Overview of the General Education System

Portugal's education system is based on democratic principles. These principles are outlined in the Constitution of 1976. The Education Act of 1986 further defines these principles. It guarantees citizens the right to education. The act also specifies the responsibilities of the state regarding education.

Education in Portugal is compulsory for 12 years, which covers ages 6 to 18, or until the conclusion of upper secondary education (ISCED 3). The government offers free and universal public education starting at age 4. This includes the last year of pre-school. This initiative shows the government's commitment to making early childhood education accessible for all.

The Ministry of Education (Ministério da Educação or ME) oversees education policy and system management. Within the ministry is the Directorate-General for Education (DGE), which is responsible for implementing laws and curricula for pre-school, primary, and secondary education levels. Special programs such as the TEIP Programme (Priority Intervention Educational Areas) support 146 school clusters located in socioeconomically disadvantaged regions. This program aims to improve learning outcomes, prevent early school leaving, and enhance family and community involvement in schools.

Enrollment of foreign students has notably increased in the recent years. Between the 2018–2019 and 2023–2024 school years, the number of foreign students in Portugal rose by 158%, growing from 55,390 to 142,741. These numbers represent 16.4% of the total public education enrollment in 2023–2024. Around half of these foreign students entered the Portuguese system in the last two years. These students represent over 180 nationalities, with 28% from outside the Community of Portuguese Speaking Countries (CPLP). It showcases the country’s growing international student presence. As of 2021, Portugal has a literacy rate of 96.78%. This marks an improvement of 2.78% since 2011.

Moreover, there are also adult education programs, vocational pathways, and special education frameworks available that ensure lifelong learning and inclusion for all citizens, regardless of background or ability.

In Portugal, compulsory education spans 12 years, beginning at age six and concluding at age 18, or with the completion of upper secondary school. Pre-primary education is optional but widely available for children aged 3 to 6 years, and universal access is guaranteed from the age of three. Care for children under three, such as crèche services, is administered by the Ministry of Labour, Solidarity and Social Security (MTSSS) rather than the Ministry of Education.

Basic education is structured into three distinct cycles, which encompass a total of nine years. The first cycle lasts for four years and is designed for children ages 6 to 10, which corresponds to Grades 1 through 4. Following this, the second cycle extends for two years, serving students ages 10 to 12, covering Grades 5 and 6.

The final cycle, known as the third cycle, spans three years for students ages 12 to 15, which includes Grades 7 to 9. The curriculum across these cycles is thoughtfully designed to provide a solid foundation for general education while also accommodating options for artistic or specialized tracks available in some schools.

After completing basic education, students progress to upper secondary education, which lasts for three years (Grades 10 to 12) for those aged 15 to 18. This stage offers a variety of pathways that students can choose from. Academic programs are available for those preparing for university, while dual certification programs combine academic studies with technical and workplace training. There are also vocational education options that focus on developing skills pertinent to the labor market.

In addition to upper secondary education, post-secondary non-tertiary programs are designed to lead to National Qualifications Framework (NQF) Level 5. These programs provide high-level technical training, which last one year. They aim not only at facilitating integration into the job market but also at preparing students for further studies in higher education.

As a recognition of the importance of lifelong learning, Portugal offers various educational and training modes for adults. One notable initiative is the Recognition, Validation, and Certification of Competences (RVCC) process, which acknowledges skills acquired outside formal schooling. This framework helps adults validate their competencies and enhances their opportunities in both education and employment.

Portugal’s higher education system aligns with the Bologna Process and follows a binary structure comprising universities and polytechnic institutes. It focuses on scientific, cultural, and technical preparation to meet both professional and research demands. As of 2024, Portugal has 97 higher education institutions (HEIs), of which 34 are public, ensuring broad national access to tertiary education. The Directorate-General for Higher Education (DGES) regulates program offerings and institutional quality standards.

In the 2023/2024 academic year, a total of 448,235 students were enrolled in higher education. Among these students, a significant majority, 359,395, chose to attend public institutions, while the remaining students enrolled in private establishments.

When examining the academic pursuits of these students, it is evident that a diverse range of degrees was being sought. Specifically, 62% of the enrolled students were working towards bachelor’s degrees. Among them, 19% were pursuing master’s degrees, and 6% focused on attaining doctoral degrees. This distribution highlights the varied educational aspirations within the student population.

The HEI’s system of Portugal offers a wide array of 5,546 higher education courses, with 77% provided by public institutions and 23% by private institutions. Undergraduate (bachelor’s) programs require a minimum of three years (180 ECTS credits), while master’s and doctoral degrees follow established Bologna guidelines for duration and workload. Polytechnic education prioritizes practical skills development closely tied to labor market needs, whereas universities offer a balance of research and professional training.