Chapter 4- Selected social backgrounds and the specification of the intercultural competences needed
Due to the increasing number and diversity of immigration flows in Portugal
, the country has adopted a number of initiatives directed at the educational system, in particular since the 1990s . Recent initiatives include training directed at teachers on intercultural education, the development of tools and materials, and the Intercultural School Stamp
, created in 2012 . This label (stamp) aims to distinguish schools that stand out in the development of projects that promote the recognition and appreciation of diversity as an opportunity and a source of learning for all . Another initiative is the “Programa REEI – Rede de Escolas para a Educação Intercultural
” (Network of Schools for Intercultural Education). Its focus is creating a network
, which provides the opportunity for schools to share best practices regarding intercultural education.
Intercultural education also integrates the national curriculum for basic and secondary education as part of the subject Citizenship Education
. Intercultural education “promotes recognition and appreciation of diversity as an opportunity and source of learning for all, in respect for the multicultural nature of society today. The aim is to develop the ability to communicate and encourage social interaction, which creates identities and a sense of belonging to humankind”. Some achievements have been made regarding the development of intercultural skills among the youth. According to the OECD Programme for International Student Assessment
(PISA) 2018 survey
on 15-year-old students, Portugal is among the countries which “reported the highest levels of awareness of global issues, which were substantially higher than the OECD average”, as well as one of “the highest levels of agency regarding global issues” . Also, it was one of the countries which “reported the most positive attitudes towards immigrants” and “the greatest awareness of intercultural communication”. However, some issues remain. For instance, only a small percentage of students “reported
having contact with people from other countries in their neighbourhood” and “the number of actions taken by students for collective well-being and sustainable development” in Portugal is low, when compared to other countries analysed.