The Relationship between Basic Education and Higher Education in a Pandemic Context: The Portuguese Situation
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Published
Apr 29, 2021
https://orcid.org/0000-0003-4286-4440
Abstract
In this article, the authors analyze the current situation in Portugal, in terms of the relationship between basic education and higher education, focusing on the influence of the COVID-19 pandemic in these processes. Moreover, this piece also addresses the quality of student preparation in basic education for a positive and successful experience in higher education.
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Keywords
Basic Education, Higher Education, Portugal, COVID-19, Transition, Access to Higher Education
References
Borralho, A., Palos, A.C., Diogo, F, Rocha, G. P.N., & Serpa, S. (Coords). (2020). Desigualdades Sociais. Educação. Territórios [Social differences. Education. Territories]. Vila Nova de Famalicão: Húmus. ISBN: 978-989-755-491-9. [Portuguese]
Carmo, R.M., Tavares, I., & Cândido, A.F. (2020). Um Olhar Sociológico sobre a Crise Covid-19 em Livro [A Sociological Stance at the Covid-19 Crisis in a Book]. Lisboa: Observatório das Desigualdades, CIES-ISCTE. [Portuguese] DOI: https://doi.org/10.15847/ciesod2020covid19
Cherkaoui, M. (1999). Sociologie de l’Éducation [Sociology of Education]. Paris: Presses Universitaires de France. ISBN: 978-213-054-537-8. [French]
Costa, F.A. (2020). Desigualdades sociais e pandemia [Social inequalities and pandemic]. In R.M. Carmo, I. Tavares, & A. F. Cândido (Eds.), Um Olhar Sociológico sobre a Crise Covid-19 em Livro [A sociological stance at the Covid-19 crisis in a book] (pp4-pp16). Lisboa: Observatório das Desigualdades, CIES-ISCTE. [Portuguese] DOI: https://doi.org/10.15847/ciesod2020covid19
Costa, F.A., Auxtero, M.D., Martins, A.P., & Caramona, M.M. (2020). An overview of Portugal’s educational challenges and responses to the global pandemic of COVID-19. Pharmacy Education, 20(2):98-101. DOI: https://doi.org/10.46542/pe.2020.202.98101
Cotrim, A. (2021). Covid-19. Ministro rejeita para já alterar aulas ou avaliações presenciais no ensino superior [Covid-19. Minister rejects for now changing classes or face-to-face assessments in higher education]. Agência Lusa, 19 de janeiro. [Portuguese] https://observador.pt/2021/01/19/covid-19-ministro-rejeita-para-ja-alterar-aulas-ou-avaliacoes-presenciais-no-ensino-superior/
Dias, D. (2015). Has massification of higher education led to more equity? Clues to a reflection on Portuguese education arena. International Journal of Inclusive Education, 19(2):103-120. DOI: https://doi.org/10.1080/13603116.2013.788221
Domingos, A., & Baptista, J.O. (2018). Transição entre o Ensino Secundário e o Ensino Superior: 2015/16 – 2016/17 [Transition from secondary to higher education: 2015/16-2016/17]. Lisboa: Directorate-General for Education and Science Statistics. [Portuguese]
Serpa, S., & Ferreira, C. (2018). Society 5.0 and social development: Contributions to a discussion. Management and Organizational Studies, 5(4):26-31. DOI: https://doi.org/10.5430/mos.v5n4p26
Ferreira, C.M., & Serpa, S. (Eds.) (2021). COVID-19 and Social Sciences. Basel: MDPI. DOI: https://doi.org/10.3390/books978-3-0365-0155-0
General-Directorate for Education (2021a). Estudo em Casa [Study at home]. [Portuguese] https://estudoemcasa.dge.mec.pt/
General-Directorate for Education (2021b). Currículo Nacional – DL 139/2012 [National Curriculum - DL 139/2012]. [Portuguese] http://www.dge.mec.pt/curriculo-nacional-dl-1392012
