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Orientation Education Brazil Nml
Orientation Education Brazil Nml
Orientation Education Brazil Nml
Orientation Education Brazil Nml
Orientation Education Brazil Nml
Orientation Education Brazil Nml
Orientation Education Brazil Nml
Orientation Education Brazil Nml
Orientation Education Brazil Nml
Orientation Education Brazil Nml
Orientation Education Brazil Nml
Orientation Education Brazil Nml
Orientation Education Brazil Nml
Orientation Education Brazil Nml
Orientation Education Brazil Nml
Orientation Education Brazil Nml
Orientation Education Brazil Nml
Orientation Education Brazil Nml
Orientation Education Brazil Nml
Orientation Education Brazil Nml
Orientation Education Brazil Nml
Orientation Education Brazil Nml
Orientation Education Brazil Nml
Orientation Education Brazil Nml
Orientation Education Brazil Nml
Orientation Education Brazil Nml
Orientation Education Brazil Nml
Orientation Education Brazil Nml
Orientation Education Brazil Nml
Orientation Education Brazil Nml
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Orientation Education Brazil Nml

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Orientation Education Brazil Nml

Orientation Education Brazil Nml

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  • Low income = public school = private universities High income = private school = public universities
  • Low income = public school = private universities High income = private school = public universities
  • http://unesdoc.unesco.org/images/0018/001846/184682por.pdf
  • 10 problems http://revistaescola.abril.com.br/pdf/especial-gestao-bx.pdf 1) 2) There’s a figure called “pedagocal orientator” 3) Teachers training. Case: Aracruz 6) Floor and rof / School Board 7) Much harder when it’s State, so much harder for high school. Essencial for monitoting, evaluating and making public policies last ==> PROBLEM: political jobs 8) Again, the problem is political. Ideal: technical + comunity
  • Transcript

