UFRRJ Final Report

UFRRJ
Universidade Federal Rural do Rio de Janeiro

Tudor Benga
Sujata Bordoloi
Irene Kapusta
Thomas Maffai
Christopher Reeve
Andr Solrzano

COLUMBIA UNVERSITY,
School of International and
Public Affairs

May 12, 2012
UFRRJ FINAL REPORT - Last modified on 04/29/2012, v4
1

I. TABLE OF CONTENTS
II. EXECUTIVE SUMMARY (1 PAGE)....................................................................4
III. INTRODUCTION...............................................................................................5
1_ CLIENT & PARFOR .............................................................................................. 5
2_ THE ISSUE............................................................................................................. 5
3_ RESEARCH QUESTION & RATIONALE ........................................................................ 5
4_ STRUCTURE OF THE REPORT ..................................................................................... 6
IV. BACKGROUND ...............................................................................................6
V. PROJECT OBJECTIVES ....................................................................................8
1_ OBJECTIVES......................................................................................................... 8
2_ SCOPE OF STUDY .................................................................................................. 9
3_ DEFINITIONS ........................................................................................................ 9
VI. METHODOLOGY ...........................................................................................10
1_ CONCEPTUAL FRAMEWORKS................................................................................ 10
A) Importance of numerous stakeholders .............................................. 10
B) Flow path of PARFOR participants...................................................... 10
C) Profile and motives of PARFOR participants...................................... 12
D) PARFOR design and project management ...................................... 12
2_ OVERVIEW OF RESEARCH ACTIVITIES (FIELD WORK)................................................. 14
A) Desk research........................................................................................ 14
B) January exploratory field trip .............................................................. 14
C) First analyses, further desk research & refinement of methodology
14
D) March field trip & in-depth research on the ground........................ 15
E) Analysis & recommendations.............................................................. 17
3_ RESEARCH LIMITATIONS & CONSTRAINTS ............................................................... 18
A) Research scope.................................................................................... 18
B) Biases in qualitative research.............................................................. 18
C) Biases in quantitative research ........................................................... 18
D) Status as researchers ............................................................................ 19
E) Timing of project ................................................................................... 19
VII. PARFOR STUDENT CHARACTERISTICS ..........................................................19
1_ FAMILY STATUS ................................................................................................... 19
2_ PLACE OF RESIDENCE & SCHOOL LOCATION.......................................................... 20
3_ TYPICAL DAY / SCHEDULE .................................................................................... 20
4_ MOTIVATION & COMMITMENT ............................................................................. 21
VIII. FINDINGS ......................................................................................................21
1_ COMMUNICATION & COORDINATION........................................................ 21
A) COMMUNICATION WITH TEACHERS .................................................... 21
2
B) COMMUNICATION AND COORDINATION WITH OTHER
STAKEHOLDERS ............................................................................................. 26
2_ APPLICATION AND ENROLLMENT ................................................................. 29
A) Application through Plataforma Freire website in the dark......... 30
B) validation of application by state & municipal secretariats, without
filter and with occasional errors ................................................................. 31
C) The blind definition of the number of spots, coupled with a random
selection of PARFOR students by UFRRJ.................................................... 31
D) Delays in student notification.............................................................. 33
3_ RETENTION...................................................................................................... 33
A) Practical issues ...................................................................................... 33
B) Academic affairs .................................................................................. 37
4_ POST-PARFOR CAREER .................................................................................. 43
A) the (re)definition of career objectives in the course of the PARFOR
program........................................................................................................ 44
B) The fundamental misalignment between PARFOR students career
goals and governmental interests ............................................................. 45
C) Blurred salary expectations ................................................................. 46
D) PARFOR graduates and dropouts as unleveraged spokesmen for
PARFOR (awareness building and image enhancing) ........................... 46
E) The deficient communication between PARFOR dropouts &
graduates and the UFRRJ & secretariats of education .......................... 46
IX. RECOMMENDATIONS...................................................................................47
1_ KEY FINDINGS UNDERLYING RECOMMENDATIONS ................................................... 47
2_ RATIONALE ........................................................................................................ 48
3_ THE VIEW OF PARFOR STUDENTS ON POTENTIAL IMPROVEMENTS.............................. 49
4_ RECOMMENDATIONS BY STAKEHOLDER ................................................................. 50
A) Internal recommendations for UFRRJ ................................................. 52
B) External recommendations that UFRRJ should pursue by influencing
other stakeholders (secretariats of education; Government / Federal
authorities) .................................................................................................... 56
5_ GUIDANCE ON IMPLEMENTATION ......................................................................... 59
X. CONCLUSION...............................................................................................60
XI. APPENDICES .......................................... ERROR! BOOKMARK NOT DEFINED.
1_ BACKGROUND INFORMATION.............................................................................. 63
A) Brazil country profile ............................................................................. 63
B) Socio-Economic indicators in brazil .................................................... 63
C) Education system in Brazil .................................................................... 63
D) Plataforma Freire (online application platform) ............................... 64
2_ CASE STUDY: NEW YORK CITY TEACHING FELLOWS PROGRAM AS MODEL ................ 65
3_ STAKEHOLDER MAP............................................................................................. 66
4_ AGGREGATES ANSWERS TO THE SURVEY ................................................................ 68
A) General comments .............................................................................. 68
3
B) Aggregated answers ........................................................................... 68
5_ RESEARCH TOOLS ............................................................................................... 74
B) Blank quantitative interview guides ................................................... 74
C) Qualitative interview guides................................................................ 81
XII. REFERENCES..................................................................................................96

4
I. EXECUTIVE SUMMARY
ln 2010, Lhe 8ural lederal unlverslLy of 8lo de !anelro began Lo lmplemenL Lhe federal
A8lC8 program (lano naclonal de lormao de rofessores da Lducao 8slca), Lhus
brlnglng publlc school Leachers Lo Lhe unlverslLy Lo earn bachelor's degrees. 1he program
was enacLed Lo lmprove Lhe 8razlllan publlc educaLlon sysLem by lmprovlng Lhe quallLy of lLs
Leachers.
1hls research lnLo ul88!'s lmplemenLaLlon of Lhe A8lC8 program soughL Lo galn lnslghL
lnLo Lhe unlverslLy's concerns abouL lncreaslng Lhe number of appllcanLs Lo Lhe program,
curLalllng Lhe dropouL raLe, and maklng sure fuLure graduaLes compleLe Lhe program.
8esearch resulLs polnL Lo a number of pracLlcal facLors LhaL are affecLlng sLudenLs' declslon
Lo conLlnue wlLh Lhe program. 1he prlmary concern for A8lC8 sLudenLs ls Lhe Llme
commlLmenL, as Lhey are expecLed Lo comblne Lhelr academlc schedules wlLh a full-Llme
Leachlng poslLlon. Many of Lhem are non-LradlLlonal aged unlverslLy sLudenLs and have
famlly responslblllLles as well. 1helr myrlad responslblllLles Lo Lhelr schools, Lhelr famllles,
and Lhelr sLudy are furLher compounded by long commuLlng Llmes, and a large opporLunlLy
cosL of sLudylng wlLh llmlLed flnanclal help offered Lhrough Lhe program. ln splLe of Lhe
sLaggerlng challenges and lacklng lncenLlves bullL lnLo Lhe program Lo fosLer sLudenL
perslsLence and reLenLlon LhroughouL Lhe four years requlred for graduaLlon, Lhe Leam
found excepLlonal moLlvaLlon among Lhe currenL cohorL of sLudenLs Lo graduaLe.
AL Lhe broader sysLemlc level, Lhe Leam found one of Lhe key challenges Lo smooLh
lmplemenLaLlon of Lhe program Lo be Lhe llmlLed communlcaLlon and coordlnaLlon beLween
Lhe federal governmenL, local secreLarlaLs of educaLlon, publlc schools and ul88!. 1hls
resulLs ln a dlsconnecL beLween Lhe vacancles offered by ul88! and Lhe acLual llcenslng
needs ln Lhe respecLlve publlc schools and/or Lhe prlmary placemenL preferences of A8lC8
parLlclpanLs. Lack of coordlnaLlon beLween ul88! and local publlc schools LranslaLes lnLo
schedullng dlfflculLles for program parLlclpanLs. CLher lapses ln communlcaLlon lead Lo a lack
of program awareness and buy-ln on Lhe parL of school dlrecLors and Lhe deparLmenLs
wlLhln Lhe unlverslLy.
1he Leam also found LhaL Lhe appllcaLlon and enrollmenL processes can be more sysLemaLlc
ln provldlng clear, conclse, Llmely, and perLlnenL lnformaLlon Lo sLudenLs. 1he lasL ma[or
flndlng ls relaLed Lo A8lC8 sLudenLs' plans afLer Lhey graduaLe from Lhe program. Many of
Lhe sLudenLs lnLervlewed expressed a deslre Lo pursue careers oLher Lhan Leachlng afLer
compleLlon of Lhe A8lC8 program. Whlle Lhls flndlng wlll noL necessarlly lmpacL sLudenL
reLenLlon ln A8lC8, lL does LhreaLen Lhe overall alm of Lhe program Lo supply local schools
wlLh cerLlfled Leachers.
1o address some of Lhese challenges, Lhe research Leam recommends LhaL ul88! bulld more
flexlblllLy and cholce lnLo A8lC8 course offerlngs, lmprove communlcaLlons and bulld Lhe
A8lC8 brand, and seek Lo allgn seaL allocaLlons wlLh Lhe acLual llcenslng needs of local
publlc schools.
8ecommendaLlons LhaL address some of Lhe sysLemlc challenges prlmarlly call governmenL
sLakeholders Lo lmprove Lhe brandlng of A8lC8, creaLe lncenLlves for Leachers Lo
successfully graduaLe and keep Lhelr Leachlng poslLlons afLer A8lC8, and lnvesL ln efforLs
Lo maLch Lhe demand for speclflc Leachlng llcenses wlLh Lhe seaLs offered aL ul88!. lL ls also
recommended LhaL Lhe federal governmenL explore Lhe poLenLlal of resLrucLurlng Lhe ln-
servlce" program ln a way LhaL Lakes Lhe unlque needs of non-LradlLlonal unlverslLy sLudenLs
who are full-Llme Leachers lnLo accounL Lo ulLlmaLely lncrease Lhe number of graduaLes and
beLLer quallLy Leachers.
5
INTRODUCTION

1_ Client & PARFOR

1he 8ural lederal unlverslLy of 8lo de !anelro (ul88!) was founded ln 1910 and ls locaLed
abouL sevenLy kllomeLers norLh of Lhe clLy of 8lo de !anelro. lL ls a publlc lnsLlLuLlon LhaL
largely serves 8lo de !anelro sLaLe's 8alxada llumlnense reglon. Classes are offered aL Lhe
unlverslLy's Lhree campuses: Seropedlca, nova lguau, and 1rs 8los.
ul88!'s lnsLlLuLe of LducaLlon currenLly lmplemenLs Lhe 8razlllan governmenL's A8lC8
Leacher Lralnlng program (sponsored by CALS
1
) ln Lhe dlsLrlcL of 8lo de !anelro. As parL of
Lhe A8lC8 model, ul88! offers courses Lo brlng publlc school Leachers, predomlnanLly
from Lhe surroundlng rural areas, Lo earn a flrsL or second undergraduaLe degree puLLlng
Lhem ln compllance wlLh currenL law. ul88! has 311 A8lC8 sLudenLs currenLly enrolled ln
dlfferenL programs, wlLh 3 speclal cohorLs made up excluslvely of A8lC8 sLudenLs.
A8lC8 ls a volunLary, four-year bachelor's program LhaL has been concelved as a means Lo
remedy Lhe problem of unquallfled and under-quallfled Leachers ln 8razll's educaLlon
sysLem. 1he ob[ecLlve of Lhe program ls Lo encourage Leachers ln Lhe publlc sysLem of baslc
educaLlon Lo obLaln Lhe necessary educaLlon requlred by law Lo parLlclpaLe ln Lhe Leachlng
professlon. A8lC8 alms aL achlevlng Lhls goal Lhrough Lhe lmplemenLaLlon of speclal
cohorLs, especlally deslgned for pracLlclng Leachers. A8lC8 ls lmplemenLed ln 86 hlgher
educaLlon lnsLlLuLlons ln 22 ouL of 27 sLaLes ln 8razll.
2_ The issue

1he program ls faced wlLh challenges even before Lhe graduaLlon of Lhe flrsL cohorL, seL for
Lhe end of 2013. 1he key challenges are enrollmenL numbers LhaL are lower Lhan expecLed
desplLe Lhe avallablllLy of open spoLs ln Lhe unlverslLles, and low sLudenL reLenLlon raLes
among sLudenLs who declde Lo enroll - desplLe Lhe program belng offered free of charge.
ul88! ls currenLly reporLlng a 30 dropouL raLe for A8lC8 sLudenLs. 1hough such raLes are
Lyplcally slmllar among regular sLudenLs ln dlsclpllnes llke maLhemaLlcs, Lhey are hlgh for
8razlllan sLandards ln oLher dlsclpllnes.
3_ Research question & Rationale

1he purpose of Lhls sLudy ls Lo explore Lhe rooL causes of dropouL among A8lC8 sLudenLs
and Lo analyze Lhe dlmenslons of Lhe A8lC8 selecLlon, admlsslon and reLenLlon processes
LhaL have an effecL on sLudenLs' declslon Lo compleLe Lhe program. 1he sLudy alms Lo
evaluaLe Lhe program Lhrough Lhe lens of lLs prlmary sLakeholders, namely Lhe sLudenLs of
A8lC8. lL wlll presenL Lhe lssues based on an analysls of Lhe perspecLlves gaLhered from
Lhe faculLy, sLaff aL Lhe munlclpal secreLarlaLs of educaLlon, non-A8lC8 sLudenLs and
school dlrecLors.
1he raLlonale for Lhe sLudy ls Lo make pollcy recommendaLlons on how ul88! can lmprove
Lhe dellvery of Lhe program Lo meeL Lhe ob[ecLlve of reLalnlng and graduaLlng a full cohorL of
A8lC8 sLudenLs. 1here wlll be an efforL Lo llnk Lhe flndlngs and recommendaLlons Lo
broader sysLemlc and pollcy lssues LhaL are ouLslde Lhe scope of ul88! buL have a dlrecL or
lndlrecL effecL on Lhe declslon of sLudenLs Lo accepL and conLlnue wlLh Lhe program aL
ul88!. 1hls may be leveraged by ul88! ln Lhelr lnLeracLlons wlLh Lhe federal 8razlllan

1
CALS: Coordenao de AperfeloamenLo de essoal de nlvel Superlor
6
auLhorlLles, ln order Lo lnfluence pollcy and Lhe federal managemenL of Lhe A8lC8
program.
4_ Structure of the report

1hls reporL ls dlvlded lnLo four maln secLlons. 1he flrsL secLlon provldes an overvlew of Lhe
educaLlon sysLem ln 8razll, wlLh a parLlcular focus on Lhe hlgher educaLlon sysLem. SecLlon
Lwo ouLllnes Lhe speclflc ob[ecLlves of Lhe sLudy and descrlbes Lhe research meLhodology,
llmlLaLlons and consLralnLs of Lhe sLudy. 1he Lhlrd secLlon ls an analysls of Lhe flndlngs based
on Lhe fleld Lrlps we conducLed ln !anuary and March. 1he flndlngs secLlon ls sub-dlvlded
lnLo four parLs: (1) Awareness and communlcaLlon, (2) AppllcaLlon and enrollmenL, (3)
8eLenLlon, and (4) osL-A8lC8 career. 8ecommendaLlons are ouLllned ln secLlon four.
II. BACKGROUND

Education in Brazil
1he lederal ConsLlLuLlon of 1988 and Lhe Ceneral Law of LducaLlon gulde educaLlon pollcy ln
8razll.
2
LducaLlon admlnlsLraLlon ls dlvlded beLween Lhe federal governmenL, sLaLes, Lhe
federal dlsLrlcL and munlclpallLles. Accordlng Lo Lhe ConsLlLuLlon, responslblllLy for baslc
educaLlon lles wlLh Lhe sLaLes and munlclpallLles, whlch glves greaL organlzaLlonal auLonomy
Lo sub-naLlonal governmenLs (27 sLaLes and 3,346 munlclpallLles) ln organlzlng Lhelr
educaLlonal sysLems. Larly chlldhood educaLlon (LCL) for chlldren aged 0-6 years resLs wlLh
Lhe munlclpallLles, prlmary educaLlon from 1
sL
- 8
Lh
grades ls managed [olnLly by Lhe sLaLe
and munlclpallLles and secondary educaLlon ls Lhe responslblllLy of Lhe sLaLe. 1hls
decenLrallzed sLrucLure means LhaL all admlnlsLraLlve funcLlons such as paymenL of salarles,
and deflnlng Leacher career sLrucLures, supervlslon of LCL, prlmary and secondary educaLlon
and currlculum developmenL are performed aL Lhe sLaLe and munlclpal levels.
8razll boasLs a llLeracy raLe of 90 among lLs adulL populaLlon older Lhan 13 years.
3
8razll
has Lhe same llLeracy raLe regardless of gender. 1he gross enrollmenL for prlmary school, ln
oLher words Lhe number of puplls ln prlmary school dlvlded by Lhe number of Lhe populaLlon
of Lhe age group correspondlng Lo LhaL educaLlon level, ls hlgher for males: 132 for boys
and 123 for glrls.
4
Accordlng Lo unLSCC LducaLlon for All (LlA) daLa on 8razll, 10 of 18-
24 year old (approxlmaLely 40 mllllon ln 2007) are enrolled ln Plgher LducaLlon lnsLlLuLlons
(PLl), hlgher educaLlon ls avallable ln 30 of ma[or clLles, and 2 of Afro-8razlllans make up
8razll's unlverslLy sLudenLs alLhough Lhey represenL 43 of Lhe populaLlon naLlonally.

2
!lCA, 2003
3
unlCLl, 2009
4
unlCLl, 2009
7
llgure 1: 1he 8razlllan educaLlonal sysLem and regulaLlon
Source: !apan 8ank for lnLernaLlonal CooperaLlon, Summary of SecLor SLudy for LducaLlon ln
8razll, 2003
1he followlng paragraphs focus on posL-secondary educaLlon. lurLher daLa on Lhe educaLlon
sysLem (from early chlldhood Lo secondary educaLlon) can be found ln Lhe appendlx
(Appendlx 1c).
Post-Secondary Education (Ensino superior)
Plgher educaLlon lnsLlLuLlons or PLl can be classlfled lnLo publlc and prlvaLe lnsLlLuLlons.
ubllc lnsLlLuLlons are managed and supporLed aL Lhe federal, sLaLe and munlclpal levels
whlle prlvaLe lnsLlLuLlons may be caLegorlzed lnLo non-proflL or for proflL. 8razlllan hlgher
educaLlon flLs Lhe ellLe publlc / mass prlvaLe model of hlgher educaLlon. 1he publlc unlverslLy
sysLem has been kepL small, relaLlvely well funded, academlcally selecLlve, and for Lhe mosL
parL soclally ellLe. ln conLrasL, a large, LulLlon-dependenL prlvaLe sysLem of very dlverse
quallLy has been encouraged Lo absorb Lhe rapldly growlng demand for hlgher educaLlon.
Accordlng Lo CLCu, enrollmenLs almosL Lrlpled beLween 1999 and 2003, growlng from 1.3
mllllon Lo more Lhan 4.3 mllllon sLudenLs due Lo expanslon ln secondary school enrollmenLs
and rapld growLh of Lhe prlvaLe hlgher educaLlon secLor. Cver Lwo-Lhlrds of Lhe hlgher
educaLlon sLudenLs ln 8razll are enrolled ln prlvaLe lnsLlLuLlons.
ubllc unlverslLles are generally consldered beLLer quallLy Lhan prlvaLe lnsLlLuLlons. 1he mosL
presLlglous publlc unlverslLles are unlversldade de Sao aulo (uS), unlversldade de
Camplnas (unlCAM), unlversldade lederal do 8lo de !anelro (ul8!), and unlversldade
lederal do 8lo Crande do Sul (ul8CS).
Plgher educaLlon ln 8razll ls provlded by 2,163 hlgher educaLlon lnsLlLuLlons dlvlded lnLo
unlverslLles, whlch carry ouL research, communlLy ouLreach and Leachlng (CLCu, 2003). Lach
unlverslLy admlnlsLers lLs own enLrance examlnaLlon (vesLlbular) made up of language,
humanlLles, naLural sclences, maLhemaLlcs and one forelgn language. SLudenLs plck Lhelr
speclallzaLlon based on Lhese exams and Lhls speclallzaLlon cannoL be changed once Lhey
8
enLer Lhe unlverslLy. ln 8razll, 68 of prlvaLe enrollmenLs concern Lhe evenlng perlod, ln
whlch mosL courses do noL requlre full-Llme aLLendance (!lCA, 2003).
Skills & selection of teachers involved in basic
education
1eachers are mosLly recrulLed from Lhe boLLom Lhlrd of sLudenLs ln 8razll. ln 2003, only 11
of Lhe hlgh school sLudenLs lnLeresLed ln becomlng a Leacher were ln Lhe Lop qulnLlle, whlle
30 were ln Lhe boLLom qulnLlle. Louzano eL al documenLed LhaL compared Lo englneerlng
sLudenLs, sLudenLs of pedagogy come from slgnlflcanLly poorer and less educaLed famllles
and are less llkely Lo aLLend (hlgher quallLy) prlvaLe hlgh schools (World 8ank, 2010).
Accordlng Lo Lhe 2009 census,
! Cf Lhe 1.97 mllllon Leachers who Leach ln 8razll, 32 (630,000) do noL have a bachelor's
degree
! CuL of Lhose 1.34 mllllon Leachers wlLh a bachelor's degree, 62,000 (3) are noL llcensed
! 33 of Leachers ln mlddle school ln Lhe publlc sysLem, and 47 of Leachers ln Lhe lasL
years of grammar school do noL have a degree LhaL ls compaLlble wlLh Lhe sub[ecL Lhey
Leach, and
! 1he blggesL dlscrepancy exlsLs ln Lhe exacL sclences, where Lhere ls a shorLage of
Leachers wlLh bachelor's degrees Lo meeL Lhe growlng demand.
1he Leacher selecLlon process ls hlghly decenLrallzed and sLaLes and munlclpallLles seL Lhelr
own selecLlon crlLerla and hlrlng processes. SLaLes and munlclpallLy deparLmenLs of
educaLlon may base recrulLmenL on wrlLLen examlnaLlons (concursos) and rank Lhe
educaLlonal and work experlences of candldaLes. lnLervlews, on-Lask evaluaLlons and lesson
plan preparaLlons are rarely used and probaLlonary perlods are rarely enforced. ollcy
reforms almed aL lmprovlng Leacher quallLy have lncluded pre-servlce Lralnlng programs,
experlmenLs wlLh ln-servlce Lralnlng and revlslon of Leacher lncenLlves.
III. PROJECT OBJECTIVES

1_ Objectives

1he maln ob[ecLlve of Lhe pro[ecL ls Lo ldenLlfy and analyze some of Lhe reasons why Lhe
A8lC8 program, lmplemenLed by ul88! ln Lhe dlsLrlcL of 8lo de !anelro, ls faclng
challenges wlLh sLudenL reLenLlon.

Worklng ln con[uncLlon wlLh ur. Cabrlela 8lzo aL ul88! and ur. urbano Carza, Lhe Leam's
faculLy advlsor aL Lhe School of lnLernaLlonal and ubllc Affalrs (SlA) of Columbla unlverslLy,
Lhe workshop Leam seL ouL Lo:
1. ldenLlfy Lhe approprlaLe levels of analysls LhaL have an effecL on sLudenL reLenLlon
2. ConducL research Lo undersLand Lhe experlences of sLudenLs enrolled ln Lhe A8lC8
program aL ul88! and LhaL of oLher key sLakeholders
3. 8eporL and analyze pollcles LhaL exlsL aL Lhe federal, unlverslLy, sLaLe, munlclpal, and
school-level LhaL lmpacL parLlclpaLlon ln Lhe A8lC8 program
4. AscerLaln wheLher Lhere ls congruency beLween sLudenLs' expecLaLlons and Lhose
responslble for creaLlng/admlnlsLerlng/Leachlng Lhe program
S. lnvesLlgaLe wheLher A8lC8's goals are reallsLlc when compared wlLh sLudenLs'
experlences
9
6. Make pollcy recommendaLlons for ul88! and oLher sLakeholders almed aL
lmprovlng Lhe program

2_ Scope of study

Whlle Lhe prlmary focus of Lhe research ls on reLenLlon of A8lC8 sLudenLs aL ul88!, Lhe
pro[ecL scope wlll also encompass elemenLs LhaL are parL of Lhe broader A8lC8 landscape.
8eLenLlon wlll be consldered ln lLs broader conLexL, sLarLlng wlLh communlcaLlon and
recrulLmenL of sLudenLs among Lhe Leachlng body, and endlng wlLh sLudenLs' anLlclpaLed
career cholces, posL-A8lC8. SLakeholders LhaL are noL dlrecLly under Lhe lnfluence of
ul88! - lncludlng Lhe federal level of A8lC8 - wlll be parL of our research.

8esearch wlll be focused on undersLandlng Lhe needs and asplraLlons of Leachers ln 8alxada
llumlnense ln Lhe SLaLe of 8lo de !anelro, wlLh regard Lo Lhe A8lC8 program. lL wlll allow
us Lo answer Lhe followlng quesLlons:
" Why do Leachers ellglble for A8lC8 noL enroll ln Lhe program? Why do some enroll?
" 1o whaL exLenL are A8lC8 parLlclpanLs aL ul88! saLlsfled wlLh Lhe program? (WhaL
ls worklng? WhaL can be lmproved?)
" Why do some accepLed A8lC8 appllcanLs choose noL Lo enroll or drop ouL of
A8lC8 durlng Lhe course of Lhe program?
" Why do or why don'L A8lC8 parLlclpanLs plan Lo reLurn Lo Lhelr Leachlng poslLlon
afLer graduaLlng?

3_ Definitions

1he followlng Lerms and concepLs resurface frequenLly Lhls reporL. lor Lhe purpose of
common undersLandlng, Lhey are clarlfled below:

AkICk student ] AkICk part|c|pant: lull Llme sLudenL enrolled ln Lhe A8lC8 program
aL Lhe unlverslLy level. Also referred Lo as Leachers" parLlclpaLlng ln A8lC8 glven LhaL Lhey
are employed full-Llme ln schools.

AkICk dropout: lormer A8lC8 sLudenL who ls noL enrolled ln A8lC8 anymore buL dld
noL compleLe Lhe program and Lhus dld noL earn a degree Lhrough Lhe A8lC8 program
Some A8lC8 dropouLs alm Lo resume A8lC8 ln Lhe fuLure Lo compleLe Lhe program,
whlle oLhers slmply gave up and do noL lnLend Lo come back Lo A8lC8.

AkICk professor: laculLy member aL unlverslLy who ls asslgned A8lC8 classes,
lndependenLly from Lhe naLure of Lhe deparLmenL, l.e. dlsclpllne (e.g. phllosophy,
maLhemaLlcs).

AkICk coord|nator: A8lC8 professor who also has an admlnlsLraLlve capaclLy, managlng
all academlc lssues - lncludlng A8lC8 - wlLhln an academlc deparLmenL (e.g. maLhemaLlcs,
pedagogy).

Secretar|at of Lducat|on: Munlclpal offlce of educaLlon LhaL manages educaLlon-relaLed
acLlvlLles wlLhln a cerLaln geographlc parameLer. SecreLarlaLs of educaLlon screen candldaLes
and approve appllcaLlons of Leachers for A8lC8.

|ataforma Ire|re: Cnllne plaLform for appllcaLlons lnLo dlfferenL programs ln Lhe fleld of
educaLlon across Lhe counLry. rograms lnclude boLh dlsLance and ln-person Lralnlng.
10
unlverslLles lmplemenLlng A8lC8 accepL and re[ecL appllcaLlons Lo A8lC8 Lhrough Lhls
webslLe. lurLher lnformaLlon as regards laLaforma lrelre ls lncluded ln Lhe Appendlx (see
Appendlx 1d).

Lnro||ment ] keg|strat|on |n AkICk: 8oLh Lerms refer Lo Lhe offlclal accepLance of Lhe
admlsslon offer made by Lhe unlverslLy Lo Lhe appllcanL. lrom Lhe momenL ln whlch Lhe
appllcanL accepLs Lhe offer Lo sLarL Lhe A8lC8 program, he/she ls offlclally enrolled, l.e.
reglsLered ln Lhe A8lC8 program.

IV. METHODOLOGY

1_ Conceptual frameworks

A) Importance of numerous stakeholders

1he A8lC8 program ls complex ln lLs managemenL and lmplemenLaLlon because lLs
execuLlon lnvolves mulLlple sLakeholders, ranglng from Lhe munlclpal secreLarlaLs of
educaLlon Lo school prlnclpals. 1he sLakeholder map dlsplayed ln Lhe appendlx of Lhe reporL
(see Appendlx 2) ouLllnes Lhe roles of Lhose varlous enLlLles and polnLs Lo Lhe complexlLy of
Lhe landscape. All sLakeholders have speclflc responslblllLles, dlfferenL roles wlLhln Lhe
educaLlon sysLem and ln Lhe lmplemenLaLlon of A8lC8, and varylng (and, aL Llmes,
compeLlng) lnLeresLs. undersLandlng Lhe roles, vlews and lnLeresLs of Lhese enLlLles as well
as Lhe connecLlons beLween Lhem was key ln Lhe research process prlor Lo Lhe fleldwork,
durlng Lhe research acLlvlLles on Lhe ground, and ln Lhe preparlng Lhe analyses and
recommendaLlons.

AlLhough Lhe research largely focuses on Lhe percepLlons and experlences of A8lC8
parLlclpanLs, lL also encompasses Lhe vlews of hlgh-lmpacL sLakeholders LhaL affecL Lhe
program's execuLlon.
AparL from Leachers (parLlclpanLs, non parLlclpanLs and dropouLs), oLher sLakeholders Lhe
Leam was able Lo access whlle conducLlng fleldwork lncluded: ul88! A8lC8 coordlnaLor,
ul88! deparLmenL coordlnaLors, and ul88! professors, non-A8lC8 sLudenLs aL ul88!,
dlrecLors aL schools surroundlng Lhe unlverslLy campus of nova lguau, and offlclals aL
munlclpal and sLaLe secreLarlaLs of educaLlon.