General-Directorate for Health (2021a). Ponto de Situação Atual em Portugal [Current Situation in Portugal]. [Portuguese] https://covid19.min-saude.pt/ponto-de-situacao-atual-em-portugal/
General-Directorate for Health (2021b). Governo revela plano de reabertura gradual até 3 de maio [Government reveals plan for gradual reopening until May 3]. [Portuguese] https://covid19.min-saude.pt/governo-revela-plano-de-reabertura-gradual-ate-3-de-maio/
Gaebel, M., Zhang, T., Stoeber, H. & Morrisroe, A. (2021). Digitally Enhanced Learning and Teaching in European Higher Education Institutions. European University Association absl. https://eua.eu/downloads/publications/digi-he%20survey%20report.pdf
Lopes. J.T. (2020). Elogio da co-presença no ensino superior: Breves notas [Praise for co-presence in higher education: Brief notes]. In R. M. Carmo, I. Tavares, & A. F. Cândido (Eds.), Um Olhar Sociológico sobre a Crise Covid-19 em Livro [A Sociological Stance at the Covid-19 Crisis in a Book] (pp78-pp82). Lisboa: Observatório das Desigualdades, CIES-ISCTE. [Portuguese] DOI: https://doi.org/10.15847/ciesod2020covid19
LUSA (12-03-2021). Covid-19: Governo dos Açores pede à Comissão Europeia imunização dos açorianos [Covid-19: Government of the Azores asks the European Commission to immunize the Azoreans]. RTP News. 2021-03-12. [Por-tuguese] https://www.saudemais.tv/noticia/30040-covid-19-governo-dos-acores-pede-a-comissao-europeia-imunizacao-dos-acorianos
Martins, S.C. (2020). A educação e a Covid-19: Desigualdades, experiências e impactos de uma pandemia não anunciada [Education and Covid-19: Inequalities, experiences and impacts of an unannounced pandemic]. In R.M. Carmo, I. Tavares, & A.F. Cândido (Eds.), Um Olhar Sociológico sobre a Crise Covid-19 em Livro [A Sociological Stance at the Covid-19 Crisis in a Book] (pp37-pp55). Lisboa: Observatório das Desigualdades, CIES-ISCTE. [Portuguese] DOI: https://doi.org/10.15847/ciesod2020covid19
Martins, J.G., Ferreira, C.M., & Serpa, S. (2021). Interdependencies between COVID-19, mental illness and living uneasiness. Academic Journal of Interdisciplinary Studies, 10(1):1. DOI: https://doi.org/10.36941/ajis-2021-0001
Neves, T., Ferraz, H., & Nata, G. (2016). Social inequality in access to higher education: Grade inflation in private schools and the ineffectiveness of compensatory education. International Studies in Sociology of Education, 26(2):190-210. DOI: https://doi.org/10.1080/09620214.2016.1191966
Sá, M.J., & Serpa, S. (2020a). The COVID-19 pandemic as an opportunity to foster the sustainable development of teaching in higher education. Sustainability, 12(20):8525. DOI: https://doi.org/10.3390/su12208525
Sá, M.J., & Serpa, S. (2020b). The global crisis brought about by SARS-CoV-2 and its impacts on education: An overview of the Portuguese panorama. Science Insights Education Frontiers, 5(2):525-530. DOI: https://doi.org/10.15354/sief.20.ar039
Sá, M.J., & Serpa, S. (2020c). COVID-19 and the promotion of digital competences in education. Universal Journal of Educational Research, 8(10):4520-4528. DOI: https://doi.org/10.13189/ujer.2020.081020
Sá, M.J., & Serpa, S. (2018). Transversal competences: Their importance and learning processes by higher education students. Education Sciences, 8(3):126. DOI: https://doi.org/10.3390/educsci8030126
Santos, A.I., & Serpa, S. (2020). Flipped classroom for an active learning. Journal of Education and E-Learning Research, 7(2):167-173. DOI: https://doi.org/10.20448/journal.509.2020.72.167.173
Santos, A.I., & Serpa, S. (2017). The importance of promoting digital literacy in higher education. International Journal of Social Science Studies, 5(6):90. DOI: https://doi.org/10.11114/ijsss.v5i6.2330
