Overview of the Brazilian Education System.Indd

OVERVIEW OF THE BRAZILIAN EDUCATION SYSTEM MINISTRY OF EDUCATION FEDERATIVE REPUBLIC OF BRAZIL Michel Temer MINISTRY OF EDUCATION | MEC José Mendonça Bezerra Filho VICE MINISTER OF EDUCATION Maria Helena Guimarães de Castro ANISIO TEIXEIRA NATIONAL INSTITUTE FOR EDUCATIONAL RESEARCH AND STUDIES | INEP Maria Inês Fini OVERVIEW OF THE BRAZILIAN EDUCATION SYSTEM BRASILIA-DF OCTOBER / 2016 Anisio Teixeira Naꢀonal Insꢀtute For Educaꢀonal Researsh and Studies (Inep) It allowed the total or parꢀal reproducꢀon of this publicaꢀon, provided the source is cited. EquipE Técnica Diretoria de Estaꢀsꢁcas Educacionais Coordenação-Geral de Controle de Qualidade e Tratamento da Informação Coordenação de Estaꢀsꢁcas Internacionais Comparadas REvisão Assessoria Internacional da Presidência do INEP Diretoria de Avaliação da Educação Básica cooRDEnaÇão DE EDiToRaÇão E puBLicaÇÕEs Clara Eꢁene Lima de Souza Roshni Mariana de Mateus DiaGRaMaÇão Lucas Ribeiro França pRojETo GRáfico Marcos Hartwich Raphael Caron Freitas EDiToRia INEP/MEC – Insꢁtuto Nacional de Estudos e Pesquisas Educacionais Anísio Teixeira Setor de Indústrias Gráficas – Quadra 4 – Lote 327, Ed. Villa Lobos, Térreo CEP 70610-440 –Brasília-DF – Brasil Fone: (61) 2022-3070 <a href="mailto:[email protected]" target="_blank">[email protected] </a>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 naꢀonal territory, most of them along the coast. The Brazilian populaꢀon is very heterogeneous thanks to successive waves of immigraꢀon throughout the centuries which has resulted in a mixed populaꢀon of naꢀve inhabitants, Europeans, Africans and Asians, amongst others. Even so, the country enjoys a remarkable linguisꢀc unity. With the excepꢀon 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 linguisꢀc homogeneity is overlaid by a striking cultural variety and profound economic inequality among the country’s various regions, a situaꢀon that has had a marked effect on the Brazilian educaꢀon 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. 48% white 44% brown 200 million inhabitants 7% black 0.5% yellow 15.6% living in rural areas 42% younger than 24 years old 0.2% indigenous 3The normaꢀve benchmarks of formal educaꢀon in Brazil There are three main normaꢀve references for formal educaꢀon in Brazil: the 1988 Naꢀonal Consꢀtuꢀon, the 1996 Naꢀonal Law of Educaꢀon and the Naꢀonal Plan of Educaꢀon, decreed by the Naꢀonal Congress and approved under Law 13005 of June, 2014. Ministry of Educaꢁon (MEC) Holds overall responsibility for the organizaꢀon of educaꢀon in Brazil and direct responsibility for funding Federal Universiꢀes and Schools. Naꢁonal Council for Educaꢁon (CNE) Establishes norms and core <ul style="display: flex;"><li style="flex:1">Public Sector </li><li style="flex:1">Private Sector </li></ul><ul style="display: flex;"><li style="flex:1">Federal Schools </li><li style="flex:1">Higher Educaꢀon </li></ul>curriculum for all levels of educaꢀon <ul style="display: flex;"><li style="flex:1">Federal Universiꢀes </li><li style="flex:1">Insꢀtuions – subject to </li></ul>recogniꢀon/approval State Department of Educaꢁon Establishes detailed norms for educaꢀon in the state oﬅen through an opꢀonal State Council for Educaꢀon, especially Secondary Educaꢀon. ISCED 2 and 3 Schools must be licensed by State Secretariet ISCED 2 ISCED 3 State Universiꢀes Municipal Department of Educaꢁon Works closely with the State Department, responsible for Elementary Educaꢀon ISCED 0 ISCED 1 ISCED 2 ISCED 0 ISCED 