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Recommended: Brazil economic
Subject Line: The Need for Higher Education in Brazil
This memo is divided into four sections. With the first three sections being informative regarding the current economic and educational landscape in Brazil and the opportunities for market penetration. The final section is unfortunately constrained given that Laureate is a private company, but we have included a cost analysis created by our analysts.
Section I: Introduction
Rough Roads Ahead for Brazil:
The prosperity of Brazil in the recent years has created a flourishing middle class. For an extended amount of time, Brazil was experiencing growth well above 4% (Graph 1) . However expectations of bad grades ahead (modest GDP growth) coupled with high inflation have significantly cut growth expectations. So no matter how much effort is put into reverting inflation back to normal levels, it is unreasonable to expect the government to reduce its expenditures, tax exemptions and other subsidies for education sector any time soon. Since investing more and establishing new infrastructures is timely and costly, a government with clear budget constraints won’t be able to provide much flexibility to the educational system. Providing this economical flexibility for the educational system would be like cutting to the bone when what this country really needs is its muscles and brains right now. For a country struggling to emerge from its status as a middle income country, the lack of flexibility and tremendous need for education looks to be on two different ends of the table. The question then becomes how is education going to improve if the government’s priorities are more short term than long term? Concurrent with the emergence of a strong middle class, the need for quality ...
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Spence, Janet T.. "Education and Attainment ." PsycNET. N.p., n.d. Web. 1 May 2014. .
Springer. "Private vs. social returns to higher education: Some new cross-sectional evidence." Private vs. social returns to higher education: Some new cross-sectional evidence - Springer. N.p., n.d. Web. 1 May 2014. .
Unesco. "Global Education Unesco FGV." . N.p., n.d. Web. 1 May 2014. .
Vasconcelos, J. R. and M. A. Oliveira, (2006). “Analise da Matriz por Atividade Economica
do Comercio Interestadual no Brasil,” IPEA, Texto para Discussão 1159.
In the 1500s Pedro Alvares Cabral landed on Brazil, previously a inhabited by tribal nations, and claimed the land in the name of Portugal. Brazil remained a Portuguese colony until September 7, 1822 when it declared its independence becoming the Empire of Brazil making the nation a constitutional monarchy with a parliamentary system. In early 1964, a Military junta took control of the nation until it fell in 1985 further changing the structure of the nation, and finally in 1988 a formal constitution was created enacting 26 states encompassing its boarders. Throughout the history of Brazil, the nation was never able to fully immerse itself in the international market and expand its economy, until today. Latin America has not had the best of luck when it comes to economic development and many nations in Latin America have similar issues when it comes to economic and societal development, and many of these issues are cause by the same things. For example, before the military coup in 1964 Brazil was in massive amounts of debt to international partners, however, during the military rule the payment of this debt was halted so the trust and economic backing of countries stopped with the payments. Many plans have been enacted after the fall of the military control to reverse the economic downfall that occurred in the country and continent in the 20th century and especially in the 1980s, the lost decade. In Brazil alone, there have been at least seven economic plans to reverse the economic hardships of the country, from the Cruzado Plan to the Real Plan, none seemed to work. However, in the past decade the Brazilian economy has seen an amazing increase and the condition of life of the people in the nation has increased with it. The quest...
De Lourdes Rollemberg Mollo, Maria and Alfredo Saad-Filho. "Neoliberal Economic Policies in Brazil (1994 – 2005): Cardoso, Lula and the Need for a Democratic Alternative." New Political Economy March 2006: 99-123.
Indeed, the problem of unequal educational opportunities for all has caught the Brazilian government’s attention in recent years. In 2012, a bill targeting racial and income inequality was passed, reserving half of the places in Brazil’s prestigious federal universities for state school students. Additionally, it implemented a 12.5% quota of university places to be reserved for black and indigenous people seeking higher education. This is a step in the right direction to reducing inequality, not just in terms of educational and occupational opportunities but also in terms of social standing and quality of life.
