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Achieving World-Class Education in Brazil. The Next Agenda by Barbara Bruns

By Barbara Bruns

Over the prior 15 years, Brazil has brought a constant software of reforms of its schooling procedure, steadily aligning the tutorial attainment of its exertions strength with that of different center source of revenue nations and introducing complex scholar review and tracking platforms.

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Measuring Results From a starting point of no information on student learning in 1994, the Cardoso and Lula da Silva administrations have systematically constructed one of the world’s most impressive systems for measuring education results. In many respects, the Prova Brasil/Provinha Brasil student assessments and the IDEB (Índice de Desenvolvimento da Educação Básica) composite index of education quality developed by the Ministry of Education’s assessment arm (INEP, Instituto Nacional de Estudos e Pesquisas Educacionais Anísio Teixeira) is superior to current practice in the United States and in many other OECD countries in the quantity, relevance, and quality of the student and school performance information it provides.

From 2002-2004, she headed the Secretariat of the global Education for All Fast Track Initiative (EFA FTI). She holds degrees from the London School of Economics and the University of Chicago. David Evans is an economist in the Human Development Department of the Latin America and the Caribbean Region. He joined the World Bank in 2007 as Co-Coordinator of the Africa Program of Education Impact Evaluations, and has designed and managed rigorous evaluations of education projects in Brazil, Mexico, Haiti, the Gambia, Kenya, Sierra Leone, and Tanzania, on topics including the impact of school uniform provision, conditional cash transfers, school grants, school management training, teacher training, and textbook provision.

Makhtar Diop Country Director for Brazil The World Bank Acknowledgments This report reflects the work of a large World Bank team and a much larger set of government, academic, and nongovernmental organization (NGO) partners in Brazil who have guided and supported our efforts. Invaluable research funding was provided by the Spanish Impact Evaluation Fund (SIEF) and the Bank-Netherlands Partnership Program (BNPP). We thank first of all the policy makers who are, day in and day out, reshaping education systems in Brazil to give more chances to poor children and to produce the skilled and educated citizens the country needs for success in the 21st century.

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