SCOP Presidents 2014
“Strategies for sustainable business
models to finding strategic pedagogical
approaches”
(Focus)
Higher Education in Brasil: Complex (and
Critical) Analysis of/for Strategies
Susane Garrido
PhD in Computing Education - Master in Education - Chemist
Ministry of Education (Conselour and Trainer)
Member of the Scientific Committee ABED
Institutional Relations at Estacio Group Universities (Consultant)
Dean at ESTÁCIO University SP (2011/2012) and ESTÁCIO University
Porto Alegre-RS (2013)
Director at Distance Education at UNISINOS University (2006/2010)
susanelg@gmail.com
susane.garrido@estacio.br
Points of view
Linear thinking
Complex thinking
“Strategies for sustainable business models to
finding strategic pedagogical approaches”
Must think in a Trinomy (as synthesis)
Education
as AIM
Culture
(global
and local)
Business and
market
Culture
CULTURE
(global
and local)
Recent past: INFORMATION as Tech
Past: Industrialization/Racionality
Past past: Religion (…)
CULTURE (nowadays)
- Hyper consume and WILL to
consume…because we have
information and we are free for it
From Hypermodernity of Gilles Lipovetsky
Culture
HYPER CONSUME (and
production) OF INFORMATION
and WILL
However
• Schopenhauer :
WILL is BLIND
(Hyper
consume)
• Nietzsche : WILL
is potency
(Power)
#Education #Higher Education
Business
and
market
So…the scenary is really complex
• We don`t recognize nothing anymore –
CULTURE - Past is only a part…
• We don`t have boundaries anymore – WILL Future is probability…
• At present we only have questions
Right Questions (for Brasil, at least)
1) How is the country?
a) Inflation?, b)Unemployment? c) Iliteracy
rates?
2) Who are our STUDENTS?
a) Prepared from basic education? Not
prepared?
b) With purchasing power? They have
need of funding?
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Right Questions (for Brasil, at least)
3)
Who are our PROFESORS?
4) How does operate the Regulation and
Evaluation?
5) What is the kind of UNIVERSITY (IES) suppose
to have? For market? For research?
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Strategies for Management in Higher Education (on
private Institutions)
6) Distance Education is necessary? And what is
necessary to do to have a DE more flexible
and really open?
7) How is the Technological access in Brasil? We
have some GAP in somewhere? Is there
solution for this GAP?
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First Question
How is the country? Inflation,
Unemployment,
Iliteracy rates…
Galloping Inflation
Controlled Inflation
Galloping Inflation
Unemployment rate for region
North Northeast Midwest Southeast South
Illiteracy rate in Brasil
Kkkk
kkkkk
We had an increase in
the rate of illiteracy
Second Question
Who are our STUDENTS?
• Prepared from basic education? Not
prepared?
• With purchasing power? They have need of
funding?
Index of Basic Education Development
ps.: 6,0 is the average in developed countries
High School
Third Question
Who are our TEACHERS?
MASTER (deg.)
LATO SENSO
DOCTORADE
WITH UNDERGRADUATE
WITHOUT UNDERGRADUATE
Brasil
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Fourth Question
How does operate the Regulation and
Evaluation?
And..
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Education
as
AIM
Firstly, some data
* 2112 are Private Universities in Brasil (87,4%) 308 are Public
• 17% of population for it is inside University
(5.3 MM in private and 1.9 in public universities)
* Enrollments in 10 years (2003-2013): 3.88 MM to
7.037 MM.
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So, for an University for the market
• Regulation: Different
indicators and evaluation
dimensions facing the
market and not to the
academy like the usual
concept
• Teachers being more
qualified by the market (and
capable to attend it)
• Distance education as
modality and not closed in
some kind of methodology
– Hybrid models for
example
• Shorter courses
• Mobility
• Creation of leveling courses,
before the beginning of the
annual calendar
• Centralization and
Optimization of back office
processes at the shared
Service Center (CSC) – Estácio
University, for example.
• Main task for big and private
groups: To reduce the bad
quality levels of education in
Brazil
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University for Research
• Scientific Publishing with quality and not as
quantity (as usual nowadays)
• Teachers with high academic titles
• High level of the students
• Development of applied research
• Cooperation projects required
• Funding
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For BOTH Universities
Strategies in Distance Education
• Mobile devices to be Used anywhere
• Tablets are cheaper than printing
• Teachers as authors
• Moocs
BUT the context is
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Solving the gap in Technologies
35
TECHNOLOGY IN BRASIL – ACCESS
Brazilian Index of digital cities (IBCD)
36
Technological access inside Basic Schools in
Brazil
•
•
•
•
South: 21 students/computer
Center of Brasil: 30
Southeast: 35
North*: 82.9% of public schools do not have
broadband and 23.7% have no light (electricity)
37
45 CITIES
CITIES PER REGION
Northeast
Middle West
South
North
Southeast
38
BRAZILIAN index of digital cities (IBCD)
PERCENTAGE OF CITIES BY DIGITALIZATION LEVEL
•
.
Telecenter
Basic Access
Electronic Services
Telecenter
Basic Access
Electronic Services
Research area: 75 cities
Research area: 100 cities
• The methodology adopted for this Index considers the
technological aspects of connectivity and the use of services
created from the digitalization, as well as the population ans
access ones.
