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1. CoronaShock and Education in Brazil: One and a Half Years Later

Author:
Tricontinental: Institute for Social Research
Publication Date:
08-2021
Content Type:
Working Paper
Institution:
Tricontinental: Institute for Social Research
Abstract:
This dossier seeks to assess the effects of CoronaShock on education in Brazil, in particular how a mercantile logic advanced through the pandemic and how large corporations in the sector took advantage of the crisis. It documents the actions of private corporations, changes in the educational model, the impact on workers in the sector, and the challenges facing a programme of struggle.
Topic:
Education, Governance, Pandemic, and COVID-19
Political Geography:
Brazil and South America

2. The Geography of Intergenerational Mobility: Evidence of Educational Persistence and the "Great Gatsby Curve" in Brazil

Author:
Tharcisio Leone
Publication Date:
07-2019
Content Type:
Working Paper
Institution:
German Institute of Global and Area Studies
Abstract:
This paper explores the variation in intergenerational educational mobility across the Brazilian states based on Markov transition matrixes and univariate econometric techniques. The analysis of the national household survey (PNAD-2014) confirms a strong variation in mobility among the 27 federative units in Brazil and demonstrates a significant correlation between mobility and income inequality. In this sense, this work presents empirical evidence for the existence of the "Great Gatsby curve" within a single country: states with greater income disparities present higher levels of persistence in educational levels across generations. Finally, I investigate one specific mechanism behind this correlation – namely, whether higher income inequality might lead to a lower investment in human capital among children from socially vulnerable households. The paper delivers robust and compelling results showing that children born into families where the parents have not completed primary education have a statistically significant reduction in their chance of completing the educational system if they live in states with a higher level of income inequality.
Topic:
Education, Children, Inequality, and Mobility
Political Geography:
Brazil and South America

3. Social Innovation and Higher Education in the BRICS (1): a background overview

Author:
Paula R. Cruz, Victor Rebourseau, and Alyssa Luisi
Publication Date:
04-2018
Content Type:
Working Paper
Institution:
BRICS Policy Center
Abstract:
This working paper results from the first phase of the research project on “Social Innovation and Higher Education in the BRICS” conducted by the Research Group on Innovation Systems and Development Governance at the BRICS Policy Center. This research aims to contribute to both the advancement of the scholarly debate on the engagement of HEIs in social innovation initiatives, and the promotion of more inclusive and sustainable development policies in the Global South, particularly in the BRICS.
Topic:
Development, Education, Governance, Innovation, and Higher Education
Political Geography:
Russia, China, India, South Africa, and Brazil

4. Social Innovation and Higher Education in the BRICS (2): a multiscalar governance approach with evidence from DESIS Labs

Author:
Paula R. Cruz, Alyssa Luisi, and Victor Rebourseau
Publication Date:
04-2018
Content Type:
Working Paper
Institution:
BRICS Policy Center
Abstract:
This is the second working paper resulting from the first phase of the research project on “Social Innovation and Higher Education in the BRICS” conducted by the Research Group on Innovation Systems and Development Governance at the BRICS Policy Center. It aims to provide evidence on the ways in which social innovation labs in HEIs in the BRICS countries may operate within a complex, multiscalar governance mode, which a number of local-, national-, and international or transnational level stakeholders participate in.
Topic:
Development, Education, Governance, and Higher Education
Political Geography:
Russia, China, India, South Africa, and Brazil

5. Earnings inequality in the Brazilian formal sector: The role of firms, education, and top incomes 1994–2015

Author:
Marcelo Neri, Cecilia Machado, and Valdemar Pinho Neto
Publication Date:
12-2018
Content Type:
Working Paper
Institution:
United Nations University
Abstract:
This paper documents the evolution and the determinants of earnings inequality in the Brazilian formal sector from 1994 to 2015, using establishment level data. In 2015, schooling explained 33 per cent of overall inequality. Firm-specific effects explain 65 per cent of total inequality level and 76 per cent of the inequality fall observed. The downward inequality trend parallels the one seen in household surveys. However, the distributive decompression goes only until the 90th percentile, which is in line with Personal Income Tax based evidence. The share of inequality explained by top 1 per cent and 0.1 per cent incomes rose 43 per cent and 91 per cent, respectively.
Topic:
Education, Employment, Inequality, and Business
Political Geography:
Brazil and South America

