General Directorate of School Establishments Hard to Reach Groups‫ ‏‬ from a Portuguese Perspec4ve by
Olinda Mar8nho Rio NECE -­‐ Networking European Ci2zenship Educa2on Focus Group workshop -­‐ Leicester, UK. July, 2014 Hard to Reach Groups‫ ‏‬ from a Portuguese Perspec4ve aims to be a contribu8on to Focus Group Workshop Hard-­‐to-­‐reach learners and youth, presented on July, 2014 in Leicester, UK. Olinda Mar2nho Rio Permanent Senior Officer MINISTRY OF EDUCATION AND SCIENCE PhD Researcher in European Studies – FLUC-­‐ University of Coimbra ommrio@hotmail.com olinda.rio@dgeste.mec.pt Mobile: 00 351 912033909 Junho de 2014
1. Ci2zenship Educa2on of Hard-­‐To-­‐Reach groups in Portugal •  Current approach Junho de 2014
Educa2on for Ci2zenship: new curricular framework Decree-­‐Law n. º 139/2012 of 5 July Guiding Principles (Ar8cle 3. rd) m) Strengthening of crosscu]ng nature of ci8zenship educa8on, establishing content and program guidelines, but not as empowering discipline as mandatory offer; p) Enrichment of learning, by offering various cultural ac8vi8es and disciplines, op8onal and based on the educa8onal project of the school, enabling students to diversify and widen their forma8on while respec8ng the autonomy of each school. July, 2014
Junho de 2014
Educa2on for Ci2zenship: new curricular framework Qualifi-­‐ ca2on Basic Educa-­‐8on Cross dimension point m) art. 3rd Projects projects and ac8vi8es that contribute to the personal and social forma8on development of students, namely: -­‐ Civic educa8on; -­‐ Health educa8on; -­‐ Financial educa8on; -­‐ Media educa8on; -­‐ Road safety educa8on; -­‐ Consumer educa8on; -­‐ Entrepreneurship educa8on (Art. 15) Supplementary offer/ complementary curricular components Schools may offer: In the 1st cycle: complementary offer a weekly schedule of 1 hour; In 2nd and 3rd cycles: addi8onal curriculum components with flexible workload. These curricular components aim to contribute to the integral development of the students in areas of ci8zenship, ar8s8c, cultural, scien8fic or other. (Art. 12) organize and conduct, emphasizing student par8cipa8on, shares cultural training and arts educa8on, physical educa8on and school sport, educa8on for ci8zenship, inclusion and par8cipa8on in community life, especially aimed at crea8vely using the leisure-­‐oriented, in general, for full training and the personal development of students. (Art. 20) Junho de 2014
Educa2on for Ci2zenship: new curricular framework 1st Cycle Components of the curriculum Portuguese Mathema8cs Environment Study Ar8s8c and Physical Motor Expressions Study Support (a) Complementary offer (a) Time to comply Curricular enrichment ac8vi8es (b) Moral and Religious Educa8on (c) Weekly 2metable Minimum of 7.0 hours Minimum of 7.0 hours Minimum of 3.0 hours Minimum of 3.0 hours Minimum of 1.5 hours 1.0 hour Between 22.5 and 25 hours 5.0 to 7.5 hours 1.0 hour (a) Ac8vi8es to develop in coordina8on, integra8ng ac8vi8es that promote transversely, educa8on for ci8zenship and components of working with informa8on and communica8on technologies. (b) voluntary ac8vi8es, in accordance with Ar8cle 14. º and n. 1 of Ar8cle 9. ° If such ac8vi8es are offered by en8ty outside the school, which always lacks for contracts, explicit confirma8on is required from the Ministry of Educa8on and Science so that its dura8on exceeds 5 hours. (c) Discipline of op8onal frequency, in accordance with Ar8cle 19. º A8vidades a desenvolver em ar8cula Junho de 2014
Ci2zenship educa2on: curriculum framework Level educa2on Cross Dimension Secondary educa8on point m) art.º 3rd Projects Organize and hold, valuing the par8cipa8on of students, cultural training and arts educa8on, physical educa8on and school sport, educa8on for ci8zenship, inclusion and par8cipa8on in community life, especially aimed at crea8vely using the leisure-­‐oriented, in general, for full training and the personal development of students. (Art. 20) Junho de 2014
