Communication made at the II International Forum on Teacher Education at the Federal Kazan University

1. The Role of LifeLong Learning
in the Creation of a European
Knowledge-Based Society
Anabela Mesquita
CICE - ISCAP / IPP and Algoritmi Research Centre
Portugal
sarmento@iscap.ipp.pt

2. Anabela Mesquita
Director of a research centre
Editor-in-Chief
Associate Editor
Coordinator of European projects
b- learning
web 2.0 / social media and innovation
MOOC
Anabela Mesquita
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3. Agenda
 Introduction
 Portuguese situation
 Educational System
 Educational attainment and the labour market
 Lifelong learning
 Exchange of students
 Human resources in higher education
 Challenges ans reflections 
Anabela Mesquita
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4. Introduction
New skills
New knowledge
New abilities
>> Prepare knowledgeable and skilled citizens to be able to
continuously learn and develop skills (students)
>> Act as knowledge producers with lecturers and researchers
teaching and investigating (teachers and researchers)
>> Development of the society by transferring knowledge to
companies and helping innovation (society)
How is this done in practice? How is performance being assessed
Globalization
New needs
Inadeqaute education
Anabela Mesquita
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5. Portuguese situation
Anabela Mesquita
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6. Higher education
in Portugal is
divided into two
main subsystems:
• university and
• polytechnic edu
cation.
Bachelor
Master
PHD
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7.  Vacant places at HEI are offered by each institution (numerus clausus)
approved by the government and additional vacant places are
offered through
 other extraordinary admission processes for sportsmen,
 mature applicants (over 23 years old),
 international students,
 foreign students from the Lusosphere,
 degree owners from other institutions,
 students from other institutions (academic transfer),
 former students (readmission),
 and course change, which are subject to specific standards and
regulations set by each institution or course department.
 Oldest university - University of Coimbra founded in 1290.
 Largest university, by number of enrolled students - University of
Porto - with approximately 28,000 students.
 IPP (Porto) – biggest Polytechnic (around 20 000 students)
 ISCAP – more than 128 years
Special
contingency
representing 20%
of the overall
number of
numerus clausus
Anabela Mesquita
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8. Educational attainment
 Although educational attainment among older generations is far lower in Portugal
than in other OECD countries, the country caught up in recent years and has
achieved the highest increase in educational attainment between generations
 55 to 64 years – 23% attained at least upper secondary education
 25 to 34 years – 65% attained at least upper secondary education
 Educational attainment is uneven
 Population without lower secondary education – 36% (below OECD average)
 Population with a master’s degree or higher – 17% (OECD average – 11%)
 Educational attainment makes a difference in the labour market
 Unemployment rate for 25-64 with below upper secondary – 14,8%
 Upper secondary – 12,6%
 Tertiary education – 8,9%
EurostatAnabela Mesquita
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9.  Men and women in Portugal who have attained tertiary education earn, on average,
68% more than those with only upper secondary education
 First time graduation rates for Portugal are on pair with or above the OECD
average at bachelor’s, master’s level and doctoral programmes, at 36%, 20% and
1,7% respectively
 Overall, 43% of young adults in Portugal are expected to graduate at from at least
one tertiary programme – below OECD (50%).
Anabela Mesquita
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10. Educational attainment
Some figures
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11. Total number of
persons who are
enrolled in tertiary
education (including
university and non-
university studies) in
the regular education
system in each
country.
Eurostat 2012
Anabela Mesquita
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12. Total number of persons who are enrolled in tertiary education (including university and non-university studies) in
the regular education system in each country. (2012) (not %)
Provides an indication of the number of persons who had access to tertiary education and are expected to
complete their studies.
12
Eurostat 2012

13. 340
350
360
370
380
390
400
410
2001 2002 2003 2004 2005 2006 2007 2008 2009 2010 2011 2012
Portugal
Total number of persons who are enrolled in tertiary education (including university
and non-university studies) in the regular education system in Portugal (2001 – 2012)
Anabela Mesquita
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Eurostat 2012

14. 340
350
360
370
380
390
400
410
2001 2002 2003 2004 2005 2006 2007 2008 2009 2010 2011 2012
Portugal
Birth rate
Evolution in the number of persons who are
enrolled in tertiary education
Although the decrease in the birth rate we are attracting more and more people to higher education.
We are na old population with more and more old people.
http://www.pordata.pt/Portugal/Indicadores+de+envelhecimento-526
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Eurostat 2012

15. Lifelong learning
Some figures
If we are getting older, are we learning more at a later stage of our life?
Prepare for active citizenship
Increase employability
Lecturers – increase outcomes and
performance quality
Anabela Mesquita
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16. Lifelong learning - persons aged 25 to
64 who stated that they received
education or training in the four
weeks preceding the survey
Anabela Mesquita
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Eurostat 2012

