The UAB Experience: Enhancing OER in Brazil

Universidade Aberta do Brasil (UAB)Open University System of Brazil

Sandra R. H. MarianoDepartment of Entrepreneurship and Management

Universidade Federal Fluminense

Monterrey, 09th June 2014

Brazil

2

Brazil: General Data• Area

– 8,511,965 sq km (slightly smaller than the US)• Population

– Population: 202.6 million• Ethnic composition:

– white 53.7%, mulatto (mixed white and black) 38.5%, black 6.2%, other (includes Japanese, Arab, Amerindian) 0.9%, unspecified 0.7% (2000 census)

• Organization: – Federal Government, 27 states, 5,565 municipalities

• Per capita income: – about US$ 7,000. High rates of social inequality, richer population in the

Southern states, poorer population in the Northeast• Urbanization:

– 85% Urban, several mega cities (São Paulo, Rio de Janeiro, Recife, etc.)

Source: IBGE 2014 3

Education System in Brazil

15-17 years - High School6-14 years - Elementary3-5 years- PreSchool(nursey and preschool)

MUNICIPAL SYSTEM – responsible mainly for preschool (0 to 5 years) andfor elementary school (6 to 14 years)

FEDERAL SYSTEM – responsible mainly for Higher Education

STATE SYSTEM – responsible mainly for secondary school (15 to 17 years), but also involved in higher education and elementary education

Ten-Year National Education Plan 2011-2020: set goals andstrategies. Aproved in June 2014.

National Education Organization – Constitution 1988

•*Educacensus – 2009

•** High School include: High School, High School Integrated, High School Normal / Teaching

•*** Youth and Adult Education: 4,6 mi registrations / Education and Vocational and Technological Education: 860.000 / Special Education: 253.000 / Higher Education: 5,8 milion

Total 6.762.631 31.705.528 8.336.682

Private 1.774.115 3.778.389 973.007

Municipal 4.909.091 17.326.638 110.780

State 76.971 10.572.496 7.163.020

Federal 2.454 25.005 89.875

SystemPreschool and nursey

Elementary school

High School **

Enrollment *

Funding in Education (% of GDP)

Funding in Education(Budget of the Ministry of Education - R$ bi)

Basic Education - Challenges

Rate (%)

AgeSchool Attendance - 2009

0 – 3 years 4 – 5 years 6 -14 years 15 -17 years

18,4 74,8 97,6 85,2

Rate (%)

Level

Age-grade Distortion - 2009

Primary Education High School

23,3 34,4

Syntesis: basic education• Universal access was achieved in the 1990s, but there are

serious problems:– 192.676 schools of basic education;

• 83,5% public schools and 16,5% private schools;– 2 million of teachers in basic education and 78% of these teachers have

higher education.

– Quality is low.• Programme for International Student Assessment (PISA) 2012

– Large number of students drop out at age 15;– Most schools are public and free (85%), but the best ones are private.

Source: MEC/INEP, Census 2012 10

PISA 2012: Brazil ranks in 53th positionLatin America comparation

Country 2009 2012 2012/2009Argentina (6º) 401 406 +5Brasil (4º) 405 405 ---Chile (1º) 447 445 -2Colombia (5º ) 402 399 -3México (3º) 416 415 -1Perú (7º ) 369 373 +4Uruguay (2º) 427 416 -11

Source: data base PISA 2012, OCDE.

The context: Higher Education

• 2,416 higher education institutions; • 304 public institutions• 2,112 private institutions;

• Around 7 million of students enrolled in higher education;o Around 2 million enrolled in public institutions and

5 million in private institutions;

Source: MEC/INEP, Census 2012 12

Evolution of Higher Level Education Institutions from 2000 – 2009 (www.inep.gov.br)

=Providing access to public high

education through distance education

Financing and evaluation by Ministry of Education

Partnership among states, municipalities and regional locations

Focus on qualification of educational professionals for primary and

secondary schools

(Math, Physics, Biology, etc.)

