SURVEY OF SCHOOLS: ICT IN EDUCATION
COUNTRY PROFILE: PORTUGAL
November 2012
This report was prepared by the Contractor: European Schoolnet and University of Liège
under contract SMART 2010/0039.
The views expressed in this report are those of the authors and do not necessarily reflect
those of the European Commission. Neither the European Commission nor any person
acting on behalf of the Commission is responsible for the information provided in this
document.
Copyright 2012. Material in this report may be freely reproduced provided the source is
acknowledged.
Page 2
Table of Contents
1. Introduction ............................................................................................................................................... 4 ICT in the school education system of Portugal ........................................................................................... 4 The Survey of Schools: ICT in Education..................................................................................................... 5 2. ICT infrastructure ...................................................................................................................................... 6 Availability of computers for educational purposes ...................................................................................... 6 Broadband .................................................................................................................................................... 7 ‘Connectedness’ ........................................................................................................................................... 8 3. Frequency of ICT use in class ................................................................................................................ 10 Frequency of ICT use by teachers in class ................................................................................................ 10 Students’ ICT use ....................................................................................................................................... 11 4. Digital confidence ................................................................................................................................... 13 Teachers .................................................................................................................................................... 13 Students ..................................................................................................................................................... 15 5. Professional development ...................................................................................................................... 17 Time spent on training ................................................................................................................................ 17 Engagement in training .............................................................................................................................. 18 6. School support measures ....................................................................................................................... 20 ICT coordinator........................................................................................................................................... 20 Incentives ................................................................................................................................................... 21 7: Clusters .................................................................................................................................................. 23 The digitally supportive school ................................................................................................................... 23 Digitally confident and supportive teachers ................................................................................................ 24 The digitally supportive student .................................................................................................................. 25 The digitally equipped school ..................................................................................................................... 26 Conclusion...................................................................................................................................................... 28 ANNEX ........................................................................................................................................................... 29 Tables......................................................................................................................................................... 29 Notes .......................................................................................................................................................... 34 Page 3
1.
INTRODUCTION
ICT IN THE SCHOOL EDUCATION SYSTEM OF PORTUGAL
1
In Portugal education is the responsibility of the ministry of Education and Science, which defines,
coordinates, implements and evaluates national policies aimed at the education system articulating
them as policies of qualification and training. The Ministry performs its responsibilities via direct
administration services of the State (central and peripheral services), indirect administration, advisory
bodies and other entities. Compulsory education begins at the age of 6 and lasts for 12 years. From
late 2012 there will more school autonomy, by implementing decentralized management models and
supporting the implementation of their educational projects and pedagogical organization. Schools will
be able to take strategic, pedagogical, administrative, financial and organisational decisions. The
Technological Education Plan in 2010 for all public education establishments involved teachers in
compulsory and secondary education and aimed to train them in the didactics of using Information and
Communication Technology in the classroom
2
According to Eurydice’s Key Data on Learning and Innovation through ICT at school in Europe ,
3
in Portugal there are national strategies covering training measures and research in the areas of ICT
in schools, digital/media literacy, and e-skills development. There are central steering documents for
4
all ICT learning objectives at both primary and secondary education level, except for using mobile
devices, and developing programming skills is referred to only at secondary level. In primary and
secondary schools ICT is taught as a general tool for other subjects/or as a tool for specific tasks in
other subjects, and in addition in secondary schools ICT is included within technology as a subject,
and also taught as a separate subject. At primary and secondary education level recommendations or
suggestions and support are provided in ICT hardware areas, for computers, projectors or beamers,
and smartboards, and support only for DVDs, videos, TV, cameras. Recommendations or suggestions
5
and support are provided for all ICT software categories , except for multimedia applications, digital
learning games, and communication software, where only support is provided. According to official
steering documents, both students and teachers at primary and secondary level are expected to use
ICT in all subjects, both in class and for complementary activities, except for the arts where it is
expected to be used only at primary education level. There are no central recommendations on the
use of ICT in student assessment. Public-private partnerships for promoting the use of ICT are
encouraged for private funding for hardware and software in schools, ICT training for teachers, and
ICT training for pupils/students.
1
https://webgate.ec.europa.eu/fpfis/mwikis/eurydice/index.php?title=Home
2
http://eacea.ec.europa.eu/education/eurydice/documents/key data series/129EN.pdf, published in 2011, specifically the following
tables and associated commentaries: A6, B6, B7, C2, C3, C4, C12 and E10.
3
from the following areas: ICT in schools, e-learning, e-inclusion, digital/media literacy, e-skills development
4
i.e. knowledge of computer hardware and electronics, using a computer, using mobile devices, using office applications, searching for
information, using multimedia, developing programming skills, and using social media.
5
from a range of hardware and software, i.e. computers, projectors or beamers, DVDs, videos, TV, cameras, mobile devices, e-book readers,
smartboards, virtual learning environments; tutorial software, office applications, multimedia applications, digital learning games, communication
software, digital resources
Page 4
THE SURVEY OF SCHOOLS: ICT IN EDUCATION
In 2011, the European Commission Directorate General Communications Networks, Content and
6
Technology launched the Survey of Schools: ICT in Education, the primary goal of which is to
benchmark countries' performance in terms of access, use and attitudes to ICT at grades 4, 8 and 11.
The Survey of Schools is one of a series within the European Union's cross-sector benchmarking
activities comparing national progress to Digital Agenda for Europe (DAE) and EU2020 goals. The
Survey is funded by the European Commission Communications Networks, Content and Technology
Directorate General and is a partnership between European Schoolnet and the Service d’Approches
Quantitatives des faits éducatifs in the Department of Education of the University of Liège. The survey
took place between January 2011 and May 2012, with data collection in autumn 2011, and covered 31
countries (the EU27, Croatia, Iceland, Norway and Turkey). In four countries (Germany, Iceland,
Netherlands and the United Kingdom) the response rate was insufficient, making reliable analysis of
the data impossible; therefore the findings in this report are based on data from 27 countries.
This country profile should be read in conjunction with the Report of the Survey of Schools: ICT in
Education (the ‘main report’). The profile presents key indicators concerning access, use and attitudes
to Information and Communication Technology in primary and secondary schools derived from
responses to surveys completed by head teachers, teachers and students, showing national results
against the EU average and, where possible, for grade 8 only. Charts for this grade are shown but not
for other grades for reasons of brevity and clarity and because results at this grade tend to be
indicative of all grades (i.e. having the characteristics and revealing issues found both at grade 4 and
at grade 11). The text provides information about the results and rankings at other grades and a
reference to the particular chart in the main report.
The full report, country profiles, background information, questionnaires, tables, details of the
methodology and the raw data are freely available at https://ec.europa.eu/digitalagenda/en/pillar-6-enhancing-digital-literacy-skills-and-inclusion. The authors may be contacted
at [email protected] and information about the survey is at http://essie.eun.org.