B) Flow path of PARFOR participants

Conslderlng LhaL ul88! seeks Lo lncrease Lhe number of parLlclpanLs ln Lhe A8lC8 program
as well as Lo decrease lLs number of dropouLs, Lhe research Leam concepLuallzed Lhe
parLlclpanL paLh Lhrough Lhe A8lC8 program. 1he followlng flow charL ouLllnes Lhe varlous
sLages ln Lhe paLh of A8lC8 sLudenLs - from Lhe momenL Lhey learn abouL Lhe exlsLence of
Lhe program Lo Lhelr anLlclpaLed career declslons followlng Lhe compleLlon of A8lC8. 1hls
charL has gulded analysls and recommendaLlons almed aL lncreaslng Lhe enrollmenL and
reLenLlon of A8lC8 parLlclpanLs aL ul88! as well as opLlmlzlng Lhe overall deslgn of Lhe
program.
11
llgure 2: 1he flow paLh of A8lC8 parLlclpanLs

Source: Columbla unlverslLy, SlA
1hls charL hlghllghLs Lhe ldeal flow-paLh LhaL Leachers should Lake, from Lhe perspecLlve of
Lhe federal governmenL and A8lC8 admlnlsLraLlon. MosL lmporLanLly, Lhls charL polnLs ouL
Lhe numerous sLeps along Lhe paLh LhaL could posslbly be broken. 1eachers mlghL have
never heard abouL A8lC8, knowlng Lhe program, Lhey mlghL noL be lnLeresLed ln Laklng
parL, Lhelr appllcaLlon mlghL be re[ecLed, Lhey mlghL be admlLLed buL noL enroll, Lhey are aL
rlsk of sklpplng classes and geLLlng poor grades and Lhus mlghL glve up durlng Lhe course of
Lhe program, and flnally, Lhey mlghL be LempLed Lo accepL anoLher [ob or enroll ln anoLher
academlc program upon graduaLlon.
1o meeL Lhe ul88! goal of lncreased enrollmenL and reLenLlon ln lLs A8lC8 program, Lhe
Leam deLermlned LhaL recommendaLlons should be formulaLed Lo maxlmlze Lhe llkellhood
LhaL Leachers follow Lhe green paLh Lo graduaLlon. ln Lhls respecL, Lhe research Leam soughL
Lo use Lhe flow paLh Lo do Lhe followlng:
a. ldenLlfy Lhe sLeps along Lhe paLh wlLh slgnlflcanL losses of sLudenLs.
b. AL each sLep, deLermlne Lhe facLors drlvlng Leachers' cholces. ln oLher words, undersLand
Lhe proflle and moLlves of Lhose dropplng ouL along Lhe way. AL each of Lhese polnLs,
explanaLlons may lle ln facLors havlng Lo do wlLh Leachers (see parL 2), wlLh Lhe program
deslgn (see parL 3), or boLh.
c. ueLermlne whlch sLakeholders were Lo be LargeLed for lnLervlews and oLher fleld acLlvlLles
ln order Lo undersLand how Lhe program lmplemenLaLlon ln general, and Leachers' declslons
and behavlors ln parLlcular, can be lnfluenced.

12
C) Profile and motives of PARFOR participants

1he characLerlsLlcs and asplraLlons of Leachers as well as Lhelr envlronmenL and connecLlons
are ma[or drlvers of declslon-maklng along Lhe flow paLh deplcLed above. 8elow are some
quesLlons relaLed Lo Lhe varlous dlmenslons of Lhe Leachers' proflles, whlch gulded fleldwork
efforLs.
a. Needs and Sk|||s: WhaL are Lhe needs of Leachers ln Lerms of academlc conLenL and
pedagoglcal skllls? Wlll Lhose needs be meL Lhrough Lhe A8lC8 program?
b. Mot|vat|ons and Interests: WhaL ls Lhe degree of moLlvaLlon of Leachers Lo assume Lhe
responslblllLles of an academlc program? Pow challenglng ls a A8lC8 bachelor degree
ln Lhelr eyes? WhaL are Lhelr career asplraLlons, moLlvaLlons and lnLeresLs? Are Lhe
laLLer ln llne wlLh A8lC8's mlsslon? WhaL slgnlflcance or value do Leachers ascrlbe Lo a
A8lC8 degree?
c. ersona| ke|at|ons: WhaL ls Lhe role of famlly and frlends ln Lhe declslon Lo Lake parL ln
A8lC8? WhaL are Lhese persons' vlews on A8lC8 and Lhelr moLlvaLlons wlLh regard
Lo Lhe program?
d. eers: 1o whaL exLenL and how do oLher Leachers lmpacL Lhe cholces and behavlors of
Leachers enrolled ln A8lC8? uo Lhe laLLer suffer from peer pressure by oLher Leachers?
e. Schoo|s: WhaL ls Lhe role of Lhe prlmary and secondary schools where Leachers work?
uo school dlrecLors encourage or dlscourage Leachers' parLlclpaLlon ln A8lC8 and how
ls Lhls behavlor manlfesLed? WhaL are Lhe drlvers and barrlers for schools Lo fosLer
enrollmenL and parLlclpaLlon ln Lhe program? Pow easy or dlfflculL ls lL for Leachers Lo
manage Lhelr schedules (Leachlng & A8lC8 learnlng)? Are Lhere physlcal lssues relaLed
Lo dlsLance beLween schools, places of resldence and ul88! campuses?
f. 8ackground: Pow does Lhe background and characLerlsLlcs of Leachers lmpacL Lhelr
declslons and aLLlLudes? lacLors lnclude (buL are noL llmlLed Lo) Lhe urban, suburban or
rural seLLlng, Lhe eLhnlclLy of Leachers, Lhelr age group (e.g. Leachers ln Lhe mlddle of
Lhelr career mlghL flnd lL dlfflculL Lo follow unlverslLy classes), Lhelr famlly relaLlonshlps
(e.g. sLudenLs mlghL heads of households, prlmary careLakers, or have oLher famlllal
responslblllLles, whlch mlghL prove challenglng Lo parLlclpaLlon ln A8lC8), Lhelr place
of resldence, and Leachlng conLracLs (mulLlple Leachlng conLracLs, permanenL conLracLs
vs. Lemporary conLracLs LhaL leave Lhem aL rlsk of belng flred and unproLecLed by Lhe
federal Leachers' unlon).
g. Cost-benef|t ana|ys|s: 1eachers are bound Lo welgh Lhe cosLs of A8lC8 parLlclpaLlon
(e.g. ln Lerms of Llme, efforL and opporLunlLy cosLs) vs. Lhe beneflLs Lhey would geL ouL
of Lhe program. 1hls ralses a number of quesLlons: WhaL does A8lC8 enLall ln Lerms of
workload and Llme managemenL (e.g. Leachlng loads and pursulng a degree
slmulLaneously, arranglng and decreaslng Leachlng Llmes whlle sLudylng)? WhaL ls Lhe
expecLed pay ralse afLer graduaLlon? WhaL are Lhe lncenLlves for Leachers Lo Lake parL or
noL ln Lhe program?

D) PARFOR design and project management

Llke Leachers' moLlvaLlons, characLerlsLlcs and envlronmenL, Lhe deslgn and managemenL of
A8lC8 lmpacL Leachers' declslon-maklng along Lhe flow paLh. 1o lnform Lhe research ln
Lhls regard, Lhe followlng quesLlons were used as guldes.
a. Commun|cat|on: llrsL, how does A8lC8 ralse awareness abouL Lhe program
(lncludlng boLh formal channels and word of mouLh)? WhaL ls Lhe acLual level of
awareness abouL A8lC8 among Leachers? Second, how does Lhe governmenL
13
arouse Leachers' lnLeresL abouL A8lC8 LhroughouL lLs communlcaLlon sLraLegy?
uoes lnLeresL vary accordlng Lo Lhe communlcaLlon channel? ls Lhe lnformaLlon
provlded sufflclenL for Leachers Lo make an enrollmenL declslon? ls communlcaLlon
around A8lC8 successful ln aLLracLlng Leachers?
b. Adm|n|strat|on: Pow long does appllcaLlon processlng Lake? Pow much paperwork
ls lnvolved? Pow are Leachers lnformed and whom can Lhey address wlLh quesLlons
abouL A8lC8? ls Lhere a slngle polnL of conLacL for each Leacher? WhaL ls Lhe role
of gender, race and age ln Lhe selecLlon process?
c. 8udget: ls Lhe federal A8lC8 budgeL hlgh enough for smooLh and full
lmplemenLaLlon (among oLhers, are Lhere enough funds Lo allow A8lC8
parLlclpanLs Lo decrease Lhelr Leachlng Llmes and be parLlally replaced by oLher
Leachers)? ls Lhere sufflclenL fundlng for A8lC8-relaLed expenses aL unlverslLles
lmplemenLlng Lhe program, and are A8lC8 funds Lransferred ln a Llmely manner?
Are salarles aLLracLlve Lo aLLracL and reLaln professors ln A8lC8 classes aL
unlverslLles?
d. Coord|nat|on: Pow do Lhe federal, sLaLe and munlclpal governmenLs, Lhe Leachers'
unlon, and ul88! cooperaLe? ls lnformaLlon properly shared beLween Lhem (e.g. as
regards besL pracLlces, daLa on parLlclpanLs, eLc.)? uo Lhey meeL or lnLeracL on a
regular basls? ls Lhe selecLlon of A8lC8 sLudenLs by secreLarlaLs and unlverslLles
conslsLenL wlLh Lhe phllosophy of Lhe program? uo sLakeholders pursue common
ob[ecLlves (e.g. uo all of Lhem encourage parLlclpaLlon, and how? uld A8lC8
unlverslLles choose Lo Lake parL ln Lhe program or noL? uo schools hlre Leachers wlLh
Lhe relevanL degrees or do Lhey conLlnue hlrlng Leachers wlLhouL Lhe proper
quallflcaLlon, and why? Are munlclpallLles lnLeresLed ln Leachers wlLh hlgher
quallflcaLlons glven Lhelr budgeL consLralnLs? uo Lhey pay Leachers wlLh a A8lC8
degree more Lhan Leachers wlLhouL relevanL quallflcaLlons? uo Lhe behavlors of
dlfferenL munlclpallLles vary? Are A8lC8 selecLlon crlLerla relevanL Lo Lhe
parLlclpanLs' llkellhood of successfully compleLlng Lhe program?
e. Autonomy: WhaL ls Lhe level of auLonomy and room for cusLomlzaLlon aL Lhe
unlverslLy and secreLarlaLs levels relaLlve Lo Lhe program? ls Lhls level approprlaLe
for effecLlve lmplemenLaLlon? uo roles overlap?
f. Curr|cu|um: uoes Lhe level of dlfflculLy and Lhe conLenL (e.g. currlculum, onllne
conLenL, eLc.) maLch parLlclpanLs' needs and expecLaLlons, especlally ln Lerms of
sub[ecLs and Leachers' proflles?
g. Integrat|on at the un|vers|ty: WhaL ls Lhe naLure of lnLeracLlons beLween A8lC8
sLudenLs and non-A8lC8 sLudenLs aL ul88! (glven Lhe hlgher age and Lhe
experlence of Lhe former)? Pow does Lhe unlverslLy (boLh faculLy and
admlnlsLraLlon) manage Lhese lnLeracLlons?
h. keport|ng (aL Lhe ul88!, munlclpal and sLaLe levels): ls Lhere any
reporLlng/assessmenL sysLem aL Lhe unlverslLy, munlclpal, and sLaLe levels? ls
knowledge shared beLween Lhe varlous unlverslLles lmplemenLlng A8lC8 ln 8razll,
munlclpallLles and sLaLes (e.g. regardlng Lhe Leachlng schedules of A8lC8
parLlclpanLs)? uo ul88!, munlclpallLles, sLaLes, and Lhe federal governmenL seek
feedback from A8lC8 parLlclpanLs?
l. UIkkI AkICk facu|ty: Are Lhere enough professors aL ul88! Lo Leach A8lC8
sLudenLs? Are A8lC8 professors speclally Lralned for A8lC8 lmplemenLaLlon? uo
Lhey have speclflc lnsLrucLlons for A8lC8 sLudenLs? uo Lhey flnd lL challenglng Lo
Leach A8lC8 parLlclpanLs? uo Lhey dlsLlngulsh beLween Lhelr A8lC8 and non-
A8lC8 sLudenLs? uo Lhey share knowledge and experlence, especlally beLween
academlc deparLmenLs wlLhln Lhe unlverslLy?
14
[. Incent|ves: WhaL are Lhe lncenLlves Lhe program offers parLlclpanLs Lo (1) enroll, (2)
do well ln Lhe program, and (3) go back Lo Lhelr orlglnal Leachlng poslLlons? (lor
example, Llme spenL aL ul88! vs. aL home vs. Leachlng, pay lncreases durlng Lhe
A8lC8 program and afLer Lhe program). Who ls responslble for deslgnlng such
lncenLlves? uo Lhese lncenLlves appeal Lo Leachers? lf so, Lo whlch Leachers (ln
Lerms of proflle)? lf noL, whaL would acLually lncenLlvlze Leachers durlng Lhe
program (lncludlng flnanclal bonuses and decrease of Leachlng workload) and upon
graduaLlon (e.g. guaranLee of salary lncrease)?

2_ Overview of research activities (field
work)

A) Desk research

Cur research on A8lC8 commenced ln november 2011 wlLh a prellmlnary assessmenL of
Lhe pro[ecL. lollowlng several conversaLlons wlLh Lhe cllenL and our lnlLlal desk research on
Lhe educaLlonal sysLem ln 8razll, we developed Lhe concepLual framework around whlch we
devlsed our work plan.
B) January exploratory field trip

1wo members of our Leam Lhen Lraveled Lo 8razll for a 10-day fleld Lrlp ln !anuary 2012, ln
order Lo gauge how our analyLlcal framework flL Lhe reallLy on Lhe ground and Lo gaLher
prellmlnary flndlngs.
1he !anuary fleld Lrlp was exploraLory, seeklng Lo esLabllsh conLacL wlLh as many Lypes of
sLakeholders as posslble, raLher Lhan LargeLlng any speclflc group and produclng ln-depLh
research on Lhose sLakeholders. 1he exploraLory naLure of Lhls Lrlp was Lhe resulL of Lhe
broad scope of our research, whlch needed furLher reflnlng. 1he Llmlng of Lhe flrsL fleld Lrlp
(summer vacaLlon) meanL many schoolLeachers and A8lC8 admlnlsLraLors were dlfflculL Lo
reach. 1he !anuary Leam Lhus conducLed lnLervlews wlLh 3 A8lC8 coordlnaLors aL ul88!
(hllosophy, Languages, and edagogy), one wlLh a A8lC8 coordlnaLor aL Lhe munlclpal
secreLarlaL of !aperl, one aL Lhe sLaLe secreLarlaL of 8lo de !anelro, as well as one focus group
wlLh 9 A8lC8 sLudenLs aL ul88!.
C) First analyses, further desk research &
refinement of methodology

Cur !anuary flndlngs led Lo a reappralsal of Lhe analyLlcal framework. As we were narrowlng
Lhe scope of our research Lo focus our crlLlcal flndlngs, we began looklng aL A8lC8 Lhrough
a supply and demand prlsm. We ldenLlfled a dlsconnecL beLween Lhe demand for seaLs from
schools and secreLarlaLs and supply of seaLs from Lhe unlverslLy.
We conLlnued our desk research concenLraLlng on Lwo maln areas LhaL could furLher lnform
our perspecLlve: Lhe wlder llLeraLure concerned wlLh lssues of reLenLlon and sources relaLed
Lo slmllar programs ouLslde of 8razll. As our research progressed we became lncreaslngly
focused on Lhe demand slde and declded LhaL Lhe pro[ecL would beneflL greaLly from
quanLlLaLlve evldence on Lhe facLors LhaL were conLrlbuLlng Lo Lhe sLudenL declslon Lo
conLlnue wlLh A8lC8 aL ul88!. We deslgned a quanLlLaLlve quesLlonnalre and almed Lo
admlnlsLer lL Lo Lhe enLlre A8lC8 sLudenL populaLlon aL ul88!, across Lhe flve deparLmenLs
(phllosophy, language, pedagogy, maLh, and geography).
15
D) March field trip & in-depth research on the
ground

1he Lwo-week March fleld Lrlp lnvolved Lhe four remalnlng Leam members, and provlded Lhe
bulk of our research. uesplLe our besL efforLs, loglsLlcal consLralnLs (see deLalls ln nexL
secLlon) prevenLed us from reachlng our surveys goal, admlnlsLerlng only 34 lnsLead of Lhe
hoped for 200+. 1he quesLlons asked ln Lhe quanLlLaLlve survey, as well as Lhe aggregaLed
resulLs, can be found ln Lhe appendlx (Appendlces 3 and 3).
1he one-Lo-one lnLervlews wlLh AkICk students were meanL Lo galn an ln-depLh
perspecLlve on Lhelr moLlvaLlons and asplraLlons, Lhelr undersLandlng of Lhe program, Lhelr
experlence prlor Lo and aL ul88!, and Lhe challenges Lhey encounLered. We galned a loL of
lnslghL from Lhese lnLervlews, whlch were LrlangulaLed wlLh lnformaLlon galned from Lhe
focus group dlscusslons and quanLlLaLlve survey.
1he lnLervlews and focus groups wlLh Lhe UIIkI facu|ty Leachlng A8lC8 sLudenLs were
prlmarlly almed aL obLalnlng lnformaLlon regardlng parLlclpanLs' academlc performance, buL
also regardlng Lhe lnLeracLlon beLween A8lC8 and non-A8lC8 sLudenLs. laculLy
members provlded us wlLh a beLLer undersLandlng of Lhe academlc pollcles and consLralnLs
wlLhln Lhe unlverslLy as well as oLher angles on Lhe parLlcular challenges faced by A8lC8
sLudenLs. LasLly, Lhese lnLervlews provlded opporLunlLles Lo address Leachlng meLhodology
and flnanclal concerns of A8lC8 faculLy members Lhemselves. 1he lnLervlews wlLh Lhe
deparLmenL coordlnaLors, who also LaughL A8lC8 sLudenLs, were slmllar Lo Lhe faculLy
lnLervlews buL added an admlnlsLraLlve componenL LhaL dwelL lnLo Lhe bureaucraLlc
lnLrlcacles of lnLegraLlng A8lC8 lnLo ul88!.
1he c|ass v|s|ts were an opporLunlLy Lo observe A8lC8 sLudenLs ln Lhelr academlc seLLlng,
and also provlded a broader perspecLlve on Lhe lnLeracLlon beLween A8lC8 and non-
A8lC8 sLudenLs. Class observaLlons covered Lhe maLhemaLlcs and pedagogy dlsclpllnes.
lurLhermore, Lhe vlslLs broughL up lnLeresLlng quesLlons regardlng Lhe classroom dynamlc ln
Lhe 8razlllan hlgher educaLlon sysLem on Loplcs such as sLudenL parLlclpaLlon and
aLLendance.
A focus group wlLh non-AkICk students who were lnLegraLed wlLh A8lC8 sLudenLs aL
ul88! offered some lnslghLs lnLo Lhe lnLeracLlon beLween boLh groups, Lhe soclal lnLegraLlon
of Lhe A8lC8 parLlclpanLs on campus, and Lhe percepLlons LhaL Lhe Lwo Lypes of sLudenLs
have of each oLher.
1hree of our conversaLlons were elLher wlLh, or dlrecLly focused on, Lhe dropouts, allowlng
us Lo obLaln furLher lnformaLlon on Lhose challenges LhaL ulLlmaLely make some sLudenLs
lnLerrupL or abandon Lhelr sLudles. Cur conversaLlon wlLh Lhe dropouL research Leam gave
us a larger plcLure of Lhe school-wlde slLuaLlon whereas our lnLervlew wlLh Lhe Seropedlca
coordlnaLor added a loL of deLall on Lhe lnLeracLlon beLween unlverslLles and munlclpal
secreLarlaLs.
ub||c schoo| v|s|ts were lnslghLful ln Lwo maln respecLs. lnLervlews wlLh school prlnclpals
helped us undersLand Lhe professlonal conLexL ln whlch A8lC8 sLudenLs operaLe. rlnclpals
can be exLremely lnfluenLlal, elLher poslLlvely or negaLlvely, on a Leacher's declslon Lo enroll
ln A8lC8 and Lhus Lhelr perspecLlve ls exLremely lmporLanL. 1eachers who were noL
enrolled ln A8lC8, on Lhe oLher hand, provlded an ouLslde vlewpolnL on why A8lC8
mlghL fall Lo aLLracL some of lLs LargeL audlence.
16
llnally, Lhe lnLervlews conducLed ln Lhe mun|c|pa| secretar|ats added Lhe perspecLlve from
Lhe cenLer of Lhe bureaucraLlc chaln. SecreLarlaLs play a role ln varlous sLages of Lhe
program's lmplemenLaLlon and are Lherefore cruclal Lo Lhe success of Lhe program. Whlle
Lhese conversaLlons were very helpful ln furLherlng our knowledge of Lhe bureaucraLlc
mechanlsm behlnd A8lC8, Lhey also made clear LhaL galnlng a funcLlonal undersLandlng of
Lhe complexlLles of an educaLlonal sysLem as large as 8razll's Lakes a slgnlflcanL amounL of
Llme and exposure Lo lL.
8elow ls an overvlew of sLakeholders reached durlng Lhe sLudy, lncludlng Lhe meLhod of daLa
collecLlon used and Lhe underlylng raLlonale.
llgure 3: 8aLlonale for fleld Lrlp acLlvlLles by sLakeholder: Summary
Un|t of observat|on kesearch act|v|ty kat|ona|e
locus groups &
Cne-on-one lnLervlews
CollecL deLalled, ln-depLh feedback of A8lC8 parLlclpanLs
(lncludlng sub[ecLlve answers), 1esL posslble lmprovemenL
measures of A8lC8
A8lC8 sLudenL
CuanLlLaLlve survey rovlde solld, daLa-drlven evldence regardlng moLlvaLlons,
enrollmenL, perslsLence and career goals of Lhe enLlre
A8lC8 parLlclpanL communlLy aL ul88!
non-A8lC8 sLudenLs aL
ul88!
locus group Assess lnLeracLlons beLween A8lC8 and non A8lC8
sLudenLs (lncl. percepLlon and behavlor)
A8lC8 dropouLs Cne-on-one lnLervlew ueLermlne Lhe reasons behlnd dropouL declslons and
ldenLlfy facLors LhaL could prevenL lL
non-arLlclpanL 1eachers Cne-on-one lnLervlews undersLand Lhe reasons behlnd Lhe lack of awareness of /
lnLeresL ln A8lC8 of currenL Leachers, and ldenLlfy
poLenLlal appllcaLlon lncenLlves
School rlnclpals Cne-on-one lnLervlews ldenLlfy Lhe vlew of school dlrecLors on A8lC8, Cauge
Lhelr moLlvaLlons and deflne lncenLlves Lo encourage Lhem
Lo send Leachers Lo A8lC8 and llberaLe Lhem
A8lC8 rofessors (lncl.
regular faculLy members,
A8lC8 coordlnaLor, and
deparLmenL coordlnaLors)
Cne-on-one lnLervlews & locus
groups
- CaLher oplnlons on A8lC8 sLudenLs ln class, Lhelr
aLLlLudes and performance, and Lhe course and Lhe A8lC8
program ln general
- Analyze lssues of A8lC8 professors llnked Lo Leachlng
meLhodology and work condlLlons (pay, Leachlng hours eLc.)
- ldenLlfy coordlnaLlon mechanlsms among faculLy members
aL ul88!, and beLween ul88! and oLher sLakeholders.
A8lC8 Classes Class observaLlon Cbserve Lhe lnLeracLlons sLudenLs-sLudenLs and sLudenLs-
Leachers durlng class, and gaLher lnslghLs as regards
Leachlng sesslons
SecreLarlaLs of LducaLlon
(munlclpal & sLaLe levels)
Cne-on-one lnLervlews - CaLher oplnlon on A8lC8 and ldenLlfy challenges Lo
lmplemenLaLlon,
- LducaLlon secreLarlaL offlclal- veLs and approves A8lC8
appllcaLlons submlLLed vla laLaforma lrelre
A snapshoL of all research acLlvlLles conducLed on Lhe ground follows.

17
llgure 4: Cvervlew of research acLlvlLles

E) Analysis & recommendations

1he March fleld Lrlp was followed by a phase of |ntens|ve ana|ys|s. 1he answers Lo Lhe
quanLlLaLlve survey were processed Lhoroughly uslng Lhe SSS.
LasL buL noL leasL, recommendat|ons were derlved from:
llndlngs from !anuary and March research Lrlps (and based boLh on quanLlLaLlve and
quallLaLlve acLlvlLles)
1he feedback collecLed on a range of poLenLlal measures LhaL could be lmplemenLed
Lo lmprove Lhe program. We LesLed a number of changes boLh ln Lhe survey and ln
quallLaLlve lnLervlews (especlally wlLh A8lC8 sLudenLs, faculLy members and
munlclpal secreLarlaLs of educaLlon)
leaslblllLy concerns: 1he fleld Lrlps were Lhe opporLunlLy for Lhe Leam Lo gauge Lhe
envlronmenL and Lhe conLexL of Lhe A8lC8 program on Lhe ground (e.g.
LransporLaLlon lssues, emoLlonal and personal proflle of parLlclpanLs, eLc.)
18

3_ Research limitations & constraints

llgure 3: Cvervlew of research llmlLaLlons
1ype of ||m|tat|ons Cha||enges
Scope of Lhe pro[ecL
- ComplexlLy of A8lC8
CuallLaLlve research - 8las ln Lhe selecLlon / avallablllLy of lnLervlewees
CuanLlLaLlve survey - # of respondenLs surveyed
- # of dlsclpllnes represenLed
SLaLus as researchers
- CooperaLlon w/ ul88! llkely Lo LhreaLen our sLaLus as lndependenL
researchers
1lmlng of Lhe pro[ecL - no graduaLes yeL
A) Research scope

Clven Lhe complexlLy of A8lC8 ln Lerms of ob[ecLlve, LargeL audlence, scale and
lmplemenLaLlon challenges, llmlLaLlons and consLralnLs ln researchlng lL are clearly
numerous. Lven Lhough Lhe geographlcal scope of our pro[ecL has been conflned Lo Lhe
experlence of ul88! and lLs surroundlng area of 8alxada llumlnense, Lhe program's
lmplemenLaLlon ls very much a funcLlon of lLs overall deslgn. Whlle we belleve LhaL we have
gaLhered a slgnlflcanL amounL of relevanL lnformaLlon durlng our research, especlally as
regards Lhe lmplemenLaLlon aL ul88!, we are aware LhaL ln many respecLs we have barely
begun Lo scraLch Lhe surface of Lhe funcLlonlng of such a program - especlally Lhe federal
deslgn of Lhe program and lLs managemenL naLlonally.
8eyond Lhe sysLemlc complexlLy and resulLlng llmlLaLlons of our flndlngs and
recommendaLlons, Lhere are a number of local and speclflc consLralnLs we encounLered ln
our research.
B) Biases in qualitative research

AvallablllLy lssues make us wary of a posslble pro-A8lC8 blas LhroughouL our quallLaLlve
lnLervlews wlLh sLudenLs and Leachers aL ul88!. lL ls posslble LhaL Lhose lndlvlduals who
agreed Lo offer us Lhelr Llme were among Lhe mosL supporLlve of Lhe program and lLs
ob[ecLlves. 1he self-moLlvaLlon we encounLered among mosL of our A8lC8 sLudenL
lnLervlewees sLrengLhened Lhls bellef.
1hls same blas may also exLend Lo our school prlnclpal lnLervlewees, whom we were malnly
able Lo reach Lhrough currenL A8lC8 sLudenLs. We have found sLrong supporL for A8lC8
among Lhose prlnclpals we lnLervlewed, buL we have also heard several accounLs of
admlnlsLraLors who were qulLe opposed Lo lL, whlch leads us Lo belleve LhaL Lhe program
mlghL be more conLenLlous Lhan Lhe perspecLlve we reflecLed ln Lhe lnLervlews conducLed.
C) Biases in quantitative research
1he quanLlLaLlve survey we admlnlsLered covers barely a quarLer of Lhe A8lC8 sLudenL
populaLlon aL ull8!, glven LhaL we were noL able Lo access all sLudenLs. Moreover, Lhe
quesLlonnalre was mosLly compleLed by pedagogy and languages sLudenLs, and ls Lhus
lacklng represenLaLlve numbers from maLh, phllosophy and geography. A comblnaLlon of
schedullng dlfflculLles and avallablllLy on Lhe parL of sLudenLs and professors llmlLed Lhe
survey's spread.
19
D) Status as researchers
Cur sLaLus as lndependenL researchers worklng ln con[uncLlon wlLh ul88! mlghL have been
recelved wlLh skepLlclsm aL Llmes and Lherefore blased some of Lhe lnformaLlon we
collecLed. As a Leam wlLh llmlLed Llme ln Lhe fleld for daLa collecLlon, our schedule and sense
of urgency were noL always allgned Lo Lhe unlverslLy schedule, whlch posed challenges ln
how efflclenLly we were able Lo gaLher daLa wlLhln a shorL Llme span.
E) Timing of project
LasL buL noL leasL, A8lC8 ls sLlll very young, lLs lmplemenLaLlon aL ul88! began ln 2010.
1herefore, no A8lC8 sLudenL has graduaLed from ul88! yeL. 1hls presenLs a challenge Lo
Lhe overall evaluaLlon of Lhe success of Lhe program. MosL of Lhe beneflLs of A8lC8,
wheLher Lhey concern Leachers or Lhe overall educaLlon landscape ln 8razll, wlll noL accrue
unLll Lhe currenL cohorLs have graduaLed and reLurned Lo Lhelr classrooms. Whlle we belleve
LhaL mosL aspecLs wlLhln Lhe scope of our research are noL conLlngenL on graduaLlon, Lhe
overall percepLlon of Lhe program, boLh for Lhose wlLhln and ouLslde of lL, wlll llkely be
dlfferenL once Lhe flrsL cohorL graduaLes.
V. PARFOR STUDENT CHARACTERISTICS

Cur analysls would lose much of lLs meanlng wlLhouL furLher descrlpLlon of Lhe A8lC8
sLudenL populaLlon. A8lC8 sLudenLs are aLyplcal ln many respecLs, compared Lo Lhe resL of
Lhe ul88! communlLy sLudylng aL nova lguau and Seropedlca.

lrom Lhe quanLlLaLlve quesLlonnalre admlnlsLered Lo 33 A8lC8 sLudenLs ln March 2012
(see descrlpLlon of Lhe survey ln Appendlx 3a), we obLalned relevanL demographlc
lnformaLlon.

PARFOR student characteristics (N= 53)
Average age 38
Average number of chlldren 1.3
Lxperlence Llme (years) 13
CA (ouL of 10) 8.2
Weekly Leachlng load (hours) 18
1oLal dally commuLlng Llme Lo schools and ul88! (hours 3.1

1_ Family status

lrom Lhls sample, Lhe A8lC8 sLudenL ls on average 38 years old, and has 13 years of
Leachlng experlence. racLlcally all A8lC8 sLudenLs are female. MosL of Lhese women have
famlly commlLmenLs slnce 60 of Lhe respondenLs are marrled and 7.7 llve as a couple ln a
relaLlonshlp. Cn average, parLlclpanLs have more Lhan 1 chlld (1.3).

20
llgure 6: A8lC8 sLudenL clvll sLaLus

Source: CuanLlLaLlve survey - ul88! A8lC8 sLudenLs (n=33)
2_ Place of residence & school location

1hlrLy-Lwo percenL of respondenLs llve ln 8elford 8oxo - whlch ls Lhe mosL clLed place of
resldence of Lhe surveyed A8lC8 sLudenLs aL ul88!. 8elford 8oxo ls followed closely by
nova lguau, wlLh 28 of respondenLs llvlng Lhere.

MosL Leach ln 8elford 8oxo (34), nova lguau (26), or !aperl (14). AlmosL all of A8lC8
sLudenLs aL ul88! clLe hlgh school as Lhelr hlghesL academlc formaLlon (88). llfLy-one
percenL earned Lhls hlgh school degree from a hlgh school dedlcaLed Lo Lhe formaLlon of
Leachers (Lscola normal). 1he 12 of surveyed A8lC8 sLudenLs who aLLalned a hlgher
degree Lhan hlgh school are pursulng a second bachelor's degree. Lven Lhough Lhe ma[orlLy
of A8lC8 sLudenLs have a permanenL Leachlng conLracL, 19 do noL have one.

Last degree attained by PARFOR students (N=53)
LasL degree aLLalned
Plgh school (non escola normal, segundo grau) 36.7
Plgh school (escola normal) 31
8achelor's degree (graduao) 12.2

3_ Typical day / schedule
A8lC8 sLudenLs aL ul88! spend Lhe bulk of Lhelr day - ln many cases, Lhelr enLlre day -
worklng ln schools, aLLendlng ul88! classes and commuLlng. 1hls does noL Lake lnLo accounL
Lhe Llme Lhey dedlcaLe Lo sLudylng aL home and Lo Laklng care of Lhelr famllles. 1he surveyed
A8lC8 sLudenLs spend, on average, over 10 hours per day ouLslde of Lhelr homes
(commuLlng, Leachlng and ln class).

