Higher education is one of the most important key values for changes in societies and exchanges among different societies. Analysing higher education systems in Europe, it is clear that Southern Europe has been determining many differences with the rest of the continent, despite the effort of the Bologna Process to ensure comparability in the standards and quality of higher education qualifications.
Taking into account four Southern Europe countries – Portugal, Spain, Italy and Greece – and regarding their link to a certain Mediterranean culture, our proposal is to analyse these countries’ higher education systems, their growth, using indicators on educational stock, economic growth and development, supply and demand of higher education and economic indicators relating training and the economy such as graduated employment rates. Also education public policies will be considered in the analysis as they interfere in higher education systems’ trajectories. Comparing them we will be able to identify similitudes and singularities in these educational realities, leading us to conclude about the existence of a Southern European way of making higher education a specific value in Mediterranean culture.
This topic is even more important as it may be related to the recent key focus of EU activities in Southern Mediterranean region. The Mediterranean Strategy for Sustainable Development (MSSD) recognises that education in the Mediterranean needs strengthening by introducing sustainable development, through a holistic approach, into educational curricula, from primary school right up to higher education. The search for synergies between higher education research and innovation in the Mediterranean area already started. With our post-doctoral research project focusing on higher education and its links to societies, educational policies and national economies, our goal is to share some questions and to contribute to the debate on higher education reinforcing and enriching sociological analysis on higher education between Mediterranean countries.
The words university and higher education are often used indiscriminately. But Portugal has a two-pronged higher education system: universities and polytechnics have followed different ways. However, certain educational policies have produced a convergence in the direction of these subsystems, not in their policy and their missions — because they reflect different educational objectives — but in the trends associated with the supply of and demand for higher education. This can be the indicator of a change in social representations and cultural models with regard to these subsystems and, especially, the polytechnic subsystem, where more changes have occurred. It is our purpose to contribute to an enrichment of the state-of-the-art information on higher education and, specifically, polytechnic education in Portugal.
Resumo As mudanças que têm ocorrido recentemente na cidade de Lisboa estão associadas, em grande medida, às dinâmicas de mobilidade residencial, suas causas e consequências. A escolha da área de residência, determinada por fatores econômicos, sociais, culturais e psicológicos, resulta numa alteração gradual da estrutura social da cidade e dos padrões de ocupação do território. Este artigo, partindo dos dados de um inquérito realizado aos munícipes de Lisboa entre 2016 e 2017, procura contribuir para melhor compreender essas mudanças, analisando as dimensões territorial e temporal da mobilidade, assim como os perfis socioeconômicos dos residentes mais antigos e dos novos. Perante a diversidade de experiências de mobilidade residencial, recorreu-se à análise multivariada para definir cinco perfis com características sociais distintas.
O panorama de formação superior em Portugal mudou de forma significativa nas últimas quatro décadas, sobretudo com o crescimento do ensino politécnico. Alvo de frequentes modificações, o ensino superior tem estado na última década perante uma “nova era politécnica”, com lógicas de ação das instituições de ensino politécnico que paralelamente à vertente de ensino se projetam em três novos campos de ação: formação pós-graduada, investigação e internacionalização. Com o objetivo de refletir sobre as suas lógicas de ação e os sentidos de missão, lançando também questões sobre o momento atual, são apresentados neste artigo os resultados de uma investigação junto das instituições de ensino politécnico em Portugal.
Num contexto de diversidade de grupos populacionais em convivência, acelerado pelos processos de globalização das mobilidades, o diálogo intercultural vem-se airmando como processo educativo de sucesso para o respeito da diversidade e a promoção da coesão social. Considerado uma boa prática da União Europeia (UE), o diálogo intercultural está na base da proposta do projecto ALLMEET, que prevê a implementação de plataformas educativas interculturais em contextos urbanos diferenciados de cinco regiões da Federação Russa. A relexão e a partilha de experiências no âmbito da rede de trabalho constituída neste projecto conduziu-nos a uma discussão sobre as inalidades educativas e seu enquadramento de grupos minoritários, a criação de territórios educativos prioritários e a interculturalidade em contexto de desigualdades sociais. Palavras-chave: União Europeia-Federação Russa, educação intercultural, territórios educativos interculturais, redes de investigação
SOS Children’s Villages work to protect and improve the lives of children and young people placed in alternative care system. The goal is to break the cycle of family and social disadvantage within this framework, it is essential to provide tools to professionals to support young people path towards autonomy and social integration as active citizens in civil society. This article aims to present and discuss the preparation and transition into adult life—A guide for professionals recently implemented in SOS Children’s Villages, Portugal, within the context of Project PORTA. Educating for autonomy arises as the main concern for the organization, individually and collectively, since it is responsible for the care and support of development needs of children and young people in its programmes. With this aim, this guide helps professionals and young people to promote better practices for developing autonomy skills and preparing transition to adult life, through the explanation of resources and structured intervention individual plans. Thereby, knowledge and practices are shared, expecting to be useful for others as well. A special focus is dedicated to the reinforcement of specific skills, protective factors and social areas, aiming the preparation for autonomy people in close collaboration with all the intervenient and, in particular, with the participation of young people.
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