Education
"The three priorities of the Global Initiative on Education are put every child in school, improve the quality of learning, and foster global citizenship. By putting every child in school, the access to education will be far greater. Education is the foundation to a country’s social, economic, and political progress. With school attendance comes the priority of improving the quality of learning. Without quality education, children will not be successful in learning and therefore, will not have a bright future. Lastly, children need to have knowledge on global citizenship. We must instill a care for the world in children because they are the future leaders. Education must equip children with the understanding, skills, and values they need in solving global challenges. If every education system masters these three priorities, countries will flourish and prosper. Education is the foundation for a country (“Priorities”). Brazil has yet to master these three priorities.
Brazil has tried to put every child in school; however, there have been some flaws in the system. School is mandatory for all children ages seven to fourteen. Unfortunately, Brazil is not enforcing it. Many families live in rural areas where they cannot afford to send their children to school. They need the children to work in order to earn money and help support the family. For many families school is not the priority. A stunning statistics states, “only about a third of school children ever get to Grade Six” (“Brazil Education”). Drop out rates are huge as almost all of Brazilian students dropout of school before or during high school. Brazilians do not see the value in attending school when the schools are not maintained and lack heating and plumbing (“Brazil Education”). Brazilians do not see the importance of education when the quality of education is low. Brazil is lacking a high quality of learning. According to figure one, the average performance of Brazilian 15-year-olds is improving but not nearly where it should be. At the age of 15, it is not mandatory for students to attend school. This graph shows the performance of Brazilians who have completed their mandatory schooling. However, the average performance of Brazilian 15-year-olds is not meeting the OECD average. In fact, the performance is less than sixty percent of the OECD average in mathematics, reading, and science. Poor teacher training and a lack of credentials are a leading cause of the poor quality of Brazilian education (“International Perspectives on Education Reform”, 2014). Furthermore, eighteen percent of the population is illiterate which accounts for 13.2 million people in 2012 ("The Brazilian Educational System”). According to figure two, the reading proficiency of 15-year-old students is very low. The graph shows that about one of every two students who have completed their mandatory schooling is at a low reading proficiency rate (“Brazil’s Education”, 2009). Reading is a life skill that students need to obtain in order to be successful in the real world. Additionally, there is a huge gap between education of rich and poor. On academic exams, the average score of a private school is 519 points, whereas, a public school only scores 389 points. That is a difference of over 100 points. Children in private schools are able to receive higher quality education because they have funding from tuition to improve their quality of learning (“Brazil’s Education”, 2009). Overall, spending on education per student is low. According to figure three, the spending on education per student in Brazil is $2.16 for primary, $2.06 for secondary, and $11.61 for terciary. Even if children attend school, Brazil is not funding schools enough for them to receive a quality education (Education and Inequality in Latin America”, 2011). Overall, the quality of education in Brazil is poor and there is a large amount of work that needs to be done in order to improve the quality of learning. Since Brazil has not mastered the first two priorities, they have not started to include the teaching of global citizenship. Brazil is still working on improving their attendance and quality of education; therefore, they have not been able to focus on fostering global citizenship. They are not able to teach the basics of education proficiently so they cannot add instruction about leadership, values, and citizenship until students have gained the appropriate amount of knowledge in mathematics, reading, writing, science, and social studies. Madza Ednir states, “to implement either Citizenship Education or Global Citizenship Education approaches in schools implies the existence of good quality education, still scarce in Brazil” (Ednir). Brazil has to improve their attendance and quality of education before they can foster global citizenship. Brazil has not yet mastered the three priorities of the Global Education Initiative. However, they are striving to make improvements. They are currently paying off foreign debts in order to reallocate funds to bettering education (“Brazil Education”). Brazil has a large number of improvements to be made in education. Nonetheless, if they master the three priorities, they will be able to give students a superb education that will help better the future of Brazil. Sources: Brazil Education. (n.d.). Retrieved October 19, 2015, from http://www.brazil.org.za/brazil-education.html Brazil's Education. (2009). Retrieved October 19, 2015, from https://icuhighschool.wordpress.com/ Ednir, M. (n.d.). A Brazilian View on Global Citizenship Education. Retrieved October 19, 2015, from http://www.globaleducationmagazine.com/brazilian-view-global-citizenship-education/ Education and Inequality in Latin America. (2011). Retrieved October 19, 2015, from https://worldfund.org/en/about-us/education-gap.html International Perspectives on Education Reform. (2014, April 5). Retrieved October 19, 2015, from http://intled.blogspot.com/2014/04/ryndak-brazils-education-reform-in-sao.html Priorities. (n.d.). Retrieved October 19, 2015, from http://www.globaleducationfirst.org/priorities.html The Brazilian Educational System. (n.d.). Retrieved October 19, 2015, from http://thebrazilbusiness.com/article/the-brazilian-educational-system |
Figure One- This graph shows the average performance of Brazilian 15-year-olds. The average performance is not meeting the OECD average. In fact, the performance is less than sixty percent of the OECD average in mathematics, reading, and science. Brazilians are not obtaining a high quality of education.
