EARLY TECHNICAL EDUCATION IN PORTUGAL: the current situation

Technical education is one of the aims of education, irrespective of the students age and educational level. So we find technical education in pre-school education (under 6 years of age), primary education (6 to 9 years age) and basic education (6 to 15 years of age).

Early Technical Education in Pre-School

Early Technical Education is one of the concerns of early education. In consequence, early childhood teacher training includes in its curriculum (Decree-Law 344/89 of 11 October) one training component aimed at the personal, social, cultural, scientific, technological, technical and artistic development of the trainees. Examples of these disciplines are: ICT education and use, natural sciences and scientific understanding of the world.

Although pre-school practice in Portugal has always been highly diversified (due to the lack of a clear attribution of pedagogical responsibilities), all early childhood teachers are exposed to some common objectives during their initial training. This results in the adoption of relatively similar methodologies derived from the curriculum guidelines. These are based on the following concepts:

§ Childrens development and learning are concurrent.

§ Children are the subjects of the educational process, and therefore their knowledge should be valued and should serve as the starting point for the acquisition of new knowledge.

§ Multi-farious learning, i.e. recognition that learning is complex and not divided into separate areas.

§ Childrens questions must be answered.

The teacher is responsible for the development of the curriculum and should take into account:

§ The overall objectives of pre-school education: a) the promotion of personal and social development; b) individualized global development; c) socialization and learning attitudes, language, expression and understanding of the world.

§ The organization of the educational environment so that it supports the teacher.

§ The following content areas should be viewed as a general reference and should be taken into account when planning and evaluating learning opportunities in the following areas:

1. personal and social development;

2. expression/communication;

3. knowledge of the world.

§ educational continuity;

§ educational intentionality.

The knowledge of the world area is regarded as an introduction to science, involving the introduction of subjects such as: history, sociology, geography, physics, chemistry (light, air, water, etc.) and biology. Two types of materials are used: information materials such as books, newspapers, videos, slides, computers on the one hand, and materials for experiments on the other hand.

The knowledge of the world area should do both: allow contact with the methodology of science and foster childrens scientific and experimenting attitude, which is formed by the fundamental discovery process that characterizes scientific research. Hence, having a situation or a problem as a starting-point, children will have the opportunity to propose explanations and to confront their own perceptions of reality. The teachers support aims at a confirmation of the observations made and/or of the experience-based hypotheses, in such a way as to organise and systematise the knowledge gained. This systematisation may eventually produce the need to seek further information, in order to frame that knowledge and formulate more rigorous and scientific concepts.

Early Technical Education in Primary Education

Pre-school education aims to ensure the basic conditions for successful further learning. This does not mean direct preparation for compulsory education, but rather contact with the countrys culture and the tools which pupils will need in further learning processes throughout their lives.

The knowledge of the world area in pre-school is related to social studies in primary education. The components of Social Studies (self-awareness, knowledge of others, institutions, the natural environment, the relationship between spaces, materials and objects) can also serve as reference points for pre-school education.

Social studies in primary school have a simultaneously interdisciplinary and integrative character. It promotes the development of skills that integrate knowledge, know-how about doing and know-how about being (they include specific contributions from several sciences, namely natural and physical science, geography, ICT, etc.)

At the end of primary school pupils should have developed the following competences: a) Express, justify and discuss personal ideas on phenomena and problems from the physical and social environment in a co-operative and concerted way; b) Use different forms of written, oral and graphic communication, and apply elementary techniques of research, organization and data processing.

On the other hand, knowledge should also be built through a pupils learning experiences involving problem solving, project work, research activities and development of a scientific attitude.

Early Technical Education in Basic Education

Basic education in Portugal uses a competence-based curriculum. The word competence has a broad meaning that is comprised in: knowledge, skills and attitudes which can be regarded as knowledge in action or in use.

Technical Education is presented as driven by the need to acquire a technical culture that aims at developing pupils in different contexts such as:

§ individual user a person who uses technology daily;

§ professional user a person who links technology to his / her work;

§ social user a person who can understand, choose and act socially.

