Assessing Advances and Challenges in Technical Education in Brazil. A World Bank Study / Rita Almeida, Nicole Amaral and Fabiana de Felicio.
Despite impressive progress in education enrollments in recent decades, Brazil continues to face important obstacles to overall quality and secondary school completion rates that restrict the nation's ability to produce a skilled workforce. Vocational and Technical Education and Training (VET)...
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| Language: | English |
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Distributed by ERIC Clearinghouse,
2016.
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| 100 | 1 | |a Almeida, Rita. | |
| 245 | 1 | 0 | |a Assessing Advances and Challenges in Technical Education in Brazil. A World Bank Study / |c Rita Almeida, Nicole Amaral and Fabiana de Felicio. |
| 264 | 1 | |a [Place of publication not identified] : |b Distributed by ERIC Clearinghouse, |c 2016. | |
| 300 | |a 1 online resource (1 online resource (115 pages)) | ||
| 336 | |a text |b txt |2 rdacontent. | ||
| 337 | |a computer |b c |2 rdamedia. | ||
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| 500 | |a Availability: World Bank Publications. 1818 H Street NW, Washington, DC 20433. Tel: 202-458-4500; Fax: 202-552-1500; Web site: http://www.worldbank.org/. |5 ericd. | ||
| 500 | |a Abstractor: As Provided. |5 ericd. | ||
| 500 | |a Educational level discussed: Secondary Education. | ||
| 516 | |a Text (Reports, Evaluative) | ||
| 520 | |a Despite impressive progress in education enrollments in recent decades, Brazil continues to face important obstacles to overall quality and secondary school completion rates that restrict the nation's ability to produce a skilled workforce. Vocational and Technical Education and Training (VET) is a key element in the strategy to more quickly integrate new workers into the workforce and more directly meet the needs of the labor market. Brazil is making a massive investment in VET scale-up through the national flagship program, PRONATEC, launched in 2011. "Assessing Advances and Challenges in Technical Education in Brazil" maps the nation's educational institutions and policies and assesses recent advances and challenges. It shares international best practices on selected operational issues identified as strategic bottlenecks for the delivery of technical education. This report details the complexity of VET delivery in Brazil, providing a combination of short and longer-term courses, offered in multiple modalities and through a variety of providers. It examines the role of private providers, as well as state and federal public schools. It identifies five strategic policy areas for more efficient delivery: (1) Promote a closer alignment in the supply of courses, with the quantity and quality of the skills demanded by the labor market and student preferences; (2) Improve the monitoring and evaluation system, especially the quality and relevance of VET for the labor market; (3) Develop a strategic career guidance framework based on a solid information system to help guide students and families in making educational and career decisions; (4) Improve the quality and relevance of VET through better-prepared teachers; and (5) Promote innovation in technical education through innovative pedagogies and low-cost infrastructure. The report concludes with specific policy recommendations for PRONATEC. [Individual chapters contain references.] | ||
| 524 | |a World Bank. |2 ericd. | ||
| 650 | 0 | 7 | |a Technical Education. |2 ericd. |
| 650 | 0 | 7 | |a Vocational Education. |2 ericd. |
| 650 | 0 | 7 | |a Educational Quality. |2 ericd. |
| 650 | 0 | 7 | |a Educational Attainment. |2 ericd. |
| 650 | 0 | 7 | |a Secondary School Students. |2 ericd. |
| 650 | 0 | 7 | |a Labor Force Development. |2 ericd. |
| 650 | 0 | 7 | |a Foreign Countries. |2 ericd. |
| 650 | 0 | 7 | |a Program Descriptions. |2 ericd. |
| 650 | 0 | 7 | |a Educational Policy. |2 ericd. |
| 650 | 0 | 7 | |a Best Practices. |2 ericd. |
| 650 | 0 | 7 | |a Barriers. |2 ericd. |
| 650 | 0 | 7 | |a Private Education. |2 ericd. |
| 650 | 0 | 7 | |a Public Schools. |2 ericd. |
| 650 | 0 | 7 | |a Strategic Planning. |2 ericd. |
| 650 | 0 | 7 | |a Articulation (Education) |2 ericd. |
| 650 | 0 | 7 | |a Student Attitudes. |2 ericd. |
| 650 | 0 | 7 | |a Preferences. |2 ericd. |
| 650 | 0 | 7 | |a Relevance (Education) |2 ericd. |
| 650 | 0 | 7 | |a Career Guidance. |2 ericd. |
| 650 | 0 | 7 | |a Career Choice. |2 ericd. |
| 650 | 0 | 7 | |a Teaching Methods. |2 ericd. |
| 650 | 0 | 7 | |a Instructional Innovation. |2 ericd. |
| 650 | 0 | 7 | |a Certification. |2 ericd. |
| 650 | 0 | 7 | |a Teacher Selection. |2 ericd. |
| 650 | 0 | 7 | |a Vocational Education Teachers. |2 ericd. |
| 700 | 1 | |a Amaral, Nicole, |e author. | |
| 700 | 1 | |a de Felicio, Fabiana, |e author. | |
| 710 | 2 | |a World Bank. | |
| 856 | 4 | 0 | |u http://files.eric.ed.gov/fulltext/ED589878.pdf |z Full Text (via ERIC) |
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