Said Najati SidkiSaid Najati Sidki

University of Brasilia Brazil.

Higher Education in Brazil:Evolution and Challenges

University of BirminghamMarch 26, 2014

A snap shot of Brazil

• Brazil is now the sixth largest economy in the world.

• Population size more than doubled since 1970 to nearly 200 million. Expected to stabilize at 220 million by 2035.

About 40% of the population is less than 25 years old. • Minimum salary, about 300 USD.• Goverment yearly spending on public education,

around 100 billion USD and is projected to double by 2022, covered in part by expeccted pre-Sal royalties.

A snap shot of Brazil

Looking Back•European discovery of the new country is attributed to the Portuguese navigator Pedro Cabral in April 22, 1500. •A Portuguese colony during the next 300 years untilD. João III of Portugal together with his court escaped to Brazil from Napoleon in 1808, under the protection of the British navy.

Ethnically, the population is formed by descendants of European immigrants, African slaves, indigenous people and later Libanese, Syrian, Japanese immigrants. Inspite of great miscegenation, inequalities have presisted along its history.

Economic development and social welfare revealextremes, both locally and globally within the country.

Important recent assention of 40 million people from poverty into lower middle class.

Capital Brasília

Inaugurated in 1960, in savannah land, not carved out of the jungle. Distance 1.200 km from Rio de Janeiro.

Urban plan by Lucio Costa and arquitecture by

Oscar Niemeyer, both from the Le Corbusie

school. Socialist oriented intentions.

Population at present about 2.5 million.

Number of cars 1.3 million.

Early History of Education

The Jesuit religious order introduced formal

education in Brazil, at first with the purpose of

evangilizing the natives. By 1570 they had

established a number of elementary schools in

different parts of Brazil. Secular public education

was established in 1772.

Early History of Education

The Jesuit religious order introduced formal

education in Brazil, at first with the purpose of

evangilizing the natives. By 1570 they had

established a number of elementary schools in

different parts of Brazil. Secular public education

was established in 1772.

European culture came with the Royal Library of

approximately 60,000 books, transfered

from Lisbon to Rio de Janeiro in 1811.

In 1867, 10% of school age population attended school.

The proportion nowadays is over 90%, yet only

10% have university degrees.

In 1920 the University of Rio de Janeiro, was the first to be created, grouping together the Faculties of Law and Medicine and the Polytechnical School. This was followed by the Federal University of Minas Gerais in 1927, the University of São Paulo in 1934.

University of Brasilia was inaugurated in 1962.

In 1920 the University of Rio de Janeiro, was the first to be created, grouping together the Faculties of Law and Medicine and the Polytechnical School. This was followed by the Federal University of Minas Gerais in 1927, the University of São Paulo in 1934.

University of Brasilia was inaugurated in 1962.

Brazilian Higher Education

• First universities: University of Rio de Janeiro in 1920, University of São Paulo in 1934.

• Modernization of universities started with the creation of University of Brasilia in 1962, right along with the new capital. Next, University of Campinas in São Paulo in

1966.

• In 1951, given the important role of science in WW2, two councils (CNPq, Capes) were established for research and posgraduate study.

Brazilian Higher Education

• First universities: University of Rio de Janeiro in 1920, University of São Paulo in 1934.

• Modernization of universities started with the creation of University of Brasilia in 1962, right along with the new capital. Next, University of Campinas in São Paulo in

1966.

• In 1951, given the important role of science in WW2, two councils (CNPq, Capes) were established for research and posgraduate study.

Undergratuate programs: 30,420 29,376 face-to-face courses 1,044 long-distance learning courses

Total number of admissions: 6,739,689 1,773,315 (26.3%) public 4,966,374 (73.7%) private

Number of freshmen students: 2,346,695Number of senior students: 1,016,713

Growth from 2002 to 2011 Growth from 2002 to 2011 Number of admissions: from 3.5 million to 6.7 millionNumber of graduating students: doubled from 0.5 to 1 million.

Undergratuate programs: 30,420 29,376 face-to-face courses 1,044 long-distance learning courses

Total number of admissions: 6,739,689 1,773,315 (26.3%) public 4,966,374 (73.7%) private

Number of freshmen students: 2,346,695Number of senior students: 1,016,713

Growth from 2002 to 2011 Growth from 2002 to 2011 Number of admissions: from 3.5 million to 6.7 millionNumber of graduating students: doubled from 0.5 to 1 million.

Brazilian Higher Education Brazilian Higher Education in numbers - 2011in numbers - 2011

Geographic Distribution of Higher Education Institutions : 2,365•284 public (12%) •2,081 private (88%)

18.3% in the

Northeast

6.4% in the North

16.5% in the South9.9% in the Midwest

48.9% in the Southeast

Formation of school teachersFormation of school teachers

General agreement on the necessity for change.

Conflict on priorities:

elementary versus higher education

Federal and state universities are treated as government

agencies, therefore have little autonomy and suffer from

government bureaucracy.

Difficulties and ChallengesDifficulties and Challenges

Inspite of 110% increase in basic education during 2001-2010,

increase in higher education has been slow.

The percentage of students 18 to 24 students years of age registered at universities:12% in 2001, then 14,4% in 2010, then 17% in 2011.The last increment is due to new admissions rules.

According to the National Educational Plan for 2001-2010, the federal government´s goal had been 30%.

Research and graduate studies are carried out for the most part in public universities and research institutes, with the exception of traditional Catholic universities.

Research foundations have been created in different states to promote and facilitate research activities.

The most successful has been FAPESP in the state of Sao Paulo; it is guaranteed a fixed percentage of the state budget.

Since CAPES and CNPq are external to the university system, they have been able to maintain coherent scientific policies during a prolonged period. This is one of the main reasons for the growth of scientific research in the country.

Large-scale assessment systems of elementary education have been instituted in recent years by the Ministry of Education.

Regular evaluation of university programs is administerd by CAPES. Some attain the highest score of 7 which indicates quality of international level.

• Higher Education has experienced great growth around

the world. The communication revolution has intensified

both competition and collaboration in all human

endeavors. A process of globalization of education is

under way.

• Brazil has intensified its international engagements. The

response has been extraordinary. Note the multi-faceted

exchange program with the Consortium of Universities

including Birmingham and Nottingham and also the

Brazil Visiting Fellows programme.

INTERNATIONALIZATION

1. Structural Differences.

• Brazilian undergraduate courses are frequently given as 6 hours in-class per week, leaving little time for homework or independent study.

• Transfer of foreign undergraduate diplomas is difficult as it entails making up for the large difference in number of credits .

• Transfer of Masters and Doctoral degrees are easier and depend mainly upon the opinion of expert committees. Additional flexibility in hiring procedures at the doctoral level have been extremely beneficial.

.

• University teachers carry course loads which vary between 10 to 16 classroom hours per week and are also responsible for nontechnical administration of the university.

• Salaries are uniform within Federal and State university systems. Frequent salary negotiations with governments have been disruptive and settled only after lengthy strikes.

2. New Technologies.

•Brazilian universities have been able to incorporate computer technology successfullyin teaching, such as in long-distance programs.

•Will they be able to compete with on-line courses offered by leading institutions abroad, without governmental protection? Of course, it is a problem which transcends Brazil.

Universidade de Universidade de Brasilia.Brasilia.