Next Steps for Education in Four Selected States in Brazil
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 twic...
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| Format: | Other Education Study |
| Language: | English en_US |
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Washington, DC
2013
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| Online Access: | http://documents.worldbank.org/curated/en/2003/03/2230519/brazil-next-steps-education-four-selected-states-brazil http://hdl.handle.net/10986/14768 |
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okr-10986-14768 |
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| recordtype |
oai_dc |
| repository_type |
Digital Repository |
| institution_category |
Foreign Institution |
| institution |
Digital Repositories |
| building |
World Bank Open Knowledge Repository |
| collection |
World Bank |
| language |
English en_US |
| topic |
ADDITION ADOLESCENTS AGE GROUP AGE GROUPS AGED BASIC EDUCATION BIOLOGY CHEMISTRY CHILD LABOR CHILDCARE COMMUNITY INVOLVEMENT COMMUNITY PARTICIPATION COMPARATIVE STUDY DEVELOPMENT PROGRAM DISTANCE EDUCATION DROPOUT RATES ECONOMIC DEVELOPMENT ECONOMIC GROWTH EDUCATION EXPENDITURES EDUCATION INDICATORS EDUCATION LAW EDUCATION LEVEL EDUCATION LEVELS EDUCATION OUTCOMES EDUCATION PROGRAMS EDUCATION QUALITY EDUCATION REFORM EDUCATION SECTOR EDUCATION SERVICES EDUCATIONAL ACCESS EDUCATIONAL ACHIEVEMENT EDUCATIONAL MANAGEMENT EDUCATIONAL OPPORTUNITIES EDUCATIONAL OUTCOMES EDUCATIONAL POLICIES EDUCATIONAL QUALITY EDUCATIONAL REFORM EDUCATIONAL RESEARCH EMPLOYMENT ENROLLMENT RATES ETHNIC GROUPS FAMILIES FUNDAMENTAL EDUCATION GENDER DIFFERENCES HOUSEHOLD INCOME HUMAN DEVELOPMENT ILLITERACY INDIGENOUS PEOPLES INSTITUTIONAL FRAMEWORK INSTRUCTIONAL MATERIALS INTERVENTIONS ISOLATION LABOR MARKET LEARNING LEARNING TOOLS LEVEL OF EDUCATION LEVELS OF EDUCATION LITERACY LITERACY MOVEMENT MIGRATION MOTIVATION NATIONAL EDUCATION NET ENROLLMENT PARENTS PARTNERSHIP PHYSICS POOR PEOPLE POSITIVE IMPACT PRIMARY GOAL PRINCIPALS PRIVATE SECTOR PUBLIC EDUCATION SYSTEM PUBLIC EXPENDITURE QUALIFIED TEACHERS QUALITY EDUCATION QUALITY OF EDUCATION REGIONAL INEQUALITIES REPETITION RURAL AREAS RURAL CHILDREN RURAL POPULATION RURAL SCHOOLS SCHOOL ATTENDANCE SCHOOL IMPROVEMENT SCHOOLING SECONDARY EDUCATION SIBLINGS SPECIAL EDUCATION STRATEGIC PLANNING STUDENT PERFORMANCE TEACHER TEACHER ASSOCIATIONS TEACHER QUALIFICATIONS TEACHER TRAINING TEACHERS TEACHING TEACHING PROCESS TEACHING PROFESSION URBAN EDUCATION WORKERS YOUNG ADULTS YOUNG PEOPLE YOUTH YOUTH WORK ACCESS TO EDUCATION VULNERABLE GROUPS INDIGENOUS POPULATIONS RURAL POVERTY EDUCATIONAL REFORM POVERTY INCIDENCE EDUCATIONAL REFORM GEOGRAPHICAL TARGETING DISADVANTAGED GROUPS TEACHER QUALIFICATIONS DISTANCE EDUCATION ACCELERATED COURSES MODULAR TRAINING AUTONOMY EDUCATIONAL FINANCING EDUCATIONAL MANAGEMENT RESOURCES MOBILIZATION PUBLIC EXPENDITURES PRIVATE SECTOR FINANCING |
