PORTUGAL

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PORTUGAL
2004 - 2005
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CAUSES OF DROPPING SCHOOL

• - Structure of National Production
• A lot of small enterprises (up to 10 workers)
• Employers that have attended only 4 years at
  school and are not interested in hiring employees
  with a higher Degree of Education (graduation)
  than themselves.
• - Families with economical problems the youth
  are a labour force enabling profits.
• - Myth/Belief The best way to learn is to work.
  If you work, youll learn

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IN THE NORTH OF PORTUGAL

• Poverty
• Social differences
• Child Labour or Hidden one
• Increasing of Unemployment because of the closing
  up or relocating enterprises

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SOME DATA ABOUT DROPPING OUT SCHOOL, LEAVING
SCHOOL TOO EARLY AND FAILURE

• There is a connection between failure and
  dropping out.
• Generally, failure precedes the dropping out.
• Repeated failure and a strong attraction for a
  professional activity, still possible to young
  people without education.
• In Portugal - 48 of youth from 18 to 24 out of
  school and having a job
• Media of the European union countries 34

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Dropping out school at an early age (early
leaves) Youth from 18 to 24 years old that
havent concluded the Upper Secondary School and
that arent attending school
In different areas of the country it varies
between 32,6 and 73,9 .
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Conclusion of the Secondary School for youth
(upper secondary) rate of the population of 25
64 that have at least the 12 th Form concluded.
Failure ratesThe worst rates 12 th Form
more than half the students havent concluded.
10 th Form 1 in 3 students fails
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SUPPORTIVE MEASURES
National Plan to prevent students from dropping
out(Ministry of Education and Ministry of Social
Security and Work)

• Plan to prevent the dropping out school and the
  system of professional learning of students who
  have less than 25 years and haven't concluded
  their studies or students that didn't get a
  degree, similar to the secondary school.

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Main measures

• To enable the Integration at school Support the
  Development and Promote Success
• To have a tutor - to identify and support
  children at risk
• Teacher's training on subjects such as Education
  to Prevent Risk of Dropping Out and How to handle
  with the Behaviour in the classroom
• Educational helps in Portuguese and Maths

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• Plan of promotion of Portuguese language, not as
  a mother tongue,
• - Plan to promote reading and writing
• - Specific Plan for Teaching and Learning
  Maths,
• Program After Classes Support and Financial Aid
  to extra curricular activities sports in
  school, support to learning, civic
  participation, leisure,
• Program Parents at School motivation of parents
  and families to get involved with the school.

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• To give an useful meaning and vocation to school
• More professional and technological learning
  (level III)

• A net of public schools with innovative
  educational projects Level II and Level III
• Campaign to call back to school those who have
  dropped out school in the last year of each
  degree
• Recognition, validation and certification of
  adult skills
• Connection between school and enterprise.

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• To value, in social terms, the School and the 12
  years at school
• To incur responsibility to parents and families
  in what concerns compulsory education
• To incur responsibility to employers in what
  concerns hiring under-age employees and to
  qualify workers

• A global and articulated politic measures
  evolving all the agents public , private and
  social sectors Ministries, Local authorities,
  enterprises, social security institutions,
  associations for local development independent
  organisations value, in social terms, the School
  and the 12 years at school

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Experienced measures in the region of Braga
(north of Portugal), with a high rate on dropping
out of school Plan to prevent students from
dropping out

• Support in housing for students that stand in
  need of help
• Support in school transport
• Meals at the canteens
• Offering books
• Support to young mothers to enable them to attend
  school (timetable and evaluation periods adapted
  to their needs, support in taking care of the
  child.
• 3rd hour for the form teacher

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AGRUPAMENTO VERTICALEUGÉNIO DE ANDRADE
PARANHOS SCHOOL
COMPULSORY EDUCATION
2004/2005
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THE SCHOOL

• Foundation year 1979/80
• Compulsory education (pupils between 10 and 15
  years of age).
• School association Nowadays it is the head
  school of a vertical grouping named Eugénio de
  Andrade (after the name of one of the most
  celebrated and living poets of the city)..

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EDUCATIONAL POLICY AND THE SCHOOL COMMUNITY

• EDUCATIONAL POLICY

• Directed towards the educational success
• Based on the principles of
• equality
• equity
• inclusion

SCHOOL COMMUNITY
Parents association it moves parental
participation in different organs and
activities. Teachers staff basically stable.
About 130 teachers. Other staff about
20. Pupils A heterogeneous population of about
730 pupils.
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EDUCATIONAL ASSISTANCE (The concept)
Except for the superior one, it embraces all
levels of education

• - Officially, the concept is included in the
  Portuguese Basic Law for the Educational System
  and other specific laws.
• - Locally, it reflects itself in some school
  projects
• Educational project it institutes the equality
  of opportunities and its realization.
• School curricular project it establishes the
  different curricular responses.
• Class curricular project it determines the
  specific response to each student

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EDUCATIONAL ASSISTANCE (school specialized
services)

• Educational Assistance Group it comprehends
  specialized teachers and other specialists.
• Psychology and Guidance Service with the
  assistance of a psychologist, it detects,
  evaluates and studies the problems.
• Other services social support (books, class
  material and meals) study rooms activities for
  curricular complement),

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EDUCATIONAL ASSISTANCE (target students)

• Students with special needs (either handicapped
  or very gifted students).
• Foreign students.
• Students with repeated failures.
• Social and cultural underprivileged students.