Serpa, S., & Ferreira, C.M. (2021). COVID-19 and stigmatisation processes. Journal of Educational and Social Research, 11(2):5. DOI: https://doi.org/10.36941/jesr-2021-0025
Serpa, S., Ferreira, C.M., Santos, A.I., & Teixeira, R. (2018). Participatory action research in higher education training. International Journal of Social Science Studies, 6(6):1-7. DOI: https://doi.org/10.11114/ijsss.v6i6.3286
Serpa, S., & Sá, M. (2019). Sociology of education for a sustainable future. Sustainability, 11(6):1757. DOI: https://doi.org/10.3390/su11061757
Silva, C.D. (2021). Education and Training in Portugal. Lisboa: Directorate-General for Education and Science Statistics (DGEEC) and Ministry of Education and Ministry of Science, Technology and Higher Education. https://www.dgeec.mec.pt/np4/%7B$clientServletPath%7D/?newsId=1215&fileName=PresentationPPUE_EN.pdf
Silva, S. (2021). “Custo do encerramento das escolas é bem superior ao risco”, argumenta ministro da Educação [“The cost of closing schools is much higher than the risk”, argues Minister of Education]. Newspaper Público, January 12. [Portuguese] https://www.publico.pt/2021/01/12/sociedade/noticia/custo-encerramento-escolas-bem-superior-risco-argumenta-ministro-educacao-1946041
Vieira, R.S. (12-03-2021). Datas, testes e vacinação. 10 perguntas e respostas sobre o regresso à escola [Dates, tests and vaccination. 10 questions and answers about the return to school]. SAPO24. [Portuguese] https://24.sapo.pt/atualidade/artigos/datas-testes-e-vacinacao-10-perguntas-e-respostas-sobre-o-regresso-a-escola
Tavares, I. & Cândido, A.F. (2020). Balanço e perspetivas de futuro: O impacto da Covid-19 e a (re)produção das desigualdades sociais [Balance and perspectives for the future: The impact of Covid-19 and the (re)production of social inequalities]. R.M. Carmo, I. Tavares, & A.F. Cândido (Eds.), Um Olhar Sociológico sobre a Crise Covid-19 em Livro [A Sociological Stance at the Covid-19 Crisis in a Book] (pp. 244-256). Lisboa: Observatório das Desigualdades, CIES-ISCTE. DOI: https://doi.org/10.15847/ciesod2020covid19
Carmo, R.M., Tavares, I., & Cândido, A.F. (2020). Um Olhar Sociológico sobre a Crise Covid-19 em Livro [A Sociological Stance at the Covid-19 Crisis in a Book]. Lisboa: Observatório das Desigualdades, CIES-ISCTE. [Portuguese] DOI: https://doi.org/10.15847/ciesod2020covid19
Cherkaoui, M. (1999). Sociologie de l’Éducation [Sociology of Education]. Paris: Presses Universitaires de France. ISBN: 978-213-054-537-8. [French]
Costa, F.A. (2020). Desigualdades sociais e pandemia [Social inequalities and pandemic]. In R.M. Carmo, I. Tavares, & A. F. Cândido (Eds.), Um Olhar Sociológico sobre a Crise Covid-19 em Livro [A sociological stance at the Covid-19 crisis in a book] (pp4-pp16). Lisboa: Observatório das Desigualdades, CIES-ISCTE. [Portuguese] DOI: https://doi.org/10.15847/ciesod2020covid19
Costa, F.A., Auxtero, M.D., Martins, A.P., & Caramona, M.M. (2020). An overview of Portugal’s educational challenges and responses to the global pandemic of COVID-19. Pharmacy Education, 20(2):98-101. DOI: https://doi.org/10.46542/pe.2020.202.98101
Cotrim, A. (2021). Covid-19. Ministro rejeita para já alterar aulas ou avaliações presenciais no ensino superior [Covid-19. Minister rejects for now changing classes or face-to-face assessments in higher education]. Agência Lusa, 19 de janeiro. [Portuguese] https://observador.pt/2021/01/19/covid-19-ministro-rejeita-para-ja-alterar-aulas-ou-avaliacoes-presenciais-no-ensino-superior/