6
www.ec.europa.eu/dgs/connect/
Page 5
2. ICT INFRASTRUCTURE
AVAILABILITY OF COMPUTERS FOR EDUCATIONAL PURPOSES
A computer is defined as a desktop or laptop, netbook or tablet computer, whether or not connected to
the internet, available for educational purposes in school. In Portugal there are fewer computers
available for all grade students than the EU average and provision is fairly consistent at all grades. In
most countries the older the student the more the computers, and this trend is reflected in Portugal at
grade 11 vocational (main report, fig. 1.1). Fig. 2.1 shows that at grade 8 Portugal ranks in the midrange of countries on this indicator with six students per computer. Portugal is in the middle range at
other grades (main report fig. 1.1).
Fig. 2.1: Students per computer
(Grade 8, country and EU level, 2011-12)
30
25
20
15
TR
EL
RO
IT
BG
HR
PL
SL
LV
MT
SK
LT
HU
FR
IE
AT
FI
CZ
EU
EE
BE
CY
DK
ES
NO
SE
0
6 5 5
PT
10
As for computers connected to the internet in schools, in Portugal there are desktop computers above
the EU average at all grades except 4 where it is very slightly lower, and below the average for laptop
computers at all grades. At grade 8 (fig. 2.1) there are seven students per desktop computer but on
student to laptop ratio Portugal is in the middle group of countries and ranked in the lower half at other
grades.
250
Fig. 2.2: Students per internet-connected desktop and laptop computer
(Grade 8, country and EU level, 2011-12)
200
150
100
50
43
7
714
0
CY BE AT CZ EE ES FI FR PT IE LT EU SK LV MT HU DK PL SI SE NO BG HR IT RO EL TR
Desktops
Laptops
The higher the percentage of Portuguese students from low-income families in a school, the more
online desktop computers tend to be available at grade 4 and grade 11 vocational (true for laptops as
well – main report, section 1). Computers are divided almost equally between dedicated labs and
classroom at all grades except 11 vocational where a higher proportion is in labs (main report, fig. 1.3).
Portugal, at 85%, is above the EU average of 75 % of students in schools where over 90% of
computers are operational (main report, fig. 1.4).
Page 6
Portugal ranks in the top five countries at grade 11 with around 80 students per interactive whiteboard
but is in the mid-range of countries at other grades (main report, fig. 1.5). At all grades Portugal has
fewer students per data projector than most other countries in Europe (main report, fig. 1.6).
Maintenance of ICT equipment is very much a task for school personnel, but there is more
involvement of commercial companies than in other countries.
BROADBAND
In Portugal only a tiny minority of students are in schools without broadband, none at grade 11
general. At all grades the percentages of students in schools with broadband speeds faster than
10mbps, is higher than the EU mean. Generally though, higher percentages of students are in schools
with higher than EU average broadband speeds, will all grades having more than 100 mbps than the
EU average.
Fig. 2.3: Broadband speed
(% students excluding 'don't know', Portugal
and EU, 2011-12)
Grade 4
Portugal 4%
Grade 8
Portugal
Grade
11gen
10%
Portugal
Grade
11voc
0%
Portugal
EU
EU
11%
8%
8%
3% 10%
5%
No broadband
21%
70%
22%
20%
16%
2-5 mbps
7%
9%
5-10 mbps
13%
26%
10-30 mbps
5%
11%
25%
24%
4%
11%
25%
30%
21%
100%
9%
48%
23%
15%
90%
37%
28%
17%
80%
25%
26%
18%
<2mbps
60%
32%
19%
6%
50%
14%
16%
5%
40%
12%
10%
9%
7%
30%
17%
EU 4% 6%
EU
20%
10%
19%
16%
30-100 mbps
11%
>100 mbps
Fig. 2.4 shows how Portugal compares with other countries at grade 8: a low percentage of students in
schools with no broadband and most in schools with over 10mbps, similar to other grades (main
report, fig. 1.8).
Page 7
Fig. 2.4: Broadband speed
(Grade 8, country and EU level, 2011-12, ranked by >100mbps, 2011-12)
100%
80%
60%
40%
>100mbps
30-100mbps
10-30mbps
5-10mbps
2-5mbps
<2mbps
MT
PL
IT
BE
EL
FR
HU
HR
ES
RO
SK
CY
EU
SL
IE
BG
TR
LT
LV
CZ
PT
AT
FI
EE
SE
DK
0%
NO
20%
No broadband
‘CONNECTEDNESS’
Percentages of students in schools that have ‘connected’ characteristics, e.g. having a website or a
virtual learning environment (VLE) are shown below, as well as those with none of these items. In
Portugal, a significantly higher percentage of students than the EU mean are in schools with a
website, 100% at grade 11, and much higher percentage with a virtual learning environment.
Percentages of ‘unconnected’ schools are negligible, well below the EU average.
Grade 4
Portugal
Grade
11voc
Grade
11gen
Portugal
Grade 8
Fig. 2.5: Percentage of students in connected schools - website, virtual learning environment,
no connectedness
(Portugal and EU, 2011-12)
EU
15%
79%
32%
98%
95%
0%
EU
86%
58%
10%
Portugal
School website
0%
20%
40%
60%
No connectedness
93%
63%
6%
VLE
100%
86%
0%
EU
92%
61%
7%
Portugal
100%
88%
0%
EU
94%
85%
1%
80%
100%
Portugal ranks second as regards virtual learning environments at grade 8, as seen in fig. 2.6, second
also at grade 4 and slightly lower at grade 11 (main report, fig. 1.10). A high percentage of students
has external access to the VLE, particularly at grades 4 and 8.
Page 8
Fig. 2.6: % of students in schools with a virtual learning environment
(Grade 8; country and EU level, 2011-12)
95%
100%
80%
61%
60%
40%
Page 9
IT
HU
HR
MT
BG
CZ
CY
TR
EL
PL
LT
RO
SK
LV
EE
IE
EU
SL
AT
BE
ES
FR
SE
FI
DK
PT
0%
NO
20%
3. FREQUENCY OF ICT USE IN CLASS
FREQUENCY OF ICT USE BY TEACHERS IN CLASS
Teachers’ frequency of use of ICT in lessons is shown in the charts below. In Portugal use of ICT by
teachers is higher at all grades than the EU average. There are more students in schools where
teachers use ICT in more than 25% of lessons, consistently above the EU average, and considerably
so at grade 8. The most intense use is at grade 11 vocational where nearly a third of students are in
schools wheere teachers use ICT in more than 75% of lessons.
Grade Grade
11 voc 11 gen Grade 8Grade 4
Fig. 3.1: Frequency of use of ICTequipment by teachers in lessons
(in % students, Portugal and EU, 2011-12)
Portugal
10%
Portugal
EU
Portugal
EU
18%
7%
15%
12%
17%
9%
11%
9%
13%
9%
51-75% of lessons
25-50% of lessons
11-24% of lessons
6-10% of lessons
1-5% of lessons
<1% of lessons
Don't know
11%
10%
14%
>75% of lessons
6%
5%
14%
19%
7%
7%
9%
17%
22%
10%
9%
9%
18%
23%
14%
6%
14%
14%
15%
30%
19%
13%
19%
19%
9%
21%
26%
21%
14%
8%
15%
19%
20%
11%
7%
26%
14%
14%
7%
Portugal
EU
19%
6%
9%
EU 3%
6%
5%
7%
4%
4%
Fig. 3.2: Teachers' use of ICT in at least 25% of lessons
(% students, Portugal and EU, 2011-12)
38%
Grade 4
29%
66%
Grade 8
32%
Portugal
49%
Grade 11gen
EU mean
32%
69%
Grade 11voc
50%
0%
20%
40%
60%
80%
100%
Fig 3.3 shows Portugal ranks first at grade 8 (and in the top half at other grades - see main report, fig.
