1. Multigrade School Training Course - Summer 2007 New Educational Methodologies for the "Standard" and Multigrade Schools 19 July – 27 July Rhodes, Greece Portuguese participant: Rosa Micaelo Fernandesmicaelo.rosa@gmail.commicaelo.rosa@gmail.com

2. Short Personal Biography  Name: Rosa Micaelo Fernandes  University degrees: First-degree in Modern Languages and literatures: Portuguese and French (Universidade Nova de Lisboa); Master’s degree in Educational Sciences – Specialisation in Educational Technologies (Faculdade de Psicologia e Ciências da Educação da Universidade de Lisboa).  Lessons taught: Portuguese (language and literature) and ICT (elementary level).  Current functions: teacher (standard classes, classes with special curriculum and Education and Training Courses ), class coordinator.  Personal Interests: educational projects; learning with ICT; photography and art.

3.  Organisation: Escola Secundária de Santo André  Website: http://www.esec-sto-andre- bar.rcts.pt/ http://www.esec-sto-andre- bar.rcts.pt/http://www.esec-sto-andre- bar.rcts.pt/  E-mail: essa9377@mail.telepac.pt essa9377@mail.telepac.pt Organisation

4. Location of Escola Secundária de Santo André Metropolitan area: greater Lisbon District: Setúbal Municipality: Barreiro Parish: Santo André

5. Escola Secundária de Santo André

6. - Upper Secondary School : around 150 teachers + 900 pupils (day period) + 700 students (night period) - Upper Secondary School : around 150 teachers + 900 pupils (day period) + 700 students (night period) Day period: standard classes of Day period: standard classes of scientific-humanistic courses, technological courses, vocational courses and education and training courses (over 15 years old); Night period: recurrent education (over 15 years old); recurrent upper secondary education (over 18 years old); education and training courses for adults (over 18 years old); system for recognition, validation and certification of competencies (over 18 years old).

7. Portuguese Educational System   In the school year 2005/06, approximately 82 % of pupils attended state funded education, and 18 % attended private institutions.  Pre-primary education is optional from the ages of 3 to 5 and is provided in both state-run and private nursery schools. State-run nursery provision is free of charge; fees are paid in private nursery schools. Primary education and lower secondary education

8. Portuguese Educational System Upper Secondary Education Specialised Technological Courses provide a post- secondary non-higher education and among other objectives aim at promoting a training path that combines qualification and professional skills and competences with the possibility of proceeding to higher education.

9. Portuguese Educational System   Adult education and training: it is designed to offer a second chance to individuals who left school early or who missed the chance when younger. Some courses award a diploma of level 3 vocational qualification.  Higher education in Portugal includes university and polytechnic education administered by public, nonpublic or co-operative schools of higher education. Entrance to each higher education institution is subjected to numerus clausus. In higher education the following academic qualifications are given: First-degree (licenciado) - from 6 to 8 semesters - Master’s degree (mestre) - between 3 and 4 semesters - and PhD (doutor).

10. ONGOING REFORMS AND TOPICS OF DEBATE IN EDUCATION The Lisbon European Council (March 2000) approved a new strategy for Europe that is based on innovation and Knowledge: Lisbon Strategy, which requires the adoption of the ‘Education and Training 2010 Work Programme’ – a stimulating programme aimed at creating knowledge infrastructures, fostering innovation and modernising the teaching systems.

11. ONGOING REFORMS AND TOPICS OF DEBATE IN EDUCATION The changes recently introduced in the Education Sector in Portugal rely on two major key concepts: the knowledge-based economy and the Information society; the fostering and consolidation of dynamics of change through a new perspective of the role of schools as a central point for building up knowledge, know-how, competency, new attitudes and interests. The implementation of the project ‘Connecting Portugal’ (Ligar Portugal) is one of the strategic pillars of the Portuguese Technological Plan (Plano Tecnológico), an ambitious programme for growth and competitiveness, based on the promotion and development of the Information Society, allowing school access to information and communication technologies (ICT).

12. Multigrade Schools in Portugal  There are some multigrade schools, located in rural areas (where there are not enough pupils to form standard classes), and also in urban areas in order to take best profit from human and material resources (  There are some multigrade schools, located in rural areas (where there are not enough pupils to form standard classes), and also in urban areas in order to take best profit from human and material resources (Adult Education and Training Courses, e.g.)  There is no special training for teachers for this specific purpose – tough there is a manifest affirmation of pedagogical theories that defend individualised support to pupils/students during the learning process.

13. What do I hope to gain from the Summer School experience  I hope to learn new teaching methodologies / theoretical bases, to put in practice in my own classes, so that my pupils feel motivate to learn the subjects I teach them;  I want to be aware of diversity of experiences and points of view (regarding successful learning/teaching processes), from debates made during course sessions and based on sharing good pedagogical practices; I expect to enlarge my knowledge horizons concerning the Greek culture. I expect to enlarge my knowledge horizons concerning the Greek culture.

14. Information source: Eurydice Data Base http://www.eurydice.org/portal/page/portal/ Eurydice/ByCountryResults?countryCode =PT http://www.eurydice.org/portal/page/portal/ Eurydice/ByCountryResults?countryCode =PT