Reducing Schooling Inequality in Brazil PDF Download

Author: Carlos Eduardo Vélez
Publisher:
ISBN:
Category :
Languages : en
Pages :

View

Book Description
The objective of this paper is to explore the interplay between schooling and demographics in Brazil. We would like to provide a preliminary answer to the question of how long will improvements in schooling of younger cohorts take o change the distribution of educational endowments of the total labor force. This answer depends on two factors. The first is the demographic composition of the working age population - the weight each cohort has in the 16 to 70 year old population. The second is the distribution of schooling within each cohort - its average educational level and the inequality within each cohort. These two factors - demography and education by cohort - define the average educational level and the distribution of education for the working age population in any given year. This paper takes a standard demographic projection and makes various hypotheses about the evolution of education - both the mean and inequality. According to these hypotheses, we will calculate how long improvements in the schooling of successive cohorts take to translate into significant improvements in the schooling of the working age population. Our results are somewhat pessimistic. We calculate that even very strong departures from the observed trend will take many years or decades to translate into significantly different educational endowments for the working age population. In other words, we show that demographic inertia is a strong factor preventing changes in educational endowments in periods shorter than a few decades.

Author: Rocio Garcia-Carrion
Publisher: Frontiers Media SA
ISBN: 2889636062
Category :
Languages : en
Pages : 127

View

Book Description
Educational inequalities have strongly impacted disadvantaged and underservedpopulations such us indigenous, Roma, migrant children, students with disabilities,and those affected by poverty. A wide array of research has contributed toexplaining the mechanisms and effects of inequalities in the achievement patterns,dropout rates, disengagement in the school experiences of children and youthtraditionally excluded. Research also suggests the negative consequences for childdevelopment – including cognitive, language, and social–emotional functioning – ofpoverty and lack of quality education in the early years. Consequently, the currentunequal access to optimal learning environments for every single child to succeedin education and to have a better life perpetuates the exclusion and neglects theright to education for those minorities. This Research Topic aims at moving beyondcauses and shed light upon effective solutions by providing successful pathways forintegration and inclusion of the learners most heavily affected. Scholars worldwide are looking for successful actions with children, youth, andcommunities of learners historically underserved to overcome educational andsocial exclusion. These transformative approaches go beyond the deficit thinkingand are grounded in theories, empirical evidence, and multidisciplinary interventionsoriented towards achieving social impact, which refers to the extent to which thoseactions have contributed to improve a societal challenge. The international networkof “Schools as Learning Communities” is advancing knowledge on deepening andexpanding the impact of what has been defined as Successful Educational Actions(SEAs); that is, those interventions that improve students’ achievement and socialcohesion and inclusion in many diverse contexts, regardless the socioeconomic,national, and cultural environment of schools. Drawing on the evidence generated by this network of researchers to address the globalchallenge of inequality by studying educational actions oriented towards achievingsocial impact and potentially transferrable to other contexts, this Research Topic aimsat deepening on this approach. In short, our purpose is that the contributions includedin this Research Topic contribute to reduce educational and social inequalities andespecially benefit those populations most in need.

Author: Marta Arretche
Publisher: Springer
ISBN: 3319781847
Category : Social Science
Languages : en
Pages : 371

View

Book Description
This book presents multidisciplinary analyses of the historical trajectories of social and economic inequalities in Brazil over the last 50 years. As one of the most unequal countries in the world, Brazil has always been an important case study for scholars interested in inequality research, but in the last few decades has brought a new phenomenon to renew researchers’ interest in the country. While the majority of democracies in the developed world have witnessed an increase in income inequality from the 1970s on, Brazil has followed the opposite path, registering a significant reduction of income inequality over the last 30 years. Bringing together studies carried out by experts from different areas, such as economists, sociologists, demographers and political scientists, this volume presents insights based on rigorous analyses of statistical data in an effort to explain the long term changes in social and economic inequalities in Brazil. The book adopts a multidisciplinary approach, analyzing the relations between income inequality and different dimensions of social life, such as education, health, political participation, public policies, demographics and labor market. All of this makes Paths of Inequality in Brazil – A Half-Century of Change a very valuable resource for social scientists interested in inequality research in general, and especially for sociologists, political scientists and economists interested in the social and economic changes that Brazil went through over the last two decades.

Author: Dorte Verner
Publisher: World Bank Publications
ISBN:
Category : Education
Languages : en
Pages : 50

View

Book Description

Author: OECD
Publisher: OECD Publishing
ISBN: 9264596097
Category :
Languages : en
Pages : 238

View

Book Description
The Education in Brazil: An International Perspective report was developed drawing on internationally comparative data on education in Brazil, in particular the extensive range of data collected by the OECD through its surveys. The experiences of other countries and how they have tackled challenges similar to those now faced by Brazil, along with the insights from consultations with key national experts, also inform the analysis.

Author:
Publisher: World Bank Publications
ISBN: 9780821358801
Category : Business & Economics
Languages : en
Pages : 308

View

Book Description
What makes Brazil so unequal? This title looks at this question and shows how inequalities weaken Brazil's economic development and what are the best policy options to reduce this inequity.

