Loading...
29 results
Search Results
Now showing 1 - 10 of 29
- O abandono nos cursos de educação e formação de adultos: tratar-se-á de uma profecia anunciada?Publication . Marrocos, Laura; Quintas, HelenaNeste artigo são apresentados resultados obtidos a partir de entrevistas biográficas realizadas a três adultos que frequentaram, e posteriormente abandonaram, os Cursos de Educação e Formação de Adultos. Os protagonistas deste estudo frequentaram esta modalidade de educação/formação em freguesias distintas do concelho de Loulé, no Algarve, nomeadamente, Boliqueime, Quarteira e São Clemente. Dado que se trata de adultos que experimentaram situações de insucesso escolar ao longo da sua trajetória de escolarização, o objetivo principal do estudo foi perceber se a perceção de insucesso escolar, eventualmente construída ao longo da sua história de vida, condicionou a decisão de continuarem ou de “abandonarem” processos de educação e formação em que se envolveram.
- Práticas de colaboração entre o Ensino Superior e o Projeto TEIP: reflexões sobre um campo frutífero para a formação dos professores dos vários níveis de ensinoPublication . Quintas, Helena; Borges, Maria Leonor; Amado, Nélia; Sérgio Vieira, LuísA presente comunicação pretende analisar as mútuas vantagens para a formação e desenvolvimento profissional docente que advêm da relação entre o Ensino Superior e o projeto “Territórios Educativos de Intervenção Prioritária” (TEIP), da iniciativa do Ministério da Educação. Ao longo das várias fases do projeto sempre existiram parcerias locais que articulam os objetivos do projeto e as necessidades identificadas em cada agrupamento/escola com os recursos e as competências das instituições de Ensino Superior dos respetivos territórios. Por parte da Universidade, a aposta nas atividades de Extensão - que viabilizam a intervenção da Universidade na Sociedade - está, cada vez mais, a afirmar-se como um campo privilegiado da sua ação. Tradicionalmente mais vocacionadas para o ensino e para a investigação, a prestação de serviço no âmbito dos TEIP configura uma forma de atuação da vertente extensão universitária. Os autores desta comunicação, docentes de uma instituição de Ensino Superior que desde os primórdios do Projeto colabora com as escolas TEIP da região onde está inserida, analisam vários ângulos de benefício mútuo que advém desta colaboração, tais como os contributos que os peritos TEIP da universidade podem dar às escolas com quem colaboram, e o retorno, em termos de formação e de desenvolvimento profissional, que decorre dessa colaboração.
- Non-traditional access to higher education – an evolution in PortugalPublication . Bago, Joana; Santos, Lucilia; Fonseca, Henrique; Almeida, António Fragoso de; Gonçalves, Teresa; Ribeiro, Carlos Miguel; Quintas, Helena; Monteiro, RuteIn Portugal the access to Higher Education (HE), comprising Universities and Polytechnic institutions, can be achieved by several dedicated “doors”. Besides the “National Admission Process” that accounts for the largest number of candidacies and vacancies and constitutes the regular pathway, there are a number of other processes, such as particular admission processes and special regimes, created as a result of the effort to open Higher Education to more and different publics. Gateways have been built based on the profiles at entrance, identifying, in particular, Non-Traditional Students, in particular older than 23 years that have now a dedicated via on the “Special Admission to HE” (SAHE) that has it set of vacancies established on a yearly basis by each university, and targets candidates (M23 regime). As a case study, this work pretends to bring up the major changes between past and present protocols of the SAHE, i.e., “ad-hoc examinations” and the actual M23 regime.
- Non-traditional students in higher education: barriers to learning and professional insertionPublication . Almeida, António Fragoso de; Quintas, Helena; Campos Goncalves, Teresa IsabelThis article emerges from two research projects focused on non-traditional students in higher education. Our objectives aims to understand the barriers of learning and academic success, considering the perspectives of the several social actors in the academia; and to understand the barriers of the same students had in their transition to the work environment. The results show that a set of situational and institutional factors work as obstacles to these students. The results also show that age is a determinant factor regarding hiring and that the characteristics of the labour market today make hard the professional insertion of non-traditional undergraduates.
- The leadership fo schools in three regions in Portugal based on the findings of external evaluationPublication . Quintas, Helena; Gonçalves, José AlbertoSchool leadership has significant effects on the learning, development and academic success of the pupils and on the quality of educational organisations, so, to a large extent, the effectiveness of the school depends upon the way in which leadership is carried out. It is on this basis that we undertook our study which led in this article. In it we sought to characterise the leadership of schools and school clusters in the regions of the Algarve, Alentejo and Lisbon and Tagus Valley, globally and specifically, based on the analysis of the content of external evaluation reports produced by teams from the General Inspectorate of Education during the 2006/2007, 2007/2008 and 2008/2009 academic years. This analysis was carried out as part of the research project FSE/CED/83489/2008 under the responsibility of the Centre for Sociology Research and Studies from the Lisbon University Institute, the University of the Algarve and the Barafunda Association, and we were part of the respective research team. By analysing the data we have been able to establish a joint and per region “profile” of the leaderships in the schools and school clusters that were evaluated, although we onsider that their results cannot be extrapolated, given he imits in the wording of the valuation reports and the fact at these reports were produced by different teams from egion to region and even within the regions themselves.
