Source: Adobe Stock Author: Redaction Municipal Spending on Schools Exceeds Funding Almost two out of three municipalities report that funding for school meals does not cover the costs, leaving a deficit of 20% or more. This is considered a critical issue in the assessment of the decentralisation of educational responsibilities. Seven out of ten municipalities also state that funding for non-teaching staff is insufficient, including teaching assistants, while the budgets for extracurricular enrichment activities have not been updated since 2022. Analysis of the Decentralisation Financing Fund (FFD) and the Municipal Social Fund (FSM) shows that, on average, municipalities spend 11% more than they receive from the State. This gap is more pronounced in medium and large population municipalities. Maintenance of school buildings is another critical issue, with more than half of schools being 30 years or older and 450 schools requiring renovation. Despite these challenges, decentralisation has allowed a faster resolution of immediate infrastructure-related problems. Need to Review Ratios and Value Staff Municipalities highlight the importance of reviewing the ratios of non-teaching staff, valuing careers and improving the training of these professionals. The creation of inter-municipal pools for rapid replacements, joint recruitment, and shared training is suggested. Territorial, social, and functional differentiation is also recommended, taking into account the size of school clusters, geographic dispersion, special educational needs, and social vulnerability. Establishing minimum quality standards, including school meals and extracurricular activities, is fundamental to improving the services provided to students. Six Years of Decentralisation and Future Challenges Law No. 50/2018 defined the transfer of responsibilities to the 278 municipalities, covering management of infrastructure, non-teaching staff, and complementary services such as school meals. In 2025, the FFD allocated €1.170 billion and the FSM €286.8 million, totalling €1.456.8 million for education. Municipalities emphasise the need for a single fund to simplify financing and allow greater flexibility, adapting to local characteristics. Decentralisation has brought proximity and responsiveness, but consolidating the model requires continuous institutional collaboration and adequate resources. Financial reinforcement and prioritised planning of renovations are essential to reduce deficits and ensure equity in educational services across different municipalities.
Source: Adobe Stock Author: Redaction Update of Funds for Special Education Schools The Ministry of Education has announced that the 10% increase in funding allocated to special education schools will be paid soon, retroactive to January. This increase aims to support five schools operating under cooperation agreements, providing services to students whose needs are not fully met by the public system. With this reinforcement, per-student funding will rise from €651.26 to €716.39, allowing for improved management and quality of education in these institutions. Financial Impact on Schools Special education schools face significant financial challenges due to delays in updating funding. Without this increase, the sustainability of the schools could be compromised, putting the continuity of the next academic year at risk. The Association of Private and Cooperative Education Institutions (AEEP) has warned that the lack of funding updates worsens the financial situation and hinders the planning of necessary activities and resources for students with special needs. Benefits of the Update for Students and Schools The increase in funding will enable schools to provide better learning conditions, including appropriate educational resources, specialised support, and facilities adapted to students’ needs. In addition to ensuring greater financial stability for the institutions, this measure helps guarantee inclusive and high-quality education, directly impacting the educational experience of students with special needs. Updating the funding is therefore an important step in strengthening the support of the education network for these schools and allowing them to continue playing an essential role in the education system.
Source: Adobe Stock Author: Redaction Outdated funding affects professional schools Funding for professional schools in Portugal has not been reviewed since 2010, creating difficulties in maintaining adequate courses and resources. Currently, these institutions host over 50,000 students across around 2,500 classes, with 10% to 15% of students being immigrants. The lack of funding updates puts pressure on budgets and limits the ability to meet educational and social needs. The situation affects all professional schools, according to leaders and directors, who point to rising costs, including salaries, as a major concern. Schools such as the Escola Profissional de Odemira stand out for integrating young immigrants but face financial constraints that compromise the continuity of this work. Impact on student quality and inclusion The lack of revision of funding ceilings compromises not only the operation of professional schools but also the quality of teaching and student support. Schools integrating immigrant students require additional resources for language support, social integration, and curriculum adaptation, which becomes more difficult without updated funding. The National Association of Professional Schools (ANESPO) warns that accumulated inflation since 2010 has exceeded 32%, making current funding levels unrealistic. This situation directly affects the ability to hire qualified staff, invest in equipment, and offer complementary programs that increase students’ employability. Government commitment and future prospects The Government has committed to updating funding tables and increasing the amounts allocated to professional courses for the next academic year. The exact level of the update is not yet defined, but ANESPO expects the process to progress by the end of April. Leading professional schools, such as the Escola Profissional de Odemira, demonstrate that investment in vocational education is essential to integrate young immigrants and provide equal opportunities to all. Increased funding will allow these institutions to continue offering high-quality teaching, support social inclusion, and respond to the growing diversity of the student population in Portugal.
