| Name: | Description: | Size: | Format: | |
|---|---|---|---|---|
| 908.86 KB | Adobe PDF |
Advisor(s)
Abstract(s)
Portuguese higher education has changed substantially in recent decades and its demand by non-traditional audiences has been part of this transformation dynamics. Within this large and heterogeneous group of non-traditional students, we highlight international students and, in particular, students from Portuguese-Speaking African countries (PALOP). In the institution where this work was developed, students from these countries represent around 30% of the total number of students (data from 2018). This study was carried out based on a convenience sample made up of nineteen students from PALOP countries and its aim is to clarify the relevance of studying in Portugal; to identify the difficulties experienced by students; to specify formal and informal support and list possible strategies for improving their insertion in polytechnic higher education. The methodology used is of qualitative nature. Preliminary results reveal the identification of some constraints felt in the adaptation period. As for the positive aspects, there seems to remain a vision that fits the optimistic demand for education/training combined with a feeling of prestige associated with the fact of studying in Portugal.
Description
Keywords
Perceptions Portuguese-Speaking African countries Higher Education
Citation
Bergano, Sofia; Novo, Rosa; Prada, Ana Raquel Russo (2020). PALOP students in higher education: the necessary paths of access to academic success. In B. Merrill; C.C. Vieira; A. Galimberti; A. Nizinska (Eds.) Adult education as a resource for resistance and transformation: voices, learning experiences, identities of student and adult educators. Coimbra: Universidade de Coimbra. p. 215-222. ISBN 978-86-80712-40-6