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EDUCATIONAL POLICY AND THE SCHOOL COMMUNITY
Since its foundation, the school includes a
number of pupils with special educational needs
(after behaviour problems, physical handicaps,
blindness, deafness, and others) who already
disclosed learning difficulties from their
arrival.
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EDUCATIONAL POLICY AND THE SCHOOL COMMUNITY

• Educational response for most of these students
  with special educational needs
• Individual evaluation of the level of curricular
  competence and finding out of the learning
  conditionings.
• Integration in regular classes.
• Awakening of the teachers (of these classes) to
  the need of promoting the adaptation of the
  regular curricula strategies, activities,
  contents.
• Use of specific educational resources whenever
  necessary.
• Pedagogic and psychological support
• Enlargement or adaptation of didactic material
• Adequacy of the evaluation system

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EDUCATIONAL POLICY AND THE SCHOOL COMMUNITY
Eventually we have learned that for a small
number of the students with development problems
(mentally handicapped pupils mainly) this
response was insufficient. Thus in 1993/94 we
have officially designed a proposal with an
open and flexible spirit - for the creation of
alternative (functional) curricula. They started
being implemented in 1994/95. A support room
providing primary education - was also created
then.
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EDUCATIONAL POLICY AND THE SCHOOL COMMUNITY

• ALTERNATIVE CURRICULA SUPPORTING PHILOSOPHY

• the recognition of the right to be different
• the guarantee of everyones right to educational
  success
• the imperative of a right response to individual
  needs
• the preparation (of the pupils) for the
  integration in society

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Deaf Education Group
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DEAF Education Group

• TOTAL INTEGRATED LEARNING
• Groups of 20 students deaf and hearing-
  together in all subjects
• Supplementary pedagogical support in some
  subjects

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DEAF Education Group

• PARTIAL INTEGRATED LEARNING
• Deaf and hearing always together in areas such as
  P.E. (Physical Education), Drawing,
  Handicraft, Project Work and Civic Training
• Separated from the hearing in subjects such as
  Portuguese, History
• Special individualized program
• Presence of an interpreter of Portuguese Sign
  Language whenever feasible

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DEAF Education Group

• MIXED INTEGRATED LEARNING
• Mixed model groups with deaf and hearing
  always together in subjects such as P.E. ,
  Drawing, Handicraft, Project Work and Civic
  Training
• Separated or together in activities scheduled
  by both teachers (the teacher of the deaf and of
  the hearing)

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DEAF Education Group

• GOALS
• Communicative competencies / development of
  literacy (book awareness)
• Development of study and research habits
• Integration in school and in society
  understanding of civic concepts and on the role
  of the citizen
• Transition to secondary schools / professional
  careers
• Knowledge in the use of computers
• Family involvement with the students education

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THE STUDENTS OFFICE
Filipa de Vilhena Secondary School
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1.1 PROVIDING PERSONAL ASSISTANCE

• The main purpose of our Students Office is to
  set a timetable that allows the discussion of
  subjects that usually worry the students, such as
  problems related to personal and social
  relationships, doubts about sexuality, drugs,
  conflicts with parents, plans for the future,
  vocational guidance, etc

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1.1 PROVIDING PERSONAL ASSISTANCE

• Through this project we give students the
  opportunity to talk to adults that ensure
  availability, openness, confidentiality and
  trust. When the teachers that are in charge of
  the Office feel unable to help the students,
  these are directed to specialised structures that
  may help them.

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1.1 PROVIDING PERSONAL ASSISTANCE

• This project aims to support the students.
  Parents, however, have also often asked for help.

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1.2. DEVELOPING STUDYING HABITS

• As we have noticed that academic failure is often
  deeply related to the lack of studying habits,
  all the students that come to our school for the
  first time answer a questionnaire at the
  beginning of the school year, which gives us
  useful information about their habits. The
  results of each class/ form are then carefully
  analysed so that we can identify the problem
  areas where the teachers intervention is more
  necessary.

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1.2. DEVELOPING STUDYING HABITS

• This questionnaire is given by the form teacher,
  analysed by the teachers in charge of the
  Students Office and the results are reported to
  the other teachers so that they can plan suitable
  activities as regards the development of studying
  techniques. These data are shared with the
  parents in a session about study management.

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1.3. PROMOTING SOLIDARITY CAMPAIGNS

• Through the Students Office we also try to
  mobilise the school-community to sensitise the
  students to the humanitarian problems experienced
  inside and outside our country.

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1.4. INTERACTION WITH THE PARENTS

• Besides supporting the students in individual
  sessions, we also organise public sessions for
  the parents.

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1.5.INTERACTION WITH THE OTHER MEMBERS OF THE
SCHOOL-COMMUNITY

• All the activities implemented by the Students
  Office involve all the teachers, namely the form
  teachers. We have also tried to involve the other
  school personnel (caretakers, etc), who have been
  playing a more and more important role in the
  students personal growth.

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PROJECT GODPARENTS AND GODCHILDREN

• Bearing in mind the difficulties of integration
  into a secondary school experienced by very young
  students, we promoted a series of initiatives
  that aimed to enable an easier and more balanced
  integration of our 7th Form students.

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PROJECT GODPARENTS AND GODCHILDREN

• Thus, each 7th Form class the godchildren-
  was adopted by a 12th Form class the
  godparents. Throughout the school year the
  older students supported their young protégés and
  participated with them in organised activities
  and, informally, in their daily school life.