Portuguese High School System: Redesigning with a Student-Centered Approach

Brief

As part of a Design for a Better World exercise, I was tasked with analyzing the high-school education system I studied in. Specifically, I was asked to explain how the system evaluates students, assess the benefits and limitations of these methods, and propose improvements that focus on enhancing the quality of students' educational experiences beyond just test scores. Here’s my perspective.

Context

For a broader audience, it's important to understand that design isn't just about creating beautiful things; it's also about shaping systems and processes to better serve their users. In this analysis, the Portuguese public high school system is considered as a design challenge, with a focus on how it evaluates students, supports their growth, and shapes their educational journey. The system's rigid curriculum, standardized assessment methods, and limited emphasis on critical thinking highlight opportunities for redesigning it to better align with diverse student needs, making education a more user-centered experience.

How the System Works

The Portuguese high school system uses standardized evaluations with a 0-20 grading scale, requiring a minimum score of 10 to pass each subject. This standardization ensures fairness through uniform criteria, helping to reduce bias in assessments. However, the rigidity of this system can cause disengagement, as students who fail more than two subjects are required to repeat the entire year, even if they excel in other areas. This approach can decrease motivation and contribute to higher dropout rates, especially among students whose interests may not align with the limited curricular pathways.

How to Improve the System

To improve this system, greater flexibility could be introduced by allowing students to design their own learning paths through a wider selection of elective courses. This user-centered approach would ensure that students are evaluated on subjects that resonate with their interests, increasing engagement and reducing the likelihood of failure. Additionally, shifting the emphasis from memorization to assessments that promote problem-solving and creativity could foster deeper learning and a stronger sense of ownership over their educational experience.

By prioritizing student-centered learning and the development of critical skills, the system could evolve into one that measures not only academic success but also empowers students with a sense of agency and purpose. This approach reflects the core of design thinking—empathy for the user and a commitment to crafting experiences that truly meet their needs.