teacher Education Research
Network 11. Educational Effectiveness and Quality Assurance
Network 12. LISnet - Library and Information Science Network
Network 13. Philosophy of Education
Network 14. Communities, Families and Schooling in Educational Research
Network 15. Research Partnerships in Education
Network 16. ICT in Education and Training
Network 17. Histories of Education
Network 18. Research in Sport Pedagogy
Network 19. Ethnography
Network 20. Research in Innovative Intercultural Learning Environments
Network 22. Research in Higher Education
Network 23. Policy Studies and Politics of Education
Network 24. Mathematics Education Research
Network 25. Research on Children's Rights in Education
Network 26. Educational Leadership
Network 27. Didactics – Learning and Teaching
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