2.2) with two-thirds of teachers reporting use of ICT in more than one in four lessons.
Page 10
Fig. 3.3: Teachers' use of ICT in more than 25% of lessons
(Grade 8, EU and country level, 2011-12)
100%
80% 66%
60%
32%
40%
PL
AT
LU
ES
BG
FI
LT
HU
EU
NO
IT
RO
EL
CZ
BE
LV
MT
FR
DK
SE
SI
HR
SK
CY
TR
EE
IE
0%
PT
20%
As regards teachers’ use of ICT (Section 3 of the main report), high numbers of teachers in Portugal
have been using ICT in lessons for more than six years, placing Portugal among the leading group of
countries in this respect (main report, fig 3.2). Portugal is also among the leading countries in terms of
student-centred learning at grade 11 (fig. 3.5).
STUDENTS’ ICT USE
Students at grade 8 and 11 were also asked how frequently they used various items of ICT equipment
in their lessons for learning purposes. The chart below shows their reported intensity of use of a
school computer, and their own laptop or mobile phone. In Portugal student use of computers in class
is above the EU mean, except at grade 11 general where it is lower. The use of their own laptop is in
line with the EU mean except at grade 11 vocational where it is almost double the average, reflecting
national efforts in Portugal to provide families with laptops. Mobile phone usage is above the EU mean
at all grades.
Grade 11voc Grade 11gen
Grade 8
Fig. 3.4: Percentages of students using ICT equipment in class for learning, at
least once a week
(Portugal and EU, 2011-12)
Portugal
56
13
EU
49
53
11
Portugal
46
10
EU
Own laptop
39
51
11
Own mobile phone
35
Portugal
69
34
EU
58
64
16
0
School desktop or laptop
computer
28
46
20
40
60
80
100
At grade 8 students’ reported use of school computers is around the EU average, 56% saying they
use them at least once a week (fig. 3.5). This figure drops to 46% at grade 11 general but rises to 69%
at grade 11 vocational (even so, among the middle range of countries – main report, fig. 2.5).
Page 11
Fig. 3.5 Use of school desktop/laptop for learning purposes at least weekly
(% students, Grade 8, country and EU level, 2011-12)
100
80
56
60
53
40
FI
SI
AT
FR
IT
LV
LU
BE
RO
EE
ES
IE
EU
SE
PT
NO
CZ
EL
PL
HU
LT
TR
HR
SK
CY
DK
BG
0
MT
20
Compared to other countries at grade 8 (fig.3.6), students in Portugal are relatively heavy users of
their own mobile phone but use of their own laptop in school is close to the EU average. Grade 11
vocational students are among the heaviest users of their own laptop in school, behind Denmark and
Austria, and they are also heavy users of their own mobile phone (main report, fig. 2.5). At grade 11
general Portugal is in the middle range of countries for both laptop and mobile phone use.
Fig. 3.6 Use of own mobile phone or laptop for learning purposes at least weekly
(% students, Grade 8, country and EU level, 2011-12)
100
80
49
60
MT
TR
ES
IT
FR
SL
IE
EL
EU
FI
HU
RO
CZ
11
Own mobile phone
NO
AT
BG
LU
SK
BE
SE
HR
CY
PL
DK
LT
LV
0
EE
20
PT
13
28
40
Own laptop
Students report using interactive whiteboards more frequently than those in most other EU countries at
all grades (main report, fig. 2.6). Concerning students’ ICT-based activities during lessons, Portugal is
among the leading countries as measured by frequency of use (main report, fig. 3.8) at grades 8 and
11 vocational but lower in ranking at grade 11 general.
Page 12
4. DIGITAL CONFIDENCE
TEACHERS
In Portugal teachers’ confidence in their operational skills with ICT is higher than the EU mean at all
grades (close to ‘somewhat’), most noticeable at grade 11 vocational where it is between ‘somewhat’
and ‘a lot’. Their confidence in social media skills is also in line with the EU mean (between ‘a little’
and ‘somewhat’), and is highest at grade 4.
Fig. 4.1: Teachers’ self-confidence in their operational and social media skills
(by grade; mean score of students with 1 being 'none' and 4 being 'a lot'; Portugal and EU; 2011-12)
Fig. 4.1a: grade 4
Fig. 4.1b: grade 8
2.5
2.48
Social media skills
Social media skills
2.41
2.37
Portugal
Portugal
EU
3.19
EU
3.23
Operational skills
Operational skills
2.98
1
1.5
2
2.5
3
3
3.5
1
Fig. 4.1c: grade 11 gen.
1.5
2
2.5
3
3.5
Fig. 4.1d: grade 11 voc.
2.33
3.04
Social media skills
Social media skills
2.38
2.51
Portugal
Portugal
EU
3.16
EU
3.46
Operational skills
Operational skills
3.01
1
1.5
2
2.5
3.16
3
3.5
1
1.5
2
2.5
3
3.5
Comparing confidence levels at grade 8, teachers’ confidence in their operational skills places
Portugal third (fig. 4.1e) and in the top five countries at other grades.
Page 13
Fig. 4.1e Teachers' confidence in their operational skills
(Grade 8, country and EU level, 2011-12)
3.5
3.23
2.5
2
HR
LT
BE
FI
HU
LV
EE
EL
TR
ES
BG
CY
RO
IT
EU
CZ
SK
DK
SE
NO
SI
FR
IE
PL
MT
LU
1
AT
1.5
PT
1 'None' , 2 ' A little', 3
'Somewhat', 4 'a lot'
3
3
Portugal is in the middle group of countries as regards social media confidence at grade 8 (fig. 4.1f),
and at grades 4 and 11 general, but second at grade 11 vocational.
3.5
3
2.48
2.37
2.5
2
Page 14
LV
BE
CY
HU
CZ
AT
EL
LT
HR
BG
IT
EU
RO
FR
PL
ES
SI
PT
LU
MT
SK
DK
IE
NO
FI
SE
1
TR
1.5
EE
1 'None' , 2 ' A little', 3
'Somewhat', 4 'a lot'
Fig. 4.1f Teachers' confidence in their social media skills
(Grade 8, country and EU level, 2011-12)
STUDENTS
In Portugal students’ confidence in their social media and operational ICT skills is above the EU mean
(close to ‘somewhat’) in all grades.
Fig. 4.2: Students' self-confidence in their ICT skills
(by grade; mean score of students with 1 being 'none' and 4 being 'a lot'; Portugal and EU; 2011-12)
Fig. 4.2a: grade 8
Fig. 4.2b: grade 11 gen.
