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Education in ...... 11 A Systemic and Inclusive Vision on the Path Towards Universalization with Quality...... 11 The Brazilian Model ...... 13 Consolidation of Advances and New Challenges ...... 14 Basic ...... 17 ...... 20 Other Fronts...... 25 Information Sources...... 27 table of contents Information Sources Information Education inBrazil Basic Education Other Fronts. Higher Education. osldto fAdvances andNewChallenges Consolidation of BrazilianModel The with Quality A Systemic and Inclusive Vision on the Path Towards Universalization ...... 27 24 14 19 17 13 11 11

Brazil Insights Series | Education 7

abstract sa ag siscalne,wihrnfo mrvn h ult fof quality education tousingnewtechnologies like distanceeducation the improving from run which challenges, its as large as is country the in education of size The Brazil’sProduct. Domestic Gross to achieveeffort universal quality funded education, bycurrently 5% of distribution programs. Such impressive figures are teachers. the a result historic of million 2 on Brazil the also world’sruns counts largest public school meal and free textbook additionally which education, basic in country enrolled students million and 52.6 currently are There education. The secondary basic , figures. offering schools impressive private and by public 199,800 marked has is Brazil in Education Education nBraz

Brazil Insights Series | Education 9 policy in 1961. in policy example, professor ’s method was adopted as a public insufficient tomeetthethen existingdemand. that time, primary education was free and provided by the State, education. higher although and education , vocational of Health. of Education 1953, became the independent Ministry of from the Ministry PauloSão (USP). universitiesUniversity the likeof large of creation provided by the family and the State.” education in in Brazil, advances by historic stating remarkable that “education most is the a all right and of shall of be one represented 1934 of education. higher and secondary domestic market was experiencingstrongexpansion. time when large industries were being established in the country and the a at theme, the to dedicated fully ministry a of establishment the from elite. Education. and then, education Health was under-systematized and of restricted to a Ministry small national the created Vargas Getúlio process.recent a is this that Brazil’s GrossDomesticProduct. fundedby 5%of currently education, achieveuniversalquality to effort historic a of result the are figures impressive Such year. a publications million 115 approximately offers which program, distribution textbook free largest the runs also country The 2010. in students million 47 approximately to assistance provided which program, meal school world’spublic the largest boasts Institutions.Education Higher also 2,300 Brazil and education; basic in ; 52.6 million grade of students and 2 millions teachers last the to preschool from offering schools private and public 197,500 Universalization withQuality A SystemicandInclusive Vision onthePath T New teaching methodologies gained ground all over the country. For The 1950s and 1960s were marked by the expansion and improvement of structures initial the for provided decrees presidential first The shows world the in education of the of review However,a Education in Brazil is marked by impressive figures.The country has h euaino The education regulation in of Brazil, until then inchoate, stemmed E DUCAT During the military regime (1964-1985), the educational the (1964-1985), regime military the During It began in 1930, when the then-president the when 1930, in began It I ON The second Republican Constitution Republican second The The The following years witnessed the I N B owards RAZ I Until L At In 11 Brazil Insights Series | Education models used until then were abandoned. During that period, emphasis of education in Brazil was on vocational training. The 1988 Constitution has been the most important milestone for education in Brazil since the 1930s, to the extent that it guarantees quality education for all as a duty of the State and under equal access and permanence conditions. Thus, students of all backgrounds, creeds, genders and ethnicities had guaranteed access to public education. The motto “Education for All”, which was massively disseminated and had a strong repercussion worldwide after the World Conference on Education for All held in Jotiem (Thailand) in 1990, was also implemented with greater emphasis in Brazil, especially after 1994. Various policies aimed to universalize education were adopted. Among the most important 12 was the constitutional amendment of 1995, which clearly defined the educational responsibilities of the Union, states and municipalities as well as the creation of the Fund for the Maintenance and Development of Fundamental Education and Valuation of the Teaching Profession (FUNDEF, in the Portuguese acronym). With the inception of the Fund, states and municipalities began Education to receive enough resources from the Union to ensure universal and for all primary school children aged seven to 14. These and other measures enabled primary education to become virtually universal. Enrollment rate in Brazilian schools (both public and private) was 95.4% in 1999 and 97.6% at the end of 2008. Another significant aspect of the 1990s was the establishment of the first mechanism to evaluate Brazilian education, the so-called “Provão” (Big Test), aimed

