Education is the top priority in public policy. That comes from our awareness that decades of falling behind can only be made up through efforts by both the government and society. Developing education and training, improving citizens qualifications and investing in people all require a deep commitment from society.

Portugal's knowledge and learning society is being constructed through a process which calls for improvement in the quality of basic education, with the aim of establishing a culture of initiative, responsibility and active citizenship; broader and more diversified initial training of young people, through the establishment of a secondary curriculum which prepares them better for working life, investing in qualification, the relevance of training, and the productivity and greater employability of the generations to come; promotion of true lifelong learning, with a view to ongoing education and the recognition of skills acquired, and the creation of the conditions for the development of the information society.

The intention is that the abstract architecture of the system should be counterbalanced by the view of the school as a scene for learning relations, for the acquisition of knowledge and transmission of wisdom, understanding, tolerance and mutual respect.

This is the sense in which education, as a top priority, meets the need for human development in the world and in a Europe where mobility and complexity are the characteristic features of social relations and in which innovation and knowledge are the essential factors in progress. Education for all, the building of an educating or learning society, putting value on lifelong learning and the relevance of learning and skills, high-quality basic education and a secondary education with closer ties to active life, higher education for greatest possible number in the best conditions, heavy investment in scientific rigour, in technology and in the arts - these are some of the fundamental points upon which to build.

Starting from low on the qualification ladder, Portuguese society now faces the need to continue its substantial efforts of the past decade. This means first, by setting up the national system of pre-school education, which has allowed the rate of pre-school registration to rise from 58% in 1995 to 77% in 2003; secondly by adding value to basic and secondary education, and consolidating higher education, enhancing teaching as a career, providing teachers with ongoing training and establishing a culture of evaluation, both institutionally and in the context of teaching, knowledge and learning.

School Attendance and Qualification

The changes in the educational system of the 1990s required a qualitative improvement in the qualification of the education network. As a result, the school registration rate for 18-year-olds rose from 45% in 1991 to 62% in 2001 and the percentage of the population with secondary and higher education rose over the same period from 6.3% to 10%. At the same time, the percentage of 18 to 24-year-olds not attending any level of education fell from 64% in 1991 to 45% in 2001.

These trends were helped by the consolidation of nine years' minimum compulsory schooling, the implementation of interministerial programmes against school failure, and the growing weight of services in the Portuguese economy, which brought greater importance to the competences and skills of the active population and the responsibilities of the educational system, notably at secondary level.

It is also important to note the ever-closer correlation between the evolution of the system and the available social and economic options. Community living, the articulation with decisions by businesses and other economic players, the need for coordination between education, training and employment policies, the balance between scientific progress and understanding the importance of technology - between theory and practice - all this requires us to invest in the human factor as an irreplaceable resource.

Looking to the future, the fundamental aims are to improve the quality of basic and secondary education, and to promote a knowledge-based information society.

The educational system

The Portuguese educational system comprise pre-school, school and extra-school education.

Pre-School Education

This is the first step in basic education, complementing the family's educational action and addressing children from age three to the start of basic education. Attendance is not compulsory.

Pre-school education is under the pedagogical supervision of the Ministry of Education. This was not the case before 1997, when there existed two complementary systems - state and private. Since there is also some complementarity between the educational ands social functions of pre-school education, there is now also cooperation between the Ministries of Education and of Labour and Social Solidarity, thus ensuring both quality of teaching and support for parents and families. 

School Education

School education comprises basic, secondary and higher education. Basic education - universal, compulsory and free - is for nine years. It is compulsory up to the age of 15. It is free as regards tuition fees, and fees and charges for matriculation, registration and certification. Pupils can also benefit from free transport, meals and accommodation if required.

Basic Education



Basic education comprises three cycles. The first is of four years, under a single teacher, and includes «the development of oral expression, and initiation to, and gradual mastery of, reading and writing, of the notions of arithmetic and calculation, of the physical and social environment, and plastic, dramatic, musical and physical expression.» Since 2005, the teaching of English has been included.