Time spent out of home (N=53)
Pours per day
4 hours of A8lC8 class per day 4,0 37
1eachlng 3,6 34
CommuLlng Lo school (work place) 1,3 12
CommuLlng Lo ul88! / A8lC8 1,8 17
1C1AL 10,2 100

21
ln facL, A8lC8 sLudenLs spend nearly as much Llme commuLlng as Lhey do aLLendlng
A8lC8 classes. MosL of Lhem Lake publlc LransporLaLlon: 39 Lake Lhe bus. Clven
lnfrequenL buses and poor connecLlons ln Lhe rural areas, rellance on publlc LransporLaLlon
lmplles addlLlonal Llme losL ln commuLlng.

Means of transportation
(multiple answers allowed, N=53)
8us 39
Car 21
looL 10
8lke 3
1raln 3
MoLorblke 3
MoLoLaxl 1
MeLro 0

4_ Motivation & commitment
As we can see from Lhe prevlous analysls, A8lC8 sLudenLs are mosLly women who have
llmlLed Llme avallable Lo saLlsfy Lhe needs of Lhelr workplace and Lhelr famlly. 1hey spend
over 10 hours a day aL Lhe unlverslLy, aL Lhelr schools and commuLlng. 1hese dlfflculLles have
Lo be faced every weekday Lhe four year duraLlon of Lhe program. 1he managemenL of a full
Llme Leachlng poslLlon comblned wlLh Lhe A8lC8 program requlres an excepLlonal level of
commlLmenL and moLlvaLlon LhaL we could sense ln our lnLeracLlons wlLh A8lC8 sLudenLs.
lL ls also exLremely Llrlng and sLressful. As expressed by a A8lC8 coordlnaLor: A8lC8
sLudenLs are real warrlors for all whaL Lhey have Lo go Lhrough."

VI. FINDINGS
llndlngs are developed followlng Lhe A8lC8 sLudenL flow paLh deLalled ln Lhe meLhodology
secLlon (v1b). llndlngs lncorporaLe answers Lo our quanLlLaLlve survey (analyzed ln an
aggregaLed form), as well as lnformaLlon from quallLaLlve lnLervlews (lncludlng quoLes). lor
confldenLlallLy reasons, quoLes are noL aLLrlbuLed Lo speclflc lndlvlduals, buL assoclaLed wlLh
Lhe sLaLus of Lhe lnLervlewee (e.g. A8lC8 professor, school prlnclpal, A8lC8 sLudenL eLc.).
1hls confldenLlallLy clause was key for us Lo galn Lhe confldence of lnLervlewees. All sLaLlsLlcs
menLloned ln Lhls secLlon refer Lo Lhe resulLs of Lhe quanLlLaLlve survey we conducLed
among 33 A8lC8 parLlclpanLs aL ul88! - malnly pedagogy and language sLudenLs.
1_ COMMUNICATION & COORDINATION
ln our analysls, we dlfferenLlaLed beLween communlcaLlon Lo Lhe Leacher populaLlon (whlch
ls Lhe maln LargeL and dlrecL beneflclary of Lhe program) and communlcaLlon Lo and
beLween oLher sLakeholders (such as secreLarlaLs of educaLlon, A8lC8 professors aL ul88!,
and school prlnclpals, Lo name a few).

A) COMMUNICATION WITH TEACHERS
CommunlcaLlon abouL A8lC8 Lo lLs maln LargeL audlence, publlc school Leachers, ls Lhe
flrsL sLep ln Lhe lmplemenLaLlon of Lhe program. ln our analysls we have consldered Lhree
key ouLcomes LhaL serve as a basls for lLs evaluaLlon: 1) awareness bulldlng, 2) provlslon of
lnformaLlon, and 3) generaLlng lnLeresL and brandlng.
" 1he flrsL - awareness bulldlng - refers sLrlcLly Lo Leachers learnlng abouL Lhe
exlsLence of A8lC8.
22
" 1he second - provlslon of lnformaLlon - lnvolves Lhe clear and comprehenslve
Lransmlsslon of pracLlcal lnformaLlon abouL Lhe program (appllcaLlon sLeps,
admlsslon requlremenLs, eLc.).
" 1he Lhlrd - lnLeresL ralslng and brand bulldlng - refers Lo wheLher A8lC8's mlsslon
ls clearly undersLood and Lhe degree Lo whlch lL ls percelved as an aLLracLlve or
necessary professlonal endeavor.
Whlle Lhe dlffuslon of lnformaLlon Lhrough a bureaucraLlc sysLem ln a counLry of 8razll's slze
and reglonal dlverslLy can obvlously be very challenglng, our flndlngs lead us Lo belleve LhaL
A8lC8 has so far proved relaLlvely successful on awareness bulldlng and can poLenLlally
make beLLer use of lnformaLlon Lechnology Lo reach a wlder audlence.
i. Awareness building
WheLher from Lhe federal level, from Lhelr school's admlnlsLraLlon or dlrecLly from Lhe
secreLarlaLs, Lop down Lransmlsslon of lnformaLlon Lo Lhe Leachers exlsLs, buL seems Lo
reach only a llmlLed proporLlon of Lhe Leacher communlLy. Word of mouth among teachers
|s thus the most common way peop|e hear about the program. Among Lhe A8lC8
sLudenLs we surveyed, almosL 2 ouL of 3 parLlclpanLs learned abouL Lhe program vla Lhelr
colleagues. Mun|c|pa| secretar|ats of educat|on and the |nternet a|so p|ay a s|gn|f|cant ro|e
|n ra|s|ng awareness about AkICk, each for roughly a Lhlrd of enrolled sLudenLs (34 and
30 respecLlvely).
llgure 7: llrsL lnformaLlon source on A8lC8 among currenL parLlclpanLs ln Lhe program

Cur lnLervlews evldenced furLher sources of lnformaLlon: l flrsL heard abouL A8lC8
Lhrough a 1v governmenL commerclal," sald one parLlclpanL durlng a focus group.
lnLervlewees menLloned hearlng abouL A8lC8 durlng Leacher meeLlngs ln schools or
ouLslde of schools (ln evenLs organlzed by Lhe munlclpal secreLarlaL of educaLlon), Lhrough
emalls from Lhelr school, and Lhe vasL ma[orlLy vla colleagues. Several menLlons of 1v ads
and even one of newspaper ads also polnL Lo an efforL ln Lhe program's communlcaLlon
sLraLegy Lo reach Lhe Leachers dlrecLly wlLhouL lnLermedlary llnks.
Whlle we dld noL have as much lnLeracLlon wlLh Leachers noL enrolled ln A8lC8, lL ls our
lmpresslon LhaL overall Lhe program has been lnconslsLenL ln maklng known lLs exlsLence Lo
23
Lhe publlc school Leachers' communlLy. 1hls seems Lo be due Lo Lhe lnformal characLer of
communlcaLlon around A8lC8.
Informa| conversat|ons p|ay a b|gger ro|e |n ra|s|ng awareness than off|c|a| commun|cat|on
channe|s. 1he |nformat|on from the federa| |eve| (whether through the AkICk federa|
web page or v|a 1V ads) and from secretar|ats of educat|on d|d not reach many of the
teachers that current|y take part |n AkICk. CuL of 20 parLlclpanLs LhaL polnLed Lo Lhelr
colleagues as Lhelr lnlLlal polnL of exposure Lo Lhe program, almosL half (9) llsLed Lhelr peers
as Lhelr only source of awareness.
ii. Provision of information
Whlle flndlng ouL abouL A8lC8 seems Lo be a reasonably sLralghLforward process,
gaLherlng accuraLe lnformaLlon on Lhe appllcaLlon and admlsslons processes appears Lo be a
much more challenglng Lask for lnLeresLed Leachers.
Word of mouth ||m|ts the accuracy and |eve| of deta|| about the program. et the
|nformat|on |s not made ava||ab|e |n |ts ent|rety through off|c|a| commun|cat|on channe|s
e|ther. AfLer learnlng abouL Lhe program, a cerLaln number of lnLervlewees menLloned LhaL
Lhey looked for furLher deLalls onllne. A slgnlflcanL number of A8lC8 sLudenLs sLaLe LhaL
Lhey could noL flnd all Lhe lnformaLlon Lhey were looklng for.
As many as one quarter (2S) of the surveyed AkICk respondents were not ab|e to get
the|r quest|ons about the program answered before subm|tt|ng the|r app||cat|on.
I was able to get my questions about the program answered before I
submitted my application (N=53)
SLrongly ulsagree (1) 6
ulsagree (2) 19
neuLral (3) 13
Agree (4) 43
SLrongly agree (3) 17

1he share of Leachers LhaL cannoL flnd all Lhe lnformaLlon soughL ls bound Lo be much hlgher
(>23) among Lhe Leachers LhaL are noL currenLly enrolled ln A8lC8 - glven LhaL Lhe lack
of deLalls mlghL deLer poLenLlal Leachers from applylng.
It appears that the purpose of AkICk and genera| |nformat|on about the program are
much better conveyed than pract|ca| |nformat|on. Comprehenslve lnformaLlon abouL
A8lC8 and lLs lmplemenLaLlon ls mlsslng. Deta||s such as schedu|es, course content, and
access to f|nanc|a| support and adm|ss|on requ|rements are |arge|y unknown to app||cants.
Many lnLervlewees ralsed concerns abouL Lhe schedu||ng LhaL ls noL dlsplayed aL Lhe Llme of
appllcaLlon. Cne LenLh of surveyed respondenLs speclflcally complalned abouL Lhe lack of
daLa on A8lC8 schedules ln an open quesLlon abouL mlsslng lnformaLlon aL Lhe Llme of
appllcaLlon. Lven course content was noL clear Lo A8lC8 sLudenLs prlor Lo Lhelr applylng.
Some complalned abouL Lhe lack of |nformat|on on scho|arsh|ps: 1he flrsL semesLer l dld
noL know abouL Lhe scholarshlps, l [only] found ouL ln my second semesLer." 1he quesLlon
regardlng how clear Lhe lnformaLlon was on adm|ss|on requ|rements was answered wlLh an
average grade of 3.6 /3: AlmosL 1 ouL of 4 surveyed sLudenLs (23) could noL flnd daLa
regardlng admlsslon crlLerla.

I was able to find information about admission requirements (N=53)
24
SLrongly ulsagree (1) 6
ulsagree (2) 17
neuLral (3) 10
Agree (4) 44
SLrongly agree (3) 23

1he lack of lnformaLlon ls compounded by Lhe lack of clarlLy, as expressed by one A8lC8
sLudenL: l waLched adverLlslng on 1v buL lL wasn'L clear, nor was lL on Lhe [A8lC8]
webslLe."
1he bulk of Lhe Leachers we surveyed and lnLervlewed are or were ln A8lC8. It |s ||ke|y
that the |ack of |nformat|on d|scourages teachers from app|y|ng, as they have |nsuff|c|ent
|nformat|on to make an |nformed dec|s|on. In add|t|on, for the teachers that app|y, m|ss|ng
|nformat|on |s bound to generate m|sa||gnment of expectat|ons and u|t|mate|y resu|t |n
dropout dec|s|ons |n the f|rst weeks of the program. 1hey [oLher appllcanLs] dldn'L have
Lhe unlverslLy schedule, Lhey applled, buL when Lhey goL Lhere [.] lL [Lhe unlverslLy] was ln
conLradlcLlon wlLh Lhelr [Leachlng] schedules. MosL of Lhem had Lo drop ouL because Lhey
could only aLLend aL nlghL," explalns a A8lC8 sLudenL.
iii. Interest raising & brand building
1he ma[or|ty of teachers who know AkICk seem to va|ue the program ow|ng to the
reputat|on of exce||ence of pub||c un|vers|t|es |n 8raz||. 1he program represenLs a unlque
opporLunlLy for uncerLlfled Leachers Lo aLLend Lhe besL unlverslLles ln Lhe counLry. Cver Lwo
Lhlrds (68) of Lhe surveyed parLlclpanLs Lhlnk (sLrongly agree or agree) LhaL A8lC8 ls a
presLlglous program.
1he bulk of Lhe parLlclpanLs percelve A8lC8's poslLlve lmpacL on Lhe 8razlllan educaLlon
sysLem: A8lC8 ls an lmporLanL program for lmprovlng educaLlon ln 8razll" (90 of Lhe
surveyed A8lC8 populaLlon). 1he grand purpose of Lhe program ls clear Lo mosL A8lC8
sLudenLs. Cne lald ouL Lhe ob[ecLlve of Lhe program qulLe conclsely: Lo help Leachers
lmprove Lhemselves and lmprove Lhe quallLy of educaLlon of chlldren." 1he phllosophy of
A8lC8 seems Lo drlve Lhe lnLeresL of Leachers Lo apply for A8lC8 and also Lo represenL a
source of moLlvaLlon for A8lC8 parLlclpanLs ln Lhe course of Lhe program.
Please rate how important the following factors were in your decision to apply
(N=53)
No]||tt|e
|mportance
(1]2)
Moderate
|mportance
(3)
Great]utmost
|mportance
(4]S)
Average (1-S)
ALLendlng a publlc unlverslLy 0 13 87 4,3
Sklll lmprovemenL 0 13 83 4,3
CeLLlng a beLLer [ob ln educaLlon 4 19 77 4,3
lnfluence of famlly 17 19 64 3,8
CeLLlng a promoLlon 19 30 31 3,6
CeLLlng a llcense 32 18 30 3,2
lnfluence of frlends 33 17 30 3,3
lncrease ln Salary 21 30 49 3,3
CpporLunlLy Lo geL a bachelor's degree 23 27 48 3,4
eer lnfluence (by oLher Leachers) 23 31 46 3,3
!ob securlLy 36 30 34 2,9
CeLLlng a beLLer [ob ouLslde of educaLlon 44 29 28 2,7
LncouragemenL by school prlnclpal 34 20 26 2,6
LncouragemenL by secreLarlaL of educaLlon 70 14 16 2,2

25
AkICk students seem to understand the future |mpact of the program on the|r
profess|ona| ||ves. nlneLy-four percenL of Lhe parLlclpanLs we surveyed agreed LhaL A8lC8
wlll help [Lhem] advance ln [the|r] career," and a smaller ma[orlLy of 77 belleve LhaL Lhe
program wlll lmprove the|r pay.
Please rate how strongly you agree or disagree with the following statements
(N=53 resp. 52)
Strong|y
d|sagree (1)
D|sagree (2) Neutra| (3) Agree (4) Strong|y
agree (S)
Average
1he A8lC8 program wlll help
me geL ahead ln my career
0 0 6 36 38 4,3
1he A8lC8 program wlll
lncrease my salary ln Lhe fuLure
0 12 11 46 31 4,0

1hese answers suggesL LhaL A8lC8 parLlclpanLs grasp qulLe clearly Lhe poLenLlal personal
and professlonal beneflLs assoclaLed wlLh Lhe program. AkICk represents an opportun|ty
for career advancement Lo mosL parLlclpanLs. ln facL, as many as 77 of the surveyed
part|c|pants sa|d that the |ntent|on to get a better [ob |n educat|on p|ayed an |mportant
ro|e |n the|r cho|ce to app|y. Powever, Lhe expecLaLlons of A8lC8 as a salary and career
boosLer seem Lo hlde a deeper problem: AkICk students see AkICk as a program that
w||| a||ow them to r|se up the |adder and move to another - better pa|d - pos|t|on, some
outs|de of the c|assroom. 1hls ls clearly noL Lhe prlmary goal of A8lC8: the program
cannot afford to |ose teachers that |t |nvests |n profess|ona| deve|opment for free.
Most AkICk students we |nterv|ewed ant|c|pate that the degree through AkICk wou|d
be the gateway to teach|ng h|gher grades, from Lhe 3
Lh
grade upwards. Some po|nted out
that a un|vers|ty educat|on |s now |ega||y requ|red to teach |n the pub||c network. Cthers
drew attent|on to the re|evance of AkICk to those teachers seek|ng a second ||cense. A
A8lC8 sLudenL explalned: l do noL know Lhe ob[ecLlve of Lhe A8lC8 program, buL l know
lL helps Leachers ln Lhe munlclpal and sLaLe neLwork Lo Leach hlgher grades. 1he new law
prohlblLs Leachers Lo Leach wlLhouL a llcense. lL ls dlfflculL for Leachers Lo enLer lnLo a publlc
unlverslLy, and Lhe program faclllLaLes LhaL for process. [.] 1he unlverslLy educaLlon [wlll]
allow me Lo Leach hlgher grades [Lhan Lhe 3
Lh
grade]."
S|gn|f|cant |mprovement can take p|ace |n the rea|m of commun|cat|on to teachers. Clear
lnformaLlon on Lhe pract|ca| deta||s of Lhe program can be a slgnlflcanL facLor ln lncreaslng
enrollmenL and ln reduclng dropouL raLes. erhaps even more lmporLanLly, the m|ss|on of
AkICk and the post-AkICk career path, lf communlcaLed effecLlvely, can help
Lremendously noL only ln aLLracLlng sLudenLs, buL also ln lmprovlng Lhe funcLlonlng of Lhe
program. ln our survey, around four-f|fths of AkICk part|c|pants exp||c|t|y sa|d that
measures concern|ng advert|s|ng and brand|ng of the program and prov|s|on of
|nformat|on on the |mpact of AkICk wou|d have a h|gh to very h|gh |mpact on the|r
ab|||ty to comp|ete the program.
Share of respondents that think the measure will have a high / very high impact
to help them to complete PARFOR (N=53)

AdverLlse A8lC8 more sLrongly Lo enhance Lhe repuLaLlon of Lhe program 86
ubllsh daLa abouL Lhe lmpacL of A8lC8 on educaLlon and sklll lmprovemenL ln 8razll 83
CeL more lnformaLlon abouL Lhe meanlng and Lhe lmpacL of Lhe A8lC8 program 77

26
ln facL, an enhanced repuLaLlon for A8lC8 and a clearer undersLandlng of lLs mlsslon by
varlous oLher sLakeholders besldes Leachers can conLrlbuLe slgnlflcanLly Lo lLs success, as
shown below.

B) COMMUNICATION AND COORDINATION WITH
OTHER STAKEHOLDERS

1he ev|dence suggests that there are coord|nat|on cha||enges between dec|s|on-mak|ng
stakeho|ders, name|y the federa| government, mun|c|pa| secretar|ats of educat|on, schoo|
pr|nc|pa|s, un|vers|t|es, and AkICk part|c|pants. 1hese challenges probably exacerbaLe Lhe
hardshlp on A8lC8 sLudenLs, and conLrlbuLe Lo a subopLlmal managemenL of A8lC8. 1he
ma[or communlcaLlon challenges LhaL became apparenL Lhrough sLakeholder lnLervlews are
presenLed below.
i. Supply-Demand Coordination on
PARFOR spots at UFRRJ
Current|y, UIkkI un||atera||y determ|nes the number of vacanc|es |t w||| offer to |ncom|ng
AkICk part|c|pants. 1he unlverslLy vacancles do noL necessarlly reflecL Lhe sLaLe and
munlclpal llcenslng needs, nor do Lhey necessarlly reflecL Lhe Lop cholces of A8lC8
appllcanLs.
Mismatch - UFRRJ supply vs. schools needs
Accord|ng to an off|c|a| at a 8a|xada I|um|nense secretar|at of educat|on, the off|ce does
not have the capac|ty to determ|ne w|th certa|nty exact numbers of teachers needed by
areas of ||censure: lL would be dlfflculL for Lhe [munlclpal] secreLarlaL of educaLlon Lo flnd
ouL how many Leachers are needed." 1hls may or may noL be Lhe case for oLher secreLarlaLs
of educaLlon.
Cff|c|a|s at UIkkI expressed an |nterest |n obta|n|ng th|s type of |nformat|on. A A8lC8
coordlnaLor aL ul88! sald Lhe followlng: vacancles offered should correlaLe wlLh Lhe needs
of Lhe sLaLe and munlclpal neLworks. SecreLarlaLs of educaLlon should communlcaLe wlLh
schools Lo geL numbers on Leachers LhaL are needed for speclflc sub[ecLs and grade levels.
1hen secreLarlaLs should communlcaLe LhaL lnformaLlon Lo Lhe publlc unlverslLles so LhaL
vacancles mlrror needs, aL leasL more so Lhan Lhey do now." AnoLher A8lC8 coordlnaLor aL
ul88! conflrmed Lhls wlsh, regreLLlng LhaL secreLarlaLs don'L lnform unlverslLles of Lhelr
real demands ln Lerms of number of sLudenLs." She added, l Lhlnk LhaL Lhe secreLarlaLs
should leL us know whaL courses are more greaLly needed."
Mismatch - UFRRJ supply vs. teachers requests
Several A8lC8 parLlclpanLs shared LhaL Lhey were placed ln sub[ecLs dlfferenL from Lhelr
Lop cholce lndlcaLed on Lhelr appllcaLlon for admlsslon. An offlclal aL anoLher 8alxada
llumlnense secreLarlaL of educaLlon sLaLed LhaL Lhe avallable vacancles or spoLs don'L
necessarlly correspond Lo Lhe needs or wanLs of Lhe sLudenLs. 1he supply doesn'L meeL Lhe
demand. SomeLlmes Lhe Leacher wlll enroll ln a dlfferenL dlsclpllne, phllosophy lnsLead of
llLeraLure." L|even percent of survey respondents are tak|ng courses |n a d|sc|p||ne that
was not the f|rst cho|ce they |nd|cated |n |ataforma Ire|re. Such a mlsallgnmenL ln
provlslon of Lralnlng versus Leachers' cholces suggesLs LhaL Lhls mlghL be one of Lhe facLors
LhaL conLrlbuLes Lo Lhe A8lC8 drop-ouL raLe. 1he m|sa||gnment between sub[ect
requested as a f|rst cho|ce and sub[ect offered by Lhe unlverslLy could be one of the
reasons why adm|tted students do not enro|| ln A8lC8 desplLe belng accepLed.
27
PARFOR participants offered their first cs. Second discipline choice (N =
52)

l was offered Lhe dlsclpllne l requesLed as a 1
sL
cholce 89
l was offered Lhe dlsclpllne l requesLed as a 2
nd
cholce 11

Mismatch - UFRRJ supply vs. dropout-related
vacancies
AkICk dropouts create vacanc|es over the course of the semester. 1he |nvestment of the
state |n AkICk rema|ns the same desp|te shr|nk|ng c|ass s|zes resu|t|ng from dropouts.
Classes are deslgned Lo be small ln slze from Lhe sLarL. 1hose spoLs resulLlng from drop ouLs
remaln unfllled and go Lo wasLe. A8lC8 professors explalned LhaL lL would be dlfflculL for
new sLudenLs Lo caLch up ln Lhe mlddle of a semesLer.
ii. Scheduling Coordination (at university
vs. in schools)
Schedu||ng |s one of the greatest cha||enges fac|ng AkICk part|c|pants. 1here |s no
ev|dence of schedu||ng coord|nat|on between UIkkI and the d|rectors of schoo|s where
A8lC8 parLlclpanLs work. Some A8lC8 parLlclpanLs have expressed LhaL Lhey learned of
Lhe unlverslLy class schedule laLe, before Lhe beglnnlng of A8lC8 classes. Where the
un|vers|ty c|asses conf||ct w|th the AkICk part|c|pant's work schedu|e, and the|r
||ve||hood, the student |s often |eft w|th no cho|ce but to !"#$%#", or postpone the
un|vers|ty program unLll a semesLer ln whlch classes are offered wlLh an workable/sulLable
schedule. A dropouL we lnLervlewed sald LhaL she had Lo posLpone A8lC8 from one
semesLer Lo anoLher because Lhe class schedules confllcLed wlLh her Leachlng hours. When
asked why she dld noL Lry Lo change her Leachlng schedule, she explalned,l don'L know how
Lhey would change Lhe schedule here [aL Lhe school l Leach] slnce l am Lhe only chemlsLry
Leacher [ln my school]." 1hls former A8lC8 sLudenL was very clear: schedullng confllcLs are
Lhe only reason why she cannoL conLlnue Lhe program. When asked lf she would go back Lo
A8lC8 lf her schedule permlLs, she answered Cf course!" pralslng Lhe specLacular"
quallLy of Leachlng of one of her former professors.
A |ess drast|c examp|e of a schedu||ng conf||ct occurs where a AkICk part|c|pant,
presumab|y due to transportat|on t|me, needs to |eave h|s teach|ng ass|gnment somewhat
ear||er than wou|d be |dea|. ln Lhls case, lf Lhe school dlrecLor does noL accommodaLe Lhe
parLlclpanL, he wlll be conLlnuously laLe for hls unlverslLy class. 1he lnverse scenarlo ls also
Lrue. A AkICk part|c|pant may be |ate for h|s teach|ng ass|gnment after |eav|ng UIkkI.
Cne program parLlclpanL commenLed, 1here ls no connecLlon beLween Lhe unlverslLy and
Lhe schools where we work. lf we arrlve laLe we geL lnLo Lrouble. A loL of people have
dropped ouL because of Lhls."
Ver|fy|ng AkICk part|c|pant statements, on-campus observat|on at UIkkI revea| that a
number of students do not arr|ve on t|me, whlch can be llnked Lo work schedules and/or
LransporLaLlon challenges.
At the present t|me, there |s no ev|dence that e|ther secretar|ats of educat|on or the
federa| government p|ay any ro|e |n m|t|gat|ng work-study schedu||ng cha||enges for
AkICk part|c|pants. A A8lC8 coordlnaLor aL ul88! explalned, SecreLarlaLs don'L
communlcaLe wlLh unlverslLles, ln Lerms of whaL would be Lhe mosL adequaLe schedules,
classes for sLudenLs." AnoLher one expressed LhaL 1he CALS [governmenL agency charged
wlLh overseelng A8lC8] could do a beLLer negoLlaLlon wlLh Lhe secreLarlaLs Lo organlze Lhe
Llme commlLmenL."
28
iii. School Director Awareness and
persuasion
Whlle Lhe lssue of a lack of Leacher knowledge abouL Lhe A8lC8 program was addressed ln
Lhe precedlng 1.A.l. secLlon, many schoo| d|rectors seem to be unaware of the program and
|ts overarch|ng goa|s, even |n schoo|s where some teachers take part |n AkICk. AL one
school where we lnLervlewed a Leacher formerly enrolled ln A8lC8, we meL an asslsLanL
dlrecLor who had never heard of Lhe program. Cne A8lC8 sLudenL aL ul88! shared LhaL
Some of Lhe school dlrecLors dldn'L even know abouL Lhe program."
Cne offlclal aL a 8alxada llumlnense secreLarlaL of educaLlon clalmed LhaL some d|rectors do
know about the program through the secretar|at but neverthe|ess do not convey the
|nformat|on to teachers: l Lell dlrecLors, l arrange meeLlngs, buL Lhls may noL geL Lo Lhe
level of Lhe Leacher."
Some A8lC8 sLudenLs, ln facL, hlnLed aL a communlcaLlon gap beLween school prlnclpals
and oLher A8lC8 sLakeholders ln Lhelr answers Lo Lhe quanLlLaLlve quesLlonnalres.
SevenLy-flve percenL of Lhe surveyed parLlclpanLs Lhlnk LhaL provldlng more lnformaLlon on
A8lC8 Lo [Lhelr] school(s) /school prlnclpal(s)" would yleld a hlgh or very hlgh lmpacL on
Lhelr perslsLence unLll graduaLlon.
iv. Communication Within and Between
Universities
1here appears to be ||tt|e or no commun|cat|on spec|f|ca||y regard|ng AkICk
|mp|ementat|on between departments at UIkkI. 1he autonomous nature of the un|vers|ty
academ|c departments seemed to |mpede commun|cat|on regard|ng AkICk exper|ences,
lncludlng challenges, successes, and meLhodology. ?eL aL leasL one deparLmenL ls developlng
lnnovaLlve approaches Lo Leachlng A8lC8 sLudenLs.
Cne deparLmenL coordlnaLor spoke of reslsLance Lo changlng Lhe currlculum for A8lC8
sLudenLs on Lhe parL of oLher academlc deparLmenLs. 1hey defend Lhelr poslLlon: Lhey don'L
have Lo change Lhelr course."
Lven w|th|n departments, commun|cat|on between AkICk facu|ty members of the same
d|sc|p||ne appears to be ||m|ted where ex|stent. Cne A8lC8 professor shared LhaL she meL
wlLh her colleagues someLlmes, buL LhaL Lhere was no exchange ln ldeas ln pedagoglcal
approaches, even Lhough passlng raLes varled conslderably beLween professors. AnoLher
A8lC8 professor commenLed on Lhe dlfflculLy ln sharlng successful pedagoglcal
approaches Lo colleagues. lL ls dlfflculL. lf you are already frlends, you can say cerLaln
Lhlngs. lf noL, lL ls compllcaLed Lo come wlLh Lhe posLure LhaL you know more Lhan Lhe
oLher."
Wh||e there |s ev|dence of |nterun|vers|ty contact between AkICk coord|nators, such
commun|cat|on |s ||m|ted. Above a||, there does not seem to be ev|dence that those
meet|ngs br|ng any change ln currlcula, Leachlng meLhodologles, sLudenL lnLegraLlon, or
oLher componenLs of Lhe A8lC8 sLudenL experlence aL ul88!.
Some bas|c features of the AkICk program are not even known by the un|vers|ty facu|ty
members, demonsLraLlng a deflclL ln communlcaLlon wlLhln Lhe unlverslLy. lor example, one
A8lC8 maLh professor aL ul88! dld noL know LhaL her sLudenLs were selecLed vla a loLLery
sysLem.
v. LIMITED FEDERAL GUIDANCE

29
Guidance from the federal level
1he Leachers, schools where Lhey work, secreLarlaLs of educaLlon, and publlc unlverslLles, ln
a someLlmes dls[olnLed fashlon, auLonomously play Lhelr roles ln Lhe funcLlonlng of Lhe
program. 1here |s ||m|ted gu|dance or fac|||tat|on re|ated to curr|cu|a, teach|ng
methodo|ogy, teach|ng mater|a|, or schedu||ng, by the federa| government. Cne A8lC8
sLudenL aL ul88! commenLed, 1here should be a conversaLlon beLween Lhe federal
governmenL Lo Lhe level of local governmenLs Lo deal wlLh Lhese lssues. 1he federal
governmenL says Lo execuLe Lhe program buL ls noL lnvolved ln lLs execuLlon".
National PARFOR community
1he government does not promote shar|ng of best pract|ces and exper|ence between
secretar|ats of educat|on, nor between un|vers|t|es ] professors |mp|ement|ng AkICk,
nor between AkICk part|c|pants. 1here ls no A8lC8 plaLform Lo cemenL Lhe A8lC8
communlLy.
Incentivization of stakeholders
1he federa| des|gn of the program does not seem to be suff|c|ent to ensure that a||
stakeho|ders have an |nterest |n the success of the program. What |ncent|ve do the
AkICk students, mun|c|pa| secretar|ats of educat|on and schoo| pr|nc|pa|s have to make
the program work? Do they expect to ga|n benef|ts from AkICk? SLudenLs have Lo make
lmporLanL personal and famlly sacrlflces ln order Lo keep Lhelr Leachlng poslLlon whlle
enrolled ln A8lC8, secreLarlaLs of educaLlon wlll need Lo pay Leachers more upon
compleLlon of Lhe program lf Lhls ls Lhelr flrsL bachelor's degree, school prlnclpals fear LhaL
A8lC8 class hours wlll encroach upon Leachlng Llmes, eLc. ln oLher words, Lhere ls an
overall lack of lncenLlves and guaranLees offered Lo all sLakeholders Lo reassure Lhem and
provlde evldence LhaL Lhey wlll acLually beneflL from Lhe program ln Lhe medlum and long
run.

2_ APPLICATION AND ENROLLMENT
1he app||cat|on, se|ect|on and enro||ment process |nvo|ves four stakeho|ders: Leachers, Lhe
federal governmenL level (vla Lhe laLaforma lrelre appllcaLlon plaLform), Lhe munlclpal
secreLarlaL of educaLlon (ln Lhe pre-selecLlon of appllcanLs), as well as Lhe unlverslLy, whlch
seLs admlsslon crlLerla - a loLLery ln Lhe case of ul88! - selecLs Lhem and noLlfles Lhem
abouL admlsslons. 8elow ls an overvlew of Lhe process, from appllcaLlon Lo enrollmenL.

