Chapter 2. Resourcing for diversity, equity and inclusion in education
2.2. Targeted resources for equity and inclusion in education
234. As mentioned in the previous section, since 2019 (Decree-Law No. 21/2019, 30th January - Framework for the transfer of competences to municipalities and to intercity entities in the field of education), the competences of municipalities in the field of investment, equipment, conservation and maintenance of school buildings are extended to all primary education and secondary education, with the exception of schools whose education and training offer covers, due to its specificity, a supramunicipal territorial area. In preparing the educational charter, the municipalities, and the government department with competence in the matter must closely articulate their interventions, to guarantee the principles, objectives and technical parameters set out in this Decree-Law regarding the ordering of the educational network, as well as the effectiveness of intermunicipal or supramunicipal interest programmes and projects.
235. The educational charter is, at the municipal level, the instrument for planning prospective buildings and educational equipment according to the education and training offers that need to be met, to make the best use of educational resources within the context of the demographic and socio-economic development of each municipality. The educational charter is thus the reflection, at the municipal level,
49 of the planning process at the national and intermunicipal level of the network of education and training offers.
236. The school is responsible for managing those resources in such a way that it meets the needs of all learners.
237. There are no financial incentives for schools welcoming more diverse student groups. Students shall attend the school of their geographic residence area and no school can refuse a student's registration based on his/her characteristics.
238. All schools are required to have disability-friendly access points (Decree-Law no. 163/2007, 8th August60 - Approves the accessibility regime for buildings and establishments that receive people, public paths and residential buildings).
239. The TEIP programme (see section 1.2.2) is a very important measure targeted to people in disadvantaged areas and as a response to the students’ needs and expectations. Schools integrated in these challenging contexts can define improvement plans, supported on their realities and on the knowledge of the local contexts, through the reinforcement of their autonomy and of positive discrimination measures to:
• Human resources empowerment.
• Additional human resources (teachers, psychologists, social workers, mediators among others).
• Additional funds that allow schools to organise learning networks, as well as the monitoring and the assessment by the higher education institutions.
• Diversification of the educational offers, in order to respond to the fundamental needs of students and to assure their school inclusion.
240. Regarding the monitoring process of this TEIP programme, there are regional teams from the MoE that support and provide a close contact with these schools to help them make the necessary adjustments to their commitments, methodologies and improvement actions on behalf of better school achievement for all.
241. In the case of children and young people who are beneficiaries or applicants for international protection, during the school year in which the students integrate the education system, and in the following year, if the students who integrate the education system in the last three months of the school year, the School/School Cluster’s administration, according to a proposal from the pedagogical council, may choose one of the following situations, (in addition to the provisions of article 12 of Ministerial Implementing Order No. 223-A / 2018, of 3rd August, and of article 11 of Ministerial Implementing Order No. 226-A / 2018, of 7th August, and No. 235-A / 2018, of 23rd August):
• Promote a progressive integration in the curriculum, according to the sociolinguistic profile and the students' school path, in order to reinforce the Portuguese language learning and its development as a means of knowledge for the other subjects of the curriculum. The total weekly workload defined in the national curriculum matrix is, however, mandatory, but with the possibility of flexible management according to the pedagogical technical report defined by the Multidisciplinary School Team for Inclusive Education.
• Develop other modalities and / or intervention projects approved by the school.
242. For the application of paragraphs a) and b), point 1, Article 12 of Ministerial Implementing Order No. 223-A/2018, of 3rd August, and of article 11 of Ministerial Implementing Order No. 226-A / 2018, of 7th August, and No. 235-A/2018, of 23rd August: schools have a maximum time credit of 1100 minutes/
60 See: https://dre.pt/application/conteudo/538624 (accessed on 7 January 2022).
50 week, whenever the number of students covered is equal to or greater than 6, and a maximum time credit of 550 minutes/ week, whenever the number is less than 6.
243. For the application of paragraphs, a) and b) above mentioned, schools have a maximum time credit of 1100 minutes / week, whenever the number of students covered is equal to or greater than 6, and a maximum time credit of 550 minutes / week, whenever the number is less than 6.
244. In order to facilitate the reception and integration of students with the status of beneficiaries or applicants for international protection, host schools should have multidisciplinary teams. School psychologists, whenever possible, should articulate with the schools’ class councils of teachers, or with the coordinators responsible for the dual certification courses if students are over 15 and follow a professional path.
245. Students are accompanied by a teacher with training in Portuguese/ PL2 or, alternatively, by a teacher from primary education (year 1 to year 4) or by a teacher with qualifications in foreign languages, or by a specialised technician with experience in teaching PL2 and / or experience in teaching Portuguese to foreigners.
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