2026

Update to the “Learn More Now (A+A)” plan

The Council of Ministers Resolution No. 46/2026, 26 February, approves the update to the “Learn More Now (A+A)” plan, which sets out measures aimed at improving learning, promoting pupils’ academic success and the integration of foreign pupils.

This document stipulates that the A+A Plan is in force in the 2025–2026 school year and provides for the possibility that schools may continue with specific measures already in place. Thus, in accordance with the provisions of ‘Axis I — Improving Learning’, it was decided to provide additional support of up to four hours per week exclusively to enable for the Multidisciplinary Inclusive Education Support Team to carry out their duties. Furthermore, with the aim of intervening before failure occurs, the implementation of preventive and remedial psycho-pedagogical tutoring for pupils who have repeated a year and those with learning difficulties has been established. In this context, the second measure provides for the extension of the calculation of teaching hours for specific tutorial support for pupils who have failed the previous school year.

Within Axis II – “Integration and Success of Migrant Pupils” of the plan, as well as the respective EU funding, the aforementioned resolution sets the national co-financing rate for two measures considered essential to this, namely the recruitment of linguistic and cultural mediators and Portuguese language teaching initiatives for the parents of foreign pupils.

2025

Reading Fluency Assessment

With the aim of assessing the reading fluency of 2^nd grade pupils at the end of the school year, as well as of identifying any potential difficulties, the Reading Fluency Assessment was carried out nationwide across the public and private school networks at the end of the 2024/2025 school year. The aim of this study was to assess reading speed and accuracy, which are indicators that measure the ability to decode words in context, as well as its comprehension, as a basis for early educational intervention to address difficulties in learning to read at an early stage of the teaching-learning process. 

The results are then analysed to define a strategy for the 3^rd grade, a crucial stage in a pupil’s educational journey, and a tool – reading – that influences all subjects. The Reading Fluency Assessment complements the international data from PIRLS and PISA, which have shown that a significant proportion of Portuguese pupils fall below the minimum standards for reading performance.

The national report on the assessment results was published in November 2025. Available documents: Guide to the Reading Fluency Assessment, National Report 2025 and Infographics of the National Report 2025.

Digital Platform to support autonomous study 

In compliance with the provisions of the Learn More Now Plan and with the aim of promoting learning, autonomy and co-responsibility among pupils, the digital platform Estudo Autónomo has been further developed, providing a set of resources organised by year and subject, designed to support pupils' independent study.

Of particular note are the Independent Work Guides (GTA), aimed at secondary school pupils, as tools for self-regulated learning, as well as digital educational content, including resources in the form of interactive activities, online courses, thematic workbooks, Portuguese for foreigners, as well as glossaries, ebooks, video lessons, podcasts and webinars.

In addition to pupils, it is expected that head teachers, teachers, parents and other educational stakeholders will be able to take advantage of the wide range of roadmaps that can be accessed via the links provided. The roadmaps are organised by theme and address curriculum topics in depth through a series of Independent Work Guides (GTA) available on Guiões de Trabalho Autónomo | Estudo Autónomo.

Reform concerning Citizenship Education for school year 2025/2026.

On 29th August, the Council of Ministers approved a revised National Strategy for Citizenship Education as a framework for the new curricular component of the subject “Citizenship and Development” published in the document "Essential Learning for Citizenship and Development".

Citizenship and Development (C&D) is a compulsory domain of the Portuguese curriculum for primary and secondary education levels. The model of citizenship education is based on a whole-school approach that involves students, families and the community, and values their continuous active civic engagement in and out of school. The component C&D is transversal in primary education (grades 1–4) and becomes a subject in grades 5–9. In upper secondary education, schools can decide how to implement C&D. 

The revised National Strategy for Education for Citizenship defines 8 thematic domains to be worked within the scope of the C&D component in all schools: Human Rights, Democracy and Political Institutions, Sustainable Development, Financial literacy and Entrepreneurship, Health, Risk and Road safety, Pluralism and cultural diversity, Media; the first four thematic domains must be addressed at all ISCED levels, while the others should be addressed at least 1 year per ISCED/school level.

Until December 2025, each school must develop its own “Citizenship Education strategy”, outlining the specific thematic domains for each school grade, the pedagogical approach, partnerships with community organisations, as well as the assessment methods and the monitoring instruments for the strategy itself. The strategy will then be reflected in the approval of class plans for the domain Citizenship Education, which should take place at a class council meeting, with the participation of student representatives and parents.

Furthermore, the services of the Ministry of Education, Science and Innovation (MECI) will develop training programmes to prepare teachers for the content and themes of C&D and will provide support and monitoring to schools to ensure the quality of the implementation of the new framework for the subject.

