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Historical Development Published on Eurydice (https://eacea.ec.europa.eu/national-policies/eurydice) Portugal's history Portugal is the oldest nation-state in Europe. Founded in 1143, its current borders were established in mid-13th century, making them some of the most ancient in Europe and the world. From 1415, Portugal began an expansionist movement that took its language and culture to the five continents, extending the country’s territory to the Azores and Madeira archipelagos and establishing a colonial regime in several African countries, East Timor and even India. Education policy, which would take shape in the 18th century, was overseen by the Marquis of Pombal, who began reforming the different levels and designed a network of public primary school covering the country’s main areas. The 19th century was a period of emerging liberalism in Portugal, which provided a growing belief in the importance of school for the general population, leading to reforms that organised and structured education. However, the severe economic crisis ravaging the country and troubled political atmosphere during this century, which would culminate with the monarchical regime being replaced by a Republic in 1910, meant that many of these educational reforms and liberal-inspired "public education" endeavours were frustrated. The creation of the 1st Republic (1910-1926) saw several reforms in the education sector: educational provision was diversified (infant education, "higher" primary education, normal education; and the creation of Lisbon and Porto universities). The first attempts at decentralisation were made, and syllabus content and pedagogical methods were changed. The new regime found itself incapable of calming political tensions, and the country remained unstable for the following decade and a half. Portugal's participation in World War I alongside the Allies also exacerbated the political and financial crisis, making the results of the policies implemented in the meantime unclear. This situation led to the military taking power in 1926 and setting up a dictatorial regime. António de Oliveira Salazar was appointed Minister of Finance by the new regime in 1928, and in 1932 he became President of the Council (Prime Minister). A year later, the constitution that established the Estado Novo was approved. Salazar’s fascist dictatorship lasted until 1974. The disqualification of teachers and devaluation of education upon which the Salazar regime's policy was based meant that Portugal was unable to keep up with the expansion of schooling happening throughout Europe. This is one of the reasons for the structural shortcomings of the Portuguese education system, made worse by a weak economic sector (poor industrial and commercial development, underdeveloped agriculture, and an underqualified workforce). The entrenchment of a closed and single party regime was another reason the education system developed little. While Europe debated whether to extend compulsory schooling to ten or 12 years in the 1960s, Portugal increased it from three to four years at the beginning of that decade. What little reform occurred during the 1960s was largely due to international pressure associated with becoming part of the European Free Trade Association and the work of the OECD and its Mediterranean Regional Project, which defined the conditions Portugal had to meet to become a member of the OECD, which occurred in 1961. From 1961, the totalitarian regime began to crumble, largely due to the colonial war, which stemmed from independence movements in Angola, Mozambique, Guinea-Bissau and in Portuguese India, places to whom Portugal refused to give independence. Social opposition to the regime increased and opposition movements become stronger and more organised. At the same time, Portugal’s isolation worsened, as the international community condemned the country and pressured it to resolve the issue of its colonies. On 25th April, 1974, a military movement led by young army officers, known as the Carnation Revolution, put an end to the Estado Novo and kick-started a process that culminated in a democratic regime. After this, all the former Portuguese colonies were granted independence. In 1976, parliament was elected and the first constitutional government formed, establishing a modern democratic state, guaranteeing citizens’ rights and freedoms. The economy was founded on the coexistence of three sectors of property and economic activity (public, private and cooperative), a semi-presidential governmental system, the autonomy of local authority, self-rule of the Azores and Madeira autonomous regions and subordination of the armed forces to political power. On 1st January, 1986, Portugal joined the European Economic Community (EEC), which was the predecessor of the European Union, before leaving EFTA. In 1999, it was part of the first group of countries to adopt the Euro as its national currency. To strengthen cultural and economic links with Portuguese-speaking countries, alongside Angola, Brazil, Cape Verde, Guinea Bissau, Mozambique and Sao Tome and Principe, Portugal founded the Community of Portuguese-speaking Countries (CPLP). These members were joined by East Timor after it became independent from Indonesia in 2002. Recently, the CPLP offered membership to non- Portuguese speaking countries, and Equatorial Guinea joined in 2014. It also has associate members and observers including such countries as Japan, Georgia, Australia and Macao, among others. In 2002, a political cycle began, distinguished by the idea of a European challenge and the start of the Bologna process in higher education. The Lisbon Strategy forms a foundation for policies that focus on the transition to a knowledge-based economy and society, where reducing early school leaving is an indicator of success of education policies. In April 2011, against a background of serious economic-financial and political crises caused by the Stability and Growth Programme (SGP) being voted down, the government asked the European Commission for external assistance, which led to the signing of a memorandum of understanding between the Portuguese government, the European Commission, the European Central Bank and the IMF ("troika”) This was followed by a period of crisis and austerity marked by wage suppression and public spending restraint. At the end of the programme, after elections, a new government took office. Once again, accelerated growth boosted supply and demand for education. New investments were initiated, which brings us to the current situation. Evolution of the education system In 1948, Portugal participated in the second Paris conference that created the Organisation for European Economic Co-operation (OEEC), the initial convention that gave rise to the Organization for Economic Cooperation and Development (OECD). At the time, it presented a plan for a funding programme in five areas: energy, mining and irrigation, transport, manufacturing, agriculture, and health and education. The country reached the post-war period with a fledgling educational system. Official early childhood education had been abolished, compulsory schooling had been reduced to three years, and primary schools had been closed, as schoolteachers were considered not to need much preparation. Then Portugal began moving closer to international policies that, based on theories of human capital, defended the expansion of education. In 1959/60, the OECD analysed national education policies. The Minister of Education, Leite Pinto, asked for the OECD's support in defining the parameters of educational reform, the Mediterranean Regional Project was devised, and various changes implemented. The Mediterranean Regional Project report was made public in April, 1964, and the Quantitative Analysis of Portuguese School Structure (1950-59) was also published. This was done with a view to training the people needed to meet the demands of the economy. From there, several changes were initiated by the Ministers of Education, Leite Pinto and Veiga Simão, among others. This established a certain continuity from 1960 until the approval of the Education Act, which democratised and expanded school education. On 9th July, 1964, Decree-Law no. 45/810, made schooling compulsory for six years, targeting those up to the age of 14, starting with primary education (four years) then one of two new pathways: complementary primary education or a preparatory cycle of secondary education (two years). In the same year, an alternative way of completing compulsory schooling was devised: Telescola. This second pathway, which operated until 2003/2004, is based on distance learning via television, was key to schooling in Portugal and across Europe as a whole. Despite the development of education policy in Portugal in the 1960s, the country’s illiteracy rate was still over 25% in 1970. Only after 1974 did educational indicators begin to change and the country catch up with the rest of Europe. However, this substantial and speedy recovery caused structural problems, which cane be caused by rapid growth. The desire to make education more democratic and universal occurred at the same time as a major increase in the demand for school and a huge growth in the number of students at all levels of schooling. An increase in the birth rate, alongside a climate of optimism and hope regarding the future, the end of the colonial war, with the return of Portuguese nationals who had previously lived in the African colonies (primarily from Angola and Mozambique, but also Cape Verde, São Tomé and Príncipe and Guinea-Bissau,
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