Author: Nancy Birdsall
Publisher: IDB
ISBN: 9781886938038
Category : Business & Economics
Languages : en
Pages : 588

View

Book Description
Fundamental changes in Brazilian economic policy in the mid-1990s have dramatically slowed inflation and set the stage for sustained growth. These gains provide the opportunity to turn to other social and economic problems overshadowed for years by the country's macroeconomic problems. Among the most important issues on the agenda is education. Opportunity Foregone: Education in Brazil offers a frank and thorough assessment of the country's educational performance and the resulting social costs. It identifies necessary reforms and the barriers to reform. The book's 18 studies examine a wide variety of key issues regarding the economics of education in Brazil.

Author: Dorte Verner
Publisher:
ISBN:
Category :
Languages : en
Pages :

View

Book Description
Breaking the intergenerational transmission of poverty requires far-reaching actions in the education sector. Widespread poverty affects both students' performance and their availability to attend school. Low-quality education leads to low income, which in turn perpetuates poverty. Furthermore, low levels of education affect growth though low labor productivity. Although Paraiba, Brazil suffers from a history of educational neglect, the state has recently made significant gains in primary enrollment; 93 percent of the children aged 7-14 are enrolled in school. However, 30 percent of the population aged 15 and older are illiterate and, unfortunately, it is not only the older generations that cannot read and write: 15 percent of children aged 10 to 15 are illiterate. However, substantial achievements in education have helped the extremely poor segment of population as much as expected. Probit analyses reveal that education attainment is the single most important poverty-reducing factor. All levels of education from primary to tertiary are significant and negatively associated with the probability of being poor.

Author: Izabel Costa da Fonseca
Publisher:
ISBN:
Category :
Languages : en
Pages :

View

Book Description
Access to schooling, both at the K-12 and higher education levels, has been dramatically expanded in Brazil since the late 1990s. Part of the disadvantaged population that had been previously excluded from the educational system, such as black students, those coming from low-income backgrounds, and those who need to work while studying, are much more likely now to attend secondary school and, to a lesser extent, higher education institutions. However, access to more years of education is not the same as access to the same quality of education, nor is it a guarantee of equal life opportunities for lower social class youth. The three articles in my dissertation analyze factors in the educational system that could define the educational and economic outcomes for some students — those coming from lower socioeconomic backgrounds — differently from the outcomes of their counterparts from higher socioeconomic backgrounds. My research examines how structural factors in the Brazilian educational system may act to maintain inequality even as the system incorporates increasing numbers of low socioeconomic young people into schools and higher education institutions. I do not focus on social mobility directly, but rather more indirectly by examining some of the "mechanisms" of school and higher education systems that could influence social and economic mobility for lower social class males and females in the Brazilian context. In my first paper, I analyze the trends in parental education achievement inequalities in Brazilian K-12 schools in the period 1995 to 2015 — a period of great lower and upper secondary enrollment expansion, and I estimate the role that parental education school segregation among Brazilian states and across time plays in this increase in achievement inequality. My second paper continues to investigate how educational structural factors can contribute to academic inequality in Brazilian schools, by looking at how opportunity to learn (OTL), as measured by teacher reports of the proportion of the curriculum completed, influences the learning outcomes of children studying at K-12 public schools in two recent years, 2007 and 2015. I use a cross-subject empirical strategy, fitting student fixed effects models that analyze whether a student's performance in Portuguese and mathematics relative to the mean performance at one's school is associated with differences in the curriculum covered by teachers in Portuguese and mathematics. Also, I investigate whether the associations between curriculum covered and student achievement vary according to students' sex and socioeconomic background. I In my third paper, I analyze how the structure of the higher educational system in Brazil affects lower income male and female students' earnings and occupational opportunities. My analyses estimates the impact of attending a more selective (as measured by average entrance test score) or higher cost institution on students' earnings. I do the analysis across a selected number of fields of study and across the entire range of institutions attended by students in each field. To identify the effect of institutional selectivity on earnings, I use propensity score matching for students attending proximate selectivity quintiles of higher education institutions within each field of study. My results show that there are fields in which students who attended the most selective (highest quintile) institution compared to students with similar SES and entry test scores who attended a second quintile institution have significantly higher earnings in the labor force. However, the effects are much more consistent across fields at the bottom of the institutional selectivity spectrum. Students who attended fourth quintile institutions are more likely to earn significantly higher earnings than students who could have done so but instead attended a bottom quintile institution. These results have important implications for public sector subsidies for low-income students attending private higher education institutions (essentially all the bottom 40% selective of higher education institutions are private in Brazil).

Author: Sieglinde Jornitz
Publisher:
ISBN: 9783319934433
Category :
Languages : en
Pages :

View

Book Description
This handbook focuses on and compares the education systems in the three Americas: North, Central and South America, and includes a chapter on most countries in the region. The chapters follow a common structure and include schematic diagrams of the structure of mainstream education from pre-primary to tertiary level. Each chapter starts with a description of the historical and social foundations of the education system from the post-World War II period up to today, including political, economic and cultural contexts and conditions. By highlighting important dates and structural decisions, the current education system can be understood as resulting from past developments. The first part ends with a description of the transitions to the labour market that are offered, and the way in which these are organized in the education system described. The second part consists of an overview of the institutional and organizational principles as well as the structure of education from pre-primary to tertiary level. It includes a focus on legislative bases and financial provisions for the education system and a description of the structure by using the ISCED-classification. It further includes information of the supply of human resources such as teachers and other educators. The third and final part of the handbook discusses selected educational trends and aspects. In this context, three topics are of particular interest: dealing with inequality, ICT and digitization activities, and STEM-related policies and programmes.