| spellingShingle |
ADDITION ADOLESCENTS AGE GROUP AGE GROUPS AGED BASIC EDUCATION BIOLOGY CHEMISTRY CHILD LABOR CHILDCARE COMMUNITY INVOLVEMENT COMMUNITY PARTICIPATION COMPARATIVE STUDY DEVELOPMENT PROGRAM DISTANCE EDUCATION DROPOUT RATES ECONOMIC DEVELOPMENT ECONOMIC GROWTH EDUCATION EXPENDITURES EDUCATION INDICATORS EDUCATION LAW EDUCATION LEVEL EDUCATION LEVELS EDUCATION OUTCOMES EDUCATION PROGRAMS EDUCATION QUALITY EDUCATION REFORM EDUCATION SECTOR EDUCATION SERVICES EDUCATIONAL ACCESS EDUCATIONAL ACHIEVEMENT EDUCATIONAL MANAGEMENT EDUCATIONAL OPPORTUNITIES EDUCATIONAL OUTCOMES EDUCATIONAL POLICIES EDUCATIONAL QUALITY EDUCATIONAL REFORM EDUCATIONAL RESEARCH EMPLOYMENT ENROLLMENT RATES ETHNIC GROUPS FAMILIES FUNDAMENTAL EDUCATION GENDER DIFFERENCES HOUSEHOLD INCOME HUMAN DEVELOPMENT ILLITERACY INDIGENOUS PEOPLES INSTITUTIONAL FRAMEWORK INSTRUCTIONAL MATERIALS INTERVENTIONS ISOLATION LABOR MARKET LEARNING LEARNING TOOLS LEVEL OF EDUCATION LEVELS OF EDUCATION LITERACY LITERACY MOVEMENT MIGRATION MOTIVATION NATIONAL EDUCATION NET ENROLLMENT PARENTS PARTNERSHIP PHYSICS POOR PEOPLE POSITIVE IMPACT PRIMARY GOAL PRINCIPALS PRIVATE SECTOR PUBLIC EDUCATION SYSTEM PUBLIC EXPENDITURE QUALIFIED TEACHERS QUALITY EDUCATION QUALITY OF EDUCATION REGIONAL INEQUALITIES REPETITION RURAL AREAS RURAL CHILDREN RURAL POPULATION RURAL SCHOOLS SCHOOL ATTENDANCE SCHOOL IMPROVEMENT SCHOOLING SECONDARY EDUCATION SIBLINGS SPECIAL EDUCATION STRATEGIC PLANNING STUDENT PERFORMANCE TEACHER TEACHER ASSOCIATIONS TEACHER QUALIFICATIONS TEACHER TRAINING TEACHERS TEACHING TEACHING PROCESS TEACHING PROFESSION URBAN EDUCATION WORKERS YOUNG ADULTS YOUNG PEOPLE YOUTH YOUTH WORK ACCESS TO EDUCATION VULNERABLE GROUPS INDIGENOUS POPULATIONS RURAL POVERTY EDUCATIONAL REFORM POVERTY INCIDENCE EDUCATIONAL REFORM GEOGRAPHICAL TARGETING DISADVANTAGED GROUPS TEACHER QUALIFICATIONS DISTANCE EDUCATION ACCELERATED COURSES MODULAR TRAINING AUTONOMY EDUCATIONAL FINANCING EDUCATIONAL MANAGEMENT RESOURCES MOBILIZATION PUBLIC EXPENDITURES PRIVATE SECTOR FINANCING World Bank Next Steps for Education in Four Selected States in Brazil |
| geographic_facet |
Latin America & Caribbean Brazil |
| description |
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. |
| format |
Economic & Sector Work :: Other Education Study |
| author |
World Bank |
| author_facet |
World Bank |
| author_sort |
World Bank |
| title |
Next Steps for Education in Four Selected States in Brazil |
| title_short |
Next Steps for Education in Four Selected States in Brazil |
| title_full |
Next Steps for Education in Four Selected States in Brazil |
| title_fullStr |
Next Steps for Education in Four Selected States in Brazil |
| title_full_unstemmed |
Next Steps for Education in Four Selected States in Brazil |
| title_sort |
