Sílvia Almeida, Maria do Céu Roldão, Eva Gonçalves, Susana Batista, Maria João Carvalho (2017)

Against the backdrop of increasingly decentralised education systems and the growing recognition of the reflective teacher, this study examines the role of the Curriculum Project as an instrument for contextualised curriculum management in schools. Drawing on qualitative research carried out within the Curriculum Monitor and ESCXEL projects, the findings suggest that the prescriptive nature of these documents and the limited tradition of school autonomy constrain their strategic value. Nevertheless, participation in collaborative networks emerges as a promising means of strengthening contextualised curriculum practices.

2017 Edition

David Justino and Rui Santos (Coordination). Isabel Beatriz, Leonor Gramaxo, Liliana Pascueiro, Luísa Franco, Maria João Carvalho, Mónica Tomaz, Regina Santos, Sílvia de Almeida, Susana Batista (2017)

Concluding the research programme launched in 2014 through the partnership between CICS.NOVA and EPIS, this edition of the Atlas of Education consolidates and expands previous findings on the influence of social and local contexts on the Portuguese education system. Based on the premise that educational outcomes are shaped by multiple interacting factors and that similar causes may produce different effects depending on territorial scale and regional context, the study adopts a dynamic, longitudinal approach across different stages of schooling, providing a robust cartographic tool to support evidence-informed educational policy.

2016 Update

David Justino, Helena Pires, Liliana Pascueiro, Luísa Franco, Rui Santos, Sílvia Almeida (2017)

This edition of the Atlas of Education explores the influence of gender, socio-economic context and school organisation on the Portuguese education system, highlighting a persistent female advantage at higher levels of education alongside increasing territorial disparities. In addition to confirming the strong influence of families' educational capital on student achievement, the study identifies teacher workforce stability as the organisational factor most strongly associated with success in national examinations.