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In this paper, we map out the debate concerning a new mandate for European education policy based on recent socio-economic, political and educational developments, seen from the perspective of educational researchers located on the European (semi)periphery. The first part of the paper looks at the category ‘preparation for the labour market’, while the second part concerns itself with the category ‘citizenship’. With regard to the former, it is argued that a new mandate for European education policy finds itself inextricably linked to the new education mandate of the new middle class, in a setting of globalisation and, closer to home, European construction. The latter attempts to conceptualise the emergence of new forms of citizenship at a time when the modern social contract suffers a process of transformation (or, what we term, reconfiguration). Based on the distinction between ‘attributed citizenship’ and ‘demanded citizenship’, we analyse changes taking place in state regulation as well as explore some of their implications for schooling.

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The ‘development of individual capacities’, in addition to the ‘education of responsible citizens’ and the ‘preparation for work’, constitutes one of the most important objectives to be achieved by education systems and, in this sense, makes up one of the main planks of that which is termed ‘mandates for the education system’, that is, projects for education based on ‘conceptions of what it is desirable and legitimate for the education system to bring about’. In a previous work we tried to map out, on the basis of the objectives ‘preparation for work’ and ‘education of responsible citizens’, the outlines of a new mandate for European education policy that appears to be in the making in accord with recent socio-economic, political and educational developments. In this article we centre our attention on the ‘development of individual capacities’ in an attempt to map out the effects of the simultaneous pressure, top-down and bottom-up, that has been increasingly brought to bear on the nation state and on the education system. With regard to the first, it is argued that what is at stake is the transformation of knowledge itself into money (that is, pure performance), while with regard to the second, there appears to be taking place a movement of knowledge from the school (national level) to the local community in which this latter is interpreted as the ‘educative city’ (where a ‘transparent’ communicational pedagogy holds sway). This work aims at challenging the dichotomy constructed by way of an analysis of the implications, for both pedagogy and the development of individual capacities, of the development and consolidation of a network state and society.

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In 1974, when a successful revolution had overthrown a dictatorial regime, Portugal had an elite higher education system with low participation rates. In the decades following the revolution, the state developed policies aimed at increasing student participation to European levels. However, higher education policies have been through frequent changes and adaptations as they were confronted by successive managing paradoxes and contradictions between political steering, social demand, economic relevance and institutional attitudes and reactions. This paper presents an analysis of the political drivers that justified and legitimised the changing policies of access to higher education.

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This national case study is part of a book that provides analyses of the implementation of higher education policies in several countries. The case studies discuss a broad range of situations in terms of duration of implementation, legal objectives, theories underlying the reforms, financial resourcing, and commitment from key participants in the process. In this chapter, the authors analyse at the macro level some higher education policies in Portugal and the effects of their implementation on the higher education system, from 1974 until the present. The first part of the chapter provides an overview of the historical context in which the reforms were implemented, specifically the revolutionary process leading to the overthrow of a dictatorship. The authors then examine the policies that were aimed at increasing access to higher education, in particular the development of private higher education and the implementation of a binary system.

The book from which this chapter is taken is indexed at TD/TNC 98.570. Selected individual chapters are indexed from TD/TNC 98.571 to TD/TNC 98.585. Show less

Higher education is a mainstay in the development and support of the economic, social and cultural development of the global society. Throughout history, academic institutions have sought to respond to the demands of endlessly changing and evolving environmental conditions. However, in the 21st century, a number of significant factors are changing the higher education landscape and challenging higher education institutions (HEIs) to interpret the vital needs of contemporary society to stimulate and enhance student development. Student development is an all-embracing concept that involves research focusing on students from recruitment to placement. Assuming that meeting student needs and stimulating and enhancing their development are crucial challenges for higher education institutions worldwide, the article focuses on a national study in Portugal designed to measure students' expectations and satisfaction with their experience. On the basis of a nationwide survey, it examines these in the various types of higher education institutions in Portugal.

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Early school leaving (ESL) as defined by the [European Union] EU refers to young people aged between 18 and 24 who have attained no higher than lower secondary education and who are not currently receiving any education or training. The [Reducing Early School Leaving in Europe] RESL.eu project aims to provide insights into the mechanisms and processes influencing a pupil's leaving school or training early. In addition, RESL.eu intends to identify and analyze the intervention and compensation measures that succeed in keeping pupils in education or training, in spite of their high risk of ESL, and ultimately, to disclose these insights and good practices to various audiences.

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