30
llgure 8: AppllcaLlon & enrollmenL process


1he appllcaLlon and admlsslons processes are characLerlzed by a general lack of
Lransparency and an overall lack of coordlnaLlon, whlch leads Lo mlsallgnmenLs of
expecLaLlons, e.g. beLween Leachers applylng Lo A8lC8 and Lhe reallLy of Lhe program, or
beLween Leachers' expecLaLlons and federal goals ln Lhe fleld of educaLlon.

A) Application through Plataforma Freire
website in the dark

Any pracLlclng publlc school Leacher from Lhe sLaLe or munlclpal 8razlllan publlc neLwork can
apply Lo A8lC8 Lhrough Lhe laLaforma lrelre webslLe. 1h|s |s a guarantee for equa|
opportun|t|es |n that any teacher can app|y. nowever, there |s no restr|ct|on - wh|ch |eads
to app||cat|ons that do not f|t the purpose of AkICk. As an example, some appllcanLs
mlghL plan on leavlng Lhe realm of baslc educaLlon Lo conLlnue earnlng unlverslLy degrees
(as ls Lhe case wlLh some currenL A8lC8 parLlclpanLs).

Most |mportant|y, as ment|oned |n a prev|ous sect|on (VIII. 1.A.||), many app||cants |ack
the |nformat|on needed to make an |nformed dec|s|on about the|r app||cat|on.
App||cants do not know un|vers|ty schedu|es at the t|me they |n|t|a||y app|y to AkICk.
Pavlng unlverslLy schedules would prevenL appllcanLs from applylng when schedules are noL
convenlenL for Lhem, reduclng Lhe dropouL probablllLy. Cne lnLervlewed A8lC8 sLudenL
sLaLed LhaL Lhere ls Loo llLLle lnformaLlon on Lhe schedule (AM/M/nlghL)". 1o some
sLudenLs, nlghL classes are more convenlenL glven LhaL Lhey work ln Lhe mornlng and Lhe
afLernoon. ?eL some classes llke languages are only glven ln Lhe mornlng. Some sLudenLs
would expecL such schedule lnformaLlon Lo be provlded ln laLaforma lrelre when applylng.
As menLloned by anoLher A8lC8 sLudenL, schedule confllcLs can be a greaL surprlse and
challenge: We assumed LhaL classes were aL nlghL, buL many people could noL geL Lhe nlghL
spoL."
|ataforma Ire|re does not d|sp|ay |nformat|on regard|ng scho|arsh|ps]st|pends access|b|e
to AkICk students |n case of adm|ss|on to the program. 1he provlslon of deLalls on
flnanclal supporL could aLLracL more poLenLlal sLudenLs who are lnLeresLed ln A8lC8 buL
mlghL noL apply due Lo llmlLed flnanclal resources. Mlsslng Lhls lnformaLlon can brlng
dlscouragemenL and poLenLlally avoldable problems Lo A8lC8 sLudenLs. l have no
31
scholarshlp because l mlssed Lhe deadllne," lamenLed one parLlclpanL who learned of Lhe
scholarshlps laLe.
Adm|ss|on cr|ter|a are not c|ear to a|| app||cants. As many as one-Lhlrd of Lhe surveyed
A8lC8 populaLlon dld noL agree wlLh Lhe sLaLemenL l was able Lo flnd lnformaLlon abouL
admlsslon requlremenLs." 1hls ls llkely Lo sLlr up doubLs from poLenLlal appllcanLs abouL
Lhelr ellglblllLy and llkellhood of admlsslon.
S|m||ar|y, the t|meframe for the who|e reg|strat|on process on |ataforma Ire|re |s not
known by a|| potent|a| app||cants.
ln addlLlon, the user fr|end||ness of |ataforma Ire|re |s ||m|ted. AlmosL 3 ouL of 10 A8lC8
sLudenLs reporLed LhaL lL was noL easy Lo navlgaLe laLaforma lrelre. As an example, Lhe
laLaforma lrelre webslLe sLaLes all sLeps ln order Lo apply ln a ul documenL, buL Lhls
resource ls noL easlly decoded.
How would you rate the admissions process in terms of the following aspects
(N=53 resp. 52)
D|sagree (1]2) Neutra| (3) Agree (4]S) Average
l was able Lo navlgaLe
laLaforma lrelre wlLh ease
27 9 64 3,6
l was able Lo flnd lnformaLlon
abouL admlsslon requlremenLs
23 10 67 3,6

Last|y, the need for schoo| pr|nc|pa|'s approva| |s prob|emat|c g|ven the re|uctance of some
of them to a||ow teachers to enro|| |n AkICk (see VIII.1.8.|||). 1hls requlremenL probably
excludes a cerLaln share of Leachers from Lhe appllcaLlon process.
B) validation of application by state &
municipal secretariats, without filter and
with occasional errors

1eachers who have Lhelr lnlLlal appllcaLlons valldaLed by sLaLe and munlclpal secreLarlaLs wlll
make up Lhe llsL of poLenLlal A8lC8 sLudenLs Lo be laLer consldered by unlverslLles.
SecreLarlaLs do noL (or very rarely) refuse appllcaLlons made Lhrough laLaforma lrelre.

et some app||cat|on |ssues have ar|sen |n the process of va||dat|on by state and mun|c|pa|
secretar|ats of the |nformat|on prov|ded by app||cants through |ataforma Ire|re. uesplLe
whaL may appear as an auLomaLed process leavlng llLLle room for mlslnLerpreLaLlons, a
A8lC8 coordlnaLor reckoned, Many Llmes Lhere are errors ln Lhe reglsLraLlon of A8lC8
appllcanLs aL Lhls sLage [secreLarlaL's valldaLlon and approval] and sLudenLs LhaL LhoughL
Lhey applled end up noL belng reglsLered, Lhough Lhey dld. 1hls ls really frusLraLlng for
sLudenLs." 1he scenarlo also ralses lssues of falrness.
C) The blind definition of the number of spots,
coupled with a random selection of PARFOR
students by UFRRJ

32
llgure 9: MlsmaLch of supply & demand of A8lC8 spoLs, by dlsclpllne

As exp|a|ned |n part VIII.1.8.|, the number of spots offered by pub||c un|vers|t|es to
AkICk teachers |n each d|sc|p||ne |s determ|ned un||atera||y. 1here ls noL a formally
deflned communlcaLlon mechanlsm beLween sLaLe & munlclpal secreLarlaLs and unlverslLles
on Lhe real demand for Leachers ln schools. 1hls lack of communlcaLlon ls especlally
damaglng ln dlsclpllnes LhaL currenLly face acuLe Leacher shorLages llke phllosophy, and ln
munlclpallLles wlLh a hlgh need for Leachers.
U|t|mate|y, un|vers|t|es have the respons|b|||ty for choos|ng successfu| app||cants. UIkkI
chose to |mp|ement a |ottery system. Cnce UIkkI rece|ves the ||st of va||dated app||cants,
|t se|ects students random|y for each of the d|sc|p||nes, g|ven the|r ava||ab|e spots. 1he
randomness of the se|ect|on does guarantee equa| chances to a|| teachers - whlch ls Lhe
essence of Lhe A8lC8 program. nowever, selecLlon ls uncorre|ated w|th the mot|vat|on
and retent|on probab|||ty of teachers ln A8lC8. ln addlLlon, the |ottery system harms the
cred|b|||ty of AkICk students, espec|a||y |n the eyes of the non-AkICk students that
are attend|ng un|vers|ty |n the same (m|xed) c|asses. Cne of Lhem explalned LhaL Lhe
loLLery sysLem ls unfalr. 1here could be an enLrance exam [dlfferenL from Lhe vesLlbular] for
A8lC8 [appllcanLs] - Lhls would be falrer." When asked lf she would have more respecL
for A8lC8 sLudenLs lf Lhey passed an enLrance LesL, she answered, We [non-A8lC8
sLudenLs] do noL feel superlor Lo A8lC8 sLudenLs. 8uL [wlLh an enLrance exam,] people
LhaL deserve lL more would enLer A8lC8." Lven among A8lC8 sLudenLs LhaL have been
admlLLed, Lhe selecLlon process ls noL consldered as falr by all: Cn|y two th|rds of the
surveyed AkICk students at UIkkI be||eve that the se|ect|on process |s fa|r - and Lhls
sLaLlsLlc does noL even encompass re[ecLed appllcanLs! In fact the se|ect|on process |s
unc|ear and b|urry to some app||cants, at the t|me of app||cat|on. AlmosL one quarLer
(23) of Lhe surveyed parLlclpanLs could noL flnd Lhe admlsslon crlLerla when applylng. We
even Lalked Lo a A8lC8 professor LhaL dld noL know abouL Lhe randomlzed selecLlon
process. 1hls lack of Lransparency undermlnes Lhe credlblllLy of Lhe program ln Lhe eyes of
boLh sLudenLs and professors.
33
How would you rate the admission process in terms of the following aspects
(N=53)
D|sagree (1]2) Neutra| (3) Agree (4]S) Average
1he selecLlon process ls falr 21 14 63 3,6

D) Delays in student notification

Some students comp|a|ned about be|ng not|f|ed about adm|ss|ons |n AkICk excess|ve|y
|ate, up Lo a polnL where Lhelr enrollmenL was compromlsed. 1hey lacked Llme Lo make
declslons regardlng loglsLlcs, Lo organlze schedules and Lo noLlfy school prlnclpals. lL Look
Loo long Lo be noLlfled abouL admlsslons," complalned one A8lC8 sLudenL.

3_ RETENTION

1he challenge of reLalnlng A8lC8 sLudenLs over Lhe course of Lhe program ls characLerlzed
more by pracLlcal lssues Lhan by academlc ones.. 1hls was clearly lndlcaLed by A8lC8
sLudenLs ln Lhe survey, and conflrmed Lhrough varlous quallLaLlve lnLervlews. Cver half of
Lhe surveyed parLlclpanLs sLaLed LhaL flnanclal, commuLlng, and schedullng lssues, as well as
famlly commlLmenLs all represenL hlgh challenges for Lhem as A8lC8 sLudenLs.
llgure 10: Maln challenges faced by parLlclpanLs as A8lC8 sLudenLs (n=33)


A) Practical issues

1he ma|n types of pract|ca| |mped|ments to AkICk student pers|stence |nc|ude
schedu||ng conf||cts, f|nanc|a| barr|ers and transportat|on cha||enges. Whlle Lhe underlylng
causes of Lhese lmpedlmenLs resulL from complex hlsLorlcal, governmenLal, and bureaucraLlc
34
facLors, Lhese are Lhe Lhree mosL commonly clLed concerns of A8lC8 parLlclpanLs. 1hey are
Lhe mosL vlsceral, wlLh Lhe mosL Langlble and frusLraLlng consequences for Lhe sLudenLs. In
fact these three |mped|ments are |nextr|cab|y ||nked together. 1he LransporLaLlon barrlers
make schedullng even more dlfflculL and draln Lhe sLudenLs' flnanclal resources. 1eachers
are poorly pald ln Lhelr presenL poslLlons, requlrlng Lhem Lo [uggle mulLlple Leachlng posLs
(conLracLs) ln varlous schools Lo make a llvlng, Lhereby lncreaslng Lhelr dally commuLe and
creaLlng furLher sLraln on Lhelr schedules. A8lC8 sLudenLs are asslgned Lhelr schedules
wlLh llLLle flexlblllLy glven Lo Lhelr unlque slLuaLlon as full-Llme classroom Leachers.

i. Scheduling difficulties & time
commitment

1he most frequent|y c|ted cha||enge for AkICk students |s coord|nat|ng the|r teach|ng
schedu|e w|th the UIkkI AkICk schedu|e. AL Lhe naLlonal level, Lhe AkICk program
was or|g|na||y conce|ved as an "|n-serv|ce" tra|n|ng program and Lhe parLlclpanLs are
expecLed Lo be fully conLracLed Leachers. lL ls, ln facL, a requlremenL for enrollmenL ln Lhe
A8lC8 program. et ||tt|e |s done to accommodate the needs of AkICk students |n
terms of schedu|es, so that 3 out of S part|c|pants see schedu||ng |ssues as a h|gh or very
h|gh cha||enge accord|ng to our survey.
Multiple teaching contracts
ln 8razll, teacher sa|ar|es are re|at|ve|y |ow and the typ|ca| teach|ng contract |s on|y for
approx|mate|y 16 teach|ng hours per week. 1hls compels many Leachers Lo enLer two or
three teach|ng contacts at var|ous schoo|s |n d|fferent |ocat|ons. 1hus a teacher's schedu|e
|s a|ready a comp||cated patchwork, even before she aLLempLs Lo weave ln a full-Llme
unlverslLy program.
PARFOR as a standard academic program (hours &
times)
Lven Lhough Lhe A8lC8 program ls an ln-servlce" Lralnlng program, the AkICk c|ass
schedu|e g|ves ||tt|e cons|derat|on to the part|c|pants' status as fu||-t|me teachers. 1he|r |n-
c|ass hours at the un|vers|ty (vo|ume and t|mes) are comparab|e to those of trad|t|ona|
fu||-t|me non-work|ng un|vers|ty students. MosL A8lC8 classes are held ln Lhe evenlngs,
however, some deparLmenLs have declded Lo hold classes ln Lhe mornlng or Lhe afLernoon,
creaLlng even more schedullng confllcLs for Lhe A8lC8 sLudenLs. 1here |s no f|ex|b|||ty or
student cho|ce bu||t |nto the schedu||ng process. A sLudenL ls requlred Lo aLLend class
durlng Lhe schedule block LhaL hls deparLmenL has chosen. SLudenLs cannoL cusLomlze Lhelr
courses based upon Lhelr unlque schedullng consLralnLs. After teach|ng a fu|| day at
mu|t|p|e schoo|s, AkICk students typ|ca||y have 4 hours of c|ass on a da||y bas|s. 1rave|
t|me from remote |ocat|ons throughout the state to UIkkI compounds Lhe schedullng
dlfflculLles and resulLs ln huge obsLacles for A8lC8 sLudenLs and loglsLlcal barrlers Lo Lhelr
perslsLence ln Lhe program.
Difficulty to continue teaching while at PARFOR
Cne common requesL of Lhe A8lC8 sLudenLs ls LhaL Lhe secreLarlaLs of educaLlon should
llberaLe" Lhem, or glve Lhem pald leave Lo pursue Lhelr degree Lhrough Lhe A8lC8
program. 1hey feel as Lhough Lhere ls a dlsconnecL and lack of communlcaLlon beLween
A8lC8 and Lhe secreLarlaLs of educaLlon. Some teachers reduce the|r teach|ng hours or
drop ent|re contracts |n order to part|c|pate |n AkICk. 1h|s sacr|f|ce represents a
s|gn|f|cant opportun|ty cost w|th ser|ous f|nanc|a| consequences for Lhese Leachers. Cne
35
Leacher reporLed, We have a classmaLe ln our A8lC8 course LhaL wlLhdrew one of her
conLracLs. She sacrlflced a salary of a Lhousand reals or so, so LhaL she could be sLudylng ln
Lhe afLernoon because she wasn'L selecLed for an evenlng schedule."
Share of respondents that think the measure will have a high / very high impact
to help them to complete PARFOR (N=53)

Lmpower ul88! Lo make schools ad[usL Leachlng LlmeLable and llberaLe Leachers 82
8educe Leachlng hours of A8lC8 sLudenLs 73

Unknown academic schedule prior to enrollment
AkICk schedu|es are somet|mes unava||ab|e unt|| after student enro||ment. SLudenLs
reporLed havlng very llmlLed undersLandlng of Lhe schedullng process and assoclaLed
challenges unLll Lhey were enrolled ln Lhe program aLLempLlng Lo navlgaLe Lhe overwhelmlng
demands on Lhelr Llme. WlLhouL clear lnformaLlon prlor Lo Lhelr enrollmenL, Lhey formed
lnaccuraLe expecLaLlons of Lhe schedullng dlfflculLles lnvolved ln A8lC8 and were noL able
Lo make an lnformed declslon wheLher Lo parLlclpaLe or noL. Cne A8lC8 parLlclpanL
recalled, l dld noL have Lhe supporL LhaL would allow me Lo be here aL Lhe unlverslLy durlng
my worklng hours. 1he answer Lhey gave me was LhaL l could change my work schedule,
change schools. 8uL l was already worklng ln a school and l was saLlsfled wlLh lL. l already
had my llfe organlzed and l Lhlnk LhaL lL would really mess up Lhe llfe of a Leacher who ls
Lrylng Lo geL professlonal developmenL." (see parL vlll.1.A.ll.).
Communication gap with school directors
Wh||e some schoo| d|rectors support the AkICk program on an abstract |eve| because
Lhey belleve lL brlngs developmenLal beneflLs Lo Lhelr Leachers, a certa|n number of them
oppose a program on pract|ca| grounds that takes teachers out of the|r c|assrooms. 1hey
are noL obllged by law Lo llberaLe Lhem. 1he decrease |n teach|ng hours and number of
contracts they ho|d seems to fue| the fears of schoo| pr|nc|pa|s about recommend|ng
AkICk to the|r teachers. ln addlLlon, certa|n schoo| pr|nc|pa|s are unw||||ng to re|ease
teachers ear|y Lo aLLend A8lC8 classes, creaLlng more sLress for Lhe A8lC8 sLudenLs (see
parL vlll.1.8.ll.).
Unrealistic required time commitment
Iundamenta||y, the t|me comm|tment requ|red from AkICk part|c|pants |s unrea||st|c.
Cne sLudenL explalned, 1hen, afLer Lrylng for a long Llme, afLer flghLlng wlLh Lhe secreLary
of educaLlon, wlLh my school's admlnlsLraLlon, Lhey refused Lo release me. l flnally managed
Lo replace my Leachlng shlfL wlLh a nlghL shlfL ln Lhe munlclpallLy. l sLudled here ln Lhe
mornlng, worked ln one school ln Lhe afLernoon, and laLer worked aL anoLher school ln Lhe
evenlng. l would leave home half pasL slx ln Lhe mornlng (6:30 am) and l would geL home aL
half pasL Len aL nlghL (10:30 pm)." Cn average, part|c|pants spend 10 hours per day e|ther
at the schoo|s where they teach, or at UIkkI, or commut|ng (see part VII.3.), w|thout even
ment|on|ng the t|me they spend on homework.
Family commitments
ln addlLlon, most AkICk students have fam||y comm|tments (see part VII.1.). S|xty-n|ne
percent of surveyed part|c|pants say the|r fam||y comm|tments are a h|gh-to-very-h|gh
cha||enge for them as AkICk students. As such, fam||y comm|tments represent the
h|ghest constra|nt to part|c|pants we surveyed. Cn average, Lhey have 1.3 chlldren. 1hree
|n f|ve of the surveyed part|c|pants (60) have at |east two ch||dren. It |s worth not|ng that
near|y a|| AkICk part|c|pants are women, and |n 8raz|||an soc|ety, |t |s reasonab|e to
conc|ude that they are expected to take a |ead ro|e |n parent|ng and home management.
36
1he support |n comp|et|ng these tasks that they rece|ve, |f any, from the|r partners may or
may not be substant|a|. Clven LhaL Lhe A8lC8 sLudenLs are spendlng an average of 10
hours per day ouLslde of home Lhey have very ||tt|e t|me to ded|cate to the|r partner (67
of surveyed respondenLs are elLher ln a couple or marrled) and ch||dren. 1helr personal llfe
ls very Lough on a dally basls because of Lhe comblned academlc and Leachlng load, ln
addlLlon Lo LransporLaLlon lssues.
Time efforts over four years
Such t|me comm|tment and persona| sacr|f|ces cou|d be eas||y accepted |f the AkICk
program |asted on|y a few months or a year. et the program |s may |ast from 4 to 7 years.
lL Lherefore requlres susLalned efforL. 1he moLlvaLlon and commlLmenL LhaL A8lC8
sLudenLs are wllllng Lo accepL may weaken over Llme as wearlness and frusLraLlon may
accumulaLe.
ii. Transportation

lurLher compllcaLlng Lhese Llme consLralnLs and schedullng challenges ls Lhe lssue of
LransporLaLlon. Cver ha|f of the surveyed students (S6) cons|der transportat|on a h|gh to
very h|gh cha||enge.
1he prlmary purpose of Lhe A8lC8 program ls Lo glve publlc school Leachers Lhe
opporLunlLy Lo geL professlonal developmenL. S|nce rura| schoo|s have a d|sproport|onate
number of unqua||f|ed teachers, the program tends to be compr|sed of teachers who ||ve
|n far-f|ung, rura| |ocat|ons. It |s prec|se|y the|r geograph|ca| |so|at|on and d|stance from
the Un|vers|ty that makes the|r part|c|pat|on |n the program so cha||eng|ng. ln Lhe rural
areas LhaL Lhe A8lC8 program ls deslgned Lo serve, publlc transportat|on |s s|ow, cost|y,
and poor|y coord|nated.
Time consuming commuting - mainly on buses
1eachers spend hours commuLlng beLween Lhelr homes, Lhelr mu|t|p|e teach|ng s|tes, and
Lhe ul88! campus. Surveyed A8lC8 sLudenLs reporL spendlng, on average, over 3 hours
per day commut|ng between the|r home, schoo|s, and UIkkI (see part VII.3.). Cne A8lC8
sLudenL explalns, 1he only reason l was able Lo manage was because l had a car, because lf l
wenL by bus, lL would Lake way Loo long - 8ecause l couldn'L geL Lo Lhree dlfferenL
nelghborhoods by bus." 1he Llme Lhey spend on Lhe bus ls Llme Lhey could be spend|ng
teach|ng, study|ng, or w|th the|r fam|||es.
Costs of commuting
1he bus fare adds up, lncreaslng Lhelr flnanclal barrlers Lo sLudenL reLenLlon. Whlle some
sLudenLs reporLed recelvlng a LransporLaLlon scholarshlp from Lhe unlverslLy LhaL helps Lhem
wlLh Lhe fares, many d|d not |earn about scho|arsh|ps unt|| the dead||ne to app|y had
passed.
Transportation coordination
lt |s d|ff|cu|t for AkICk students to organ|ze car-poo|s or r|de-shares because, glven Lhe
naLure and deslgn of A8lC8, Lhey Lyplcally come from very dlspersed homes and school
slLes. lnLeresLlngly, Lhe munlclpallLy of !aperl, and posslbly oLher munlclpallLles, provldes
LransporLaLlon for Lhelr resldenLs Lo aLLend Lhe lower-quallLy prlvaLe unlverslLles. Powever,
s|nce there |s not a cr|t|ca| mass of res|dents attend|ng the more prest|g|ous pub||c
un|vers|t|es, mun|c|pa||t|es do not offer transportat|on to schoo|s such as UIkkI.

37
iii. Financial barriers

UIkkI AkICk students, typ|ca||y com|ng from rura| and poor areas, v|ew AkICk as an
exce||ent opportun|ty to access h|gh-qua||ty pub||c educat|on that wou|d otherw|se be out
of reach for them. 1hey bypass Lhe vesLlbular vla A8lC8 and are granLed enLrance lnLo Lhe
presLlglous lederal lnsLlLuLlon. Wh||e the tu|t|on |s free to AkICk students, they st||| |ncur
other s|gn|f|cant costs such as transportat|on, books, and other d|dact|c mater|a|s. na|f
(S0) of the surveyed respondents c|ass|fy f|nanc|a| d|ff|cu|t|es as a h|gh to very h|gh
cha||enge.
Limited and poorly advertised scholarships
1he ||m|ted scho|arsh|ps are poor|y advert|sed and do ||tt|e to offset these add|t|ona| costs.
Scholarshlps- granLed mosLly for LransporLaLlon and food - are hlghly welcome, buL Lhey are
Loo small Lo cover all Lhe lncurred cosLs. A A8lC8 sLudenL explalned, l am recelvlng a
scholarshlp, whlch ls small ln relaLlon Lo Lhe salary we recelve as Leachers, very small, buL
LhaL ls whaL ls susLalnlng me whlle l am ln Lhe unlverslLy. lL's compllcaLed, buL LhaL ls whaL ls
keeplng me here." Some A8lC8 sLudenLs aL ul88! complalned LhaL Lhey mlssed Lhe
deadllne for applylng for flnanclal help because Lhey learned abouL opporLunlLles Loo laLe.
Opportunity cost of PARFOR
As menLloned above, the opportun|ty cost of the teach|ng hours LhaL some A8lC8
sLudenLs glve up ln order Lo aLLend A8lC8 classes ls amblguous and dlfflculL Lo quanLlfy.
Powever, Lhelr flnanclal consequences are no less real Lo Lhe A8lC8 sLudenLs who cobble
LogeLher a llvellhood by Leachlng aL up Lo Lhree dlfferenL schools. Due to schedu||ng
conf||cts severa| students were forced to choose between one of the|r teach|ng contracts,
and part|c|pat|ng |n AkICk, an u|t|matum between dropp|ng out of AkICk or tak|ng a
s|gn|f|cant pay-cut.
1he secretar|ats are unw||||ng or unab|e to prov|de subst|tute teachers or to prov|de pa|d
|eave for AkICk part|c|pants. Cne sLudenL reporLed LhaL she has a frlend who used her
own money Lo pay someone Lo subsLlLuLe for her class." 1hls means Lhe f|nanc|a| burdens of
|nc|denta| costs, p|us the aggregated opportun|ty costs u|t|mate|y have a s|zeab|e |mpact
on the f|nanc|a| we||be|ng of AkICk students.
LIMITED expected financial gains for PARFOR
students in their segunda licenciatura
Whlle sLudenLs who do noL have any posL-secondary degre wlll recelve a pay ralse upon
compleLlon of Lhelr prlmera llcenclaLura Lhrough A8lC8, many of the students are
pursu|ng a segunda ||cenc|atura and w||| not rece|ve any sa|ary |ncrease. 1herefore, for
these Leachers (12 of Lhe surveyed parLlclpanLs), Lhere ls no flnanclal lncenLlve for
compleLlng Lhe program, unless Lhe second degree offers more employmenL securlLy.
Cvera||, the schedu||ng, commut|ng and budget cha||enges AkICk part|c|pants face
represent the pr|mary dr|ver for dropouts. 1helr effecLs are compounded and slgnlflcanL ln
Lhe dally llfe of A8lC8 sLudenLs.

B) Academic affairs & SOCIAL INTEGRATION

A cerLaln number of aspecLs of academlc affalrs and soclal lnLegraLlon lssues have an effecL
on sLudenL's declslon Lo conLlnue Lhe A8lC8 program aL ul88!. MosL of Lhem are noL
38
ma[or hurdles Lo Lhe reLenLlon of parLlclpanLs - Lhough some lssues and confllcLs do arlse.
Academlc and soclal lnLegraLlon lssues have been caLegorlzed lnLo Lhree broad areas:
" AkICk academ|c content (teach|ng and |earn|ng process): 1hls secLlon lncludes
responses relaLed Lo sLudenLs' percepLlon of whaL Lhey are learnlng ln A8lC8 and
Lhe value added Lhe program represenLs ln Lhelr professlonal and personal llves. lL
also encompasses responses from faculLy members who are Leachlng A8lC8
sLudenLs and Lhelr percepLlon of how A8lC8 sLudenLs are performlng
academlcally. Currlcula as well as Leachlng meLhodologles are covered ln Lhe
academlc-conLenL secLlon below.
" Academ|c support: 1hls concerns sLudenLs' oplnlons regardlng Lhe level of supporL
and aLLenLlon Lhey recelve from A8lC8 faculLy members.
" Soc|a| Integrat|on: 1hls concerns Lhe percepLlon of A8lC8 and non-A8lC8
sLudenLs abouL each oLher, and also Lhelr oplnlon on Lhe level of lnLeracLlon LhaL
exlsLs beLween Lhem.

i. PARFOR academic content (teaching and
learning process)

Quality of teaching of PARFOR faculty
1he qua||ty of teach|ng at UIkkI |s h|gh|y va|ued by the part|c|pants we lnLervlewed. nlneLy
percenL of surveyed A8lC8 sLudenLs conslder Lhe ul88! Leachlng body as one comprlsed
of hlgh quallLy professors". Speaklng abouL one professor, a dropouL shared
enLhuslasLlcally, Pe has a glfL for Leachlng LhaL ls exLraordlnary."
A|| AkICk students we met acknow|edged the va|ue added of the program |n terms of
sk||| enhancement. We learn a loL," explalned one parLlclpanL. nlneLy-four percenL of
respondenLs agreed LhaL A8lC8 classes are a good use of [Lhelr] Llme."
(N=53)
Strong|y
d|sagree (1)
agree (S)
Average
My professors are of hlgh
quallLy
0 0 10 43 37 4,6
A8lC8 classes are a
good use of my Llme
0 2 4 34 60 4,3

lor sLudenLs LhaL do A8lC8 as a second degree, ln a sub[ecL oLher Lhan Lhe one Lhey Leach
(12 of Lhe surveyed parLlclpanLs), learnlng opporLunlLles are even greaLer. Cne sLudenL
quoLed an example of anoLher sLudenL who ls an l1 professor experlenclng dlfflculLles wlLh
Lechnlcal wrlLlng who declded Lo enroll ln Lhe language program ln order Lo lmprove her
wrlLlng skllls.
Public university, a magic word
1he fact that the program |s prov|ded at a pub||c un|vers|ty exerts a ma[or |nf|uence on
A8lC8 sLudenLs and enLlces Lhem Lo conLlnue wlLh Lhe program. Cne A8lC8 sLudenL
polnLed Lo lL: 1he word 'publlc.' Cne word! ubllc! 1haL was my blggesL moLlvaLlon!"
ln addlLlon Lo Lhe presLlge assoclaLed wlLh ul88!, parLlclpanLs expressed an |ncrease |n
conf|dence because of better opportun|t|es post-AkICk. LnLerlng here, we see LhaL Lhe
horlzons are openlng up. 1haL was my maln moLlvaLlon." AnoLher person descrlbed Lhe
39
resulLlng lncrease ln confldence: Pere [aL ul88!] we are much more empowered. And l
began Lo belleve more ln myself, and lL was very good."
A rather good theory vs. practice mix
Most part|c|pants reported a re|at|ve|y good ba|ance between theory and pract|ce. In fact
the theoret|ca| part of c|asses |s much va|ued by AkICk students because th|s |s the
d|mens|on where they show weaknesses - Lhey already boasL Lhe classroom experlence.
Cne parLlclpanL expressed lL ln very slmple Lerms, We come from pracLlce Lo learn Lhe
Lheory".
nowever, one student expressed her des|re for more understand|ng from her professors of
the rea||ty on the ground. Asked abouL means Lo lmprove Lhe program, Lhe parLlclpanL
explalned, l Lhlnk LhaL Lhey musL know even more Lhe reallLy of schools [.]. 1he program
should acLually vlslL Lhe schools and [see] Lhe level of sLudenLs. 1hey musL know Lhe
professlonal pracLlce, whom Lhey are Leachlng".
Slmllarly, one facu|ty member reckoned that there shou|d be spec|f|c tra|n|ng and]or a
br|ef|ng for professors who w||| be teach|ng AkICk students, hlghllghLlng Lhe room for
lmprovemenL as regards Leachlng meLhodology of some faculLy members.
(N=53)
Strong|y
d|sagree (1)
agree (S)
Average
l learn Lhlngs ln my
courses LhaL l can apply
ln my classroom
0 2 23 43 32 4,1

