Courage Project – State of the Art Portugal

Carlos Gargaté School Cluster – Portugal

2016

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Index

1. National and Regional Demographic Context. 5

2. National and Regional Educational context 6
2.1. Compulsory and post compulsory education 7
2.2. Curriculum for compulsory education 8
2.3. Higher education 10
2.4. The big picture of the education field in Portugal - What works and what doesn't work -
Facts and figures 12
2.4.1. Early school leaving in Portugal - The “big picture” 13
3. European, National and Regional context for inter-agency collaboration against the
educational disengagement of young people 16
3.1. Origin and development of the term NEET 16
3.2. Characteristics and risk factors 16
3.3. The NEET condition in Europe, in 2012, and its impact on the economy and social life 17
3.3.2. Relation between qualification and employment 19
3.3.3 - Economic impact for Portugal due to the existence of a NEET population 20
3.3.4. Other impacts of the NEET condition 20
3.4 Policies and strategies in order to reintegrate young people in education and in labour
market 21
3.4.1. Politic measures in order to combat ESL and to avoid NEET condition 21
4. Current state of inter-agency collaboration against social and educational disengagement.
Identifying best practices in Portugal. 23
4.1. Politic measures in order to prevent Early School Leaving and to promote success 23
4.2. Politic measures in order to promote qualification and employment 25
4.2.1. “Garantia Jovem” (The Youth Guarantee) 25
Job internship program 26
4.2.2 Adaptable training methods to prison context 27
4.3. Politic measures in order to promote youth volunteering 28
4.4. Projects and initiatives from civil society in order to combat the scourge of NEET
condition in Portugal 28
4.4.1. “Arco maior”: The city of Oporto has a response to Early School Leaving 28
4.4.2. Orquestra Geração | Sistema Portugal 29
4.4.3. CASA PIA DE LISBOA 30
4.4.4. EPIS - Empresários Pela Inclusão Social 30

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 4.4.5. JAM Project promoted by Associação PAR– Respostas Sociais 31
4.4.6. Fundação Benfica - projeto “Para ti se não faltares” (For you if you attend) 31
Bibliography and references: 32

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Index of figures
Figure 1 - Distribution of resident population (%)in Portugal per age group and gender -
Source: PORDATA, 2015 4
Figure 2- Structure of the National Education System 6
Figure 3 - The heterogeneity of the NEET population 15
Figure 4- Factors increasing the probability of becoming NEET 15
Figure 5 - Evolution of NEET in Europe from 2008 to 2012 16
Figure 6 - Characteristics of four NEET Clusters in Europe 16
Figure 7- Pathway to employment – Source: EUROFUND, 2012 19
Figure 8 - Strategies for tackling early leaving from education and training, 2013/14 20
Figure 9 - Policies and measures for tackling or contributing to reduce ELET. Source: EURYDICE
2013/14 21

Index of graphics
Graphic 1 - Enrollment rate in higher education by age, in Portugal - Source DGEEC-MEC, 2015
11
Graphic 2 - Evolution graphic of the actual schooling rate (%) by level of education in Portugal –
Source DGEEC-MEC, 2015 12
Graphic 3 - Graphic 3: resident population (%) 15 and more years of age, by gender and
completed level of education, in Portugal - Source PORDATA, 2015 13
Graphic 4- Graphic 4: Population (%) between 25 and 64 years who completed at least
secondary education. – Source PORDATA, 2015 14
Graphic 5 - Youth unemployment rates (15-24 years), EU Member States, 2007 and 2011 - 17
Graphic 6 - Unemployment rates of young people and people aged over 25 years. Source:
EUROSTAT 2012 17
Graphic 7 - Unemployment rate (%) of the active population by educational level completed.
Portugal Source PORDATA, 2015 18
Graphic 8 - Economic impact of NEET in Europe - Source Jornal Público 18

Index of tables

Table 1- Resident population in Portugal (Nr) under the age of 25- Source PORDATA, 2015 4
Table 2 - Main nationalities with legal residence in Portugal 2011- Source SEFSTAT, 2012 5
Table 3 - Enrollment rate (%) per level of education by age in Portugal. Source DGEEC-MEC,
2015 12
Table 4 - population (%) out of the school system that has achieved, at least, twelve schooling
years, in a group of 18-24 years old, in the Euro Zone, UE 27 and other countries - Source
EUROSTAT, 2011 13

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1. National and Regional Demographic Context.

Portugal is the most western country of Europe, with a total area of 92 152 km². It is situated on
the Iberian Peninsula and has Spain to the North and East, and the Atlantic Ocean to the South
and West.
The age structure of the resident population, in figure 1, shows a higher weight of the working
age population, mostly between 35 and 54 years. The proportion of young people (under 14
years) is lower than the elderly (over 65 years).

Figure 1 - Distribution of resident population (%)in Portugal per age group and gender.
Source: PORDATA, 2015
If analysed the population under 25 years ( school-age population), period in which the resident
population has decreased, it is found that in 2014, in that age group, there is a decrease of
150,619 individuals (-5.5%) compared to 2010, this being predictive of a decrease of the school
population in Portugal (Table 1).

Table 1- Resident population in Portugal (Nr) under the age of 25- Source PORDATA, 2015

Traditionally a country of emigration, Portugal is currently also a country of immigration.

Statistical data available from 2012 shows that 4484,100 foreigners had legal resident status in
Portugal (persons holding a valid residence permit), which represents 4,2% of the total of the
population. The distribution of legal resident foreigners by gender in 2011 shows a
predominance of men. According to the gender ratio, in 2011 for every 100 women there were
101 men with legal residence status, compared to 103 men in 2010.
In terms of distribution by country, the table below shows the number and percentage of foreign
population in relation to the resident population UE 27 (2011).