- Who are they? Making non-traditional students visiblePublication . Gonçalves, Teresa; Almeida, António Fragoso de; Ribeiro, Carlos Miguel; Monteiro, Rute; Quintas, Helena; Bago, Joana; Fonseca, Henrique; Santos, LuciliaThe implementation of the Bologna processes in Portugal allowed a national Law to be changed so that the access to Higher Education was made easier for mature students older than 23, who have some sort of professional experience. In this paper we’ll report the first (still superficial) results of a research project which, involving the universities of Aveiro and Algarve5, aims to study deeply non-traditional student’s situation in order to create conditions for improving their academic success and reduce dropout.
- Lifelong learning and well-being: “Between the desirable and the possible"Publication . Marrocos, Laura; Portela, Sofia; Quintas, HelenaThis paper presents preliminary results carried out and treated more extensively in the research project that is being developed in the field of Adult Education in Portugal . From the biographical interviews carried out from two adults who are attending the Education and Training Courses (ETC) in two different areas of the city of Loulé, in southern Portugal, we show the results regarding the impact of the training they attend (ETC Courses) in the sense of "subjective well-being" experiencing (or not).
- Academic trajectories and labour market transitions of mature graduates: a case study from the University of AlgarvePublication . Gonçalves, Teresa; Quintas, Helena; Almeida, António Fragoso deThe Bologna Process, recently implemented in Portugal, has brought many changes to higher education institutions (HEI). One of these changes refers to a law that enables mature students (23 years and older) to gain special access to higher education, taking into account their professional experience. The numbers of mature students are therefore increasing in our country, making our academic population more diverse. Our team has in the past investigated these students’ situation in higher education (HE), in order to provide university management our recommendations to improve students’ success. To continue our research we (two HEI in Portugal) designed a new research project , which partially aims to understand mature students’ trajectories through HE and their transitions to the labour market. Again we hope to provide recommendations for that university management to do more for our students’ employability. In this paper we identify and characterise various dimensions of individual and collective profile of mature students in the University of Algarve (Portugal) and their paths towards labour market integration. Our results show that positive experiences within university context, regarding their learning and competences acquisition. Also it becomes clear that while studying in university mature students developed personal qualities that proved to be determinant to their professions or to the ability of creating their own businesses.
- Das histórias de vida às vidas com história. O impacte do processo de reconhecimento, validação e certificação de competênciasPublication . Portela, Sofia; Quintas, HelenaOs processos de Reconhecimento, validação e certificação de competências foram introduzidos em Portugal ao longo da última década, como forma de diminuir o baixo nível de certificação escolar e de qualificação profissional da população adulta portuguesa. Estes processos visam a certificação de competências já adquiridas por adultos e também a sua motivação para realizar novas aprendizagens, o que representará um retorno para o desenvolvimento do indivíduo e da sociedade. Para tal, os processos de RVCC recorrem a adaptações de metodologias autobiográficas (MA) com potencial para reconhecer e desafiar, entre outras, as competências de agência pessoal dos adultos, necessárias na atualidade para uma boa integração do cidadão na comunidade. Com base em depoimentos recolhidos em entrevistas realizadas a adultos certificados por esta via, são analisadas perceções sobre o impacte do processo de RVCC nas suas vidas. Concluiu-se que as metodologias utilizadas, conjuntamente com os referenciais explorados e com a intervenção dos educadores neste processo, contribuíram para o reconhecimento e o desenvolvimento das competências-chave e para um maior investimento na continuação das aprendizagens ao longo e ao largo da vida. O presente artigo discute, ainda, os contributos da perspetiva teórica e metodológica da investigação desenvolvida, enquanto contributo para o terreno específico da Educação e Formação de Adultos (EFA).
- Navigating through higher education: mature students in transitionPublication . Almeida, António Fragoso de; Quintas, Helena; Ribeiro, Carlos Miguel; Monteiro, Rute; Gonçalves, Teresa; Fonseca, Henrique; Bago, Joana; Santos, LuciliaIn our paper we are going to focus mature students close to 50 years old. We will present the results of two life histories co-constructed with these mature students, who have entered university in the year of 2010/2011. Our particular interest is to investigate how they have lived this very important transition to higher education.
- «
- 1 (current)
- 2
- 3
- »