Educa2on for Ci2zenship -­‐ Guidelines Thema2c Areas The prac8ce of ci8zenship is a part, individual and collec8ve process, which calls for reflec8on and ac8on on the problems faced by individual and society. The exercise of ci8zenship implies, by each individual and those with whom he interacts, an awareness, whose evolu8on follows the dynamics of interven8on and social transforma8on. Ci8zenship translates into an a]tude and a behavior, a way of living in society that makes reference to the human rights, including the values of equality, democracy and social jus8ce. http://www.dge.mec.pt/educacaocidadania/index.php?s=directorio&pid=71
Junho de 2014
Educa2on for Ci2zenship – Guidelines Referen2al Given the importance that the Ministry of Educa8on and Science recognizes this curriculum area, have been produced in collabora8on with other organiza8ons and public ins8tu8ons and various civil society partners, material that can be considered as references in addressing the different dimensions of ci8zenship. http://www.dge.mec.pt/educacaocidadania/index.php?s=directorio&pid=71
Junho de 2014
Educa2on for Ci2zenship Guidelines • Road Educa8on; • Educa8on for Development; • Educa8on for Gender Equality; • Educa8on for Human Rights; • Financial Educa8on; • Educa8on for Na8onal Security and Defence; • Volunteering; • Environmental Educa8on / Sustainable Development; • European Dimension of Educa8on; • Media Educa8on; • Health Educa8on and Sexuality; • Educa8on for Entrepreneurship; • Intercultural Educa8on http://www.dge.mec.pt/educacaocidadania/index.php?s=directorio&pid=121
Junho de 2014
2. HTR Groups in Portugal: Characteriza2on, Strategies and Challenges Junho de 2014
HTR Groups in Portugal: Characteriza2on, Strategies and Challenges •  HTR concept: HTR are educa8onally and/or socially and/or economically disadvantaged people who are onen ‘forgopen’ by the mainstream of ci8zenship educa8on or len behind in schools or other educa8onal facili8es. •  Young people, especially immigrants, are par8cularly affected. A growing group is the economically disadvantaged and the NEET (not in educa8on, employment or training). In this work we target Groups as defined and iden2fied by FG HTR: 1-­‐ Group “People With Migra8onal Background” 2-­‐ Group “Economically De-­‐Privileged” 3 -­‐ Group “Alienated Milieus: Subcultures, Extremists, Hooligans, Gangs” • FG HTR’ common umbrella defini?on (Berlin, 2013) Junho de 2014
The presence and intersection of peoples and cultures are a reality in Portuguese identity. Linked to Lusophone countries like Brazil, An
The presence and intersec8on of peoples and cultures are a reality in Portuguese iden8ty. Linked to Lusophone countries like Brazil, Angola, Mozambique, Cabo Verde, São Tomé, Timor and India by history, culture and language, most of our immigrants are from those countries but also from European Union, East Europe, China and others. Junho de 2014
People With Migrational Background
The most representa2ve na2onali2es: Portugal, 2013 Source: SEF – Service of Foreigners and Borders, Report 2013, p.10
Junho de 2014
Currently immigration tends to decrease and Portuguese emigration is back.
In one year – 2013 - more than 120,000 Portuguese left the country. These
are orders of magnitude that throw us into the 60s concurring as main
factors: changing of migration flows and the impact of the current economic
crisis on the labor market.
The dynamic of the evolution of the foreign population in Portugal shows
the consolidation of the trend of the decreasing number of foreign
residents in Portugal, totaling 401,320 citizens in 2013(down 3.8% from
2012).
