As part of the dissemination of the results of the Equity&Pisa project, the Assembly of the Republic's Science and Education Committee welcomed Gil Nata and Tiago Neves, the researchers responsible for the project and integrated members of the CIIE, to learn about the project's results and conclusions, and to contribute to a constructive transfer of knowledge between academia and policymakers.

The presentation is available for viewing at Canal Parlamento.

Since its creation in 2000, the OECD's Programme for International Student Assessment (PISA) has aimed to provide quality (and comparable) information and analyses on education systems as a way of supporting decision-making processes.

The study, funded by the Foundation for Science and Technology (ref. PTDC/CED-EDG/2124/2020) and conducted at the CIIE between 2021 and 2024, explored the relationship between countries' participation in the OECD's Programme for International Student Assessment (PISA) and changes in levels of educational equity (relative to socio-economic issues). The main objectives included understanding whether participation in PISA contributed to improvements in educational equity, assessing the impact of national educational policies and analysing the perceptions of educational stakeholders about the relationship between PISA and equity.

The study points to a relevant conclusion: 20 years after the start of PISA, the participating countries, with few exceptions, have not been able to significantly improve their equity. In fact, overall, the evolution of equity in the PISA countries has been poor: a slight increase in equality of opportunity and a slight decrease in equality of results. Portugal, for its part, has not managed to significantly improve its results in the different equity indicators since 2000.

More to discover about the results of this project:

- article Change in socioeconomic educational equity after 20 years of PISA: A systemic literature review
- article A long road to educational equity: Tracking trends through PISA 2000–2018
- online sessions of the Final Seminar