BASIC EDUCATION IN BRAZIL August, 2014. Basic Education in Brazil The organization of basic...

BASIC EDUCATION IN BRAZIL

August, 2014

Basic Education in Brazil

The organization of basic education in Brazil is federative

Each federate entity has:

An executive body: Ministry of Education (Union) Department of Education (State, Federal District and Municipalities)

A regulatory body: Council of Education


Federal Constitution

Law 9394/96 – LDB

Law 11.494/07 – FUNDEB

Law 8069/90 – ECA

Rules of CNE

Federal Legislation


Education as a right

Universal right and duty of the State and family

Social right, to be provided with priority to children and adolescents


Basic Education

School Education

Higher Education

Professionaleducation

ContinuingEducation


Early Childhood and Pre-primary Education

0 to 3 years (age) in early childhood institutions 4 and 5 years (age) in pre-primary schools

Primary education

From 6 years (age), lasting 9 years

Secondary education

Final level of basic education, lasting at least 3 years

Structure of Basic Education


Undergraduate courses

Graduate programs

Extension activities

Sequencial courses

Courses and programs of higher education


Duty of the State and parents or guardians

Right of the child and adolescent

CF de 88 (art.208, I and II) :"I - free and compulsory basic education from 4 (four) to 17 (seventeen) years of age, including his offer guaranteed free for all that had no access to it at the proper age;

II - progressive universalization of free secondary education; "Subjective Public Right: Access to compulsory education (CF, art. 208, § 1º)

Compulsory education


Municipalities:Primary educationEarly childhood and pre-primary education

Estados/DF:Primary educationSecondary education

Union: Coordination of national policy Normative, redistributive and supplementary functions Technical and financial assistance

Responsabilities


Educational Systems at each level of the Federation:

Federal, State and Municipal Systems

Cooperation among systems

Educational Systems


Federal State Municipal

Federal institutions

Private

institutions of higher education

Federal agencies

of education

State

institutions

Municipal institutions of higher education

Private

institutions of primary and secondary education

State agencies of education

Municipal

institutions of basic education

Private

institutions of early childhood and pre-primary

education

Municipal agencies of education

Jurisdiction of educational systems


Management in Schools:

Democratic management in public education

. participation in the elaboration of the pedagogical project

. participation in school councils or equivalent

The appointment of school principals

The autonomy of schools


. Objectives

. Flexibility of organization

. Number of teaching hours

. Curriculum

. Classification and progression

. Evaluation

. Recovery studies

. Control of attendance

Basic education: general characteristics


Objectives

Institutions

Evaluation not aiming promotion

Early Childhood and Pre-Primary Education


. Duration and objectives

. Continued progression

. Portuguese language and bilingualism

. Classroom teaching

. Religious education

. Full-time education

Primary Education


Duration and objectives

Curriculum, methodology and evaluation

Possibility of professional/technical education

Secondary Education


Regular

Special Education

Youth and Adult Education

Types of School Education


For students with special needs (with disabilities or high skills)

Preferably in the regular education schools

Beginning at the early childhood education

Special Education


Adequate educational opportunities to those outside of the proper age

Courses and supplemental examinations

Youth and Adult Education


Possibility of access for all

Regular education or continuing education in specialized institutions or in the workplace

Levels primary, secondary and higher

Professional Education


Age Population Enrollment Sch. Rate0 a 3 10.636 2.255 21,24 a 5 5.686 4.446 78,2

6 a 14 28.670 28.154 98,215 a 17 10. 445 8.795* 84,218 a 24 22.577 6.987** 30,9

Population and School Enrollment -2012(millions)

Source: IBGE – PNAD 2012

(*) Half of the students from 15 to 17 years still studying at primary school.(**) Almost half of students aged 18 to 24 years still studying in basic education.


Level/type Enrollment Administrative Depend. (%)

Public Private

Early Child. 2.730.119 63 37

Pre-primary 4.860.481 75 25

Primary 29.069.281 85 15

Secondary 8.312.815* 87 13

Professional 1.102.661** 40 60

Special 194.421*** 28 72

Y&A Primary 2.447.792 98 2

Y&A Second. 1.324.878 92 8

(*) In high school, 338.390 are studying in integrated vocational education(**) Only subsequent and concomitant professional education(***) Only special schools and special classes. There are 648.921 registrations inclasses of regular schools, 94% of them public.