1 ISCED 2 (compulsory educaꢀon – 6-14 years old/ 1st-9th year) 4According to the current educaꢀonal legislaꢀon, it is the responsibility of the Federal Union to co-ordinate the naꢁonal educaꢁonal policies linked to the different levels and systems, to provide technical and financial assistance to the states, the Federal District of Brasilia and the municipaliꢀes for the development of their educaꢀonal systems. That is, to perform a normaꢀve (basis and set of guidelines), redistribuꢀve and supplementary funcꢀons beyond the resource allocaꢀon funcꢀon aiming at reducing regional and social inequaliꢀes. Within this scenario, the federal government is primarily responsible for the provision of higher and professional educaꢀon in the form of federal schools, including universiꢀes, insꢀtuꢀons of higher educaꢀon, technical schools and technological educaꢀon centers. It also supervises the private higher educaꢀon network. It is the responsibility of individual state governments to also provide elementary educaꢀon and, as a priority, upper secondary educaꢀon. According to the Brazilian Federal Consꢀtuꢀon, the Union must invest annually at least 18% of its net revenue from taxes towards the maintenance and development of educaꢀon, while the states, Federal District of Brasilia and municipaliꢀes at least 25% of their net revenue from taxes, including those result- ing from transfers by the Federal government. In addiꢀon to public funds, a 2.5% payroll tax contributes to public educaꢀon financing. The public resources allo- cated to educaꢁon, in 2013, were equivalent to 6% of the naꢁonal GDP. The proporꢀons of educaꢀonal finance are: federal 20%, state 41% and municipal 39%. The organizaꢀon of the Brazilian educaꢀon system In terms of organizaꢀon, the Brazilian educaꢀon system is structured on two levels: basic educaꢀon and higher educaꢀon. Basic educaꢀon consists of three stages: 1) early childhood educaꢀon, which includes provision for children from 0 to 3 years of age (nursery schools) and from 4 to 5 (pre-school); 2) elementary educaꢀon from 6 to 14 years of age and 3) upper secondary educaꢀon, the final stage of basic educaꢀon, with a minimum of three years’ aꢁendance, from 15 to 17 years of age. The educaꢁon is compulsory from pre-school to upper secondary (4 to 17 years old) and free in public schools. 5ISCED 2011 Mapping of the Brazilian Basic Levels of Educaꢁon Professional upper secondary diploma – Subsequent 18Upper secondary diploma Professional upper secondary diploma Upper secondary diploma Year 1 12th 11th 10th <ul style="display: flex;"><li style="flex:1">12th </li><li style="flex:1">12th </li></ul>11th 10th 17 15 11th 10th Professional Educaꢀon at the upper secondary level Teacher Educaꢀon at the upper secondary level Upper secondary educaꢀon 9th 8th 7th 6th 5th 4th 3rd 2nd 1st 11 64 Elementary school ENEM Pre-school ENEM Nursery school 0-3 Pre-primary educaꢀon Source: EducaꢀonGPS 6Monitoring and Evaluaꢀng Brazilian Educaꢀon The Insꢀtuto Nacional de Estudos e Pesquisas Educacionais Anisio Teixeira – INEP (Anisio Teixeira Naꢀonal Insꢀtute for Educaꢀonal Research and Studies) is responsible for collecꢀng data and evaluaꢀng the Brazilian educaꢀonal systems at naꢀonal level. The main acꢀviꢀes of INEP are: (i) development of indicators to measure the capacity of educaꢀonal services, their efficiency, quality and expenditure; (ii) disseminaꢀon of the data to the general public, media and policy- makers; and (iii) development and implementaꢀon of an integrated educaꢀon infor- maꢀon