The second cycle is of two years, organised around «interdisciplinary areas of basic learning», with, as a rule, one teacher per area. The third cycle, of three years, aims at the systematic and differentiated acquisition of modern culture in its humanist, literary, artistic, physical and sporting, scientific and technological dimensions, indispensable to entry into active life and to the continuation of studies, as well as the vocational and educational counselling which will facilitate the pupil's choice of further education or an immediate start to working life.

Secondary Education

Secondary education lasts three years. It is not just the continuation of studies, but comprises formal studies in areas oriented towards working life, notably in vocational, technological and cultural areas. The positive piloting of vocational schools, which teach for both the secondary diploma and level III vocational certification, resulted in the decision to extend this form of education to the state sector in order to provide training with greater relevance and an easier entry into active life - by coordinating the educational and vocational training policies..

Special education, adult education, distance learning, Portuguese education abroad, and vocational training all constitute «special forms of school education». There are also education and training courses and «recurrent education» for those who have passed the age for attending basic and secondary education.

In this same area of concern, the «New opportunities» initiative, launched in December 2005, aims to strengthen the vocational component of secondary education. The aim is to involve a further 650 000 young people in technical and vocational courses, with the aim that by 2010 half the available secondary school places correspond to this segment. At the same time, it aims to provide training for those already working but with low levels of achievement, and to give qualifications to a million working people by 2010.

The government also promotes the spread of the Portuguese language around the world through teaching in the Portuguese communities abroad.

Portuguese Higher Education System



The Portuguese Higher Education system is organised according to the binary model, of university and polytechnic education. 

The network of public higher education covers 14 universities, 5 university schools, 15 polytechnic institutes and 9 polytechnic schools. Some universities integrate polytechnic schools.

The network of private higher education institutions covers 14 universities, 33 university schools 2 polytechnic institutes and 56 polytechnic schools.

For a comprehensive list of Portuguese Higher Education Institutions check: http://www.naricportugal.pt/NARIC_EN/Education+Systems/Institutions/

The Portuguese higher education system is currently undergoing a profound reform. This objective is part of a European-wide strategy for the modernization of higher education institutions promoting the knowledge-based economy and society.  At Government’s request, the OECD presented at the end of 2006, an evaluation report of the national higher education system. This evaluation sought to define the challenges and opportunities within an international perspective. A series of measures have been introduced in the last two years for the fulfillment of the Bologna process; to widen access to higher education, particularly to new audiences; to guarantee quality evaluation; and to modernize and internationalize higher education institutions.  

For further information on the reform of the Portuguese Higher Education system check: http://www.mctes.pt

Bologna in Portugal: a system fully integrated in Europe

The approval of the legislation for the implementation of the Bologna three- cycle degree structure was concluded in March 2006.  The majority of Portuguese higher education institutions adopted the Bologna study cycle structure, the European Credit Transfer System (ECTS), and the Supplement to the Diploma. More than 80% of higher education courses for 2007-2008 will be organised according to these standards.

All students graduating in 2007 will receive a Diploma Supplement issued both in Portuguese and English. This Diploma is accordingly to the format adopted by the EU, Council of Europe, and UNESCO.

The reorganisation of the Portuguese higher education system foresees and stimulates the organisation of study programmes, as well as the attribution of combined degrees between national and international institutions.

Portugal has ratified the Lisbon Convention on the Recognition of Qualifications Concerning Higher Education in the Europe Region. The Portuguese NARIC (National Academic Recognition Information Centre) is fully operational.

The legal framework for the recognition of diplomas is being altered. This will enable the automatic recognition of foreign academic degrees of similar level and objectives to their Portuguese counterparts.

For more information on the Bologna Process check: http://www.dges.mctes.pt/Bolonha

For more information on National Academic Recognition check: http://www.naricportugal.pt/NARIC_EN

Student Enrolment and Participation

A main feature of the Portuguese higher education system has been its significant growth. The number of students in higher education grew from 30,000 in the 60’s to about 400,000 in the year 2000.  The enrolment growth rate is unsurpassed among comparable OECD members. The increase in the number of PhD has also been very significant.