Source: Adobe Stock Author: Redaction Financial literacy highlights social disparities Financial literacy in Portugal continues to show weaknesses, particularly when analysed by education and income levels. Recent data indicate that lower levels of literacy are associated with groups with less access to education and economic resources, revealing a consistent pattern of inequality. Although national financial literacy is close to the European average, difficulties remain in understanding basic concepts. This suggests that literacy is not yet sufficiently consolidated to support informed decision-making in managing money. Many citizens still face limitations in saving, investing, and understanding financial products. One key indicator of financial literacy is saving behaviour. A significant proportion of people did not save recently, and many who do save keep their money idle rather than invested, reducing its growth potential. This behaviour reflects limited literacy, particularly regarding risk management and diversification. Financial literacy also varies by demographic profile. Adults of working age with higher education and income levels tend to achieve better results. Conversely, women, older adults, and those with lower education show lower literacy levels, highlighting the need for targeted strategies. Young people and evolving financial literacy Among younger populations, financial literacy presents a mixed picture. Many use digital tools such as cards, mobile apps, and online payment platforms, but technological familiarity does not necessarily translate into a strong understanding of underlying financial concepts. Data indicate that a notable proportion of young people lack basic financial literacy skills, despite many believing they can manage their money. This overconfidence may undermine future financial decisions. Nevertheless, Portuguese youth maintain literacy levels in line with international standards, suggesting some progress. However, the proportion of students with advanced skills remains low, indicating room for improvement in early education. Gender differences in performance are also evident. While basic literacy is similar between boys and girls, boys tend to achieve higher scores at advanced levels, raising questions about equal opportunities in developing these skills. Financial literacy beyond basic knowledge Financial literacy goes beyond theoretical knowledge. It involves interpreting economic information, making informed decisions, and planning for the long term. It also covers credit management, insurance selection, and prudent money use. In this context, literacy plays a key role in household financial stability and the broader economy. Poorly informed decisions can directly affect debt, savings, and quality of life. Promoting literacy requires an integrated approach that includes formal education, public initiatives, and access to clear, accessible information. Strengthening financial literacy empowers citizens to face increasingly complex economic challenges. Making literacy a priority Improving financial literacy in Portugal is crucial to reducing inequality and fostering a more informed society. The link between literacy, income, and education shows that the issue is not merely individual but also structural. Investing in literacy from an early age can support better decision-making throughout life. At the same time, adult-targeted programmes can help fill gaps and improve daily financial management. In an ever-changing economic environment, financial literacy is an essential tool. Its development can directly impact household financial stability and contribute to sustainable economic growth.
Source: Adobe Stock Author: Redaction The role of exams in the education system The debate about the role of exams in the education system has gained prominence in recent years. Although these tools are often presented as objective mechanisms of assessment, many specialists believe their operation reveals deep limitations in the way they measure students’ knowledge and skills. In practice, the exam system remains one of the foundations of the organisation of formal education. The grades obtained determine access to different academic and professional paths, influencing future opportunities. However, this structure raises questions about whether results truly reflect individual abilities or merely the capacity to adapt to a specific model of assessment. One of the main criticisms of the current education model concerns the idea of equality. It is often stated that the tests are the same for all students. However, this claim ignores the differences in starting conditions, which include social, family, economic and emotional factors. These inequalities ultimately have a direct impact on performance within the education system. Education, merit and social inequality The relationship between education and meritocracy is often used to justify the importance of exams. The logic appears simple: those who achieve better results have demonstrated greater effort and preparation. However, this perspective simplifies a far more complex reality. In the context of education, academic performance does not depend solely on individual work. Access to educational resources, family environment, emotional stability and cultural opportunities deeply influence each student’s path. When these factors are ignored, the education system risks turning structural differences into apparent differences in merit. Furthermore, an excessive focus on exams may limit the understanding of what it truly means to learn. Many education models tend to value mainly the ability to memorise content and reproduce information at specific moments of assessment. Other equally important skills, such as creativity, critical thinking, collaboration or problem-solving, tend to receive less attention. This reality raises questions about the central objective of education. If the main focus