Education in Brazil: Meeting the needs of rural students.

摘要

In today's society policy makers, economists, and educators have become increasingly interested in education as an engine for economic growth. In the changing global economy, education has become a key component to improving economic competitiveness, raising incomes, improving health, and achieving sustained growth. In light of the enormous technical changes currently occurring world wide and increased competition among countries, increased educational levels is one of the most important contributing factors to reducing socio-economic differences among groups, particularly low income and rural populations. Yet, it is currently argued that vocational education programs are more costly and less efficient when compared to the public and private returns participants receive from an academic education (K--12) (Psacharapoulos, 1987; Chapman and Windham, 1985; Foster, 1965). However, recent studies (Schultz, 1964, 1975; Bennell and Segerstrom, 1998; Weir, 1999) indicate that vocational training programs may be a worthwhile investment if students receive benefits at the end of the program (i.e. employment, financial assistance for project/farm development)---particularly in the area of agricultural and rural development.; This study compares Projovem---an alternative education program designed to promote rural agricultural development through entrepreneurial training---to the agricultural technical education in the state of Sao Paulo, Brazil. A cost-benefit analysis coupled with semi-structured interviews, program documentation and participant observation yields socio-economic information, curricular characteristics, participant perspectives and information on the transfer of technology to families participating in PROJOVEM. Findings suggest that when student receive funding to implement their agri-business projects, Projovem is a worthwhile investment in terms of the education that it provides to rural students---both economically and socially. The findings make an important contribution to the current policy debate among international organizations and governments in developing countries about the merits technical versus academic education.