All-day schooling: improving social and educational Portuguese policies

Over the past decade, several European countries have implemented policies and programmes leading to the introduction of the concept of ‘all-day schooling’, thus acknowledging the need to guarantee the guard of all children and to enhance equal opportunities of success at school. The Portuguese Mini...

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Main Author: Jorge Martins
Format: Article
Language:English
Published: Kura Publishing 2015-03-01
Series:International Electronic Journal of Elementary Education
Subjects:
Online Access:https://iejee.com/index.php/IEJEE/article/view/75/73
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spelling doaj-fcb4fd3dc35046b0a3471ee544c3916f2020-11-25T03:41:54ZengKura PublishingInternational Electronic Journal of Elementary Education1307-92981307-92982015-03-0172199216All-day schooling: improving social and educational Portuguese policiesJorge Martins0University of PortoOver the past decade, several European countries have implemented policies and programmes leading to the introduction of the concept of ‘all-day schooling’, thus acknowledging the need to guarantee the guard of all children and to enhance equal opportunities of success at school. The Portuguese Ministry of Education created and funded the Curricular Enrichment Activities Programme as a measure to support the generalisation of all-day schooling in Portuguese primary schools. Our study aimed at evaluating the reach of the political measures associated with all-day schooling, as was implemented in Portugal by the AEC programme, by focusing on two central dimensions: the political and the curricular. Two cases of different local decisions were studied. The results revealed a unanimous valorisation of the philosophy and the objectives underlying the AEC programme, which gives shape to a ‘good measure’ of social and educational public policies, consistent with the nuclear project of all-day schooling. They also showed, however, that the dimension of the curricular enrichment still needs to be improvedOver the past decade, several European countries have implemented policies and programmes leading to the introduction of the concept of ‘all-day schooling’, thus acknowledging the need to guarantee the guard of all children and to enhance equal opportunities of success at school. The Portuguese Ministry of Education created and funded the Curricular Enrichment Activities Programme as a measure to support the generalisation of all-day schooling in Portuguese primary schools. Our study aimed at evaluating the reach of the political measures associated with all-day schooling, as was implemented in Portugal by the AEC programme, by focusing on two central dimensions: the political and the curricular. Two cases of different local decisions were studied. The results revealed a unanimous valorisation of the philosophy and the objectives underlying the AEC programme, which gives shape to a ‘good measure’ of social and educational public policies, consistent with the nuclear project of all-day schooling. They also showed, however, that the dimension of the curricular enrichment still needs to be improved.https://iejee.com/index.php/IEJEE/article/view/75/73Educational PoliciesEducational equityAll-day schoolingCurricular enrichment activities
collection DOAJ
language English
format Article
sources DOAJ
author Jorge Martins
spellingShingle Jorge Martins
All-day schooling: improving social and educational Portuguese policies
International Electronic Journal of Elementary Education
Educational Policies
Educational equity
All-day schooling
Curricular enrichment activities
author_facet Jorge Martins
author_sort Jorge Martins
title All-day schooling: improving social and educational Portuguese policies
title_short All-day schooling: improving social and educational Portuguese policies
title_full All-day schooling: improving social and educational Portuguese policies
title_fullStr All-day schooling: improving social and educational Portuguese policies
title_full_unstemmed All-day schooling: improving social and educational Portuguese policies
title_sort all-day schooling: improving social and educational portuguese policies
publisher Kura Publishing
series International Electronic Journal of Elementary Education
issn 1307-9298
1307-9298
publishDate 2015-03-01
description Over the past decade, several European countries have implemented policies and programmes leading to the introduction of the concept of ‘all-day schooling’, thus acknowledging the need to guarantee the guard of all children and to enhance equal opportunities of success at school. The Portuguese Ministry of Education created and funded the Curricular Enrichment Activities Programme as a measure to support the generalisation of all-day schooling in Portuguese primary schools. Our study aimed at evaluating the reach of the political measures associated with all-day schooling, as was implemented in Portugal by the AEC programme, by focusing on two central dimensions: the political and the curricular. Two cases of different local decisions were studied. The results revealed a unanimous valorisation of the philosophy and the objectives underlying the AEC programme, which gives shape to a ‘good measure’ of social and educational public policies, consistent with the nuclear project of all-day schooling. They also showed, however, that the dimension of the curricular enrichment still needs to be improvedOver the past decade, several European countries have implemented policies and programmes leading to the introduction of the concept of ‘all-day schooling’, thus acknowledging the need to guarantee the guard of all children and to enhance equal opportunities of success at school. The Portuguese Ministry of Education created and funded the Curricular Enrichment Activities Programme as a measure to support the generalisation of all-day schooling in Portuguese primary schools. Our study aimed at evaluating the reach of the political measures associated with all-day schooling, as was implemented in Portugal by the AEC programme, by focusing on two central dimensions: the political and the curricular. Two cases of different local decisions were studied. The results revealed a unanimous valorisation of the philosophy and the objectives underlying the AEC programme, which gives shape to a ‘good measure’ of social and educational public policies, consistent with the nuclear project of all-day schooling. They also showed, however, that the dimension of the curricular enrichment still needs to be improved.
topic Educational Policies
Educational equity
All-day schooling
Curricular enrichment activities
url https://iejee.com/index.php/IEJEE/article/view/75/73
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