Interdiction of the use of mobile electronic communication devices with Internet access in primary schools

The growing use of electronic devices with Internet access such as smartphones by children and young people in schools has raised serious concerns about the negative impacts on learning, socialisation and pupil well-being. Empirical evidence, both nationally and internationally, links the excessive use of these technological devices to cases of social isolation and an increase in incidents of indiscipline and risky behaviour.

Starting school year 2025/26, the Ministry of Education, Science and Innovation (MECI) has established a general rule prohibiting the use of mobile phones and any other mobile electronic communication equipment or devices with Internet access by primary school pupils throughout the school premises and during school hours, including non-teaching periods.

Moreover, MECI urges the implementation of measures to restrict and discourage the use of smartphones in school premises for lower secondary education, and for secondary school students the recommendation is to involve them in the joint development of rules for the responsible use of smartphones in school premises.

The established regime provides for a set of exceptions allowing the use of such technological devices in duly justified cases for educational, health, or translation purposes, subject to prior authorisation by a responsible teacher or the person overseeing the activity. 

Digital resources: guaranteed connectivity services for pupils and schools

It is essential that schools have the technical and pedagogical conditions necessary for quality education and that they ensure equal opportunities for all students throughout the country, particularly in terms of access to and use of digital resources.

In order to make sure that the the activities that require Internet access are carried out by pupils in the classroom, as well as to ensure the application of the new external assessment model, in which tests and exams will continue to be carried out in digital format, it is necessary to provide pupils and schools with a reliable connectivity service.

In this context, the Portuguese government has approved 15 million euros to guarantee internet access for pupils during the 2025/2026 school year (Resolution of the Council of Ministers 85/2025).

The budget will be spent on the purchase of connectivity services for pupils and also on the provision of a connectivity device in each classroom in primary and secondary schools in public education establishments.

The internet availability is intended to cover disadvantaged pupils in public schools and private and co-operative educational establishments under association contracts with the state, pupils included in the “Digital Textbooks” pilot project and those taking digital assessment tests.

This measure is essential to ensure the continuity of the digital transition in education that includes the Digitalisation Programme for Schools.

Changes to the rules regarding Portuguese as a Foreign Language in basic education

Ordinance No 29/2025/1, 7 February updates the rules applicable to basic education, with a focus on Portuguese as a Foreign Language. The main measures introduced by this amendment are:

• Creation of language proficiency levels based on the Common European Framework of Reference for Languages (CEFR): a) Initiation: A1 and A2; b) Intermediate: B1 and B2; c)  Advanced: C1.

• Creation of Level Zero: 

  a) Establishes an initial level for students who are completely unfamiliar with the Portuguese language and alphabet.

  b) Allows for progressive integration into the school curriculum for students new to the national education system.

• Remaining in the same level: Students can stay for up to two school years in levels A1 or A2, as well as in Intermediate level B1.

• New tools and steering documents: 

  a) Introduction of specific guides for level zero and placement tests.

  b) Availability of these materials by the Directorate-General for Education (DGE).

This ordinance aims to consolidate linguistic and educational inclusion, ensuring that foreign students or newcomers to the education system have access to curricular adaptation that is appropriate to their needs. It also promotes a structured approach to teaching Portuguese as a foreign language.

Helpline to report and receive support for bullied pupils 

The Ministry of Education, Science and Innovation, in conjunction with the Ministry of Youth and Modernisation, has decided to set up an anonymous hotline to report cases of bullying and provide support to pupils in public and public schools, via app, website or telephone. The main aim is to deal with the high number of unreported cases, motivated by fear of reprisals, mistrust in the effectiveness of institutional responses and lack of knowledge of existing support channels, which highlight the need to expand awareness-raising, protection and reporting strategies. This measure is one of the five recommendations in the report drawn up by the working group to combat bullying in public and private schools.

In addition to this measure, the other four are fundamental to consolidating a more effective public policy response:

1. Adoption of a national programme to prevent and combat bullying and cyberbullying, which ensures harmonisation of school policies and practices
2. Creation of specialised multidisciplinary teams within educational establishments, extending Student Support Offices to all schools, which can act to mediate conflicts and support victims
3. Consolidation of training of teachers, psychologists and operational assistants, ensuring training in early detection, intervention, mediation and response to bullying and cyberbullying situations
4. Development of socio-emotional and relational skills acquisition programmes for aggressors, victims and witnesses, in order to prevent aggressive and violent practices.

Digital Education Labs (LED) at national level

As defined of Component C20 of the Recovery and Resilience Plan - Investment ‘TD-C20-i01: Digital Transition in Education’, the Digital Education Labs are aimed at all students in the 2nd and 3rd cycles of basic education and upper secondary education.’