system. Educaꢀon Census Once a year, INEP carries out two censuses: The School Census on Basic Educaꢀon and the Higher Educaꢀon Census. They collect data for planning and implemenꢀng educaꢀonal policies at every level of government. School Census on Basic Educaꢀon The School Census on Basic Educaꢀon is carried out annually at federal level. It collects informaꢀon about all modaliꢀes of basic educaꢀon: early childhood educaꢀon, elementary educaꢀon, secondary educaꢀon, professional educaꢀon and educaꢀon for the young and adults. Since 2007, teacher and student related data has been collected individu- ally. Through the teacher’s quesꢀonnaire, it’s possible to idenꢀfy the adequacy of their level of training and teaching acꢀviꢀes, individualized teaching data, amongst other informaꢀon. The student’s quesꢀonnaire provides informa- ꢀon from the school populaꢀon; idenꢀfy personal data, locaꢀon, the need for specialized educaꢀonal services and/or different locaꢀons of the school, and 7other support services for school development such as provision of school meals and transportaꢀon. The goals of this Census are to provide informaꢀon to analyze, diagnose and plan the Brazilian educaꢀonal system and guide the definiꢀon of policies in order to promote the improvement of quality in educaꢀon. It is also used to subsidize federal government programme such as the School Textbook Distribuꢀon Programme (PNLD), the Naꢀonal School Transport Programme, the Naꢀonal School Meals Programme (PNAE) etc. Higher Educaꢀon Census INEP also carries out the Higher Educaꢀon Census which is the official sta- ꢀsꢀc data base of higher educaꢀon in the country. It collects informaꢀon on undergraduate courses in public and private insꢀtuꢀons of higher educaꢀon on an annual basis. As in the Basic Educaꢀon Census, the unit of data collecꢀon is the individual (student or teacher) which can be grouped by courses or insꢀtu- ꢀon. Besides individual data provided by teachers and students, the Census also collects informaꢀon on the courses, personnel (administraꢀve), financing and infrastructure of the higher educaꢀon insꢀtutes (library, equipment, and other insꢀtuꢀonal resources). Big numbers of 2015 School Census on Basic Educaꢁon Schools Teachers Students 186 thousands 2 millions 49 millions Source: Censo Escolar INEP/Deed 8Naꢀonal Assessments and Evaluaꢀons The Brazilian experience of educaꢀonal evaluaꢀon, taking into account the fact that it is a large conꢀnental country and its federal structure, is character- ized by the implementaꢀon of a set of acꢀon and indicators involving the various parꢀcipants, schools and educaꢀonal systems in the country. INEP is the agency responsible for major educaꢀonal assessments at the naꢀonal level within the structure of Brazilian government: Naꢀonal Assessment System for Basic Educaꢀon (SAEB); Naꢀonal Second- ary Educaꢀon Examinaꢀon (ENEM); Naꢀonal System for Evaluaꢀon of Higher Educaꢀon (SINAES); Naꢀonal Examinaꢀon for Cerꢀficaꢀon of Adult Competen- cies (ENCCEJA) ANA <ul style="display: flex;"><li style="flex:1">ENEM </li><li style="flex:1">SINAES </li></ul>Naꢀonal Literacy Assessment <ul style="display: flex;"><li style="flex:1">ISCED 1 </li><li style="flex:1">ISCED 2 </li><li style="flex:1">ISCED 3 </li><li style="flex:1">ISCED 6 </li></ul>SAEB SAEB (All public schools – “Prova Brasil” and sample of private schools) (sample of schools) The Naꢀonal Assessment System for Basic Educaꢀon (local acronym SAEB – Sistema Nacional de Avaliação da Educação Básica) is the naꢀonal system for evaluaꢀon of the basic educaꢀon (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 overꢀme, considering the exisꢀng condiꢀons of the Brazilian educaꢀon system. 