João Sebastião

At the end of the Curricular Unit, students should be able to:
At the end of the course, students should be able to:
LO1 - the fundamental characteristics of the legal system within the framework of the rule of law.
LO2 - the constitutional basis of education law.
LO3 - the legal provisions that define the structures and forms of school management.
LO4 - the administrative and jurisdictional guarantees in question, identifying the different instruments that implement them.

The program is organized around the following modules:
1. Law and the State.
1.1 What is law? Fundamental concepts. The sources of law.
1.2 Concept of the State. The State as an expression of modernity.
1.3 Rule of law: genesis and evolution.
2. Constitution and education law.
2.1 Constituent power and the Constitution. Fundamental principles of the 1976 Constitution.
2.2 Concept and scope of education law. Constitutional frame of reference.
3. School organization and management law.
3.1. School organization and educational administration.
3.2 Legal foundations of school management. Procedural principles and rules.
3.3 Administrative and judicial guarantees.
4. Case studies.

The assessment system for this Curricular Unit is designed to measure students' progress in a comprehensive way over the semesters and provides for both modes in the General Regulations for the Assessment of Knowledge and Skills:
1. Assessment throughout the semester, which includes the instruments listed below with their respective weights for calculating the final grade (between 0 and 20 points):
- Individual work (100%): Each student will have to hand in an individual piece of work selected according to the themes of the syllabus. These assignments consist of analyses of studies in the field of education, specifically school administration and management, or mini-essays on the syllabus of the course (with a maximum of 2 pages for each individual assignment).
The assessment process throughout the semester, known as continuous assessment, is aligned with the feedback process, in order to promote progressive and continuous learning, and is expected to be carried out informally, in the participatory and active components of the classes, and formally, in individual work and in the presentation and group essay/work.
2. Assessment by Exam (100%): for students who opt for this form of assessment or who do not meet the minimum criteria in the semester-long assessment, the final exam will last 2 hours and will cover all the syllabus content taught over the semester.

Maria Helena Vinagre Bento dos Santos

The student that completes this course with success will be able to:
? To describe the main theories on the concept under study.
? To elaborate the quality evaluation project.
? To differentiate the principles and models of quality management.
? To prepare a quality management project within education anchored in processes of formalization and implementation of a quality management system.

Syllabus:
? Theoretical and methodological issues on quality.
? ISO and Total Quality models
? Evaluation models regarding education services
? Procedures for implementing a quality management system

Option 1:
Individual Work: A written paper focused on the application of a quality management model in the field of education (60%).
Group Work: Comprising a written report, an oral presentation and a discussion, this collaborative effort centers around a quality assessment project and the subsequent implementation of improvements within an educational institution (40%).

Option 2:
Final evaluation 100%

Filomena de Almeida

1. Identify the different views of the organizational problematic (LG1).
2. Relate transversal concepts and practices of organizational management with particular view of schoolar organizations management (LG2).
3. Identify particular manager profiles and roles on schoolar organizations (LG3).
4.Critically evaluate the practices of schoolar organizations and to propose ways of improving the effectiveness (LG4)

1. The management of organizations and the specificity of the school organization.
1.1. The organization theories and the context of educational organizations.
1.2, The revolution 4.0
1.3. Organizational Change.
2. Effectiveness and efficiency in Management.
3. The role of management in articulating the school organization with its surroundings and the conditioning factors of management procedures.
4. Manager's roles.
5 Application exercises and case studies.

1) Assessment during classes period: individual work (60%); team work (40%)
For approval, any evaluation element must have a minimum score of 8 values and the final result must have a minimum value of 10 values (scale from 0 to 20).
2) final evaluation: completion of final tests (exam and / or other tests) 100%. Approval with a final evaluation equal to or greater than 10 (scale from 0 to 20)

Susana da Cruz Martins

Specifically, this unit aims to help prepare teachers who:
LO1. demonstrate competences in identifying the different conceptions and modes of production of public education policies and their evolution in recent decades;
LO2. demonstrate an understanding of the national and international contexts (in particular, the European context), which have influenced the reconfiguration of education policies;
LO3. demonstrate knowledge of the evolution of education policies in the light of changes in the state model;
OA4. be able to apply this knowledge in identifying and analysing ways of regulating public education policies;
LO5. demonstrate knowledge of the relationship between the different levels of decision-making and political action; LO6. be able to collect, select and interpret relevant information in the area of education policies and its applicability in analysing specific educational realities.

