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CHAPTER 12
Guiding and counselling adults in Portugal: new opportunities for a qualification 233

sources for adult education and training ( )) based on a candidateʼs life
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history.
In addition to a real increase in levels of qualification, RVCC processes
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have shown clear and notable gains ( ), in terms of acquisition of key
competences, such as literacy skills (reading, writing and speaking), e-skills
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(computer and Internet use), learning to learn skills and critical thinking ( )
(Valente et al., 2009). Additionally, use of ICT tools has increased as a result
of taking part in RVCC processes (Lopes et al., 2009). Finally, significant gains
made in terms of aspects relating to the ʻselfʼ (Lopes et al., 2009) are
highlighted, that is, self-esteem, self-confidence and motivating adults to
participate in social life.

12.5. Guidance dynamics in new opportunities
centres

Adherence to the measures laid down in the new opportunities initiative
– ʻAdult strandʼ has led to an unprecedented social movement in adult
education and training in Portugal. As can be seen from Figure 12.1, whether
through new opportunities centres, intended as true entry doors to the national
qualifications system, or through direct access to an education or training offer,
there were almost 1 700 enrolments in the initiative between 2006 and
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2010 ( ).

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( ) See Alonso et al (2001, 2002); Gomes et al. (2006a; 2006b). These key-competences standards
were made considering the European Unionsʼ directives on these issues.
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( ) Data collected via external assessment scheme of new opportunities initiative. Oversight of this
large-scale educational measure is in the hands of a group of national and international experts
who have developed an external, independent assessment scheme. This scheme involves
collection of data on quality levels and impact of the initiative. It also seeks to support self-regulation
of the system in future through application of permanent supervisory instruments.
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( ) The eight key competences assessed result from comparative analysis of the Portuguese key
competences standards used for adult education (Alonso et al., 2001; 2002; Gomes et al., 2006a;
2006b) and the European key competences framework (European Commission, 2007).
( ) The number of enrolments is higher than the number of candidates enrolled, as some adults have
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enrolled several times, especially in modular training. Participation is, however, clear.