Doctoral education in Portugal has undergone structural and institutional changes, resulting in new and diverse educational and research designs. Doctoral education in Portugal has undergone structural and institutional changes, resulting in new and diverse educational and research designs. These changes have affected doctoral programmes significantly. Some of the main debates regarding recent changes revolve around tailor-made programmes for individuals versus compulsory, pre-structured courses; basic research skills versus transferable skills; degree duration and expected completion times; different forms of financial support; innovative support practices and programmes; types of academic guidance and training opportunities; and the impact of digitalisation. Other trends include the expansion of collaborative partnerships and international exchanges, such as university-industry partnerships, cooperation with other sectors of society, and international associations between similar universities. These changes are centred around students' motivations, experiences, purposes, and achievements. It is also necessary to consider their future orientation, taking account to doctorate education elsewhere.

This project aims the assessment of the services provided by the national network of support to the victims of domestic violence according to two aspects: a) the entities and services that provide support to victims and are part of the national support network; b) the users of this network. Regarding the first strand, the study aims to survey the set of management entities and valences of the national support network, specifically shelters, shelter’s structure and emergency shelter’ services. At this level, it is aimed the analysis of indicators of characterization and self-assessment of the operation of the services provided to users who are victims of domestic violence. In its second aspect, the study aims are assessing the degree of satisfaction of a set of users of the national network of support to victims of domestic violence who, in the different regions of the country, used services provided by some of those services as well as the impact of this technical intervention in their life pathways.

The central aim of the research is precisely to obtain a deeper knowledge of schools (their organization and operations, organizational climate, the practices and representations of teachers) so as to understand the specificities that contribute to the differentiation of results between schools, using pupils with a similar social profile as the staring point. As a complement to this, the study articulates extensive-quantitative and an intensive-qualitative components (multiple case study).

  Trata-se de um estudo de impacto da implementação das turmas com Percursos Curriculares Alternativos (PCA) e dos Planos de Acompanhamento, de Desenvolvimento e de Recuperação no sucesso escolar dos alunos, realizado por solicitação da DGIDC do Ministério da Educação. O estudo integrou i) a caracterização nacional das turmas de PCA com a discriminação do contingente de turmas e de alunos envolvidos, o ano de escolaridade e respetivos resultados e ii) a realização de um conjunto de 16 estudos de caso, distribuídos pelas diferentes Direções Regionais de Educação (DRE).

The central purpose of the research is to relate school results with a series of variables characterising the pupils and their families in order to measure their effect on these results. We plan to analyse the results achieved in national 4th, 6th and 9th grade exams considering the effects, on one hand, of the pupils’ sex, place of birth and nationality and, on the other hand, the class, place of birth and nationality of their parents. Subsidiarily, we will identify schools with dissimilar results but very similar student populations in terms of social condition and the national origin of their families, and explore some aspects of the “school effect” (leadership profile, education plan and organisation of classes and periods) on achievement or failure.