Ronaldo Mota – Chancellor of Estácio Group, educational executive, lecturer, member of the board of the Brazilian Association of Owners of Private Institutions of Higher Education, he writes about new technologies in education and innovative educational methodologies.
Education has an almost unique property in the roll of products or services in general. Food, for example, when ingested in excess can do harm. Cars, at a certain concentration level, generate bottlenecks and pollution. Money, in any currency, increases its value in relation to other currencies when it’s scarce in relation to demand. It’s a zero sum game: one side wins at the expense of the other.
Education follows the opposite logic. When one is educated, one gains individually but the community to which one belongs also gains. When one is educated, one does not take knowledge away from another as he learns or teaches. Knowledge is maintained by one side and added to the other. It is a gain/gain game.
On the other hand, it is certain that all are harmed by the absence of education or by poor teaching.
In addition, there is no better antidote to violence than educated people. Politeness generates gentleness the same way that aggressiveness promotes brutality. Likewise, the lack of employment is mostly due to lack of schooling, evidenced by the fact that the most chronic unemployment is associated with gaps in the skills and the abilities demanded by the workforce.
Even being a privileged nation with regards to natural resources, Brazil has been unable to promote sustainable development. It grows but with alternate cycles of euphoria and frustration.
Probably the most relevant cause of low sustainability in Brazilian economic development is low productivity in general. There is evidence that increasing the average education of the population brings immediate impact to the quality of life, generating opportunities for jobs and business, and consequently greater global competitiveness of the products and the services provided by a region.
In the educational field, everything that has been done in practice has proven to still not being enough. Although insufficient, it should be noted that progress has been made, such as the increase, in one generation, in the percentage of GDP in public education from 2.9% to 5.6%; a reduction from 35% to 7% in children aged 4 to 14 years out of school; and a decline in adult illiteracy from 25% to 8% in that period. In higher education, programs like PROUNI and FIES have made it possible for millions to have access to universities. Even so, where those results weigh educationally, we are still far short of other countries with which comparisons would have some meaning.
We urgently need to establish new, clearly focused strategies that can result in more effective impacts over time. One proposal, complementary and non-exclusive of others, would be to establish an age-based cut-off point, based on a public policy of differentiated attention to the young, and which would progressively reach all students in the future.
Article 81 of the Basic Guidelines for Education Act (Law No. 9.394 / 1996) encourages the organization of experimental programs or institutions. In that spirit, it would be possible to establish a comprehensive experimental program, articulated among all educational systems, through the adoption of practices based on special flexibilities and prerogatives. As an example, in the first year of its implementation, differentiated attention would be given only to the first grade of elementary school. As guidance to school managers, the best teachers and infrastructures available would be guaranteed for this educational level and extraordinary additional resources would be directed especially for these initial school years.
Among other actions, as a result of a national civic calling, extra curricular activities could be developed by volunteer professionals with higher education degrees. They would be selected and would be responsible for actions defined by the local school executives, in accordance with the programs’ general guidelines. To exemplify, a volunteer dentist could complement teaching with elements of health and biology, an engineer with additional contributions in mathematics, artists would address subjects in the areas of culture and arts etc.
The following year, with the same level of quality, focus would still be maintained on the courses that were initially selected, now in second grade, with the incorporation of first year students. At the end of less than a decade, we would have formed a new educational generation, now in high school, and in vocational school. At the end of a decade and a half, we would be reaping the fruits at the higher education level.
The only real privilege of these newly, deferentially educated generations would be for them to shoulder a commitment to collaborate in sustainable economic, social and environmental development.
Documento: Resumo para organizações interessadas em participar do programa Erasmus+
Data: 21/12/2017
Autor: ABMES
DownloadDocumento: 2ª Delegação ABMES Internacional - Israel Experience
Data: 13/12/2017
Autor: ABMES
DownloadO convite é resultado do intenso trabalho realizado pelo programa ABMES Internacional em busca de parcerias que promovam a educação superior particular brasileira em todo o mundo
O BRICS reúne os principais acadêmicos do Brasil, Rússia, Índia, China e África do Sul para propor soluções viáveis para os desafios socioeconômicos mais prementes do mundo
Ronaldo Mota, membro do Colegiado da Presidência da ABMES e chanceler do Grupo Estácio, participou da abertura do evento, em uma plenária com autoridades da ONU
Representando a Associação, a consultora de parceria internacional visitou em 21 de junho uma das mais reconhecidas universidades particulares da França, a Universidade Católica de Lille
Artigo escrito por Hayim Makabee contando suas experiências e vivências profissionais ao imigrar para Israel em 1992
Como resultado das articulações da ABMES Internacional, instituições estrangeiras têm demonstrado interesse em IES brasileiras
As inscrições ocorrem em duas etapas, com prazos distintos. Primeiramente o candidato submete proposta na página da Capes até 31 de agosto
Podem inscrever projetos IES públicas ou privadas sem fins lucrativos
O convite para participar do webinar foi resultado do artigo Student Loans in Brazil: Investment or Expenditure?. O evento acontecerá na terça-feira (12/6) às 15h (horário brasileiro)
Os detalhes, datas, informações e demais procedimentos sobre os programas na área de educação internacional são atualizados rotineiramente no documento "Chamadas Públicas" elaborado pela ABMES
Jornal da PUC - Campinas: Entrevista com o Prof. Dr. Adolfo Ignácio Calderón fala sobre o tema Rankings Acadêmicos que, embora sejam cada vez mais utilizados como referência em termos de projeção e divulgação das instituições de ensino, é cercado de controvérsias
Artigo assinado pelo vice-presidente da ABMES, Celso Niskier, juntamente com o diretor executivo, Sólon Caldas, e com a consulta internacional da Associação, Lioudmila Batourina, publicado em 13 de maio no site internacional "Inside Higher ED"
Durante cinco dias, de 22 a 27 de abril, a iniciativa reuniu 600 participantes. A ABMES foi um dos palestrantes do evento
A ABMES incentiva seus associados a participarem e contribuírem com a pesquisa para, principalmente, tornar a educação particular brasileira cada vez mais visível no mundo
Artigo da consultora de parceria internacional da ABMES, Lioudmila Batourina, contando sua experiência durante a 30ª edição da conferência da Associação Brasileira de Educação Internacional (Faubai), ocorrida de 14 a 18 de maior, no Rio de Janeiro/RJ
Cronogramas e instruções sobre os programas na área de educação internacional são atualizados rotineiramente pela ABMES
Mostra, exibida na ONU em 2015, busca estimular a reflexão sobre o extermínio de judeus durante a Segunda Guerra Mundial