Quantifying the third sector in Portugal : an overview and evolution from 1997 to 2007

I am grateful to the Portuguese Ministry of Labor and Social Solidarity, Statistics Department, for access to the data used in this study (Quadros de Pessoal). I would also like to express my gratitude to Miguel Reis Portela and Nelson Areal for their assistance in dealing with the database and STATA. I am also indebted to two anonymous reviewers for their useful comments on an earlier version of this paper.This paper presents a global overview of the third sector in Portugal drawing on data from a linked employer-employee database – “Quadros de Pessoal”, which is based on a compulsory annual inquiry to organizations, making it a better source of information than those based on sample surveys and estimates. This study advances on previous overviews by providing more updated numbers for organization size, age, gross revenue and employment levels, as well as their distribution across the ICNPO third sector activity classification. The evolution of these variables from the period 1997-2007 is also analyzed. The Portuguese third sector has been fast growing, with revenues amounting to 5.64% of Portugal’s GDP and employment representing 4% of the country’s employment in 2007. It is mainly composed of very small organizations, with diminutive revenues. Perhaps its most striking features are the uneven distribution of employment and revenue and the strong concentration on Social services

Meaningful time for professional growth or a waste of time? A study in five countries on teachers’ experiences within master’s dissertation/thesis work

The relationship between master’s thesis work and teachers’ professional development has rarely been explored empirically, yet. Drawing upon a larger study, this paper investigates how teachers who were studying for or who have recently graduated from Master of Education programmes offered in five countries – Poland, Portugal, England, Latvia, Romania – perceive the usefulness of dissertation/thesis work for their professional development and how they attempt to use their MA research results in their (future) teaching practice. Results suggest that although most respondents recognized their MA dissertation/thesis work as having a positive impact on their professional development by enhancing their professionalism, personal development and growth, and understanding the relationship between research and practice, they were less confident about the use of MA research findings in their (future) workplaces. These results are discussed in the context of current challenges regarding master’s level education for teachers, national governments’ educational policies, and the relationship between research, teachers’ practices and professional development

Explore the concept of “light” and its interaction with matter: an inquiry-based science education project in primary school

The exploration process leading to the understanding of physical phenomena, such as light and its interaction with matter, raises great interest and curiosity in children. However, in most primary schools, children rarely have the opportunity to conduct science activities in which they can engage in an enquiry process even if by the action of the teacher. In this context, we have organised several in-service teacher training courses and carried out several pedagogic interventions in Portuguese primary schools, with the aim of promoting inquirybased science education. This article describes one of those projects, developed with a class of the third grade, which explored the curricular topic “Light Experiments”. Various activities were planned and implemented, during a total of ten hours spread over five lessons. The specific objectives of this paper are: to illustrate and analyse the teaching and learning process promoted in the classroom during the exploration of one of these lessons, and to assess children’s learning three weeks after the lessons. The results suggest that children made significant learning which persisted. We conclude discussing some processes that stimulated children’ learning, including the importance of teacher questioning in scaffolding children's learning and some didactic implications for teacher training.CIEC – Research Centre on Child Studies, IE, UMinho (FCT R&D unit 317), Portuga

Mathematics education and technology

Recent international surveys such as the Organisation for Economic Co-operation and Development (OECD) report Students, Computers and Learning ( 2015) highlight the wide gap in students’ access to, and use of, technology in secondary mathematics in participating countries. The OECD “snapshot” methodology in which 15-year-old students were asked if they (or their teachers) had performed a range of mathematical tasks using computers in the month preceding their completion of the Programme for International Student Assessment (PISA) survey revealed low levels of technology use (see Fig. 1)

Outdoor play as a mean to achieve educational goals: a case study in a Portuguese day-care group

This study aims to explore the pedagogical potential of outdoor play situations, considering the educational goals established in the Portuguese Pedagogical Guidelines for 0–3-year-old children (ongoing work), namely development of a sense of security and positive selfesteem; development of curiosity and exploratory impetus; and development of social and communication skills. Following a qualitative methodology, during a period of 9 months, the outdoor play experiences of 14 children from a day-care centre were observed and monitored and the professionals were interviewed. The data shows that outdoor experiences can contribute to the achievement of the educational goals, enlarging opportunities for creative play, problem solving, experimentation, inquiry, dialogues and collaboration. The achievement of the educational goals is facilitated through supportive and positive relationships with adults and peers, provision for proper equipment, and contact with nature. This study offers a deep insight into how educational policies can be put into practice in the outdoor area.publishe