2.65
2.41
Social media skills
Social media skills
2.81
2.63
Operational skills
Portugal
2.71
2.58
Responsible
internet use
EU
3.11
2.98
Safe internet use
1
1.5
2
2.5
Operational skills
3.12
2.88
Responsible internet
use
3.1
2.93
Safe internet use
3
3.5
2.95
2.78
Portugal
EU
3.39
3.16
1 1.5 2 2.5 3 3.5 4
Fig. 4.2c: grade 11 voc.
2.71
2.55
Social media skills
2.93
2.78
Operational skills
Portugal
2.82
2.75
Responsible
internet use
EU
3.14
2.98
Safe internet use
1
1.5
2
2.5
3
3.5
Confidence in operational skills is second highest amongst grade 8 students (fig. 4.2d), and in the top
three at other grades (main report, fig. 4.18); it is well above average in social media competences at
all grades (fig. 4.2e for grade 8, and main report fig. 4.19).
Page 15
3.5
2.81
3
2.63
2.5
2
LU
BE
TR
IE
EL
SI
RO
BG
LV
HR
ES
CZ
DK
FI
MT
EU
IT
CY
EE
SK
AT
SE
LT
Fig. 4.2e Students'' confidence in their social media skills
(Grade 8, country and EU level, 2011-12)
3.5
3
2.65
2.41
2.5
2
LU
MT
EL
IT
TR
DK
SI
CY
ES
IE
BG
AT
CZ
RO
EU
HR
LV
SK
NO
FR
LT
FI
HU
PL
1
SE
1.5
EE
1 'None' , 2 ' A little', 3
'Somewhat', 4 'a lot'
HU
FR
PL
PT
1
NO
1.5
PT
1 'None' , 2 ' A little', 3
'Somewhat', 4 'a lot'
Fig. 4.2d Students'' confidence in their operational skills
(Grade 8, country and EU level, 2011-12)
At all grades students in Portugal are, on average, well ahead of those in most other countries in terms
of confidence to use the internet safely, and to use it responsibly (main report, fig. 4.16, 4.17).
Page 16
5. PROFESSIONAL DEVELOPMENT
TIME SPENT ON TRAINING
In Portugal the majority of students are in schools where teachers have spent more than six days’ ICT
training in the past two years, with more than 70% of students in schools where teachers have had
more than 6 days’ training. Those where either no time or between 1 and 3 days have been spent on
ICT professional development activities is well below the EU mean.
Grade 4
Fig. 5.1: Time invested by teachers in professional development activities during the past two
years (in % of students; excluding '4-6 days' and '< 1 day'; Portugal and EU; 2011-12)
5%
12%
Portugal
74%
12%
EU
19%
Grade 8
48%
3%
9%
Portugal
73%
5%
16%
EU
No time
Grade 11voc
Grade 11gen
61%
1-3 days
4%
10%
Portugal
> 6 days
73%
11%
23%
EU
45%
7%
8%
Portugal
72%
10%
EU
21%
49%
0%
20%
40%
60%
Page 17
80%
100%
ENGAGEMENT IN TRAINING
As Fig. 5.2 below shows, in Portugal more than the EU average of students is in schools where
teachers have recently undergone ICT training provided by school staff, at all grades except grade 11
vocational. However fewer are in schools where teachers take place in training through online
communities while those who received personalised training are close to the EU average.
Fig. 5.2: Means through which teachers have engaged in ICT related professional development
during the past two years
(by grade; in % of students; Portugal and EU; 2011-12)
Fig. 5.2a: grade 4
Fig. 5.2b: grade 8
25%
ICT training
provided by school
staff
Portugal
43%
40%
Personal learning
about ICT in your
own time
EU
70%
Participation in
online communities
Portugal
44%
Personal learning
about ICT in your
own time
EU
ICT training
provided by school
staff
Personal learning
about ICT in your
own time
69%
72%
0%
Portugal
51%
EU
77%
74%
20% 40% 60% 80% 100%
Fig. 5.2d: grade 11 voc.
28%
50%
51%
0%
15%
ICT training
provided by school
staff
ICT training
provided by school
staff
20% 40% 60% 80% 100%
Fig. 5.2c: grade 11 gen.
Participation in
online communities
31%
Personal learning
about ICT in your
own time
76%
0%
17%
Participation in
online communities
15%
Participation in
online communities
20% 40% 60% 80% 100%
26%
28%
33%
Portugal
41%
EU
69%
71%
0% 20% 40% 60% 80% 100%
Fig. 5.2e shows that grade 8 teachers in Portugal have had less ICT training than the EU average.
Looking at all grades (main report, figs. 4.6-8) percentages of teachers in online communities are
below those of most other countries, as are those having had subject-specific training, but in the
middle group of countries as regards pedagogical ICT training and amongst the leading group of
countries at grade 4.
Page 18
Pedagogical
Subject
EU
TR
SE
ES
SI
SK
RO
PT
PL
NO
LU
MT
LT
LV
IT
IE
EL
HU
FR
FI
EE
DK
CZ
CY
HR
BG
BE
AT
51%
53%
17%
33% 31%
Fig. 5.2e: Participation in professional development
(Grade 8, by type, country and EU, 2011-12)
Online communities
In Portugal at all grades except 11 vocational, and particularly at grades 8 and 11 general,
percentages of students taught by teachers for whom ICT training is compulsory are among the
highest in the EU (main report, fig. 4.2). As regards involvement in personal learning about ICT in their
own time (main report, fig. 4.4), percentages are close to the EU mean but lower at grade 11
vocational. The percentage of students taught by teachers participating in training provided by school
staff is is around the EU mean, except at grade 11 vocational where Portugal is in the low group of
countries (main report, fig.4.5).
Around 15% (rising to 26% at grade 11 vocational) of students are taught by teachers who have not
spent any time on ICT-related professional development during the preceding two years (main report,
fig. 4.11); these figures are below the EU mean.
Page 19
6. SCHOOL SUPPORT MEASURES
In Portugal there is wide variation between grades of percentages of students in schools where ICT
strategies are implemented (main report, fig. 5.3), from third highest at grade 1 general down to fifth
lowest at grade 11 vocational. At all grades percentages of students in schools with strategies to
support teacher collaboration place Portugal in middle group of countries (main report, fig. 5.7). A
similar pattern emerges as regards strategies about responsible internet and social media use (main
report, fig. 5.10).
Potentially of students in Portugal are in schools with change management programmes at all grades
are typical of those in most other countries (main report, fig. 5.14).
ICT COORDINATOR
In Portugal, compared to the situation at EU level (see Fig. 8b), more students at all grades are in
schools where ICT coordinators are provided at a higher level. However considerably less are in
schools that employ full time ICT coordinators than the EU mean at all grades.
grade grade grade grade
11voc 11gen
8
4
Fig. 6.1: Percentages of students in a school with ICT coordinator (all
grades, Portugal and EU, 2011-12)
Portugal
82%
EU
62%
Portugal
84%
EU
80%
Portugal
78%
EU
68%
Portugal
79%
EU
70%
0%
20%
40%
60%
80%
100%
grade 11voc grade 11gen
grade 8
grade 4
Fig. 6.2: Percentages of students in a school with ICT coordinator
available full time, and/or rewarded and/or providing pedagogical support
(all grades, Portugal and EU, 2011-12)
Portugal
78%
15%
16%
EU
39%
Portugal
76%
57%
67%
19%
16%
73%
EU
71%
35%
Portugal
EU
50%
64%
EU
83%
50%
20%
Available full time
73%
34%
30%
0%
Rewarded
79%
18%
20%
Portugal
Providing pedagogical support
40%
64%
72%
60%
80%
100%
Page 20
INCENTIVES
In Portugal relatively few students are in schools where there is any form of incentive or reward for
using ICT, least of all financial.
