Abstract

The organisation of K-18 schools and the management function are similar in Portugal and Spain, although, in recent years, Portugal has surpassed Spain’s educational results. Based on the last international reports, this article compares the educational systems of both countries considering some variables related to the management model: (i) the general organisation of education in these stages, (ii) the characteristics of the teaching profession, including the process of recruitment and selection of teachers and principals, and (iii) the level of school autonomy and the type of management and leadership. Findings corroborated the existence of structural proximity in the governance of schools within the framework of a management model that is both centralized and participatory. However, there are differences in the permanency of educational laws, the duration of compulsory education, the grouping of schools, and the requirements to be a teacher. We conclude that the policies undertaken by Portugal to improve education (such as the extension of compulsory schooling, legislative stability, or the rethinking of the internal organization of schools) are succeeding and can serve as an example for Spain. Both countries could help principals become leaders for learning and improve their autonomy to favour changes in education.

摘要

葡萄牙和西班牙的 K-18 学校的组织和管理职能相似，尽管近年来葡萄牙的教育成绩已经超过了西班牙。本文基于最近的国际报告，比较了两国的教育体系，考虑了与管理模式相关的一些变量：（i）这些阶段的总体教育组织，（ii）教师职业的特点，包括过程教师和校长的招聘和选择，以及 (iii) 学校自主权的水平以及管理和领导的类型。调查结果证实，在集中和参与的管理模式框架内，学校治理存在结构上的接近性。但是，教育法的持久性存在差异，义务教育的持续时间、学校的分组以及成为教师的要求。我们得出的结论是，葡萄牙为改善教育而采取的政策（例如延长义务教育、立法稳定或重新考虑学校内部组织）正在取得成功，可以作为西班牙的榜样。两国都可以帮助校长成为学习的领导者，并提高他们的自主权，以支持教育变革。