简论葡占澳门

葡占澳门大致可分为两个阶段：第一阶段大约自1557年葡萄牙人始居澳门开始到1840年的鸦片战争为止，可称葡占澳门的前期历史；第二阶段为鸦片战争以后，可称为它的后期历史。前期葡占澳门在客观上促进了中西化的交流，但也有不少危害中国的罪恶活动；后期葡澳当局则成了中国近代侵华的凶恶敌人。     

Independent teaching work to cooperative teaching: A new paradigm introduced in the Portuguese educational system (1894–1895)

With this article we intend to fill a large gap that exists in the field of educational research – examining the history of teaching. We chose a critical historical moment that initiated the great labour transformation in the exercise of the teaching profession. In this context, we investigated the pedagogical benefits introduced by the Portuguese educational system by the class regime promulgated in the 19th century with the reform that introduced the class system, enacted in the nineteenth century.

This change is a landmark in the history of teaching. We tried to study what had changed in the workplace to realise the division of teaching. How did teachers relate to each other and to their work in each working system? What social links are required by each of the working systems and what implications do they have for how teachers behave? What place (role) does the teacher play in the production chain? What skills (competences) are required in their working position?

The system change that was enacted in the nineteenth century created a new division of labour that called for dynamic labour, diametrically opposed to the traditional and established practice. This curriculum revolution not only brought new demands in teaching but also had consequences in terms of professional identity. From that point forward, being a teacher no longer had the same reference, “if you know – you do it well”. This has radically changed. Being a professional in education is no longer a purely individual act involving inter-subject intervention. They now have to act inter-individually with the intention of being multi-, inter- and trans-disciplinary. They have to break through subject boundaries and dualities. The professional skills required by the job in the new employment scheme launched a new challenge in learning (teacher training) and in the exercise of the profession. Reflection on the new type of qualifications is still necessary and remains to be explored. Are the educational workers aware of this?     

Human capital intensity in technology-based firms located in Portugal: Does foreign ownership matter?

This paper contributes to the scarce empirical literature on the impact of foreign ownership on human capital intensity. New evidence is provided, based on a comprehensive, large-scale survey of technology-based firms located in Portugal. The key findings are that: (1) foreign ownership directly (and significantly) impacts a firm's general human capital (education); (2) foreign ownership indirectly (and significantly) impacts a firm's specific human capital (skills); (3) the total impact of foreign ownership on a firm's human capital intensity is higher for education- (general) than for skills- (specific) related human capital intensity. Giving the critical importance of both FDI and human capital development for an ‘intermediate’ economy like Portugal (lagging behind in terms of human capital stock, and seeming to have lost part of its attractiveness as an FDI location), the paper discusses related policy implications. It is believed that our results and conclusions may be useful for other countries facing similar challenges.     

Immigration and supplementary ethnic schooling: Ukrainian students in Portugal

Immigration from Eastern European countries to Portugal is a recent phenomenon. Within the last decade, economic migrants from Ukraine, Russia, Romania and Moldova set up a number of supplementary schools across the country. No academic attention has been given to the phenomenon of supplementary ethnic schools in Portugal, whilst there is a growing interest in and beyond Europe in the ways they serve as cultural, social and political sources for identity negotiation, and structures for social capital formation in migrant communities. This study addresses this gap in knowledge. Drawing on a survey completed by 184 students between the ages of 12 and 20, attending eight Ukrainian supplementary schools, this paper contributes to wider international research through its mapping of the population of Ukrainian schools in Portugal and examining students’ reasons for attendance, highlighting both positive and negative aspects of their experiences. Recommendations are made for schools in light of the findings.     

Has massification of higher education led to more equity? Clues to a reflection on Portuguese education arena

Massification is an undeniable phenomenon in the higher education arena. However, there have been questions raised regarding the extent to which a mass system really corresponds to an effective democratisation not only of access, but also of success. With regards to access, this article intends, through a brief analysis of the expansion of higher education in Portugal (contextualised in the European context), to focus on how the political system and higher education institutions (HEIs) have answered the social need for a highly skilled workforce and an increased demand for tertiary education. If access democratisation can be questioned, then it stands to reason that more doubts may arise regarding the democratisation of academic outcomes.

