STEM教育景观 葡萄牙

EUROPEAN COMMISSION Contact:Maria Podlasek-Ziegler E-mail:EAC-UNITE-B2@ec.europa.eu STEMeducation landscape inPortugal Author:Dr.Nelson Gomes, in collaboration with the study team Manuscript completed inJanuary2025 This document has been prepared for the European Commission however it reflects the views only of theauthors, and the European Commission is not liable for any consequence stemming from the reuse of thispublication. Luxembourg: Publications Office of the European Union,2026 © European Union,2026 The reuse policy of European Commission documents is implemented by Commission Decision2011/833/EU of 12December 2011 on the reuse of Commission documents (OJ L330, 14.12.2011, p.39).Unless otherwise noted, the reuse of this document is authorised under a Creative Commons Attribution4.0 International (CCBY4.0) licence (https://creativecommons.org/licenses/by/4.0/). This means thatreuse is allowed provided appropriate credit is given and any changes are indicated. For any use or reproduction of elements that are not owned by the European Union, permission may needto be sought directly from the respective rightholders. PrintISBN978-92-68-38380-3 doi:10.2766/9564824NC-01-26-091-EN-CPDFISBN978-92-68-38379-7 doi:10.2766/7283735NC-01-26-091-EN-N Contents 1.Backgroundto the country’s education system and STEMperformance.............................................................................................8 1.1.Structure of the national school education system.................................81.2.Governance of STEM education in Portugal........................................101.3.Introduction of the country’s performance inSTEM education in 2014-2024.....................................................................................................121.3.1.Performance in STEM and diversity........................................................15 2.Overview of the main policy and structural challenges and factorsrelated to STEM education in schools.................................................17 2.1.Policy framework for STEM education in Portugal...............................17 2.2.Overview of the main structural challenges and factors related to STEMeducation in schools............................................................................192.2.1.Discontinuity across education levels and rigid curriculum structure.......192.2.2.Equity, access, and regional disparities..................................................202.2.3.Teacher capacity, professional development, and institutional leadership212.2.4.Impact of the COVID-19 pandemic and digital preparedness..................21 3.Overview of the identified instruments promoting STEM education23 3.1.Examples of best practices to support STEM education......................25 4.Recommendations for potential EU interventions..............................29 5.Methodological annex...........................................................................31 5.2.Listof interviewees..............................................................................32 This document presents results of country-specific research on STEM educationand its support in Portugal. It was prepared in the context of a wider study on ‘PromotingSTEM education in schools’commissioned by the EuropeanCommission, Directorate-General for Education and Culture. 1.Background to the country’s education systemand STEM performance 1.1.Structure of the national school education system In Portugal, the education system below the tertiary level is divided into threestages: earlychildhood education and care (ECEC), single structure basiceducation, and upper secondary education, which includes both general andvocational tracks. Early childhood education and care (ECEC) in Portugal corresponds to ISCEDlevel 0 and serves childrenfrom birth to six years old. This stage includes non-compulsory crèches for children under three and pre-primary education forchildren aged three to six. Pre-primary education is free in public institutions andwidely attended, though it is not mandatory.The curriculum focuses on fosteringsocial,emotional,and cognitive development through play-based learning,creative activities, and the development of early literacy and numeracy skills.Assessment at this stage is informal, with teachers observing andsupportingeach child’s progress to prepare them for entry into formal schooling. Single structure basic education corresponds to ISCED levels 1 and 2 and is bothcompulsory and free. It spans nine years, divided into three cycles. The first cycle(gradesone to four) begins at age six and focuses on foundational subjects,including STEM, such as Mathematics and Environmental Studies. The secondcycle (grades five and six) introduces subject-specific teachers and adds STEMsubjectssuch as Natural Sciences and Information&Communicationtechnologies.The third cycle(grades seven to nine)further expands thecurriculum to include Physics and Chemistry, allow