Recommendations regarding the use of mobile phones, screens and digital technology in schools

According to the Portuguese Parlament's Resolution No 45/2025, 25 February, it was suggested that measures be developed, based on concrete results, to guarantee a contextualised, clear, coherent and effective policy that supports autonomous decision-making regarding the use of mobile phones in schools, regulating the dynamics of classrooms, common spaces and playgrounds, through actions and awareness campaigns geared towards families and educators, to combat children and young people’s dependence on the use of screens and digital technology and promote healthy and responsible use of digital tools.

Learning recovery plan: Learn More Now Plan

Portugal experienced a sharp decline in its results in international evaluations (PISA, TIMSS), reversing much of the robust progress made until 2018. The latest results also highlight significant inequalities among students from disadvantaged socioeconomic backgrounds. In light of these challenges, the education system must implement effective policies to regain the momentum of progress and reduce disparities.

To this end, the government has drawn up the ‘Learn More Now’ Plan (Council of Ministers Resolution 140/2024, 17 October), which constitute a set of measures aimed at improving learning, aligned with the ‘+Classes +Success’ plan - ensuring that all students have the lessons they were supposed to have - and with the new external assessment model, which is designed to give greater reliability and comparability to the monitoring of learning.

The first area ‘Improving Student Learning’ focusses on learning, student support and process improvement, with measures as diverse as:

i) strengthening pedagogical practices at the earliest levels of education (0-3 year-olds);

ii) early Interventions to prevent school failure and retention;

iii) reading skills assessment in the 2nd year;

iv) bringing retired teachers back to schools as tutors to provide additional support for students with significant learning difficulties; 

v) mediating in quality self-study; as well as 

vi) changes in external evaluation and redefinition of indicators for monitoring success and early school leaving. 

Additionally, Portugal has experienced a significant increase in its migrant student population, which has nearly tripled in less than five years, rising from 50,000 to 140,000 by 2024. About 25% of these students do not speak Portuguese, posing new challenges for schools that are often unprepared for this reality.

To address these issues, the second axis of 'Learn More Now' Plan (24|25)' - Integrating Migrant Students - promotes ‘Inclusion and Success of migrant students’ with measures such as:

(i) improving inclusion of migrant students who don’t know the Portuguese language, assigning linguistic and cultural mediators to schools to guide their integration and that of their families;

(ii) updating the Portuguese as a foreign language (PLNM) subject (diagnostic tools, assessment methods, and onboarding content) and creating a level 0 for different alphabets;

(iii) reducing bureaucracy for recognition of studies; and

iv) extending Portuguese language learning opportunities to parents, facilitating the integration of entire families into the educational system and broader society.

Guidelines for the Intervention of Psychologists in Schools (DGE, 2024)

Published by the Directorate-General for Education in April 2024, the Guidelines for the Intervention of Psychologists in School Contexts (DGE, 2024) ‘Referencial para a Intervenção dos Psicólogos em Contexto Escolar’ is a steering document that aims to consolidate psychologists’ practice in Portuguese schools. This is the normative technical framework for psychologists in schools, focussing their intervention on the areas that best meet the current needs of the education system, based on scientifically tested and validated intervention models.

New external learning assessment for students in 2024/2025

In February 2025, trial tests were undertaken to familiarise students with the digital medium used for assessment and help schools test the organisation of digital tests, identifying technical and organisational issues to be implemented by the minister’s services when administering the ModA tests and the final tests of basic education.

2024

Pedagogical Innovation Pilot Project (PIPP II)

A new version of the Pedagogical Innovation Pilot Project (PIPP II) aims to broaden student choice and diversify training programmes, focussing on upper secondary education. Involving seven educational establishments from the next school year, PIPP II is based on the conclusion that the science-humanities courses (SHC) and professional courses (PC), which are attended by the overwhelming majority of upper secondary school students, have certain limitations, such as curricular rigidity and little articulation between subjects. The aim of the pilot project is to enable students to expand their knowledge in different areas, providing them with a more comprehensive and enriching education. 

The creation of PIPP II is aligned with one of the Government Programme’s objectives, which foresees the diversification of the way upper secondary education is organised, broadening the subjects that students can take.

Students on science-humanities courses: In the PIPP, no core courses are proposed and the models must include a common component and a specific component. The common component includes Portuguese, foreign language I, II or III, philosophy, physical education, literacy and data (including financial literacy, commercial literacy, labour literacy and democratic participation, for example) and personal project. In the specific component, students can choose to take any of the subjects offered by the school, whereas currently this option was limited to one biennial subject and one annual subject. Choices can only be made in the 11th grade, allowing for greater reflection and solidity in students' decisions. The subjects can be completed in any of the years of upper secondary education, safeguarding the attendance of subjects that allow for the national final exams required to complete this level of education.