•UAB is the translation of OU, but it is not a physical place or institution. It is an integrated action between MEC and CAPES– It is a system that aggregates distance education

courses offered by Federal and State universities;

– There are regional centres that support the universities (stations or “pólos”);

– Courses are mainly: undergraduate and “lato sensu” postgraduate (diploma);

– Development of instructional materials

• Coordination of Improvement of Higher Education Personnel (CAPES) has been directly involved in the fulfilment of targets set in the Plan for Educational Development, as it has been responsible for the funding of special programmes for teachers’ initial and continuing training for basic education in the public institutions of higher education (IPES) of the country

• UAB is under CAPES regulation and finance

• Law 11.502/07 e Decree 6.316/07

How does it works?

UAB articulatesUniversities, local

government and the offer of courses.

• 104 institutions offer courses:• 56 Federal Universities;

• 31 State Universities;

• 17 Federal Institutes– IFET;

• Numbers:• 688 stations (pólos) in operation;

• Around 300.000 students enrolled ;

• 70% undergraduate courses• 75.000 teachers on the job

• Around 950 courses

Universidade Aberta do Brasil hoje

Source: CAPES, 2014

Face to face centers;

Printed and online instrucional material as OER;

Face to face and online tutors;

Didactic labs in the centers (polos presenciais);

Virtual learning environment;

Centers of distance education and coordination in higher education institutions.

Brazilian Distance Education up to date

• 2001 to 2011, enrollment in higher educationincrease 124.9%, reaching 6,739,689

• 5,746,762 on traditional courses (83%)• 992,927 in distance education courses (17%).• The latest Higher Education Census shows anincrease in students taking DE courses

Evolution of the number of registered students and teaching mode 2001-2009 Distance

Education

Number of distance education undergraduate students in Brazil

14%

17%

Overview of the Courses (2009)Distance Education

Course Registered %

Total 838,125

1 Pedagogy 838,125 34.2

2 Management 228,771 27.3

3 Social service 68,055 8.1

4 Literature 49,749 5,9

5 Accounting 29,944 3,6

6 Mathematics 19,626 2,8

7 Biology 19626 2,3

8 History 16,864 2

9 Social Communication 15,802 1,9

10 Environment 13,091 1,6

Others 85,956 10,3

Major Undergraduate Area

TraditionalDelivery

DistanceEducation

Business Administration 37,71 37,99Biology 32,67 32,79Accounting 34,97 32,59Social Sciences 41,16 52,87Philosophy 32,5 30,36Physics 32,5 39,62Education 42,82 41,52Geography 39,04 32,58History 38,47 31,6Letters 35,71 33,05Mathematics 31,68 34,16Pedagogy 43,35 46,09Tourism 46,34 52,26

2008 National Survey of Student Performance Results

UAB BEYOND THE BORDERS OF BRAZIL

•Since 2011, UAB has stations in the Mozambican cities of

Maputo, Beira, and Lichinga to 630 students in pedagogy,

mathematics, biology, and public administration programs.

•The students are teachers and technical staff of the

government of Mozambique.

Brazil: Internet Access General Data

• Internet Access

– 46% Households with computers– 40% Households with Internet access– 49% Individuals are Internet users

• IT in Schools

– 99% public schools have computers– 82% have computer labs– 89% public schools have Internet access

Source: CGI.br, ICT Household Survey 2012 26

Proportion of Internet users by type of training or educational activity

Percentage of the total number of Internet users

Base: Total number of Internet users

70 7366

52

22 2021 19

17 1710 13

0

20

40

60

80

100

2008 2009 2010 2011 2012

Using social networkingsites, such as Orkut,Facebook and Linkedin

Completing schoolassignments / research

Looking up information onundergraduate, graduateand extension courses

Looking up availability of abook or an article in thelibrary

Downloading onlinematerials

Taking online courses

Source: CETIC CGI.Br available at www.cetic.br/publicacoes

Teachers by Internet use in general activities

(%)Percentage of the total number of public school teachers

27

36

38

39

47

54

67

68

70

72

92

0 20 40 60 80 100

Sending videos for class assignments

Attending distance education courses (e-learning)

