PREPARATION AND PERCEIVED APTITUDE IN HIGHER EDUCATION IN PORTUGAL
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Abstract
The transition from upper secondary education to higher education is a critical moment in students’ educational trajectories in Portugal, within a context of diversified pathways and ongoing reforms in vocational training. This study examines the association between the type of secondary‑education pathway completed and, at the moment of entry into higher education, students’ perceived preparation and sense of aptitude among those from Scientific‑Humanistic and Vocational Education tracks. Based on a national sample of 1,044 students already enrolled in higher education, we applied association and group‑comparison tests (Chi‑square and Mann–Whitney), as well as binary and ordinal logistic regression models. The results suggest that students from Vocational Education show a higher probability of reporting “fully adequate” preparation (OR = 2.17) and of feeling “fully capable” (OR = 1.79), although with small effect sizes. In contrast, students from the Scientific‑Humanistic track concentrate more frequently in intermediate response categories, indicating less positive perceptions and greater initial ambivalence. Drawing on reports from the OECD, European Commission, Eurydice and Cedefop, implications for education policy are discussed, with particular emphasis on school guidance and articulation between levels of education. Overall, the findings indicate that secondary‑education pathways are associated with the subjective experience of transitioning into higher education, although with limited magnitude.
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