From Equity to Containment? A Critical Analysis of Compensatory Education in Portugal
Saved in:
| Title: | From Equity to Containment? A Critical Analysis of Compensatory Education in Portugal |
|---|---|
| Language: | English |
| Authors: | Hélder Ferraz, Tiago Neves, Gil Nata |
| Source: | IAFOR Journal of Education. 2025 13(3):305-338. |
| Availability: | International Academic Forum. Sakae 1-16-26 - 201 Naka Ward, Nagoya Aichi, Japan 460-0008. Tel: +81-50-5806-3184; Web site: http://iafor.org |
| Peer Reviewed: | Y |
| Page Count: | 34 |
| Publication Date: | 2025 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Secondary Education |
| Descriptors: | Foreign Countries, Secondary Schools, Longitudinal Studies, Compensatory Education, Equal Education, Performance Factors, Career and Technical Education, Scores, Academic Persistence, Educational Practices, Administrators, Administrator Attitudes, Social Stratification |
| Geographic Terms: | Portugal |
| ISSN: | 2187-0594 |
| Abstract: | This article assesses the performance differences (2001/02-2015/16) among schools that integrate Portugal's main compensatory education programme -- Territórios Educativos de Intervenção Prioritária (TEIP). Drawing on a mixed-methods approach, the study combines a longitudinal analysis of quantitative educational data with semi-structured interviews conducted with headteachers and TEIP coordinators in 6 secondary schools selected for their contrasting trajectories. Although TEIP schools benefit from greater autonomy and additional human and material resources -- factors often cited as enabling pedagogical innovation and community engagement --, the evidence indicates that school-level outcomes are associated with (a) how autonomy and resources are translated into internal monitoring and organisational routines; (b) the expansion of vocational education, which in some contexts coincides with reduced exam intensity and more limited routes into higher education; and (c) structural inequalities and reputational dynamics that shape intake composition and partnerships. The analysis suggests that TEIP can align with broader changes in the Portuguese educational context; however, an equity-oriented discourse may at times coincide with patterns of social segregation, channelling disadvantaged populations toward less socially prestigious labour-market opportunities. Accordingly, the results are interpreted as associational, not causal, and we note a key data limitation: the absence of comparable school-level indicators on higher-education transitions and long-term employment outcomes. Overall, the study is consistent with the hypothesis that compensatory education, while well-intentioned, may inadvertently reproduce social hierarchies unless accompanied by redistributive, recognition and representation policies that mitigate structural inequalities. These findings raise critical questions about TEIP's transformative potential for upward mobility and social inclusion. |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Accession Number: | EJ1494170 |
| Database: | ERIC |
| Abstract: | This article assesses the performance differences (2001/02-2015/16) among schools that integrate Portugal's main compensatory education programme -- Territórios Educativos de Intervenção Prioritária (TEIP). Drawing on a mixed-methods approach, the study combines a longitudinal analysis of quantitative educational data with semi-structured interviews conducted with headteachers and TEIP coordinators in 6 secondary schools selected for their contrasting trajectories. Although TEIP schools benefit from greater autonomy and additional human and material resources -- factors often cited as enabling pedagogical innovation and community engagement --, the evidence indicates that school-level outcomes are associated with (a) how autonomy and resources are translated into internal monitoring and organisational routines; (b) the expansion of vocational education, which in some contexts coincides with reduced exam intensity and more limited routes into higher education; and (c) structural inequalities and reputational dynamics that shape intake composition and partnerships. The analysis suggests that TEIP can align with broader changes in the Portuguese educational context; however, an equity-oriented discourse may at times coincide with patterns of social segregation, channelling disadvantaged populations toward less socially prestigious labour-market opportunities. Accordingly, the results are interpreted as associational, not causal, and we note a key data limitation: the absence of comparable school-level indicators on higher-education transitions and long-term employment outcomes. Overall, the study is consistent with the hypothesis that compensatory education, while well-intentioned, may inadvertently reproduce social hierarchies unless accompanied by redistributive, recognition and representation policies that mitigate structural inequalities. These findings raise critical questions about TEIP's transformative potential for upward mobility and social inclusion. |
|---|---|
| ISSN: | 2187-0594 |
