Dimensões e qualidade dos cursos superiores em áreas de CTEM no Brasil entre 2000 e 2013

Resumo

This paper analyses the evolution of tertiary education in Brazil from 2000 to 2013 in areas concerning science, technology, engineering and mathematics (STEM) fields. Administrative data are used to draw on the demand for courses, number of places, enrolments and graduates, and field concentration of the system output. Quality matters are also briefly discussed, using as parameters the flows of new graduates from top universities as well as the performance of engineering graduating students on national standardized tests. Indicators are reported for: i) universities x other institutions offering tertiary education, separating each in publicly and privately-administrated; ii) doctoral-granting institutions, as classified by Steiner (2005, 2006). Higher education institutions categorized by Carnoy et al. (2013) as “elite institutions” are also considered as a separate group when quality issues are debated. Results suggest that the flow of new undergraduate students finishing STEM degrees is expanding year after year in Brazil, but these numbers are still near to the ground in international standards and concentrated on low-performing higher education institutions.

Ficha do documento

Tipo

Artigo científico

Ano

2015

Instituição

Instituto de Pesquisa Econômica Aplicada (Ipea)

Fonte

Repositório do Ipea

Idioma

Português

Acesso

Acesso aberto

Identificador

oai:repositorio.ipea.gov.br:11058/4157

Licença

Licença Comum

Abrangência

Brasil; 2000-2013

Temas

TecnologiaDadosEducação

Palavras-chave

Educação.Ensino superiorEngenhariasCiências, Tecnologia, Engenharias e Matemática (CTEM)Exame Nacional de Desempenho de Estudantes (Enade)