Brazil Insights Series | | Series Insights Brazil mainly to evaluate undergraduate courses. The evolution of the results achieved after the establishment of FUNDEF was decisive for Congress to pass, in 2007, a new configuration of the Fund, which now includes funding for preschool and secondary education among the government’s obligations towards education. The Fund for the Maintenance and Development of Basic Education and Valuation of the Teaching Profession (FUNDEB) providing for government financing of preschool and secondary education was established in 2007. The development of secondary and higher education in the past two decades has been quite impressive. In secondary education, the total number of students jumped from 3.8 million in 1991 to 8.4 million in 2008. As for higher education, the overall number of enrolments increased from 3.5 million in 2002 to 5.9 million in 2008. Although the advances of education in Brazil are undeniable, many Year 2003 2002 2004 2005 2006 2007 ore. h fdrl oenet upeet tee investments these supplements government through FUNDEB andstateprograms. federal technical secondary-level The in as courses. well as courses traditional is which in education, offered secondary of completion the to up and children all for education public free funding for responsible are governments higher of institutions private and federal education. quality regards and as accreditations authorizations, assessments issuing for responsible is government federal The Board. Educational an has also systems these and education, primary as well with implementinglocalguidelinesforthesector. as schools, maintaining and establishing services, educational subject. the on the Education, National which Board evaluatesof and sets general rules federative of and private education system at all levels and is a also responsible for coordinating within action. theme, the towards responsibilities different has entities these of each However,governments. municipal vlto i the (Brazil-20022007) Administrative Category in Evolution policiesineducation. government recent of focus main the been have challenges these All barriers. these the of some but are between country the of differences regions different in offered education reducing and diversity, promoting current the faculty, of skills technical the enhancing teachers, new preparing teaching, of quality the overcome.Improving be to need still obstacles 3.887.022 3.479.913 4.163.733 4.453.156 4.676.646 4.880.381 T T otal Brazil adopts a mixed – public-private - educational system. Local system. educational - public-private – mixed a adopts Brazil and preschool for responsible are systems municipal general, In and state federal, the of responsibility the is Brazil in Education he BrazilianModel Thus, the federal government centralizes the public guidelines of % 11,7 7,1 7,0 5,0 4,4 -

F 531.634 574.584 567.101 579.587 589.821 615.542 tts n mncplte ae hre wt providing with charged are municipalities and States ederal umber of Enrollments Enrollments of Number tt ytm o eodr dcto.Ec fof Eacheducation. secondary for systems state % 1,3 6,7 0,9 1,8 4,4 - 415.569 471.661 442.706 477.349 481.756 482.814 State Public % 6,5 6,5 1,2 0,9 0,2 - Municipal 104.452 132.083 126.563 135.253 137.727 142.612 Source: MEC/INEP/DEED crig to According % 21,2 4,4 2,4 1,8 3,5 - 2.750.652 2.428.258 2.985.405 3.260.967 3.467.342 3.639.413 Private % 13,3 8,5 9,2 6,3 5,0 - 13 Brazil Insights Series | Education The educational cycle is divided into four main stages: preschool, primary, secondary and higher education. The set formed by the preschool, primary and secondary levels is known as basic education. The Brazilian educational cycle is complemented by literacy courses for youth and adults as well as by technical and secondary level technical courses. The Educational Cycle Nursery School 0-3 years old Preschool 4 - 5 years old Primary Education 6 - 14 years old * Secondary Education 15 - 17 years old * 14 Higher Education 18+ years old * starting in 2010, preschool will reach students aged four and five. Six year-olds will be enrolled in the first grade of primary education, which will comprise nine years. Since the period 2006 - 2010 is a transition one, students can be enrolled either in preschool or in primary education.

