Upload
dinhkhanh
View
244
Download
3
Embed Size (px)
Citation preview
OVERVIEW OFTHE BRAZILIAN
EDUCATION SYSTEM
MINISTRY OFEDUCATION
MINISTRY OFEDUCATION
FEDERATIVE REPUBLIC OF BRAZILMichel Temer
MINISTRY OF EDUCATION | MECJosé Mendonça Bezerra Filho
VICE MINISTER OF EDUCATIONMaria Helena Guimarães de Castro
ANISIO TEIXEIRA NATIONAL INSTITUTEFOR EDUCATIONAL RESEARCH AND STUDIES | INEPMaria Inês Fini
OVERVIEW OFTHE BRAZILIAN
EDUCATION SYSTEM
BRASILIA-DFOCTOBER / 2016
Anisio Teixeira National Institute For Educational Researsh and Studies (Inep)It allowed the total or partial reproduction of this publication, provided the source is cited.
EquipE TécnicaDiretoria de Estatísticas EducacionaisCoordenação-Geral de Controle de Qualidade e Tratamento da InformaçãoCoordenação de Estatísticas Internacionais Comparadas
REvisãoAssessoria Internacional da Presidência do INEPDiretoria de Avaliação da Educação Básica
cooRDEnaÇão DE EDiToRaÇão E puBLicaÇÕEsClara Etiene Lima de SouzaRoshni Mariana de Mateus
DiaGRaMaÇãoLucas Ribeiro França
pRojETo GRáficoMarcos HartwichRaphael Caron Freitas
EDiToRia INEP/MEC – Instituto Nacional de Estudos e Pesquisas Educacionais Anísio TeixeiraSetor de Indústrias Gráficas – Quadra 4 – Lote 327, Ed. Villa Lobos, TérreoCEP 70610-440 –Brasília-DF – BrasilFone: (61) [email protected]
3
Brazil is a Federal Republic occupying an area of 8.5 million km², half the land mass of South America. More than 200 million inhabitants are distributed very unequally throughout the national territory, most of them along the coast. The Brazilian population is very heterogeneous thanks to successive waves of immigration throughout the centuries which has resulted in a mixed population of native inhabitants, Europeans, Africans and Asians, amongst others. Even so, the country enjoys a remarkable linguistic unity. With the exception of the approximately 360,000 indigenous people belonging to 219 ethnic groups that speak more than 180 languages, Portuguese is the Brazilian mother tongue.
This linguistic homogeneity is overlaid by a striking cultural variety and profound economic inequality among the country’s various regions, a situation that has had a marked effect on the Brazilian education system. In 2010, Brasilia, the capital city of Brazil, had the highest human development index (HDI) in the country (0.824) while the state of Maranhão had the lowest HDI (0.612). By means of comparison, the Brazilian average is 0.699.
200 million inhabitants
15.6% living in rural areas
42% younger than 24 years old
48% white 44% brown 7% black 0.5% yellow 0.2% indigenous
4
The normative benchmarks of formal education in Brazil
There are three main normative references for formal education in Brazil: the 1988 National Constitution, the 1996 National Law of Education and the National Plan of Education, decreed by the National Congress and approved under Law 13005 of June, 2014.
Ministry of Education (MEC)Holds overall responsibility for the organization of education in Brazil and direct responsibility for funding Federal Universities and Schools. National Council for Education (CNE)Establishes norms and core curriculum for all levels of education
Public Sector
Federal SchoolsFederal Universities
ISCED 2ISCED 3State Universities
ISCED 0ISCED 1ISCED 2
ISCED 0ISCED 1ISCED 2
ISCED 2 and 3Schools must be licensed by State Secretariet
Private Sector
Higher EducationInstituions – subject to recognition/approval
State Department of EducationEstablishes detailed norms for education in the state often through an optional State Council for Education, especially Secondary Education.