is simply achieving a grade in an exam, the educational process may become reduced to intensive preparation for formal tests, leaving the broader development of students in the background. Rethinking assessment in education Discussing alternatives to exams does not necessarily mean eliminating assessment processes altogether. Assessment remains a fundamental element in education, as it allows teachers to monitor students’ progress and identify difficulties throughout their school journey. However, several pedagogical models advocate a more diversified approach. Continuous assessment, projects, collaborative work and other forms of monitoring can provide a more comprehensive view of the skills developed by students. These tools make it possible to observe progress over time rather than in a single test moment. By diversifying assessment methods, the education system can become more sensitive to different ways of learning. Each student has their own pace and style, and an overly rigid structure may fail to capture the full variety of existing talents. At the same time, rethinking assessment implies reflecting on the role of education in society. Rather than simply selecting or ranking individuals, education can assume a broader function of collective development, promoting real learning opportunities for everyone. Future challenges for education The debate surrounding exams shows that education continues to face structural challenges. Balancing rigorous assessment with social fairness is a central issue for any education system. Reforming assessment practices requires institutional, pedagogical and cultural changes. It also involves recognising that education cannot be reduced to numbers or rankings, but must take into account the complexity of individual trajectories. In a context where societies are becoming increasingly diverse and demanding, education needs models that value different skills and pathways. Rethinking the weight of exams may be an important step towards building a more inclusive education system capable of recognising the potential of every student.
Source: Adobe Stock Author: Redaction Protest highlights importance of arts education The defence of specialised arts education led teachers, students, parents and sector professionals to mobilise in a public action in Lisbon. The initiative aims to draw attention to the challenges affecting this area of education, considered essential for the cultural, creative and social development of students. The gathering takes place in front of the Ministry of Education, bringing together representatives of schools, families and education communities who advocate the need to strengthen investment in this area of education. The aim is to highlight the difficulties faced by several institutions and the impact these limitations may have on students’ access to artistic training. Challenges persist in education funding One of the main issues raised by participants is related to the funding of specialised arts education. Schools warn that, over several years, the support allocated to this area of education has not kept pace with the evolution of costs and the system’s needs. The network of conservatories and arts schools currently includes thousands of students across the country. Many of these institutions play an important role in promoting arts education, offering training in areas such as music, dance or theatre. However, the absence of regular updates to funding has created difficulties in ensuring the continuity and quality of activities. School representatives argue that increasing investment is essential to ensure the sustainability of these institutions and allow more students to access opportunities in arts education. Without this support, they warn that the system may face constraints that limit the growth and responsiveness of the education network. Access to arts education remains unequal Another central issue in the debate concerns the need to ensure greater equity in access to arts education. Despite the recognised importance of cultural and creative education, there are still significant differences between regions regarding the availability of places and institutions. This reality can make access to specialised arts education more difficult for some students, particularly in areas where the offer is more limited. For many families, geographical distance or the lack of available places becomes an obstacle to continuing studies in this field. Schools argue that creating more balanced conditions across the country is essential to ensure inclusive and accessible education. Strengthening the network and improving funding mechanisms are seen as essential steps to reduce inequalities and expand the reach of this type of training. Stability and planning for the future of education Beyond the financial issue, institutions stress the importance of ensuring greater predictability in the operation of arts education. The timely publication of contracts and the clear definition of funding rules are identified as key factors for the stability of arts education. Without a stable framework, it becomes more difficult to plan activities, hire teachers or ensure appropriate conditions for students. Predictability is considered a key element to strengthen the education system and allow schools to develop long-term educational projects. Participants in the mobilisation argue that arts education should be recognised as an integral part of education in Portugal. For many professionals and families, investing in this area means promoting creativity, innovation and cultural development, values that contribute to a more complete education for new generations. At a time when the debate on public education policies is gaining prominence, the mobilisation aims to reinforce the need for concrete measures that ensure the future of specialised arts education and guarantee opportunities for all students interested in this field.
