1. Priority Intervention Educational Areas
Programme
Escola Superior de Setúbal, 30th May 2016

2. PREVENTING AND TACKLING
EARLY SCHOOL LEAVING
IN PORTUGAL

3. ESL Rate in 2014
Figure 2: % of population aged 18 to 24 with at most lower secondary
education and not in further education or training (Eurostat, April 2015)

4. EVOLUTION OF ESL RATE IN EU
Figure 3: ESL Rate (18-24 years olds) between 2005 and 2014 (Eurostat, April 2015)

5. EXTERNAL FACTORS
Facilitators:
 Reduction demand for low skilled workers in economy -
recession
 coordination with social/ welfare system (RSI, etc)
Barriers:
 Economic crisis (family income)
 Economic crisis (cuts on public spenditure for Education)
 Grade repetition rate
 Early warning systems not in place
 Lack of alternatives for second chance education

6. MAIN MEASURES AND PROGRAMMES IN PLACE
Priority Intervention Educational Areas Programme (TEIP)
Alternative Curriculum Paths (PCA)
Integrated Programe of Education and Training (PIEF)
Vocational Courses
50%
40,1%
46,6%
43,6%
45%
38,3%
28,3%
18,9%
Artistic and Professional Courses (upper secundary level)
Education and Training Courses (CEF)
9 years of compulsory schooling
12 years of
compulsory
schooling

7. Priority Intervention Education Areas Programme (TEIP)
Alternative Curriculum Paths (PCA)
Integrated Programe of Education and Training (PIEF)
Vocational Courses
12 years of
compulsory
schooling
50%
40,1%
46,6%
43,6%
45%
38,3%
28,3%
18,9%
Artistic and Professional Courses
Education and Training Courses (CEF)
9 years of compulsory schooling
KEY STRATEGIES TO REDUCE ESL IN PT
• Mandatory school age
• Education and Training - Vocational courses
• Diversification of curriculum pathways
• Multidisciplinary teams
• Targeted intervention in deprived territories

8. PRIORITY INTERVENTION EDUCATIONAL
AREAS PROGRAMME

9. TEIP BACKGROUND
1996:
TEIP
 Promote educational inclusion
2006:
TEIP2
 Tackle ESL
 Promote educational success
2012:
TEIP3
 Tackle ESL
 Promote educational success
 Quality of the learning outcomes

10. Target schools
Located in disadvantaged areas (social and economically…)
Objectives
- Promote educational inclusion and educational success
- Prevent and tackle absenteeism and ESL
- Improve the learning outcomes and promote the quality of the
educational paths
- Reduce indiscipline (inappropriate behaviour)
TARGET AND OBJECTIVES

11. 137 school clusters/schools
SCOPE
137
School
Clusters/schoo
ls
Norte
49
Centro
11
Lisboa e
Vale do Tejo
49
Alentejo
17
Algarve
11

12. Improvement plans
Set goals and priority actions to address problems diagnosed
Focussed on 4 main areas/domains:
IMPLEMENTATION
Support to Learning improvement
Prevention of ESL, absenteeism and
indiscipline
Management and organisation
School – Families – community
Relation

13. IMPROVEMENT CYCLE
Diagnostic
(data collection and needs
identification)
Strategical planning
(considering problems/needs
and priority target-groups)
Improvement
Actions
(Goal setting, strategies,,
indicadores e metas)
Monitoring and
Evaluation
(self-regulation mechanisms)
Reshape Action
(considering the lessons
learned)

14. IMPROVEMENT CYCLE
Critical issues
Targets
Action Plan
Training
Plan
Resources

15. Involvement
Strong top
and medium
level
leaderships Work
collaboratively
Focus on the
first levels
Innovative
approaches
Effective
evaluation
APPROACH

16. • Succes Rate
• Medium Rate
• Disciplinar
measures per
student
• Completion Rate
• % of students
with positive at
all subjects
• ESL Rate
Domain 1
External
Evaluation
Achievement
Domain 2
Internal
Evaluation
Achievement
Domain 3
Early School
Leaving
Domain 4
Indiscipline
TARGETS

17. 1st SEMESTER REPORT
Collection of the 1st term relevant data
Monitoring of the results achieved until
that point
Possible changes of the actions according
to the needs, as earliest as possible
Intends to make the improvement cycle
familiar to the clusters

18. FINAL REPORT
Deep collection of:
Results on the several domains of the
programme
Evaluation of the targets achievement, results
and process involved
Evaluation of the failures and
improvement proposals

