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What’s going on in the Brazilian Higher Education System?

What’s going on in the Brazilian Higher Education System?. Carmem Maia Andreia Santos. Overview. Higher Education in Brazil Higher Education Reform Distance Education Policies for Distance Education Ethnographic Research Online courses. Higher Education in Brazil.

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What’s going on in the Brazilian Higher Education System?

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  1. What’s going on in the Brazilian Higher Education System? Carmem Maia Andreia Santos

  2. Overview • Higher Education in Brazil • Higher Education Reform • Distance Education • Policies for Distance Education • Ethnographic Research • Online courses

  3. Higher Education in Brazil • Number of students per year • Public & private universities (75% private HE) • Profile of the Brazilian undergraduate student • Courses • Market Needs

  4. Higher Education ReformMain proposed points: • Social Responsibility Commitment to academic freedom Promotion of cultural diversity • Characteristics of universities Democratic management of the institutions (social representatives and members of the community)

  5. Main proposed points - continued University autonomy (financial) Increased professional recognition of academics and administrative staff Career Plan • Institutional Development Plan (PDI) Every 5 years (signed commitment to meet and improve educational quality standards; offer increased community services)

  6. Main proposed points - continued Politics of affirmative actions Equal opportunities and social inclusion actions Allocation of racial quotas to HE access 50% of places in public universities ProUni  Increase of funding for public universities 70 – 75%

  7. Controversial Points • Many polemic points:  More autonomy for private universities • Distance Education – New Technologies • Educational bureaucracy  Increase of qualified tutors  Quality standards

  8. 2nd proposal – what has changed? • Reservation of places – 50% to public education; • Distance Education; • Autonomy for private HE; • Community Council – non “punitive”; • 50% HE Institutions faculty = MS (25% PHD); • Evening courses offered by public institutions;

  9. Distance Education in Brazil • More than 50 years • Printed material – literacy – bad quality • From 15 years – web-based • Corporative e-learning • HE and Distance Learning – institutions and courses

  10. Distance Education in Brazil - continued • Main technologies for Higher Education • Virtual Networks • Brazilian Open University

  11. Distance Education – legislation in Brazil  Distance Education has been legally indicated in the “Lei de Diretrizes e Bases da Educação Nacional” (LDB, 1996)- Law for National Education.  Distance Education could be used for fundamental, second and higher education

  12. Policies in Distance Education Formal legalization is still in process: LDB art. 80 – for public discussion- available at MEC’s website • 20% of total amount o hours studied in a course can be taken at a distance; • Face-to-face exams

  13. Digital divide IBGE – Brazilian Institute of Statistical Geography 15.3% Brazilian homes have a computer; 11.4% are connected to the internet Program: Connected PC – cheaper computers (to be launched last April but postponed)

  14. Some more numbers… • Corporate sector: 2 million Brazilians study online • 51 registered courses by MEC – only 90.000 people study online

  15. Distance Education - technologies • Teleduc (made in Brazil, delivered free of charge) • AulaNet – PUCRJ • Blackboard • WebCt

  16. The Experience at Unis@Digital • Institutions have to be “approved and registered by the Ministry of Education” to be able to offer courses • 10 quality indicators used by the committee The institution has to : 1) be integrated with national standards for national HE

  17. Quality indicators 2) Have a project design (with a specific ‘identity’) 3) Have a multidisciplinary team 4) Emphasise communication and interaction between tutor and students 5) Provide quality in educational resources

  18. Quality indicators 6) Provide appropriate infra-structure 7)Have continuous and encompassing course quality evaluations 8) Ideally have partnerships 9) Provide good information about the courses 10) Consider costs for implementation and maintenance of courses

  19. The experience at Unis@Digital 6-month ethnographic experience 1st year undergraduate course – blended learning • Resistance from faculties and students • Face-to-face component • Assessment

  20. Demos Unis@Digital  Anhembi-Morumbi http://www2.anhembi.br/html/ead/ http://www.anhembi.br/unidadeweb

  21. Thank you! Carmem Maia – London Knowledge Lab carmem@anhembi.br Andreia I. Santos – The Open University- UK a.i.santos@open.ac.uk

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