17. Lifelong learning - persons aged 25 to 64 who stated that they received education or training in the four
weeks preceding the survey (numerator).
The information collected relates to all education or training whether or not relevant to the respondent's
current or possible future job.
(2015) (%)
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18. 0
2
4
6
8
10
12
14
1992 1993 1994 1995 1996 1997 1998 1999 2000 2001 2002 2003 2004 2005 2006 2007 2008 2009 2010 2011 2012 2013 2014 2015
Portugal
Lifelong learning evolution in Portugal between 1992 and 2015
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19. Students exchange
Some figures
Anabela Mesquita
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20. Students studying in another country
(sending) OUT
Inflow of students
(receiving) IN
It includes only the EU/EEA/Candidate countries and the nationalities corresponding to these countries. Countries do not have details of the numbers of their home students studying abroad. For a given nationality, the
number of students studying abroad is calculated by summing the numbers provided for this nationality by the receiving countries. The lack of data on the distribution of students by nationality in some countries leads to
underestimation of the values.
20
Eurostat 2012

21. 0
2
4
6
8
10
12
14
16
18
20
2001 2002 2003 2004 2005 2006 2007 2008 2009 2010 2011 2012
Portugal
Mobilities OUT
(1000)
0
2
4
6
8
10
2001 2003 2004 2005 2006 2007 2008 2009 2010 2011 2012
Portugal
Mobilities IN
Anabela Mesquita
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22. Lecturers career and development in
Portugal
Anabela Mesquita
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23. The teaching profession
 Lower levels of education –
teachers are better paid in
Portugal than in most OECD
countries
 Higher levels of education –
trend is reversed (teachers are
not so well paid)
Public expenditure on education
Anabela Mesquita
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Eurostat 2012

24. Career and requisites
 Polytechnic
 Professor Adjunto
 Professor Coordenador
 Professor Coordenador Principal
 PhD or being an expert
 Selection – invitation to tender
 Duties – pedagogical, research
and management
 Performance assessment
 University
 Professor auxiliar
 Professor associado
 Professor catedrático
 PhD
 Selection – invitation to tender
 Duties – pedagogical, research
and management
 Performance assessment
Anabela Mesquita
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25. Performance assessment
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26. Pressures to change HE
 Social demands – youngsters need a different preparation to enter job market
 Knowledge as information transmission is outdated – we need to invest in critical
thinking, autonomy, creativity, capacity to change
 Unsuccessful rate in HE is not only students’ fault. We need to look also to the way
we teach, pedagogical approaches, methodologies. The gap between classroom
and life outside school is bigger and bigger. Look at technologies…
 Need to introduce new pedagogical methodologies
 Diversity of students in HE
 Internationalisation of HE
Changes / challenges
Lifelong Learning
Increase quality of HEAnabela Mesquita
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27. By law, the performance of lecturers should be
assessed by a regulation approved by each
educational institution
Criteria may be different from one institution to
another although there is some common
understanding about what and how it should be
assessed.
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28.  Pedagogical – pedagogical activities, pedagogical
performance; pedagogical innovation and valorisation;
production of pedagogical material; coordination and
participation in pedagogical projects; supervision of
students (includes the assessment made by students. This is
done by a questionnaire)
 Organizational / Management – belonging to board councils,
management of curricular units; coordination and
management of programmes of studies; participation in
juries, other similar activities
10 % HE extension
15% Organizational
35% Pedagogical
35% Research
Dimensions to be assessed28

29. Research – scientific, cultural or technological
production, recognition by the community and
society; coordination and participation in
projects (scientific, cultural, technological);
coordination, leadership and dynamic of
research activities, development of research
means and infrastructure
HE extension – services to the community;
actions of scientific, cultural and technological
dissemination; publications of scientific,
cultural or technological dissemination;
training activities for the community;
knowledge transfer
10 % HE extension
10% Organizational
40% Pedagogical
35% Research
Dimensions to be assessed
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30. 10% Organizational
60% Pedagogical
30% Research (includes HE
extension – Transfer of
Innovation)
ISCAP
Only 3 dimensions. Lecturers have to define
their own profile – more pedagogical, more
researcher or more manager. BUT all
dimensions need to exist. Minimum is 10% in
one of the dimensions
Lifelong
learning
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31. 3 professions at the same time
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32. Examples
ISI, SCOPUS, etc.
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33. Challenges…
All the requisites described are forcing
lecturers to change, to adapt, to be more
competitive, to continuously learn,
contributing to a knowledge society
(lifelong learning)
This continuous learning contributes to
improve the quality of learning outcomes
Anabela Mesquita
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34.  How to cope with all these changes and pressures?
 How to teach, research, offer services to the community and
be a manager, all at the same time?
 How to remain competitive? How to be professional?
 How to get published in good journals, attend good
conferences (meaning with indexed proceedings)? How to get
cited?
 How to get involved in projects? International projects? And
get funds for these projects?
 How to find money to do all these activities?
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35. Not easy and sometimes without a
clear solution
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36. Publish
Organize conferences
market
Participate in european networks
www.Space-network.org
Juries
Classes
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37.  Work more, more committed
 Select activities, conferences, journals (indexed?)
 Work in teams, groups – divide workload
 Look for partners, in particular abroad
 Build trust around you. Make the others to will working with
you (this takes time)
 Promote your work. Do some personal marketing
 Be very organized
 Manage your time (essential)
 NEVER STOP LEARNING
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38. Choose a job you love, and you will
never have to work a day in your life.
Confucius
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39. Спасибо
Thank you
sarmento@iscap.ipp.pt
https://pt.linkedin.com/in/anabelamesquita
http://orcid.org/0000-0001-8564-4582
ResearcherID: B-3353-2008
Scopus Author ID: 55441402600
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40. Anabela Mesquita
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