1. AZAMBUJA 40 KM LISBON PORTUGAL

3. LOCAL AUTHORITIES The democratic organisation of the Portuguese State allows for the existence of local authorities. The local authorities are collective territorial institutions with representative bodies, whose aim is to promote the interests of their respective populations. Whether in mainland Portugal or in the regiões autónomas of the Azores and Madeira, the local authorities are, at one and the same time, the municipality and the parish. The local authorities have their own assets and financial resources, and their organization and functions are governed by law. Local power is concerned with the populations' own, common and specific interests, namely:

4. LOCAL AUTHORITIES The administration of its own assets and those under its jurisdiction;Development;Public supplies;Public hygiene and basic sanitation;Health;Education and teaching;Protection of children and senior citizens;Culture, leisure and sports; The defense and protection of the environment and the quality of life of the respective population; Civil protection.

5. Education Pre-school educational centres; Ensino básico schools; Residences and accommodation centres for students of ensino básico ; School transport; Complementary activities at pre-school and ensino básico levels (social school action and occupation of leisure time); Equipment for basic adult education. Culture, leisure time and sports: Cultural centres, libraries and municipal museums; Cultural, rural, and urban heritage; Camping sites; Facilities and equipment for the practice of sport and other recreational Health. With regard to the decentralisation of competencies, it is also the responsibility of the municipalities to provide for, in the area of education, the construction, adaptation, maintenance, furniture, certain didactic material, and the running expenses of pre-school and 1st cycle of ensino básico establishments.

6. FORMAL EDUCATION Transfer of the management of non-teaching staff to municipalities School Social Action: implementation of social and educative support measures as management of the school canteens, student insurances... Construction, maintenance and furnishing of school buildingsSchool Transport Pre-School Education: acquisition of teaching materials, non-teaching personnel management… Curriculum enrichment activities: activities to be performed outside school hours and teaching music, foreign languages...

7. TARGETS 2009 To extend fundamental education, including all people of the appropriate age, until the end of secondary-level education and training, motivating everyone under the age of 18, including those already working, in the direction of educational or vocational training routes. To extend pre-school education to all children of appropriate age and consolidate the reach of nine years of ensino básico, which means re-investing in the national network of nursery education, consolidating the mechanisms for inclusion and combating failure in ensino básico. To take a qualitative step forward in terms of size and structure of adult education and training programmes. This requires particular attention to the specific needs of working adults without equivalent to 9th grade qualifications.

8. TARGETS 2009 To change the way the educational system and resources are developed and organized, viewing them from the point of view of general public interest and particularly from the viewpoint of students and families. To inculcate the culture of assessment and accountability in all of the aspects of the education and training system: assessment of performance of students and the national curriculum; assessment of teaching staff; assessment of schools and technical support services according to results, efficiency and equity.

9. Special types of school education Special education;Vocational education;Recurrent educationDistance-learning;Portuguese teaching abroad.

10. Self-evaluation in Schools Degree of implementation of the school education project; Degree of implementation of activities that contribute to the development of the school; Performance of the boards responsible for the administration and management of schools; School success; Effective collaboration culture between the members of the education community.

11. IGE - external assessment of schools process that precedes the signing of autonomy agreements with teaching establishments. This process identifies the strengths and weaknesses, as well as the development opportunities for each school. These factors can contribute to the construction improvement plans for schools. From this position come the classifications and recommendations for schools that allow them to prepare autonomy agreements.

12. Assessment areas Results (academic success, civic participation, behaviour and discipline) Educational service provision (coordination, sequentiality, monitoring of teaching practice in the classroom, support) School organisation and management (resource management, participation of the educational community, equity) Leadership (vision and strategy, motivation, openness to innovation, partnerships) Ability to self-regulate (self-assessment, sustainability of the process)

13. Reform of the first cycle in Portugal Reorganisation and redeployment of the school networkGeneralisation of full-time school and access to curricular enrichment activitiesGovernment funding of school meals and transportation Programmes for in-service training for teachers of Mathematics, Portuguese language and Experimental Science teaching Definition of curriculum orientations, establishing minimum hours dedicated to the teaching of the core subject areas of the curriculum

14. School administration and management bodies General Council: strategic senior management body, responsible for defining the guidelines of school activity and ensuring the involvement and representation of the educational community Headmaster: administration and management body of the school, or school cluster, in the educational, cultural, administrative, financial and patrimonial areas Pedagogical Council: body responsible for pedagogical coordination and supervision, defining the pedagogical direction of the school, or school cluster, namely in the pedagogic/didactic and student guidance and monitoring fields, as well as in supervising the initial and continuing training of teaching and non- teaching staff; Administrative Council: body responsible for discussing and taking decisions on administrative and financial matters.

15. GENERAL COUNCIL Body responsible for defining the guidelines of school activities. The educational community is represented in it (parents, teachers, students, non - teaching staff and representatives of different institutions and organizations or of economic, cultural, scientific and social activities…). The General Council passes the regulations of internal regime, the strategic decisions and the planning (The Educational Project and the General Annual Plan). It has competencies to elect and dismiss the head teacher who must present before the General Council the results of his management of the school.

16. GERAL COUNCIL 217 TEACHERS4 PARENTS2 PUPILS2 NON TEACHING STAFF3 MUNICIPALITY3 COMMUNITY

17. MUNICIPAL BOARD OF EDUCATION Coordinates education policy at municipal level, coordinating the actions of education players and social partners, and proposes adequate measures to promote greater efficiency and effectiveness in the educational system. At municipal level, the education chart is the instrument used for the planning and organization of the education network, with the aim of improving education, teaching, training and culture, promoting school clusters in a context of administrative decentralization, reinforcement of the management models, and enhancement of the role of educational communities and schools’ educational projects.

18. MUNICIPAL BOARD OF EDUCATION Teachers public/ private each levelMunicipalitySocial securityEmploymentSport and youthOther educational institutionsParentsSecurity forcesMinistry of education