Fig. 6.3a: Percentages of students in schools with
incentives to reward teachers using ICT in T&L (grade 4;
in % of students; Portugal and EU; 2011-12)
19%
Additional training hours
39%
20%
35%
Additional equipment
Competitions and prizes 0%17%
Financial incentives
Reduction of teaching
hours
Portugal
0%
17%
EU
1%
4%
0%
20%
40%
60%
80% 100%
Fig. 6.3b: grade 8
23%
39%
Additional training hours
21%
33%
Additional equipment
Portugal
5%
15%
Competitions and prizes
Financial incentives
0%
12%
Reduction of teaching
hours
2%
2%
0%
EU
20%
40%
60%
80%
100%
Fig. 6.3c: grade 11 gen.
12%
37%
Additional training hours
25%
38%
Additional equipment
Competitions and prizes
2%
18%
Financial incentives
1%
14%
Reduction of teaching
hours
4%
2%
0%
20%
Portugal
EU
40%
60%
80%
100%
Page 21
Fig. 6.3d: grade 11 voc.
18%
Additional training hours
26%
Additional equipment
Competitions and prizes
2%
18%
Financial incentives
1%
20%
Reduction of teaching
hours
42%
43%
Portugal
EU
0%
4%
0%
20%
40%
60%
80%
100%
For further details please refer to Section 5 of the survey report.
Page 22
7:
CLUSTERS
THE DIGITALLY SUPPORTIVE SCHOOL
Results from the Survey of Schools: ICT and Education suggest that a ‘digitally supportive school’
develops strong concrete support measures for teachers to use ICT in teaching and learning (ICT
coordinator, teacher training, etc.), whether or not associated with strong policies (written statement
about introducing ICT in teaching and learning and/or in subject, etc.). In Portugal, over half of
students (except vocational) are in schools with strong support for the use of ICT, the situation being
particularly positive at grades 4 and 8.
At grade 8 Portugal ranks in the middle group of countries considering schools with strong policy and
strong support (type 1). Above EU average percentages of students (main report, fig. 8.1c) are also in
schools with strong support (i.e. types 1 and 2) for ICT use at other grades, particularly grade 11
vocational where Portugal ranks third.
Fig. 7.1: Digitally supportive schools
(% students, grade 8, EU and country level, 2011-12
Czech_Rep
Slovenia
Ireland
Norway
Malta
Lithuania
Bulgaria
Slovakia
Denmark
Belgium
Estonia
Turkey
Austria
Portugal
Latvia
Spain
Sweden
EU
Finland
Poland
Hungary
Romania
Cyprus
France
Italy
Greece
Croatia
School type 1 - Strong
policy & strong support
School type 2 - Weak policy
& strong support
School type 3 - Strong
policy & weak support
School type 4 - Weak policy
& weak support
29
30
25
0%
25
20%
40%
12
16
60%
Page 23
28
34
80%
100%
DIGITALLY CONFIDENT AND SUPPORTIVE TEACHERS
The concept of the ‘digitally supportive teacher’ also emerged from a close analysis of the data. Such
teachers have high confidence in and a positive attitude towards ICT and high access to ICT and low
obstacles to using it. Teachers having high confidence in and a positive attitude towards ICT even
seem to be able to overcome low access to ICT and high obstacles. Percentages of students taught
by digitally supportive teachers in Portugal are also high, with the highest percentage in vocational
schools. Relatively few teachers are of type 4.
th
Portugal ranks second at grade 8 on type 1 teachers (fig. 7.2), second at grade 11 vocational, 8 at
grade 11 general but in the lower half of countries at grade 4 (main report, fig. 8.3).
Fig. 7.2: Digitally supportive teachers
(% students, grade 8, EU and country level, 2011-12)
Ireland
Portugal
Slovenia
Hungary
Slovakia
Spain
Estonia
Bulgaria
Austria
Poland
Norway
France
EU
Turkey
Lithuania
Italy
Czech_Rep
Malta
Latvia
Denmark
Belgium
Romania
Croatia
Sweden
Finland
Cyprus
Greece
Luxembourg
34 23 33 22 31 24 11 Type 1 - • high teachers
confidence/ attitude & high
access/low obstacles
22 Type 2 - • high teachers
confidence/ attitude & low
access/high obstacles
Type 3 -• low teachers
confidence/ attitude & high
access/low obstacles
Type 4 -• low teachers
confidence/ attitude & low
access/high obstacles
0%
20%
40%
60%
Page 24
80%
100%
THE DIGITALLY SUPPORTIVE STUDENT
A digitally supportive student being defined as having high ICT access and use at school and at home,
the percentages of such students in Portugal are above EU means, particularly in vocational schools,
but nevertheless at all grades considerable numbers have low access at home and at school.
grade grade grade
11voc 11gen
8
Fig.C: Percentages of students by profile in terms of ICT use at home and at school
(all grades,Portugal and EU, 2011-12)
Portugal
37
EU
47
31
50
Portugal
37
EU
36
Portugal
36
0%
23
22
53
20%
40%
60%
Student profile 2 - Low access/use
at school & high access/use at
home
28
39
29
Student profile 1 - High access/use
at school & home
19
40
40
EU
17
student profile 3 - Low acess at
school & home
18
80%
100%
On this measure, percentages of type 1 grade 8 students are among the highest in Europe (fig. 7.3),
and at grade 11 vocational but in the middle group at grade 11 general (main report fig. 8.5).
Fig.7.3: Digitally supportive students
(% students, grade 8, EU and country level, 2011-12)
Denmark
Turkey
Lithuania
Norway
Latvia
Poland
Estonia
Bulgaria
Portugal
Cyprus
Slovakia
Malta
Hungary
Czech_Rep
EU
Sweden
Spain
Greece
Italy
Romania
France
Croatia
Slovenia
Luxembourg
Belgium
Ireland
Austria
Finland
37 47 17 Student profile 1
31 50 19 Student profile 2
Student profile 3
0%
20%
40%
60%
Page 25
80%
100%
THE DIGITALLY EQUIPPED SCHOOL
A digitally equipped school is well equipped, has fast broadband (above 10mbps) and is ‘connected’
(i.e. has at least one of these: a website, email for teachers and students, a local area network, a
virtual learning environment). Analysis of the data revealed three clusters of schools according to
these measures:
•
Type 1: Highly digitally equipped schools, characterised by relatively high equipment levels,
fast broadband and relatively high connectedness
•
Type 2: Partially digitally equipped schools, with lower than type 1 equipment levels, slow
(less than 10mbps) or no broadband, and some connectedness
•
Type 3: As type 2 but with no connectedness
In Portugal, percentages of students in type 1 schools are considerably above EU means (main report,
fig. 1.13), particularly at grade 4. At all grades (except 8) more than half of students are in such
schools, and almost no student is in a type 3 school at any grade.