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Table 2 - Main nationalities with legal residence in Portugal 2011- Source SEFSTAT, 2012

2. National and Regional Educational context

Access to education and culture is a legal right for the whole population, foreseen in the
Portuguese Republic Constitution (articles 43 and 73) and in Law no. 46/86. Equally enshrined
in law is the duty of the State to promote the democratization of education and of other
conditions in the education offered by schools, to contribute to equal opportunities, to the
reduction of economic, social and cultural inequalities, to the development of personality and
the spirit of tolerance, to mutual understanding, solidarity and responsibility, to social progress
and the democratic involvement in public life. Compulsory education is universal, mandatory
and free of charge. The freedom to teach and learn is also ensured. The State cannot plan
education and culture according to any philosophical, aesthetic, political, ideological or religious
dictates. State education is non-denominational.
The Comprehensive Law on the Education System, approved by Law no. 46/86, of 14 October
(subsequently amended certain clauses), establishes the general framework for the education
system. The education system comprises all the means used to provide the right to education,
expressed by the guarantee of a continuous training geared to foster the overall development
of personality, social progress and democratization of society.
According to Law no. 46/86, the education system operates through structures and actions on
the initiative and responsibility of different public, private and cooperative institutions and
organizations. The education system covers the whole of Portugal – mainland and autonomous
regions – but it should have enough flexible and diverse nature to include all countries and
places where Portuguese communities live or in which there is pronounced interest in the
development and dissemination of Portuguese Culture and language.
The coordination of the education policy is the responsibility of the Ministry of Education, at
national level and of Regional Directorates at regional level, and of the local authorities at
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local level. Despite this apparent division of responsibilities, the Portuguese education system
is highly centralized.
In the Autonomous Regions of the Azores and Madeira, the administration of education is the
responsibility of the regional governments, via the respective Regional Secretariats of
Education, which adapt national education policies to a regional plan and manage human,
material and financial resources.
Schools do not give (or sell) any books or school materials; financial assistance is available for
disadvantaged families. The schoolbooks are chosen at schools’ level every four years.

2.1. Compulsory and post compulsory education

The Portuguese education system is divided into six different sequential levels.

Figure 2- Structure of the National Education System

Kindergarten
Pre-primary education is optional from the ages of three to five, and it is provided in both state-
run and private kindergartens schools. State-run kindergartens provision is free of charge. The
schools are known as Jardins de Infância (Kindergartens).

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Compulsory Education
On the past, in Portugal, the compulsory education consisted of nine years of schooling divided
into three sequential cycles of education of four, two and three years (and it was called basic
education) . Since 2009, Law No. 85/2009, 27th of August has defined the extension of
compulsory schooling for school aged children and youth – from 6 to 18 years old.

Children aged six by 15th September must be enrolled in their first school year in that calendar
year. In addition, children who reach the age of six between 16 September and 31 December
may be authorized to attend the first stage of education, provided a request is submitted by
their parents or guardians to the school nearest to their residence (or place of work) during the
annual enrollment period. State-run schools are free of charge; private school tuition is
refunded, in part or fully, by the State, when state-run schools in the area are filled to capacity.

2.2. Curriculum for compulsory education

Basic Education (Ensino Básico) lasts for nine years divided into three stages of four, two and
three years respectively. The stages are respectively 1º Ciclo (1st Cycle), 2º Ciclo (2nd Cycle) and
3º Ciclo (3rd Cycle). A Diploma/Certificate is awarded at the end of the third stage.

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Secondary Education (Ensino Secundário) - public, private or cooperative - is compulsory since
the school year of 2012/2013 and it consists of a three-year cycle after basic education. Access
is through the Certificate of Basic Education. There are two types of courses: general courses
and technical/vocational courses, providing instruction in technical, technological, professional
fields and in the Portuguese language and culture. Permeability between the courses is
guaranteed. Vocational schools and special schools for education in Arts provide the teaching
and practice of technical, technological or artistic courses. The Certificado de Habilitações do
Ensino Secundário/Diploma de Ensino Secundário (Secondary School Diploma) sanctions the

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courses, which is the prerequisite for access to higher education through national access
examination.

2.3. Higher education

Access to higher education
At the end of 11th grade, students have national exams on the two specific subjects of their
course. At the end of the 12th grade, the exams are of Portuguese language and the main subject
of the course. Access to higher education is made through a national online process, in which
students enter the college by priority based on their grades.

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The average of grades obtained in all subjects (except Physical Education) represents a part of
the application grade to enter college. The other part is based on the grade of the specific exams
that the college requests which are related with the course the student is applying for.

Overview

Higher education in Portugal is divided into two main subsystems: university and polytechnic
education. The university system has a strong theoretical basis and it is highly research-oriented;
the non-university system provides a more practical training and it is profession-oriented.
Degrees in some fields such as medicine, law, natural sciences, economics, psychology or
veterinary are university. Other fields like engineering, technology, management, education,
agriculture, sports, or humanities are found both in university and polytechnic systems. Nursing,
preschool education, accounting technician, or health care technician degrees are only offered
in the polytechnic system.
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Private higher education institutions cannot operate if the Ministry of Education does not
recognize them. Access is regulated by the same procedures as those for state higher education
institutions. The two systems of higher education (university and polytechnic) are linked and it
is possible to transfer from one to the other by extraordinary competition.
Most of the students’ expenses are supported by public money. However, with the increasing
tuition fees, a student has to pay to attend a Portuguese state-run higher education institution.
In 2013/2014, the enrollment rate in higher education by age, in relation to the resident
population of the same age, experienced an increase in the share of young people aged between
19 and 25 to attend higher education, compared to 2012/2013. The participation of young
people aged 18 years was, in 2013/2014, the lowest in the four academic years considered.
Nearly 40% of young people 20 to 21 years attended higher education.