Junho de 2014
Group Economically De-­‐Privileged Unemployment: total and by dura2on of job seeking Individual - Thousands
Length of unemployment
Years
1974
1981
1991
2001
2002
2003
2004
2005
2006
2007
2008
2009
2010
2011
2012
2013
Total
Less than 1 year
1 year or more
Others
111,7
165,4
207,5
213,6
270,5
342,3
365,0
422,3
427,8
448,6
427,1
528,6
602,6
┴ 706,1
860,1
875,9
31,1
60,7
118,5
124,9
167,1
211,6
194,8
208,6
205,0
226,2
211,8
280,7
273,1
┴ 331,3
394,3
332,3
80,6
104,8
89,0
85,4
100,7
129,3
168,9
210,8
221,1
219,5
212,7
245,8
327,1
┴ 374,9
465,8
543,5
//
//
//
3,3
2,7
1,4
1,3
2,9
1,7
2,9
2,6
2,1
2,4
┴ //
//
//
Junho de 2014
3. Prac2ces that relate to relevant discourses such as educa2onal inclusion and intercultural educa2on Junho de 2014
TEIP "Pathways to inclusion and educational
success"
There are areas in all countries with an intense "concentra8on" of social problems. In Portugal are mainly in the metropolitan areas of Lisbon and Oporto. The TEIP (Educa8onal Territories of Priority Interven8on) are a recent and ambi8ous measure of educa8onal policy in the framework of "comba8ng social exclusion" whose purpose is to combat school failure and prevent early withdrawal of young people apending schools located in areas characterized by their social, cultural, economic and family weakness. Assumes a policy of posi8ve discrimina8on, valuing the role of local actors and partnership as a contribu8on to the crea8on of condi8ons for the integra8on of vulnerable groups HTR Junho de 2014
The EPIS Association - Entrepreneurs for
Social Inclusion
The EPIS seeks to have relevant impact on the ground across the country on a large scale (1) poin8ng innova8ve ways and tes8ng best prac8ces through pilot projects in partnership with na8onal and local, public and private, and (2) en88es dissemina8ng methodologies tested and demonstrated with quan8ta8ve results in order to promote its dissemina8on and internaliza8on in communi8es by a socially and economically sustainable manner. Under the "Schools of the Future" project, EPIS develops, throughout the year, several ini8a8ves that strengthen methodologies and dimensions that are worked with schools, namely: • "EPIS Conference -­‐ with the aim of sharing with the educa8onal community and civil society, current issues of educa8on, crea8ng opportuni8es to discuss solu8ons to promote school success and employability. • Social EPIS Scholarships -­‐ A scholarship program that rewards good prac8ces of social inclusion in schools and supports financially needy students. Junho de 2014
Different HTR learning settings: formal,
informal and non-governmental approaches
•  The ACIDI : High Commission for Immigra2on and Intercultural Dialogue • In Portugal, ACIDI plays a fundamental role in the promo8on and development of the diversity as an enrichment factor to reach a fair, more united and more human Society. •  Outreaching with immigrants •  Raising Public Awareness of Welcoming and Integra8on and Promo8ng of Interculturality Junho de 2014
4. Conclusion: Challenges, Opportuni2es and Futures
Junho de 2014
Conclusion: Challenges, Opportuni2es and Futures Diversity of na8onal, regional, religious and ethnic iden88es in our communi8es as well as serious problems of economic precarity leads to ambivalence in the way we see each other. Modern intercultural socie8es are pervaded with ambivalence, uncertainty and paradoxes. Processes of integra8on and inclusion onen run parallel to, and even incite, processes of exclusion and segrega8on. Government policies can some8mes contribute to enhance the paradoxes and uncertain8es involved. Educators for Democra2c Ci2zenship in Portugal face at least two major challenges resul2ng from this perspec2ve. The first arises from the economic crisis in Portugal and the percep8on of unfairness in the economic system that is pushing much of the popula8on to poverty thresholds with the consequent risk of social fragmenta8on, growth of marginaliza8on and new groups disconnected, de-­‐privileged or vulnerable at risk of social exclusion. The second arises because of the mul8plicity of perspec8ves and approaches in this maper; We face a variety of poli8cal educa8on for ci8zenship at na8onal and European level, reflec8ng different goals and interests, which also results in different responses and strategies which educators try to adapt with difficulty feeling therefore uncertain and inadequately prepared. Junho de 2014