The mass schooling process in Portugal: a unique pathway?
Bibliographic record
Abstract
This paper aims to highlight the uniqueness of the mass schooling process in Portugal, marked by a very late start and a rapid expansion since the last quarter of XX century, reinforced by the European agenda of the last decades (Education and training 2010 , 20020). It aims, also to identify the challenges that the country faced in the field of equity in education. This work is based on the analysis of legislation associated with compulsory schooling and in national and international statistics related with the evolution of success of Portuguese students in national exams and PISA. The analysis of these results took into account several sociodemographic variables (family background, region, social support). The study shows that the universalization of basic education took place in Portugal at the end of the 20th century, but currently there is a growing convergence with reference standards set for European space of education and training (preschool rates , literacy levels, early school leaving, lifelong learning). The recent economic and financial crisis in the country has caused an inversion in the very positive tendencies verified in the country regarding education, but , in the last years the progressive tendencies were renewed and we are experiencing a quick move to the goals of Education and Training 2020 agenda and having a relevant growth of Portuguese results in PISA. Equity and school success problems still remain , with strong links with social and regional inequalities, in spite of the existence of some governmental programs to overcome these issues.
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How this classification was reachedexpand
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.008 | 0.005 |
| Meta-epidemiology (narrow) | 0.006 | 0.005 |
| Meta-epidemiology (broad) | 0.005 | 0.002 |
| Bibliometrics | 0.006 | 0.007 |
| Science and technology studies | 0.003 | 0.005 |
| Scholarly communication | 0.004 | 0.002 |
| Open science | 0.010 | 0.002 |
| Research integrity | 0.006 | 0.007 |
| Insufficient payload (model declined to judge) | 0.001 | 0.007 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; both teacher heads agree on what is shown here.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".