{"id":275180,"date":"2019-05-31T16:59:24","date_gmt":"2019-05-31T19:59:24","guid":{"rendered":"http:\/\/revistapesquisa.fapesp.br\/?p=275180"},"modified":"2019-05-31T17:08:57","modified_gmt":"2019-05-31T20:08:57","slug":"higher-education","status":"publish","type":"post","link":"https:\/\/revistapesquisa.fapesp.br\/en\/higher-education\/","title":{"rendered":"Higher education"},"content":{"rendered":"<p>In 2017, 3,226,249 people enrolled on undergraduate courses in Brazil, an increase of 8.1% over 2016. The number of students starting new courses each year grew by 596% between 1994 and 2017. The increase was 269% at public institutions and 769% in the private sector. Distance learning exceeded one million new students, accounting for 1\/3 of all admissions in 2017 and 37% of private sector enrolments.<\/p>\n<p>The number of students completing undergraduate courses grew by 2.6% from 2016 to 2017, with 1,199,769 people graduating in the year. The increase between 1994 and 2017 was 388%, with 187% in public institutions and 500% in the private sector. Distance learning accounted for 21% of total graduates and 25% in the private sector.<\/p>\n<\/div><div class='overflow-responsive-img' style='text-align:center'><picture data-tablet=\"\/wp-content\/uploads\/2019\/01\/011_Dados_272-1_en-desktop.png\" data-tablet_size=\"1140x486\" alt=\"\">\n    <source srcset=\"\/wp-content\/uploads\/2019\/01\/011_Dados_272-1_en-desktop.png\" media=\"(min-width: 1920px)\" \/>\n    <source srcset=\"\/wp-content\/uploads\/2019\/01\/011_Dados_272-1_en-desktop.png\" media=\"(min-width: 1140px)\" \/>\n    <img decoding=\"async\" class=\"responsive-img\" src=\"\/wp-content\/uploads\/2019\/01\/011_Dados_272-1_en-mobile.png\" \/>\n  <\/picture><\/div><div class=\"post-content sequence\">\n<p>The number of students graduating did not increase at the same rate as the number of new admissions. The graph on the right shows the percentage of students graduating in a five-year period compared to the number of new entrants in the same period, based on the prior six years<sup>1<\/sup>. This indicator has dropped significantly, suggesting that the number of dropouts is rising: from above 80% prior to the 2004\u20132008 group, to just over 50% of those due to graduate from 2010 onward.<\/p>\n<\/div><div class='overflow-responsive-img' style='text-align:center'><picture data-tablet=\"\/wp-content\/uploads\/2019\/01\/011_Dados_272-2_en-desktop.png\" data-tablet_size=\"1140x555\" alt=\"\">\n    <source srcset=\"\/wp-content\/uploads\/2019\/01\/011_Dados_272-2_en-desktop.png\" media=\"(min-width: 1920px)\" \/>\n    <source srcset=\"\/wp-content\/uploads\/2019\/01\/011_Dados_272-2_en-desktop.png\" media=\"(min-width: 1140px)\" \/>\n    <img decoding=\"async\" class=\"responsive-img\" src=\"\/wp-content\/uploads\/2019\/01\/011_Dados_272-2_en-mobile.png\" \/>\n  <\/picture><\/div><div class=\"post-content sequence\">\n<p>In the most recent period, the reduced graduation rate occurred mainly in federal and private institutions. The former fell from 64% in 2008\u20132012 to 53% in 2013\u20132017, while the latter dropped from 58% to 50%. At state institutions, the rate remained at around 56% across the entire period.<\/p>\n<\/div><div class='overflow-responsive-img' style='text-align:center'><picture data-tablet=\"\/wp-content\/uploads\/2019\/01\/011_Dados_272-3_en-desktop.png\" data-tablet_size=\"1140x552\" alt=\"\">\n    <source srcset=\"\/wp-content\/uploads\/2019\/01\/011_Dados_272-3_en-desktop.png\" media=\"(min-width: 1920px)\" \/>\n    <source srcset=\"\/wp-content\/uploads\/2019\/01\/011_Dados_272-3_en-desktop.png\" media=\"(min-width: 1140px)\" \/>\n    <img decoding=\"async\" class=\"responsive-img\" src=\"\/wp-content\/uploads\/2019\/01\/011_Dados_272-3_en-mobile.png\" \/>\n  <\/picture><\/div><div class=\"post-content sequence\">\n","protected":false},"excerpt":{"rendered":"Distance learning grows in popularity while graduation rates remain low","protected":false},"author":475,"featured_media":0,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"_acf_changed":false,"_exactmetrics_skip_tracking":false,"_exactmetrics_sitenote_active":false,"_exactmetrics_sitenote_note":"","_exactmetrics_sitenote_category":0,"footnotes":""},"categories":[1328],"tags":[226],"coauthors":[785],"class_list":["post-275180","post","type-post","status-publish","format-standard","hentry","category-data","tag-education"],"acf":[],"_links":{"self":[{"href":"https:\/\/revistapesquisa.fapesp.br\/en\/wp-json\/wp\/v2\/posts\/275180","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/revistapesquisa.fapesp.br\/en\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/revistapesquisa.fapesp.br\/en\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/revistapesquisa.fapesp.br\/en\/wp-json\/wp\/v2\/users\/475"}],"replies":[{"embeddable":true,"href":"https:\/\/revistapesquisa.fapesp.br\/en\/wp-json\/wp\/v2\/comments?post=275180"}],"version-history":[{"count":4,"href":"https:\/\/revistapesquisa.fapesp.br\/en\/wp-json\/wp\/v2\/posts\/275180\/revisions"}],"predecessor-version":[{"id":289024,"href":"https:\/\/revistapesquisa.fapesp.br\/en\/wp-json\/wp\/v2\/posts\/275180\/revisions\/289024"}],"wp:attachment":[{"href":"https:\/\/revistapesquisa.fapesp.br\/en\/wp-json\/wp\/v2\/media?parent=275180"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/revistapesquisa.fapesp.br\/en\/wp-json\/wp\/v2\/categories?post=275180"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/revistapesquisa.fapesp.br\/en\/wp-json\/wp\/v2\/tags?post=275180"},{"taxonomy":"author","embeddable":true,"href":"https:\/\/revistapesquisa.fapesp.br\/en\/wp-json\/wp\/v2\/coauthors?post=275180"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}