Educational Territories of Priority Intervention Programme (TEIP3

Multiannual Improvement Plans [Programa Territórios Educativos de Intervenção Prioritária (TEIP3), Plano Plurianual de Melhoria]


Territorial Level:


ESL Europe Average in 2022:

9,6 %

Country ESL rate in 2022:

6,0 %

Policy Description:

It is a Portuguese Program whose aim is to reduce early school leaving in environments of poverty and social exclusion. It is the third generation of the Program. Schools must develop a Multiannual Improvement Plan to receive the funds.


Policy Body of Reference:

Ministry of Education

Time period:




Vulnerable Population mentioned:

Yes (environments with high levels of poverty and social exclusion

Most important Let's Care Pillar:

Safe Schools

Safe School Dimensions covered:

  • Training for teachers: enhancing teachers’ professional development. -Teacher’s participation: boosting collaborative work and good practices sharing.
  • Family participation in the educational process: involving families in their child’s educational monitoring.
  • Educational support: individual and group tutoring actions.
  • Offer educational and professional guidance: helping student’s educational reorientation.
  • Make de management of times and spaces flexible: allowing variable organizations of classes.
  • Exploration-based learning: creating stimulating environments at school.
  • Develop socioemotional skills: working on social skills.
  • Institutional sensitivity: enhancing multiculturalism and tolerance.
  • Links between school and other actors: partnerships between schools and local community for an effective use of resources. –
  • Working in the school coexistence climate: working on active citizenship.
  • Enable student participation in school: allowing students’ participation in the learning process.

Methodogical Note:

More than 60 policies from 11 countries have been examined to detect the top ten most comprehensive (considering what ESL policies’ dimensions have been prioritized, what vulnerable groups are considered, and what systemic levels stand out). 
The template dimensions analysed are training for teachers; teachers’ well-being; teacher participation; family involvement in the school community; training and advice for families; family participation in the educational process; identification of risks and educational needs; early school leaving warning system; educational support; emotional support; financial support; specialized and support personnel; offer educational and professional guidance; make curriculum flexible; make the management of times and spaces flexible; individualization of learning; permeability of educational system; facilitate transitions between school stages; exploration-based learning; develop socio-emotional skills; avoid segregation; language support; expert support to inclusion; institutional sensitivity; links between school and other actors; after-school activities; working in the school coexistence climate; physical characteristics of the school; and enable student participation in school.  The vulnerable circumstances studied are gender, migrant background, ethnicity, disabilities, and non-parental care. The systemic levels considered are individual, relational, community, and political.
The whole Database is available in Excel files in this HUB in case someone would like to consult them. In these Excel files, detailed methodological clarifications can be found. Bear in mind that the Policy Database is linked to the Let’s Care project Deliverable D2.2. entitled “Policy paper: economics of early school dropout: impact assessment and policy recommendations”. Therefore, the whole explanation of the methodological criteria applied can be found in Deliverable D.2.2 Annex III.
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