Grade 11 Grade 11
voc
gen
Grade 8 Grade 4
Fig. D: Digitally equipped schools
(in % students, Portugal and EU, 2011-12)
Portugal
63
EU
Portugal
EU
37
48
30
1
15
70
24
0
68
Portugal
EU
36
8
59
41
55
Portugal
51
EU
50
39
Type 2: Lower equipment levels /
Slow (less than 10mbps) or no
broadband / Some connectedness
0
5
49
44
Type 1: High equipment levels / Fast
broadband (10mbps or more) / High
connectedness
0
Type 3: Low equipment levels / Slow
(less than 10mbps) or no
broadband / No connectedness
6
Fig. 7.4 shows how Portugal compares with other countries at grade 8 on this measure. No students
are type 3 schools. At grade 4 the picture is similar but at grade 11 Portugal is closer to the EU mean
on this measure.
Page 26
Fig. 7.4: Digitally equipped schools
(% students, grade 8, country and EU level, 2011-12)
0%
Finland
Sweden
Denmark
Norway
France
Malta
Portugal
Latvia
Spain
Estonia
EU
Austria
Belgium
Ireland
Lithuania
Bulgaria
Croatia
Cyprus
Czech_Rep
Greece
Poland
Hungary
Slovenia
Italy
Romania
Slovakia
Turkey
20%
40%
60%
30 24 80%
100%
70 68 8 Type 1
Type 2
Type 3
Page 27
CONCLUSION
Students in Portuguese schools enjoy relatively high equipment levels, with fast broadband speeds,
above EU average provision of desktop computers connected to the internet, and almost universal
‘connectedness’. Use and ICT confidence levels at all grades are consistently high, both for teachers
and students. Teachers have had relatively high levels of ICT training and tend to be in schools with
ICT coordinators, but their participation in innovative training and support measures such as online
communities is lower than the EU mean.
Analysis of the data in the Survey of Schools: ICT and education suggests a ‘5C approach’ to
addressing issues identified in the survey:
§
§
§
§
§
Capacity building, through sustained investment in teachers’ professional development
Concrete support measures, accompanying specific policies at school level
Combined policies and actions, in different policy areas within a systemic approach
Country-specific support, addressing large differences and degrees of ICT provision and
implementation
Competence development: these four actions directed at increasing effectively and dramatically
young people’s digital competence and the key competences described in the European
framework.
Page 28
ANNEX
TABLES
Note: For reasons of space, only selected country-EU data tables are shown here; those for allcountry charts (e.g. fig. 2.2) are available online. SE = Standard Error; w = insufficient data.
Fig. 2.1
Computers per 100 students
COUNTRY
Grade4
SE1
Grade8
SE2
Grade11gen
SE3
Grade11voc
SE4
Portugal
10.0 (0.7)
17.0 (1.1)
17.3 (1.3)
25.2 (2.1)
EU
14.5 (0.7)
21.1 (1.2)
23.2 (7.7)
33.6 (10.6)
Fig. 2.3
Broadband speed
Level
1. Grade4
2. Grade8
3. Grade11gen
4. Grade11voc
COUNTRY
NoBroadband
SE1
LessThan2
SE2
From2to5
Portugal
3.9%
(2.9) 10.9%
(4.5) 7.6%
(3.5) 13.6%
(4.8) 32.2%
(6.1)
EU
8.0%
(1.3) 16.5%
(2.3) 21.4%
(2.4) 22.1%
(2.2) 19.5%
(2.2)
Portugal
0.6%
(0.1) 3.3%
(1.7) 10.4%
(3.1) 12.1%
(3.3) 26.3%
(4.8)
EU
5.0%
(0.8) 9.6%
(1.3) 19.1%
(2.3) 27.7%
(2.4) 24.8%
(2.3)
Portugal
0.0%
(0.0) 1.2%
(0.2) 9.0%
(4.0) 15.6%
(4.7) 15.7%
(4.8)
EU
3.7%
(1.3) 6.2%
(0.8) 18.0%
(2.8) 23.2%
(3.0) 25.4%
(3.9)
Portugal
1.5%
(0.2) 2.9%
(2.1) 4.9%
(2.3) 16.7%
(4.4) 29.9%
(5.3)
EU
6.5%
(1.8) 6.2%
(1.3) 15.2%
(3.0) 21.2%
(2.6) 24.2%
(4.6)
MoreThan100
SE3
From30to100
SE6
25.0%
(5.8) 6.8%
(4.0)
8.6%
(1.4) 4.0%
(1.3)
36.7%
(5.3) 10.5%
(5.1)
8.6%
(1.6) 5.2%
(1.2)
47.9%
(6.6) 10.5%
(4.2)
13.3%
(2.6) 10.3%
(8.0)
25.6%
(5.4) 18.6%
(5.5)
15.7%
(7.1) 10.9%
(5.3)
From5to10
SE4
SE7
Fig. 2.5
Connectedness
Level
1. Grade4
2. Grade8
COUNTRY
SchWebsite
SE1
Portugal
93.9%
(3.1) 84.6% (4.6) 1.2%
(0.2)
EU
69.7%
(3.6) 26.8% (2.0) 15.9%
(2.2)
Portugal
98.0%
(1.6) 95.2% (2.1) 0.0%
(0.0)
EU
86.0%
(1.6) 61.4% (3.0) 8.4%
(1.2)
Page 29
VLE
SE2
NoConnect
SE3
From10to30
SE5
Level
3. Grade11gen
4. Grade11voc
COUNTRY
SchWebsite
SE1
VLE
SE2
NoConnect
SE3
Portugal
100.0%
(0.0) 87.8% (4.0) 0.0%
(0.0)
EU
91.7%
(3.1) 61.0% (7.9) 7.0%
(2.9)
Portugal
100.0%
(0.0) 86.0% (3.9) 0.0%
(0.0)
EU
93.1%
(1.8) 63.5% (4.7) 5.8%
(1.6)
Fig. 3.1
ICT equip use by teachers