The methodology underlying this study involved the collection and analysis of relevant data from official international and national sources. This allowed for a comparison of the diverse realities and building the national panorama in terms of democratisation not only of access, but also of success. The comparison of these different quantitative inputs shows that applicants from disadvantaged backgrounds are proportionally fewer in number, and tend to enrol in less socially prestigious institutions and study programmes. Students' financial support and social support systems are analysed so as to gauge the state of Portuguese higher education.

Despite the advances made in Portugal on the system's expansion and on access to higher education, equity of access and outcomes in higher education have not yet been achieved, thus meaning that the democratisation process has not been fully accomplished.     

葡萄牙体育政策的历史演进与发展趋势

分四个时期对葡萄牙体育政策的发展进行梳理：（1）带有强烈军事服务目的的葡萄牙体育政策的起源时期;（2）两次世界大战时期的葡萄牙体育政策发展;（3）冷战时期和战后和平时期的葡萄牙体育政策发展;（4）对葡萄牙体育政策的发展进行展望。研究认为,当前的经济危机使得葡萄牙体育领域公共投资和私人投资变得困难重重,刺激投资由于贫富差距加剧,说明葡萄牙体育政策需要满足富裕和健康两个维度的要求。     

Disparate faculty perspectives on system changes in higher education

Higher education (HE) systems around the world have experienced profound structural changes, particularly since the late 1960s to early 1970s, essentially driven by the need to expand access to tertiary education. This has resulted in a diversity of HE institutions (HEI) with different roles, missions and statuses, as well as academic staff with diverse perspectives and motivations. The present study is based on a survey undertaken in Portugal by a trade union, which aimed to collect faculty perspectives on a proposed HE reform sent out for public discussion by the government. Questions addressed the reorganization of the HEI network, the internal restructuring of HEI, the funding system and the binary divide of HEI (universities and polytechnics). The survey results showed a disparity of faculty perspectives about the proposed reform, closely related to the diversity of HEI. Respondents from lower academic categories and from smaller HEI were more opposed to reorganizing the HEI network. This reorganization was more widely accepted by university staff, who were also more in favour of a binary system than were polytechnic respondents. Although there was general agreement about the need to change the funding system, polytechnic respondents were strongly against a funding differentiation between universities and polytechnics. Despite an overall reformist trend, the enthusiasm for reforms declined substantially when the questions had a direct reference to the respondent’s region or institution. It is argued that HE expansion has driven the diversification of HEI, leading to a range of perspectives about the HE system and the way it should be changed. These conclusions may contribute to insights into other HE systems around the world where institutional diversification has been sought by public policies.     

From Tradition To Innovation: Exploring Administration Practices In Four Portuguese University Libraries

Column Editor's Note. As the Column Title indicates, this column brings Global Perspectives to the Journal of Library Administration. Library administrators in different types of libraries share case studies, research, reports, or articles from a wide variety of geographic locations outside of North America. Prospective authors are invited to discuss possible future contributions with the column editor at: Jim.Agee@yahoo.com.

The purpose of this comprehensive study is to conduct a cross-sectional observation of four Portuguese university libraries, thus contributing to the knowledge of this reality and achieving an overview of the administrative structure, resources, and user instruction in these university libraries. The overall contribution to the field is mainly a focus on the state of the art of university libraries in Portugal.     

Brain drain and the disenchantment of being a higher education student in Portugal

The efforts made by most countries to accelerate economic development have included a significant investment in education. It has been argued that investment in education, particularly higher education, was itself a potential factor in economic development. Education has become a relatively easy means of improving access to the labour market. However, in Portugal, the recent trend has been reversed, and the country now faces a growing number of university graduates in several fields of education and training that do not have a job based on their formal qualifications. Despite the differences of unemployment by area of education and training, unemployment of the young skilled has been a problem in recent years. Therefore, following this unemployment trend, there has been growing the exodus of highly skilled professionals from the Portuguese economy, leaving it with a reduced supply of skilled people. This article discusses the employability of graduates from several academic areas and discusses the educational and economic policies that generate a real brain drain.