Dias, D. (2015). Has massification of higher education led to more equity? Clues to a reflection on Portuguese education arena. International Journal of Inclusive Education, 19(2):103-120. DOI: https://doi.org/10.1080/13603116.2013.788221
Domingos, A., & Baptista, J.O. (2018). Transição entre o Ensino Secundário e o Ensino Superior: 2015/16 – 2016/17 [Transition from secondary to higher education: 2015/16-2016/17]. Lisboa: Directorate-General for Education and Science Statistics. [Portuguese]
Serpa, S., & Ferreira, C. (2018). Society 5.0 and social development: Contributions to a discussion. Management and Organizational Studies, 5(4):26-31. DOI: https://doi.org/10.5430/mos.v5n4p26
Ferreira, C.M., & Serpa, S. (Eds.) (2021). COVID-19 and Social Sciences. Basel: MDPI. DOI: https://doi.org/10.3390/books978-3-0365-0155-0
General-Directorate for Education (2021a). Estudo em Casa [Study at home]. [Portuguese] https://estudoemcasa.dge.mec.pt/
General-Directorate for Education (2021b). Currículo Nacional – DL 139/2012 [National Curriculum - DL 139/2012]. [Portuguese] http://www.dge.mec.pt/curriculo-nacional-dl-1392012
General-Directorate for Health (2021a). Ponto de Situação Atual em Portugal [Current Situation in Portugal]. [Portuguese] https://covid19.min-saude.pt/ponto-de-situacao-atual-em-portugal/
General-Directorate for Health (2021b). Governo revela plano de reabertura gradual até 3 de maio [Government reveals plan for gradual reopening until May 3]. [Portuguese] https://covid19.min-saude.pt/governo-revela-plano-de-reabertura-gradual-ate-3-de-maio/
Gaebel, M., Zhang, T., Stoeber, H. & Morrisroe, A. (2021). Digitally Enhanced Learning and Teaching in European Higher Education Institutions. European University Association absl. https://eua.eu/downloads/publications/digi-he%20survey%20report.pdf
Lopes. J.T. (2020). Elogio da co-presença no ensino superior: Breves notas [Praise for co-presence in higher education: Brief notes]. In R. M. Carmo, I. Tavares, & A. F. Cândido (Eds.), Um Olhar Sociológico sobre a Crise Covid-19 em Livro [A Sociological Stance at the Covid-19 Crisis in a Book] (pp78-pp82). Lisboa: Observatório das Desigualdades, CIES-ISCTE. [Portuguese] DOI: https://doi.org/10.15847/ciesod2020covid19
LUSA (12-03-2021). Covid-19: Governo dos Açores pede à Comissão Europeia imunização dos açorianos [Covid-19: Government of the Azores asks the European Commission to immunize the Azoreans]. RTP News. 2021-03-12. [Por-tuguese] https://www.saudemais.tv/noticia/30040-covid-19-governo-dos-acores-pede-a-comissao-europeia-imunizacao-dos-acorianos
Martins, S.C. (2020). A educação e a Covid-19: Desigualdades, experiências e impactos de uma pandemia não anunciada [Education and Covid-19: Inequalities, experiences and impacts of an unannounced pandemic]. In R.M. Carmo, I. Tavares, & A.F. Cândido (Eds.), Um Olhar Sociológico sobre a Crise Covid-19 em Livro [A Sociological Stance at the Covid-19 Crisis in a Book] (pp37-pp55). Lisboa: Observatório das Desigualdades, CIES-ISCTE. [Portuguese] DOI: https://doi.org/10.15847/ciesod2020covid19
Martins, J.G., Ferreira, C.M., & Serpa, S. (2021). Interdependencies between COVID-19, mental illness and living uneasiness. Academic Journal of Interdisciplinary Studies, 10(1):1. DOI: https://doi.org/10.36941/ajis-2021-0001
Neves, T., Ferraz, H., & Nata, G. (2016). Social inequality in access to higher education: Grade inflation in private schools and the ineffectiveness of compensatory education. International Studies in Sociology of Education, 26(2):190-210. DOI: https://doi.org/10.1080/09620214.2016.1191966