In this sense, the technical education curriculum in basic education includes a competence profile linked to the definition of a technologically competent citizen capable. Such a citizen is capable, for instance, of:

§ reading and interpreting elementary graphs;

§ understanding diagrams;

§ looking for correlations between technology and the natural and social environment;

§ using recycled material and recycle others;

§ adapting to social and technological change;

§ taking apart and reassembling simple objects;

§ participating in the protection of the environment and of consumers;

§ analysing the way an object or a system operates;

§ judging a systems reliability.

The technical education area has been devised with a very broad perspective. It comprises different dimensions: economy, society, culture, environment and products. Its contents are organized along 3 main axes: technology and society; technological progress; concepts, principles and logical operators.

In this sense, the design and development of learning experiences that include different kinds of activities assume a major importance: observation; research; problem-solving; design; organization and management; technical and workshop production.

Research into Early Technical Education in Portugal

In Portugal, technical and technological education are growing and are supported by some structuring projects. We here present some results of academic research.

4.1 Structuring Projects

The MINERVA Project

MINERVA (ICT in Teaching, Rationalization, Development, Upgrading) is the first and most relevant nation-wide project, aiming to introduce and to investigate the use of ICT in basic and secondary education. This project started in 1985 simultaneously with other similar projects launched all over the world, particularly in some European countries.

Its original goals were the development of ICT teaching objectives, and the use of the computer as a technological device supporting the teaching and learning processes in different subjects, it rapidly widened its scope to all fields where ICT could act as a tool to motivate students and to promote interdisciplinary and team work, with either a formal or an informal curriculum.

As it has expanded, this project is now organized around centres based at universities and higher schools of education who are responsible for the training and monitoring of teachers from basic and secondary school networks. In this context, the project has been disseminated all over the country by the teachers; the use of ICT in schools; the design, construction, adaptation and publication of a wide range of educational software applications; and curriculum and material development.

Nónio-XXI Century Programme

Nónio-XXI Century Programme was launched in 1996 by the Ministry of Education. It focused on the design, testing and large-scale implementation of the use of ICT in the Educational System, by extending previous experiences to Basic and Secondary Education with support from Higher Education Institutions.

The following were among its objectives:

§ Provide basic and secondary education schools with multimedia equipment;

§ Support projects in basic and secondary schools by partnerships with specific institutions;

§ Encourage and support the creation of educational software and mobilize the editorial market;

§ Promote the introduction and large-scale implementation of the use of ICT as a result of the dynamics produced by b) and c) in such a way as to address the systems needs and ensure its development;

§ Promote the dissemination and exchange of information about education both on national and international levels.

Ciência Viva Programme

The Ciência Viva Programme was created as a unit of the Ministry of Science and Technology in 1996. Its task was to support activities targeting the promotion of scientific and technological education in Portuguese society, mainly focusing on the juvenile populations in basic and secondary education.

Ciência Viva made school its intervention priority, focusing its efforts on strengthening the teaching of experimental science and mobilising the scientific community and its institutions to work towards the improvement of scientific education.

This project also promoted forums and meetings about science and technology; it sponsored science publications. It should be noted as an excellent resource in support of scientific and technical education, offering links to websites of science and technology centres and museums and support materials (written, software and video).

4.2 Research projects

LOGO in Pre-School Education

The LOGO research started in 1987 and was the first research work on the use of computers in pre-school education in Portugal. It consisted of getting 5-year-old children started in LOGO language and the evaluation of the effects this procedure would have on their cognitive development process. There are two similar groups of children: the experimental and the control group. In summary, although further research is needed, the research shows that the LOGO language contributes to the cognitive development of 5-year-olds at the level of logical mathematical structures. We should mention that gender wasnt dealt with in this study; it seemed as a pointless question in this process.

The Worksheet in Mathematical Education

The researchers target group were pupils from the 2^nd cycle of basic education. Live observation of pupils in class was the methodology adopted.