Graphic 1 - Enrollment rate in higher education by age, in Portugal - Source DGEEC-MEC, 2015

2.4. The big picture of the education field in Portugal - What works and
what doesn't work - Facts and figures
The evolution of the real rate of schooling over the decade accounts for the proportion of
children and young people that are attending each of the levels and stages of education, as a
percentage of the residents of the same age.

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Graphic 2 - Evolution graphic of the actual schooling rate (%) by level of education in Portugal –Source DGEEC-MEC,
2015

The graphic shows the positive development in secondary education from 2005/2006 and, on
the other hand, the decrease in the 2nd and 3rd cycles of basic education from 2010/2011. In
the 1st cycle there is a slight drop in 2013/2014 compared to the previous school year.
While the reduction in the rate in the 2nd and 3rd cycles may result from increased retention
and dropouts in recent academic years, the decrease in the 1st cycle in 2013/2014, may also be
associated with the number of children aged 6 who are still in pre-school education.
Regarding secondary education, there are positive developments, since 2005/2006, explained
by the diversification of educational and training choices, such as, courses that provide dual
academic and vocational certification, the extension of the network operators and the increase
of compulsory education to 12 years.
As shown in the table above, there is an increasingly comprehensive coverage of children and
young people from 6 to 16 years with enrollment rates of 100% and 97% for the 17 years
students, in 2013/2014. This does not mean that there is full adequacy of the age of the students
to the cycle or level of education they attend.

Table 3 - Enrollment rate (%) per level of education by age in Portugal. Source DGEEC-MEC, 2015

2.4.1. Early school leaving in Portugal - The “big picture”

In Portugal, the concept of early school leaving follows the European one: percentage of
individuals aged 18 to 24 who achieved, at maximum, lower secondary education and did not
come to follow any kind of education or training.

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Table 4 - population (%) out of the school system that has achieved, at least, twelve schooling years, in a group of
18-24 years old, in the euro zone, UE 27 and other countries - Source EUROSTAT, 2011

As for the population between 25 and 64 years who completed at least secondary education,
there is also an increase of its share in the last 10 years (except in 2007), and the percentage of
women is always higher than the one for men over the entire series (table 4). In 2014, the total
number of women between 25 and 64 years 46.8% completed at least secondary education. For
men, it is 38%.

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Graphic 3 - Graphic 3: resident population (%) 15 and more years of age, by gender and completed level of
education, in Portugal - Source PORDATA, 2015

In the UE28 the population between 25 and 64 years who completed at least secondary
education between 2005 and 2014 increased 6.4 %. In the large majority of countries, this
increase was gradual between 2005 and 2014 and only Sweden and Denmark witnessed a
setback in 2010. Portugal, as well as Malta and Luxembourg are the countries that recorded a
greater increase between the first and last year under review, having witnessed an increase of
16.3%.
Early dropout rate of education and training for men has been decreasing over the last decade,
reaching 20.7% in 2014.
The percentage of women between 18 and 24 years who left school without having completed
secondary education has also been declining, although there are exceptions in 2006 and 2013,
reached 14.1% in 2014. In UE28 school dropout rate gradually decreased between 2005 and
2014. Portugal, Cyprus and Malta are the countries that have reduced the dropout during this
decade, highlighting Portugal with a reduction of about 21 percentage points. Slovakia and the
United Kingdom are the only countries that showed a slight increase in school dropout rate.
It is noted that there is a slice of the population between 15/16/17 and 25/29 years that leave
the school system early. We also know that many of these young people have not entered into
training and are not working.

Graphic 4- Graphic 4: Population (%) between 25 and 64 years who completed at least secondary education. –
Source PORDATA, 2015

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3. European, National and Regional context for inter-agency
collaboration against the educational disengagement of young
people

3.1. Origin and development of the term NEET

The need for an additional indicator to capture young people who were not in employment,
education or training first emerged in the UK in the late 1980s. This was mainly due to changes
in the UK benefit regime, which left most of those aged 16–18 years without access to
unemployment benefits.
Most European countries defined NEET as young people aged between 15 and 24 years old who
were not in employment, education or training.
While from a statistical point of view it is very easy to capture the NEET population, it must be
emphasised that this single indicator refers to a very heterogeneous population. NEET is a
category that contains a variety of subgroups, some of them are vulnerable and some are not,
with very different experiences, characteristics and needs. Five main subgroups within the NEET
population may be identified:

Figure 3 - The heterogeneity of the NEET population

The five categories identified above include a mix of vulnerable and non-vulnerable young
people. It includes people who are extremely disadvantaged and others who are able to choose
voluntarily to exit from the labour market and education.

3.2. Characteristics and risk factors

In general, there is reasonable agreement about the range of social, economic and personal
factors that increase the chances of an individual to become NEET.

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Figure 4- Factors increasing the probability of becoming NEET

3.3. The NEET condition in Europe, in 2012, and its impact on the
economy and social life

According to the Eurofond report from 2012 http://observatorio-das-

desigualdades.cies.iscte.pt/content/news/neet_eurofound2012.pdf, the European Commission
distinguishes from among 94 million Europeans between 15 and 29 years old, in 2012, about 14
million young people who are doing nothing and were dubbed as NEET - not in employment,
education or training; all those who are not working, studying or receiving training. They were
28% in 2008; it increased to 33% in 2011 and in 2012 reached a high record.

