Publication: Next Steps for Education in Four Selected States in Brazil
Date
2003-03
ISSN
Published
2003-03
Author(s)
World Bank
Abstract
Despite an increased economic growth
following the introduction of the Real Plan in 1994, the
poverty rate in Northeast Brazil is not declining at par
with that in other regions, aggravated by the fact that the
Northeastern illiteracy rate, is twice as high as the
national average. This report identifies exclusion from
educational opportunities, suggesting ways to attain
inclusion, based on an analysis of successful experiences,
both in other parts of Brazil, and abroad. The analysis
covers four states, selected on the basis of poverty
incidence, and of educational failure and exclusion, as well
as on the extent to which education authorities at the state
level have expressed interest in educational reform. The
study examines the determinants of educational exclusion,
including that of rural, indigenous, and Quilombo (groups of
slave descendants) children, stipulating there is a clear
need for policymakers to adopt educational approaches that
account for the many different perspectives of the Brazilian
population, including the need to address geographical
isolation, teacher qualification, the preponderance of
over-aged students, and the lack of teaching support
systems. Similarly, the study addresses the education of
young adults, and their need for different education
options, i.e., distance learning, accelerated classes,
external certification, and modular courses. Moreover,
school autonomy, and the financial aspects of education
reform are examined, suggesting a focus on educational
policies that increase educational access for vulnerable
groups, reform of education management, and increased
funding for education, by mobilizing public expenditure
resources, and private sector financing.
Citation
“World Bank. 2003. Next Steps for Education in Four Selected States in Brazil. © Washington, DC. http://hdl.handle.net/10986/14768 License: CC BY 3.0 IGO.”