19. SUPPORT TO SCHOOLS
• Between DGE and schools
Support and monitoring meetings
• Collaborative work between schools, DGE
Micro-Networks
• National, regional and local events
Seminars and other events
• 99% of schools have a critical friend
Educational Specialists

20. EDUCATIONAL EXPERT
SCIENTIFIC
COUNSELLOUR
FACILITATOR /
MANAGER
MEMBER OF A
NETWORKMOTIVATOR

21. Training plans
Focussed on 4 main areas/domains:
TRAINING FRAMEWORK
Management of the classroom
Collaboration and pedagogical
supervision
Monitoring and Evaluation
MaisSucesso (Success Plus)
Methodologies
Needs Impact

22. ESL RESULTS
19,9%
13,1%
11,8%
11,0%
9,9%
12,1%
14,2%
15,5%
13,4%
10,1%
7,4% 7,5% 7,7% 7,0%
9,1%
10,4%
11,2% 10,5%
0,0%
5,0%
10,0%
15,0%
20,0%
25,0%
2006 / 07 2007 / 08 2008 / 09 2009 / 10 2010 / 11 2011 / 12 2012 / 13 2013 / 14 2014 / 15
%dealunos
2nd grade
TEIP - Total
Nacional - Total
Source: Ministry of Education Database

23. ESL RESULTS
Source: Ministry of Education Database
18,5%
13,2%
12,0%
10,4%
10,0%
13,4%
14,5%
14,1%
11,6%11,6%
8,4% 8,2% 8,4%
8,0%
10,4%
11,3% 11,1%
9,0%
0,0%
2,0%
4,0%
6,0%
8,0%
10,0%
12,0%
14,0%
16,0%
18,0%
20,0%
2006 / 07 2007 / 08 2008 / 09 2009 / 10 2010 / 11 2011 / 12 2012 / 13 2013 / 14 2014 / 15
%dealunos
Basic Level
TEIP - Total
Nacional - Total

24. ESL RESULTS
Source: Ministry of Education Database
32,5%
34,6% 34,8%
32,1% 31,2%
32,3%
27,4%
26,2%
22,2%23,8%
21,6% 22,2% 22,4%
23,7% 23,8% 23,5% 24,0%
22,5%
0,0%
5,0%
10,0%
15,0%
20,0%
25,0%
30,0%
35,0%
40,0%
2006 / 07 2007 / 08 2008 / 09 2009 / 10 2010 / 11 2011 / 12 2012 / 13 2013 / 14 2014 / 15
%dealunos
Secondary Level
Scientific and Humanistic Area
TEIP - Total
Nacional - Total

25. LESSONS LEARNED
WHAT WORKS:
Prevention
 Focus on the teaching issues
 Good quality of the early interventions
 Initial and continuous professional development
 Strong and well-developed guidance systems
 Vocational/Professional education provision
 Cooperation between school and work companies

26. LESSONS LEARNED
WHAT WORKS:
Intervention
 Effective Early Warning Systems (EWS)
 Individual learning support
 Extra-curriculurar activities and out-of-school
activities
 Multidisciplinary teams
 Empowerment of families
Compensation
 Second chance paths

27. LESSONS LEARNED
WHAT DOES NOT WORK…
 Non-planned actions
 Sectorial interventions mainly focussed on school
 Focus on remediation/paliative actions
 Non-differenciated support to learners
 Focus on the deficit of students

28. LESSONS LEARNED
WHAT DOES NOT WORK…
Too much attention to well-being with lack of attention to
learning
Sociocultural animation/ intercultural mediation non focussed
“Ready to wear” CPD/ training plans
Additional human resources without specific goals
High concentration of problematic students
Lack of connection between the use of IT and the curriculum
Decisions on the Educational provision criteria
Grade repetition
Permanent homogeneous grouping

29. COMMUNICATION
Webinar:
http://webinar.dge.mec.pt/
Website DGE:
http://www.dge.mec.pt/teip

30. COMMUNICATION
Blog:
http://programateip.blogspot.pt/
Facebook:
www.facebook.com/EscolasTeip

32. EXAMPLES OF GOOD PRACTICE
“LIGHTHOUSE CLASSROOM”
Available at: www.schooleducationgateway.eu/files/esl/downloads/39_PT_Sala_Farol.mp4

33. EXAMPLES OF GOOD PRACTICE
“MICRO-NETWORK SHARING AMONG SCHOOLS”
Available at:
http://www.schooleducationgateway.eu/files/esl/downloads/49_PT_Micro_network.mp4

34. Thank you!