Municipal Department of EducationWorks closely with the State Department, responsible for Elementary Education (compulsory education – 6-14 years old/ 1st-9th year)
5
According to the current educational legislation, it is the responsibility of the Federal Union to co-ordinate the national educational policies linked to the different levels and systems, to provide technical and financial assistance to the states, the Federal District of Brasilia and the municipalities for the develop-ment of their educational systems. That is, to perform a normative (basis and set of guidelines), redistributive and supplementary functions beyond the resource allocation function aiming at reducing regional and social inequalities. Within this scenario, the federal government is primarily responsible for the provision of higher and professional education in the form of federal schools, including universities, institutions of higher education, technical schools and technological education centers. It also supervises the private higher education network. It is the responsibility of individual state governments to also provide elementary education and, as a priority, upper secondary education.
According to the Brazilian Federal Constitution, the Union must invest annually at least 18% of its net revenue from taxes towards the maintenance and development of education, while the states, Federal District of Brasilia and municipalities at least 25% of their net revenue from taxes, including those result-ing from transfers by the Federal government. In addition to public funds, a 2.5% payroll tax contributes to public education financing. The public resources allo-cated to education, in 2013, were equivalent to 6% of the national GDP. The proportions of educational finance are: federal 20%, state 41% and municipal 39%.
The organization of the Brazilian education system
In terms of organization, the Brazilian education system is structured on two levels: basic education and higher education. Basic education consists of three stages: 1) early childhood education, which includes provision for children from 0 to 3 years of age (nursery schools) and from 4 to 5 (pre-school); 2) elementary education from 6 to 14 years of age and 3) upper secondary education, the final stage of basic education, with a minimum of three years’ attendance, from 15 to 17 years of age. The education is compulsory from pre-school to upper secondary (4 to 17 years old) and free in public schools.
6
ISCED 2011 Mapping of the Brazilian Basic Levels of Education
Source: EducationGPS
9th
10th
11th
12th
10th
11th
12th
10th
11th
12th
Year 1
8th
7th
6th
5th
4th
3rd
2nd
1st
Elementary school
Spec
ial n
eeds
edu
catio
n Adul
t edu
catio
n
Professional Educationat the upper
secondary levelUpper secondary
educationTeacher Education
at the uppersecondary level
ENEM
Pre-school
ENEM
Nursery school
Pre-primary education0-3
6
11
15
18
17
4
Upper secondarydiploma
Upper secondarydiploma
Professional upper secondarydiploma – Subsequent
Professional uppersecondary diploma
ISCE
D 01
0IS
CED
020
ISCE
D 1
ISCE
D 2
ISCE
D 3
7
Monitoring and Evaluating Brazilian Education
The Instituto Nacional de Estudos e Pesquisas Educacionais Anisio Teixeira – INEP (Anisio Teixeira National Institute for Educational Research and Studies) is responsible for collecting data and evaluating the Brazilian educational systems at national level. The main activities of INEP are:
(i) development of indicators to measure the capacity of educational services, their efficiency, quality and expenditure;
(ii) dissemination of the data to the general public, media and policy-makers; and
(iii) development and implementation of an integrated education infor-mation system.
Education Census
Once a year, INEP carries out two censuses: The School Census on Basic Education and the Higher Education Census. They collect data for planning and implementing educational policies at every level of government.
School Census on Basic Education
The School Census on Basic Education is carried out annually at federal level. It collects information about all modalities of basic education: early childhood education, elementary education, secondary education, professional education and education for the young and adults.
Since 2007, teacher and student related data has been collected individu-ally. Through the teacher’s questionnaire, it’s possible to identify the adequacy of their level of training and teaching activities, individualized teaching data, amongst other information. The student’s questionnaire provides informa-tion from the school population; identify personal data, location, the need for specialized educational services and/or different locations of the school, and
8
other support services for school development such as provision of school meals and transportation.
The goals of this Census are to provide information to analyze, diagnose and plan the Brazilian educational system and guide the definition of policies in order to promote the improvement of quality in education.
It is also used to subsidize federal government programme such as the School Textbook Distribution Programme (PNLD), the National School Transport Programme, the National School Meals Programme (PNAE) etc.