Consolidation of Advances and New Challenges Education Although practically universal - in the case of primary education - and with increasing enrollment rates in other levels, education in Brazil is still on the path to improvement in terms of both technical quality and access. With respect to advances, mention should be made of the increased percentage of students who have completed primary and secondary Brazil Insights Series | | Series Insights Brazil education at the appropriate age, 15 years. In 1997, only one fifth of had completed primary education at the appropriate ages, 15 years. Today, the percentage stands at 47.6%. As for secondary education, less than one fifth of Brazilians had completed their studies at the appropriate age in 1997. This indicator currently stands at 50.2%. To meet the challenge of raising the quality of education in Brazil, in 2007 the Ministry of Education (MEC) launched the Education Development Plan (EDP), with the core objective of promoting the systemic vision of education, i.e., of avoiding the polarizations of the past, when each government used to choose certain priority areas of education to the detriment of others. The proposed model of systemic vision provides for the recognition of links among basic, higher, vocational, technological, and literacy education, which would serve as a basis for enhancing existing educational policies, in addition to reinforcing one another. The intention is to promote as much as possible oio h efrac fmunicipal andstateeducationsecretariats. of monitor theperformance the students’ families to follow their achievement index and public managers The to well. as terms, simple allowing,in thus schoollikegrade, a 10, to 0 from ranges rates passing good boasts and evaluations, the in IDEB is good that which promotes student duly learning demonstrated rates. dropout and passing school on data with Educacenso (annual school census) from and data the evaluations, this collation information of specific through of performance students’ the on aim country. the the in system with school educational (public) and each EDP,at offered education the the of quality within the assessing (IDEB) Index Development and municipalities states throughFUNDEB. of financing the by ensured is plan the of Implementation and, finally, quality social education mobilization in in Brazil. support of education; accountability for actions implemented and not implemented; public involvedin those among collaboration autonomy; individual search for and development differences individual territorial of for promotion individuals; concern among vision; Plan: systemic the the of of pillars guarantee conceptual six under developed were programs These school. graduate to school nursery from - cycle educational the both teachers andtheeducationoffered. of conditions technical the improving to addition in education, universal to education by primary education universalbasic from jump to country enable will the that actions of set a implement to endeavoring are which Union, the and District Federal the states, 26 municipalities, 5,563 of government between continuity of changes, tobeachieved totheextentthattherearegoals by 2021. guarantee full with and manner non-partisan a in programs, government existing among coordination n 07 h Mnsr o dcto cetd h Bsc Education Basic the created Education of Ministry the 2007 In of stages all in programs 40 than more together brings EDP The To be put into practice, the EDP counts on the unrestricted adhesion increasing enrollment in preschool and secondary secondary and preschool in enrollment increasing The index is calculated based calculated is index The Thus, a school with a with school a Thus, 15 Brazil Insights Series | Education Percentage of Students that Complete Preschool (By School Age)

16

Source: PNAD / IBGE Percentage of Students that Complete Secondary Education (by

Education School Age) Brazil Insights Series | | Series Insights Brazil

Source: PNAD / IBGE By creating the IDEB, the Brazilian government undertook a commitment: to increase the national average from the current 4.2 to 6.0 by 2022. This parameter has been defined because it is the one currently achieved by OCDE countries. (5th to 8th grade by 2009 and 6th to 9th grade from2010 onwards). by 2009and6thto9thgrade (5th to8thgrade grades final the in 45.1% and onwards) 2010 from grade 5th to 1st and which 54.9% are in the Brazil, initial of (1st grades to 4th bygrade 2009 in created were 2009, and800morein2010. units assistance 700 Another country. the of regions different in municipalities 470 in schools nursery 497 of construction the for signed were agreements 2008, In 2010. by billion 1.36 $ reach the for equipment of preschool acquisition and the schools’ dailyactivities. for school as nursery well as of infrastructure, improvement construction, the and for funding restructuring federal through secures systems Program municipal in The (ProInfância). System Education Preschool Public the for Equipment of Acquisition and Restructuring EDP,the within established, the government for Program National the from51.4%in2000to74.8%2009. preschool grew in children years-old 5 and 4 of assistance The 2009. in 18.4% to grew between 0 and 3 years old were cared for in children nursery all schools. of This 7.6% 1995, achieved.In numberbe to segment this in assistance show that although increasing, much still needs to be done for universal (IBGE) Statistics and of Institute Brazilian the from Data State, thus explaining why assistance to this age group is still insufficient. Brazilian the of obligation an became education FUNDEB,preschool preschool fourandfive willassistonlychildren aged years. 2006. in passed a to according school, primary of grade first preschool. municipalities. the by operated usually schools, nursery in for cared are children age, education. (infant) preschool as » » Basic Education About 31.8 million students are currently attending primary school in to expected is ProInfância in invested resources of amount The the network, assistance the of expansion the promote to way a As of creation the with 2007, in only that mentioning worth is It Brazil in known is years 6 to 0 group age in children for Education » » Primary Education Primary Preschool From 2010 onwards, all six year-olds will be enrolled in the in enrolled be will year-olds six all onwards, 2010 From Students four to six years old are directed to units called units to directed are old years six to four Students ewe zr ad he yas f of years three and zero Between investment Thus, 17 Brazil Insights Series | Education While attending primary school, students have access to a range of support programs to ensure that they stay in school. Among these are the school meal, free distribution of textbooks, school transport, health promotion in schools and the Bolsa Família (Family Grant) programs. The and Olympiads also serve as incentives for students to focus on the study of the two disciplines. Concern about the quality of life and the professional development of teachers is among the Ministry of Education’s priorities. The qualification of teachers, which has been under the responsibility of the Coordination for the Improvement of Higher Education Personnel (CAPES) since 2007, seeks to create synergy between public and federal technical schools through training courses. To this end, the 18 government has established the National Teacher Training System, which offers teachers classroom courses in the Federal Institutes of Technological Education, or distance courses provided by the Open of Brazil (UAB). The number of teacher training scholarships totaled 2,321 in 2008. The public bid for 2009 aims to reach 17,892 scholarship recipients.