Fonte: http://wirelessmundi.inf.br/indice-edicao-n-9/903-capa
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SALES OF CELL PHONES
communication
• Today, the access
through 3G and 4G
networks toghether
are 44%, but they
will soon surpass
the number of
conexions through
the 2G network,
which corresponds
to 50% of the
accessses.
million
EXPANSION
As smartphones
become more
popular, they have
increased the
number of mobile
broad band
connection in Brazil
Fonte: http://www.gazetadopovo.com.br/economia/conteudo.phtml?id=1490784&tit=Celulares-com-conexao-banda-largaserao-maioria-no-pais-ate-o-fim-do-ano
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TEACHING TECHNOLOGY
• Half of public schools have no computers for the students or internet access
Rate of students per computer in public schools
Schools have an average of one computer for every 34 students.
The number of students per computer has
decreased to one thrid of the average in
2008 – falling from 96 to 34 throughout
Brazil. Although the reduction was higher
in the North and Northeast regions – from
163 and 162, respectively – they are the
regions that still have the higher number
of machines per student.
Facilities of public schools
Access to internet and broadband are the bottlenecks, mainly in the North
In percent
SCHOOLS WITH BROADBAND
SCHOOLS WITH COMPUTERS
FOR STUDENTS
SCHOOLS WITH INTERNET
SCHOOLS WITH
IT LAB
SCHOOLS WITH ACCESS TO
ELECTRICITY
http://educacao.estadao.
com.br/noticias/geral,48das-escolas-nao-temcomputador-para-usodo-aluno,1531623
41
BRAZILIAN UNIVERSITIES ARE INCREASING IN
DISTANCE MODE
Ref. : http://www.abed.org.br/censoead/CensoEAD.br_2012_INGLES.pdf
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THE FUTURE
43
More Questions
a) Partnerships? Why? Who?
b) Mobility ?
c) Internationalization and International Accreditation?
d) Meritocratic Values?
e) Less burocracy ?
f) Balance between quality and cost reduction?
g) (Deep) Knowledge about “academy”,
management and technology, DO WE HAVE IT?
h) How to develop a Thinking of internal processes
during the growth.
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TO ACHIEVE a new BRAZIL in 2020
45
Brasil
46
Bibliography
•
•
•
•
•
•
•
•
FREDRIC M. LITTO - PUBLIC POLICY AND DISTANCE LEARNING IN BRAZIL - [Published in International
Handbook of Distance Education, Terry Evans, Margaret Haughy, and David Murphy, eds. London:
Emerald, 2008.]
Manuel Moran in http://www.eca.usp.br/prof/moran/site/textos/educacao_online/eadsup.pdf
Censo EaD BR - Ref. : http://www.abed.org.br/censoead/CensoEAD.br_2012_INGLES.pdf
Rate BRASIL of digital cities (IBCD), In http://wirelessmundi.inf.br/indice-edicao-n-9/903-capa
Revista EXAME: http://exame.abril.com.br/negocios/noticias/10-grupos-de-educacao-quemovimentam-as-aquisicoes-do-setor?p=7
Jornal O ESTADÃO: http://educacao.estadao.com.br/noticias/geral,48-das-escolas-nao-temcomputador-para-uso-do-aluno,1531623
Scret Tunel of complexity – Image in
http://thumbs.dreamstime.com/z/t%C3%BAnel-espiral-secreto-2446542.jpg
Cartoons JANTOO: IN http://www.jantoo.com/
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Size of Distance Learning Institutions in Brasil
48
The Nature of Institutions in Brasil
49
CONCENTRATION OF DISTANCE EDUCATION
COURSES AMONG PUBLIC, PRIVATE AND OTHER
INSTITUTIONS
The following chart (3.3) shows the
distribution of higher education courses
which are authorized, classified into
corporate and non-corporate, associated to
the education level they represent.
Private
Public
Other
SNAs
Foundations
In 2011, most courses were from institutions
in the Southeast (48%) and South (30%)
Regions, being most of them accredited. In
2012, this situation hasn’t changed,
remaining most accredited courses in the
Southeast (49.3%) and South (30.6%)
Regions.
Sequential Undergraduation Post
Graduation
Corporate
Non-Corporate
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CONCENTRATION OF COURSES BETWEEN PUBLIC
AND PRIVATE INSTITUTIONS PER REGION (p 64)
Most of the authorized and free courses in the
Distance Education modality, according to the
2012 census, is developed by private institutions
(63%), being 81% of them for-profit and 19%
nonprofit institutions. Most of the courses are
located in the Southeast Region (59.4%), and are
offered by big companies (46.2%) and by
institutions which develop face-to-face courses,
distance learning and hybrid (48.6%)
(Charts 3.16 to 3.19)
Free
Authorized
Free
Authorized
North
North
east
Middle
West
South
east
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ENROLLMENT GROWTH PER REGION
(2011 TO 2012)
Regarding the enrollments of
2012, they are mainly located
in the Middle West Region
(36.9%), followed by
Southeast Region (29.7%),
South (28.5%), Northesast
(4.2%) and North (0.7%).
Considering the number of enrollments
as for educational level/modality
offered by the institutions, we observe
that, in 2012, the higher number of
enrollments in authorized courses relies
on professional technical courses,
corresponding to 31.1% of the total . In
higher education courses, most of the
enrollments correspond to 51.5% of the
total, spread into licentiate degree
courses with 36% and technical courses
with 16%. Bachelor’s degree courses
account for 15.4% of the enrollments.
What has call attention in 2012 is the
growth in technical courses. There has
been also an increase in EJA (Education
for Adults for both elementary and high
school), to 7%, and post graduation to
10% (Chart 3.22)
52
NATURE OF COURSES CONCLUDED IN
DE
There is a higher number of conclusions in
institutions which develop face-to-face, hybrid
and distance learning courses (79%), whereas the
percentage is of 10% on those which only offer
distance learning courses. Chart 3.27 shows the
characteristics of institutions regarding the
number of concluding students.
Management
Accounting
Business
Communication
Other
Law
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