Higher Education Census
INEP also carries out the Higher Education Census which is the official sta-tistic data base of higher education in the country. It collects information on undergraduate courses in public and private institutions of higher education on an annual basis. As in the Basic Education Census, the unit of data collection is the individual (student or teacher) which can be grouped by courses or institu-tion. Besides individual data provided by teachers and students, the Census also collects information on the courses, personnel (administrative), financing and infrastructure of the higher education institutes (library, equipment, and other institutional resources).
Big numbers of 2015 School Census on Basic Education
Schools 186 thousands
Teachers 2 millions
Students 49 millions
Source: Censo Escolar INEP/Deed
9
National Assessments and Evaluations
The Brazilian experience of educational evaluation, taking into account the fact that it is a large continental country and its federal structure, is character-ized by the implementation of a set of action and indicators involving the various participants, schools and educational systems in the country. INEP is the agency responsible for major educational assessments at the national level within the structure of Brazilian government:
National Assessment System for Basic Education (SAEB); National Second-ary Education Examination (ENEM); National System for Evaluation of Higher Education (SINAES); National Examination for Certification of Adult Competen-cies (ENCCEJA)
ANANational Literacy
Assessment
ISCED 1 ISCED 2 ISCED 3 ISCED 6
SAEB(All public schools – “Prova Brasil”
and sample of private schools)SAEB
(sample of schools)
ENEM SINAES
The National Assessment System for Basic Education (local acronym SAEB – Sistema Nacional de Avaliação da Educação Básica) is the national system for evaluation of the basic education (ISCED 1, 2 and 3) in Brazil based on a rigorous sample methodology. It has been carried out on a bi-annual basis since 1993 and assesses the quality of teaching in Brazilian schools by measuring the achievements and performance of students at different stages in their studies and monitors changes in these achievements overtime, considering the existing conditions of the Brazilian education system.
10
The National Literacy Assessment (local acronym ANA – Avaliação Nacional da Alfabetização) is the first component of SAEB. The assessment is carried out every two years of all students enrolled in the third year of the primary level in public schools, covering basic literacy and numeracy.
SAEB has also been regularly conducting assessments of samples of national students from both public and private schools in the last year of primary (ISCED 1), lower secondary (ISCED 2) and upper secondary (ISCED 3) levels. Scientific procedures are used to ensure reliable national and state level sampling
Prova Brasil is a national assessment programme based on student achieve-ment tests implemented as a component of SAEB. The tests are the same from SAEB, however the Prova Brasil is given to all public school students attending the last year of primary (ISCED 1) and lower secondary (ISCED 2) levels, every two years since 2005.
Both programs are the reference for evaluation of basic education qual-ity at a national level. The results provide the data source for the construction of Basic Education Development Index (IDEB), the main indicator of quality of basic education in Brazil. The index comprises of the students’ performances in Mathematics and Reading and also the approval rates of schools. The index uses the school as the lowest level of aggregation, which allows analysis for higher levels such as municipalities, states, regions and the country as a whole. The index scale is from 0 to 10.
Municipal IDEB Averages for primary public schools – Brazil, 2005-2015
2005 2007
11
2009
2013
2011
2015
Source: INEP
The IDEB is used by policy makers and researchers for planning, implementa-tion and evaluation of educational policies. Every municipality has a target index to be achieved during each cycle of IDEB, besides a national target index for 2021.
The SINAES evaluation system involves all the institutions of higher educa-tion in an on-going process. It comprises of a global and integrated evaluation system for academic activities consisting of three different processes, namely:
(i) Evaluation of institutions of higher education;(ii) Evaluation of undergraduate courses of study; and(iii) The National Examination of Student Performance (ENADE).
Up to 3.7 3.8–4.9 5.0–5.9 6.0 or more No Ideb
12
As components of one and the same evaluation system, each of these pro-cesses is carried out in different situations and at different points in the process. They all make use of their own instruments but are coordinated among them-selves. These processes look at specific dimensions and indicators, with the aim of identifying strengths and weaknesses in areas of study and institutions, as well as promoting enhanced quality and relevance and, as a result, fostering educa-tion and providing society with information related to higher education in Brazil.