Students on vocational courses: The curriculum is based around four training components: socio-cultural, scientific, technological and work-based. Students can choose to take subjects from the science-humanities courses, from among those offered by the school. This is subject to the rules of the curricular model defined by the educational establishment, and students must pass all these subjects in any of the years of upper secondary education. The socio-cultural component includes a subject that also concentrates on various literacies (including financial literacy, commercial literacy, labour literacy and democratic participation, for example). 

Recommendations for smartphone use in schools

 In line with the government's commitment to digital transition, the Ministry of Education, Science and Innovation (MECI) has taken the reins to train young people with regard to digital skills and preparing them for the social and professional challenges of adult life.

 Although digital technologies boast great potential for learning, the risks associated with individual and unregulated use of electronic devices are equally important.

With this in mind, a set of recommendations has been issued and sent to schools. The ministry requests that such guidelines be extended to teaching and non-teaching staff.

 As such, while the 1st and 2nd cycles of basic education recommend banning the use and/or entry of smartphones in school areas, in the 3rd cycle the recommendation is to implement measures to restrict and discourage the use of smartphones in school areas.

In upper secondary education, the recommendations focus on students being involved in the joint construction of rules for the responsible use of smartphones in school areas.

Exceptions include students with very poor levels of Portuguese who can use smartphones as a translation tool, as well as students who use smartphone features for health reasons.

For more information, visit the government’s website.

• employing language and cultural mediators
• updating the tools for diagnosing and guiding students, particularly in Portuguese as a foreign language (PFL), so students whose mother tongue is not Portuguese can be better placed, according to their language skills
• creating a zero level in Portuguese as a foreign language
• clarifying the assessment of migrant students: adapting retention criteria in basic education and assessment in upper secondary education for those studying PFL, extending the guarantee of differentiated conditions for students taking PFL in all tests and exams
• simplifying equivalences in basic education
• expanding the network of Portuguese language courses for foreigners (Portuguese as a host language), which aims to boost understanding of the language, social integration and the involvement of parents in their children's school life - a key factor of school success.

Decree-Law No 48-B/2024, which was published on 25 July, deals with the restoration of teachers' length of service. This legislation recognises an improved career position as of 1 September this year and consequent pay update.

This decree-law enshrines the special system for regaining length of service, which had been suspended, for pre-primary, primary and upper secondary school teachers in public schools. It also makes the first amendment to Decree-Law 74/2023, 25 August, which establishes the terms for implementing the mechanisms for accelerating career progression.

The legislation restores the peace of mind schools’ need to focus on their main mission, teaching, as well as meeting teachers’ legitimate expectations.

New external learning assessment for students in 2024/2025 – more monitoring for better learning 

In July 2024, the Ministry of Education, Science and Innovation launched a new external learning evaluation model, which will help improve how students' learning is monitored, thus facilitating tailored learning strategies and helping inform public policy. 

In line with the government’s programme, this new model will be implemented during the 2024/2025 school year and involves two types of assessment at the end of each basic education cycle. The first one is the learning monitoring test (Provas de Monitorização de Aprendizagem - Provas ModA), which is administered in grades 4 (end of the first cycle of basic education) and 6 (end of the second cycle of basic education). The assessed subjects are Portuguese, mathematics and one other, which changes every three years. The second one is final exams in grade 9 (end of the third cycle of basic education) in Portuguese (or Portuguese as a foreign language) and mathematics. 

Most of the exams will be in digital form (with one in a hybrid format). Also, they will no longer be made public, so they can be used for year-on-year comparisons. 

To ensure a smooth transition, several measure will be taken, including a test run for the exam in the middle of the school year.

For more information, consult the government’s website.

+Classes+Success Plan 

In June 2024, the Ministry of Education, Science and Innovation introduced the +Classes+Success Plan (Plano +Aulas +Sucesso), which aims to ensure that students do not spend prolonged periods without classes during the next school year. 

This plan is crucial as being without classes may cause irreversible damage to students’ education path and learning process. Also, those students most likely to experience this type of situation are from socio-economic disadvantaged areas.

The plan comes into effect during the next school year (2024/2025) and prioritises those schools with students who have the most classes untaught. It aims to reduce the number of students without classes from the beginning of the year until the end of the first term by 90%. 

The plan covers three intervention areas (divided into 15 measures): 

• improving teachers’  working conditions via measures to simplify administrative work and paying for overtime; 

• providing schools and heads of schools with the tools that allow for a more efficient management of teachers, in order to reduce the number of students without classes; 

• retaining and attracting teachers by creating appropriate incentives to attract teachers to those schools with pupils without classes. 

For more information, consult the Plan + Classes + Success.