Education Places are also offered to municipal and state public system teachers through the Freire Platform, with a view to assisting teachers who do not have a university degree, or who have a degree in an area other than that they teach in. Places are in federal or state public institutions of higher education are offered free of charge. Through the National Teacher Training Program, 49,800 teachers will be attending a university by December 2009. In the first half of 2010, the Ministry of Education

Brazil Insights Series | | Series Insights Brazil will offer close to 80,000 new jobs. The Ministry of Education estimates that by the first half of 2011, all teachers with no degree or a degree in an area other than the one they teach in will have access to the university. Investment in training is estimated at $ 1.13 billion in the period 2009 to 2011. Employees from the technical and administrative areas of public education institutions can also attend distance technical courses within the scope of the Pro-employee program. Qualification is provided in four areas: school management; didactic multimedia; school meals; and environment and maintenance of school infrastructure. An old demand of Brazilian teachers, the unified minimum wage is now provided for in the Federal Constitution. States and municipalities have until the end of 2010 to pay all primary and secondary school teachers the floor of $ 609.92 for a 40-hour week workload. The benefit applies also to retirees and pension holders in the area of education. consists of learning units atfederal,stateandmunicipal level. learning consists of offered in both classroom and distance settings. sequential undergraduate, and graduate extension courses, which can be sector. private the to belong others the and public are 249 which of institutions, educational 2,300 in enrolled million by 2011. teacher training. and practices, teaching improvement, and development management knowledge into practice. education secondary integrate to is goal schools.The technical their in initiative transfers federal government funds to the states, to be The invested education. vocational to integrated systems public education secondary expand and modernize and networks and state technological strengthen to aim the with 2007, in created was assisting500,000students. 354unitscapableof consist of and Scientific Technological Professional, Education, federal as schools this is group of known, will programs. of Network Federal the doctorate 2010, to of end the technical from ranging courses, several District. Federal the and states all in establishments 227 into unfold which Education, of Institutes Federal 38 in enrolled amendment. constitutional a by reversed was situation This courses. technical with jointly offered be not could enrollments. in increase the behind education. primary of lines same the along teachers, of qualification professional policies are FUNDEB. the textbooks,distribution byof access to school provided meals, and resources the by guaranteed and school in stay to students encouraging at aimed sector, the for policies specific to attributed be also can increase This 1991. in million 3.8 to compared school, secondary attending are students million Today,8.4 education secondary has increased in recent years in relation to the past. Higher Education » ihr dcto i Bai crety oss . mlin students million 5.4 boasts currently Brazil in education Higher The Brazil Profissionalizado (Professionalized Brazil) program Brazil) (Professionalized Profissionalizado Brazil The factors relevant the of one also is education vocational Secondary in enrollment education, primary of universalization the With » Secondary Education Secondary The The goal is to contribute funds on $535,71 the order of Federal works,funds are used in infrastructure ni 20, eodr education secondary 2006, Until h emn scmoe fof composed is segment The Today, 225,000 students are students Today,225,000 Public higher education These units offer units These mn these Among By 19 Brazil Insights Series | Education Higher Education – Total Number of Distance Courses

