European, global and intercultural dimension in curriculum development

The National Strategy for Citizenship Education (ENEC), relaunched in 2025, consolidates the new curricular component of citizenship and development at all levels of education and compulsory schooling, respecting the principles, values and areas of competences stipulated in the exit profile of students leaving compulsory education. In relation to the curriculum component of "Citizenship and Development", this strategy proposes that students learn through plural and responsible participation in building citizenship and fairer and more inclusive societies within the framework of democracy, respect for diversity and the human rights protection.

The integration of European, global and intercultural dimensions into curriculum development stems from the recognition that citizenship education is shaped by a world characterised by interdependence, cultural diversity and transnational challenges that affect democratic life. Within this framework, the learning promoted in Citizenship and Development reinforces an understanding of democratic institutions, human rights and individual and collective responsibility in the face of global issues — from environmental sustainability to migration, including media literacy and coexistence in a pluralistic society. In line with ENEC’s vision, this curricular dimension seeks to empower students to participate, critically and informedly, in Portuguese society as an integral part of the European and global sphere, promoting attitudes of respect, intercultural dialogue and the valuing of diversity as essential pillars of democracy and social cohesion.

Partnerships and networks

Through the establishment of bilateral cooperation initiatives between Portugal and third countries, a number of partnerships and twinning arrangements have been established between Portuguese educational institutions and organisations in those countries. 

To support the work of schools, the former Directorate-General for Education and now EduQA, I.P., the Agency for Integration, Migration and Asylum (AIMA) and the Aga Khan Foundation have set up the pilot programme ‘Network of Schools for Intercultural Education’ (REEI), whose main objectives are:

1) to promote the reception, integration and educational success of all children and young people from pre-school to upper secondary education;

2) to encourage respect for differences and positive interaction and approximation between students and other members of the education community from different cultural backgrounds. As part of REEI, the aim is to encourage interaction and bring people together in the school and educational community, as well as to ensure that curriculum, practices and organisational culture value diversity.

 The National European Clubs Network (RNCE) contributes to pupils’ education and engagement in the European integration project, increasing their participation, strengthening the protection of their rights and duties, and thereby reinforcing European identity and the values of European citizenship. 

The network has clubs in Schools at national and international level (Portuguese mainland, Azores, Madeira, Angola and São Tomé), both public and private. The European Clubs are created in pre-school, primary and secondary, general and vocational education schools, adapted to the context of the School and the community they are part of.

The UNESCO's Associated Schools Project Network (ASPnet), which includes Portuguese schools, is another project that schools can be part of by continuous involvement in projects that are part of UNESCO's objectives.

Portuguese schools abroad

Currently, there are 27 schools in Portuguese-speaking African countries, East Timor and the Special Administrative Region of Macau, teaching Portuguese curricula that are part of the public and private/cooperative school network.

Most private schools are in the process of having their teaching recognised by the Portuguese State under Decree-Law No 30/2009, 3 February.

We highlight the schools that are part of the public network, which have worked in the area of bilateral cooperation for development: Escola Portuguesa de Luanda – Centro de Estudos e Língua Portuguesa - CELP (Angola), Escola Portuguesa de Cabo Verde – CELP (Cape Verde), Escola Portuguesa de Moçambique - CELP, (Mozambique) Escola Portuguesa de Díli – CELP (East Timor), Escola Portuguesa de São Tomé e Príncipe - CELP (São Tomé and Príncipe), Escola Portuguesa de Macau (Macau) and Escola Portuguesa de Guiné Bissau. Most of these schools are also teacher training centres accredited by the Scientific Council for Continuing Professional Development (Conselho Científico para a Formação Contínua de Docentes).

The Mindelo branch of the Portuguese School of Cape Verde (CELP) and the Beira branch of the Portuguese School of Mozambique (CELP) were recently established.

European schools

European Schools (ES) are teaching establishments created by the European Commission, primarily intended for the children of its officials, and Accredited European Schools are educational establishments set up by EU Member States which follow the European Schools curriculum. They aim to provide multilingual education at kindergarten, primary and upper secondary level and access to the European BAC.  

The Inspectorate-General of Education and Science (IGEC) participates in meetings of the board of governors, the budget committee, the inspection councils and the mixed pedagogy committee, undertaking the inspections as stipulated in the regulations or specific mandates, such as:

• inspections of the European Schools, analysing the results regarding the level reached and quality of teaching methods, presenting conclusions to school heads and teaching staff.
• providing pedagogic supervision of teachers dependent on the state and respective statutory assessment.
• participating, alongside other EU Member States, in:
• managing European Schools with external evaluations of the ES together with inspectors of other nationalities (whole school inspection).
• participating in working groups to draft norms/regulations/curricular guidelines/programmes.
• auditing accredited European Schools.
  selection and evaluation committees of European Schools management
• assessing locally contracted teachers.