The programme is organised according to the following points and syllabuses: 1. Education policies: introduction and systematisation of theoretical and analytical approaches
2. Globalisation and its impact on education policies
3. Europeanisation of education policies
4. Policy cycles and the state model: contributions to analysing education policies
5. Portugal: dynamics and cycles of government in education
6. School autonomy, management and administration
7. Decentralisation and territorialisation of education policies
8. Logics of school action and school policies
9. Public schools at the centre of the debate: problems and policies

The assessment of the course has been defined in line with the General Regulation for the Assessment of Knowledge and Competences (GRAKC), version 2024.

The assessment throughout the semester of the course has the following elements:
1) A presentation (in groups) of a research and analysis text on education policies (15-20 min, 30%) and participation in the debate on the various presentations. The text will be selected by the group from a list drawn up by the lecturer.
2) Individual written work of critical reflection, theoretically supported and empirically illustrated, on a type of education programme or policy. The work should not exceed 10 pages (arial 11) (70%).
Given the very diverse backgrounds of the students, especially in recent years, the public policy chosen for the assignment can be wide-ranging and does not have to be limited to the Portuguese context. On the other hand, the group presentation of texts has made it possible to systematically share a bibliography and theoretical contributions that are central to or illustrative of the research on some of the topics covered, as well as the ability to articulate specific educational realities and contexts.

Assessment by exam:
This situation applies to students who do not complete the assessment elements proposed throughout the semester and do not attend classes, as defined in the General Regulations for the Assessment of Knowledge and Competences (RGACC). Assessment by exam takes place exclusively during the assessment period and potentially covers the subject taught in the course unit. It must include a written test. Students who have opted for this assessment method and students who have not passed the assessment method throughout the semester are admitted to this method. However, although this is an available method, students are encouraged to follow the assessment throughout the semester, as it involves a more consistent and secure learning process of the content in question.

In specific situations, the teacher may organise an oral test or a discussion session on the assessment elements presented, in order to clarify the marks awarded.

Eva Gonçalves

At the end of the Curricular Unit, students should be able to:
LO1 - Identify the school organisation as a democratic and autonomous management entity in an international, national and regional context.
LO2 - Identify the various types of evaluation (by objectives, objects, nature) of school organisations, relating the concept of Evaluation to the concepts of Quality and Strategic Planning.
LO3 - Distinguish between self-evaluation and external evaluation, contextualising the two processes in the Portuguese case.
LO4 - Design/Execute school organisation evaluation processes, considering the added value/challenges to be maximised/to overcome.

PC1 - Schools as organisations:
1.1 Historical evolution of the concept of school,
1.2 Schools as democratic and autonomous management organisations, albeit under international, national and regional influence.
PC2 - Assessment models:
2.1. The concept of evaluation in conjunction with quality and strategic planning,
2.2. The various types of evaluation (by objectives, objects, nature),
2.3 Evaluation processes and approaches in school organisations.
PC3 - Self-evaluation and external evaluation in school organisations:
3.1 Concepts and historical evolution,
3.2 The Portuguese case: history, framework, dimensions of analysis, actors.
PC4 - Evaluation processes in school organisations:
4.1. Evaluation phases: Diagnosis, Decision/Planning, Implementation/Monitoring, Evaluation,
4.2 Methodological strategies by phase: how to programme evaluation, maximising opportunities and overcoming challenges,
4.3 The importance of participation in evaluation processes.

