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Achieving World-Class Education in Brazil : The Next Agenda

Author

Listed:
  • Barbara Bruns
  • David Evans
  • Javier Luque

Abstract

Education is improving in Brazil. The average years of education has almost doubled over the last 20 years, as has the proportion of adults who have completed secondary school. Brazil's high school students have improved consistently in math and language performance over the last decade. These gains stem from the federal government's priority attention to education through both reforms and resources over the past 15 years. The progress laid out in this book is impressive and praiseworthy, but Brazil still trails its competitors in several of the ways that matter most. Student learning, while improving, still lags far behind wealthier nations. Many secondary schools lose the majority of their students well before graduation. Teachers are drawn from among the lowest achievers and have few performance incentives, and it shows in how class time is used. This important book explores not only the basis for Brazil's progress, but also what it must do to bridge the remaining quality gap to a first-rate education for its children. It provides detailed recommendations for strengthening the performance of teachers, supporting children's early development, and reforming secondary education. In Brazil's highly decentralized basic education system, each level of government has an integral role to play.

Suggested Citation

  • Barbara Bruns & David Evans & Javier Luque, 2012. "Achieving World-Class Education in Brazil : The Next Agenda," World Bank Publications, The World Bank, number 2383, April.
  • Handle: RePEc:wbk:wbpubs:2383
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    File URL: https://openknowledge.worldbank.org/bitstream/handle/10986/2383/656590REPLACEM0hieving0World0Class0.pdf?sequence=1
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    References listed on IDEAS

    as
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    Citations

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    Cited by:

    1. Rose, Pauline, 2015. "Three lessons for educational quality in post-2015 goals and targets: Clarity, measurability and equity," International Journal of Educational Development, Elsevier, vol. 40(C), pages 289-296.
    2. Rafael Matta & Rafael P. Ribas & Breno Sampaio & Gustavo R. Sampaio, 2016. "The effect of age at school entry on college admission and earnings: a regression-discontinuity approach," IZA Journal of Labor Economics, Springer;Forschungsinstitut zur Zukunft der Arbeit GmbH (IZA), vol. 5(1), pages 1-25, December.
    3. Nicholas Bloom & Renata Lemos & Raffaella Sadun & John Van Reenen, 2015. "Does Management Matter in schools?," Economic Journal, Royal Economic Society, vol. 0(584), pages 647-674, May.
    4. Alejandro Ganimian & Mariana Alfonso & Ana Santiago, 2013. "Calling Their Bluff: Expressed and Revealed Preferences of Top College Graduates Entering Teaching in Argentina," IDB Publications (Working Papers) 82302, Inter-American Development Bank.
    5. World Bank Group, 2015. "Governance and Finance Analysis of the Basic Education Sector in Nigeria," World Bank Other Operational Studies 23683, The World Bank.
    6. Fabiana Rocha & Plinio Portela de Oliveira & Janete Duarte & Sérgio Ricardo de Brito Gadelha & Luis Felipe Vital Nunes Pereira, 2017. "Can Education Targets be Met Without Increasing Public Spending? An Analysis for Brazilian Municipalities," Economics Bulletin, AccessEcon, vol. 37(1), pages 391-401.
    7. Paula Armstrong, 2014. "Teacher incentives in South Africa: a theoretical investigation of the possibilities," Working Papers 07/2014, Stellenbosch University, Department of Economics.
    8. Barbara Bruns & Deon Filmer & Harry Anthony Patrinos, 2011. "Making Schools Work : New Evidence on Accountability Reforms," World Bank Publications, The World Bank, number 2270, April.
    9. Vinuela,Lorena & Zoratto,Laura De Castro, 2015. "Do performance agreements help improve service delivery ? the experience of Brazilian states," Policy Research Working Paper Series 7375, The World Bank.

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