Math as the exception in terms of academic
difficulties
Some A8lC8 faculLy members reporLed LhaL students f|nd |t d|ff|cu|t to fo||ow c|asses |n
math, b|o|ogy, phys|cs and chem|stry. 1hls ls evldenced by Lhe hlgher number of dropouts
ln maLhemaLlcs. et |n other c|asses (espec|a||y pedagogy, and human|t|es), the |eve| of
d|ff|cu|ty |s not perce|ved as excess|ve|y h|gh, as shown by our quanLlLaLlve survey: A mere
one flfLh of Lhe respondenLs (mosLly enrolled ln pedagogy and languages) characLerlzed Lhe
level of dlfflculLy of coursework as a hlgh challenge, and only 4 Lhlnk LhaL A8lC8 classes
are Loo dlfflculL.
(N=51)
Strong|y
d|sagree (1)
agree (S)
Average
A8lC8 classes are Loo
dlfflculL
18 63 16 0 4 2,1
noLe: 1hese sLaLlsLlcs concern LeLras and edagogy sLudenLs, Lhe slLuaLlon ls dlfferenL ln oLher dlsclpllnes, as conflrmed by our
quallLaLlve research (lnLervlews, focus groups and class observaLlons)
1he work|oad requ|red by professors |s not too h|gh for most AkICk students. Cnly one
quarLer of Lhe surveyed parLlclpanLs (whlch hardly lncludes any maLh sLudenLs) Lhlnks LhaL
A8lC8 ls Loo demandlng ln Lerms of amounL of work requlred" for Lhe program.
40
(N=51)
Strong|y
d|sagree (1)
agree (S)
Average
1he amounL of work
requlred for A8lC8
classes ls excesslve
2 47 27 16 8 2,8

ii. Academic support

Interv|ewed respondents expressed genera| sat|sfact|on w|th the qua||ty of the AkICk
facu|ty. 1he respondents a|so commented on the ava||ab|||ty and the |eve| of attent|on
they rece|ve from professors as we|| as on the overa|| support|ve ro|e facu|ty p|ay |n the|r
||ves. Cne A8lC8 sLudenL sald, 1he professors are greaL. 1hey explaln very well. 1hey
Leach classes as Lhey do Lo Lhe regular sLudenLs. 1here are some who Lhlnk our courses are
slower, buL Lhey are llke Lhe regular courses. 1hey explaln well. lf we have doubLs, Lhe
professors clarlfy."
teaching methodology & attention
1he content seems to be access|b|e to AkICk students, and overa|| the teach|ng
methodo|ogy |s perce|ved pos|t|ve|y by c|asses, as expressed by anoLher A8lC8
parLlclpanL, 1he professors are well-Lralned, and Lhey are very cool Lhe way Lhey deal wlLh
sLudenLs. And Lhe sLrengLh LhaL Lhey pass Lo us, all of Lhem. lL doesn'L sLop! lL conLlnues
and conLlnues! And we wlll conLlnue."
rofessors are aware of the spec|f|c needs of AkICk students and try to ad[ust to them.
Cne faculLy member menLloned LhaL she feels A8lC8 sLudenLs look more Llred when Lhey
come Lo class and so Lhe classes Lend Lo be slower. AnoLher recognlzed Lhe need for
personal aLLenLlon. Cne A8lC8 professor sLressed Lhe need for avallablllLy Lo and
cusLomlzed supporL for A8lC8 sLudenLs: l Lhlnk, because lL ls a small class, lL ls lmporLanL
Lo glve more personallzed aLLenLlon. More slowly and personally."
Availability and support out of class
AkICk professors are access|b|e to the|r students outs|de of c|ass, and th|s |s recogn|zed
by the|r students. Accordlng Lo a sLudenL of llLeraLure, Lhe faculLy aL ul88! ls more
accesslble Lhan are professors aL oLher unlverslLles. A couple of Lhe faculLy members reporL
maklng Lhemselves avallable for sLudenLs who need addlLlonal supporL. MosL A8lC8
professors - lncludlng deparLmenL coordlnaLors - sald LhaL Lhey glve Lhelr cell phone
number Lo A8lC8 sLudenLs ln Lhelr deparLmenL.
(N=52)
Strong|y
d|sagree (1)
agree (S)
Average
My professors are
avallable Lo speak Lo me
when l have quesLlons
0 6 8 42 44 4,3

It |s worth not|ng that the facu|ty members we |nterv|ewed were sat|sf|ed w|th the|r pay
as AkICk facu|ty members. We even heard LhaL some professors lnlLlally declded Lo Leach
A8lC8 classes for flnanclal reasons. ul88! A8lC8 professors are Lhus enLlced Lo do well
ln Lhelr classrooms so LhaL Lhey mlghL be lnvlLed Lo conLlnue parLlclpaLlng ln Lhe program.
Mentoring
41
A |ack of mentor|ng |s not a prob|em to part|c|pants: 84 of surveyed AlC8 sLudenLs Lhlnk
LhaL lack of menLorlng ls noL a challenge or a llmlLed challenge. 1here are ass|gned facu|ty
members for AkICk students who fo||ow up w|th them as needed. We have speclal
coordlnaLors for A8lC8 sLudenLs who klnd of follow up A8lC8 sLudenLs." et the
research team d|d not hear about those coord|nators from students but on|y from UIkkI
facu|ty members, wh|ch probab|y ref|ects the ||m|ted ro|e they p|ay for part|c|pants. lL ls
unclear wheLher sLudenLs know abouL Lhelr avallablllLy, or [usL do noL have Lhe Llme or
lnLeresL Lo reach ouL Lo Lhem.
In math, '($)!("*+ are mon|tor|ng the performance of AkICk students and avallable Lo
lnLervene when Lhey are lagglng behlnd or are aL rlsk of dropplng ouL.

iii. Social Integration

1he lnLegraLlon of A8lC8 sLudenLs aL ul88! does noL seem Lo represenL a ma[or challenge,
desplLe Lhe exlsLence of Lenslons beLween A8lC8 parLlclpanLs and regular sLudenLs aL
ul88!. lL ls worLh polnLlng ouL LhaL parLlclpanLs are very shorL of Llme and Lhus cannoL
afford Lo spend much Llme on campus ouLslde of Lhelr class Llmes.
What are the main challenges you face as a PARFOR student? (N=52)
No cha||enge Low
cha||enge
Med|um
cha||enge
n|gh
cha||enge
LlmlLed lnLegraLlon wlLh
oLher sLudenLs
33 34 17 14

Interactions between PARFOR & non-PARFOR
students
8oth AkICk students and non-AkICk students fee| that there |s ||m|ted |nteract|on
between both groups. lncldenLally, AkICk and non-AkICk students s|t at d|fferent ends
of the c|assroom. We belleve LhaL Lhls barrler ls due Lo Lwo dlfferenL Lypes of facLors. I|rst,
A8lC8 sLudenLs are much older Lhan oLher sLudenLs - they are 38 years o|d on average,
and 48 boast at |east 1S years of exper|ence as teachers, wh|ch accounts for the d|fferent
perspect|ves of both groups. Second, A8lC8 sLudenLs come from a d|fferent soc|o-
econom|c background, usually sLudled llLLle, and have bypassed the vest|bu|ar entrance
exam that regu|ar students at UIkkI have passed to enLer Lhe unlverslLy.
It seems that non-AkICk students are not mak|ng the most of the c|asses they are
attend|ng together w|th AkICk part|c|pants - desp|te the exper|ence of the former.
Many A8lC8 sLudenLs expressed Lhelr wllllngness Lo share Lhelr experlence wlLh regular
sLudenLs, buL Lhe laLLer seem Lo be noL Loo proacLlve ln seeklng feedback and advlce from
A8lC8 sLudenLs.
1he perspect|ves of both groups are c|ear|y conf||ct|ng - but do not seem to be confronted
|n a very construct|ve way. ln a class ln educaLlonal psychology we had Lhe opporLunlLy Lo
observe, A8lC8 sLudenLs felL Lhey knew everyLhlng ln pracLlce. non-A8lC8 sLudenLs felL
Lhey could solve everyLhlng Lhrough Lheory. Cne of Lhe A8lC8 sLudenLs asked a non-
A8lC8 sLudenL, "Pow can you say Lhls, you have never been ln class?"
AkICk students seem to be much more respected |n d|sc|p||nes such as pedagogy than |n
c|asses ||ke mathemat|cs, where Lhe knowledge gap beLween boLh groups ls wlde (as
menLloned, A8lC8 parLlclpanLs Lend Lo do poorly ln maLh).
42
MosL lmporLanLly, soc|a| cohes|on |s somewhat broken |n m|xed c|asses (aLLended boLh by
A8lC8 sLudenLs and by regular sLudenLs). 1hls lack of coheslon and undersLandlng ls
rooLed ln non-A8lC8 sLudenLs' bellef LhaL A8lC8 sLudenLs are unfalrly admlLLed Lo Lhe
unlverslLy, namely, wlLhouL havlng Lo Lake Lhe vesLlbular exam. 1hey a|so fee| that facu|ty
prov|de more support to AkICk students than to them. Cne lnLervlewee menLloned LhaL
regular sLudenLs also have full or parL-Llme [obs, besldes Lhelr academlc program aL ul88!.
In the op|n|on of regu|ar students, AkICk c|asses are eas|er than regu|ar ones to a||ow
AkICk students to graduate more eas||y. Cne non-A8lC8 sLudenL sald LhaL faculLy made
LesLs easler for A8lC8 sLudenLs.
1h|s |ack of cohes|on trans|ates |nto tang|b|e conf||cts and arguments. A couple of sLudenLs
narraLed a couple of dlfferenL lncldenLs beLween A8lC8 and non-A8lC8 sLudenLs. 1here
ls dlscrlmlnaLlon from non-A8lC8 sLudenLs because Lhey feel Lhey are superlor as Lhey goL
a beLLer sLandardlzed LesL grade. 1hey Lhlnk Lhey are beLLer. 1here are small groups of non-
A8lC8 sLudenLs. Cnce Lhere was a presenLaLlon of A8lC8 sLudenLs and some non-
A8lC8 sLudenLs were maklng fun of Lhe A8lC8 sLudenLs. Cne of Lhe A8lC8 sLudenLs
who was presenLlng acLually lefL Lhe classroom as Lhe professor dldn'L do anyLhlng abouL
LhaL," reporLed a A8lC8 parLlclpanL.
1he pre[ud|ces and fee||ng of |n[ust|ce that regu|ar students have towards AkICk
part|c|pants underm|nes academ|c exchanges that cou|d be very fru|tfu| - espec|a||y
between theoret|ca| contents and the rea||ty of teach|ng on the ground. When asked lf she
preferred regular classes or classes mlxed wlLh A8lC8 sLudenLs, one non-A8C8 sLudenL
reckoned LhaL classes wlLh A8lC8 sLudenLs are academlcally more sLlmulaLlng because of
Lhe pracLlcal experlence A8lC8 parLlclpanL brlng Lo class, buL noL soclally speaklng.
In add|t|on, |t |s ||ke|y that such soc|a| tens|ons put add|t|ona| pressure and stress on
AkICk part|c|pants LhaL are already sLressed ouL by mulLlple Llme, commuLlng and
flnanclal lssues. ulfflculL lnLegraLlon beLween boLh groups could accounL for some dropouL
declslons of A8lC8 parLlclpanLs.
Interactions among PARFOR students
Wh||e |ntegrat|on between non-AkICk students and AkICk students |s an |ssue, there
|s an obv|ous cohes|on among AkICk students. 1hls solldarlLy lays Lhe basls for a so||d
support system between them, as evldenced ln Lhe followlng sLory shared by a A8lC8
parLlclpanL.
uanelde crled and almosL lefL. A group goL LogeLher, helped her wlLh Lhe maLerlal. She
dldn'L have money Lo geL Lhe maLerlal. She conLlnued. She could only come Lwo days a week
because Lhe dlrecLor only permlLLed LhaL. now she comes more."
et the so||dar|ty a|so affects soc|a| re|at|onsh|ps and |mproves understand|ng beLween
A8lC8 parLlclpanLs. Cne menLloned LhaL she made good frlends ln Lhe class and meeLs
wlLh Lhem regularly on weekends. 1he facL LhaL Lhe program ls challenglng seems Lo blnd
parLlclpanLs and encourages Lhem Lo supporL each oLher. 1hey undersLand each oLher very
well and have an lnLeresL ln sharlng Llps or maLerlal Lo maxlmlze Lhelr chances of
successfully compleLlng Lhe program whlle managlng Lhelr [ob lssues and famlly llfe.
Last but not |east, th|s so||dar|ty creates |ncent|ves for part|c|pants to cont|nue the
program. We could clearly gauge how solldarlLy beLween A8lC8 sLudenLs conLrlbuLes Lo
Lhelr conLlnued enrollmenL ln Lhe program. Cne of Lhe enrolled A8lC8 sLudenLs confessed
Lo havlng consldered dropplng ouL. She explalned why she conLlnued: Cne colleague [a
43
Leacher also dolng A8lC8] had my lnformaLlon [appllcaLlon deLalls] and enrolled me for Lhe
followlng semesLer, even Lhough l sald l wasn'L golng Lo do lL [reglsLer for A8lC8 agaln]."

iv. Administrative inefficiencies at UFRRJ

LasLly, and of somewhaL less lmpacL Lhan Lhe pracLlcal lssues dlscussed ln Lhe precedlng
secLlons, admlnlsLraLlve lnefflclencles aL ull8! come lnLo play. Ch|ef among these |s
c|assroom a||ocat|on, a process whlch deLermlnes wheLher a sLudenL wlll aLLend classes ln
Lhe mornlng, evenlng, or aL nlghL, and ln whlch A8lC8 cohorLs can ofLen flnd Lhemselves aL
Lhe end of Lhe prlorlLy queues. 1hls can be parLlcularly damaglng glven Lhe sLrong
preference of A8lC8 parLlclpanLs for evenlng classes. Adm|n|strat|ve |nformat|on,
part|cu|ar|y concern|ng cross-departmenta| |ssues, can also be hard Lo obLaln. Added Lo
LhaL, ||tt|e co||aborat|on seems Lo exlsL among A8lC8 faculLy of dlfferenL dlsclpllnes,
deprlvlng Lhem from Lhe opporLunlLy Lo learn from each oLher's challenges (see vlll.1.8.lv).
A8lC8 obvlously creaLes admlnlsLraLlve challenges for an lnsLlLuLlon accusLomed Lo
LradlLlonal full-Llme sLudenLs. lurLhermore, glven LhaL A8lC8 cohorLs are spread among
several dlfferenL deparLmenLs Lhelr collecLlve clouL ls reduced.

4_ POST-PARFOR CAREER

A) the critical role of post-PARFOR career
decisions

No AkICk cohort at UIkkI has comp|eted the program yet g|ven that AkICk was
|aunched |n 2010 at UIkkI. et post-AkICk career dec|s|ons are dec|s|ve, whether
part|c|pants successfu||y comp|ete the program or drop out of |t.
Indeed, the benef|ts of the program part|a||y wou|d get |ost |f teachers |eave the|r teach|ng
pos|t|on. uesplLe Lhe publlc lnvesLmenL ln Lhose Leachers, Lhe lack of Leachers wlll noL be
fllled. 1he program would have helped Lhem leave Lhelr lnlLlal Leachlng poslLlon wlLhouL
ensurlng LhaL anoLher quallfled Leacher can replace Lhe A8lC8 graduaLe, harmlng Lhe
essence of Lhe program.
Worse, post career cho|ces cou|d become a ma[or concern for schoo| d|rectors and
secretar|ats of educat|on. Iear|ng that AkICk students wou|d |eave the|r teach|ng posts
upon graduat|on, some school prlnclpals mlghL do Lhelr besL Lo prevenL any of Lhe Leachers
aL Lhelr school Lo enroll. SecreLarlaLs of educaLlon mlghL reacL ln a slmllar way. In fact,
a|though no AkICk student has graduated yet, some secretar|ats of educat|on a|ready
fear that AkICk students w||| qu|t the|r [ob upon graduat|on. 1here are munlclpallLles
LhaL re[ecLed appllcaLlons ouL of fear LhaL Lhe Leachers would leave Lhelr Leachlng level,"
explalned an offlclal aL a secreLarlaL of educaLlon. It |s very ||ke|y that some schoo| d|rectors
fee| the same way.
Lnsur|ng that AkICk teachers rema|n |n the|r teach|ng pos|t|on some t|me after
graduat|on |s key to both max|m|ze the |mpact of the tra|n|ng prov|ded and to guarantee
the |nterest of a|| stakeho|ders |n the program. 1he cred|b|||ty of the who|e AkICk
program |s at stake |n the post-career cho|ces of AkICk students.
44
1he followlng charL ouLllnes Lhe dlfferenL declslon polnLs ln Lhe career paLh of Leachers
parLlclpaLlng ln A8lC8.
llgure 11: osL-A8lC8 career goals

B) the (re)definition of career objectives in the
course of the PARFOR program
Career a false premise of PARFOR
Career ob[ect|ves seem to be fore|gn to the scope of the AkICk program, whether |n
theory or |n pract|ce. 1he federal deslgn of A8lC8 dlsmlsses Lhe deflnlLlon of mlddle- and
long-run career cholces. 1he governmenL seems Lo assume LhaL A8lC8 graduaLes wlll come
back Lo / keep Lhelr pre-A8lC8 poslLlon. As a consequence, Lhe faculLy and admlnlsLraLlon
aL ul88! also Lakes lL for granLed.
Inexistence of discussions on career goals
1h|s f|awed prem|se has exc|uded d|scuss|ons on career ob[ect|ves from the federa| des|gn
of AkICk. 1herefore, d|scuss|ons about post-AkICk career p|ans or cho|ces between
part|c|pants and un|vers|ty facu|ty |s ||m|ted or absent. AkICk students do not seek
adv|ce from the|r professors, nor |nform them of the|r profess|ona| goa|s. l have noL
spoken wlLh a professor abouL orlenLaLlon here regardlng career goals [.] l wlll do lL
Lowards Lhe end of my sLudles," shared one A8lC8 sLudenL. Conversely, ul88! faculLy
members do noL conslder oLher career paLhs for Lhelr sLudenLs. lnqulrlng abouL Lhelr
professlonal ob[ecLlves ls seen as somewhaL lrrelevanL and ouL of Lhe work scope of
professors. 1hls ls Lhe case desplLe Lhe conslderable aLLenLlon faculLy dedlcaLes Lo each
sLudenL, and Lhe connecLlons faculLy members manage Lo creaLe wlLh Lhelr classes.
rofessors do not even quest|on that the|r students w||| cont|nue teach|ng as they d|d
before start|ng AkICk. "normally [A8lC8 parLlclpanLs] have a goal, whlch ls Lo Leach ln
Lhe school where Lhey work. So Lhey don'L ask [us] Loo much [for advlce on career opLlons],"
explalns a A8lC8 maLh professor. Lven among AkICk students, d|scuss|ons on career
goa|s seem to be uncommon.
Change in career objectives
45
A|though career goa|s are usua||y not d|scussed among students and between students
and the|r professors, changes of career ob[ect|ves of AkICk students |n the course of the
program are not rare. MosL of Lhe sLudenLs we lnLervlewed confessed LhaL Lhelr
professlonal goals had changed slnce Lhey sLarLed A8lC8. arLlclpanLs reallze LhaL Lhe
program broadens Lhelr career opLlons durlng A8lC8. ConsequenLly, the|r amb|t|ons
|ncrease over the course of the program. LnLerlng here we see LhaL Lhe horlzons are
openlng up," says a A8lC8 pedagogy sLudenL. Pence career goals shlfL. AnoLher A8lC8
parLlclpanL recalls, lnlLlally, l enrolled [ln A8lC8] Lo lmprove my salary. 8uL here l see how
Lhe slLuaLlon can be lmproved and wanL Lo apply my skllls as an admlnlsLraLor." nlneLy-four
percenL of Lhe surveyed A8lC8 sLudenLs Lhlnk LhaL Lhe A8lC8 program wlll help [Lhem]
geL ahead ln [Lhelr] career" (36 agree, 38 sLrongly agree). 1he pub||c status of the
un|vers|ty - and the fact that UIkkI |s a top tert|ary |nst|tut|on |n 8raz|| |s a gateway to
better profess|ona| pos|t|ons and further stud|es.

C) The fundamental misalignment between
PARFOR students career goals and
governmental interests

Targeted positions / studies
Iudg|ng from our qua||tat|ve |nterv|ews, the bu|k of AkICk part|c|pants do not |ntend to
rema|n |n the same teach|ng pos|t|on fo||ow|ng graduat|on. As lL was prevlously menLloned,
Lhe publlc unlverslLy degree Lhey expecL Lo obLaln opens up posslblllLles for furLher sLudy
(MasLers and/or hus), whlle also provldlng access to other [obs. A A8lC8 sLudenL
confessed: A8lC8 wlll allow me Lo move Lo anoLher career.[ln Lhe long run] l would llke
Lo enLer lnLo a MasLer's program and conLlnue sLudylng. l wanL Lo work ln Lhe fleld of
orlenLaLlon aL publlc schools or supervlslon of schools." Such career cholces are moLlvaLed
by salary lncreases, Lhe asplraLlons Lo make a greaLer lmpacL, Lhe deslre Lo learn, and a drlve
Lo advance professlonally. AnoLher A8lC8 parLlclpanL shared: [ln Lhe nexL 3 Lo 10 years], l
would llke Lo lmprove my salary and geL a hu or a MasLers degree." Pe ls echoed by
anoLher amblLlous sLudenL: l wanL Lo expand my knowledge and Lake a masLers or a hu."
1he pos|t|ons targeted |n the |ong term usua||y rema|n |n the f|e|d of educat|on. Long-Lerm
professlonal goals (3 Lo 10 years), collecLed Lhrough quallLaLlve research, vary and lnclude:
" 1each a hlgher grade
" 1each anoLher sub[ecL
" 8ecome a school prlnclpal
" 1each aL Lhe unlverslLy level
" Work ln Lhe admlnlsLraLlon
Freedom to leave current position
AkICk part|c|pants do not fee| bound to the|r teach|ng pos|t|on - and the program does
not requ|re them to rema|n |n |t. Iorty-three percent of the surveyed part|c|pants have
a|ready cons|dered g|v|ng up teach|ng - and 41 of Lhose who LhoughL abouL glvlng up
Leachlng consldered Lhe prlvaLe secLor as an opLlon.
Have you ever considered giving up teaching in the future? (N=49)
No es
Pave you ever consldered glvlng up Leachlng ln Lhe fuLure 37 43

46
D) Mixed expectations regarding salary
increases

Sa|ary expectat|ons after AkICk are unc|ear to some students. Near|y one ln four of Lhe
surveyed sLudenLs (23) do noL agree LhaL Lhe A8lC8 program wlll lncrease [Lhelr] salary
ln Lhe fuLure" (11 are neuLral and 12 dlsagree). 1hls flndlng may be relaLed Lo Lhe facL
LhaL 12 of respondenLs are obLalnlng Lhelr second llcense and would Lherefore noL geL a
pay rlse).
Lxpectat|ons for pay |ncreases vary among AkICk part|c|pants. CerLaln sLudenLs see Lhe
program as a Lool Lo geL a pay rlse: [AfLer A8lC8 graduaLlon l wlll geL a] 400 reals a monLh
pay ralse," sald one A8lC8 sLudenL. CLhers do noL have any pay lncrease expecLaLlons: ln
my case no [l won'L be pald more afLer A8lC8], because l have a [permanenL] conLracL,"
lamenLed anoLher A8lC8 parLlclpanL. ln oLher words, teachers do not have the cert|tude
of be|ng pa|d more for the same [ob upon AkICk graduat|on.
Cw|ng to the efforts requ|red over 4 years to comp|ete AkICk, part|c|pants that w|||
manage to comp|ete the program successfu||y w||| be very tempted to change [obs and get
rewarded f|nanc|a||y by a better [ob.
E) PARFOR graduates and dropouts as
unleveraged spokesmen for PARFOR
(awareness building and image enhancing)

1he f|nd|ngs suggest that AkICk part|c|pants (and some dropouts) are w||||ng to
recommend the program to peer teachers. Many do so. l do [encourage colleagues Lo
apply Lo A8lC8], and oLhers are [also] dolng so," clalmed a A8lC8 sLudenL. As many as
38 of Lhe surveyed sLudenLs say Lhey flrsL heard abouL A8lC8 Lhrough colleagues.
arLlclpanLs pralse Lhe quallLy of Lhe program. Cne A8lC8 maLh dropouL ensured, l would
recommend [A8lC8 Lo oLher Leachers]. 1he few classes l had were marvelous." A8lC8 ls
noL only consldered as a means Lo a formal degree, buL as a Lrue asseL ln Lhelr [ob ln
classrooms. 1he maLh parLlclpanL conLlnued, A8lC8 changed Lhe way l Leach Lhe
maLerlal."
et some current or prev|ous AkICk part|c|pants wou|d on|y speak about the program |f
prompted. 1h|s ||m|ts the |nf|uence of AkICk part|c|pants or former part|c|pants |n terms
of awareness-ra|s|ng and brand-bu||d|ng - wlLh peer Leachers, school prlnclpals and wlLh
Lhe general publlc. CommunlcaLlon flows beLween Leachers are very crlLlcal ln ralslng
awareness abouL Lhe program, as seen ln vlll.1.A. Secretar|ats of educat|on and schoo|
pr|nc|pa|s can represent barr|ers |n the AkICk commun|cat|on f|ow d|rected to teachers.
As menLloned prevlously, Lhese admlnlsLraLlve offlclals are llkely Lo fear LhaL Leachers wlll
qulL Lhelr conLracL, or LhaL Lhey wlll glve up Lhelr [ob upon graduaLlon. Also, AkICk
students or former students who cou|d eas||y ra||y the|r peer teachers at the|r schoo|s, are
not aware that they can p|ay a dec|s|ve ro|e |n |nform|ng the|r peers about the program.

F) Communication between PARFOR dropouts,
UFRRJ, & secretariats of education

47
Some AkICk dropouts rema|n |n touch w|th UIkkI facu|ty - a few of them even came
back to AkICk |ater. l dld [drop ouL of A8lC8]. LasL year l sLopped, buL am conLlnulng
Lhls year - only nlghL classes," explalned one A8lC8 sLudenL.
UIkkI does contact dropouts to try to get them back to AkICk and at |east to
understand the|r mot|ves. A A8lC8 unlverslLy coordlnaLor sald, 1he ul88! conLacLs
sLudenLs who are dropplng ouL so LhaL sLudenLs don'L feel lefL ouL and enLlces Lhem Lo go
back Lo Lhe program and revlew Lhelr Llme Lable. SLudenL drop ouLs have Lhe opLlon of glvlng
a leLLer of reslgnaLlon explalnlng why Lhey leave Lhe program."
?eL Lhls lnlLlaLlve ls noL formally requlred by Lhe federal governmenL - l.e. as parL of Lhe
deslgn of Lhe A8lC8 program. 1here does not seem to be a standard|zed process for the
government or the secretar|ats to rema|n |n touch w|th AkICk drop outs to co||ect and
aggregate |nformat|on on the|r mot|ves for g|v|ng up the program, and to foster the|r
return.

VII. RECOMMENDATIONS

1_ key findings underlying recommendations

1he key f|nd|ngs that we have focused on to |nform our comprehens|ve recommendat|ons
are as fo||ows:
1. LxlsLlng gaps ln commun|cat|on among a|| stakeho|ders, noLably beLween ul88!
and Lhe A8lC8 sLudenLs, beLween Lhe federal and secreLarlaLs levels, and beLween
Lhe naLlonal/munlclpal governmenL and school prlnclpals. 1hls resulLs ln a
mlsallgnmenL of expecLaLlons damaglng Lhe lmage of Lhe program, enrollmenL
levels, dropouL raLes and Lhe parLlclpanLs' poLenLlal reLurn Lo Lhelr Leachlng
poslLlons.
2. 1he onerous t|me comm|tment requlred of A8lC8 sLudenLs Lo compleLe Lhe
program whlle malnLalnlng Lhelr Leachlng load ls unreallsLlc, LhreaLenlng lnLeresL of
all sLakeholders (Leachers, school dlrecLors eLc.) ln Lhe program as well as successful
compleLlon of Lhe program.
3. An overall |ack of ownersh|p and |ncent|ves among all A8lC8 sLakeholders,
especlally Leachers, school prlnclpals and secreLarlaLs of educaLlon. 1he laLLer see
llmlLed personal beneflLs ln Lhe success of Lhe program. 1hls lack of lncenLlve
LhreaLens Lhe LranslaLlon of Lhe A8lC8 mlsslon lnLo reallLy (from ralslng awareness
Lo ensurlng reLenLlon Lo keeplng Leachlng poslLlon).
4. A supp|y-demand d|sconnect regardlng A8lC8 seaL offerlng vs. demand from
secreLarlaLs / schools (number of A8lC8 spoLs per dlsclpllne vs. need for Leachers
on Lhe ground). 1hls llmlLs Lhe lmpacL of Lhe program on educaLlon.
3. UIkkI can lmprove lLs managemenL of Lhe program ln order Lo mlLlgaLe some of
Lhese challenges.1here are many obsLacles LhaL lmpacL Lhe A8lC8 sLudenL flow
paLh LhaL are beyond the contro| of ul88!.

48
llgure 12: Cvervlew of Lhe 3 key flndlngs lnformlng our recommendaLlons
Area llndlng
Commun|cat|on
gaps
Caps ln communlcaLlon among all sLakeholders creaLe a mlsallgnmenL of
expecLaLlons
1|me constra|nts 1he onerous Llme commlLmenL requlred ls unreallsLlc
Incent|v|zat|on 1here ls a lack of ownershlp and lncenLlves concernlng all sLakeholders
Supp|y-demand
d|sconnect
A8lC8 seaL offerlng aL ul88! ls dlsconnecLed from demand of schools and
secreLarlaLs of educaLlon
Lxterna| constra|nts Whlle ul88! can beLLer Lhe lmplemenLaLlon of A8lC8, many of Lhe above
obsLacles are beyond lLs conLrol
Source: Columbla, SlA

2_ Rationale underlying recommendations

Whlle Lhe below recommendaLlons have been deslgned Lo mlLlgaLe Lhe lssues unearLhed ln
our llndlngs secLlon, Lhey alm Lo meeL fundamenLal ob[ecLlves sLaLed as follows. We belleve
LhaL Lhese ob[ecLlves are key Lo Lhe long-Lerm success and lmpacL of A8lC8.
1) Wh||e we recogn|ze that AkICk faces a cha||enge w|th ba|anc|ng between prov|d|ng
requ|s|te sk|||s to under-tra|ned teachers and Un|vers|t|es be|ng ab|e to reta|n students,
who are from backgrounds d|fferent from |ts typ|ca| student popu|at|on. 1he phllosophy of
Lhe program ls geared Lowards provldlng quallflcaLlons Lo Leachers who have Leachlng
experlence buL noL Lhe degrees/cerLlflcaLlon. 1he unlverslLles and Lhe SecreLarlaLs of
LducaLlon, key sLakeholders ln Lhe program, would llke Lo maxlmlze Lhe beneflLs of such a
program by ensurlng LhaL Lhe program ls dellvered Lo full capaclLy. Powever, ln dolng so Lhe
unlverslLles have Lo make ad[usLmenLs LhaL sulL Lhe dlfferenLlal demographlc, soclal and
economlc and academlc background of Lhe A8lC8 sLudenLs whlle aL Lhe same Llme
malnLalnlng lLs own academlc lnLegrlLy. Cur recommendaLlons seek Lo flnd Lhe rlghL balance
beLween Lwo apparenLly confllcLlng ob[ecLlves - Lhe mlsslon of A8lC8 and Lhe unlverslLy's
feaslblllLy concerns - Lo conLrlbuLe Lo Lhe success of Lhe program.