About 24% of higher education students receive direct state support in the form of scholarships. The support to students enrolled in private higher education institutions is mostly provided though scholarships, while public higher education students also benefit from other schemes such as subsidized meals, housing and sport activities.

Portuguese students participate actively in the Erasmus program. Furthermore, there is a growing trend in the number of outgoing and incoming Erasmus students. Portugal received      4,745 incoming students in 2005/06. Students came mostly from Spain (28%), Italy (16.5%), Germany (9%), Poland (8.2%) and France (5%). The 4,312 Portuguese Erasmus students went mostly to Spain (25%), Italy (18%), France (7.3%), Poland (6.2%) and Holland (6%).

For more information on the number of students enrolled and degrees conferred check: http://www.estatisticas.gpeari.mctes.pt/index.php

For more information on student welfare services check: http://www.associalensinosuperior.pt

For more information on the Erasmus and other Lifelong Learning programmes check: http://www.socleo.pt

For more information on Erasmus eligible institutions check: http://eacea.ec.europa.eu/eei/index.jsp

Higher Education and Research

Most research in Portugal is carried out in research centers or laboratories affiliated to public universities. Between 1996 and 2006, the number of new PhDs attributed or recognized by Portuguese universities has doubled from 608 to 1,273.   The number of PhD researchers working in research units associated with universities has also been increasing since the 1990s, almost doubling since 2002 (from around 6,200 in 2002 to 10,100 in 2006). Independent panels of international experts have been carrying out quality assessments of all research centers since the mid 90s. This has had a significant impact on the quality and productivity of national research.

Check  http://www.eracareers.pt for useful information on mobility of researchers.

Internationalising Higher Education

The Ministry of Science, Technology, and Higher Education initiated in 2006 a series of innovative international partnerships in higher education and science & technology, promoting the development of integrated research and education programs focused on new technologies. The aim is to improve productivity and entrepreneurship through a range of education, research, and technology transfer measures promoting innovation.  The mobility of students, staff and researchers is also contemplated.

The Ministry of Science, Technology, and Higher Education initiated in 2006 a series of innovative international partnerships in higher education and science & technology, promoting the development of integrated research and education programs focused on new technologies. The aim is to improve productivity and entrepreneurship through a range of education, research, and technology transfer measures promoting innovation.  The mobility of students, staff and researchers is also contemplated.

The assessment report conducted by the Massachusetts Institute of Science for a future MIT-Portugal collaboration concluded that “ the excellence of the research identified in Portuguese research centres throughout the assessment exercise recommends that MIT foster joint ventures with Portuguese institutions. Also, the commitment of the Portuguese Government to strengthening science and technology and to promote international collaborations in higher education and in science and technology is making Portugal an interesting place for doing research and a relevant partner for future joint ventures in the emerging knowledge-based, globalized economy”.

So far agreements have been signed with the Massachusetts Institute of Technology (MIT), Carnegie Mellon University, University of Austin in Texas, Harvard Medical School, in the USA, and Fraunhofer Geselschaft in Europe, with the setting up of the first Fraunhofer Institute outside Germany. Collaboration in education and research covers various fields including: Engineering and Management, Information & Communication Technologies, Biomedics sciences, Nanotechnology, Biotechnology, Advanced Manufacturing and Logistics. The Programme with Carnegie Mellon University will also establish a virtual institute for Information and Communication Technologies (ICTI), while the partnership with UT Austin involves the combined implementation of an International co-laboratory for Emerging Technologies, and the establishment of a network to stimulate the commercialization of science & technology activities through University Technology Enterprise Networks (UTEN).

For more information on international partnerships check: http://www.cmuportugal.org
http://www.mitportugal.org
http://www.utaustinportugal.org
http://www.mctes.pt