Brazil is a vast country in South America that has experienced extreme wealth and income disparities since its independence in 1822. The uneven income distribution, combined with several other factors, is what accounts for millions of civilians living in impoverished conditions. The Northeast is the country’s most afflicted region, with an estimated 58% of the population living in poverty and earing less than $2 a day. The systemic inequality as well as lack of development and modernization has generated chronic poverty that has had detrimental effects on society in northeast and ultimately weakens Brazil.
Without the necessary funds, there is no education development and the fairness of education. Therefore, many countries continue to increase the investment for the education to promote education equity funds provide solid back. According to the data of economic cooperation and development United Nations statistics, Israel 's education Expenditure proportion of its GDP reached 9.1%, higher than that of the developed countries in the America, Sweden, Denmark, Australia level (usually 6.6%). Now with 2001 for example, the state budget is $61450000000, the education funds for $5750000000, which taken accounted for 9.35% of GDP, and one of the basic education expenditure Up to 56%, or $3220000000. In addition, from the per capital level to calculate, at present Israel Ministry of Education under the jurisdiction of the basic education (including pre-school about 270000 2~ 6 The public kindergarten children), in middle school education is about 1600000 people, root According to purchasing power, Israel each pupil can get $3939. The amount is higher than other developed countries, the average level of $3769(2004, P91). The constitution of Brazil made the following rules on investment grade three to federal, state, city, education setting: the country should use less than 13% of the state budget funds to the development of Education .The budget is from the federal income tax revenue. The state government should
Many people believe that “having an economy that places a greater value on skills and education is a good thing” and that is the thing that is needed to improve people’s lives and futures (Baicker, Lazear). If what our economy is trying to do a good thing they why are so many students still suffering? The main issues are the low-income education that many students have. Many schools are getting money from the government but that is not enough to pay for everything students need. Educational standards have continued to increase throughout the years but that does not help the students who are unable to pay for the better education. These students who cannot pay for the better education are stuck barely getting by with a low education. A low-education can affect many areas of regular schooling. The students who are at low-income schools do not know what type of disadvantage they have compared to other students across the country. These students believe that they are getting the best education, but there are many students who are getting a better education at a school that has the funds to pay for everything their students need. Low-income students are suffering due to the environment they are in at school and they continue to suffer throughout their life due to it. These students will continue to suffer unless something is done about the low-income schools and improve them for the future. Improvement has to come from all areas, not just one aspect of schooling but from all aspects. Although education has improved along with technology many low-income students still suffer from the vast inequalities. These inequalities will take many years to find a way to fix and even more years to actually fix, until this happens the students will...
Spending money on public universities is a problem mainly because the students attending said universities come from families that could easily pay for private schooling. However, since families see that public universities are getting a large amount of funding they chose to send their students there and save their money instead of spending more on a private education. “In Brazil the public universities have just 2% of all pupils in the education system, but get 25% of its funds” (Education in Latin America: Cramming them in). Even though universities should get funding, it should not be receiving a significant amount if such a low percentage of students are attending. That money from the existing funds can be spent towards enhancing and remodeling school buildings for students in primary and secondary levels. To go along with classroom resources, schools in Latin American countries also has many “poorly trained teachers” which means “education spending in Latin America is wasted” (Education in Latin America: Cramming them in). Instead of paying someone who has a college degree or is qualified to teach, schools hire untrained and unqualified teachers to do the job. Unlike the United States, Latin American countries do not focus on training teachers or teacher aides in safety regulations, teaching strategies, classroom management, etc. Having a poorly trained teacher adds onto the school’s disorganization. To work in a school in the U.S one must have some sort of high school diploma if not some college education or college degree. Ham and Castillo write, “Honduran teachers had no more than a high school education, and about half had nine or fewer years of formal schooling.” Although
The higher education system (or lack thereof) is not serving the country and its citizens. The increasing number of admission standards, exponential tuition increases, the financing of the cost through loans, and the boasting of turning students away all contribute to rising disparity between the quality of education that upper class families can afford compared to lower and middle income families. The rising costs of higher education in this country are problematic in that they fuel a disparity between economic classes. Capitulating the problem is the amount of debt college graduates have accrued at the time of graduation. The Institute for College Access and Success (2013) reported that 70% of graduates had and average of $29,400 of debt. This number primarily focuses on non-profit and private institutions. The average annual salary of a college graduate is $57,616 (United States Department of Labor, 2014). So many college graduates have accumulated a debt worth half of what their starting salary may end up being. The Institute for College Access and Success (2013) reported that 20% of that debt “is comprised of private loans, which are typically more costly and provide fewer consumer protections and repayment options than safer federal loans3” (p. 1). This is an oversimplification in that it is looking at a very general population. Based on the degree and the subsequent employment, income will vary as does the institution attended and the student’s economic status affect the overall individual debt.