Downloading educational TV programs for clasroomviewing

Taking part in teachers' discussion groups

Other purposes related to teaching activities

Carrying out administrative school tasks

Accessing teacher web portals

Accessing teacher web portals

Researching or downloading pedagogical audiovisualcontent

Researching or downloading books and articlesavailable on the Internet

Searching for content to be used in the classroom

Source: CETIC CGI.Br available at www.cetic.br/publicacoes

Teachers by continuing education activities

(%)

Percentage of the total number of public school teachers

51

55

48

7

9

10

15

11

17

27

26

25

0% 20% 40% 60% 80% 100%

2010

2011

2012

Yes, in persononlyYes, e-learningonlyYes, both

Did not undertakeit

Source: CETIC CGI.Br available at www.cetic.br/publicacoes

Perception of difficulty in activities on the InternetPercentage of the total number of public school teachers who used the

Internet in the last three months

Source: CETIC CGI.Br available at www.cetic.br/publicacoes

Open Educational Resources at UAB

An Example: Business Administration

• Conceptualization and development of courses instructional materials– Universidade Federal de Santa Catarina – UFSC,– Universidade Federal do Rio Grande do Sul – UFRGS – Universidade Federal de Mato Grosso – UFMT.

• Collaborative work among teachers• Integrating contents• Metodology and instructional materials adopted by others

publics universities

Source: Serra, A. Ribeiro, S. and Pinto, S. REA na Universidade Aberta do Brasil: limites e perspectivas

Instructional materials used as OER

• Data sample: 96 Universities from UAB System. – 23% use or develop OER as instructional material for

undergraduate and diploma courses;– 70% do not use and do not develop OER outside UAB System;– 100% intends to continue or start to use OER in UAB System

Courses.

Source: Serra, A. Ribeiro, S. and Pinto, S. REA na Universidade Aberta do Brasil: limites e perspectivas

OER – Use and Reuse

Source: Okada (2011)

Analysis of OER in UAB

Source: Serra, A. Ribeiro, S. and Pinto, S. REA na Universidade Aberta do Brasil: limites e perspectivas

LUME-UFRGS

Lume -Repositório Digital da UFRGSVersão 1.8.1

OER in Lume PlatformSorts of OER: Didactic Material

- resources designed to support a learning activity.

Teaching activities- set of materials used in teaching activity. Different from isolated materials that must

be submitted to the item "Didactic material". Include educational plan, accompanied by learning objects, presentations, textbook or instructional graphics. Resources in category "Activity Level“ should only be submitted to the Editorial Board of Lume after completion of the activity.

Learning Objectives- digital resources in modules, which can be presented in multiple formats (videos,

websites, animations, simulations, etc..). Generally, the modules have theoretical contents and challenges. They can be used individually or aggregated to other objects and / or tools such as, for example, virtual learning environments. Must be able to be applied in different learning situations and platforms.

Fonte: Ferreira, Manuela K. Et.all 2013

OER in LUMEOrganização da comunidade de Recursos Educacionais Abertos:

Agricultural Science (coleção)Biological Sciences (coleção)Health Sciences (coleção)Exact Sciences (coleção)Humanities (coleção)Social and Applied Sciences (coleção)Engineering (coleção)Linguistics and Arts (coleção)Multidisciplinary (coleção)

License Creative Commons

Atribuição – Uso Não Comercial – Compartilhamento pela Mesma Licença (by-nc-sa)

Fonte: Ferreira, Manuela K. Et.all 2013

TECA-Cederj

This project is funded by the European Union

This project is implemented by USGM

This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License