OECD Home › Education › By Country › Portugal
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The OECD Centre for Effective Learning Environments has completed a review of the secondary school building modernisation programme in Portugal. The review was carried out during 2009 to provide an objective assessment of the programme to the Portuguese government.
This OECD Review provides, from an international perspective, an assessment of teacher evaluation in Portugal, including recommendations for policy development and implementation.
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This report provides an external, independent review of teacher evaluation in Portugal and offers our assessment of the strengths of the current model and ways in which it needs to be improved in order to be successfully implemented.
Drei von vier Lehrerinnen und Lehrern vermissen Anreize, die einen besseren Unterricht belohnen. Gleichzeitig wird aus Sicht der Lehrkräfte in drei von fünf Schulen der Unterricht durch unangebrachtes Verhalten der Schüler gestört.
Three out of four teachers feel they lack incentives to improve the quality of their teaching, while bad behaviour by students in the classroom disrupts lessons in three schools out of five, according to a new OECD report.
Un nuevo estudio de la OCDE provee los primeros datos comparativos a nivel internacional sobre las condiciones que afectan a los docentes en las escuelas – desde el impacto de los problemas en los salones de clases hasta las oportunidades de capacitación profesional.
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OECD’s Teaching and Learning International Survey (TALIS) provides the first internationally comparative perspective on the conditions of teaching and learning.
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Open plan schools have been largely contested in Portugal. Recently however the Escola da Ponte, one of the open plan schools that has survived, was recognised as one of the country’s most innovative educational facilities.
Two companion volumes focusing on the improvement of school leadership. Volume 1 provides a range of policy options to help governments improve school leadership. Volume 2 examines measures taken in five countries.
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Describing primary schools in a small city in Portugal is an opportunity for an overall look at the evolution of schools in general as special public buildings. A look at four of the six primary schools in the city of Caldas da Rainha shows how these public buildings have evolved, what they represent to the community, and how their architecture has corresponded to changing concepts in education and demands for flexibility over the