2) We be||eve that the stakeho|ders |nvo|ved |n the program requ|re a thorough
understand|ng of a|| part|c|pants' spec|f|c v|ewpo|nts and |nterests. 1eachers, school
dlrecLors, ul88!, munlclpal secreLarlaLs of educaLlon and 8razll's federal governmenL do noL
see Lhe program Lhrough Lhe same lens, buL all play a slgnlflcanL role ln lLs execuLlon. Cur
recommendat|ons str|ve to "re-th|nk" AkICk and to reconc||e those conf||ct|ng v|ews and
goa|s by creat|ng the r|ght |ncent|ves for the r|ght stakeho|ders.
lor example, an agreemenL could be made beLween sLudenLs and Lhe governmenL,
secreLarlaL, or school where Lhe A8lC8 sLudenLs Leach, requlres Lhe commlLmenL of
A8lC8 parLlclpanLs Lo remaln ln Lhelr Leachlng poslLlon for 4 years afLer compleLlon of Lhe
program, ln exchange for a 30 lncrease ln salary. Such an agreemenL would allow Lhe
governmenL Lo obLaln a reLurn on lLs lnvesLmenL slnce Leachers would be beLLer prepared Lo
Leach ln Lhelr schools. 8uL lL would sLlll provlde Lhe A8lC8 graduaLes Lhe posslblllLy Lo Lake
Lhelr careers ln a dlfferenL dlrecLlon ln Lhe long Lerm, should Lhey choose Lo do so.

3) We are conv|nced that AkICk's success depends on successfu| commun|cat|on,
coord|nat|on and gu|dance. 1he program wlll noL be susLalnable and lmpacLful lf lL solely
relles on Lhe excepLlonal moLlvaLlon and commlLmenL of Leachers, or on Lhe personal bellefs
of some prlnclpals. lL ls ulLlmaLely Lhe responslblllLy of Lhe federal governmenL Lo
49
a) rov|de suff|c|ent and re|evant |nformat|on to stakeho|ders. SLakeholders cannoL be
rallled Lo A8lC8's cause wlLhouL knowlng abouL lL ln depLh.
b) Create or foster the creat|on of m|ss|ng ||nks and br|dges between stakeho|ders (by
seLLlng up coordlnaLlon mechanlsms and plaLforms).
c) rov|de gu|dance to stakeho|ders (unlverslLles, school prlnclpals and secreLarlaLs of
educaLlon) lnvolved ln Lhe lmplemenLaLlon of A8lC8. Whlle auLonomy and delegaLlon can
be a Lremendous opporLunlLy slnce lL unleashes creaLlvlLy and provldes room for
cusLomlzaLlon, lL ls also a concern when lL ls assoclaLed wlLh a lack of supporL.
Cur recommendaLlons bulld on Lhls need for Lransparency, coordlnaLlon and supporL -
especlally Lhe creaLlon of an onllne A8lC8 plaLform connecLlng sLakeholders.

llgure 13: Cvervlew of Lhe 3 key ob[ecLlves underlylng our recommendaLlons
Cb[ecLlves underlylng
recommendaLlons
ueLalls
1) kecogn|ze and manage a
fundamenta| conf||ct
oppos|ng the m|ss|on of
AkICk and |ts
|mp|ementat|on

1here ls a ma[or confllcL beLween
1) 1he phllosophlcal purpose of A8lC8
2) 1he drlve Lo opLlmlze lLs lmplemenLaLlon (l.e. Lo lncrease Lhe
number of sLudenLs ln Lhe program, who Lend Lo be Lhe mosL
challenged ln compleLlng Lhe program because of pracLlcal/loglsLlcal
barrlers)-ls Lhls whaL you mean?
# Cur recommendaLlons sLrlve Lo balance 2 conLradlcLlng
ob[ecLlves:
1) rovlde Lralnlng opporLunlLles Lo Leachers LhaL need Lhem
2) CpLlmlze reLenLlon probablllLy
2) ke-th|nk AkICk
through mu|t|p|e |enses to
reconc||e conf||ct|ng v|ews
& |nterests, and thus set up
the r|ght |ncent|ves
1he lnLeresLs and polnLs of vlews of sLakeholders are varlous and aL
Llmes confllcLlng - beLween:
- 1eachers
- School prlnclpals
- A8lC8 faculLy & admlnlsLraLlon aL ul88!
- Munlclpal secreLarlaLs of educaLlon
- A8lC8 federal auLhorlLles
# Cur recommendaLlons Lake Lhose lnLeresLs and vlewpolnLs lnLo
accounL, wheLher Lhey concern Lhe deslgn or Lhe lmplemenLaLlon of
Lhe program. 1hey seek Lo lncenLlvlze Lhose sLakeholders Lo play an
opLlmal role ln Lhe lmplemenLaLlon of Lhe program
3) Ioster transparency,
create coord|nat|on
mechan|sms, and prov|de
gu|dance to stakeho|ders
1he level of auLonomy of secreLarlaLs and unlverslLles requlres
federal coordlnaLlon Lo ensure Lhe smooLh lmplemenLaLlon of
A8lC8, ln Lhe form of:
1) A solld lnformaLlon and communlcaLlon flow Lo varlous
sLakeholders
2) Sound coordlnaLlon mechanlsms beLween all sLakeholders
3) rovlslon of guldance Lo all sLakeholders
# Cur recommendaLlons are geared Lowards Lhe need for
Lransparency, coordlnaLlon and supporL

3_ The view of PARFOR students on potential
improvements

ln our survey, we asked A8lC8 sLudenLs aL ul88! (mosLly edagogy and LlLeraLure
sLudenLs) abouL Lhe poLenLlal lmpacL of measures Lo lmprove Lhe program. 1he resulLs are
shown below, ln decreaslng order of lmpacL (sorLed accordlng Lo Lhe percenLage of
50
respondenLs LhaL lndlcaLed Lhe measure would have a hlgh or very hlgh lmpacL). Cnly facLors
wlLh raLes > 30 have been and Lhe measures can be found ln Lhe appendlx (Appendlx
4.8.C11).

1he answers (presenLed ln Lhe flndlngs secLlon) have been used Lo make recommendaLlons.
Powever, quanLlLaLlve research has been balanced wlLh lnpuLs from quallLaLlve research.
Above all, Lhe recommendaLlons have been based on Lhe 3 key flndlngs and on Lhe 3
ob[ecLlves ouLllned above.

llgure 14: Share of respondenLs LhaL Lhlnk Lhe measure wlll have a hlgh / very hlgh lmpacL Lo
help Lhem Lo compleLe A8lC8 (n=33)

noLe: Cnly facLors wlLh > 30 are llsLed here
Source: Columbla, SlA

4_ Recommendations by stakeholder

AL a naLlonal level, Lhe A8lC8 program was concelved wlLh Lhe amblLlous goal of
credenLlallng approxlmaLely one Lhlrd of Lhe 8razlllan Leachlng force. 1he scope of Lhe
program ls masslve and only now ln lLs nascenL sLage. 8oLh ln Lhe sLaLe of 8lo de !anelro and
aL a naLlonal level, lmporLanL sLrldes are belng made Lowards developlng Lhe naLlonal
Leachlng force and A8lC8 ls playlng a crlLlcal role ln bulldlng LhaL momenLum, parLlcularly
ln underserved rural areas LhaL sLruggle Lo recrulL quallfled Leachers. 1he programmaLlc and
pollcy declslons LhaL have been made Lhus far have resulLed ln loglsLlcal challenges LhaL are
complex for Lhe unlverslLles charged wlLh lmplemenLlng A8lC8, and Lhose mosL dlrecLly
lmpacLed are Lhe A8lC8 sLudenLs. ul88! has ldenLlfled sLudenL dropouL as a prlmary
obsLacle for programmaLlc success.
Whlle slgnlflcanL progress ls belng made, lf Lhe A8lC8 program wlll ulLlmaLely achleve Lhe
goals LhaL lnsplred lLs creaLlon, ul88! and oLher key sLakeholders have a responslblllLy Lo
conLlnuously lmprove Lhelr lmplemenLaLlon approach. We applaud ul88!'s efforLs Lo
conLlnuously lncrease Lhelr effecLlveness, supporL Lhelr sLudenLs, and ulLlmaLely lmprove
educaLlonal ouLcomes for sLudenLs by provldlng Lhem wlLh quallfled Leachers.
51
We recognlze LhaL ul88!'s A8lC8 program ls noL belng lmplemenLed ln a vacuum. 1here
are complex pollcles and governmenL sLrucLures LhaL lmpacL Lhe program. SLakeholders
have, aL Llmes, compeLlng lnLeresLs and varylng degrees of buy-ln. 1he goals are lncredlbly
hlgh and Lhe resources are exLremely llmlLed. ul88! ls buL one plece of Lhe puzzle and lLs
power Lo change many of Lhe fundamenLal gaps ln Lhe A8lC8 program ls llmlLed.
As such, we have out||ned our recommendat|ons to h|gh||ght severa| key steps that UIkkI
can take, |nterna||y, to |mprove |ts processes, and thereby m|t|gate many of the day-to-day
frustrat|ons of the students, |mprov|ng student adm|ss|on and retent|on.
Add|t|ona||y, and perhaps more |mportant|y, we have a|so prov|ded recommendat|ons
a|med at |nf|uenc|ng more system|c change. 1hese m|ght be beyond the |mmed|ate scope
of UIkkI. We vlew Lhese changes as lnLegral Lo Lhe long-Lerm success of Lhe program. We
see UIkkI as a cata|yst for more system|c change by |nf|uenc|ng other key stakeho|ders
such as schoo| d|rectors, secretar|ats of educat|on, and the federa| M|n|stry of Lducat|on. lL
ls Lhe responslblllLy of Lhose admlnlsLraLlng Lhe A8lC8 program Lo communlcaLe Lhe on-
Lhe-ground challenges of Lhe sLudenLs Lo Lhe oLher sLakeholders and push for senslble
changes. 1he sLudenLs' success ls A8lC8's success and ul88! serves as a crlLlcal nexus for
arLlculaLlng and communlcaLlng Lhe sysLemlc challenges and ulLlmaLely flndlng soluLlons.
Whlle Lhe lmprovemenLs Lo Lhe program wlll greaLly beneflL 8razlllan educaLlon as a whole,
we are conv|nced that the |n|t|at|ves taken by UIkkI to better AkICk represent an
opportun|ty to be at the forefront of |nnovat|on |n the f|e|d of educat|on on the nat|ona|
stage. 8eLLerlng Lhe managemenL of A8lC8 aL ul88! as well as promoLlng speclflc naLlonal
lmprovemenLs Lo Lhe program could make ul88! a ploneer ln regard Lo A8lC8 ln
parLlcular, and conLlnulng educaLlon of Leachers ln general. 8y |everag|ng |ts |ong-stand|ng
reputat|on of exce||ence and |ts we||-known teach|ng body, UIkkI cou|d gather support
around recommendat|ons and offer to p||ot severa| potent|a| |n|t|at|ves |n the state of k|o
de Iane|ro, before w|despread |mp|ementat|on aL Lhe federal level.
llgure 13: 8aLlonale: lnLernal" versus exLernal" recommendaLlons


52
1he followlng Lable summarlzes our recommendaLlons:
llgure 16: Cvervlew of recommendaLlons
ln1L8nAL 8LCCMMLnuA1lCnS
Measures dlrecLly lmplemenLable by ul88!
a. 8educe ln-class hours (lnLeracLlve maLerlal & readlngs, pracLlcum
credlL)
b. More evenlng class opLlons
c. More weekend class opLlons
d. Lncourage aLLendance of non-A8lC8 classes ln case of schedullng
lssues
e. Cffer a class aL dlfferenL Llmes whenever feaslble
|. I|ex|b|e schedu|es
f. Survey admlLLed sLudenLs on Lhelr avallablllLy for class Llmes
a. Share pracLlcal lnformaLlon early, ofLen, and ln dlfferenL forms
b. ueLalled A8lC8 page on Lhe ul88! webslLe
c. lnformaLlve bllls on campus for brandlng
||. Improved
brand|ng &
commun|cat|on
d. CommencemenL day w/ parLlclpanLs, faculLy, relaLlves, & school
dlrecLors
a. use daLa from Lhe secreLarlaLs on local needs for Leachers Lo
deLermlne Lhe number of A8lC8 seaLs offered by dlsclpllne
b. 8eplace Lhe loLLery sysLem by a moLlvaLlon-based selecLlon process
|||. Informed seat
offer|ng
c. SeL up an admlsslon walLllsL
Lx1L8nAL 8LCCMMLnuA1lCnS
Measures Lo be advocaLed by ul88! Lo Lhe MlnlsLry of educaLlon & munlclpal secreLarlaLs
a. 8equlre parLlclpanLs Lo commlL for 4 years afLer graduaLlon wlLh Lhe
guaranLee of a salary lncrease
b. Parmonlze selecLlon crlLerla aL Lhe naLlonal level
c. Launch a federal communlcaLlon campalgn run on local raLes of non-
cerLlfled Leachers
d. Pold secreLarlaLs responslble for deflnlng Lhe demand for A8lC8
seaLs by coordlnaLlng wlLh schools
e. CreaLe a comprehenslve A8lC8 webslLe
f. ConducL a prellmlnary lmpacL assessmenL sLudy ln one munlclpallLy
Short-M|dd|e term
changes to AkICk
des|gn
g. Launch a one monLh 1v campalgn
Long run v|s|on for
the program
Ad[usL Lhe deslgn of Lhe program Lo Lhe sLaLus of A8lC8 parLlclpanLs as
full-Llme Leachers

A) Internal recommendations for UFRRJ
1here are many sLeps LhaL ul88! can Lake Lo amelloraLe Lhe mosL nagglng sLudenL
frusLraLlons whose cumulaLlve effecLs lead Lo sLudenL dropouL. Whlle Lhese
recommendaLlons wlll noL solve Lhe more fundamenLal, underlylng problems lnherenL Lo Lhe
deslgn of Lhe A8lC8 program aL a naLlonal level, we belleve lmprovemenLs ln Lhe
lmplemenLaLlon aL ul88! wlll beLLer Lhe dally experlence of Lhe sLudenLs ln Lhe ul88!
program and lncrease reLenLlon raLes.
Cur lnLernal recommendaLlons are caLegorlzed lnLo Lhree maln secLlons:
1) 8u||d |n more f|ex|b|e AkICk schedu|es Lo glve sLudenL cholces
2) 8u||d the AkICk "brand," |mprove commun|cat|ons, and conslsLenLly relnforce key
messages of Lhe A8lC8 program
3) A||gn seat a||ocat|on |n AkICk d|sc|p||nes to on-the-ground needs wlLhln Lhe local
secreLarlaLs of educaLlon as well as Lo lndlvldual career asplraLlons of appllcanLs
53

i. Build more flexible schedules to give
students choices
We belleve LhaL Lhe slngle mosL slgnlflcanL change LhaL ul88! can make lnLernally would be
Lo bulld ln more flexlblllLy and sLudenL cholce Lo Lhe A8lC8 class schedules. Cur
quanLlLaLlve and quallLaLlve flndlngs lndlcaLe LhaL schedullng dlfflculLles" are Lhe mosL
challenglng aspecL of Lhe A8lC8 program for A8lC8 parLlclpanLs - second only Lo famlly
commlLmenLs". 1he onerous and cumulaLlve Llme commlLmenL expecLed of Lhe A8lC8
sLudenLs aL home, aL school, and aL Lhe unlverslLy ls slmply unreallsLlc. Whlle ul88! musL
comply wlLh naLlonal accredlLaLlon sLandards and commlL Lo hlgh quallLy academlc conLenL,
lnnovaLlve approaches Lo Lhe schedullng process are necessary.
ln 8razll, unlverslLy schedules are very sLrucLured and dlcLaLed by Lhe unlverslLy
admlnlsLraLlon. SLudenLs are grouped lnLo cohorLs and generally Lake classes wlLh Lhe same
sLudenLs. A course schedule ls cenLrally asslgned Lo each cohorL, leavlng lndlvldual sLudenLs
very llLLle agency ln chooslng class Llmes LhaL flL Lhelr own schedule. SLudenLs musL adapL
Lhelr personal llves and work commlLmenLs Lo Lhe unlverslLy's pre-deLermlned schedule. All
cohorL members Lake Lhe exacL same classes. 1hls cohorL LradlLlon ls cusLomary ln 8razll. lL
would be unreasonable Lo suggesL LhaL ul88! compleLely Lransform Lhls LradlLlon, and
replace lL wlLh a sysLem such as one llke Lhe u.S. unlverslLy sysLem, whereln sLudenLs
lndlvldually slgn up for courses and bulld Lhelr own schedules lndependenLly of any cohorL.
1hls ls all Lhe more dlfflculL as A8lC8 cohorLs are small ln slze compared Lo regular classes.
Powever, Lhere are many smaller sLeps LhaL ul88! can Lake Lo bulld ln more flexlblllLy.
ul88! can creaLe some opLlons, remove rlgld cohorL requlremenLs and glve sLudenLs
opLlons. 1he fo||ow|ng po|nts |||ustrate var|ous poss|b|||t|es for estab||sh|ng more f|ex|b|||ty
w|th|n the current framework.
a. Mod|fy course requ|rements to reduce |n-c|ass hours by
l. 8eplaclng some ln-class hours by leveraglng dldacLlc resources, namely:
lnLeracLlve maLerlal (uvus or lnLerneL sesslons), and readlngs (lncl. publlcaLlons
and perlodlcals).
ll. Clvlng pracLlcum credlL for some of Lhelr Leachlng hours Lo replace some
requlred credlLs aL Lhe unlverslLy.

b. Cffer more even|ng c|asses (as opposed to morn|ng and afternoon c|asses). Clven Lhelr
Leachlng schedules ln Lhelr schools, sLudenLs enrolled ln A8lC8 experlenced lssues
wlLh dlsclpllnes offered aL ul88! ln Lhe mornlngs or afLernoons. A8lC8 classes should
have prlorlLy over non-A8lC8 ones aL nlghL, desplLe pollLlcal Lenslons and room
shorLages.

c. Cffer more weekend course opt|ons. 1he commuLe Lo A8lC8 every day, afLer Leachlng
a full load ln Lhelr schools, adds addlLlonal sLress Lo Lhe A8lC8 sLudenLs' already
compllcaLed schedule. 8y offerlng llmlLed course opLlons on SaLurdays LhaL could Lake
Lhe place of one weekday course offerlng, ul88! could provlde sLudenLs wlLh more
weekday flexlblllLy. 1he flexlblllLy ln offerlngs would allow Leachers Lo choose whaL
works besL for Lhelr own schedule - even Lhough some parLlclpanLs wlll prefer Lo spend
Lhelr weekends wlLh Lhelr famllles.

d. A||ow and encourage AkICk students to attend non-AkICk c|asses when the t|me
of AkICk c|asses conf||cts w|th the|r teach|ng schedu|e - and th|s as ear|y as poss|b|e
|n the year. 1hls wlll open up more opLlons for A8lC8 sLudenLs Lo compleLe Lhe course
54
requlremenLs aL more varled Llmes, and ln Lurn lncrease Lhelr llkellhood of flndlng Llmes
LhaL flL Lhelr Leachlng schedule.

e. Whenever feas|b|e, estab||sh mu|t|p|e cohorts of students |n the same d|sc|p||ne
offer|ng the same requ|red c|asses at d|fferent t|mes (e.g. a mornlng and afLernoon
shlfL of pedagogy). 1hls wlll afford sLudenLs some cholce and allow Lhem Lo self-selecL
based on Lhelr conLracLual commlLmenLs aL Lhelr schools. ConsequenLly, Lhey would be
ln Lhelr classrooms when and where Lhey are needed mosL, whlle aLLendlng A8lC8
classes.

f. After comp|et|ng the se|ect|on process (but before enro||ment of students), conduct a
survey of adm|tted students |n order to assess aggregate ava||ab|||ty, ln order Lo lnform
A8lC8 class schedullng declslons. CollecL daLa from sLudenLs on Lhelr preferred class-
Llmes and bulld Lhe masLer schedule accordlngly. 1hls would lower dropouL raLes llnked
Lo schedullng lssues.

ii. Build the PARFOR brand, improve
communications, and consistently
reinforce key messages of PARFOR

CommunlcaLlon ls clearly deflclenL beLween all sLakeholders: aL Lhe unlverslLy, ln schools, aL
secreLarlaLs of educaLlon, and ln sLudenLs' famllles. Cn the one hand, the |nformat|on f|ow
on pract|ca| aspects of the program |s m|ss|ng. Cn the other hand, AkICk's ra|son d'etre
|s unc|ear and |ts |mage |s rather poor. 1hls communlcaLlon gap creaLes mlsundersLandlngs
and frusLraLlons LhaL harm enrollmenL and perslsLence of sLudenLs. 1he po|nts be|ow
suggest poss|b|e |n|t|at|ves that UIkkI can take to |mprove commun|cat|on |oca||y.

a. Share |nformat|on about app||cat|on process, scho|arsh|ps, schedu||ng, course content,
and t|me comm|tment requ|rements - ear|y, often, and |n d|fferent forms. 1hls would
lnform appllcaLlon and enrollmenL declslons. lL would also lncrease knowledge of Lhe
program among A8lC8 appllcanLs', and allow Lhem Lo more accuraLely seL
expecLaLlons. 8y havlng accuraLe lnformaLlon before Lhey enroll (parLlcularly regardlng
schedullng challenges) sLudenLs wlll be able Lo assess Lhelr own llkellhood of perslsLlng
ln Lhe program and self-selecL. lf Lhey undersLand Lhe reallLles of Lhe program (esp.
schedullng dlfflculLles), sLudenLs for whom A8lC8 ls noL feaslble wlll be less llkely Lo
apply. Conversely, sLudenLs who apply and evenLually confronL Lhe challenges wlll be
less surprlsed and more prepared. lnformaLlon channels should lnclude:
1he deLalled AkICk webpage of the un|vers|ty (see below), LargeLed Lo poLenLlal
appllcanLs and Lhelr school dlrecLors.
Informat|on sess|ons |n surround|ng schoo|s, as early as 12 monLhs prlor Lo Lhe
beglnnlng of Lhe academlc year, ln order Lo leave Leachers Llme Lo Lhlnk abouL Lhelr
appllcaLlon declslon. Some A8lC8 professors could go Lo schools wlLh a few
A8lC8 sLudenLs LhaL would be avallable Lo answer Lhe quesLlons of poLenLlal
appllcanLs. Such sesslons would be organlzed ln cooperaLlon wlLh Lhe school
dlrecLor, Lhus esLabllshlng connecLlons wlLh Lhem and a beLLer muLual
undersLandlng.
Commun|cate a|| |nformat|on to the |oca| mun|c|pa| secretar|ats of educat|on so
LhaL Lhe secreLarlaLs can spread Lhe word" abouL A8lC8 uslng pracLlcal deLalls.

b. Create a deta||ed AkICk page on the UIkkI webs|te, ln order Lo
55
l. Commun|cate about AkICk and |ts purpose and advert|se the program (uslng
daLa from Lhe federal A8lC8 admlnlsLraLlon), and llnked Lo Lhe federal A8lC8
webslLe.
ll. De||ver deta||ed and pract|ca| |nformat|on about AkICk |n a transparent
manner. lnformaLlon would lnclude: conLacL deLalls of a ul88! sLaff person LhaL
ls famlllar wlLh A8lC8, appllcaLlon process (lncl. selecLlon crlLerla and Llmlng of
appllcaLlon declslons), avallablllLy of flnanclal help (Llmlng, amounL, selecLlon
crlLerla), class schedules, course conLenL (lncl. currlcula), Llme commlLmenL
requlremenLs (demandlng program), eLc.

c. ost b|||s about AkICk on UIkkI's prem|ses, to commun|cate on the program's
ob[ect|ve, contr|but|on to the country's deve|opment, content, and demand|ng
character (l.e. parLlclpanLs' efforLs and challenglng schedule). osLers on varlous
blllboards boLh on Lhe nova lguacu and Seropedlca campuses wou|d |nform the who|e
student popu|at|on at UIkkI and a|| facu|ty members about the program and ra|se the
reputat|on of AkICk among those who a|ready know about |t. Many of ul88!'s
sLudenLs do noL know abouL Lhe program, some know lL buL are pre[udlced agalnsL lL,
and many ul88! faculLy members do noL know abouL Lhe deLalls of Lhe program (even
some of Lhose who Leach A8lC8 classes). Above all, such posLers aL unlverslLy would
lmprove Lhe poor lmage of A8lC8.

d. Set up a Commencement day at the beg|nn|ng of the academ|c year at UIkkI,
gaLherlng noL only faculLy and parLlclpanLs, buL also school dlrecLors, represenLaLlves of
local secreLarlaLs of educaLlon and relaLlves of A8lC8 sLudenLs. Such a commencemenL
day would ra|se pr|de of the part|c|pants and of the|r fam|||es and fr|ends ln Lhe
program. lL would also be the opportun|ty to g|ve |nformat|on d|rect|y to the re|at|ves
of AkICk students and schoo| d|rectors. LasL buL noL leasL, |t wou|d create a bas|s for
re|at|onsh|ps between schoo| d|rectors, secretar|ats and UIkkI facu|ty, and connecL
Lhem. As a consequence, fears, mlsundersLandlng and frusLraLlons from all Lhose
parLlclpanLs wlll be mlLlgaLed. And exlsLlng connecLlons beLween all Lhose sLakeholders
wlll be a good basls for dlscusslon and problem solvlng lf lssues arlse laLer ln Lhe
academlc year. Non-AkICk students cou|d be |nv|ted to attend the commencement
day, so that they a|so |earn more about the program.

iii. Align seat allocation in PARFOR
disciplines to on-the-ground needs

1he lmplemenLaLlon of Lhe A8lC8 program aL ul88! ls noL dellberaLely connecLed Lo Lhe
local Leachlng needs. 1he unlverslLy could lmprove lLs recrulLmenL processes ln dlfferenL
ways, explalned as follows:

a. Use data from the secretar|ats of educat|on on |oca| needs for teachers |n order to
determ|ne the quant|ty of AkICk seats offered |n each d|sc|p||ne at UIkkI.
CurrenLly, seaL allocaLlon and course offerlngs are based on Lhe lnLernal declslons of
A8lC8 course coordlnaLors, and Lhelr respecLlve academlc deparLmenLs. When
maklng Lhese declslons, coordlnaLors welgh Lhelr faculLy's lnLeresL ln Lhe program and
Lhelr deslre Lo Lake on A8lC8 Leachlng asslgnmenLs, as well as avallablllLy of
professors. 1hey do noL have access Lo lnformaLlon regardlng Lhe needs aL Lhe school
level or Lhe lndlvldual preferences of Lhe Leachers. 1hls supply-slde approach Lo seaL
allocaLlon does noL Lake lnLo accounL Lhe demand for A8lC8 Lralnlng. 1he demand for
teachers by schoo|s |n "cr|t|ca| need" sub[ect areas shou|d |nform the number of seats
UIkkI offers |n the correspond|ng d|sc|p||nes. 1h|s wou|d bu||d |n a natura| |ncent|ve
56
for secretar|ats to promote the program |n the|r schoo|s because A8lC8 would be
Lralnlng Leachers speclflcally for sub[ecL areas wlLh a shorLage of Leachers. 1he
secreLarlaLs of educaLlon should ldenLlfy "cr|t|ca| need" sub[ect areas wlLh Leacher
shorLages and assess Lhe exacL demand |n a quant|tat|ve fash|on. Cnce made aware of
Lhe needs for spoLs per dlsclpllne by secreLarlaLs, ul88! would recru|t add|t|ona|
facu|ty when necessary Lo Leach dlsclpllnes wlLh greaLer demand.

b. kep|ace the |ottery system by a mot|vat|on-based se|ect|on process. 1he admlsslon of
sLudenLs would be based on mot|vat|ons, m|ndset and |ong-term asp|rat|ons. lor
lnsLance, a br|ef quest|onna|re and short essay abouL career goals and moLlvaLlons
could be used Lo selecL sLudenLs. Such a moLlvaLlon-based selecLlon process would
maxlmlze sLudenL reLenLlon and success chances by glvlng an opporLunlLy Lo Lhe mosL
drlven and moLlvaLed people, whlle preservlng Lhe essence of Lhe program - l.e. glvlng
Lo all Leachers equal chances Lo Lake advanLage of Lhe program. 1he removal of Lhe
loLLery sysLem would relnLroduce merlLocracy lnLo Lhe selecLlon process, Lhereby
generaLlng respecL for Lhe A8lC8 sLudenL communlLy and Lhe program ln general. A
mer|t-based se|ect|on of part|c|pants wou|d have mu|t|p|e benef|ts. I|rst, lL would
ralse Lhe |nterest of Lhe overall Leacher populaLlon ln Lhe program. Second, lL would
enLlce appllcanLs Lo look for lnformaLlon on Lhe program prlor Lo applylng ln order Lo
wrlLe Lhe shorL essay and answer Lhe shorL quesLlonnalre, ensurlng LhaL parLlclpanLs are
well aware of the m|ss|on and content of Lhe program, resulLlng ln decreased drop ouL
raLes due Lo mlsallgned expecLaLlons. 1hlrd, lL would lncrease Lhe pr|de and se|f-esteem
of admlLLed sLudenLs -Lhereby lncreaslng Lhelr moLlvaLlon Lo compleLe Lhe program.
lourLh, Lhe reputat|on of the AkICk program and part|c|pants among non-AkICk
students would be lmproved, because Lhe selecLlon process wlll be moLlvaLlon-based -
as opposed Lo random. Lven Lhough A8lC8 appllcanLs do noL pass Lhe vesLlbular
exam, merlLocracy ln Lhe selecLlon of appllcanLs would add credlblllLy Lo Lhe program ln
Lhe eyes of non-A8lC8 sLudenLs.

c. Set up an adm|ss|on wa|t||st based on Lhe llsL of appllcanLs pre-selecLed by secreLarlaLs,
|n add|t|on to the ||st of adm|tted students. In the f|rst 2 weeks of the academ|c
semester, the students dropp|ng out wou|d be rep|aced by appllcanLs LhaL are on Lhe
walLllsL. 1hls walLllsL sysLem and over-recrulLmenL would ||m|t the number of wasted
seats (overcapac|ty) |n the AkICk program at UIkkI: lL would reduce Lhe number of
seaLs lefL vacanL because of Lhe recurrenL dropouL declslons.

