{"id":513433,"date":"2024-06-12T12:24:31","date_gmt":"2024-06-12T15:24:31","guid":{"rendered":"https:\/\/revistapesquisa.fapesp.br\/?p=513433"},"modified":"2024-06-12T12:24:31","modified_gmt":"2024-06-12T15:24:31","slug":"admissions-to-engineering-and-computing-courses","status":"publish","type":"post","link":"https:\/\/revistapesquisa.fapesp.br\/en\/admissions-to-engineering-and-computing-courses\/","title":{"rendered":"Admissions to engineering and computing courses"},"content":{"rendered":"<ul>\n<li>Between 2014 and 2022, the total number of students enrolling in undergraduate courses in Brazil grew from 3.1 million to 4.8 million<\/li>\n<li>In the same period, the number enrolling in engineering and related fields decreased from 469,000 to 344,000, while in computing and ICT<sup>1<\/sup>, it grew from 146,000 to 410,000, thus surpassing engineering<\/li>\n<li>In 2014, engineering and related courses accounted for 15.1% of admissions, compared to 7.2% in 2022; computing and ICT admissions increased from 4.7% to 8.6% in the same period<\/li>\n<li>As a result, engineering and related fields fell from 3<sup>rd<\/sup> position to 5<sup>th<\/sup>, while computing and ICT rose from 5<sup>th<\/sup> to 4<sup>th<\/sup>.<\/li>\n<\/ul>\n<\/div><div class='overflow-responsive-img' style='text-align:center'><picture data-tablet=\"\/wp-content\/uploads\/2024\/05\/RPF\u2014Dados-2023-11-info1-DESK-ING.jpg\" data-tablet_size=\"1140x480\" alt=\"\">\n    <source srcset=\"\/wp-content\/uploads\/2024\/05\/RPF\u2014Dados-2023-11-info1-DESK-ING.jpg\" media=\"(min-width: 1920px)\" \/>\n    <source srcset=\"\/wp-content\/uploads\/2024\/05\/RPF\u2014Dados-2023-11-info1-DESK-ING.jpg\" media=\"(min-width: 1140px)\" \/>\n    <img decoding=\"async\" class=\"responsive-img\" src=\"\/wp-content\/uploads\/2024\/05\/RPF\u2014Dados-2023-11-info1-MOBILE-ING.jpg\" \/>\n  <\/picture><\/div><div class=\"post-content sequence\">\n<ul>\n<li>The total number of admissions in face-to-face courses fell from 2.4 million to 1.7 million, but in distance courses the number grew steeply: from 728,000 to 3.1 million<\/li>\n<li>In engineering and related fields, the number of new students taking onsite courses decreased from 442,000 to 176,000, but enrollment in distance-learning courses increased from 28,000 to 169,000. Almost half of new students in the area joined distance-learning programs in 2022, but this growth did not offset the drop in face-to-face programs<\/li>\n<li>In computing and ICT, there was a slight rise in enrollment in face-to-face programs (from 114,000 to 120,000 new students) and a significant increase in distance learning (from 32,000 to 290,000 new students)<\/li>\n<\/ul>\n<\/div><div class='overflow-responsive-img' style='text-align:center'><picture data-tablet=\"\/wp-content\/uploads\/2024\/05\/RPF-Dados-2023-11-info2-DESK-ING.png\" data-tablet_size=\"4750x2333\" alt=\"\">\n    <source srcset=\"\/wp-content\/uploads\/2024\/05\/RPF-Dados-2023-11-info2-DESK-ING.png\" media=\"(min-width: 1920px)\" \/>\n    <source srcset=\"\/wp-content\/uploads\/2024\/05\/RPF-Dados-2023-11-info2-DESK-ING.png\" media=\"(min-width: 1140px)\" \/>\n    <img decoding=\"async\" class=\"responsive-img\" src=\"\/wp-content\/uploads\/2024\/05\/RPF-Dados-2023-11-info2-MOBILE-ING.png\" \/>\n  <\/picture><\/div><div class=\"post-content sequence\">\n<p class=\"bibliografia separador-bibliografia\"><strong>Note<\/strong> (1) ICT: Information and Communication Technologies. <strong>Source<\/strong> Microdata from the INEP\/MEC Higher Education Census. <strong>Prepared by<\/strong> the FAPESP Studies &amp; Indicators Team<\/p>\n","protected":false},"excerpt":{"rendered":"Survey shows changes in number of admissions to engineering and computing courses","protected":false},"author":475,"featured_media":0,"comment_status":"closed","ping_status":"closed","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":[219,228],"coauthors":[785],"class_list":["post-513433","post","type-post","status-publish","format-standard","hentry","category-data","tag-computation","tag-engineering"],"acf":[],"_links":{"self":[{"href":"https:\/\/revistapesquisa.fapesp.br\/en\/wp-json\/wp\/v2\/posts\/513433","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=513433"}],"version-history":[{"count":4,"href":"https:\/\/revistapesquisa.fapesp.br\/en\/wp-json\/wp\/v2\/posts\/513433\/revisions"}],"predecessor-version":[{"id":519517,"href":"https:\/\/revistapesquisa.fapesp.br\/en\/wp-json\/wp\/v2\/posts\/513433\/revisions\/519517"}],"wp:attachment":[{"href":"https:\/\/revistapesquisa.fapesp.br\/en\/wp-json\/wp\/v2\/media?parent=513433"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/revistapesquisa.fapesp.br\/en\/wp-json\/wp\/v2\/categories?post=513433"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/revistapesquisa.fapesp.br\/en\/wp-json\/wp\/v2\/tags?post=513433"},{"taxonomy":"author","embeddable":true,"href":"https:\/\/revistapesquisa.fapesp.br\/en\/wp-json\/wp\/v2\/coauthors?post=513433"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}