Source: Adobe Stock Author: Redaction University students give tutoring to secondary school pupils Higher education students will provide tutoring to secondary school pupils with fewer resources in schools in Porto. The initiative results from a protocol between the Academic Federation of Porto and the city council, which aims to create a pool of tutors made up of university students with strong academic results. The objective is to support students who benefit from school social support, offering individual guidance in several subjects or specific preparation for national exams. The tutoring is mainly aimed at young people who face greater economic difficulties and who often do not have access to academic support outside school. Students can be referred by their schools or apply directly to the programme. The support will be provided by higher education students who stand out for their academic performance and who, through this tutoring, help reduce inequalities in the educational path. Inequalities in access to higher education Access to higher education continues to reveal differences between students with different economic conditions. Recent data show that a significant share of pupils who benefit from social support are unable to continue on to university studies. In the 2023/24 academic year, only 48% of students benefiting from school social support went on to higher education. Among students with lower incomes, applying to more demanding or prestigious courses is also less common, revealing a less balanced access to academic opportunities. The new tutoring project aims to counter this reality by providing additional support in exam preparation and in the follow-up of more demanding subjects. In this way, it seeks to reinforce the role of school as an instrument of social mobility and improve conditions for access to higher education. Project begins with a pool of tutors The programme starts with an initial investment of around ten thousand euros, intended to remunerate the students who will provide tutoring and to support the pedagogical training needed for the project. At this early stage there is already a pool of around one hundred university tutors, although new registrations remain open. The programme also allows higher education students to earn additional income while helping younger pupils. Tutoring may take place in person, in spaces provided by the academic federation, online, or in locations agreed between tutor and pupil. The goal of the first phase is to reach around one thousand tutoring sessions, helping secondary school students prepare for exams and strengthening educational support in schools across Porto.
Source: Adobe Stock Author: Redaction Financial incentives for new teachers The Portuguese Government has increased support this year for students preparing for teaching by awarding scholarships to 3,079 students. Of these, 1,977 are for new enrolments and 1,102 for renewals, covering bachelor’s degrees that train education professionals. Master’s students are still awaiting payment of scholarships due to the later start of the academic year. The support covers the tuition fees and, in the case of private institutions, is capped at the maximum amount established for public higher education for the corresponding cycle. These scholarships are part of the +Classes+Success plan, an initiative aimed at addressing the shortage of teachers in various regions of the country. The programme also includes complementary measures, such as incentives for teachers who delay retirement or return to teaching after retirement, ensuring that education remains active and motivating for new generations. Results from the first year of implementation According to official data, in the first year of application (2024/2025), scholarships were awarded to 1,254 first-year students of Bachelor’s degrees in Basic Education and 763 Master’s students in Teaching. To date, the total investment has reached 3.6 million euros, benefiting 5,096 students. To qualify for the scholarship, students must have no tax or social security debts, and Master’s students must have a minimum admission grade of 14 out of 20. Conditions for renewal and eligibility Bachelor’s scholarships are renewed annually for students who have passed at least 90% of the credits outlined in the curriculum plan. Doctoral students can also benefit from this support if they enrol in a cycle leading to a Master’s degree in Basic Education in subject areas with the greatest teacher shortages. Recipients of the scholarships are required to apply for teaching placement competitions in public schools during the three years following the completion of their course. Failure to comply with this rule requires full repayment of the amounts received. This condition ensures that investment in education directly strengthens the workforce in areas with the greatest teacher needs. Expansion of places and education growth Another measure of the +Classes+Success plan focused on increasing places in Bachelor’s degrees in Basic Education. In the 2025/2026 academic year, there was an increase of approximately 20%, adding 204 available places, allowing a greater number of young people to enter teacher training. The programme highlights the Government’s priority to strengthen the education sector and the importance of education as a pillar for national development. By combining financial incentives with strategic planning measures, the scholarships help make the teaching career more attractive, ensuring a continuous flow of qualified professionals. Impact on teaching quality The growth in participation in education courses and adherence to scholarship requirements reinforces the trend of valuing education in the country. Investment in scholarships not only increases the number of young people interested in teaching but also ensures that areas with teacher shortages receive trained and committed professionals dedicated to high-quality education. Conclusion: education as a priority In summary, awarding scholarships represents a structured effort to strengthen education in Portugal, promoting the entry of new teachers and encouraging their retention in the public system, contributing to the overall improvement of teaching and the recognition of the teaching profession.
