EduQA News
List of entities with extended accreditation as Resource Centers for Inclusion (CRI) for the 2026/2027 school year.
EduQA informs that the accreditation of the Resource Centers for Inclusion (CRI) has been extended, ensuring the continuity of their intervention and the stability of the responses provided to schools, children and students, families and educational communities.
Acquisition of specialized services for urgent technical support for the digitization and grading of evidence platforms.
The purpose of this procedure is to acquire specialized services for urgent technical support for the digitization and grading of tests for the Institute of Education, Quality and Evaluation (EduQA, IP).
Qualifies Centers: Credit Allocation Schedule 2026/2027
In compliance with the provisions of Order No. 8271/2023, of August 14, as amended, for the 2026/2027 school year, EduQA, IP makes available Circulars No. 2/2026 and No. 3/2026, both of July 28, relating to the allocation of teaching hours, respectively, to school clusters and non-clustered schools promoting Qualifica Centers and to school clusters and non-clustered schools partnering with Qualifica Centers.
Financial Education: Training program for early childhood educators and primary and secondary school teachers.
“Working with the Financial Education Framework and the Financial Education Notebooks as a contribution to their dissemination and implementation in the school context” is the title of the training course that will take place in October, November and December and is intended for early childhood educators and teachers of primary and secondary education.
National PISA for Schools Seminar highlights the role of data in improving learning.
The Caldas da Rainha Cultural and Congress Center hosted the National PISA for Schools Seminar on July 8th, promoted by the Institute for Education, Quality and Evaluation (EduQA). The event brought together around 300 participants, including OECD representatives, researchers, school principals, municipal and intermunicipal officials, teachers, and education specialists, to reflect on the potential of educational data in improving learning and building more sustainable educational policies.