The Transition from Secondary Education to Higher Education: The Portuguese Situation

  • Margarida CHAGAS LOPES SOCIUS – Lisbon University, Portugal

Abstract

Decrease in the flow of students from Secondary to Higher Education in Portugal has been attributed by policy-makers to the attraction of the labour market for young people who should be continuing their studies.


But several other reasons, which are generally missing in the official discourse, combine to create this decrease, including the role played by the State's social action policy for Higher Education, the shortness of families’ incomes, the level of schooling of the students’ parents, among others. Also psychological and sociological factors exist, which are often silenced, but which should also be considered to achieve a thorough understanding of the dynamics of flows from Secondary to Higher Education. These factors include the motivation, commitment and self-efficiency of students.


This study starts with a macroeconomic and social approach, using comparative education methodology, to obtain a characterisation of the relative position of Portugal in the European Union (EU). This approach is described in this paper, where the main result is expected to be the conclusion that, among various factors, which include the inadequacy of public policies, the decisive factors for the decline in the flow of transition to Higher Education in Portugal are economic ones, namely access to income.

References

[1] Becker, G. 1964. Human Capital: A Theoretical and Empirical Analysis, with Special Reference to Education, (University of Chicago – Dep. of Economics; University of Chicago - Booth School of Business).
[2] Belley, P. and Lochner, L. 2007. The Changing Role of Family Income and Ability in Determining Educational Achievement, Journal of Human Capital, 1(1): 37-89.
[3] Bray, M., Adamson, B. and Mason, M. 2007. Comparative Education Research: Approach and Methods, (Comparative Education Research Center, The University of Hong Kong).
[4] Chagas Lopes, M. and Graça, F. 2012. A comprehensive approach towards academic failure: the case of Mathematics I in ISEG graduation, MPRA Paper 42367, University Library of Munich, Germany.
[5] Chagas Lopes, M. and Graça, F. 2010. Success/Failure in Higher Education: how long does it take to complete some core 1st. year disciplines? MPRA Paper 21953, (University Library of Munich, Germany. Handle: RePEc:pra:mprapa:21953).
[6] Correia, J. A. 1999. As ideologias educativas em Portugal nos últimos 25 anos, (Repositorio-aberto.up.pt).
[7] DGEEC- Direcção Geral de Estatísticas da Educação e Ciência.2018.
[8] EC – DATABASE, https://ec.europa.eu/eurostat/data/database
[9] EC (European Commission), Social and Economic Conditions of Student Life in Europe (Eurostudent VI 2016-2018, 2018).
[10] EC, Education at a Glance 2018, https://www.oecd-ilibrary.org/education/education-at-a-glance-2018_eag-2018-en
[11] Galliott, N. and Graham, L.J.. 2014. A question of agency: applying Sen's theory of human capability to the concept of secondary school student career choice. International Journal of Research & Method in Education.
[12] Hanushek, E.A. and Woessmann, L. 2012. Do better schools lead to more growth? Cognitive skills, economic outcomes, and causation, Economic Growth 17: 267-321
[13] Keller, T. 2015. Talented But Unaware? An Analysis of the Role of Self-Assessment in Educational Transition, Budapest Working Papers on the Labour Market.
[14] Kusurkar, R.A., et al. 2013. How motivation affects academic performance: A structural equation modelling analysis, Advances in Health Sciences Education, 18: 57-69.
[15] Kyndt, E. et al. 2015.The development of students' motivation in the transition from secondary to higher education: A longitudinal study, Learning and Individual Differences, 39: 114-123.
[16] Mascarenhas, S. A., Almeida, L. and Barca, A. 2005. Atribuições causais e rendimento escolar: impacto das habilitações escolares dos pais, (repositório.sdum.uminho.pt).
[17] OECD, Education at a Glance 2018, https://www.oecd-ilibrary.org/education/education-at-a-glance-2018_eag-2018-en
[18] OECD, OECD Handbook for Internationally Comparative Education Statistics 2018, http://www.oecd.org/education/oecd-handbook-for-internationally-comparative-education-statistics-2018-9789264304444-en.htm
[19] Parker, J. D.A., et al. 2004. Emotional intelligence and academic success: examining the transition from high school to university, Personality and Individual Differences, 36:163-172.
[20] PORDATA, www.pordata.pt.
[21] Renaud-Dube, A., Talbot, D., Taylor, G. and Guay, F. 2015. The relations between implicit intelligence beliefs, autonomous academic motivation, and school persistence intentions: A mediation model, Social Psychology of Education: An International Journal, 18: 255-272.
[22] Seco, G. et al. 2005. Para uma abordagem psicológica da transição do Ensino Secundário para o Ensino Superior: pontes e alçapões. Instituto Politécnico de Leiria.
[23] Sen, A. 2003. O Desenvolvimento como Liberdade, Lisboa: Gradiva, 348pp.
Published
2019-03-06
How to Cite
CHAGAS LOPES, Margarida. The Transition from Secondary Education to Higher Education: The Portuguese Situation. Journal of Research in Educational Sciences, [S.l.], v. 9, n. 11, p. 5-12, mar. 2019. ISSN 2068-8407. Available at: <https://journals.aserspublishing.eu/jres/article/view/2761>. Date accessed: 21 mar. 2019. doi: https://doi.org/10.14505//jres.v9.11.01.