Plan 21|23 Escola +

Plano 21|23 Escola+

Country:

Territorial Level:

Portugal
National

ESL Europe Average in 2022:

9,6 %

Country ESL rate in 2022:

6,0 %

Policy Description:

The main aim of the Plan is to recover learning losses caused by the COVID-19 pandemic. The student’s well-being plays an important role in the whole policy.

Weblink:

Policy Body of Reference:

Ministry of Education

Time period:

2021-2023

Active/Inactive:

Active

Vulnerable Population mentioned:

Yes (the Plan refers in general to vulnerable populations affected by the COVID-19 pandemic, with one explicit mention to migrant background).

Most important Let's Care Pillar:

Safe Schools

Safe School Dimensions covered:

  • Training for teachers: in tutoring functions especially in connection with socioemotional skills.
  • Family participation in the educational process: support resources to accompany student’s educational process.
  • Identification of risks and educational needs: using specific tools to monitor academic competencies in order to detect risks.
  • Educational support: tutorial support in small groups.
  • Emotional support: teachers’ training in tutorial action especially in connection with socioemotional skills.
  • Specialized and support personnel: reinforcing multidisciplinary teams at school.
  • Make curriculum flexible: allowing different ways of organising educational content to improve the interconnections between different subjects.
  • Make the management of times and spaces flexible: giving some autonomy to schools in the organization of school calendars and classes.
  • Facilitate transitions between school stages: increasing resources to support transitions.
  • Exploration-based learning: boosting learning by doing (especially in the case of scientific knowledge).
  • Develop socioemotional skills: developing social skills and self-regulation.
  • Language support: improving the methodologies used for learning Portuguese language in the case of migrant students.
  • Expert support to inclusion: reinforcing multidisciplinary teams for inclusive education.
  • Institutional sensitivity: developing a training program for schools to improve inclusion practices.
  • Links between the school and other actors: improving the alliances with businesses.
  • After-school activities: enhancing sports activities.
  • Physical characteristics of school: renewing technological equipment.
  • Enable student participation in school: promoting participatory school budget.

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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