Level
1. Grade4
2. Grade8
3. Grade11gen
4. Grade11voc
COUNTRY
MoreThan75
SE1
From51to75
SE2
Portugal
8.7%
(3.3) 6.2%
(2.5) 19.1%
(4.7) 26.2%
(5.2) 15.2%
(4.1)
EU
3.0%
(0.4) 10.0%
(2.4) 13.9%
(1.4) 18.0%
(1.8) 19.1%
(2.1)
Portugal
14.2%
(2.0) 20.2%
(2.6) 25.6%
(2.9) 13.3%
(1.9) 8.9%
(1.6)
EU
7.4%
(1.0) 6.8%
(0.8) 14.7%
(0.9) 20.7%
(1.2) 18.9%
(1.4)
Portugal
11.0%
(2.2) 13.6%
(3.2) 18.9%
(3.4) 13.5%
(2.7) 18.1%
(3.4)
EU
7.0%
(1.0) 8.1%
(1.4) 14.9%
(1.4) 22.9%
(3.8) 17.1%
(1.8)
Portugal
30.3%
(3.6) 13.9%
(2.5) 22.3%
(3.3) 13.9%
(2.2) 9.0%
(2.2)
EU
19.3%
(1.4) 12.1%
(1.2) 16.8%
(1.0) 19.3%
(2.8) 13.2%
(1.3)
LessThan1
From25to50
SE7
SE3
DontKnow
From11to24
From1to5
SE6
9.2%
(3.4) 5.6%
(3.8) 9.8%
(3.5)
20.7%
(2.7) 8.7%
(1.4) 6.7%
(1.4)
7.1%
(1.9) 1.8%
(0.8) 8.8%
(1.8)
14.4%
(1.0) 11.0%
(1.0) 6.1%
(0.8)
8.8%
(2.5) 5.3%
(2.3) 10.8%
(2.7)
14.0%
(1.5) 10.3%
(1.4) 5.7%
(0.9)
5.1%
(2.2) 1.9%
(0.9) 3.5%
(1.5)
9.0%
(1.5) 6.8%
(1.1) 3.5%
(0.5)
SE4
From6to10
SE8
Fig. 3.2
Frequency of ICT use by teachers
COUNTRY
Grade4
SE1
Grade8
SE2
Grade11gen
SE3
Grade11voc
SE4
Portugal
37.7%
(6.0) 65.9%
(3.1) 48.8%
(4.6) 69.0%
(3.4)
EU
28.8%
(2.6) 32.0%
(1.6) 31.8%
(1.8) 49.9%
(2.1)
Fig. 3.3
Using ICT equipment
Level
Country
1. Grade8
Portugal
48.9 (1.8)
13.3 (1.1)
55.6 (1.7)
EU
28.0 (0.8)
11.2 (0.7)
53.3 (1.1)
Portugal
38.6 (2.1)
10.0 (1.4)
46.0 (2.1)
EU
34.6 (1.3)
10.7 (1.1)
50.5 (1.5)
Portugal
57.9 (2.0)
33.9 (2.5)
69.2 (2.1)
2. Grade11gen
3. Grade11voc
OwnMobPhone
SE1
OwnLaptop
Page 30
SE2
SchoolComputer
SE3
SE5
Level
Country
OwnMobPhone
EU
SE1
OwnLaptop
45.6 (1.3)
SE2
SchoolComputer
15.5 (0.7)
SE3
64.3 (1.5)
Fig. 3.4
Scale Use of ICT activities
Country
Grade8
SE1
Grade11gen
SE2
Grade11voc
SE3
Portugal
1.77 (0.03)
1.64 (0.03)
1.88 (0.03)
EU
1.63 (0.01)
1.65 (0.03)
1.62 (0.04)
Fig. 4.1
Scales Teachers ICT skills
Level
COUNTRY
1. Grade4
2. Grade8
3. Grade11gen
4. Grade11voc
SocialMediaSkills
SE1
OperatSkills
SE2
Portugal
2.50 (0.10)
3.19 (0.06)
EU
2.41 (0.03)
2.98 (0.02)
Portugal
2.48 (0.06)
3.23 (0.03)
EU
2.37 (0.04)
3.00 (0.03)
Portugal
2.33 (0.09)
3.16 (0.05)
EU
2.38 (0.07)
3.01 (0.03)
Portugal
3.04 (0.08)
3.47 (0.04)
EU
2.51 (0.03)
3.16 (0.02)
Fig. 4.2
Scales Students ICT skills
Level
country
1. Grade8
Portugal
2.65 (0.03)
2.81 (0.03)
2.71 (0.03)
3.11 (0.03)
EU
2.41 (0.02)
2.63 (0.02)
2.58 (0.02)
2.98 (0.02)
Portugal
2.95 (0.05)
3.12 (0.04)
3.10 (0.05)
3.39 (0.05)
EU
2.78 (0.02)
2.88 (0.01)
2.93 (0.03)
3.16 (0.02)
Portugal
2.71 (0.04)
2.93 (0.03)
2.82 (0.03)
3.14 (0.03)
EU
2.55 (0.02)
2.78 (0.02)
2.75 (0.02)
2.98 (0.02)
2. Grade11gen
3. Grade11voc
SocialMediaSkills
SE1
OperatSkills
SE2
RespInternUse
SE3
SafeInternUse
Fig. 5.1
Time in professional development
Level
1. Grade4
2. Grade8
3. Grade11gen
4. Grade11voc
COUNTRY
MoreThan6
SE1
Portugal
73.8%
(5.1) 11.6%
(3.6) 4.6%
(2.3)
EU
47.5%
(4.2) 19.4%
(3.0) 11.9%
(2.4)
Portugal
73.0%
(3.0) 8.6%
(2.0) 3.3%
(1.0)
EU
60.7%
(1.6) 15.6%
(1.0) 5.2%
(0.5)
Portugal
73.0%
(4.3) 9.6%
(2.6) 3.6%
(1.4)
EU
44.7%
(5.2) 23.1%
(3.4) 11.0%
(1.6)
Portugal
71.7%
(3.5) 8.0%
(1.6) 7.4%
(2.0)
EU
49.4%
(3.2) 20.5%
(3.0) 9.7%
(1.6)
Fig. 5.2
Page 31
From1to3
SE2
NoTime
SE3
SE4
Type of training
Level
1. Grade4
2. Grade8
3. Grade11gen
4. Grade11voc
COUNTRY
OnlineComm
SE1
ICTtraining
SE2
PersonalLearning
SE3
Portugal
14.6%
(4.1) 42.5%
(6.0) 76.0%
(5.0)
EU
25.4%
(2.5) 40.3%
(3.2) 70.0%
(2.8)
Portugal
16.7%
(2.7) 51.3%
(3.8) 76.6%
(2.8)
EU
30.8%
(1.6) 50.5%
(1.7) 74.2%
(1.3)
Portugal
14.7%
(3.1) 49.6%
(5.0) 68.7%
(4.6)
EU
28.0%
(2.4) 43.5%
(2.2) 71.7%
(2.2)
Portugal
25.8%
(3.2) 32.8%
(3.9) 69.3%
(3.1)
EU
28.2%
(1.5) 41.4%
(3.6) 70.8%
(1.5)
Fig. 6.1
ICT Coordinator
COUNTRY
Grade4
SE1
Grade8
SE2
Grade11gen
SE3
Grade11voc
SE4
Portugal
81.6%
(4.9) 83.5%
(3.9) 77.6%
(5.4) 78.9%
(4.6)
EU
62.0%
(3.6) 79.6%
(1.9) 67.7%
(4.8) 69.7%
(3.5)
Fig. 6.2
Type of ICT coordinator
Level
1. Grade4
2. Grade8
3. Grade11gen
4. Grade11voc
COUNTRY AvailFullTime
SE1
Rewarded
SE2
ProvPedSupport
SE3
Portugal
16.1%
(5.3) 14.8%
(5.3) 78.4%
(5.9)
EU
39.3%
(3.0) 56.5%
(3.0) 75.9%
(2.3)
Portugal
16.2%
(5.9) 19.2%
(6.2) 67.0%
(5.8)
EU
34.8%
(2.9) 70.6%
(2.4) 72.5%
(2.5)
Portugal
19.8%
(5.8) 18.2%
(5.5) 78.7%
(6.2)
EU