    • 1.  
    • 2. SOME RECURRENT CONCERNS
    • 3. Concerns Socioeconomic situation drop out rate age gap quality of education education = better life? education = + equality? education = economic growth? Influence of income filling the gaps finding the gaps private X public university X technical more infra-strucuture X better paid teachers descontinuity of public policies civic society engagement
    • 4. OVERVIEW
    • 5. Overview: structure <ul><li>Fundamental 1 - city government </li></ul><ul><li>Fundamental 2 - city government </li></ul><ul><li>High School - state government </li></ul><ul><li>“ Normal”: 4th year of high school </li></ul><ul><li>Technical programs (public and private) </li></ul><ul><li>Universities (public and private) </li></ul>
    • 6. Overview: years of education
    • 7. Overview: years of education by Region
    • 8. Overview: attendance and income Illustrates the fact that the rate of absence of children at school is connected to the income bracket of their family. It can be seen that between 7 and 14 years of age the data confirms presence at school, whilst between the ages of 15 and 17 the situation changes with a significant contingent still being out of education.
    • 9. Overview: public X private <ul><li>Concentration of enrollments in primary education (88%), and secondary education (80%) in the public system </li></ul><ul><li>In higher education this proportion is inverted with around 70% of the enrollments being in the private sector. </li></ul>
    • 10. Overview: public X private ENEM: In 2008, the average performance of students from private schools was of 56.12%, while the average performance of students from public schools was of 37.27%
    • 11. NUMBERS <ul><li>Indicators </li></ul>
    • 12. Numbers <ul><li>PISA </li></ul><ul><li>Ranks 54º in MATH (among 57 countries) </li></ul><ul><li>Ranks 49º in READING (among 56 countries) </li></ul><ul><li>39,5% of 16 yrs-old haven’t finished fundamental school </li></ul><ul><li>55,1% of 19 yrs-old couldn’t finish high school </li></ul><ul><li>74% of the population can’t understand a simple text (Inaf) </li></ul><ul><li>42,6% high school seniors are above the adequate age average </li></ul>
    • 13. Numbers <ul><li>PISA 2006: Brazil and others BRIC’s </li></ul><ul><li>61% of the students examined in Brazil are below Level 2 in the scale of proficiency in sciences (1 - 6) </li></ul><ul><li>20% in Russia are below Level 2 </li></ul><ul><li>8.7% in China are below Level 2 </li></ul>
    • 14. IDEB <ul><li>Index of Basic Education Development </li></ul><ul><li>From 0 to 10 </li></ul><ul><li>Average 1st to 5th grade: 4,2 </li></ul><ul><li>Average 6th to 9th grade: 3,8 </li></ul><ul><li>Average high school: 3,5 </li></ul><ul><li>Average Rio’s public high schools: 2,8 </li></ul><ul><li>Average Brazil’s private high schools: 5,6 </li></ul>
    • 15. TEACHERS <ul><li>Profile </li></ul>
    • 16. The Teachers <ul><li>67% women (in high school) </li></ul><ul><li>32% non-whit </li></ul><ul><li>54% catholic (less than av. Pop.) and 16% evangelic </li></ul><ul><li>30% are 46+ years old </li></ul><ul><li>25% has 2 + jobs </li></ul><ul><li>90% are satisfeid with their teaching </li></ul><ul><li>63% feel stressed </li></ul><ul><li>25% have burn out syndrome </li></ul><ul><li>21% are satisfied with the profession </li></ul><ul><li>50% have salaries below R$ 720 ($ 420) </li></ul>
    • 17. The teachers’ view <ul><li>WHO’S TO BLAME? </li></ul><ul><li>77%: parents are not present </li></ul><ul><li>70%: student’s are not motivated </li></ul><ul><li>69%: lack of discipline and attention </li></ul><ul><li>State is only mentioned as employer </li></ul>
    • 18. The teachers’ view <ul><li>PUBLIC X PRIVATE </li></ul><ul><li>72%: teacher’s in public schools are social assistents </li></ul><ul><li>38%: “Teachers don’t teach, help survive” </li></ul><ul><li>64%: socioeconomic situation influences learning (in public for worst, in private for better) </li></ul><ul><li>Most has taken training courses, but don’t feel better prepared </li></ul>
    • 19. The specialists’ view <ul><li>More kids in school = youth from former excluded groups = difficult bg = schools and teachers haven’t reviewed their missions and responsabilities </li></ul><ul><li>TEACHERS FEEL POWERLESS AND GIVE UP </li></ul><ul><li>School is not seen as public agent and as an institution </li></ul><ul><li>Carrer of oublic school teacher is obscure and unattractive (low salary, violence, </li></ul>
    • 20. STUDENTS <ul><li>Profile </li></ul>
    • 21. PRINCIPALS <ul><li>Profile </li></ul>
    • 22. Principals <ul><li>98% don’t feel responsible for the school’s low rates </li></ul><ul><li>90% spend more time checking food suply than in class </li></ul><ul><li>64% don’t feel ready for the task </li></ul><ul><li>36% don’t even know the schools performance in oficial tests </li></ul><ul><li>50% don’t go to weekly pedagogical meetings </li></ul>
    • 23. Principals <ul><li>80% are women </li></ul><ul><li>Average 46 years old </li></ul><ul><li>86% come from classes A and B </li></ul><ul><li>43% are pedagogy graduates, 16% are literature graduates ==&gt; former teachers </li></ul><ul><li>21% were nominated by politicians </li></ul><ul><li>50% are in the current school for less than 2 years </li></ul>
    • 24. Who’s to blame?
    • 25. Principals: best practices study <ul><li>Management quality </li></ul><ul><li>Integrated vision </li></ul><ul><li>Organizational atmosphere </li></ul><ul><li>Attention to the goal: know the performance, stablish meta, make team plan </li></ul>
    • 26. ISSUES <ul><li>10 </li></ul>
    • 27. 10 pressing issues <ul><li>Management preparation </li></ul><ul><li>Definition of roles and responsabilities </li></ul><ul><li>HTPC: Time for colective pedacogical work = fiction? </li></ul><ul><li>Internal system evaluation </li></ul><ul><li>Attention to external evaluation (IDEB, Prova Brasil) </li></ul><ul><li>Autonomy + training + acompanhamento + cobrança </li></ul><ul><li>Proximity between schools and D of E </li></ul><ul><li>How principals are chosen </li></ul><ul><li>New teachers + old teachers = diversity </li></ul><ul><li>Continuity of management staff </li></ul>
    • 28. PRO UNI <ul><li>Looking for equality </li></ul>
    • 29. QUOTE SYSTEM <ul><li>Looking for equality </li></ul>
    • 30. INNOVATIVE HIGH SCHOOL <ul><li>Future </li></ul>

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