9The Naꢀonal Literacy Assessment (local acronym ANA – Avaliação Nacional da Alfabeꢀzação) 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 conducꢀng assessments of samples of naꢀonal 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. Scienꢀfic procedures are used to ensure reliable naꢀonal and state level sampling Prova Brasil is a naꢀonal 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 aꢂending the last year of primary (ISCED 1) and lower secondary (ISCED 2) levels, every two years since 2005. Both programs are the reference for evaluaꢀon of basic educaꢀon quality at a naꢀonal level. The results provide the data source for the construcꢀon of Basic Educaꢁon Development Index (IDEB), the main indicator of quality of basic educaꢀon in Brazil. The index comprises of the students’ performances in Mathemaꢀcs and Reading and also the approval rates of schools. The index uses the school as the lowest level of aggregaꢀon, which allows analysis for higher levels such as municipaliꢀes, 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 <ul style="display: flex;"><li style="flex:1">2005 </li><li style="flex:1">2007 </li></ul>10 <ul style="display: flex;"><li style="flex:1">2009 </li><li style="flex:1">2011 </li></ul><ul style="display: flex;"><li style="flex:1">2013 </li><li style="flex:1">2015 </li></ul>Up to 3.7 Source: INEP <ul style="display: flex;"><li style="flex:1">3.8–4.9 </li><li style="flex:1">5.0–5.9 </li><li style="flex:1">6.0 or more </li><li style="flex:1">No Ideb </li></ul>The IDEB is used by policy makers and researchers for planning, implementa- ꢀon and evaluaꢀon of educaꢀonal policies. Every municipality has a target index to be achieved during each cycle of IDEB, besides a naꢀonal target index for 2021. The SINAES evaluaꢀon system involves all the insꢀtuꢀons of higher educa- ꢀon in an on-going process. It comprises of a global and integrated evaluaꢀon system for academic acꢀviꢀes consisꢀng of three different processes, namely: (i) Evaluaꢀon of insꢀtuꢀons of higher educaꢀon; (ii) Evaluaꢀon of undergraduate courses of study; and (iii) The Naꢀonal Examinaꢀon of Student Performance (ENADE). 11 As components of one and the same evaluaꢀon system, each of these processes is carried out in different situaꢀons 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 idenꢀfying strengths and weaknesses in areas of study and insꢀtuꢀons, as well as promoꢀng enhanced quality and relevance and, as a result, fostering educa- ꢀon and providing society with informaꢀon related to higher educaꢀon in Brazil. Other aspects to be considered as part of the process of evaluaꢀng insꢀtu- ꢀons include access to addiꢀonal informaꢀon from the Higher Educaꢀon Census, CAPES (Brazilian Federal Agency for Support and Evaluaꢀon of Graduate Educaꢀon) reports and appraisals of graduate programmes, as well as documents for (renew- ing) accreditaꢀon of insꢀtuꢀons of higher educaꢀon and any other data CONAES (Naꢀonal Commission for Higher Educaꢀon Assessment) may consider relevant. Progress of the Brazilian Educaꢀon System Undeniably there has been progress in the Brazilian educaꢀonal system. However, it sꢀll has serious problems, worsened by the strong social inequali- ꢀes that persist in the country. The following charts present some evidences of these two facts: Iliteracy rate of 15+ populaꢁon – Brazil – 1940-2010 60% 56.0% 50% 