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Professional shortage in Brazil has highlighted a constant problem, that has always been
ignored by the government throughout the years: education.
Brazil has made huge improvements towards reducing the levels of illiteracy in the country,
decreasing the number of illiterates from 16.3 million in 2000 to 13.2 million in 2012. During
2013 the government saw this reduction stagnate. Even financial incentives like the Bolsa
Familia, which was one of the best bets by the government to improve Brazilian education
levels, has proven to be ineffective and the country is still far from reaching literacy levels
found in other BRIC counterparts like Russia and China.
One of the biggest issues that Brazil faces, mainly due to a poor public education system, is
the fact that nearly 18% of the Brazilian population is functionally illiterate, meaning that
they know words and numbers but are unable to comprehend a sentence or perform a simple
mathematical operation. Perhaps what is most alarming is that according to research by the
Instituto Paulo Montenegro (IPM), related to research company Ibope, 38% of Brazilian
undergraduates are also functionally illiterate.
These figures show how fragile the educational system in Brazil is and the difficulties that the
government still needs to address in order to sustain the growth of the country.
The Brazilian educational system has several deficiencies throughout, but the difference
between students from private and public schools becomes even more aggravated when they
are competing for places at public universities. Different from education at Fundamental and
Secondary levels, public higher education still holds a paramount status, and the competition
for places at renowned universities, especially the Federal ones, is extremely fierce.
In an attempt to address this issue and provide a more balanced chance for the students
coming from public schools, the government created in 2012 a law guaranteeing them 50% of
the places in Federal universities and educational institutions. In addition to this quota,
several universities also reserve a percentage of the places for black, mixed race and
indigenous students.
The government also created a program called Prouni, which grants students from lower
income families partial or total scholarships at private universities. There is also a financing
programme by the Ministry of Education called Fundo de Financiamento Estudantil or FIES,
which allows students to finance the education at low interest rates, which can be used in
addition to Prouni.
However with the increasing number of private universities that offer courses with a rather
questionable quality, it seems that the issue related to education in Brazil is still far from
being resolved, and the country will still continue to struggle with functional illiteracy at
higher education for several years to come.
1 Introduction
Even though Brazil has reached almost universal enrollment in primary education, grade
repetition and school drop-out and push-out are common. As a result, com-pletion rates are
substantially lower than enrollment, and many children abandon school with relatively low
levels of completed education. The problem is partic-ularly acute in poorer neighborhoods.
Lower chances of finding a good job and poverty are some of the consequences of low
educational attainment. As illustrated by Perlman in the late 1960s, parents in the favela
[shantytown] would often tell their children that if they did not stay in school they would end
up as garbage collectors. In July 2003, the city [Rio de Janeiro] opened a competition for 400
garbage collector jobs, and 12,000 people applied. A high school diploma was a prerequisite
for application (Perlman 2003: 13). This paper aims at identifying the major drop-out and
push-out factors that lead to school abandonment in neighborhoods in Fortaleza, Northeast
Brazil. It re-lies on an extensive survey that specifically addressed possible risk factors faced
by the population in these neighborhoods, in particular the youth. The major advan-tages of
the survey are its wide coverage, of both in-school and out-of-school youth,of both genders,
and the wide set of issue s addressed, namely:socio-economic background; education; health
and sexuality; social capital and violence; and employment and economic activity.We are
particularly interested in evaluating the role of early parenthood, child labor and poverty
pushing children out of school. However, those variables are potentially endogenous,first
because there may be determinants of the schooling decision on which we have no
information and are therefore omitted from the set of explanatory variables we consider, and
second because child labor and early motherhood may be determined simultaneously with
school drop-out. We therefore estimate an economic model of school drop-out and push-out
using an instrumental variables method, taking advantage of the rich set of variables in the
dataset.From the question what age do you think is the ideal age to start having sexual
relationships? we derive an identifying instrument for early motherhood, since the belief
about this ideal age is likely to induce variation in the age at which parenthood first takes
place, but it should have no additional direct impact on the probability of leaving school.