Source: MEC/INEP – Censo Escolar 2013

Enrollment in Basic Education - 2013


Total Public Private

(percentage)

Early Child. 56.019 58 42

Pre-primary 107.320 74 26

Primary 141.260 84 16

Secondary 27.450 71 29

Y&A 37.060 97 3

Special 4.071 56 44

Professional 4.579 40 60

Schools (position 2013)


Level of Training Number

Primary 6.438

Secondary 534.404

Higher 1.607.181

Total 2.148.023

Teachers (position 2011):


Approval Repetition Dropout

Primary 88,2 9,1 2,7

Secondary 78,7 12,2 9,1

Taxa

Primary – First Grades 15,4

Primary – Last Grades 27,5

Secondary 29,5

Performance Indicators – 2012 (%)

Distortion Age/Grade – 2013 (%)


Funding

Constitutional percentage of tax revenue:

. Federal: 18%

. State and Municipal: 25%

Specific contributions: wage-education

Federative collaboration:

Federal programs: . Textbooks . Feeding . Money directly in the school . School transport


The Quality of School Education

The National Assessment of Education System (SAEB)

The standardized tests

The Index of Basic Education Development (IDEB)


ABC Test - 2012Children at Satisfactory

Level (%)

Literacy of children: 2nd and 3rd grades of primary education(up to age 8)

2nd Gr. 3rd Gr.Reading 26,2 44,5Writing 14,0 30,1Mathematics 14,3 33,3

1997 1999 2001 2003 2005 2007 2009 2011


NP adequado = 200

1997 1999 2001 2003 2005 2007 2009 2011


Satisfactory PL= 275

1997 1999 2001 2003 2005 2007 2009 2011


Satisfactory PL = 300

1997 1999 2001 2003 2005 2007 2009 2011



1997 1999 2001 2003 2005 2007 2009 2011



1997 1999 2001 2003 2005 2007 2009 2011




Mean Reading Mathemat. Sciences

2012 402 410 391 405

2009 401 412 386 405

2006 384 393 370 390

2003 383 403 356 390

2000 368 396 334 375

BRAZIL – PISA Results – 2000 – 2012

2012: OECD average = 497; United States average= 492 Brazil in the 57th position among 65 countries


Primary5th Grade

Primary9th Grade

Secondary3rd Grade

2005 2007 2009 2011 2005 2007 2009 2011 2005 2007 2009 2011

Total 3,8 4,2 4,6 5 3,5 3,8 4 4,1 3,4 3,5 3,6 3,6

Public 3,6 4 4,4 4,7 3,2 3,5 3,7 3,9 3,1 3,2 3,4 3,7

State 3,9 4,3 4,9 5,1 3,3 3,6 3,8 3,9 3 3,2 3,4 3,7

Munic. 3,4 4 4,4 4,7 3,1 3,4 3,6 3,8 - - - -

Private 5,9 6 6,4 6,5 5,8 5,8 5,9 6 5,6 5,6 5,6 5,6

BRASIL – IDEB RESULTS – 2005 - 2011

The means, however, do not report the distribution profile of student outcomes:

In the 5th year of primary education, 60% and 64% do not reachthe expected performance Portuguese and Mathematics, respectively.

In the 9th year of primary education, 73% and 83%, respectively.

In the 3rd year of secondary education, 81% and 90%, respectively.


The National Plan of Education ( 2014-2023) has goals resolve inequities of patterns:

. school infrastructure

. remuneration and development of education professionals

. pedagogical and curricular organization

. educational management

Diversity according to regional cultural differences and conditions and cost of living are not be perceived as inequality or distortion.

Review the financing pattern of basic education, especially the participation of the Union


The Plan establishes an agenda, with guiding principles:

. Demarcation of responsibility for supply and ensuring access

. Characterization of offering quality education:

. Minimum quality standards and guaranteed availability

. Determination of the costs of providing and maintaining

. Determination of the real possibilities of action of each federated entity

. Setting priorities and goals – commitments of governments

. Definition of procedures and strategies for cooperation

. Consolidation of monitoring and evaluation systems


Legislation defining commitments, goals and means: Definition of articulated educational responsibility with operational definition of collaboration system.

Determination on priorities, resources, actions and procedures Evaluation.

Renegotiation of funding


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BASIC EDUCATION IN BRAZIL August, 2014. Basic Education in Brazil The organization of basic...

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