The Ministry of Education, Science and Innovation (MECI) is responsible for education and science policies, with increasing decentralisation at local and school level in recent decades.

As part of the organisational reform of the MECI that started in September 2025, the Decrees-Law No. 117/2025, 5 November, and No. 99/2025, 28 August, provide for the transfer to the Regional Coordination and Development Commissions (CCDR) of responsibilities relating to the planning of the school network and educational provision, monitoring the implementation of educational policies in schools, and the management and monitoring of the refurbishment, modernisation and maintenance of the school network, which were previously carried out by the Directorate-General for School Establishments (DGEstE). The implementation of this process is accompanied by a clarification of the powers and responsibilities of the different levels of central, regional and local government services, and by improved coordination between the central services of the MECI, regional structures and schools.

In the case of vocational education and training and higher vocational technical courses, the priority must be to ensure better alignment with the regional development strategy.

At municipal level, the funding responsibilities, from pre-school education to the 3rd cycle of basic education, were increased with regard to infrastructure, school social support and the hiring of non-teaching staff. This extends to upper secondary education and finalises the transfer of responsibilities to municipal bodies and inter-municipal entities regarding education via Decree-Law No. 21/2019, 30 January, altered by Decree-Law No. 125/2023, 26 December. 

As part of a people-centred education policy aimed at ensuring equal access to state schools, promoting educational success and tackling regional inequalities, measures have been adopted such as the provision of facilities, staff and high-quality educational provision. However, there are still municipalities in inland areas without secondary education due to low pupil numbers, forcing pupils to travel. Consequently, the power of local authorities to provide transport and accommodation support to these pupils is preserved, ensuring equity, universal compulsory education, equal opportunities and the fight against early school leaving, in the interests of territorial cohesion and regional development.

The Municipal Education Board is a consultation body that analyses and monitors the education system at municipal level, proposing appropriate action to improve standards of efficiency and effectiveness (cf. article 55 of Decree-Law 21/2019, 30 January).

At municipal level, the Education Charter is used for prospective planning of educational facilities, according to educational and training needs to ensure a better use of the educational resources according to demographic and socio-economic development of each municipality. To this end, the Education Charter aims to ensure the suitability of the network of pre-school, basic and upper secondary education establishments so that the educational provision available at municipal level meets demand (Decree-Law No. 21/2019, 30 January, articles 5 and 6).

Decree-Law No. 75/2008, 22 April, in its current wording via Decree-Law No 137/2012, 2 July, approves the autonomy, administration and management of pre-school and compulsory education in public education institutions, establishing the following school administration and management bodies:

• The general council is the senior strategic management body, responsible for defining the guidelines of school activity, ensuring the involvement and representation of the educational community, including parents and guardians, students, the municipality and local community.
• School head: administration and management body of the school, or school cluster for educational, cultural, administrative, financial and asset-related areas.
• Pedagogical council: the 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 staff.
• Administrative council: the body responsible for taking decisions on administrative and financial matters.  

Parents and guardians are represented by parents’ associations that defend and promote the interests of their members in all matters concerning the education of their children who attend public, private or cooperative pre-school, basic or upper secondary education. Parents' associations are independent of the state, political parties, religious organisations and any other institutions or interests.

Regarding adult education and certified training, provision is managed locally by the Employment and Vocational Training Institute’s employment centres which, together with the local authorities and the business sector, autonomously define training programmes that meet the needs of the local labour market. Something similar occurs with VET schools which, most being dependent on local council initiatives, seek to offer non-higher training provision according to local needs.

Basic and upper secondary schools also offer adult education and training provision with school certification and dual certification, academic and vocational, in response to needs identified locally and also by Qualifica Centres. This provision is free of charge and taught during after-work hours (or, when requested, during the day or a combination of the two).

At the level of higher education, higher education institutions enjoy statutory, pedagogical, scientific, cultural, administrative, financial, asset-related and disciplinary autonomy from the State.