Home Education Basic Education Continues Stagnant, as Assessed by Saeb

Basic Education Continues Stagnant, as Assessed by Saeb


Gabriel Mario Rodrigues, Chairman of the Board of Directors of ABMES

“Seven out of ten students in the third year of high school have insufficient level in Portuguese and mathematics. Among students at this stage of education, less than 4% have adequate knowledge in these subjects “(G1)

At the beginning of the month (4/9), the newspaper O Estado de S.Paulo published a report by journalists Renata Cafardo, Victor Vieira and Luiz Fernando Toledo highlighting that private primary schools did not improve their performance according to the Ministry of Education’s (MEC) evaluation. Public schools did better. Only 23% of the individuals in private schools reached the quality goals while among the public schools the index was 42%.

In São Paulo, private education did not have the expected outcomes in both the fundamental and the middle schools, according to the Index of Basic Education Development (Ideb), released on September 3.

Through this indicator, schools and/or systems can formulate (or reformulate) their political pedagogical projects, aiming at “improving the quality, equity and efficiency of teaching”, according to the Inep portal.

The Ideb includes grades in the Basic Education Assessment System (Saeb) of the National Institute of Educational Studies and Research Anísio Teixeira (Inep/MEC) – which established indexes and objectives for the 27 private networks of each state in the three levels: primary, middle, and high school.

“Out of the total of 81 goals, only 19 were achieved: 16 in the initial grades (6 to 10 year olds) and another 3 in the middle schools (11 to 14 year olds). In high school (young people 15 to 17 years), none of the grade levels evolved as expected “, points out O Estado de S.Paulo.

In determining that all schools participate in the Saeb, including private schools, MEC intended that the exams replace the Enem by school. Given the less than satisfactory results, we still have some islands of excellence, as related in the report: although far from achieving the targets. The private school network of São Paulo has schools that performed better than expected. “The Integrated Objective College registered Ideb 8.4, the highest in the city. The average of private schools in the state, in high school, is 5.9, ranking fourth, but not reaching the goal, of 6.8. (…) The lowest score of schools that participated in the capital of São Paulo 4.5, “said the report, adding that the index is still higher than the best public school in the state of Goiás (4). , 3). Then comes the state of Espirito Santo with 4,1; Pernambuco, 4; Rondônia, Ceará and São Paulo with 3.8.

Among private schools, the positive record goes to Espírito Santo, the state with the best performance in the country, as reported by the journalist Carolina Linhares on 9/10 in Folha de S.Paulo, under the title “At the Top, ES Elevates High School Without ‘reinventing the wheel'”.

The successful data in Espírito Santo oblige us to greet their Secretary of Education, Haroldo Rocha, who said that crumbling buildings and teacher with low wages are no longer excuses for inefficiency. This speech is old. Of course beautiful buildings help, but walls do not teach. The essence of the school is the relationship between students and teachers.

Despite the vicissitudes and controversies, we have something to celebrate in public education as Espirito Santo unfurls the banner by leading the high school ranking in the evaluation in 2017.

Not surprisingly, there is a growing consensus that our education system needs urgent and profound changes. The way it is today, it can not ensure for the current and future generations real and meaningful opportunities of a future and of social inclusion.

The Saeb data show that Brazilian education remains stagnant in basic requirements and knowledge, such as in Portuguese Language and in Mathematics. “Seven out of ten students in the third year of high school have insufficient level in Portuguese and mathematics. Among the students at this stage of education, less than 4% have adequate knowledge in these subjects “, says the “G1″report.

Another important issue: the International Labor Organization (ILO) has warned Brazil about the number of young unemployed, which has reached its highest rate in 27 years. It is estimated that approximately 30% of young Brazilians are out of work.

Young Brazilians not only need an education to prepare them for jobs. They also need to be prepared with the skills needed to perform and produce in existing jobs. Skills such as digital fluency, communication, creativity, collaboration, problem solving, critical thinking, among others, become fundamental in the current context of the Fourth Industrial Revolution.

The key skills required in today’s job markets encompass an increasingly diverse set of skills. In the same way, tomorrow’s global workforce – today’s children and youth – urgently need an education system that will guide them toward a better future.

In past generations, a university degree was often perceived as guaranteeing a path to stable employment. However, this simplistic sign of “work fit” is outdated and does not fit our reality.
The exponential advance of technologies and the Fourth Industrial Revolution accelerated the demand for people capable of innovating and enterprising, which the education sector often can not keep up with.

Saeb’s data has a profound impact on this reality. Without knowing how to read, write and think in a mathematical way, how will we have young people capable of generating innovation and entrepreneurship in Brazil?

Every time these headlines take over the news bulletins, we ask ourselves: what do we have to do to change Brazilian Education? Without a doubt, a complex question, for which there is no single answer, not even a quick and easy solution.

Yes, this is a real and complex challenge, which crosses the social, political and economic scenarios of the country. But if we, as a nation, continue to train students, whether they are in elementary, middle or higher education, disconnected from the reality and current demands of the world of work, our current and future economic, political and social perspectives will not be secure and stable.

Only Brazilians have the capacity to solve the real problems of our country, which, for the most part, are crucial for our survival. We must believe in this to change the course of our Brazilian history.