Figure 5 - Evolution of NEETs in Europe from 2008 to 2012

This is equivalent to 15.4% of young people in that age range. In the Portuguese case, the
percentage is slightly below: 14%, which in absolute terms is 260,392 Portuguese youth in NEET
condition, and from the above figures, the ages of the young Portuguese considered NEET are
considerably lower than the European average.

The composition of NEET population in different European Member States is very diverse.
Clustering countries into four groups aids analysis.

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Figure 6 - Characteristics of four NEET Clusters in Europe

Concerning the third cluster (Estonia, Ireland, Latvia, Lithuania, Portugal and Spain), it comprises
countries that have been the most affected by the crisis. They have high NEET rates and a
majority are male. NEETs are mostly unemployed, but often have previous work experience.
Countries in this cluster have a high number of NEETs with a high skill level and a high share of
discouraged workers.
The immediate effect of the financial and economic crisis of 2008 has been a substantial
decrease in labour offers. While across all countries the unemployment rate of young people
has been typically higher than that of adults, the recent economic and financial crisis hit young
people extremely hard. The youth unemployment rate in the EU27 reached 21.4% in 2011
compared to 15.7% in 2007. Large differences occur between Member States, as it can be seen
in graphic 6. With the exception of Austria and Germany, all countries have recorded an increase
in their youth unemployment rate since the economic crisis began. In general, those countries
with the highest youth unemployment rate in 2011 are also the countries where youth
unemployment grew more dramatically compared to pre-crisis levels.

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Graphic 5 - Youth unemployment rates (15-24 years), EU Member States, 2007 and 2011 -

Data from 2002 to 2011 shows that while the difference between the two rates decreased in
the first part of the last decade, the two rates have been diverging since the onset of the crisis.
In 2011, this divergence climaxed at 13%. This confirms the renewed vulnerability of young
people in the labour market.

Graphic 6 - Unemployment rates of young people and people aged over 25 years. Souce: EUROSTAT 2012

3.3.2. Relation between qualification and employment

In Portugal, since 2008, the higher the qualification is the highest the corresponding
employment rate. In any of the educational levels considered, from 2008 to 2013, the
unemployment rate has increased, decreasing in 2014. In this year, the rate is 13.9% for
individuals without level [1] education, 15 0% for individuals with basic education, 15.3% with
secondary education or post secondary and 10.0% with higher education (Figure below).

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Graphic 7 - Unemployment rate (%) of the active population by educational level completed. Portugal Source
PORDATA, 2015

3.3.3 - Economic impact for Portugal due to the existence of a NEET population

Graphic 8 - Economic impact of NEET in Europe - Source Jornal Público

In Portugal, the existence of this group of young people between 15 and 29 who neither study
nor work has great economic impact and they cost the nation 2,680 million per year. It is an
amount corresponding to 1.57% of Gross Domestic Product (GDP), fairly above the European
average and it is not more serious because the country has been "exporting" an average of 100
thousand Portuguese a year, mostly qualified young people.

3.3.4. Other impacts of the NEET condition

Moreover, the costs that the existence of these NEET represent to society go far beyond
economic losses. The risk of these young people to become politically and socially alienated,
especially when long-term unemployment has assumed alarming proportions among them too.
Referring to common denominators such as psychological stress, isolation, adoption of risk
behaviour and the electoral abstention, the European Commission concludes that what
ultimately is at risk is democracy itself, given the proven tendency that these young people turn

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away from the political parties and trade unions and join the movements likely to make radical
protests.

3.4 Policies and strategies in order to reintegrate young people in

education and in labour market

Fostered by increasingly high youth unemployment rates and the economic and societal
consequences associated with NEET status, there is a renewed sense of urgency to develop and
implement policies to bring young people (back) into employment, education or training across
Europe. Governments aim to both reduce the great economic and social costs and to give every
young person the chance to realise their potential and to prevent scarring through a protracted
NEET experience.
Consequently, in recent years EU Member States have been actively engaged in designing and
implementing policy measures aimed at increasing the employability of young people and
promoting a higher level of employment participation among them.

Figure 7- Pathway to employment – Source: EUROFUND, 2012

The policies implemented by Member States to ensure a greater participation of young people
in education and employment involve a wide range of different initiatives. These policies often
intervene at different points along the pathway to employment, which describes young people’s
journey through formal education and their transition into the labour market and employment.

3.4.1. Politic measures in order to combat ESL and to avoid NEET condition

A comprehensive strategy to tackle the problem of students leaving education and training early
should be based on evidence and cover all levels of general and vocational education as well as
training. It should balance prevention, intervention and compensation measures. Appropriate
measures to meet the needs of high-risk groups should be included.

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Figure 8 - Strategies for tackling early leaving from education and training, 2013/14

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Figure 9 - Policies and measures for tackling or contributing to reduce ELET. Source: EURYDICE 2013/14

4. Current state of inter-agency collaboration against social and

educational disengagement. Identifying best practices in
Portugal.

Portugal, along with the European Union, has also come to adopt a set of measures to combat
the scourge of young NEETs, whose economic and social impact is shown. The most important
measures will be set out then, according to different areas of focus, some of which are
committed to prevention.

4.1. Politic measures in order to prevent Early School Leaving and to

promote success
According to the National reform program report, PORTUGAL 2020 (Approved by the Council of
Ministers, 20th March 2011), more and better education is the purpose of this program,
attainable by reducing dropout rates within the educational and vocational training systems and
by increasing the number of graduates in higher education.
Given the vision and commitments regarding the coordination of education and training, as
Portugal established goals, reducing to 10% the rate of early exit from education (intermediate
target of 15% in 2014) and increased to 40% of graduates between 30 and 34 years in 2020 (30%
in 2014). (see http://ec.europa.eu/europe2020/pdf/nrp/nrp_portugal_en.pdf ).
Nevertheless, in a period marked by an economic and financial crisis, the Ministry of Education
has implemented a set of reforms aimed at optimizing resources. In this sense, measures
involving a reduction and reallocation of funding will be implemented, as well as the adequacy
between human resources and education needs.