These observations led to the following conclusions:

· the introduction of the computer in the classroom produces positive effects in science and maths learning;

· pupils satisfaction is evident in the lessons where the computer is used;

· introduction of the computer stirs pupils´ desire to learn the results of their research in each subject-matter;

· girls and boys dont show significant gender differences in learning;

· the use of computers is also effective when it is used by groups of pupils, and there are no gender differences in the learning progress.

Evaluation of the Training Needs of Teachers Integrated in Minerva Project Computer School Centres at Schools in the District of Viana do Castelo

Assuming that a major pre-condition for the development of a training programme is the trainees commitment and participation in its design, the researcher carried out a study aiming at: a) evaluating the training needs perceived by all the teachers of 2^nd and 3^rd cycle of the schools participating in the Minerva project in the district of Viana do Castelo. Training needs were evaluated in relation to previously selected themes of a pedagogical and computer-related nature; b) surveying these teachers opinions regarding a pool of previously selected reasons that might justify the introduction and use of computers in schools.

In this study, the researcher got an 82% return rate of the questionnaires that he sent out. The results of this study revealed that the majority of teachers were men, under 35 years old, with a licenciado degree. Most had been teaching for at least 10 years, and had permanent contracts, but only a small number possessed a computer of their own.

The great majority of respondents stated that the presence of computers in class brings about educational changes in the teaching and learning process; computers have been effective in positive discrimination initiatives; lessons using the computer are more interesting; when pupils work with the computer, individual satisfaction increases.

It should also be mentioned that this research does not indicate any gender differences in the opinions on computers or their use.

Natural Science in Childhood Education: Interaction of Primary and Secondary Socialisation Processes

This study was carried out in kindergartens with children aged five. The guiding issue was Does school/pedagogical practice exert an amplifying or minimising effect on inequalities engendered by diverse primary socialisation processes?

The researcher chose as variables: primary socialisation (family); secondary socialisation (school); gender; school location (geographic location).

The observations focused on teacher-pupil interaction and led to the conclusion that there are differences in childrens capacity to build a text and understand information, these differences depend on gender and social origin.

The researcher came to the following conclusions concerning gender differences:

· girls from the middle and higher working classes are the ones who are able to build a legitimate text from the very beginning;

· after individualised teaching, both boys and girls of a high socio-economic status had difficulties in building a legitimate text;

· Among pupils from the highest working class, boys are the ones who can build a legitimate text; whereas in the lowest working class, girls are the ones that can do it.

Science in the 1st cycle of Basic Education: the Influence of Family and School Factors

This study was undertaken in two Basic Education schools in the 4th grade. It included 62 children of both genders (31 boys and 31 girls) and their mothers.

One of the guiding questions was whether there are any differences in reacting and in discourse building, corresponding to gender and social origin.

By and large, the research outcome suggests that both girls and boys recognise that school requires a discourse which transcends the immediate context..

Analysing the responses in terms of gender and scientific theme shows that girls are the ones that most recognise the school context, and that this recognition is higher whenever issues dealt with are related to hygiene and health.

Broadly speaking, it can be stated that gender influences the value placed on discourse, girls being the ones that most value it.

Teacher Training for Basic Education in the District of Braga Contribution to a new Conception of School

These were the research aims:

· To understand to what extent new technologies are used in Basic Education;

· To find out teachers opinions about the use of new technologies.

This survey included 114 teachers of both sexes, from 39 1st cycle and 13 2nd and 3rd cycle schools in the district of Braga were interviewed. The results did not indicate significant gender differences in opinion and teaching practice.

The Influence of ICT Training on teachers in 1^st and 2^nd cycles of Basic Education in the District of Viana do Castelo

The target group of this study were teachers from the 1^st and 2^nd cycles of Basic Education in the district of Viana do Castelo. The aim was to investigate teachers performance patterns regarding the use of audio-visual devices (video, overhead projector, camera) and computers in the classroom and to find out whether the use of new technologies in initial teacher training influences their later use in the classroom.

The author came to the conclusion that gender exerts only a weak influence on the use of ICT in the classroom among teachers with ICT training during their initial teacher education.