The assessment system for this Curricular Unit is designed to measure student progress comprehensively throughout the semesters and covers both methods of assessment in the General Regulations for the Assessment of Knowledge and Competences:
1. Assessment Throughout the Semester, which includes the instruments listed below with their respective weightings for calculating the final grade (between 0 and 20 points):
- Attendance and Participation (10%): students are advised to attend classes regularly so that they can acquire the necessary skills, not only to complete the Curricular Unit, but also to apply in their professions.
- Individual assignments (40%): Each student will have to submit a minimum of three individual assignments via moodle throughout the semester, which will be proposed each week by the lecturer and selected according to the students' preferences and time. These assignments consist of analyses of case studies of evaluation processes in school organisations, or mini essays on the program contents of this Curricular Unit (with a maximum of 2 pages for each individual assignment). If the student so wishes, he/she can do more work than the minimum number to obtain the grade for the assessment instrument; the teacher will give individualised feedback on all the work handed in via moodle. The grade for this instrument will be calculated from the arithmetic mean of the three assignments submitted via moodle with the highest marks.
- Group work (50%): Critical reflection essay on a practical case of evaluation processes in school organisations, presented and discussed in class, before the final submission on a date to be determined (maximum 12 pages).
The assessment process throughout the semester, known as continuous assessment, is aligned with the feedback process, to promote progressive and continuous learning, and which is expected to take place informally, in the participatory and active components of the classes, and formally, in individual work and in the presentation and group essay/work.
Continuous assessment requires a minimum mark of 7 in each assessment instrument for approval.
2. Assessment by Exam (100%): for students who choose this mode of assessment or who do not meet the minimum criteria in the modality of Assessment Throughout the Semester. the Final Exam will last 2 hours and will cover all the program content taught over the semester.

Luís Capucha

At the end of the CU students should be able to:
1) recognize and use different types of methodological strategies, mastering its theoretical, methodological and technical requirements, in order to make adequate choices;
2) identify central problems in research design, from problem definition to conceptualisation, operationalization, observation and proposal writing;;
3) write a research and/or intervention project proposal.

1. Research as a producer of knowledge to know and/or to intervene.
1.1. Empirical research as theoretically oriented.
1.2. Research as problem solving: diagnosis, evaluation, intervention.
1.3. Ethics in different types of research.

2. How to design a research project and/or intervention.
2.1. Formulation of the problem and definition of objectives.
2.2. Conceptualization.
2.3. Operationalization and observation.
2.4. Project's design.

3. Methodological strategies.
3.1. Adequacy of the methodological strategies to the objectives of tthe research.
3.2. Extensive research: large surveys, statistical databases, etc..
3.3. Intensive research: case studies, field research, participant observation, ethnographic approach, etc.
3.4. Action research and social intervention.
3.5. Comparative research: objectives and problems of comparison.
3.6. Mixed methods.

The learning process proceeds trough theoretical-practical classes, seminar presentations and debate (which are given prevalence), tutorials and students' autonomous work.

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Evaluation along the semester, comprising the following components:
(a) Class participation and presentation of the research and/or intervention project (35%)
b) Final written work: research project and/or intervention (65%).
OR
Final assessment, consisting of a final written work: research project and/or intervention, complemented with an oral discussion, if the teacher considers necessary (100%).

The evaluation of this course does not include a final exam.

Vitor Hugo Ferreira da Silva

Students that complete this course with success will be able to:
LG1: Theoretically integrate the evolution of HRM practices.
LG2: Use methods and techniques to analyze the need for HR planning.
LG3: Critically approach the design and management of a performance appraisal and incentive system.
LG4: Plan and conduct diagnoses of training needs and induction.
LG5: Know and evaluate recruitment and selection methodologies.

1. HRM: From theory to practice; particular aspects of HRM in school settings
2. Structure, evolution, and planning of HR
3. Recruitment and selection
4. Placement and induction, and organizational socialization
5. Rewards and incentives
6. Performance appraisal
7. Training and Development
8. Working teams management

1. Expository: presentation of the theoretical reference frames;
2. Participatory: analysis and resolution of application exercises, case studies and group work;
3. Active: realization of individual and group works;
4. Self-study: autonomous work by the student, as is indicated in the Class Planning.

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Students may choose one of the following assessment modalities:
1. Periodic evaluation which requires (a) a minimum attendance level of 80%; (b) a written work, in group, preceded by oral presentation and discussion in class (40% of the UC classification); (c) conducting an individual written work (60% of the UC classification). Approval in the UC on a periodic evaluation basis implies obtaining a minimum score of 10 values for each of the evaluation elements.
2. Final exam (100% of UC classification) covering the entire subject of the UC program.

João Sebastião

With the attendance of this curricular unit the students should be able to:
- Know and problematize the conceptual differences between difference and inequality;
- Integrate the debate on difference and inequality in the framework of transformations of contemporary education systems;
- Analyze the impact of massification and multiculturalism on the various dimensions of functioning of the school organization;
- Discuss the difference and inequality in the context of pedagogical and organizational management of schools, against the backdrop of educational policies and the debate on quality, efficiency and equity.
- Analyze different models of pedagogical organization of the school and its relationship with sociocultural diversity.