The accomplishment of the non‐higher education component in this objective is based on a set
of reforms underway that aim to increase Portuguese students’ basic competences, ensure 12
years of compulsory education and strengthen the role and autonomy of schools.
The educational attainment of the Portuguese population has been improving over the last one-
and-a-half decades and there has been a reduction in school dropout rates. These improvements
are the result of a wide range of measures, namely:

● Extend compulsory education up to the age of 18 approved by Law nº 85/2009. This

measure aims to establish secondary education as the minimum level of qualification for the
Portuguese population. Pupils enrolled in the 7th grade by the school year of 2009/2010 are
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 required to remain at school up to the age of 18. The pupils from low-income families can have
access to grants. It is expected that in the 2013/2014 school year, the completion rate of
secondary education will be 87.5%, which means we will be able to meet the 2020 target.

● The reorganization and rationalization of the school network are Portugal’s

unparalleled effort to upgrade and modernize the school park; it is structured in two axes: the
closing of small schools and the creation of new management units by aggregating the existing
ones. These measures foster educational achievement and greater efficiency in the allocation of
resources, at the administrative and logistic level and in human resources.

● A global in service teachers training strategy with the definition of a compulsory

number of in training service hours in each school year and defining priority fields of training
(e.g. Mother tongue and Maths for teachers of the First Cycle. ICT included in a technologic plan,
teachers supervision and assessment; ...) and the restructure of the teacher training centres.

● The implementation of measures, in all basic schools, for students at risk of failing,
namely:
Recovery plans - designed within curricular activities and curriculum enrichment, developed at
school or under its guidance, to help ensure that students acquire the learning skills enshrined
in existing curricula of basic education;
Monitoring plans - set of activities designed within curricular and curriculum
enrichment, developed at school or under its guidance, covering predominantly in the
disciplines or subject areas in which students retained in the previous year and did not acquire
the essential skills, with view to preventing situations of repeated restraint.

• The implementation and monitoring of groups with Alternative Curriculum Program

(e.g. C.E.F.- Education and formation courses; P.C.A. – Alternative Curricular Path,...); and the
Integrated Education and Training, and courses that have been differentiated to ensure young
people with a history of failure and dropout, the possibility of redefining pathways to complete
basic education and / or further study.

• Support for international students and / or migrant background through classes in

Portuguese as a Foreign Language or Portuguese as second language, offer for the working
adult population in the modality of Extra-School Education, replaced in 2010/2011 by a Modular
Formation and also actions Portuguese for All, the program under initiative of the High
Commissioner for Integration and Intercultural Dialogue.

• Support under the Student Welfare, providing conditions for the school attendance of
different socioeconomic contexts students and families with low incomes.

• The Educational Territories for Priority Intervention Program (TEIP) that helps to
prevent early leaving from education and training and combat levels of educational failure
through organizational measures, adequacy of strategies to specific audiences and use of
material and human resources to ensure the creating conditions that generate educational
success.
This program develops in clusters of schools / non-grouped schools that are located in territories
economic and socially disadvantaged, marked by poverty and social exclusion and it started in
1996.

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 • The “More School Success Program” (PMSE)
The “More School Success Program (PMPE)” was launched in the academic year 2009/2010 integrating
three types of educational projects designed by the schools themselves - TurmaMais, Fénix and
Hybrids, this program aimed to improve school performance and to prevent school dropout in
primary education, based on an organizational model that allows a more personalized support
to students with learning difficulties. In this organizational model, there are classes called
"nests" in which students with learning difficulties in Portuguese, Mathematics, or other
subjects are temporarily integrated. Nests work at the same schedule as “home” classes,
avoiding overloading students with extra time for educational support. When reached the
expected level of performance, students return to their class of origin. To participate in PMSE,
the Organizational Units (OU) apply to the Ministry of Education with a detailed project plan for
results recovery and defining success rates. For these, they agree with the Ministry of Education
an annual time credit.

• Education in prisons -The education / training school of the prison population is assured
in all prisons since 1999. In the recent years, responding to the educational needs of the prison
population, the total number of prisoners attending school is about 3700 individuals,
corresponding to 28% of the prison population.
In parallel, and included in the educational project of each prison, several extracurricular
activities are implemented and taught extra- school courses, namely, Portuguese for Foreigners,
Citizenship Education, Visual Arts, Music and Sport.

4.2. Politic measures in order to promote qualification and

employment

4.2.1. “Garantia Jovem” (The Youth Guarantee)

It is an European policy that in Portugal is promoted by IEFP. This is an initiative aimed at young
people under 30 years of age in order to give them an opportunity for education, training,
internship or employment within four months after becoming unemployed or having left the
education and training system and will be developed according to the following guiding
principles:
1. Quick identification and activation of young people
2. Networking by a wide range of partners at local level
3. Offer of responses adjusted to the needs

The Program opportunities in education:

In order to take the young people to complete 12 years of study, the program invests in courses
that provide academic and professional equivalence:

Vocational courses of secondary level

Courses directed to young people with basic education who seek alternatives to vocational and
regular education that best suit to their school past, their interests and their vocational profiles.
Intended for young people, who are at risk of dropping out, with:
● 16 or more years old;
● 3rd cycle of basic education (or equivalent);
● attendance of secondary education without completion;
● the ones that intend to rethink their school careers.