Similarly, we use the question what is the minimum monthly salary that you would accept to
work? to instrument the variable child and youth labor. Again, the reasoning is that the
reservation wage is likely to be correlated with whether the child or youth works, affecting
the outcome of interest,whether (s)he attends school, solely through this channel of the labor
decision.
enrollment,and very high rates of grade repetition. In 1997, 23 percent of the students in the
primary education system were bound to repeat a grade at the end of the school year, and
another 4 percent dropped out (unesco , 2006). As a result, the gap
betweenageandgradeislarge,andhighe nrollment rates do not translate into high completion
rates or into a high level of schooling by school leavers. This situation occurs despite
improvements that have been taking place, as the share of children completing eight years of
primary education increased, from below half in 1990 to 72 percent ten years later (Bruns et
al, 2003: 52-54). The school day lasts approximately 4 hours and in many places there are
three shifts in a day (morning, afternoon, and evening). The minimum legal age to work in
Brazil is 16 years, following the ratification in 2001 of International Labor Convention 138
on minimum age for admission into employment.
household, such as the father becoming unemployed, raise the probability that the child will
leave school and enter the labor market; there is a negative unexplained correlation between
attending school and working.Fitzsimons though going back
to the assumption that child labor is the reverse of school attendance, provides further
exploration of the role of income shocks. Going beyond the idea that the current level of household income determines
the probability that the child will abandon school to work, she tests whether also the riskiness
of the household income stream matters. Indeed, child labor could be used by the family as an
insurance mechanism against fluctuations in income, in countries where insurance markets
are underdeveloped. Her results lend support to the hypothesis that child labor has an
insurance role, protecting against earnings volatility at the aggregate (village) level, whereas
idiosyncratic
(household level) risk is handled without resorting to the use of child labor. Pal explicitly
took into account the sequential nature of schooling pro-gression, to estimate a sequential
probit model.
cost of institutes, parents are not interested to educate their children instead they
want their children to work and earn, early marriage, security problems that caused
the drop out of students from polytechnic institutes.
Children having different age and capacities study in a joint classroom, without
adoption of appropriate teaching methods, learning and induce to participate in the
School.Researcher examined that mostly the students who belonged to poor family
background students dropouts, their parents were uneducated and earned less
income that was not sufficient to fulfill their expenses. Researcher also find that
students drop their school due to poor health caused by poor diet and starvation,
distance between their institute and house or from their town, lack of awareness and
lack of teaching staff are common causes of dropouts. Findings of previous studies
shown that inequalities of education system and poor family background also helps in
student dropout . Describing the causes of students dropouts researcher founded
that Distance to schools, bad quality of the education, inadequate school environment
and building, overloaded class rooms, improper languages of teaching, carelessness
of teachers and security problem in girls school, were common causes which increase
school dropouts. In Pakistan there are so many children who leave the schools without
completing their education. With other reasons corporal punishment is one of the
major reasons to contribute high rate drop outs in Pakistan. Open and good
atmosphere increased the chances of students to learn more and lower the students
dropouts Dropout rate increased due to boring environment of school and outsides of
buildings, lack of facilities in school and bad physical atmosphere. Besides other
factor poverty highly contributes to students dropouts
To control the worse satiation of students dropouts from educational institutes Govt
should take some remedial measure, such as
Government should ensure the attendance of teachers in schools to run academic
activities.
Establishment of school with all basic Facilities such as; furniture, electricity, water
and computer and science lab [38].
Establishment of teachers training programs to trained the teacher to compete with
international level of education.
Community awareness seminar should be launch to develop the interest of parent
and students towards study and avoid school dropout.
Abolish Influences external powers from Schools which have adverse effect on
educational system.
Government should establish schools near villages to ensure accessibility of
education for rural population.
There should be free education minimum at secondary level. The Government
should try to support studentswith free coaching materials such as uniforms, free
books, etc., [39,40].
Government should offer scholarships for intelligent and needy students.
Study loan should be offered to provide financial support.
The curriculum should be reviewed and adopted according to the market demand
and international standard.
Trends of early marriages should be abolish
Schools should provide favorable environment for students and makes schools the
place of interest for the student. Environment of School would be interesting and
students feel it as a place of learning as well as relaxation and liberation .
Limitations
This study also faces some limitations, such as time constraints and budget
constraints. Due to these constrains this study cannot include causes of students
dropouts in rural areas and not able to conduct empirical testing.
Future research
Future research can be conduct on large scales to find out the reasons of drop outs. In
future research causesof students dropouts can be checked in special education
institutes and at university level, comparative analysis of causes of students
dropouts in rural areas and urban areas can also be conducted. Moreover, Empirical
testing can enhance the viability of the research in future.
Background Information
Brazil is the largest country in South America and shares a border with very
country on the continent apart from Ecuador and Chile. It is the fifth largest
country in the world and is similar in size to the continental United States.
Divided into 26 states and one federal district , the geography of Brazil varies
significantly by region . The population is around 199 million
People . A disproportionate percentage of the population lives in the Southeast
region of the country and 87 percent lives in urban areas. Brazil has a rapidly
growing economy . Key industries include agriculture, mining,
manufacturing , and the service sectors. Brazil was encountered by
Pedro lvares Cabral in the year 1500 and was soon established as a
Portuguese colony. After centuries of Portuguese rule, Brazil gained its
ndependence in 1822. Brazil went through periods of monarchical, oligarch
ic, populist , and military rule until 1985. It was at this time that the military
regime relinquished its power to civilian leader s. In 1988 a new Constitution
was written and is the basis for modern Brazilian legislation.