6. The Impact of Taxes and Social Spending on Inequality and Poverty in Argentina, Bolivia, Brazil, Mexico, and Peru: A Synthesis of Results

Author:
Nora Lustig
Publication Date:
11-2012
Content Type:
Working Paper
Institution:
Center for Global Development
Abstract:
We apply a standard tax-and-benefit-incidence analysis to estimate the impact on inequality and poverty of direct taxes, indirect taxes and subsidies, and social spending (cash and food transfers and in-kind transfers in education and health). The extent of inequality reduction induced by direct taxes and transfers is rather small (2 percentage points on average), especially when compared with that found in Western Europe (15 percentage points on average). What prevents Argentina, Bolivia, and Brazil from achieving similar reductions in inequality is not the lack of revenues but the fact that they spend less on cash transfers—especially transfers that are progressive in absolute terms—as a share of GDP. Indirect taxes result in that net contributors to the fiscal system start at the fourth, third, and even second decile on average, depending on the country. When in-kind transfers in education and health are added, however, the bottom six deciles are net recipients. The impact of transfers on inequality and poverty reduction could be higher if spending on direct cash transfers that are progressive in absolute terms were increased, leakages to the nonpoor reduced, and coverage of the extreme poor by direct transfer programs expanded.
Topic:
Development, Economics, Education, Health, and Poverty
Political Geography:
Brazil, Argentina, Latin America, Mexico, Peru, and Bolivia

7. Exploring Host Country Capacity for Increasing U.S. Study Abroad

Author:
Robert Gutierrez, Rajika Bhandari, and Daniel Obst
Publication Date:
05-2008
Content Type:
Working Paper
Institution:
Institute of International Education
Abstract:
According to the Institute of International Education's most recent data, over 223,000 U.S. students annually study abroad for academic credit, and there are widespread calls to double, triple or even quadruple that number in the coming decade, sending students to more diverse destinations around the globe. Where would another 300,000-700,000 Americans go to study abroad? Which university systems, especially in the non-traditional destinations, have the capacity to absorb large increases when countries like India, China, Egypt, Turkey and Brazil are struggling to accommodate the demand for higher education by their own citizens? To begin addressing these important questions, the Institute of International Education launched Meeting America's Global Education Challenge, a focused policy research initiative which explores from multiple perspectives the challenge of substantially expanding the numbers and destinations of U.S. students studying overseas. In May 2007, IIE published its first White Paper in this series, Current Trends in U.S. Study Abroad the Impact of Strategic Diversity Initiatives.
Topic:
International Relations, Education, and Globalization
Political Geography:
United States, China, Europe, Turkey, Brazil, and Egypt

8. A Millennium Learning Goal: Measuring Real Progress in Education

Author:
Lant Pritchett, Amer Hasan, and Deon Filmer
Publication Date:
08-2006
Content Type:
Working Paper
Institution:
Center for Global Development
Abstract:
The Millennium Development Goal for primary schooling completion has focused attention on a measurable output indicator to monitor increases in schooling in poor countries. We argue the next step, which moves towards the even more important Millennium Learning Goal, is to monitor outcomes of learning achievement. We demonstrate that even in countries meeting the MDG of primary completion, the majority of youth are not reaching even minimal competency levels, let alone the competencies demanded in a globalized environment. Even though Brazil is on track to the meet the MDG, our estimates are that 78 percent of Brazilian youth lack even minimally adequate competencies in mathematics and 96 percent do not reach what we posit as a reasonable global standard of adequacy. Mexico has reached the MDG—but 50 percent of youth are not minimally competent in math and 91 percent do not reach a global standard. While nearly all countries' education systems are expanding quantitatively nearly all are failing in their fundamental purpose. Policymakers, educators and citizens need to focus on the real target of schooling: adequately equipping their nation's youth for full participation as adults in economic, political and social roles. A goal of school completion alone is an increasingly inadequate guide for action. With a Millennium Learning Goal, progress of the education system will be judged on the outcomes of the system: the assessed mastery of the desired competencies of an entire age cohort—both those in school and out of school. By focusing on the learning achievement of all children in a cohort an MLG eliminates the false dichotomy between “access/enrollment” and “quality of those in school”: reaching an MLG depends on both.
Topic:
International Relations, Development, Economics, and Education
Political Geography:
Brazil and Mexico