Professional courses

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A course of secondary education, characterized by a strong connection with the professional
world. Taking into account the personal profile, learning in these courses values the
development of skills for the exercise of a profession, in conjunction with the companies.
These can be the most suitable option for young people that:
● concluded the 9th grade or equivalent training;
● seek a more practical course and directed to the labour world;
● young people who want to have a chance to pursue studies later.

Education and Training courses

Courses that will give young people school, technical, social and relational skills that will enable
them to be better prepared when starting to work.
These courses are for young people aged above 15 years and below 23 years, at risk of dropping
out or that have left the regular education system and have educational attainment between
6th grade and 9th grade.

Learning courses
Initial training courses, aimed at young people, focusing on their integration in the labour market
and allowing further school studying. This is a course based on a "rotation" system, ie, along the
courses students have the possibility of doing practical training in a company alternating with
theoretical training.
It is intended for young people:
● who are less than 25 years old;
● with 3rd cycle of basic education (or equivalent) or qualifications higher than 3rd cycle of basic
education or equivalent without completion of secondary school (or equivalent).

The Program opportunities in employment

The Youth Guarantee program also helps young people to find a job offer in Portugal or even
abroad or to meet support and incentives for creating their own employment or business.
It provides employment support measures:
●Encouraging Employment - it is a measure that is intended to support companies that hire
young people full time or part time.

Program opportunities in Training

Youth Guarantee helps the young to find the right training for each one, from courses with
school equivalence, to short courses that allow them to acquire or increase skills such as
computer science or foreign languages. These courses can be Learning; Adult Education and
Training; Professional courses; vocational courses at secondary level; technological
specialization courses and Active Young Living.

Program opportunities in Internship

Job internship program

It is a paid internship, lasting nine months in all sectors of activity, in order to improve the
transition to the labour market. In some cases, it can last 12 months.
It is aimed at young people between 18 and 30 years that have never made another internship
supported by the State.

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Active Youth Employment Program

Development of a project in the context of work by youth teams of 2 or 3 disadvantaged young

people from the standpoint of qualifications and employability and 1 person with higher
qualifications in order to improve their socio-professional integration conditions.

Each project lasts 6 months and a supervisor of the promoter according to the insertion plan
defined accompanies young people.

Young people between 18 and 29 years that have not yet completed compulsory education or
already have bachelor degree can integrate this project.

PEPAL – Internship program in local public administration

Paid internship, lasting 12 months, in local authorities, inter-municipal bodies and other
associations of municipalities and parishes of public law in order to improve the transition to the
labour market.

Young people between 18 and 29, who are not working and have a qualification corresponding,
at least, to level 6 (bachelor degree) of the National Qualifications Framework structure.

4.2.2 Adaptable training methods to prison context

Special Vocational training

This type of training is distinguished from common professional training in covering not only
formation aspects but also socio-professional integration and by addressing segments of the
population with higher training and integration difficulties, which includes prisoners and former
prisoners.

Beginners Qualification

These qualification courses prepare youth and adults for their first job, by compulsory
education, for the performance of qualified professions, in order to facilitate the beginning of
their active life.

Recycling, Updating, Improvement

These courses prepare active employees or at risk of unemployment and those seeking, by
updating (Recycling Update) or deepening their skills (Improvement), to improve work
performance, thus responding appropriately to technological and economic changes.

Qualification and Professional Restructuring

These training courses prepare active employees or at risk of unemployment and unemployed,
semi-qualified or without proper qualification for the labour market, having or not completed
compulsory education.

Adult Education and Training (EFA)

The EFA courses prepare citizens aged over 18, who prematurely left the education system,
unskilled or without suitable qualifications and who have not completed basic schooling of 4, 6
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or 9 years. They allow the achievement of 1st, 2nd or 3rd cycle of basic education, combined
with a professional qualification of levels 1 or 2 in a perspective of academic and vocational
certification.

4.3. Politic measures in order to promote youth volunteering

“Agora nós” Program

Context- - This is a government-wide program sponsored by Sports Secretary of State and Youth
in 2013.
Mission - This Program aims to:
· Encourage and support youth volunteering practices in areas considered relevant for society
in general as well as for young people;
· Disseminate youth volunteering carried out in the country;
· Create a record of the promoting entities of youth volunteering activities;
· Constitute a computer platform that includes a place to access and share information between
promoters and young volunteers through Internet.

How do these work to prevent students in NEET situation?

Nowadays, the awareness that the activities in the environmental, health, cultural, sports and
social areas, among others, is peaceful. They represent important areas of citizenship and the
daily lives of individuals being at the same time relevant in the acquisition of knowledge among
young people.
As areas of acquisition of knowledge, voluntary activities must be recognized and certified so
that they can be legitimated by society as a benefit for personal and curricular development.
This is a volunteer program aimed at young volunteers, aged between 14 and 30 who wish,
through the voluntary practice, to intervene actively in the community and simultaneously
acquire skills in the following areas: environment, health, culture, sports and charity activities.
Types of activities - In the program there are short-term actions (equal or less than fifteen days)
or long-term actions (more than fifteen days).
The promoters define the activities but they have to be developed in one of the areas of
intervention and simultaneously in the field of education, prevention and training, raising
awareness and information, as well as promoting the participation of citizens.

4.4. Projects and initiatives from civil society in order to combat the
scourge of NEET condition in Portugal
Given the dimension of socio-economic problems of the NEET generation in Portugal in addition
to the measures taken by the state that have been described in the preceding paragraphs, it can
even be identified a set of practices from civil society (with direct or indirect support of the
Portuguese state) that seek to find solutions for this group of young people whether in
education, qualification, employment or even a combination of all or some of them.