1. Differences and inequalities in school trajectories
1.1 The school results according to gender, social classes and ethnicity.
1.2 Education systems, schools and teachers in the production of school (in)success.

2 -Processes of implementation of educational policies
2.1 - The micro-policies of school and the central role of school boards
2.2 - The pedagogical organization of the school as a critical element of educational policies.

3 - Organizational models and the dilemmas of diversity
3.1 - Levels of curricular decision and school autonomy
3.2 - Organizational practices and equal opportunities
3. 3- Learning as the centre of organizational action: the challenge of differentiation

Student evaluation will be based on:
a) class participation;
b) debate on work bibliography;
c) a written individual work.
At the end of the semester, each student shall hand in a written work about a topic in the curricular unit's syllabus, in the format of a mainly theoretical short essay, with the possibility of taking as reference an actual problem or case, or of including empirical pertinent information.

Susana da Cruz Martins

This curricular unit will enable students the development of critical skills concerning theoretical and empirical research.
Students who successfully complete this curricular unit shall be able to
Formulate a research problem
Elaborate a literature revision and put theories and empirical evidence to practice so as to formulate testable hypotheses
Develop methods and materials for the hypotheses empirical testing
Analyse results and reject/validate hypotheses
Produce a scientific paper and poster.

In the beginning of this curricular unit, students will be prompted to choose a personal interest topic, which is relevant for the state of the art, as well as a supervisor. With the supervisor, students will:
- Formulate the starting question
- Identify the relevant literature and elaborate a theoretical and empirical revision
- Formulate the research problem and the hypotheses
- Design a study to test the hypotheses
- Create a procedure and the materials
- Carry out the study
- Analyse and interpret the results
- Elaborate the dissertation plan
- Write the dissertation
Throughout this process students will receive important information for the theme of their dissertations and for the conduction of the process itself, as, for example, literature that is relevant for their topic and indications on the design they should use.

Two teaching methods will be used:
(i) dissertation guidance in direct contact with the supervisor in individual sessions or, seldom, in small groups of students whose dissertation topics are very similar;
(ii) attendance of seminars in which each student presents his/her dissertation progress, planned activities, difficulties met, etc. These seminars will focus on the dissertation topic, as well as in the research and writing process.

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The dissertation will be assessed by a panel of judges in public tests, after the supervisor's approval of its conclusion and quality to be presented in public tests. Assessment will be based on the scientific merit of the study and on its theoretical and methodological adequacy.

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In the beginning of this curricular unit, students will be prompted to choose a personal interest topic, which is relevant for the state of the art, as well as a supervisor. With the supervisor, students will:
- Formulate a starting question
- Identify the relevant literature and elaborate a theoretical and empirical revision
- Formulate the research/intervention problem
- Design a study to test the intervention hypotheses
- Create a procedure and the necessary materials for the intervention
- Elaborate the report plan
- Write the report
Throughout this process students will receive important information considering the theme of their projects and how to carry out the project itself, for example relevant literature for their topic and indications on the design they should use.

The project report will be assessed by a panel of judges in public tests, after the supervisor's approval of its conclusion and quality to be presented in public tests. Assessment will be based on the scientific merit of the study and on its theoretical/methodological adequacy.

Maria João Lima

The learning outcomes of the Internship are adapted to each internship and the institution where it is developed. These are:
LO1. To acquire technical skills linked to methods and techniques for action within different kinds of institutions related to the general objectives and learning outcomes of the master's degree;
LO2. To develop research and action-research skills within organizations related to the master's degree;
LO3. To prepare an internship report that reveals analytical reflection of the professional or academic context;
LO4. Develop indicators for recording and evaluating professional practice.

1. Topic and problem of the internship
2. Internship plan
3. Theoretical and methodological framework
4. Methodology of collaborative action research
5. Evaluation
6. Report

Individual report, which contains the following elements:
a) Characterization of the institutional context (history, organization, policies and services, activities, organizational structure and functioning);
b) Framing the internship institution;
c) Description of the activities developed (roles, responsibilities, agents, work processes, methodologies used)
d) Critical and theoretically based conclusions
e) References
The UC does not contemplate the modality of evaluation by Exam.