How students perceive medical competences: a cross-cultural study between the Medical Course in Portugal and African Portuguese Speaking Countries

<p>Abstract</p> <p>Background</p> <p>A global effort has been made in the last years to establish a set of core competences that define the essential professional competence of a physician. Regardless of the environment, culture or medical education conditions, a set of core competences is required for medical practice worldwide. Evaluation of educational program is always needed to assure the best training for medical students and ultimately best care for patients. The aim of this study was to determine in what extent medical students in Portugal and Portuguese speaking African countries, felt they have acquired the core competences to start their clinical practice. For this reason, it was created a measurement tool to evaluate self-perceived competences, in different domains, across Portuguese and Portuguese-speaking African medical schools.</p> <p>Methods</p> <p>The information was collected through a questionnaire that defines the knowledge, attitudes and skills that future doctors should acquire. The Cronbach's Alpha and Principal Components Analysis (PCA) were used to evaluate the reliability of the questionnaire. In order to remove possible confounding effect, individual scores were standardized by country.</p> <p>Results</p> <p>The order of the domain's scores was similar between countries. After standardization, Personal Attitudes and Professional Behavior showed median scores above the country global median and Knowledge alone showed median score below the country global median. In Portugal, Clinical Skills showed score below the global median. In Angola, Clinical Skills and General Skills showed a similar result. There were only significant differences between countries in Personal Attitudes (p < 0.001) and Professional Behavior (p = 0.043).</p> <p>Conclusions</p> <p>The reliability of the instrument in Portuguese and Portuguese-speaking African medical schools was confirmed. Students have perceived their level of competence in personal attitudes in a high level and in opposite, knowledge and clinical skills with some weaknesses.</p

School-based physical education programs: evidence-based physical activity interventions for youth in Latin America

This article focuses on results of the systematic review from the Guide for Useful Interventions for Activity in Latin America project related to school-based physical education (PE) programs in Latin America. The aims of the article are to describe five school-based PE programs from Latin America, discuss implications for effective school-based PE recommendations, propose approaches for implementing these interventions, and identify gaps in the research literature related to physical activity promotion in Latin American youth. Following the US Community Guide systematic review process, five school-based PE intervention studies with sufficient quality of design, execution and detail of intervention and outcomes were selected for full abstraction. One study was conducted in Brazil, two studies were conducted in Chile and two studies were conducted on the US/Mexico border. While studies presented assorted outcomes, methods and duration of interventions, there were consistent positive increases in physical activity levels for all outcomes measured during PE classes, endurance and active transportation to school in all three randomized studies. Except for one cohort from one study, the non-randomized studies showed positive intervention effects for moderate and vigorous physical activity levels during PE classes. The core elements of these five interventions included capacity building and staff training (PE specialists and/or classroom teachers); changes in the PE curricula; provision of equipment and materials; and adjustment of the interventions to specific target populations. In order to translate the strong evidence for school-based PE into practice, systematic attention to policy and implementation issues is required. (Global Health Promotion, 2010; 17(2): pp. 05–15

As representações sociais do trabalho do tutor presencial: limites e possibilidades

Neste artigo apresentamos uma discuss&#227;o conceitual sobre o modelo de tutoria adotado pelas Institui&#231;&#245;es P&#250;blicas de Ensino Superior que integram o programa Universidade Aberta do Brasil (UAB). Toma-se como ponto de partida as pesquisas e as a&#231;&#245;es desenvolvidas pelas autoras nos &#250;ltimos dez anos, que est&#227;o diretamente relacionadas com a educa&#231;&#227;o a dist&#226;ncia no Brasil. O foco central s&#227;o os tutores presenciais que se responsabilizam pelo atendimento aos alunos no polo de apoio presencial e que s&#227;o selecionados por meio de editais publicados nas p&#225;ginas virtuais das institui&#231;&#245;es que ofertam cursos superiores em uma modalidade distinta do ensino presencial. A an&#225;lise dos editais foi realizada com o intuito de verificar a rela&#231;&#227;o entre as quest&#245;es te&#243;ricas que v&#234;m sendo trabalhadas pelos especialistas no Brasil e os requisitos exigidos para o exerc&#237;cio da tutoria. Acredita-se que a tutoria presencial &#233; essencial para a promo&#231;&#227;o de a&#231;&#245;es educativas que contribuam para potencializar o aprendizado dos alunos