4.4.1. “Arco maior”: The city of Oporto has a response to Early School Leaving
Context: Children and youth in absenteeism or dropout are one of the main concerns of the
entities that have to deal with them (Schools, Ministry of Education ( ME ), Committee for the
Protection of Children and Young People at Risk ( CPCJ ), Municipalities, Multidisciplinary Teams
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in Support of the Courts ( EMAT ), Charitable, Social Security, private Institutions of Social
Solidarity ( IPSS ), the Public Security Police ( PSP ), Rehabilitation centers, etc. ). “Arco Maior”
project, aimed to integrate young people that are into effective process of dropping out. The
situation of school leavers in the city of Oporto, measured by the number of cases opened by
the Committee for the Protection of Children and Young People at Risk (CPCJ), is worrying. These
numbers have been increasing progressively: from 197 cases registered in 2009 and 245 in 2011,
up to 198 in the first half of 2012.
This intervention, situated beyond the 'regular' supply of the Ministry of Education, but under
its aegis, is a response to the city level, for cases that fall outside the texture of regular education
and initial vocational training and other "social responses."

Mission: Concerns for the children and young people who find no adequate educational
response has complained to an emergency solution. The mission of the “Arco Maior” constitutes
educational promotion, certification and academic and social integration of young people, who
found no response in the supply of education and training.

How do these work to prevent students in NEET situation ?

“Arco Maior” project is a partnership involving the Ministry of Education, “Santa Casa da
Misericórdia of Porto” (SCMP - Holy House of Mercy of Oporto), the Institute of Employment
and Vocational Training ( IEFP ), Catholic University ( UCP), in conjunction with several other
partners and wants to reduce the levels of early school leaving, trying to:
( i ) detect and analyse the annual cases of young people who “escape” successively through the
net offer of education and training ,
( ii ) design pathways to educational and vocational integration for each of these young people.
“Arco Maior” project assumes itself, therefore, as a socio-educational and socio-community
project, involving partners of the Oporto city who are available for a more focused and timely
response to the effective school dropouts. An answer that is closer to the youngster’s aspirations
and abilities, a framework of curricular and methodological flexibility.

4.4.2. Orquestra Geração | Sistema Portugal

Context: This project was born in year 2007 resulting from a conversation between Dr. Jorge
Miranda currently President of Benfica Foundation and Dr. Antonio Wagner Diniz Chairman of
the Board of Management of the National Conservatory in Portugal, in which was decided to
add to the Geração project already implemented in under-performing neighbourhood of Boba
(Municipality of Amadora). An orchestra that would implement the system of Children and
Youth Orchestras from Venezuela in Portugal. The Ministry of Education approved the project
in 2009 recognizing the Orquestra Geração as a special project.

Mission: This project aims primarily to give social support to children and young people from
under-performing neighbourhoods dominated by the marginality and no family support. It aims
to integrate children or young people in society, increasing their self-esteem and respect for
others in order to develop their personality and combat school dropout that sometimes leads
to the output to marginality.

How do these work to prevent students in NEET situation?

This social inclusion project focuses on teaching music to young and disadvantaged communities
who have never had contact with the orchestral practice, strengthening their individual, social
and educational skills.
The method applied is based on a very simple principle - any child starts to speak by listening
and imitating adults before they start writing.

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Thus, students, always in possession of instruments, will imitate what the teacher does. Giving
the example of the string instruments, first in open strings and then gradually learning the
various positions by playing simple melodies based on popular and children's songs. Then, in the
musical training classes, they will learn the meaning of musical symbols, always based on the
same melodies played with the instrument. The vocal reproduction of the melodies is also
carried out, not only as a playful way of approach to music but also as an ideal tool for
memorizing them.
In 2012/2013, and considering only the metropolitan area of Lisbon, about 550 children and
young people from 6 to 17 years of age are involved, distributed by the various instruments of
the symphony orchestra, including strings ,blowing and percussion.

4.4.3. CASA PIA DE LISBOA

Context: Founded on 3rd July 1780, Casa Pia, in Lisbon is a public institution with 230 years of
history and work with special focus on social, educational and training areas aimed at children.

Mission: This institution has as mission to promote the rights and protection of children and
young people, especially those who are in danger and at risk of exclusion and with special
educational needs in order to ensure their complete development, by hosting, educating,
training and promoting social and professional integration.

How do these work to prevent students in NEET situation?

The institution has all levels of education from preschool to secondary. Its major focus is on
professional technical education and vocational, covering many diverse areas such as sports,
arts, fashion design, technical renewable energy and so on.
For those who complete secondary and do not intend to go to university it is still possible to
attend another professional course, technological expertise.
In order to complete their curriculum, the students have to do a practical training in the work,
with a variable length according to the level and type of training. The integration of students
does not represent any cost to the institution or to the company. To integrate students in
training in a work context there is a team that works with a wide network of organizations and
companies and has specialized professionals that make an adjustment between the profile of
the young, their training needs and the profile and organization of the company.

4.4.4. EPIS - Empresários Pela Inclusão Social

Context: The EPIS Association was established in 2006 by a group of more than 100 Portuguese
entrepreneurs and managers aiming to promote social inclusion and it is a response of civil
society to the challenges of the country. Since then it has been focusing on training young people
for the fulfillment of their potential throughout life, through Education, Training and inclusion
in the labour market.