20

Education Source: 2000 – 2007 Higher Education Census

International Universities (Federal)

University Mission Headquarters UNILA – Federal Latin American Foz do Iguaçú Brazil Insights Series | | Series Insights Brazil University of Latin Integration (Paraná) American Integration UNILAB – Federal Integration with University of Portuguese- Redenção Portuguese-speaking African-Brazilian () African countries Integration UNIAM – Federal Integration of Amazon Santarém University of Amazon Countries (Pará) Integration UFFS – Federal University Promote the integration Chapecó (Santa of the Southern Frontier of MERCOSUR countries Catarina)

All Brazilian federal universities enjoy educational, scientific, administrative as well as financial and asset management autonomy. ihr dcto (F ad NVS) te salsmn o 131 of by establishment campuses the UNIVASF), and (UFT of education institutions other higher two of consolidation the besides - operation in already - universities new 10 of creation the include These 2003. since promoting socialinclusionanddiversity. students to access universities,of both public as private, with the aim of extension education. teaching, research and indivisibility of also They follow the principle of mzn nerto (NA) ad h Fdrl oten Frontier Southern Federal University the (UFFS) and (UNIAM); Integration Amazon Integration of University Federal the character; Portuguese-African-Brazilian international of both (UNILAB), of University and Federal (UNILA) Integration the American Latin of University Federal the Student Assistance Plan (PNAES) to ensure their stay in the university.the in stay their National ensure to (PNAES) Plan Assistance the Student on count can education higher of institutions federal in by 2012. investment, forthe program areexpectedtobeearmarked actions.other among policies, assistance and inclusion students’ of expansion the as well as methodologies, teaching-learning of updating the and courses undergraduate of review reorganization the including the structures, academic promoting of also is government The programs. evening in availablevacant places, places and increasing particularly the number of Ministry Education of their own restructuring plans, which include filling thisnumber couldriseto 234,000. Program, the in participating not (UNIPAMPA,UFFS) institutions UFABCand 2012 is 227,000, compared to 107,000 available in 2003. courses. undergraduate in in 18:1 90% of of ratio student-teacher rate a and completion courses; average undergraduate an classroom 2012: of end the by achieve in stay and to access universities. students’ federal Universities promote Federal to aim Brazilian the with of (REUNI), Expansion and Restructuring the universities hasthereforerisenfrom43in2003to592010. of » At federal level, a host of actions to expand access have been held been have access expand to actions of host a level, federal At the increase to is education higher to regard with priority Federal Low-income students enrolled in classroom undergraduate courses undergraduate classroom in enrolled students Low-income the to submit university federal each that requires program The In 2007 Education the launched Ministry of the Program to Support » T eEouino Access he Evolution of Funds on the order of $ 4.88 billion, including costs and costs including billion, 4.88 $ of order the on Funds

02 wt te rain f fu uieste namely universities four of creation the with 2012, , the latter founded in September 2009. The overall goal of the program is to gradually gradually to is program the of goal overall The h etmt ubr f sho pae for places school of number estimate The Considering the The The number 21 Brazil Insights Series | Education Students are entitled to housing, food, transportation, healthcare, digital inclusion, culture, sports, childcare and pedagogical support. Actions are carried out by the universities themselves, which are responsible for monitoring and evaluating the students’ development. Another alternative to democratize access to higher education in Brazil is the University for All Program (PROUNI), launched in 2004. Through the Program, low-income students receive full or partial scholarships in private institutions of higher education. Participating universities are granted tax exemption. Since its inception, the PROUNI has awarded 900,000 scholarships. Of the overall number of students assisted, 45.70% have declared themselves as Afro-descendant or mulatto. 22 »» Research Academic research in Brazil is performed in public and private universities at undergraduate and graduate levels. The Coordination for the Improvement of Higher Education Personnel (CAPES) plays an instrumental role in the expansion and consolidation of stricto sensu Education graduate courses (masters’ and doctorate degree programs) in all Brazilian states. Among CAPES’ main lines of action are the evaluation of the courses offered, access to and dissemination of scientific production, investment in the high level training of human resources - both locally and abroad -, and the promotion of international cooperation. Other government agencies as relevant as Capes involved in the promotion of in Brazil include the National Council of Scientific and