49.6%
(6.9) 63.6%
(7.7) 73.4%
(4.2)
Portugal
29.6%
(6.1) 34.0%
(6.3) 82.8%
(6.4)
EU
49.7%
(3.3) 63.6%
(4.6) 71.5%
(3.9)
Fig. 6.3
Incentives
Level
1. Grade4
2. Grade8
3. Grade11gen
4. Grade11voc
COUNTRY
TrainingHours
SE1
Equipment
SE2
Competitions
SE3
FinancialInc
SE4
ReductionHours
Portugal
18.8%
(4.6) 20.5%
(5.4) 0.0%
(0.0) 0.0%
(0.0) 1.1%
(0.1) 12.2% (4.6)
EU
30.1%
(4.5) 26.6%
(3.8) 12.9%
(2.4) 13.0%
(2.1) 2.9%
(0.6) 12.8% (2.3)
Portugal
23.3%
(4.4) 21.3%
(4.1) 4.7%
(2.2) 0.0%
(0.0) 1.7%
(1.2) 17.0% (4.0)
EU
34.1%
(2.6) 33.6%
(1.9) 13.3%
(1.6) 10.0%
(1.0) 1.5%
(0.4) 14.8% (1.8)
Portugal
11.6%
(4.3) 24.9%
(5.8) 2.5%
(1.9) 0.7%
(0.1) 3.9%
(2.5) 6.3%
EU
36.9%
(9.1) 37.7%
(3.5) 17.6%
(4.4) 14.3%
(2.8) 1.7%
(0.7) 15.3% (5.0)
Portugal
17.9%
(4.4) 25.9%
(5.0) 2.0%
(1.5) 0.7%
(0.1) 0.0%
(0.0) 18.0% (4.4)
EU
41.6%
(8.1) 43.4%
(7.7) 17.8%
(4.2) 19.4%
(4.9) 4.3%
(1.3) 18.7% (4.5)
Fig. A
Digitally supportive schools
Level
1. Grade4
COUNTRY
Portugal
Type1
SE1
43 (6.56)
Type2
SE2
21 (5.39)
Page 32
Type3
SE3
13 (4.33)
Type4
SE4
23 (5.72)
SE5
Other
SE6
(3.3)
Level
COUNTRY
2. Grade8
3. Grade11gen
4. Grade11voc
Type1
SE1
Type2
SE2
Type3
SE3
Type4
SE4
EU
31 (2.70)
17 (3.17)
22 (2.53)
31 (2.98)
Portugal
29 (4.90)
30 (5.57)
12 (3.50)
28 (4.79)
EU
25 (1.91)
25 (2.20)
16 (1.83)
34 (2.15)
Portugal
30 (5.99)
25 (5.68)
12 (4.37)
33 (6.12)
EU
26 (2.28)
15 (8.69)
25 (3.74)
34 (5.30)
Portugal
31 (5.32)
17 (4.39)
11 (3.39)
40 (6.12)
EU
25 (3.12)
7 (2.21)
34 (7.50)
34 (8.58)
Fig. B
Digitally supportive teachers
Level
COUNTRY
1. Grade4
2. Grade8
3. Grade11gen
4. Grade11voc
Type1
SE1
Type2
SE2
Type3
SE3
Type4
SE4
Portugal
19 (4.49)
41 (5.94)
25 (5.42)
15 (4.23)
EU
18 (2.02)
33 (2.95)
25 (2.33)
24 (2.64)
Portugal
34 (3.06)
33 (3.15)
22 (2.75)
11 (2.15)
EU
23 (1.43)
31 (1.27)
24 (1.52)
22 (1.17)
Portugal
33 (4.21)
38 (4.60)
22 (3.55)
7 (2.27)
EU
28 (2.41)
27 (2.68)
26 (1.65)
19 (1.67)
Portugal
46 (3.75)
29 (3.44)
15 (2.72)
10 (2.09)
EU
25 (1.49)
20 (2.69)
26 (2.83)
28 (1.67)
Fig. C
Digitally supportive students
Level
1. Grade8
2. Grade11gen
3. Grade11voc
COUNTRY
Type1
SE1
Type2
SE2
Type3
SE3
Portugal
37 (1.70)
47 (1.69)
17 (1.40)
EU
31 (1.00)
50 (0.85)
19 (0.67)
Portugal
37 (1.97)
40 (1.83)
23 (2.18)
EU
36 (1.18)
36 (1.00)
28 (1.47)
Portugal
40 (1.99)
39 (1.74)
22 (1.55)
EU
29 (1.60)
53 (1.03)
18 (1.37)
Fig. D
Digitally equipped Schools
Level
1. Grade4
2. Grade8
3. Grade11gen
4. Grade11voc
COUNTRY
Type1
SE1
Type2
SE2
Type3
SE3
Portugal
63 (6.28)
36 (6.25)
1 (0.14)
EU
37 (4.43)
48 (4.15)
15 (2.12)
Portugal
70 (4.91)
30 (4.91)
0 (0.0)
EU
68 (2.87)
24 (3.31)
8 (1.16)
Portugal
59 (6.40)
41 (6.40)
0 (0.0)
EU
55 (12.27)
39 (10.34)
5 (2.06)
Portugal
0 (0.0)
51 (6.06)
49 (6.06)
EU
6 (1.88)
50 (13.83)
44 (12.07)
Page 33
NOTES
EU mean. In this report, ‘EU mean’ refers to the weighted average for the 27 countries in the survey
(EU27 without Germany, Netherlands and the United Kingdom, Croatia, Norway and Turkey).
Confidence. Teachers and students were asked to rate their level of confidence in their ability to
perform ICT related tasks according to a scale ranging from ‘not at all’ to ‘a lot’. By subjecting the data
to factorial analysis four scales emerged from the list of items. These included operational skills and
social media skills and two additional scales related to students’ ability to use the internet safely and
responsibly. For a detailed definition of these skills, please refer to section 4 of the survey report.
Participation. For the Survey of Schools: ICT and Education, 300 schools in Portugal were selected
at random at each of four levels (grade 4, 8, 11 general and 11 vocational) and invited to participate in
the survey. Fig. 8.1 shows the percentage of those schools in which at least one survey questionnaire
was submitted, the EU average ranging from 35 to 40 percent depending on the grade. In Portugal
participation levels are around the EU mean, 416 schools participating.
Fig. 8.1: Participation rates
(% of sampled schools with at least one questionnaire completed, all grades, Portugal and
EU, 2011-12)
29
Grade 4
37
43
Grade 8
40
Portugal
29
Grade 11 gen
EU mean
35
37
36
Grade 11 voc
0
20
40
60
Page 34
80
100