Mission: EPIS wants to be a national reference in the development, incubation and

internalization of new methods of promoting academic success, the quality of education
and training systems and the employability and professional integration of young people in
Portugal through:
● the use of innovative methodologies and based on the best practices on a national
scale;
● a strategic and close alliance with the Central Government institutions, in particular
those responsible for education, for training and for employment;
● the establishment of a network of partnerships with local authorities, schools and
national and local companies.
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How do these work to prevent students in NEET situation?
In 2007, EPIS started two programs: Future Schools, identification of good management
practices in Portuguese schools and Mediation program, implementing the first network of
mediators for school success aiming, in its early stages, students of the 3rd cycle, "risk cases" in
terms of dropouts and school success. In 2012/2013, the Association created the Vocations EPIS
program to young adults with low qualifications, following the identification of guidance areas,
training and professional integration as fundamental to follow up the work developed by the
mediators and the need for intervention with groups of young people without qualifications,
who do not wish to study despite their majority age and the difficulties in accessing the labour
market.
To carry out these projects they have the support of institutional partners among which are the
municipalities, the Ministry of Education and the regional governments of the Azores and
Madeira and the Institute of Employment and Vocational Training, with the provision of
allocated professionals to network mediators. EPIS covered in 2013/2014, 30 municipalities on
the mainland and five islands of the Azores and Madeira.

4.4.5. JAM Project promoted by Associação PAR– Respostas Sociais

Context: Associação PAR – Respostas Sociais is a non-profit-making organization in Lisbon,
Portugal, which also has the status of Private Social Solidarity Institution and Non-Governmental
Development Organization. Its foundation occurred in 2006 as the natural outcome of the
growing development of the previous youth organization “Jovem a Jovem” (1994).
Over the years, it has developed several projects in the areas of education and training,
community intervention and health promotion. In each one, looking for maximum engagement
with communities in order to respond effectively to the needs of each person.

Mission: In conformity with their statutes, Associação PAR "intends to facilitate the
development of potentialities of each person". To achieve that purpose, they promote social
and community integration, access to health care, family support, tolerance and intercultural
dialogue, education for citizenship, personal, interpersonal and social skills development, and
individual autonomy. With their work, they expect to be regarded as a reliable and distinctive
organization in civil society.

How do these work to prevent students in NEET situation?

The JAM Project (Youth Art and Movement) is a community intervention project that seeks to
reintegrate socially about 80 young people in Educational Centres and Foster Homes.
Photography, body expression, audio and video are the artistic training options and personal
development skills that will be worked with young people aged 14 to 20.
Having a socio-professional integration approach through arts, the project aims to promote the
socio-professional integration of this target group, working as a pilot project to contribute to the
debate on public policies and new positive models of integration of youth in vulnerable
situations. For more detailed information access the following link.
https://vimeo.com/139715961

4.4.6. Fundação Benfica - projeto “Para ti se não faltares” (For you if you attend)
Context: This project is promoted by the “Fundação Benfica” and supported by some strategic
partnerships firms as PT (Portuguese Telecom Foundation), EDP Foundation (Electricity of
Portugal foundation) and others at National level; the municipality of each intervention area (8
along the country); the local cluster of schools and other local level partners. The project “para
ti se não faltares” is a socio-educational intervention project intended for children and young

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people aged 10 to 16 who are at risk of, or suffering from exclusion and it is put in practice in
eight municipalities from the north to the south of Portugal.

Mission: It aims to fight school failure and dropout, promoting social inclusion, equal
opportunities between genders, the development of individual and social skills, and orientation
merit. The project promotes a culture of shared responsibility and partnership based on
principles of empowerment, peer learning / learning by doing and it is a commitment of all
partner entities to put in practice this culture and this attitude in each intervention area.

How do these work to prevent students in NEET situation?

The "Para ti se não faltares” project includes numerous activities, including sports activities,
developing social integration programs. The project “Para ti se não faltares” offers prizes to
students who make a significant effort to improve their attendance, behaviour and achievement
in school. At the end of each term, beneficiaries can earn prizes depending on their evaluation
determined by the School and the Benfica Foundation. Also at the end of each term, the Benfica
Foundation organizes a futsal/soccer tournament where can only participate beneficiaries who
met their objectives and not specifically those more skilled in football practice.

Bibliography and references:

● Education National Council (CNE), The state of education 2011. The qualifications of the
Portuguese;
● Education National Council (CNE), The state of education 2014
http://www.cnedu.pt/content/edicoes/estado_da_educacao/Estado_da_Educa%C3%A7%C3%
A3o_2014_VF.pdf ;
● European Commission, Tackling Early Leaving from Education and Training in Europe:
Strategies, Policies and Measures, 2012
http://eacea.ec.europa.eu/education/eurydice/documents/thematic_reports/175en.pdf ;
● European Foundation for the Improvement of Living and Working Conditions, NEETs
Young people not in employment, education or training: Characteristics, costs and policy
responses in Europe, 2012
http://www.eurofound.europa.eu/sites/default/files/ef_files/pubdocs/2012/54/en/1/EF1254E
N.pdf ;
● M. C. Taborda Simões, A. Castro Fonseca, M. D. Formosinho, M. L. Vale Dias & M. C.
Lopes, 2008, Abandono escolar precoce: Dados de uma investigação empírica, Revista
Portuguesa de Pedagogia, 42-1;
● Ministry of Education and Science, Statistics about education, 2011;
● OECD, Education at a glance, 2011;
● Portugal, 2011, Education and Training: National report of progress, 2011;
● Portuguese Institute of Statistics (INE), Statistical yearbook of Portugal, 2010;
● Portuguese Statistics Institute (INE) and Banco de Portugal, National Accounts;
● Portuguese Statistics Institute (INE), employment questionnaire;
● Project Reslea – WP2: reports on measures and programs Portugal Country Report

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