The conference, under the theme “The Instrumentation and Enactment of Public Education Reform”, accepts proposals focused on the changing nature of public educational reform, the political economy of contemporary reforms, the enactment of these reforms at different policy levels, and their effects in terms of educational equity, practice, as well as on the essence of school leaders and teachers’ work. Papers focusing on alternative approaches to contemporary reforms and education policy innovations are also welcome.
The conference will be held in Barcelona on 15, 16 and 17 June 2022, in person, but with exceptions for online participation. Abstracts should be between 500 and 1000 words. The submission of proposals, which is open until January 15, 2022, can be carried out here.
In the article they present an analysis of the evolution trends of the performance on reading literacy of the Portuguese students of the 4th year of schooling within the scope of the international survey Progress in International Reading Literacy Study (PIRLS) (including ePIRLS in 2016), conducted by the International Association for the Evaluation of Educational Achievement (IEA), taking into account its general data and the respective data for Portugal.
For this purpose, they analysed the reports and databases produced by IEA and by Instituto de Avaliação Educativa (IAVE). The results reveal that, in 2016, Portugal was in the group of participants who registered an average score higher than the central point of the PIRLS scale (500 points) but compared to 2011 that score represented a decrease. It also revealed that in 2011 girls had better achievement than boys, but that difference was practically eliminated in 2016 and that there are no significant differences between the results obtained in PIRLS and ePIRLS. Both in 2011 and in 2016, it was the Ave region that had the best results.
Vítor Rosa, member of the PISA_PT research team, published a new article in Eduser – revista de educação.
Portugal has been participating in several international studies related to student education and learning, carried out by several associations, in particular the International Association for the Evaluation of Educational Achievement (IEA).
One of the most recent is the International Computer and Information Literacy Study (ICILS), which seeks to assess the skills of students in the 8th year of school in Information and Communication Technologies (ICT), focusing on two main domains: Computer and Information Literacy (CIL) and Computational Thinking (CT). In this article we analyze the general results of Portugal and gender differentiation.
We use an interpretive methodology, based on the analysis of reports and databases sought by different organizations. The results show that Portugal is in the group of participants who registered an average score higher than the midpoint of the ICILS scale. It also revealed that there is a gender differentiation in the two domains.
A call for papers, for the final conference of the project REFORMED: Reforming Schools Globally: A Multi-Scalar Analysis of Autonomy and Accountability Policies in the Education Sector, developed at the Autonomous University of Barcelona and coordinated by Antoni Verger, is now open.
