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In this article we present findings from the evaluation study of a nation-wide school renovation programme in Portugal. The aim is to analyse policy implementation, taking into account school community participation, discussing how the programme requirement to involve users in the renovation was met, examining perceptions of the programme’s pedagogical principles and the impact on teaching and learning models. The analysis shows that the upgrading of schools increased pride in and responsibility for the school. But teaching practices in schools remain set in a traditional mould. Tensions remain between the objectives defined at the political level and effective conditions for learning. [ABSTRACT FROM PUBLISHER]

This article describes how the Portuguese National Council for Education initiated a participatory process that gave rise to the development of a ‘public statement’, ‘The Education for Children from Zero to Six Years’. This statement and its 11 recommendations were directed towards the Ministry of Education and called for a shift in support for children from zero to three years (traditionally the responsibility of the Ministry of Solidarity and Social Affairs), from being primarily care-based to being primarily rights-based with an educational focus. This participatory process is described and analysed. It involved broad participation by civil society with representation from a range of stakeholders, including family representatives, professional associations, unions, experts and researchers – all of whom brought their experience, insights and knowledge. This article also describes how, in spite of a change of government, the statement has continued to influence early year educators and policy-makers. Finally, the rationale underlying the statement's 11 recommendations, and the recommendations themselves, are outlined and discussed. [ABSTRACT FROM PUBLISHER]