next steps for education in four selected states in brazil |
| publisher |
Washington, DC |
| publishDate |
2013 |
| url |
http://documents.worldbank.org/curated/en/2003/03/2230519/brazil-next-steps-education-four-selected-states-brazil http://hdl.handle.net/10986/14768 |
| _version_ |
1764427985897652224 |
| spelling |
okr-10986-147682021-04-23T14:03:16Z Next Steps for Education in Four Selected States in Brazil World Bank ADDITION ADOLESCENTS AGE GROUP AGE GROUPS AGED BASIC EDUCATION BIOLOGY CHEMISTRY CHILD LABOR CHILDCARE COMMUNITY INVOLVEMENT COMMUNITY PARTICIPATION COMPARATIVE STUDY DEVELOPMENT PROGRAM DISTANCE EDUCATION DROPOUT RATES ECONOMIC DEVELOPMENT ECONOMIC GROWTH EDUCATION EXPENDITURES EDUCATION INDICATORS EDUCATION LAW EDUCATION LEVEL EDUCATION LEVELS EDUCATION OUTCOMES EDUCATION PROGRAMS EDUCATION QUALITY EDUCATION REFORM EDUCATION SECTOR EDUCATION SERVICES EDUCATIONAL ACCESS EDUCATIONAL ACHIEVEMENT EDUCATIONAL MANAGEMENT EDUCATIONAL OPPORTUNITIES EDUCATIONAL OUTCOMES EDUCATIONAL POLICIES EDUCATIONAL QUALITY EDUCATIONAL REFORM EDUCATIONAL RESEARCH EMPLOYMENT ENROLLMENT RATES ETHNIC GROUPS FAMILIES FUNDAMENTAL EDUCATION GENDER DIFFERENCES HOUSEHOLD INCOME HUMAN DEVELOPMENT ILLITERACY INDIGENOUS PEOPLES INSTITUTIONAL FRAMEWORK INSTRUCTIONAL MATERIALS INTERVENTIONS ISOLATION LABOR MARKET LEARNING LEARNING TOOLS LEVEL OF EDUCATION LEVELS OF EDUCATION LITERACY LITERACY MOVEMENT MIGRATION MOTIVATION NATIONAL EDUCATION NET ENROLLMENT PARENTS PARTNERSHIP PHYSICS POOR PEOPLE POSITIVE IMPACT PRIMARY GOAL PRINCIPALS PRIVATE SECTOR PUBLIC EDUCATION SYSTEM PUBLIC EXPENDITURE QUALIFIED TEACHERS QUALITY EDUCATION QUALITY OF EDUCATION REGIONAL INEQUALITIES REPETITION RURAL AREAS RURAL CHILDREN RURAL POPULATION RURAL SCHOOLS SCHOOL ATTENDANCE SCHOOL IMPROVEMENT SCHOOLING SECONDARY EDUCATION SIBLINGS SPECIAL EDUCATION STRATEGIC PLANNING STUDENT PERFORMANCE TEACHER TEACHER ASSOCIATIONS TEACHER QUALIFICATIONS TEACHER TRAINING TEACHERS TEACHING TEACHING PROCESS TEACHING PROFESSION URBAN EDUCATION WORKERS YOUNG ADULTS YOUNG PEOPLE YOUTH YOUTH WORK ACCESS TO EDUCATION VULNERABLE GROUPS INDIGENOUS POPULATIONS RURAL POVERTY EDUCATIONAL REFORM POVERTY INCIDENCE EDUCATIONAL REFORM GEOGRAPHICAL TARGETING DISADVANTAGED GROUPS TEACHER QUALIFICATIONS DISTANCE EDUCATION ACCELERATED COURSES MODULAR TRAINING AUTONOMY EDUCATIONAL FINANCING EDUCATIONAL MANAGEMENT RESOURCES MOBILIZATION PUBLIC EXPENDITURES PRIVATE SECTOR FINANCING 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. 2013-08-01T22:41:02Z 2013-08-01T22:41:02Z 2003-03 http://documents.worldbank.org/curated/en/2003/03/2230519/brazil-next-steps-education-four-selected-states-brazil http://hdl.handle.net/10986/14768 English en_US CC BY 3.0 IGO http://creativecommons.org/licenses/by/3.0/igo/ World Bank Washington, DC Economic & Sector Work :: Other Education Study Economic & Sector Work Latin America & Caribbean Brazil |