Portugal in PISA: looking beyond the rankings

When PISA results are released, public debate centres on Portugal’s position: has it moved up or down? Is it above or below the OECD average? Such comparisons are understandable, but a place in the rankings quickly becomes a judgement on Portuguese schooling as a whole.

PISA provides valuable information that should be interpreted with caution. A national average brings together very different educational experiences and can conceal inequalities in learning conditions. Having a quiet place to study, someone to ask for help, or support when difficulties arise still makes a difference. Demanding better results means discussing the conditions needed to achieve them.

This is where the debate meets the theme “Pathways without walls: continuity and justice in compulsory education”. Some barriers, such as leaving school early, are visible. Others attract less notice: difficulties that accumulate without support, help interrupted by a change of school, or expectations lowered because of social background.

Ensuring continuity requires coordination between teachers and across educational stages, support through transitions, and opportunities to reconsider educational choices. Who ensures that support follows the pupil? How can a temporary difficulty be prevented from undermining an entire educational pathway?

Improving Portugal’s PISA performance is a legitimate ambition. That improvement should reflect stronger learning and fairer opportunities, supported by decisions about resources, school organisation and pupil support.

The seminar marking the 40th anniversary of Portugal’s Education System Framework Law invites discussion of these questions, placing continuity and justice in compulsory education at the heart of the debate. Beyond Portugal’s place in a table, it is essential to understand the barriers pupils face and discuss how to overcome them.

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