The UAB Experience: Enhancing OER in Brazil

1. The UAB Experience: Enhancing OER in
Brazil
Universidade Aberta do Brasil (UAB)
Open University System of Brazil
Sandra R. H. Mariano
Department of Entrepreneurship and Management
Universidade Federal Fluminense
Monterrey, 09th June 2014

2. Brazil
2

3. 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

4. Education System in Brazil
15-17 years - High School
6-14 years - Elementary
3-5 years- PreSchool
(nursey and preschool)

5.  MUNICIPAL SYSTEM – responsible mainly for preschool (0 to 5 years) and
for 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 and
strategies. Aproved in June 2014.
National Education Organization – Constitution 1988

6. •*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
System
Preschool
and nursey
Elementary
school
High School
**
Enrollment *

7. Funding in Education (% of GDP)

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

9. Basic Education - Challenges
Rate (%)
Age
School 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

10. 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

11. PISA 2012: Brazil ranks in 53th position
Latin America comparation
Country 2009 2012 2012/2009
Argentina (6º) 401 406 +5
Brasil (4º) 405 405 ---
Chile (1º) 447 445 -2
Colombia (5º ) 402 399 -3
México (3º) 416 415 -1
Perú (7º ) 369 373 +4
Uruguay (2º) 427 416 -11
Source: data base PISA 2012, OCDE.

12. 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

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

14. =
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.)

15. •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

16. • 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

17. How does it
works?
UAB articulates
Universities, local
government and the
offer of courses.

18. • 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

19.  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.

20. Brazilian Distance Education up to date
•2001 to 2011, enrollment in higher education
increase 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 an
increase in students taking DE courses

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

22. Number of distance education undergraduate students in Brazil
14%
17%

23. 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

24. Major Undergraduate
Area
Traditional
Delivery
Distance
Education
Business Administration 37,71 37,99
Biology 32,67 32,79
Accounting 34,97 32,59
Social Sciences 41,16 52,87
Philosophy 32,5 30,36
Physics 32,5 39,62
Education 42,82 41,52
Geography 39,04 32,58
History 38,47 31,6
Letters 35,71 33,05
Mathematics 31,68 34,16
Pedagogy 43,35 46,09
Tourism 46,34 52,26
2008 National Survey of Student Performance Results

25. 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.

26. 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

27. 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 73
66
52
22 20
21 19
17 17
10 13
0
20
40
60
80
100
2008 2009 2010 2011 2012
Using social networking
sites, such as Orkut,
Facebook and Linkedin
Completing school
assignments / research
Looking up information on
undergraduate, graduate
and extension courses
Looking up availability of a
book or an article in the
library
Downloading online
materials
Taking online courses
Source: CETIC CGI.Br available at www.cetic.br/publicacoes

28. 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 clasroom
viewing
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 audiovisual
content
Researching or downloading books and articles
available on the Internet
Searching for content to be used in the classroom
Source: CETIC CGI.Br available at www.cetic.br/publicacoes

29. 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 person
only
Yes, e-learning
only
Yes, both
Did not undertake
it
Source: CETIC CGI.Br available at www.cetic.br/publicacoes

30. Perception of difficulty in activities on the Internet
Percentage 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

31. Open Educational Resources at UAB

32. 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

33. 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

34. OER – Use and Reuse
Source: Okada (2011)

35. Analysis of OER in UAB
Source: Serra, A. Ribeiro, S. and Pinto, S.
REA na Universidade Aberta do Brasil: limites e perspectivas

36. LUME-UFRGS

37. Lume -
Repositório
Digital da
UFRGS
Versão 1.8.1

38. OER in Lume Platform
Sorts 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

39. OER in LUME
Organização 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

40. TECA-Cederj

41. 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