40% 30% 20% 9.6% 10% 0% <ul style="display: flex;"><li style="flex:1">1940 </li><li style="flex:1">1950 </li><li style="flex:1">1960 </li><li style="flex:1">1970 </li><li style="flex:1">1980 </li><li style="flex:1">1990 </li><li style="flex:1">2000 </li><li style="flex:1">2010 </li></ul>Source: IBGE – Censo Demográfico 1940-2010; elaborated by INEP/Deed 12 Out-of-school populaꢁon from 4 to 17 years old – Brazil, 2014 1000000 900000 800000 700000 600000 500000 400000 300000 200000 100000 0932829 690104 460574 <ul style="display: flex;"><li style="flex:1">265895 </li><li style="flex:1">264020 </li></ul>115553 85250 62237 38803 <ul style="display: flex;"><li style="flex:1">25358 </li><li style="flex:1">26331 </li><li style="flex:1">24307 </li></ul><ul style="display: flex;"><li style="flex:1">18468 </li><li style="flex:1">16139 </li></ul><ul style="display: flex;"><li style="flex:1">4</li><li style="flex:1">5</li><li style="flex:1">6</li><li style="flex:1">7</li><li style="flex:1">8</li><li style="flex:1">9</li><li style="flex:1">10 </li><li style="flex:1">11 </li><li style="flex:1">12 </li><li style="flex:1">13 </li><li style="flex:1">14 </li><li style="flex:1">15 </li><li style="flex:1">16 </li><li style="flex:1">17 </li></ul>Age Source: IBGE – PNAD; elaborated by INEP/Deed Mean Years of Schooling of the 18 to 29 years old populaꢁon by age, family income, region, locaꢁon, color/race – Brazil, 2014 Income top quarꢀle Yellow 12.0 11.6 White 10.7 10.5 10.3 Southeast South Urban 10.3 10.2 Central-West Region Brazil 10.0 9.5 Black Brown 9.4 9.3 North Northeast Rural 9.1 8.2 8.1 8.1 Indigenous Income boꢁom quarꢀle <ul style="display: flex;"><li style="flex:1">0</li><li style="flex:1">1</li><li style="flex:1">2</li><li style="flex:1">3</li><li style="flex:1">4</li><li style="flex:1">5</li><li style="flex:1">6</li><li style="flex:1">7</li><li style="flex:1">8</li><li style="flex:1">9</li><li style="flex:1">10 11 12 13 </li></ul>Source: IBGE – PNAD; elaborated by INEP/Deed 13 Primary schools by type of school – Brazil, 2015 Federal: 0.02% Private: 17.8% State: 10.5% Municipal: 71.6% Source: School Census, INEP/Deed Basic educaꢁon schools by locaꢁon – Brazil, 2015 Rural: 34.7% Urban: 65.3% Source: School Census, INEP/Deed 14 Percentage of schools with internet access by municipality – Brazil, 2015 Above 80% 60 ˫ 80% 40 ˫ 60% 20 ˫ 40% Below 20% NA Source: School Census, INEP/Deed Primary and Secondary Enrolment by disꢁnct school locaꢁon type – Brazil, 2015 Indigenous land 232,108 Land remaining from seꢀlements founded by fugiꢁves slaves 246,404 (quilombos) 398,698 Land reform seꢀlements Prison units 219,991 Insꢁtuiꢁon for deprived 97,025 of freedom <ul style="display: flex;"><li style="flex:1">0</li><li style="flex:1">50,000 100,000 150,000 200,000 250,000 300,000 350,000 400,000 </li></ul>Source: School Census, INEP/Deed 15 Approval rates by level of educaꢁon – Brazil, 2008-2014 100 95 90 85 80 75 70 65 60 55 50 92.7 91.7 92.7 84.8 89.9 87.0 85.1 80.1 84.1 78.7 82.7 77.2 79.9 74.9 80.3 <ul style="display: flex;"><li style="flex:1">2008 </li><li style="flex:1">2010 </li><li style="flex:1">2012 </li><li style="flex:1">2013 </li><li style="flex:1">2014 </li></ul><ul style="display: flex;"><li style="flex:1">ISCED 1 </li><li style="flex:1">ISCED 2 </li><li style="flex:1">ISCED 3 </li></ul>Source: School Census, INEP/Deed Percentage of over-age students for grade by municipality – Brazil, 2015

Overview of the Brazilian Education System.Indd

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