Source: Adobe Stock Author: Redaction Education and screen use in schools The debate over smartphone use in schools has returned to the centre of the education agenda in Portugal. A civic movement has renewed its request for a meeting with the Minister of Education to advocate extending the ban on mobile phones until Year 9 and updating rules for Secondary Education. This discussion presents education with a contemporary challenge: balancing technological innovation with the protection of student well-being. Currently, the ban applies only up to Year 6, excluding lower secondary students. For the movement, this differentiation creates inequalities within the same school environment. From their perspective, education should ensure uniform rules for all students sharing playgrounds and classrooms, avoiding inconsistencies in policy enforcement. The central argument focuses on the physical, mental, and social health of children and young people. Recent studies indicate negative effects associated with excessive screen exposure, including concentration difficulties, sleep disturbances, and reduced social interaction. In this context, education is seen as an essential tool for prevention and promoting balanced habits. Updating rules in education Beyond extending the ban to Year 9, the movement questions whether the education authorities plan to update guidance for Secondary Education. The use of devices in the classroom, including any requests from teachers, is also a concern. Education thus faces a structural dilemma: how to integrate digital tools into the learning process without compromising learning outcomes and healthy development. The constant presence of smartphones can distract attention and reduce the quality of the educational experience, but their total exclusion raises questions about digital skills and future preparedness. In recent years, several countries have adopted stricter measures in education, banning smartphone use until the end of compulsory schooling. In Portugal, limiting the ban to lower secondary generated debate about the effectiveness and coherence of the policy. Education, health, and shared responsibility The movement argues that education cannot ignore the impact of intensive digital device use. Beyond school rules, it highlights the importance of family involvement and public awareness. Education, in this context, plays a key role in shaping balanced habits and developing social skills. The campaign provides information on the risks of excessive screen use and recommendations tailored to different age groups. The main concern is that education fosters environments that encourage face-to-face interaction, active play, and classroom concentration. The topic places education at the heart of an inevitable transformation. Technology will continue to be part of students’ daily lives, but public policy must set clear and coherent limits. The debate on education and smartphones underscores the need for decisions based on scientific evidence and a long-term vision. Any future revision of the rules could redefine the relationship between technology and education in Portuguese schools. The stated goal is to protect student health and enhance learning quality, ensuring education remains focused on the holistic development of children and young people.
Source: Adobe Stock Author: Redaction Inclusive education in Portugal faces structural challenges, with a significant proportion of teachers admitting a lack of preparation to support students with Special Educational Needs (SEN). Recent data reveal weaknesses in teacher training and in the organisation of educational responses. Inclusive education requires enhanced training Only 39% of teachers report feeling prepared to implement an inclusive education model that integrates students with SEN into mainstream classes. At the same time, a notable percentage acknowledge needing additional training in equity, diversity, and managing multicultural contexts. Educating students with SEN requires adopting differentiated strategies, appropriate resources, and specific measures that promote full participation and academic success. These needs can include cognitive difficulties, autism spectrum disorders, dyslexia, hyperactivity, giftedness, or other forms of neurodivergence. The quality of education provided to these students largely depends on teachers’ technical preparation and the specialised support available in schools. Despite the legal framework for inclusive education supporting integration into mainstream classes, more than half of students with severe SEN spend a significant portion of their time outside the classroom. This situation raises questions about the effectiveness of the education model and schools’ capacity to provide appropriate responses. Education needs technical and territorial reinforcement Improving inclusive education requires strengthening multidisciplinary teams, including a sufficient number of school psychologists. The recommendation to achieve a minimum ratio of one psychologist per 500 students is proposed as a structural measure to assist teachers in defining effective pedagogical strategies. Territorial disparities exacerbate the challenges of inclusive education, with the most significant difficulties observed in inland regions and socioeconomically disadvantaged contexts. Decentralising responsibilities and granting greater autonomy to municipalities and school clusters could allow solutions better suited to local realities, making education more equitable. An inclusive education system has impacts beyond the school environment. Research indicates that students with SEN who reach higher levels of education tend to have better social integration, autonomy, and long-term health outcomes. Investing in inclusive education can therefore contribute to reducing future costs in healthcare and social services. Increasing higher education completion rates among students with SEN is another key indicator of the success of inclusive education policies. Ensuring continuous support throughout the academic pathway is essential to achieving this. Strengthening initial and ongoing teacher training, alongside specialised technical resources and flexible school organisation, is crucial to consolidating an education model that responds to diversity. Building a truly inclusive education system requires political commitment, sustained investment, and ongoing monitoring of achieved outcomes.
