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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.
Country Notes from OECD Economic Policy Reforms: Going for growth 2011 presenting OECD recommendations for structural reform priorities for individual countries.
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This note, taken from Chapter 3 of Economic Policy Reforms: Going for Growth 2009, contains information about the progress in implementing reforms in line with the 2008 priorities for Portugal.
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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
In today’s knowledge-driven global economy, tertiary education is more important than ever to help countries achieve their economic and social goals. Education authorities from around the world will meet at an OECD conference Lisbon on 3-4 April 2008.
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In March 2007, the Portuguese government announced an ambitious plan to modernise secondary schools by improving the quality and usefulness of its teaching and learning facilities, while putting schools back into the centre of the community of which they are an integral part.
Portugal will need to invest more over the long term in its universities and other post-secondary institutions if it wants to raise attainment levels to standards similar to those of other European countries.
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The opinions expressed and arguments employed herein do not necessarily reflect the official views of the Organisation or of the governments of its member countries.The OECD does not guarantee the accuracy of the data included in this publication and accepts no responsibility whatsoever for any consequence of their use.