The emergence and evolution of compensatory education in theory and practice Weaknesses and possibilities
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Abstract
The end of World War II triggered the need to invest in education to promote development. From the expansion of public policies in education with concerns about equal opportunities to the valorisation of the «local» and cooperation between the different local actors, compensatory education has assumed a «remedial» role of social inequalities. Compensatory education programmes/priority education policies have expanded since the 1960s across the western world. However, criticism of the concept and the disappointing results of the first programmes, coupled with changes in the political framework, led to their discrediting and to disinvestment by political decision-makers. The resurgence of the concept in the 1980s marked a new era for compensatory education, based on decentralization and focused on cooperation between schools and communities as a strategy to combat school and social exclusion. In this article, we revisited the characteristics of compensatory education programmes as well as their main results. Finally, we reflected on the compensatory potential of the programmes, especially the Portuguese programme – Territórios Educativos de Intervenção Prioritária (TEIP).
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