Other aspects to be considered as part of the process of evaluating institu-tions include access to additional information from the Higher Education Census, CAPES (Brazilian Federal Agency for Support and Evaluation of Graduate Education) reports and appraisals of graduate programmes, as well as documents for (renew-ing) accreditation of institutions of higher education and any other data CONAES (National Commission for Higher Education Assessment) may consider relevant.
Progress of the Brazilian Education System
Undeniably there has been progress in the Brazilian educational system. However, it still has serious problems, worsened by the strong social inequali-ties that persist in the country. The following charts present some evidences of these two facts:
Iliteracy rate of 15+ population – Brazil – 1940-2010
Source: IBGE – Censo Demográfico 1940-2010; elaborated by INEP/Deed
60% 56.0%
9.6%
50%
40%
30%
1940
20%
10%
0%1950 1960 1970 1980 1990 2000 2010
13
Out-of-school population from 4 to 17 years old – Brazil, 2014
Source: IBGE – PNAD; elaborated by INEP/Deed
Mean Years of Schooling of the 18 to 29 years old population by age, family income, region, location, color/race – Brazil, 2014
Source: IBGE – PNAD; elaborated by INEP/Deed
Income top quartile
Yellow
White
Southeast
South
Urban
Central-West Region
Brazil
Black
Brown
North
Northeast
Rural
Indigenous
Income bottom quartile
0 1 2 3 4 5 6 7 8 9 10 11 12 13
12.0
11.6
10.7
10.5
10.3
10.3
10.2
10.0
9.5
9.4
9.3
9.1
8.2
8.1
8.1
1000000
900000
800000
700000
600000
500000
400000
300000
200000
100000
0
690104
264020
8525025358 18468 26331 24307 16139 38803 62237
115553
265895
460574
932829
4 5 6 7Age
8 9 10 11 12 13 14 15 16 17
14
Primary schools by type of school – Brazil, 2015
Source: School Census, INEP/Deed
Basic education schools by location – Brazil, 2015
Source: School Census, INEP/Deed
State: 10.5%
Federal: 0.02%
Municipal: 71.6%
Private: 17.8%
Urban:65.3%
Rural:34.7%
15
Percentage of schools with internet access by municipality – Brazil, 2015
Source: School Census, INEP/Deed
Primary and Secondary Enrolment by distinct school location type – Brazil, 2015
Source: School Census, INEP/Deed
Above 80%60 ˫ 80%40 ˫ 60%20 ˫ 40%Below 20%NA
0 50,000 100,000 150,000 200,000 250,000 300,000 350,000 400,000
232,108Indigenous land
Land remaining fromsettlements founded by
fugitives slaves(quilombos)
Land reform settlements
Prison units
Instituition for deprivedof freedom
246,404
398,698
219,991
97,025
16
Approval rates by level of educati on – Brazil, 2008-2014
Source: School Census, INEP/Deed
Percentage of over-age students for grade by municipality – Brazil, 2015
Source: School Census, INEP/Deed
Below 5%5 ˫ 10%10 ˫ 20%20 ˫ 40%Above 40%NA
50
55
2008 2010 2012 2013 2014
60
65
70
75
80
85
90
95
100
87.0
79.9
74.9
89.9
82.7
77.2
91.7
84.1
78.7
92.7
85.1
80.1
92.7
84.8
80.3
ISCED 1 ISCED 2 ISCED 3
FEDERATIVE REPUBLIC OF BRAZILMichel Temer
MINISTRY OF EDUCATION | MECJosé Mendonça Bezerra Filho
VICE MINISTER OF EDUCATIONMaria Helena Guimarães de Castro
ANISIO TEIXEIRA NATIONAL INSTITUTEFOR EDUCATIONAL RESEARCH AND STUDIES | INEPMaria Inês Fini
OVERVIEW OFTHE BRAZILIAN
EDUCATION SYSTEM
MINISTRY OFEDUCATION
MINISTRY OFEDUCATION