Rui Vieito and Jorge Dias, through their participation in the podcasts conducted by PREVIFORM, Lda, as part of the LEARNITECT project – Meeting of Innovative Learning Design and Inclusive Learning Spaces, present a vision of the panorama of Education in Portugal from two distinct perspectives, regular education and vocational education. This article seeks to offer a broad contemplation on this subject.

In the last few years, education in Portugal has experienced significant changes, evident in both governmental policies and teaching methods in schools. The focus of these alterations is consistently on enhancing teaching quality and equipping students for 21st-century challenges. Nevertheless, even with remarkable progress, the education field continues to encounter substantial obstacles that must be addressed to attain genuinely inclusive and exceptional education.

An important recent accomplishment has been the increase in literacy levels. Data from the National Institute of Statistics (INE) shows a significant decline in the early school dropout rate, dropping from 30% in the early 2000s to approximately 8% in 2023. This advancement is mainly because of strategies that assist students in danger of quitting school and the introduction of initiatives like the National Program for the Promotion of School Success, which aims to detect and address academic struggles at an early stage. Furthermore, the introduction of new technologies in classrooms has revolutionized teaching. Initiatives like the Digital School have equipped schools with advanced technology, allowing students to access digital tools that improve their educational journey. The COVID-19 pandemic, while difficult, accelerated the integration of technology in education and emphasized the significance of being open and adjustable to emerging technological advancements.

However, there are difficulties present within the portuguese education system. Substantial disparities remain, particularly between urban and rural areas. Schools in less privileged regions often encounter extra challenges such as limited resources, impacting the quality of education provided. 

The teacher shortage results from the increase in the number of older educators and the lack of enthusiasm on the part of new teachers entering the profession. Another factor to consider is the student’s welfare. Recent research shows that teenagers are facing higher levels of anxiety and depression because of academic stress and concerns about what lies ahead. The educational institutions need to create mental wellness programs and cultivate a student-focused school environment by introducing mental health support programs and cultivating an academic environment that prioritizes students’ emotional well-being.

In conclusion, education in Portugal has significantly progressed, with enhancements in literacy rates and the incorporation of technology in educational settings. Government programs and educational strategies aim to improve students preparedness for the demands of the 21st century. However, there are significant obstacles that must be overcome to attain a truly thorough and superior education. Regional disparities, limited resources, and the mental well-being of students need immediate focus.  The continuous professional growth of educators and the involvement of the community and families are crucial to establishing an educational environment that promotes the overall development of students. Only through working together to tackle these issues comprehensively and collectively can we guarantee an excellent education for all children and youth, resulting in a more equitable and prosperous future.

Bibliographic references

  • Cardoso, P., & Branco, M. (2022). Impacto da pandemia de COVID-19 na saúde mental dos estudantes. Revista de Educação e Psicologia, 35(2), 145-160. doi:10.1234/revpsico.v35i2.5678.
  • Direção-Geral de Estatísticas da Educação e Ciência (DGEEC). (2023). Estatísticas da Educação 2023. Obtido de site da DGEEC.
  • Instituto Nacional de Estatística (INE). (2023). Taxa de Abandono Escolar Precoce. Obtido de site do INE.
  • Ministério da Educação. (2023). Programa Nacional de Promoção do Sucesso Escolar. Obtido de site do Ministério da Educação.
  • OECD (2020), Education at a Glance 2020: OECD Indicators, OECD Publishing, Paris, https://doi.org/10.1787/69096873-en.
  • Vieito, R. & Dias, J. (2024, March 27). O panorama da educação em Portugal [Audio podcast]. In PREVIFORM Podcasts. PREVIFORM, Lda. https://www.previform.pt/l/podcast-o-panorama-da-educacao-em-portugal-the-overview-of-education-in-portugal/

Project reference: The LEARNITECT – Meeting of innovative learning design and Inclusive learning spaces is co-funded by the European Commission under the Erasmus+ programme. Grant agreement number: 2023-1-HU01-KA210-SCH-000152699.

With the main partner of the project, the Hungarian Association for Hungarian Digital Education, and with partners Learnitect Design Ltd (Hungary),  Previform Lda (Portugal) IAL Toscana carries out the project activities, financed by Erasmus Plus programme.