Rodney K. Smith’s mere opinion of his publication is that children with a higher level are more like to secure a job rather than those with no or little education. His view is upheld by the statistics of bureau that gives a clear statistics of the percentage of the salary earned by students with higher education and that of lower education. This makes his claim more reliable and credible because the bureau of labor and statistics is a reputable institution in the United States that deals with the percentage of people who work in United State. Smith’s own personal anecdote appeals to the feelings of the audience in which it ignites them with feelings of possibility.
Popham, W. James. “Standardized Achievement Tests: Misnamed and Misleading.” Education Week. September 2001. Web. 28 June 2015.
Brazil is the largest country in South America and one of the most influential. The geography of Brazil is mostly flat to rolling lowlands in the northern areas along with plains, hills, mountains, and narrow coastal belt in the southern region (brazil.org.za, 2015). The area is rich in natural resources such as timber forests and mineral resources such as iron ore, diamonds, quartz and petroleum (Gigli, 2015). While Brazil’s economy has been commodity based in recent years technology investors have begun to establish business there a Brazil begins to invest more in technology and science (Lowman, 2014) .
Brazil’s distribution of income is one of the most unequal and like many other countries, serves the interest of the rich. The richest 10 percent possess 50 percent of the income. Men earn 29.2 percent more than woman in the same employment field. Black Brazilian women receive 40 percent lower salaries than white woman and the black population is more likely to be poor overall (Blaney, 2004). Between 1960 and 1990, the share of national income of the poorest half of the population fell from 18 percent to 12percent, and the richest 20 percent increased from 54 percent to 65percent. The nine states in the Northeast have the lowest socioeconomic indicators in the country (PAHO, 1999). Adequate housing, water sanitation, education and daycare centers for women are some of the areas affected by the Brazil’s social inequality.
The social conditions of Brazil are rooted in the two separate categories of its citizens, the "haves" and the "have-nots." High unequal income distribution is the leading problem in Brazil. The government is run by and favors the "haves" in its policies. Education is a major influence in the advancement of the "haves" in Brazilian society. The "have-nots" are not given a chance to succeed and are taught simple ideas through the banking method. This method does not allow for the questioning of the government's policies and so the have-nots are situated in a cycle of poverty and ignorance. Paulo Freire saw the problems of education and sought to change the education methods by promoting his problem-posing education.
The changes of educational policies in Brazil can be examined by looking at the many different parties that have taken over Brazil throughout the years. During the time of the Old Republic, there was a strong relationship of clientelism and agrarian oligarchies. The result of this oligarchy created diverse educational policies that only benefited the elite. However, at the end of the Old Republic and beginning of the Vargas era, Vargas was mainly interested in industrialization and modernization, with education falling behind his true interests. After the end of the Vargas era and the beginning of the Fourth Republic, there was a strong increase of educational backwardness. Under the leadership of president Jucelino Kubitscheck, Brazil’s primary funding went towards energy, transportation, industry, and education, with education only receiving around 3% of total investments. Briefly in 1964, Brazil was apart of a military dictatorship. During this time, education was seen as an important part of the development program, however, there was no funding towards secondary education. This lack of funding contributed to the division among social classes. The lack of funding towards secondary education only affected those of lower income while the rich continued to progress in their education, receiving higher-paying jobs. It is evident that throughout the years the best interests of citizens of Brazil have not been taken to heart, with those in power taking advantage of average
Suggate, S. (2009). School entry age and reading achievement in the 2006 Programme for International Student Assessment (PISA). International Journal of Educational Research, 48(3), pp. 151-161.