Education
The
current
Brazilian education system is based
on the 1988 Constitution,
which highlighted
education as a universal right that
should be promoted and protected by
the government.
In 1996,
Education Bodies
Education in Brazil is supervised by
a system of ministries and
government offices that work
together at the municipality, state and
federal level. Municipalities are
responsible for providing
and regulating early childhood
education. The states and federal
district are responsible for the
educ
ation are not compulsory, but are available for free
at public institutions. Private institutions
are available at all education levels. Private
institutions must be evaluate
d and approved by the
Ministry of Education. The quality
of
primary and secondary schools varies significantly
depending on the individual institution.
Primary Education
Ensino Fundamental
(9 Y
ears; Ages 6
-15)
As of 2010, fundamental education has a duration
of 9 years and is compulsory for children aged
6- 14. Previously, fundamental e
ducation was compulsory at age 7 and only lasted
eight years.
Fundamental education curriculum includes history,
geography, science, mathematics, arts,
Portuguese and physical education.
Leaving Certificate:
Certificado
de Ensino Fundamental
Secondary Ed
ucation
Ensino Mdio
(3 Y
ears; Ages 15
-18)
Curriculum includes at least one foreign language,
philosophy, sociology, Portuguese,
geography, history, physics, chemistry, biology,
mathematics, art and physical education.
Leaving Certificate:
Certificado de Ensino M
dio
(Certificado de Concluso de 2 Grau
)
Vocational Secondary Education
Educao Profissional Tcnica de Nvel Mdio
(3
-4 Years)
After completing
ensino fundamental
, students may choose attend a vocational secondary
school.
The curriculum can inc
lude general as well as specialized vocational
subjects.
Leaving Certificat
Adult Education
In addition to secondary and vocational secondary education, Brazil
offers an adult educa
tion
secondary school diploma for nontraditional students. Students with this qualification may take
university entrance exams.
Higher Education
Educao Superior
Admission to universities in Brazil is based on the completion of
secondary school as well as the
scores on entrance exams. Traditionally, each university had its own
entrance exam, called the
vestibular
. The
vestibular
tests students on a variety of subjects. The exam var
ies by institution.
Brazilian students often take extra courses after the completion of
secondary school to prepare
for the
vestibular
.
Another entrance exam is the
Exame Nacional do Ensino Mdio
(
ENEM
).The ENEM was
launched in 1998 as a means of assessi
ng the
quality of Brazilian education. I
n 2009 the
Brazilian Ministry of Education
established ENEM as the official university entrance exam.
Hundreds of universities are now using ENEM in replacement of or in
addition to their own
vestibular to make admis
sions decisions.
The ent
rance exams are very challenging and acceptance to the best universities
public federal
universities
is very competitive. Traditionally, only students with the means to
afford a private
primary and secondary education were able to obtain the scores
necessary to gain
entrance to
federal universities.
Public secondary schools in Brazil are disproportionately attended by
lower
income students. This has been controversial as not only are the federal
universities known as the
best unive
rsities
they
are also largely free of charge.
In response, Brazil recently passed one of
the most comprehensive affirmative action laws in higher education
history. This law, passed in
2012, will require
that
half of the annual incoming c
lass at each feder
al university matriculate
from public secondary school
s. Affected universities will have four years to implement the
change.
University education in Brazil is divided in two levels: graduao
(undergraduate) and pos
graduao (graduate). University credentials are as follows:
Bachelor
Graduao
(4
-6 Years)
These programs last for 4, 5, or 6 years.
All programs require a final paper or final research.
Leaving Certificate:
Bacharel
;
Licenciado
(teaching diploma)
Specialization Courses
Cursos de esp
ecia
lizao
(Varies)
The specialization courses consist of vocational or professional
programs and are generally not
accredited by the Ministry of Education. These courses are referred to as
wide sense.
Master
Mestrado
(18
-24 Months)
Mestrado
programs are referred to as
s
tricto sensu
(strict sense). The curriculum focuses on
theory and research and a demonstrated ability in a foreign language is
required. A thesis is
mandatory for graduation.
Leav
ing Certificate:
Mestre
Doctor
Doutorado
(4 Years)
In most cases, a
Mestre
is required for admission. For select programs, a student can be admitted
with a
Bacharel
. A thesis or dissertation is required for graduation. The Doutorado is
also
considered
stricto sensu
.