Sá, M.J., & Serpa, S. (2020a). The COVID-19 pandemic as an opportunity to foster the sustainable development of teaching in higher education. Sustainability, 12(20):8525. DOI: https://doi.org/10.3390/su12208525
Sá, M.J., & Serpa, S. (2020b). The global crisis brought about by SARS-CoV-2 and its impacts on education: An overview of the Portuguese panorama. Science Insights Education Frontiers, 5(2):525-530. DOI: https://doi.org/10.15354/sief.20.ar039
Sá, M.J., & Serpa, S. (2020c). COVID-19 and the promotion of digital competences in education. Universal Journal of Educational Research, 8(10):4520-4528. DOI: https://doi.org/10.13189/ujer.2020.081020
Sá, M.J., & Serpa, S. (2018). Transversal competences: Their importance and learning processes by higher education students. Education Sciences, 8(3):126. DOI: https://doi.org/10.3390/educsci8030126
Santos, A.I., & Serpa, S. (2020). Flipped classroom for an active learning. Journal of Education and E-Learning Research, 7(2):167-173. DOI: https://doi.org/10.20448/journal.509.2020.72.167.173
Santos, A.I., & Serpa, S. (2017). The importance of promoting digital literacy in higher education. International Journal of Social Science Studies, 5(6):90. DOI: https://doi.org/10.11114/ijsss.v5i6.2330
Serpa, S., & Ferreira, C.M. (2021). COVID-19 and stigmatisation processes. Journal of Educational and Social Research, 11(2):5. DOI: https://doi.org/10.36941/jesr-2021-0025
Serpa, S., Ferreira, C.M., Santos, A.I., & Teixeira, R. (2018). Participatory action research in higher education training. International Journal of Social Science Studies, 6(6):1-7. DOI: https://doi.org/10.11114/ijsss.v6i6.3286
Serpa, S., & Sá, M. (2019). Sociology of education for a sustainable future. Sustainability, 11(6):1757. DOI: https://doi.org/10.3390/su11061757
Silva, C.D. (2021). Education and Training in Portugal. Lisboa: Directorate-General for Education and Science Statistics (DGEEC) and Ministry of Education and Ministry of Science, Technology and Higher Education. https://www.dgeec.mec.pt/np4/%7B$clientServletPath%7D/?newsId=1215&fileName=PresentationPPUE_EN.pdf
Silva, S. (2021). “Custo do encerramento das escolas é bem superior ao risco”, argumenta ministro da Educação [“The cost of closing schools is much higher than the risk”, argues Minister of Education]. Newspaper Público, January 12. [Portuguese] https://www.publico.pt/2021/01/12/sociedade/noticia/custo-encerramento-escolas-bem-superior-risco-argumenta-ministro-educacao-1946041
Vieira, R.S. (12-03-2021). Datas, testes e vacinação. 10 perguntas e respostas sobre o regresso à escola [Dates, tests and vaccination. 10 questions and answers about the return to school]. SAPO24. [Portuguese] https://24.sapo.pt/atualidade/artigos/datas-testes-e-vacinacao-10-perguntas-e-respostas-sobre-o-regresso-a-escola
Tavares, I. & Cândido, A.F. (2020). Balanço e perspetivas de futuro: O impacto da Covid-19 e a (re)produção das desigualdades sociais [Balance and perspectives for the future: The impact of Covid-19 and the (re)production of social inequalities]. R.M. Carmo, I. Tavares, & A.F. Cândido (Eds.), Um Olhar Sociológico sobre a Crise Covid-19 em Livro [A Sociological Stance at the Covid-19 Crisis in a Book] (pp. 244-256). Lisboa: Observatório das Desigualdades, CIES-ISCTE. DOI: https://doi.org/10.15847/ciesod2020covid19
How to Cite
Sá, M. J., & Serpa, S. (2021). The Relationship between Basic Education and Higher Education in a Pandemic Context: The Portuguese Situation. Science Insights Education Frontiers, 8(2), 1029–1036. https://doi.org/10.15354/sief.21.sc002
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