9. Contribution to 'Targeting Ammunition' Publication

Publication Date:
07-2006
Content Type:
Working Paper
Institution:
South Eastern Europe Clearinghouse for the Control of Small Arms and Light Weapons
Abstract:
The Geneva based Small Arms Survey has recently released a publication that addresses the issue of ammunition within the SALW policy and operational frameworks. 'Targeting Ammunition' is a collaborative project, led and project managed by the Small Arms Survey, with contributions from Viva Rio (Rio de Janeiro, Brazil), Centre for International Cooperation and Security (CICS) (Bradford University, UK), Groupe de Recherche et d'Information su la Paix et la securite (GRIP) (Brussels, Belgium) and SEESAC.
Topic:
Security, Arms Control and Proliferation, Development, and Education
Political Geography:
Brazil, Belgium, and Brussels

10. The Effectiveness of Special Interventions in Latin American Public Primary Schools

Author:
Joan B. Anderson
Publication Date:
05-2002
Content Type:
Working Paper
Institution:
The North-South Center, University of Miami
Abstract:
In pursuit of improved quality and more equity in education, public primary schools in Latin America have utilized several compensatory educational policies that include special interventions such as food aid programs, distribution of free textbooks, classroom libraries, in-service teacher training, extra classes and extra school sessions, tutors and mentors, and scholarships. Using data on children and schools in Argentina, Brazil, Chile, and Mexico, this paper presents the results of cross-country, empirical estimates of the effects of these interventions on language and math achievement and on the likelihood of promotion, both at the school level and at the level of individual children. Language and math achievement was measured by scores on UNESCO-developed language and math examinations administered to each of the 2,048 children in the sample. In addition, the paper addresses whether a particular intervention is equally effective in poor and non-poor environments and whether these compensatory interventions in fact target those who need them most. Empirical findings suggest that the most effective programs are classroom libraries, distribution of textbooks, distribution of food, and teacher training. For programs to be compensatory, the research indicates that better targeting of scarce resources toward low-income schools and children is needed
Topic:
Development, Education, and Government
Political Geography:
Brazil, Argentina, Latin America, Mexico, and Chile

11. Natural Resources, Human Capital, and Growth

Author:
Nancy Birdsall, Thomas Pinckney, and Richard Sabot
Publication Date:
02-2000
Content Type:
Working Paper
Institution:
Carnegie Endowment for International Peace
Abstract:
In this paper, we present evidence that among developing countries, those that are resource-abundant invest less in education. We then discuss the economic processes behind this evidence. We describe a virtuous circle in which rising private returns to human capital and other assets lead to increased work effort and higher rates of private investment immediately, including among the poor, and generate higher productivity and lower inequality in the future. With resource abundance, however, governments are tempted to move away from the policies that generate this virtuous circle. Dutch Disease and related effects tend to lower the rate of return to the agricultural and human capital investments available to the poor. Resource rents accumulate in the hands of the government, and/or a small number of businessmen, further reducing incentives to invest. Staple-trap effects lead to the subsidization of capital, thereby taxing labor. The labor market in the resulting capital-intensive economy offers little benefit for moderate levels of education. The government may try to assuage the poor by directing some proportion of resource rents to populist programs that create new fiscal burdens but that do not enhance productivity. In short, resource abundance tends to break the virtuous circle linking education, growth and inequality in several places: the choice of development strategy, the level of inequality, the lack of incentives for investment in education, and the creation of a welfare state. We illustrate this breakdown by contrasting the cases of Korea and Brazil, and, since resource abundance need not be destiny, we conclude with policy lessons for resource-abundant developing economies.
Topic:
Economics, Education, Emerging Markets, Government, Political Economy, and Third World
Political Geography:
Brazil and Korea