Brazil Insights Series | | Series Insights Brazil Technological Development (CNPq) and the Agency for the Financing of Studies and Projects (FINEP), at federal level, and the Foundation for the Support of Research of the State of (FAPESP), one of the 22 state science support institutions currently existing in the country. Since 1981, Brazil has increased the publication of scientific articles in high-level international journals by an average of 8% a year, having ranked 13th in the Web of Science in 2008. Among the most widely published subjects are agribusinesses, new energies, biotechnology, and biogenetics. A law providing for tax incentives to promote partnerships between corporations and universities was passed in 2007, aiming to bring the academia closer to the private sector in the field of scientific research. The law establishes criteria for intellectual property rights, in addition to allowing companies that invest in research to receive tax teachers in Brazil. available. also are graduates. for executives, education managers and other professionals continuinginvolved in basic degree, education as university well a have as not do and schools education basic in public working already are who teachers those for training initial provide courses. specific 400 over with Universities, State 25 and Institutes Federal 14 universities, federal 47 involves program education. distance through teachers school public to programs and courses education higher of offer the interiorizing and increasing and classroom both distance environments. in and colleges, community 14 of the collaboration with institutions, state 28 and federal are 48 which of Education, states. 21 courses education higher public quality and charge of free state and municipal school teachers without a university degree, through public for CAPES,intended by is run Teachersand 2009 in introduced Education Basic of Development the for Plan National The schools. and levels initiatives aimed to leads build bridges educational between federal universitiesEducation and public of all Ministry the them, on among synergy create resources to seeks and efforts focuses which Science (SBPC)aswell. research societies accredited by the Brazilian Society for the Progress of or scientific 5.0 evaluationprocesses. include MEC Beneficiaries the in higher of grade a achieve and and courses graduate courses offer that universities cooperation graduate academic sensu foster stricto to programs. in aim exchange the international with and Studies, Higher Schoolof the 2006 in among established Brazil and countries, level Portuguese-speaking regional at integration promote which universities, andForeignand Development, Industry Trade. Technology,and , of ministries the from experts of for the incentives, research projects need to be approved by a committee the tax exemption the higher the company’s right to research. Torights. qualify property to proportional inversely exemptions » The Open University of Brazil is another federal initiative aimed at initiativeaimed federal another is Brazil Universityof Open The education, Brazilian of vision systemic the of standpoint the From In the international area, in addition to the four above mentioned above four the to addition in area, international the In » Support for thePublicSchool for Support The courses are taught in 76 Public Institutions of Higher of Institutions Public 76 in taught are courses The h poet s aae b CPS n cn ae fr all for cater can and CAPES by managed is project The Some 200,000 students, including teachers and other There are currently 2 million public basic education basic public million 2 currently are There Specific courses for courses Specific h pirt i to is priority The Thus, the lower the Thus,

offered in offered The The 23 Brazil Insights Series | Education education professionals, will be assisted in 2009 through courses offered by UAB. The goal is to train at least 600 000 by 2011.

»» Distance Education Higher distance education is the newest Brazilian frontier in education. This is the area of greatest interest to new students, which can be explained by the flexibility in terms of schedule and place of study. Students can fulfill the required workload in accordance with their needs. The quality of the courses offered is also improving. The first university program was offered at the Federal University of in 1995, and since then the sector has reaped the rewards in terms of both number of students and quality of programs. 24 Results of the 2000-2007 Higher Education Census show that the number of courses offered has grown 40-fold in the period, having jumped from 10 in 2000 to 408 in 2007. Enrollments, in turn, increased 240% in the period. The number of enrolments increased from 1,600 in 2000 to 369,000 in 2007. This evolution is accompanied by a significant improvement Education in students’ achievement. According to the results of the National Examination of Students’ Performance (ENADE), in seven of the 13 areas where students in classroom education can be compared with those in distance education (business administration, biology, social , , mathematics, , and tourism), students attending distance education courses did better than those in classroom settings. Distance learning is regulated by the Ministry of Education through Brazil Insights Series | | Series Insights Brazil the Quality Benchmarks, a set of guidelines for the development of evaluation instruments specific for the accreditation of institutions and classroom support centers, in addition to recognition and authorization to operate.