Source: Adobe Stock Author: Redaction Portuguese universities are facing a particularly demanding financial and administrative context, prompting the Council of Rectors of Portuguese Universities to advocate the adoption of an emergency package. The aim is to avoid serious constraints on day-to-day management and to ensure minimum operating conditions during the current academic year. Universities under pressure from budget erosion According to the position taken by Crup, universities are experiencing prolonged budget erosion, aggravated by new responsibilities that have not been matched by corresponding financial reinforcement. State Budget allocations are proving insufficient to cover structural staff expenditure, especially in a context of salary updates and career progressions that have not been accompanied by additional funding. Universities have also had to absorb unforeseen costs, compromising strategic investment, infrastructure maintenance and service modernisation. Financial flexibility has narrowed, placing institutions in a delicate position regarding their medium-term sustainability. Another critical factor relates to recent court decisions requiring the integration of researchers previously funded through projects or European funds. For universities, this obligation has a direct and permanent impact on the wage bill, limiting management autonomy and increasing existing financial commitments. Universities face administrative blockages In addition to budgetary pressure, universities are dealing with significant administrative challenges. The interpretation that the 90-day deadline for concluding recruitment procedures for lecturers and researchers is mandatory may lead to the annulment of processes if not met. Given the requirement for international panels and the complexity of procedures, universities consider this deadline misaligned with operational reality. Repeating recruitment procedures from scratch would result in delays in renewing academic and research staff, affecting the quality of teaching and research. Universities therefore call for legislative revision allowing for justified extensions of these deadlines, preventing widespread blockages. Further constraints arise from delays in VAT reimbursements related to investments in student accommodation under the Recovery and Resilience Plan. Universities are awaiting the return of significant amounts, putting pressure on cash flow and limiting daily management capacity. The transfer of administrative management of scientific grants to universities has also generated additional operational costs, without specific financial compensation. This context reinforces the need for a package that ensures budgetary neutrality whenever new obligations are imposed on universities. Among the measures proposed by Crup are the creation of a specific budget line to finance career progressions and integrations, clarification of rules applicable to recruitment procedures and the implementation of faster VAT reimbursement mechanisms. Universities also advocate direct funding solutions to stabilise cash flow and ensure greater predictability in management. In light of this scenario, universities stress that the adoption of urgent measures is essential to safeguard the quality of higher education, ensure the continuity of research and prevent administrative paralysis with structural impacts on the system.
Source: Adobe Stock Author: Redaction Gulbenkian programme focuses on equal opportunities The Gulbenkian Foundation has launched a new educational programme aimed at young people from economically disadvantaged backgrounds but with excellent academic performance. The Gulbenkian Aprender programme starts in the Tâmega and Sousa region and aims to create conditions for students from the 5th to 12th grades to fully develop their abilities. With initial funding of €3.4 million for the first three years, the programme is set to cover 150 students in the 2025/26 school year, gradually increasing to reach 400 students per year. The programme has an eight-year horizon, allowing each participant to be supported until completing secondary education. The Gulbenkian programme was designed to address persistent inequalities in the education system, particularly among young people from families with low income and limited education. Student selection involves schools and local authorities, identifying cases of academic merit combined with proven economic need. Five pillars structure the Gulbenkian programme The programme is organised around five mandatory pillars. The first focuses on academic reinforcement, with reading and writing, mathematics, and English clubs to ensure consolidation of core skills. The second pillar provides individual mentoring, with regular guidance aimed at self-regulation, goal setting, and career orientation. The third pillar promotes cultural and social enrichment, including field trips, summer camps, and other formative experiences outside the usual school context. The fourth pillar provides direct material support to families, through an annual grant covering educational, cultural, and health-related expenses. The fifth pillar involves a parental development programme, encouraging practices that promote stable routines and healthy habits. The Gulbenkian Foundation structured this programme with the belief that schools alone cannot remove deep socio-economic barriers. The programme mobilises municipalities, local organisations, and community mentors to reinforce support outside the classroom. Gulbenkian programme addresses structural inequalities Differences in higher education completion rates among young people from different social backgrounds remain significant. The Gulbenkian programme seeks to counter this reality by providing tools that allow students to make academic and career choices independent of their family’s economic status. The programme is implemented through local consortia that ensure close guidance and coordination among stakeholders. Participation requires family commitment, as all pillars of the programme are mandatory. Through this prolonged and integrated intervention, the Gulbenkian Foundation aims for the programme to produce lasting impacts, reinforcing merit, promoting social mobility, and ensuring that identified talent has real opportunities to thrive.
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