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EDUCATION IN BRAZIL

Brazil has put significant resources into developing its higher education system over the past three decades. As a result, a system has evolved in which some institutions have achieved recognizable excellence in teaching and research, while, more generally, the majority of institutions have struggled to provide relevant, quality education at reasonable cost. Looked at in isolation, certain parts of the system are sound and productive. Taken as a whole, the system still has a number of large challenges to overcome.

About 15% of the age cohort is enrolled in higher education. This is quite low compared to other countries in the region (Argentina 36%; Chile 32%; Uruguay 30%; Venezuela, R.B. 29% and to the OECD country average of 52% (OECD, 2001). Simply doubling the number of spaces offered, however, wills not double the rate of coverage, because a demographic bulge of young Brazilians is reaching university age. Over the past 15 years, growth in private provision of higher education was roughly equal to the moderate growth of the university-age cohort, but now large absolute increases in enrollments would be needed simply to maintain the current rate of coverage. In addition, graduation rates from secondary schools are rising sharply and more older, working Brazilians are seeking tertiary degrees. In short, a larger percentage of a growing number of Brazilians are demanding higher education, and the system cannot keep pace with this demand under existing conditions.

Cost per student in public institutions, roughly R$14,000 per year in the federal system, is on par with OECD country averages while quality is not. Rigidities in funding and regulation create strong disincentives for cost-efficiency or quality. Public universities have been funded on the basis of input. Federal policy toward higher education, until recently, did not attempt to control costs or correlate funding to productivity. Other legislation and regulations, outside the control or influence of MEC, created built-in cost increases that did not improve the access, quality, or relevance of the education. University rectors have traditionally concerned themselves more with obtaining resources from the federal government than with managing the resources effectively within their institutions. With a few notable exceptions, the quality of instruction and the relevance of the curriculum are below desirable standards. Historically, the Brazilian system - like those of continental Europe - is oriented to provide professional training rather than general or interdisciplinary education. Holders of a first university degree are licensed to practice their profession by virtue of their diplomas. Such systems have been successful, productive, and of high quality under a variety of conditions. However, in Brazil, thanks largely to restrictive labor market regulation, the influence of professional associations in setting the curricula and the numbers of courses/places have served to limit the supply of professional labor, rather than to satisfy the demands of the labor market. Furthermore, in the Brazilian public system, a lack of coherence in research, teaching, and career advancement policies in public institutions has often led to a concentration of professors doing specialized research at the expense of undergraduate teaching. By contrast, many private institutions are driven by profit, and therefore do not undertake any research or pay salaries necessary to attract and retain high-quality professors.