B) External recommendations that UFRRJ
should pursue by influencing other
stakeholders (Federal authorities &
secretariats)

Wh||e UIkkI can |mprove retent|on of AkICk students through changes |n |ts schedu||ng,
commun|cat|on and coord|nat|on processes, the un|vers|ty's room for |n|t|at|ve and
freedom |s constra|ned by the des|gn of the program, def|ned at the federa| |eve|.
1herefore, UIkkI cou|d advert|se and promote a range of measures to the M|n|stry of
Lducat|on.

i. Short/mid-term recommendations

a. kequ|re AkICk adm|tted students to s|gn a return contract upon enro||ment. In the
contract, students wou|d comm|t to post-AkICk teach|ng w|th|n the|r "*,* -./0)%#
for a certa|n number of years (e.g. 4 years) w|th f|nanc|a| |ncent|ves (e.g. a guarantee
57
of a 10 sa|ary |ncrease dur|ng AkICk + 30 dur|ng those 4 add|t|ona| years after
graduat|on). CurrenLly, Lhere ls no mechanlsm bullL lnLo Lhe sysLem LhaL guaranLees
LhaL Lhe graduaLes of Lhe A8lC8 program wlll reLurn Lo Lhelr Leachlng poslLlon. Cur
quanLlLaLlve flndlngs lndlcaLe LhaL many of Lhe Leachers anLlclpaLe fuLure career
changes LhaL lnvolve anoLher grade level or school, anoLher [ob ln Lhe fleld of
educaLlon, or furLher sLudles. 1he purpose of Lhe A8lC8 program ls Lo provlde
professlonal developmenL Lo Leachers and lmprove Lhe Leachlng quallLy ln publlc
schools. lf Lhe Leachers leave Lhe professlon as soon as Lhey have Lhelr degree, lL
defeaLs Lhe purpose. Government author|t|es ]secretar|ats shou|d estab||sh c|ear|y
|ncremented sa|ary |ncreases for both f|rst and second ||censes. 1eachers enro|||ng for
AkICk shou|d s|gn a contract whereby they comm|t themse|ves to keep|ng the|r
teach|ng pos|t|on for 4 years, wh||e be|ng pa|d a b|t more for the |ength of AkICk
(e.g. |n|t|a| pre-AkICk pay + 10) and aga|n more upon graduat|on, dur|ng those 4
years of comm|tment (e.g. |n|t|a| pr-AkICk pay +30). 1he pay |ncreases wou|d
app|y whether they are |n the|r f|rst or second ||cense. 1he contract wou|d mandate
part|c|pants to pay a pena|ty |f they do not return to the|r secretar|ats of educat|on.
1he hlgher pay parLlclpanLs geL whlle Lhey are ln A8lC8 would decrease Lhe cosLs of
aLLendlng Lhe program, whlch would reduce Lhe flnanclal barrlers Lo sLudenL reLenLlon.
1he expecLed salary would also moLlvaLe parLlclpanLs Lo susLaln Lhelr efforLs over Lhe
four years of Lhe program, as Lhelr pay would furLher lncrease. Whlle Lhey aLLend
A8lC8, oLher sLudenL comlng sLralghL from hlgh school wlll go ln numbers Lo Lhe
unlverslLy Lo become Leachers, so LhaL Lhe need for Leachers wlll decrease.

b. narmon|ze AkICk se|ect|on cr|ter|a nat|ona||y so LhaL Lhe repuLaLlon of Lhe program
as a whole ls noL Larnlshed by Lhe speclflc, unlverslLy-cusLomlzed selecLlon crlLerla. A
moLlvaLlon-based sysLem as deplcLed ln Lhe lnLernal recommendaLlon parL would be
recommended (see lx.A.lll).

c. In order to |mprove the accountab|||ty of secretar|ats of educat|on and the|r |nterest
|n AkICk, |aunch a commun|cat|on campa|gn run by the federa| AkICk
adm|n|strators, about the reg|ona| ] mun|c|pa| data on Lhe Lhe raLe of non-cerLlfled
Leacher, and Lhe raLe of Leachers wlLhouL a bachelor degree ln Lhe sub[ecL Lhey Leach.
Ch||dren's parents wou|d thus be ent|ced to put pressure on secretar|ats of educat|on
to promote AkICk among teachers that wou|d benef|t from |t. As a resulL,
secreLarlaLs of educaLlon would be enLlced Lo be flagbearers of Lhe A8lC8 program,
publlclzlng Lhe program, encouraglng Leachers Lo parLlclpaLe and lncenLlvlzlng school
dlrecLors Lo send Lhelr Leachers Lo A8lC8.

d. no|d secretar|ats respons|b|e for def|n|ng the demand for AkICk seats by
coord|nat|ng w|th schoo|s. SecreLarlaLs of educaLlon should communlcaLe wlLh school
dlrecLors Lo assess munlclpallLy-wlde needs, ldenLlfylng Leacher shorLages per
dlsclpllne, and LransmlL Lhls lnformaLlon Lo Lhe unlverslLy Lo lnform Lhelr seaL allocaLlon
and course offerlngs. 1he federal auLhorlLles should requlre secreLarlaLs Lo conducL
assessmenLs on a yearly basls, and provlde Lhe sLudy resulLs Lo Lhe federal MlnlsLry of
LducaLlon and, above all, Lo unlverslLles lmplemenLlng A8lC8. Secretar|ats shou|d
a|so be pr|mar||y |n charge of fac|||tat|ng two-way commun|cat|on between the
un|vers|ty and the |oca| schoo|s. As such, the secretar|ats wou|d p|ay the ro|e of a
med|ator |n case teach|ng schedu|es and academ|c t|mes over|ap. 1he communlcaLlon
campalgn on local needs for Leachers Lralnlng, dlrecLed aL Lhe klds' parenLs (see
prevlous measure) would be an lncenLlve for Lhe secreLarlaLs Lo conducL Lhe yearly
58
assessmenL sLudles. lndeed, Lhe secreLarlaLs would be held accounLable for Lhe success
of Lhe program.

e. Lstab||sh a AkICk webs|te, connected to the web page of the M|n|stry of Lducat|on,
that wou|d act as the centra| po|nt of |nformat|on both for the AkICk commun|ty
and the genera| pub||c. lnformaLlon abouL Lhe A8lC8 program ls relaLlvely scarce on
Lhe lnLerneL Lhus llmlLlng awareness of Lhe program, frusLraLlng Leachers' efforLs Lo
apply, sapplng Lhe confldence of school dlrecLors ln A8lC8, and creaLlng
mlsallgnmenLs of expecLaLlons pre-A8lC8 versus posL-A8lC8. A genera| sect|on (|.e.
the ma|n page of the webs|te) cou|d answer a|| the bas|c quest|ons about AkICk for
the genera| pub||c: purpose of the program, ro|e |n the deve|opment of the country,
academ|c content, and cha||eng|ng character (l.e. parLlclpanLs' efforLs and heavy
schedule). A second sect|on cou|d prov|de further deta||s to the teachers |nterested |n
app|y|ng and seek|ng to know more about the program. 1hls secLlon would conLaln
daLa abouL Lhe admlsslons process, Lyplcal currlcula for each dlsclpllne, eLc. A Lhlrd
secLlon could lnclude a d|rectory (lncludlng emall and phone number) LhaL wou|d ||st
AkICk students and ex-students (dropouts]graduates), AkICk facu|ty members
and secretar|ats of educat|on |n 8raz||. unlverslLles lmplemenLlng A8lC8 would be ln
charge of provldlng lnpuL Lo Lhe dlrecLory and updaLlng lL every semesLer. 1hls dlrecLory
would be accesslble by all Leachers ln 8razll, whlch would allow Lhose lnLeresLed ln Lhe
program Lo geL ln Louch wlLh parLlclpanLs of ex-parLlclpanLs, and professors and
secreLarlaLs. lL would also be vlslble Lo unlverslLy professors, so LhaL Lhe ones lnLeresLed
ln Leachlng A8lC8 classes could reach ouL Lo currenL A8lC8 faculLy members. 8oLh
Leachers and professors would geL Lhelr quesLlons answered by people who are
knowledgeable abouL Lhe program. 1h|s webs|te wou|d a|so const|tute a p|atform for
regu|ar commun|cat|on among d|fferent AkICk stakeho|ders throughout the
country, for shar|ng of |nformat|on and exper|ence (best pract|ces, |earn|ng, etc.)
between a|| mun|c|pa| secretar|ats of educat|on, a|| un|vers|t|es |mp|ement|ng the
program, AkICk professors, and AkICk part|c|pants or (|n the future) AkICk
graduates. A fourth sect|on of the webs|te, an on||ne forum, would acL as Lhe easlesL
way Lo share lnformaLlon and Llps. If the government |aunches an |mpact assessment
study (see below), the resu|ts of the study shou|d be shown on a f|fth sect|on of the
webs|te.

f. Conduct an |mpact assessment study ev|denc|ng the pre||m|nary resu|ts of the
program, spearheaded by the federa| government, and poss|b|y focus|ng on one
reg|on or mun|c|pa||ty. 1he resulLs of Lhe sLudy would be shown on Lhe federal A8lC8
webslLe. 1hls way, teachers, schoo| pr|nc|pa|s, and secretar|ats of educat|on would
have access Lo lnformaLlon abouL Lhe lmpacL - and Lhus relevance - of A8lC8. 1hls
would poLenLlally ra|se the|r |nterest and support for Lhe program.

g. Launch a federa| 1V ad campa|gn on the AkICk program for severa| weeks (e.g. one
month) for brand|ng purposes. It wou|d a|m to: 1) ra|se awareness about the program
through an off|c|a|, d|rect channe| - 8randlng dlrecLed Lowards Leachers would avold
reLenLlon of lnformaLlon by school prlnclpals and communlcaLlon lssues beLween
secreLarlaLs of educaLlon and Leachers on Lhe ground, 2) |mprove the |mage of the
program noL only ln Lhe eyes of Leachers buL also among school prlnclpals and Lhe
general populaLlon, by showlng lLs fuLure lmpacL on educaLlon and Lhe demandlng
characLer of Lhe program. A beLLer brandlng of Lhe program would creaLe prlde of
parLlclpanLs - who would be seen as key ln lmprovlng educaLlon ln 8razll and key
sLakeholders ln Lhe developmenL of Lhe counLry.
59

ii. Long -term vision for the program

In the short to med|um run, the recommendat|ons prov|ded |n the prev|ous sect|on shou|d
|mprove enro||ment rates, retent|on of part|c|pants and return to teach|ng pos|t|on of
graduates. nowever, we be||eve that |n the |ong run, the program des|gn shou|d evo|ve to
ad[ust to the status of students who also work as full-Llme Leachers, have accumulaLed
work experlence, and have famlly commlLmenLs. ract|ca||y, the program shou|d evo|ve to
mod|fy cred|t requ|rements, so that AkICk students are ab|e to comp|ete certa|n cred|ts
e|ther on||ne or through pract|ca| hours comp|et|ng an ass|gned pro[ect. A8lC8 alms Lo
provlde Lhe requlslLe educaLlonal quallflcaLlons Lo Leachers who already have slgnlflcanL
amounLs of classroom experlence. Wh||e the current students |n AkICk are h|gh|y
mot|vated to cont|nue w|th the program because of var|ous factors |dent|f|ed |n prev|ous
sect|ons of th|s report, the t|me comm|tment requ|red from fu||-t|me work|ng teachers
m|ght become |mpract|ca| |n the |ong run. lf Lhe A8lC8 program ls almed aL reachlng
Leachers from Lhe schools wlLh Lhe hlghesL need, ln Lhe rural parLs of Lhe counLry, Lhe
program musL adapL Lo Lhe needs and clrcumsLances of Lhese Leachers Lo aLLracL and reLaln
Lhem unLll graduaLlon.

5_ Guidance on implementation

Cwlng Lo Lhe number of suggesLed lmprovemenLs, Lhe number of lnvolved sLakeholders, and
Lhe complexlLy and young age of Lhe program, Lhe way lmplemenLaLlon of changes wlll be
performed wlll be as crlLlcal as Lhe suggesLed measures per se.

lor Lhls reason, we belleve LhaL Lhe followlng aspecLs wlll requlre speclflc aLLenLlon ln Lhe
lmplemenLaLlon phase of any suggesLed measure:
1) 1ransparency on A8lC8 and on changes Lo A8lC8, as well as a plloL program
2) llnanclal and human resources
3) ollLlcs

i. Transparency on PARFOR & on changes,
and pilot program

Changes about the AkICk program at UIkkI w||| |nev|tab|y affect the other programs
runn|ng at the un|vers|ty. ln order Lo smooLhen lmplemenLaLlon and avold reslsLance, |n-
depth commun|cat|on about AkICk to a|| facu|ty members (even professors LhaL do noL
Leach A8lC8 classes) and d|ffus|on of data to non-AkICk students ls sLrongly
recommended. 1here seem Lo be a perslsLlng taboo and numerous pre[ud|ces regardlng
A8lC8. 1o some exLenL, Lhls ls undersLandable. llrsL of all, A8lC8 has [usL been launched,
hence Lhe exlsLlng mlsconcepLlons abouL Lhe conLenL of Lhe program. ln addlLlon, Lhe facL
LhaL Lhe parLlclpanLs do noL go Lhrough Lhe vesLlbular exam creaLes frusLraLlon and a sense
of ln[usLlce among oLher sLudenLs aL Lhe unlverslLy. Addlng Lo LhaL, mosL A8lC8 sLudenLs
come from low soclo-economlc backgrounds, whlch creaLe barrlers beLween Lhem and Lhelr
non-A8lC8 classmaLes. 1hls creaLes pollLlcal Lenslons beLween A8lC8 and non-A8lC8
programs. 1he regular programs are presLlglous, were creaLed decades ago, and concern a
much hlgher number of sLudenLs. Powever, Lhe efforLs requlred Lo accommodaLe A8lC8
sLudenLs wlll be much beLLer accepLed lf professors, sLudenLs and sLaff know abouL Lhe
program, lLs goals and above all lLs lmpacL. 1hls would enLlce Lhem Lo beLLer undersLand Lhe
need of A8lC8 sLudenLs, for example when lL comes Lo room allocaLlon ln Lhe evenlng -
glven LhaL rooms are scarce.
60

Slmllarly, at the federa| |eve|, changes to AkICk w||| be eas|er w|th |ncreased and better
commun|cat|on on the goa| and |mpact of the program, and on the reasons for changes.
a) Showlng Lhe |mpact of the program w|th pre||m|nary |mpact stud|es focused on
speclflc unlverslLles / schools would help rally varlous sLakeholders.
b) 1ransparency about the rat|ona|e of measures would equally be a plus Lo geL Lhe
buy-ln of sLakeholders. lloL sLudles would be very valuable ln Lhls respecL Lo prove
Lhe relevance of Lhe chosen measures. ul88!, one or several munlclpal secreLarlaLs
and several schools could offer Lhelr help Lo be parL of Lhls plloL program

ii. resources

Add|t|ona| resources w||| be needed to |mp|ement the stated recommendat|ons, be they
f|nanc|a| or human (professors]adm|n|strators?). 1h|s need for resources cou|d be
m|t|gated through f|ex|b|||ty and creat|v|ty. As an example, bulldlng ln flexlblllLy regardlng
schedules and currlcula wlll requlre addlLlonal rooms, buL some classes could Lake place aL
Seropedlca lf Lhe nova lguau campus ls full. Slmllarly, addlLlonal Leachlng hours creaLed Lo
lncrease schedule opLlons could be balanced by Lhe facL LhaL some oLher classes are
recorded and waLched on uvus aL home. 1he replacemenL of Lhe loLLery sysLem ln Lhe
recrulLmenL process wlLh a procedure based on moLlvaLlons and career asplraLlons would
requlre people and Llme. neverLheless, Lhe screenlng of appllcaLlons (mlnl essays and LesLs)
can be done by leveraglng "#$%&#'()* sLudenLs who currenLly follow Lhe performance of
A8lC8 sLudenLs, for example. 8eLLer, some non-A8lC8 sLudenLs could be lnvolved ln Lhls
process ln order Lo lnvolve Lhem ln Lhe recrulLmenL process of A8lC8 parLlclpanLs and flghL
agalnsL pre[udlces agalnsL Lhe laLLer.

iii. Politics

Several of our exLernal recommendaLlons are system|c |n scope and as such have a much
|onger t|me frame and a po||t|ca| content|ousness d|mens|on Lo Lhem. We are aware LhaL
slgnlflcanLly reduclng Lhe Llme commlLmenLs for Lhe program would represenL a radlcal
deparLure from Lhe currenL seLup of Lhe educaLlonal sysLem and would poLenLlally have
leglslaLlve lmpllcaLlons such as redeflnlng quallflcaLlons and levels of pay. Slmllarly,
markeLlng Lhe program acLlvely Lo parenLs and Lhus Lransformlng lLs success or fallure lnLo a
Lool of evaluaLlon of Lhe performance of locally elecLed auLhorlLles could prove very
pollLlcally conLenLlous.

Whlle such plLfalls are llkely glven Lhe number of sLakeholders lnvolved, we do belleve LhaL
aL lLs core Lhe program brlngs so many benef|ts that gett|ng a|| the var|ous actors on board
shou|d be re|at|ve|y stra|ghtforward |f marketed c|ear|y and effect|ve|y.

VIII. CONCLUSION

Whlle ul88! has Lhe capaclLy Lo lmplemenL Lhe recommendaLlons offered Lo ulLlmaLely
lmprove Lhe fuLure success of A8lC8 Lhere, Lhe program - aL Lhe naLlonal level - would
beneflL from a careful analysls by Lhe federal governmenL. AlLhough Lhe auLonomy en[oyed
by Lhe varlous sLakeholders allows for lnnovaLlon, Lhere ls a lack of a unlfylng vlslon and plan
for a successful execuLlon of A8lC8 LhroughouL 8razll.
61
1here appears Lo be a dlsconnecL beLween Lhe lnLeresLs of Lhe varlous sLakeholders,
especlally as lL relaLes Lo Lhe overarchlng goal of an lmproved 8razlllan educaLlon sysLem
and Lhe day-Lo-day operaLlons of local schools. Whlle Lhe A8lC8 program seeks Lo brlng
publlc school Leachers Lo earn bachelor's degrees ln an efforL Lo make Lhem beLLer Leachers,
Lhe local schools and secreLarlaLs of educaLlon appear Lo prefer LhaL Lhelr Leachers noL be
burdened wlLh Lhe demands of an undergraduaLe educaLlon. 1hese demands ulLlmaLely
affecL fundlng and schedullng, especlally ln reglons llke 8alxada llumlnense LhaL have
Leacher shorLages. 1he federal governmenL, wlLh lnpuL from Lhe varlous sLakeholders, has a
responslblllLy Lo develop a workable plan wlLh a slngular vlslon for Lhe program.
As A8lC8 ls currenLly belng lmplemenLed aL ul88!, Lhere ls very llLLle dlsLlncLlon beLween
Lhe unlverslLy's Lwo ma[or sLudenL groups - l.e. A8lC8 parLlclpanLs and sLudenLs enrolled
ln regular programs. MosL A8lC8 sLudenLs enLer Lhe unlverslLy wlLh a dlfferenL educaLlonal
background Lhan sLudenLs who enLered vla Lhe vesLlbular. lurLhermore, A8lC8
parLlclpanLs are generally adulLs wlLh full-Llme [obs who are also heads of famllles. 1hey are
already busy lndlvlduals who are now expecLed Lo also assume Lhe role of undergraduaLe
sLudenLs, wlLh a program parallellng LhaL offered Lo ul88!'s LradlLlonal fresh-ouL-of-hlgh-
school sLudenL body. 1he dlsLlncLlon beLween Lhe Lwo groups ls clear, and Lhe unlverslLy,
LogeLher wlLh federal and munlclpal auLhorlLles, has a responslblllLy Lo creaLe a bachelor's
degree program LhaL ls adapLed Lo Lhls new sLudenL body. Many of Loday's A8lC8
parLlclpanLs are assumlng Lhe role of sLudenL on Lop of Leacher and parenL Lo meeL a
personal goal. As Llme progresses, ul88! wlll llkely see Lhe number of such enLhuslasLlc
A8lC8 candldaLes decrease. ul88! wlll have Lo reLhlnk lLs approach Lo Leachlng and
learnlng lf lLs A8lC8 program ls Lo see long-Lerm success.
8elaLed Lo Lhe dlsconnecLed sLakeholder agendas, Lhe varlous lnLeresLed parLles wlll need Lo
lncrease Lhelr efforLs aL coordlnaLlon and cooperaLlon. lrom schedullng Lo developlng
A8lC8-speclflc academlc currlcula, ul88!, oLher unlverslLles, local secreLarlaLs of
educaLlon, school dlrecLors, and Lhe federal governmenL have Lhe poLenLlal Lo collaboraLe Lo
lmprove Lhe poLenLlal for long-Lerm success of A8lC8. 1hese enLlLles have Lo work
LogeLher Lo deLermlne exacL numbers on Lhe llcenslng needs of publlc schools ln order Lo
meeL Lhose needs aL unlverslLles parLlclpaLlng ln A8lC8. lurLhermore, sLakeholders wlll
need Lo develop a sysLem of lncenLlves Lo ensure LhaL A8lC8 parLlclpanLs remaln ln Lhe
classroom noL only unLll compleLlon of Lhe program, buL beyond, for a perlod afLer Lhelr
graduaLlon. 1hls wlll ensure LhaL all efforLs and resources golng Lowards program compleLlon
were noL exerLed.
1eachers conslderlng A8lC8 should have access Lo accuraLe and LransparenL lnformaLlon
aL all sLages of Lhe program, from decldlng Lo apply vla laLaforma lrelre Lo Lhe selecLlon of
Lhelr classes Lo Lhelr graduaLlon day. SLakeholders (wheLher unlverslLles, secreLarlaLs of
educaLlon or Lhe MlnlsLry of LducaLlon) have a responslblllLy Lo faclllLaLe lnformed declslon-
maklng on Lhe parL of Leachers by provldlng accuraLe lnformaLlon ln a Llmely manner.
AppllcanLs should noL dlscover schedules upon admlsslon. And A8lC8 parLlclpanLs faclng
economlc hardshlp as a resulL of Lhelr declslon Lo enroll aL ul88! should never have Lo say
LhaL Lhey dld noL apply Lo a scholarshlp because Lhey were noL aware of lLs exlsLence.
ln requlrlng publlc school Leachers Lo possess a bachelor's degree Lo Leach, and ln creaLlng
Lhe A8lC8 program Lo meeL LhaL requlremenL, Lhe 8razlllan governmenL ls demonsLraLlng
lLs commlLmenL Lo a hlgher quallLy, more equlLable sysLem of publlc educaLlon. 1he
leglslaLlon and creaLlon of Lhe A8lC8 program, Lhough, are only a sLarL. 8elevanL
sLakeholders hlghllghLed ln Lhls reporL can address Lhe challenges faclng A8lC8
parLlclpanLs aL ul88!, lf Lhere ls genulne buy-ln and lnLeresL ln Lhe program. 1he
recommendaLlons offered are a flrsL sLep Lowards mulLl-level dlscusslons and pollcy
62
adapLaLlons, Lo ensure LhaL A8lC8 meeLs lLs goals, and Lhe 8razlllan publlc educaLlon
sphere flnds lLs place among Lhose of Lhe world's emerglng powers. 1he sLudenLs of 8razll's
publlc schools are Lhe ma[or long-Lerm beneflclarles of a successful A8lC8
lmplemenLaLlon.
ul88! has a unlque long-Lerm opporLunlLy Lo be aL Lhe forefronL of Lhls process. lor now,
Lhe unlverslLy has a responslblllLy Lo assess and aLLempL Lhe lmplemenLaLlon of
recommendaLlons LhaL wlll lncrease Lhe chances of conLlnuous and successful graduaLlons of
A8lC8 parLlclpanLs.
63
IX. APPENDICES
1_ Background information

A) Brazil country profile

8razll ls a federal republlc composed of 27 sLaLes and a federal dlsLrlcL and Lhree Llers of
governmenL. Lach sLaLe has lLs own governmenL sLrucLure mlrrorlng Lhe federal governmenL
and munlclpal counclls LhaL admlnlsLer a block of vlllages. 1here are over 3,346 munlclpal
counclls. Accordlng Lo Lhe 2011 census, Lhe populaLlon of 8razll ls 190.7 mllllon and llfe
expecLancy ls 69 years for men and 76 years for women.3 lL ranks 73rd ln Lhe world and 13Lh
ln Lhe Amerlcas reglon ln 1ransparency lnLernaLlonal's CorrupLlon ercepLlon lndex 2011
wlLh a score of 3.8.

B) Socio-Economic indicators in brazil

i. Economic indicators

8razll ls Lhe world's sevenLh largesL economy and Lhe largesL counLry ln Lerms of
geographlcal area and populaLlon ln LaLln Amerlca. lL ls endowed wlLh naLural resources. lLs
sLrong domesLlc markeL has been able Lo weaLher Lhe global economlc recesslon. Lconomlc
growLh has reduced exLreme poverLy ( uS 1.23 per day or less) from 10 percenL ln 2004
Lo 4 percenL ln 2009. 1he World 8ank aLLrlbuLes Lhls dramaLlc reducLlon Lo conslsLenL
economlc growLh, low lnflaLlon, well-focused soclal programs, and a pollcy of real lncreases
of Lhe mlnlmum wage.
ii. Social indicators

8razll ranks 84 ouL of 187 counLrles ln Lhe human developmenL lndex. 8razll's Pul (spell lL
ouL here) score of 0.718 ls lower Lhan Lhe reglonal average of LaLln Amerlca and Lhe
Carlbbean, whlch lncreased from 0.382 ln 1980 Lo 0.731 ln 2011 (unu, 2011). uesplLe a
conslsLenL economlc growLh, Lhere ls a wlde reglonal dlsparlLy ln Lhe counLry noL leasL ln
Lerms of soclal lndlcaLors such as healLh, lnfanL morLallLy and nuLrlLlon. 1he souLh of Lhe
counLry ls rlcher and performs beLLer ln human developmenL lndlcaLors Lhan Lhe norLh and
Lhe norLheasL. lnequallLy ls reflecLed ln Lhe access Lo prlmary and secondary educaLlon,
whlch has consequences on enrolmenL levels ln hlgher educaLlon.
C) Education system in Brazil

i. Early-Childhood and Primary Education

1he educaLlon sysLem ln 8razll ls dlvlded lnLo Lhree ma[or levels: lundamenLal educaLlon or
8aslc educaLlon, Mlddle educaLlon or Secondary educaLlon, and Plgher educaLlon.
lundamenLal educaLlon has Lwo dlvlslons: lundamenLal educaLlon l and ll. lundamenLal
educaLlon ls opLlonal for chlldren under slx years. lL covers Creche (ages 0 Lo 3), re-school
(ages 4 Lo 3) and LlemenLary school (Lnslno lundamenLal, ages 6 Lo 14) (Lmbassy of 8razll,

3
World 8ank, 2010
64
2011). LlemenLary school ls mandaLory and free for all chlldren and does noL requlre Laklng
lndergarLen and re-school prevlously. LlemenLary school ls also dlvlded ln Lnslno
lundamenLal l (ages 6 Lo 10) and Lnslno lundamenLal ll (ages 11 Lo 14), See Appendlx 1.
reprlmary school (Creche and re-school) enrollmenL was relaLlvely low ln 8razll: 30 of
chlldren ln pre-scholar age were acLually enrolled ln pre-school (royecLo 8eglonal de
Lducacln para Amerlca LaLlna y el Carlbe, 8LLAC, 2011). 1hls number represenLs a blg
challenge for Lhe 8razlllan governmenL slnce pre-scholar learnlng has proved Lo have
poslLlve effecLs on sLudenLs' scholar llfe.
1he prlmary school neL enrollmenL ls wlLhln Lhe LaLln Amerlcan average of 93.3. ln 2008,
93 of 8razlllan chlldren of prlmary school age were acLually enrolled ln prlmary school.
Powever, beLween 2000 and 2008 Lhere has only been an lncrease of 2.6 of neL
enrollmenL.6 8razll also has one of Lhe hlghesL repeLlLlon raLes ln Lhe reglon for sLudenLs ln
Lhe flrsL year of elemenLary school (24.3).
ii. Secondary Education

Secondary school (Lnslno Medlo) covers sLudenLs beLween ages 13 Lo 17. ln 2009, Lhere
were an esLlmaLed 23,923 secondary schools wlLh 8.3 mllllon sLudenLs enrolled.7 Secondary
level CL8 (Cross LnrolmenL 8aLlon) ls hundred and one percenL (101) lndlcaLlng a huge
pressure on lnfrasLrucLure, resources and sysLem capaclLy Lo respond Lo lncreaslng
enrolmenL. lorLy-four percenL (44) of sLudenLs ln secondary school are aL leasL Lwo years
over age for Lhe grade and flfLeen percenL (13) of secondary graduaLes are over 23 years
old. SlxLy percenL (60) of youLh ln 8razll compleLe secondary school compared Lo elghL
percenL (80) ln CLCu member counLrles. Cne of Lhe ma[or challenges of secondary
educaLlon ln 8razll ls LhaL forLy-Lwo percenL (42) of enrolled sLudenLs aLLend nlghL shlfL
classes afLer 6 pm. uemographlc changes ln Lhe counLry over Lhe nexL decade should
lmprove Lhe slLuaLlon: 1he drop ln prlmary school age chlldren wlll relleve pressure on
lnfrasLrucLure aL Lhe secondary level.

D) Plataforma Freire (online application
platform)

laLaforma lrelre serves as a prereglsLraLlon module for Leachers looklng for:
a) +$%&%,- .#'",&%#$ /+$ 0-,))1: Lo obLaln a flrsL bachelor's degree (graduao), a second
bachelor's degree ln a sub[ecL Lhey are currenLly Leachlng, or pedagoglc formaLlon for
Leachers who have a bachelor's degree (bacharelado) buL do noL have a bachelor's degree
LhaL allows Lhem Lo Leach (llcenclaLura).
b) 2#$&%$3%$4 .#'",&%#$: lor Leachers who already have a bachelor's degree buL wanL Lo
complemenL Lhelr formaLlon wlLh a speclallzaLlon (especlallzao), currlcula exLenslon
(exLenso) oraperfeloamenLo."

ln Lhe laLaforma lrelre webslLe, Leachers, secreLarlaLs and school prlnclpals are explalned
Lhe process of reglsLraLlon. SecreLarlaLs can creaLe an educaLlon secreLary proflle. School
prlnclpals are addressed Lo geL ln conLacL wlLh Lhelr educaLlon secreLary ln order Lo geL Lhelr
school proflle ln laLaforma lrelre. Cn Lhe oLher hand, A8lC8 appllcanLs are explalned how

6
8LLAC, 2011
7
World 8ank, 2010
65
Lo creaLe and access Lhelr academlc and professlonal proflle (currlculo do professor) wlLhln
Lhe MlnlsLry of LducaLlon webslLe. Also, Lhere ls a general Llmeframe for each maln
reglsLraLlon process.

WlLhln Lhe laLaforma lrelre webslLe, A8lC8 appllcanLs have Lhe opLlon of havlng a glance
aL Lhe prevlslon of offerlngs (revlso de CferLas) where Lhey can check avallablllLy of spoLs,
asslgned spoLs by lnsLlLuLlon, dlsclpllne, sLaLe and munlclpallLy.
A8lC8 appllcanLs need Lo creaLe Lhelr academlc/professlonal proflle Lo Lhen prereglsLer for
avallable lnlLlal formaLlon courses. AppllcanLs are glven Lhe opLlon of applylng Lo more Lhan
one dlsclpllne. As one of Lhe A8lC8 coordlnaLors explalned, A8lC8 sLudenLs slgn up for
Lhose dlsclpllnes LhaL Lhey really need or some relaLed dlsclpllne."