Other Fronts

In addition to initiatives related to basic and higher education, several actions are implemented by MEC focusing on other components of the educational cycle. Among them, special mention should be made of the following programs: 33 PROINFO – The Ministry of Education is currently developing a series of actions targeted at the digital inclusion of students across the country. Digital coverage is seen by MEC as another key instrument for the proper evolution of education. Therefore, public $ 1=R$1.68 2010: 6, December of rates exchange the on based is book This divided into105,000classes. basis. acquisition voluntary a on program the in work the to grants receive coordinators training coordinators, and continuing class meals. school and students, Resources for and transportation materials, school initial and teaching teachers transfers. of the literacy finance financial District of to Federal through the allocated states, are municipalities, the in seniors and and teaching adults at aimed youths, initiatives supporting by rate illiteracy national 3 using theLinux operatingsystem. training and deployment education world’sinitiativein the is largest students.school primary of coverage 93% a ensuring thus computers, million 1.1 of distribution the with assisted be will schools70,000 2010, of end the by And 2009. in established be will computers. 591,000 totaling schools, rural content. and urban in established educational were labs IT 52,000 special 2008, and 2006 and training teacher students, with school public by technologies communication to access ensure to designed program, PROINFO the on count now schools 3 trt Bai - Brazil Literate In 2008, 1.5 million students were enrolled in the Program, Program, the in enrolled were students million 1.5 2008, In Literacy teachers, translators/ interpreters and class and interpreters translators/ teachers, Literacy h porm otiue t rdc the reduce to contributes program The Another 35,000 laboratories laboratories 35,000 Another The program program The Between

25 Brazil Insights Series | Education

Education Brazil Insights Series | | Series Insights Brazil 27

INFORMATION sources Culture esearch esearch on Education, R ational National Institute of Educational Studies eixeira eixeira T enter Center of Studies and oordination Coordination for the Improvement of Higher Education nísio Anísio esearch nformation on public policies to ensure the rights of children and nformation for teachers, students, parents and families, and government.and families, and parents students, nformationteachers, for I I Personnel www.capes.gov.br Library; information on and statistics. evaluations; research funding and 2022-6210 (61) +55 / 2022-6209 (61) +55 Office: Press scholarships; course INEP – CAPES - and R www.inep.gov.br education. and higher on basic statistics Census and other 2022-3000 (61) +55 Office: Press [email protected] C – MinistryME of Education http://portal.mec.gov.br adolescents. 3035-1900 +55 (61) Office: Press Action Educational www.acaoeducativa.org.br policies. educational involving events on Newsletters 3151-2333 +55 (11) Office: Press CENPEC – Press Office: +55 (61) 2104-8591 +55 (61) Office: Press forFINEP - Agency ofFinancing the Projects and Studies www.finep.gov.br//imprensa/sala_imprensa.asp Public bids, results of public bids, and news on research Brazil. promotion in 2555-0252 (21) +55 Office: Press Fund Children’s Nations UNICEF – United www.unicef.org/brazil/pt ction Action and Community www.cenpec.org.br projects. programsand related informationon library;and digital Agenda; 2132-9000 +55 (11) Office: Press Public Sector Sector Public 28 Brazil Insights Series | Education

INFORMATION sources www.unicamp.br F [email protected] [email protected] P +55 ( www.unipampa.edu.br F Press Office: +55 (61) 3321-6341 with governments, other entities andcivil society. dialogue the in institutions education higher federal represents Officially www.andifes.org.br Education Institutions – ANDIFES Civil Society andAcademia TechnologicalPress Office: +55 612108-9000 and Scientific www.cnpq.br of Council Development National – CNPq Press Office: +55 (61) 2022-7518 portal.mec.gov.br/cne policies. Education on national education adviseCounselors of the Ministry CNE – ress Office: +55 (19) 3521-5135 iest fCampinas ederal University of iest fPampa ederal University of 53) 3247-4549 National Education Board – National scaino Peiet fof Presidents of Association abro Higher Education Chamber of F ederal Higher ederal

Secretariat for Social Communication Presidency of Republic of Brazil