International Perspectives on Education Reform. (2014, April 5). Retrieved October 19, 2015, from http://intled.blogspot.com/2014/04/ryndak-brazils-education-reform-in-sao.html Figure Two- This graph shows the reading proficiency of 15-year-old students. About one of every two students who have completed their mandatory schooling is at a low reading proficiency rate. If about 50 percent of students are at a low reading proficiency, students must not obtain a high quality of education.
Brazil's Education. (2009). Retrieved October 19, 2015, from https://icuhighschool.wordpress.com/ Figure Three- This graph shows the spending on education per student. In Brazil, the educational spending is $2.16 for primary, $2.06 for secondary, and $11.61 for terciary per student. With low educational funding, it is difficult for students to obtain a high quality of education.
Education and Inequality in Latin America. (2011). Retrieved October 19, 2015, from https://worldfund.org/en/about-us/education-gap.html |
Brazil's Government
Sources:
Brazil. (n.d.). Retrieved October 19, 2015, from http://www.brazil.org.za/politics-intro.html
Brazil. (n.d.). Retrieved October 19, 2015, from http://www.factmonster.com/country/brazil.html
Dilma Rousseff. (2015). In Encyclopædia Britannica. Retrieved from http://www.britannica.com/biography/Dilma-Rousseff
Michel Temer. (n.d.). Retrieved October 19, 2015, from http://micheltemer.com.br/
Three Branches of Government. (2000). Retrieved October 19, 2015, from http://www.factmonster.com/ipka/A0774837.html
Brazil. (n.d.). Retrieved October 19, 2015, from http://www.brazil.org.za/politics-intro.html
Brazil. (n.d.). Retrieved October 19, 2015, from http://www.factmonster.com/country/brazil.html
Dilma Rousseff. (2015). In Encyclopædia Britannica. Retrieved from http://www.britannica.com/biography/Dilma-Rousseff
Michel Temer. (n.d.). Retrieved October 19, 2015, from http://micheltemer.com.br/
Three Branches of Government. (2000). Retrieved October 19, 2015, from http://www.factmonster.com/ipka/A0774837.html
Economics
What will be produced with your country’s resources?
Brazil’s resources include coffee beans, sugar cane, iron ore, manganese, bauxite, nickel, granite, limestone, clay, sand, tin, gold, platinum, uranium, gems, petroleum, phosphates, timber, and hydroelectric power. From these resources, Brazil will produce iron, steel, chemicals, consumer goods, plastics, shipbuilding, machinery, vehicles, metal products, fertilizer, food, coffee, textiles, clothing, paper products, petrochemicals, pharmaceuticals, cement, and wood products.
How will these goods be produced?
Major industries have been developed to produce goods. Companies, mines, plantations, fields, factories, workshops, and businesses will produce these goods. They use both manual labor and machinery to produce these goods.
Who will use these goods?
Merchants and companies will sell these goods to make a profit while Brazilians and other consumers will buy these goods to use.
Will these goods be exported?
These goods will be exported. Many of the goods will be exported to China, the United States, Argentina, and the Netherlands. In 2014, there was 242.7 billion dollars worth of goods exported.
Brazil’s resources include coffee beans, sugar cane, iron ore, manganese, bauxite, nickel, granite, limestone, clay, sand, tin, gold, platinum, uranium, gems, petroleum, phosphates, timber, and hydroelectric power. From these resources, Brazil will produce iron, steel, chemicals, consumer goods, plastics, shipbuilding, machinery, vehicles, metal products, fertilizer, food, coffee, textiles, clothing, paper products, petrochemicals, pharmaceuticals, cement, and wood products.
How will these goods be produced?
Major industries have been developed to produce goods. Companies, mines, plantations, fields, factories, workshops, and businesses will produce these goods. They use both manual labor and machinery to produce these goods.
Who will use these goods?
Merchants and companies will sell these goods to make a profit while Brazilians and other consumers will buy these goods to use.
Will these goods be exported?
These goods will be exported. Many of the goods will be exported to China, the United States, Argentina, and the Netherlands. In 2014, there was 242.7 billion dollars worth of goods exported.
Sources:
Brazil. (n.d.). Retrieved October 26, 2015, from https://www.cia.gov/library/publications/the-world-factbook/geos/br.html
Brazil Market. (2010, November 23). Retrieved October 26, 2015, from http://www.economywatch.com/market/world-markets/brazil-market.html
Brazil Natural Resources. (n.d.). Retrieved October 26, 2015, from http://www.mapsofworld.com/brazil/information/natural-resources.html
Mixed Economic System Definition | Investopedia. (2010, February 28). Retrieved October 26, 2015, from http://www.investopedia.com/terms/m/mixed-economic-system.asp
Brazil. (n.d.). Retrieved October 26, 2015, from https://www.cia.gov/library/publications/the-world-factbook/geos/br.html
Brazil Market. (2010, November 23). Retrieved October 26, 2015, from http://www.economywatch.com/market/world-markets/brazil-market.html
Brazil Natural Resources. (n.d.). Retrieved October 26, 2015, from http://www.mapsofworld.com/brazil/information/natural-resources.html
Mixed Economic System Definition | Investopedia. (2010, February 28). Retrieved October 26, 2015, from http://www.investopedia.com/terms/m/mixed-economic-system.asp