Project Clube de Ciência

Clube de Ciência is a community development project which aims at promoting school success and that sees itself as a complement to formal school learning.

It is a project intended for young people in the 1st, 2nd and 3rd cycles of basic education, and aims at a consolidation of learning, the combat of failure, and a decrease in school drop-outs.

This project is eminently practical, it places children and young adolescents in the role of scientists and researchers in an informal way. It intends to make it possible to do scientific work in an attractive and informal way, thus developing greater interest in the quest for knowledge.

This project has been a success. The number of young people enrolled has been increasing, as well as the variety and quantity of initiatives.

An in-depth analysis shows that girls participate more than boys in almost all activities except for sport activities.

Technologies in the Pre-school Context

In his public lecture, the researcher stated that: a) Pre-school Teachers show more favourable attitudes than 2nd and 3rd cycle teachers towards the presumed professional benefits (direct benefits in their relationship with pupils and with the system), which, in their opinion, might result from in-service teacher training in the context of the use of ICT for educational purposes; b) Because they are the ones that most feel the need for training. These teachers, mostly women, show greater receptivity and openness to training as they consider it rather useful in professional terms.

Scenarios indicate two strands of analysis: on the one hand, a dichotomy between the logic of the supporting legislation, which implicitly assumes the introduction of a technological culture in Pre-school in the context of learning innovations, practice and actual organisational operating matrixes at this educational level; on the other hand, a clear disposition of teachers at this level to use technology in learning and teaching environments.

REFERENCES

Legislation

Education Reform Law (1986). Law nº 46/86, of October 14th (The Bases for the Educational System).

Pre-School Education Law (1997). Law nº 5/97, of 10 February (Pre-School Education Framework Law).

Early Childhood Teacher Training (1997) Law 115/97 of September 19th (Introduces changes in the Bases for the Educational System).

Curriculum Guidelines for Pre-school Education (1997) Rule no. 5220/97

Books

Martins, Isabel, P. e Veiga, M.ª Luísa (1999) Uma Análise do Currículo da Escolaridade Básica na Perspectiva da Educação em Ciências, Instituto de Inovação Educacional.

Ministério da Educação, Departamento da Educação Básica (1998). Early Childhood Education in Portugal, Lisboa, Departamento da Educação Básica.

Ministério da Educação, Departamento da Educação Básica (2000). Early Childhood Education and Care Policy in Portugal. Lisboa, Departamento da Educação Básica.

Ministério da Educação, Departamento da Educação Básica (2001). Currículo Nacional do Ensino Básico, Competências Essenciais Lisboa, Departamento da Educação Básica. (Decision no 21/2001 of September).

Thesis

· LOGO in Pre-school Education. Evaluation of some cognitive features driven by the programming activity

Guilhermina Miranda

Faculty of Psychology and Educational Science of the University of Lisbon

Master Thesis, 1989

· The worksheet in Mathematical Education

M. Leonor Moreira

Faculty of Science of the University of Lisbon

Master Thesis

1989

· Evaluation of the training needs of teachers integrated in Minerva Project School Computer Centres in Schools in the district of Viana do Castelo

José Henrique da Costa Portela

Institute of Education of the University of Minho

Master Thesis

1991

· Learning Natural Science in Childhood Education: interaction of primary and secondary socialisation processes

Maria José Gonçalves da Câmara

Faculty of Science of the University of Lisbon

Master Thesis

1995

·Science discourse in the context of science in the 1st cycle of Basic Education: the influence of family and school factors

Margarida Rebelo dos Santos Silveira

Faculty of Science of the University of Lisbon

Master Thesis

1996

· Teacher Training of Basic Education Teachers in the context of Educational Technology in the District of Braga a contribution to a new conception of school

Fernanda Martins Vieira da Rocha

Institute of Education and Psychology of the University of Minho

Master Thesis

1996

·The influence of teacher training in ICT on teachers from the 1^st and 2^nd cycles of Basic Education in the district of Viana does Castelo

Manuela Maria Oliveira Enes

Institute of Education of the University of Minho

Master Thesis

1997