2_ Case study: New York City Teaching
Fellows Program as model
ln seeklng relevanL models of A8lC8 and lLs lmplemenLaLlon aL ul88!, Lhe Leam recognlzes
LhaL Lhe new ?ork ClLy 1eachlng lellows program may offer some lnslghLs. 1he new 1eacher
ro[ecL (1n1) ls an organlzaLlon LhaL seeks Lo reduce educaLlonal lnequallLy by ensurlng
LhaL hlgh quallLy Leachers serve Lhe unlLed SLaLes' mosL aL-rlsk sLudenL populaLlons. 1n1
enLers lnLo agreemenLs wlLh local school dlsLrlcLs Lo apply lLs model of Leacher recrulLmenL,
Lralnlng, and placemenL, Lhls Lo ulLlmaLely lncrease Lhe educaLlonal aLLalnmenL of sLudenLs
aL schools ldenLlfled wlLh hlghesL need.
1n1, ln cooperaLlon wlLh new ?ork ClLy's ueparLmenL of LducaLlon, has esLabllshed Lhe
new ?ork ClLy 1eachlng lellows (n?C1l) program. 1he program recrulLs hlgh achlevlng
recenL college graduaLes and career changers Lo conLrlbuLe Lo closlng Lhe achlevemenL
gap" beLween mlddle- and upper-class sLudenLs and Lhelr hlsLorlcally marglnallzed
counLerparLs. 1he selecLlon process ls compeLlLlve, wlLh abouL 10 of appllcanLs belng
selecLed Lo become 1eachlng lellows.
ln new ?ork ClLy, Leachers musL have masLers' degrees ln order Lo earn Lhelr approprlaLe
llcenses. lor Lhls reason, n?C1l has relaLlonshlps wlLh varlous posL-secondary lnsLlLuLlons ln
n?C Lo develop academlc programs for 1eachlng lellows, who work as full-Llme Leachers 2.3
monLhs afLer belng lnducLed lnLo Lhe fellowshlp. 1he dlfferenL colleges and unlverslLles LhaL
work wlLh n?C1l develop dlfferenL educaLlonal programs Lo meeL Lhe needs of Lhe lellows,
who afLer earnlng an approprlaLe masLer's degree wlll need Lo pass new ?ork SLaLe exams
relevanL Lo each parLlcular Leachlng llcense.
Whlle Lhe LargeLed populaLlon of Leachers ls slgnlflcanLly dlfferenL beLween n?C1l and
A8lC8, Lhe Leam belleves LhaL n?C1l's model of worklng wlLh local posL-secondary
lnsLlLuLlons Lo brlng Leachers Lo earn degrees and ulLlmaLely llcenses LhaL wlll brlng Lhem
wlLhln legal guldellnes and lncrease Lhelr Leachlng quallLy warranLs furLher research. n?C1l
prldes lLself ln LhaL 1eachlng lellows noL only generally compleLe Lhe rlgorous Lwo-year
program successfully, buL Lhey remaln ln Lhe classroom beyond Lhelr lnlLlal commlLmenL Lo
Lhe ulLlmaLe beneflL of new ?ork ClLy's sLudenLs.
66
3_ Stakeholder map

Stakeho|der
(c|uster under
appropr|ate
head|ngs)
Status]ko|e L|ke|y Interest]
Stake
L|ke|y
ercept|on]
Att|tude
Capac|ty] kesources
(and ke|ated
Constra|nts)
ke|at|ve
Importance
ke|at|ve
Inf|uence
ke|at|on-sh|ps]
L|nks to Cther
S'ho|ders
Strategy to
Lngage Invo|ve
Loca|-|eve| (Schoo|-|eve|)
1eachers enro||ed
|n AkICk
rlmary lmporLance,
posslbly low-
lncome, publlc
school graduaLes
wlLhouL prlor
unlverslLy-level
experlence.
resumably
hlgh level of
lnLeresL upon
maLrlculaLlon,
however Lhls
mlghL wane
once Lhe
program ls
underway.
rlmary research
quesLlon.
oslLlve
percepLlon of
academlc
aspecLs of Lhe
program.
negaLlve
percepLlon of
pracLlcal and
loglsLlcal aspecLs
of Lhe program.
uependenL on
lndlvldual slLuaLlon of
each school and each
Leacher.
Plgh rlmary
sLakeholder,
could exerL
lnfluence on
fellow
members of
Lhelr A8lC8
cohorL or on
non-
parLlclpaLlng
Leachers nC1
enrolled ln
A8lC8
MosL closely
llnked by
professlonal
relaLlonshlps
wlLh oLher
Leachers ln Lhelr
schools, Lhelr
A8lC8 cohorL
and Lhelr school
dlrecLors. Weak
connecLlon Lo
A8lC8
represenLaLlves
PlghllghL
lncenLlves when
Lhey exlsL, creaLe
Lhem when Lhey
don'L. uevelop
supporLlve
neLwork of
A8lC8
parLlclpanLs aL Lhe
school level Anu
among Lhe ull8!
cohorL
Loca| teachers
NC1 enro||ed |n
AkICk
rlmary lmporLance,
posslbly low-
lncome, publlc
school graduaLes,
some wlLh
unlverslLy educaLlon
buL some wlLhouL.
LlLher
unfamlllar wlLh
A8lC8,
unlnLeresLed ln
A8lC8, or
opposed
unknown
(prlmary
research
quesLlon)
uependenL on
lndlvldual slLuaLlon of
each school and each
Leacher
Plgh rlmary
sLakeholder, lf
apaLheLlc
Loward A8lC8
could
conLrlbuLe Lo
wlLhdrawal raLe
MosL closely
llnked by
professlonal
relaLlonshlps
wlLh oLher
Leachers ln Lhelr
schools and Lhelr
school dlrecLors.
Weak
connecLlon Lo
A8lC8
represenLaLlves
PlghllghL
lncenLlves when
Lhey exlsL, creaLe
Lhem when Lhey
don'L. 1ake
advanLage of
A8lC8 sLudenLs
as emlssarles of
Lhe program.
Schoo| D|rectors 8ecrulLmenL/
lncenLlvlze Leachers'
parLlclpaLlon, or
dlscourage Leachers,
lnfluences schedule
Llkely Lo be
supporLlve,
unless program
requlremenLs
overload
parLlclpanLs
Some mlghL be
lndlfferenL or
unaware of Lhe
poLenLlal
beneflLs of
A8lC8 for Lhelr
schools
varles Lremendously,
many lncenLlves can
be lmplemenLed wlLh
few resources
(recognlLlon, eLc.)
Plgh Plgh lnfluence,
boLh poslLlvely
and negaLlvely,
power Lo lncenL
A8lC8
parLlclpaLlon
MosL cruclal llnk
beLween
munlclpal
secreLarlaLs of
educaLlon and
Lhe Leachers.
School-level goal
seLLlng. 1le Lhe
llcensure raLes Lo
Lhelr performance
evaluaLlon.
Iam||y members
of AkICk
part|c|pants and
potent|a|
part|c|pants
lnfluence
enrollmenL
declslons of
poLenLlal
parLlclpanLs and
wlLhdrawal
declslons of currenL
parLlclpanLs
unknown,
poLenLlally
supporLlve or
opposed
dependlng on
dlrecL
consequences
and lncenLlves
for overall
famlly.
unknown,
posslble
negaLlve
percepLlons of
addlng
responslblllLles
or pulllng Lhelr
famlly member
away from home
famlly consLralnLs,
economlc
consLralnLs, personal
responslblllLles, eLc.
Low Plgh lnfluence,
changes ln
famlly sLrucLure
or evenLs mlghL
lnhlblL
parLlclpaLlon or
reLenLlon
lndlrecL
lnfluence on
program
parLlclpaLlon/
reLenLlon raLes.
Closely llnked Lo
A8lC8
parLlclpanLs.
LsLabllsh clear
connecLlon
beLween shorL
Lerm cosLs and
long-Lerm beneflLs
of A8lC8 for
Lhelr Leacher
famlly member.
Mun|c|pa|
Secretary of
Lducat|on
8ecrulLmenL/
lncenLlvlze Leachers'
parLlclpaLlon,
enforcemenL of
llcenslng
regulaLlons?
Plgh level of
lnLeresL and
sLakes ln havlng
a llcense
Leacher force ln
compllance
wlLh federal
regulaLlons
(dependlng on
accounLablllLy
measures)
Cenerally
poslLlve
percepLlon,
Lhough llLLle
demonsLraLed
commlLmenL Lo
Lhe program.
unwllllng/unable
Lo provlde pald
leave
Mlnlmal resources,
generally
undersLaffed.
ModeraLe unknown,
however Lhere
ls greaL
poLenLlal for
consequences
and lncenLlves
Lo be
lmplemenLed aL
Lhe munlclpal
level for
parLlclpaLlon ln
A8lC8
Large gap
beLween
SecreLary and
Leachers makes
Lhe School
ulrecLor role
even more
cruclal.
LlLLle
communlcaLlon
beLween
A8lC8 and
secreLarlaLs
Lncourage
secreLarles Lo
leverage Lhelr
school dlrecLors Lo
engage Leachers.
lmplemenL dlsLrlcL
wlde lncenLlves
and consequences
for compllance
wlLh Leacher
llcensure
requlremenLs.
67
Stakeho|der
(c|uster under
appropr|ate
head|ngs)
Status]ko|e L|ke|y Interest]
Stake
L|ke|y
ercept|on]
Att|tude
Capac|ty] kesources
(and ke|ated
Constra|nts)
ke|at|ve
Importance
ke|at|ve
Inf|uence
ke|at|on-sh|ps]
L|nks to Cther
S'ho|ders
Strategy to
Lngage Invo|ve
Un|vers|ty-|eve| (UIIkI]AkICk)
AkICk rogram
adm|n|strators
ually admlnlsLraLlve
duLles,
communlcaLlon/
llalslng wlLh sLaLe
and munlclpal
secreLarlaLs of
educaLlon,
recrulLmenL of
parLlclpanLs.
unknown
lnLeresL,
moderaLely
hlgh economlc
sLake as Lhelr
employmenL ls
dependenL
upon success of
program.
Llkely poslLlve
percepLlon,
posslble
lndlfference
dependlng on
personal
lnvesLmenL ln
programmaLlc
ob[ecLlves.
osslble lnsLlLuLlonal
resourced
deflclencles, lack of
fundlng Lo lmplemenL
Lhe sLaLed goals.
ModeraLe More dlrecL
lnfluence on
reLenLlon Lhan
on lnlLlal
maLrlculaLlon.
Weak llnk Lo
program
parLlclpanLs.
1hey are mosL
llkely vlewed as
perlpheral Lo Lhe
A8lC8 program
lLself.
lnvesL ln overall
mlsslon and
ob[ecLlves of
A8lC8,
lncenLlves?
UIkkI facu|ty lnsLrucLlonal
dellvery, deslgn
pedagoglcal course
conLenL
Plgh,
dependlng on
personal
lnvesLmenL ln
sLudenLs and
overall goals of
program.
8ecelve
generous
sLlpend for
Leachlng ln
program
unknown edagoglcal skllls
(posslbly llmlLed),
Llme consLralnLs,
experlence/experLlse.
ModeraLe Plgh lnfluence.
More dlrecL
lnfluence on
reLenLlon Lhan
on lnlLlal
maLrlculaLlon.
MosL slgnlflcanL
Leacher-faclng
represenLaLlon
of A8lC8
program.
uependlng on
faculLy's
personal
lnvesLmenL ln
program
parLlclpanLs,
posslble sLrong
llnk. Weak llnk
Lo munlclpal and
school level
sLakeholders.
SLronger llnk Lo
A8lC8 program
admlnlsLraLors
lnvesL ln overall
mlsslon and
ob[ecLlves of
A8lC8,
lncenLlves?
Cther UIkkI
students (non-
AkICk)
redomlnanLly
mlddle/upper class
sLudenLs who have
graduaLed from
prlvaLe k-12 schools.
Low lnLeresL,
no sLake ln Lhe
program.
osslble classlsL
percepLlons
Lowards low-
lncome A8lC8
sLudenLs
unknown, lrrelevanL Low resumably low
lnfluence, buL
posslble affecL
on reLenLlon
raLes
weak llnk Lo
A8lC8 program
parLlclpanLs
unknown,
debaLable
relevance Lo
pro[ecL, some
Lenslon beLween
A8lC8 and non-
A8lC8
State-|eve|
Secretar|a de
Lstado de
Lducao do k|o
de Iane|ro
8esponslble for all
rural schools
(prlmary and
secondary) and
munlclpal hlgh
school educaLlon.
Plgh level of
lnLeresL and
sLakes ln havlng
a llcense
Leacher force ln
compllance
wlLh federal
regulaLlons
(dependlng on
accounLablllLy
measures)
Llkely Lo have a
favorable
percepLlon of
Lhe program
goals, posslble
frusLraLlons wlLh
lack of supporL
for
lmplemenLaLlon.
Mlnlmal resources,
generally
undersLaffed.
ModeraLe unknown,
however Lhere
ls greaL
poLenLlal for
consequences
and lncenLlves
Lo be
lmplemenLed aL
Lhe munlclpal
level for
parLlclpaLlon ln
A8lC8 and
compllance
wlLh llcensure
requlremenLs.
Large gap
beLween
SecreLary and
Leachers makes
Lhe School
ulrecLor role
even more
cruclal.
Lncourage
secreLarles Lo
leverage Lhelr
school dlrecLors Lo
engage Leachers.
lmplemenL sLaLe-
wlde lncenLlves
and consequences
for compllance
wlLh Leacher
llcensure
requlremenLs.
Iedera|-|eve|
M|n|str|o da
Lducao do
8ras|| (MLC)
SeLs llcensure
requlremenLs and
compllance
penalLles/lncenLlves.
LsLabllshes A8lC8
currlculum and
naLlonal sLraLegy for
recrulLmenL and
reLenLlon.
CoordlnaLes sLaLe
and unlverslLy
acLors (posslbly
coordlnaLes
munlclpal and
school acLors).
A8lC8 ls a
federal
program so
Lhere ls llkely a
hlgh level of
lnLeresL and
supporL.
oslLlve
percepLlon,
lnlLlaLed by
federal pollcy.
8esponslble for
fundlng A8lC8 and
ull8! ln general.
CoordlnaLlng Lhe
lmplemenLaLlon aL
Lhe sLaLe and local
level ls a consLralnL.
Plgh ModeraLe
lnfluence
comblned wlLh
lLs "hlgh"
lmporLance
creaLes a
paradox LhaL
hlghllghLs
lmplemenLaLlon
challenges.
osslble close
supervlslon of
program
admlnlsLraLors,
conLrol over
currlculum,
recrulLmenL
sLraLegy, eLc
however weak
llnks Lo Lhe sLaLe
and local levels
of governmenL.
Lncourage lederal
represenLaLlves Lo
analyze boLh
naLlonal and
sLaLe-wlde Lrends
ln program
maLrlculaLlon and
reLenLlon.
Analyze besL
pracLlces from
oLher sLaLe
governmenLs,
oLher unlverslLy
A8lC8
programs, eLc.

68
4_ Aggregates answers to the survey

A) General comments

1he quanLlLaLlve survey we admlnlsLered Lo 33 A8lC8 sLudenLs aL ul88! - approxlmaLely a
quarLer of Lhe whole A8lC8 populaLlon aL Lhe unlverslLy. 1he quesLlonnalre (see Appendlx
lx.3.8) was compleLed mosLly by pedagogy and languages sLudenLs, and ls Lhus noL
represenLaLlve of maLh, phllosophy and geography A8lC8 sLudenLs' vlew. 1he
quesLlonnalres were anonymous, and admlnlsLered on Lhe nova lguau campus ln March
2012. Answers have been analyzed ln an aggregaLe form.

B) Aggregated answers

i. Basic information
See arL vl.
ii. overall satisfaction

1. Please rate how strongly you agree or disagree with the following
statements
Strong|y
d|sagree
(1)
D|sagree
(2)
Neutra|
(3)
Agree (4) Strong|y
agree (S)
Agree ]
strong|y
agree (4
or S)
Average N=
Cverall, l am
saLlsfled wlLh Lhe
A8lC8 program
0 4 2 32 42 94 4,3 56
1he A8lC8
program ls a
presLlglous
program
0 6 26 42 26 68 3,9 56
1he A8lC8
program wlll help
me geL ahead ln
my career
0 0 6 36 38 94 4,S 56
1he A8lC8
program wlll
lncrease my salary
ln Lhe fuLure
0 11 12 46 31 77 4,0 57
l know whaL Lhe
A8lC8 program
ls Lrylng Lo achleve
LhroughouL 8razll
0 2 19 40 39 79 4,2 57
A8lC8 ls an
lmporLanL
program for
lmprovlng
educaLlon ln 8razll
0 2 8 43 43 90 4,3 56

ii. admission process

2. How did you first hear about PARFOR?
(multiple answers allowed, N=53)
69
eer colleagues 38
Munlclpal secreLarlaL of educaLlon 34
lnLerneL 30
School admlnlsLraLlon (aL Leachlng place) 23
ubllc adverLlslng 13
newspapers 2
ul88! 0

3. Please rate how important the following factors were in your decision to
apply, i.e. at the time you did the application
No]||tt|e
|mportance
(1]2)
Moderate
|mportance
(3)
Great]utmost
|mportance
(4]S)
Average (1-
S)
N=
ALLendlng a publlc unlverslLy 0 13 87 4,S 56
Sklll lmprovemenL 0 13 83 4,S 56
CeLLlng a beLLer [ob ln educaLlon 4 19 77 4,3 57
lnfluence of famlly 17 19 64 3,8 56
CeLLlng a promoLlon 19 30 31 3,6 56
CeLLlng a llcense 32 18 30 3,2 58
lnfluence of frlends 33 17 30 3,3 57
lncrease ln Salary 21 30 49 3,S 56
CpporLunlLy Lo geL a bachelor's degree 23 27 48 3,4 57
eer lnfluence (by oLher Leachers) 23 31 46 3,3 57
!ob securlLy 36 30 34 2,9 58
CeLLlng a beLLer [ob ouLslde of educaLlon 44 29 28 2,7 57
LncouragemenL by school prlnclpal 34 20 26 2,6 58
LncouragemenL by secreLarlaL of educaLlon 70 14 16 2,2 58

4. How would you rate the admission process in terms of the following
aspects? (N = )
Strong|y
d|sagree
(1)
D|sagree
(2)
Neutra|
(3)
Agree
(4)
Strong|y
agree (S)
Agree ]
strong|y
agree
(4 or S)
Does
not
app|y
Average N=
Cverall, l am
saLlsfled wlLh Lhe
Admlsslon
rocess
2 12 10 40 36 76 0 4,0 58
l was able Lo
apply for my
sub[ecL of
lnLeresL
6 4 0 26 6 32 0 4,4 56
l was offered Lhe
sub[ecL l
requesLed
4 4 0 34 38 92 0 4,4 56
l was able Lo geL
my quesLlons
abouL Lhe
program
answered before
l submlLLed my
appllcaLlon
6 19 13 43 17 60 2 4,3 56
l was able Lo flnd
lnformaLlon
abouL admlsslon
requlremenLs
6 17 10 44 23 67 0 3,6 56
l was able Lo
navlgaLe
laLaforma
lrelre wlLh ease
8 19 9 38 26 64 0 3,6 57
1he selecLlon
process ls falr
12 10 13 36 29 6S 0 3,6 56

70
iii. teaching and learning

5. Please rate how strongly you agree or disagree with the following
statements (N=53)
Strong|y
d|sagree
(1)
D|sagree
(2)
Neutra|
(3)
Agree (4) Strong|y
agree (S)
Agree
or
strong|y
agree (4
or S)
Average N=
A8lC8 classes are
a good use of my
Llme
0 2 4 34 60 94 4,S 56
1he amounL of
work requlred for
A8lC8 classes ls
excesslve
2 47 27 16 8 24 2,8 59
1he A8lC8 classes
are Loo dlfflculL
18 63 16 0 4 4 2,1 59
My professors are
of hlgh quallLy
0 0 0 43 37 100 4,6 56
My professors are
avallable Lo speak
Lo me when l have
quesLlons
0 6 8 42 44 86 4,3 57
courses LhaL l can
apply ln my
classroom
0 2 23 43 32 73 4,1 56
l am lnLeracLlng
regularly wlLh oLher
A8lC8 sLudenLs aL
ul88!
11 6 13 30 40 70 3,8 56
Cverall l am
saLlsfled wlLh Lhe
admlnlsLraLlon of
Lhe A8lC8
program aL ul88!
0 4 10 46 40 86 4,2 57

iv. motivations

6. Share of respondents for whom objective is one of their top 3 career goals
(N=42)
lmprove my compeLences (quallflcacoes) 83.3
CeL a beLLer salary 62.8
CeL a permanenL conLracL (concurso) 33.4
Make an lmpacL on educaLlon ln 8razll 49.3
1each hlgher grades 13.9
CeL recognlLlon from my school 7.1
CeL more responslblllLles 4.8
CeL recognlLlon from my relaLlves 4.7
Leave Leachlng 4.7
1each aL a renowned school 2.4
CeL recognlLlon from socleLy 2.3
CLher 9.2

7. What are the main challenges you face as a PARFOR student? Rate in order of
importance
No a
cha||enge
at a|| (0)
Very
|ow (1)
Low (2) Med|um
(3)
n|gh (4) Very
h|gh (S)
n|gh or
very
h|gh (4
or S)
Average N=
lamlly commlLmenLs 10 0 8 13 29 40 69 3,7 57
71
Schedullng lssues
(managlng Leachlng
schedule and ul88!
schedule)
11 2 7 19 23 38 61 3,S 57
1ransporLaLlon 20 2 3 17 28 28 S6 3,2 56
llnanclal dlfflculLles 12 8 11 19 23 23 S0 3,1 57
LengLh of Lhe program 20 2 10 27 31 10 41 2,8 59
Level of dlfflculLy of
coursework
17 10 19 33 13 6 21 2,4 57
Lxcesslve workload 10 17 19 33 11 8 19 2,4 57
LlmlLed lnLegraLlon
wlLh oLher sLudenLs
33 16 18 17 8 6 13 1,6 59
Lack of menLorlng 36 16 12 6 8 2 10 1,0 58
Lack of sLudenL
monlLores
32 18 12 10 6 2 8 1,1 58

9. Have you ever considered dropping out of the PARFOR program? (N=)
Never Cnce or tw|ce Cften ] At |east 3
t|mes
Pave you ever consldered dropplng ouL of Lhe A8lC8
program?

10. Have you ever considered giving up teaching in the future? (N=49)
No es
Pave you ever consldered glvlng up Leachlng ln Lhe fuLure 37 43

10.A. For what job? (Among respondents that already considered giving up
teaching in the future, N=19)
AdmlnlsLraLlon (4)
Law (3)
School admlnlsLraLor (1)
sychology (1)
ueslgn (1)
LnLrepreneurshlp fleld (1)
lLchen chef (1)
uance Leacher (1)
Soclal work (1)
Llbrarlan (1)
l don'L know (3)

10.B. In which sector did you consider working in the future? (Among
respondents that already considered giving up teaching in the future, N=19)
ub||c r|vate Ind|fferent
ln whlch secLor dld you conslder worklng? 38 26 16

10.C. What are the reasons for your desire to give up teaching in the
future? (Among respondents that already considered giving up teaching in
the future, N=19)
lor a beLLer salary
Salary -llnanclal responslblllLles
8efore enLerlng Lhe unlverslLy and passlng Lhe clvll servlce exam, Lhe salary ls very low
1eachers are noL compensaLed or recognlzed as Lhey should be.
Low salary and lack of recognlLlon glven by supervlsors and parenLs of sLudenLs
Lack of compensaLlon and llLLle recognlLlon
Low salary, lack of recognlLlon, and sLress
Lack of professlonal respecL ln all senses
Lack of recognlLlon and supporL
1he dally problems, lack of respecL from parenLs, admlnlsLraLlve lssues
72
1he dlfflculLy wlLhln Lhe school ln relaLlon Lo Lhe sLudenLs and ln relaLlon Lhe bureaucraLlc and pollLlcal aspecLs found wlLhln
schools Loday
lor Lhe dlfflculLles surroundlng Lhe schools
lor Lhe lack of governmenL resources
PealLh reasons: sLress
1he vlolence of Lhe sLudenLs
vlolence ln Lhe school. l already lefL one school afLer belng aLLacked by a sLudenL who wanLed Lo ln[ure me for no reason. She
lnvaded Lhe classroom.
LmoLlonal LxhausLlon
roblem wlLh Lhe vocal cords
rofesslonal and personal fulflllmenL

11. What would be the impact of the following factors to help you to
complete the PARFOR program?
- Creen cells concern measures LhaL aL leasL 2/3 (66) would see as hlgh / very hlgh lmpacL measures
- Measures hlghllghLed ln yellow are seen as havlng a hlgh or very hlgh lmpacL by over half (30) of Lhe respondenLs buL less
Lhan 2/3 (66)
What would be the impact of the following factors to help you to complete the
PARFOR program?
No
|mpact
at a|| (0)
Very
|ow
|mpact
(1)
Low
|mpact
(2)
Med|um
|mpact
(3)
n|gh
|mpact
(4)
Very
h|gh
|mpact
(S)
n|gh or
very
h|gh
|mpact
(4 or S)
Average N=
CeL vouchers for
LransporLaLlon, food,
books eLc.
0 0 0 6 14 80 94 4,8 59
CuaranLee of salary
lncrease afLer
graduaLlon
2 0 0 4 10 84 94 4,7 57
CpLlon Lo apply for
lncome-based
scholarshlps
0 0 0 12 17 71 88 4,6 57
AdverLlse A8lC8 more
sLrongly Lo enhance Lhe
repuLaLlon of Lhe
program
2 0 2 10 23 61 86 4,4 57
ubllsh daLa abouL Lhe
lmpacL of A8lC8 on
educaLlon and sklll
lmprovemenL ln 8razll
4 0 2 11 21 62 83 4,3 57
Lmpower ul88! Lo
make schools ad[usL
Leachlng LlmeLable Lo
ul88! schedule and
llberaLe Leachers
4 0 2 12 17 63 82 4,3 59
SeL up a A8lC8
webslLe for sharlng
knowledge and Llps
wlLh oLher A8lC8
sLudenLs ln 8razll
0 2 4 16 27 31 78 4,2 59
CeL more lnformaLlon
abouL Lhe meanlng and
Lhe lmpacL of Lhe
A8lC8 program
4 0 8 11 33 44 77 4,0 57
rovlde more
lnformaLlon on A8lC8
Lo my school(s) / school
prlnclpal(s)
2 4 10 9 23 30 7S 4,0 57
8educe Lhe Leachlng
hours of A8lC8
4 4 4 13 16 37 73 4,1 59
73
sLudenLs
CpLlon Lo apply for
merlL-based
scholarshlps
2 0 10 17 17 34 71 4,1 57
CeL recognlLlon from
my school (for example
on boards, offlclal
Lhank)
4 4 8 19 27 38 6S 3,8 57
rovlde more
lnformaLlon Lo my
relaLlves abouL A8lC8
8 8 11 11 27 33 62 3,S 57
Pave a modlfled
currlculum LhaL beLLer
meeLs Lhe needs of full-
Llme Leachers
2 6 6 23 23 38 61 3,8 57
Allow some classes Lo
be vlewed onllne
8 10 6 19 10 48 S8 3,6 57
Make classes more
appllcable ln my day-Lo-
day Leachlng acLlvlLles
2 6 6 29 21 36 S7 3,7 57
Pave a flxed Leachlng
schedule for Lhe
duraLlon of Lhe whole
A8lC8 program
13 8 10 10 21 36 S7 3,2 57
Pave a guaranLee of
employmenL durlng Lhe
years of sLudylng aL
A8lC8/ul88!
21 4 12 6 17 40 S7 3,2 57
CeL a Leachlng poslLlon
ln a school LhaL ls close
Lo ul88! lnsLead of Lhe
currenL school
10 8 4 23 14 41 SS 3,S :;
Pave more flexlblllLy Lo
choose Lhe classes of
lnLeresL
2 6 10 29 22 31 S3 3,6 59
Schedule more evenLs
wlLh oLher A8lC8
sLudenLs (e.g. dlnners,
sporLs Leam eLc.)
6 13 8 23 17 33 S0 3,3 57
SeL up lndlvldual palrlng
wlLh a coach /menLor aL
ul88!
13 10 8 29 17 23 40 3,0 57
SeL up offlce hours
where faculLy ls
avallable for answerlng
quesLlons
12 16 6 27 22 17 39 2,8 59
8educe Lhe lengLh of
Lhe program Lo 2 or 3
years
23 10 12 16 12 27 39 2,7 59
LxLend Lhe duraLlon of
Lhe program, wlLh a less
lnLense academlc
schedule
30 24 10 16 10 10 20 1,8 58

74
5_ Research tools

B) Blank quantitative interview guides

UAN1I1A1IVL ULS1ICNNAIkL
AkICk S1UDLN1S

8ASIC INICkMA1ICN

Sex (clrcle rlghL answer): M / l
Age:
MarlLal sLaLus (clrcle rlghL answer): Marrled / ln a couple (Convlvencla") / ulvorced or
separaLed / Slngle
number of chlldren:
MunlclpallLy of 8esldence:

PlghesL degree obLalned prlor Lo enrolllng ln A8lC8 (clrcle rlghL answer): Plgh School (non
Lscola normal)/ Plgh school (Lscola normal) / Craduao / . MasLer
Sub[ecL:
?ears of Leachlng experlence:
MunlclpallLy (les) where you Leach
uo you have a permanenL conLracL(clrcle rlghL answer)? ? / n
Crade level(s) you are currenLly Leachlng:
Sub[ecL(s) LhaL you are currenLly Leachlng:

WhaL dlsclpllnes dld you apply for ln Lhe A8lC8 appllcaLlon: 1
sL
cholce 2
nd
Cholce
Whlch dlsclpllne are you currenLly enrolled ln?
rlmelra llcencla or a segunda llcencla program. ? (Clrcle rlghL answer) l/S
Pow many Llmes dld you apply for A8lC8?
WhaL semesLer are you aL A8lC8? (Clrcle rlghL answer) 1
sL
2
nd
3
rd
4
Lh
3
Lh

Average grade ln Lhe pasL semesLer:

Pow many Leachlng hours do you have each week?
Pow many sub[ecLs are you currenLly Laklng aL Lhe unlverslLy?
Pow much LoLal Llme do you spend commuLlng Lo and from your school(s) each day?
hm
Pow much LoLal Llme do you spend commuLlng Lo and from Lhe A8lC8 program each day?
h mln
1ransporLaLlon means (mulLlple answers allowed): meLro, bus, car, fooL, oLher

75
CVLkALL SA1ISIAC1ICN

1. lease raLe how sLrongly you agree or dlsagree wlLh Lhe followlng sLaLemenLs. (8aLe 1 Lo 3:
1 - SLrongly dlsagree, 2 - ulsagree, 3 - neuLral, 4 - Agree, 3 - SLrongly Agree)

1.
SLrongly
dlsagree
2.
ulsagree
3.
neuLral
4.
Agree
3.
SLrongly
Agree
Cverall, l am saLlsfled wlLh Lhe
A8lC8 program

1he A8lC8 program ls a
presLlglous program

1he A8lC8 program wlll help
me geL ahead ln my career

1he A8lC8 program wlll
lncrease my salary ln Lhe
fuLure

l know whaL Lhe A8lC8
program ls Lrylng Lo achleve
LhroughouL 8razll

A8lC8 ls an lmporLanL
program for lmprovlng
educaLlon ln 8razll

ADMISSICN kCCLSS

2. Pow dld you flrsL hear abouL A8lC8? (MulLlple answers allowed)
- SecreLarla Munlclpal de Lducao
- School admlnlsLraLlon (Leachlng place)
- eers/colleagues (l.e. oLher Leachers)
- ul88!
- ubllc AdverLlslng
- lnLerneL
- newspapers
- CLher:

3. lease raLe how lmporLanL Lhe followlng facLors were ln your declslon Lo apply, l.e. aL Lhe
Llme you dld Lhe appllcaLlon

1=no
lmporLan-
ce
2=LlLLle
lmporLan-
ce
3=ModeraLe
lmporLan-
ce
4=CreaL
lmporLan-
Ce
3=uLmosL
lmporLan-
ce
CeLLlng a llcense
ALLendlng a
publlc unlverslLy

!ob securlLy
lncrease ln Salary
CeLLlng a
promoLlon

CeLLlng a beLLer
[ob ln educaLlon

76
1=no
lmporLan-
ce
2=LlLLle
lmporLan-
ce
3=ModeraLe
lmporLan-
ce
4=CreaL
lmporLan-
Ce
3=uLmosL
lmporLan-
ce
CeLLlng a beLLer
[ob ouLslde of
educaLlon

Sklll
lmprovemenL

CpporLunlLy Lo
geL a bachelor's
degree

LncouragemenL
by SecreLarlaL

LncouragemenL
by school
prlnclpal

eer lnfluence
(by oLher
Leachers)

lnfluence of
frlends

lnfluence of
famlly

4. Pow would you raLe Lhe admlsslon process ln Lerms of Lhe followlng aspecLs (8aLe 1 Lo 3:

1.
SLrongly
dlsagree
2.
ulsagree
3.
neuLral
4.
Agree
3.
SLrongly
Agree
uoes noL
apply
Cverall, l am saLlsfled wlLh
Lhe admlsslon process

l was able Lo apply for my
sub[ecL of lnLeresL

l was offered Lhe sub[ecL l
requesLed

l was able Lo geL my
quesLlons abouL Lhe
program answered

l was able Lo flnd
lnformaLlon abouL admlsslon
requlremenLs

l was able Lo navlgaLe
laLaforma lrelre wlLh ease

1he selecLlon process ls falr

ln case you had quesLlons LhaL were noL answered durlng Lhe appllcaLlon process, whaL
were Lhose quesLlons?
77

1LACnING AND LLAkNING

3. lease raLe how sLrongly you agree or dlsagree wlLh Lhe followlng sLaLemenLs. (8aLe 1 Lo 3:

1.
SLrongly
dlsagree
2.
ulsagree
3. neuLral 4.
Agree
3.
SLrongly
Agree
A8lC8 classes are a good
use of my Llme

1he amounL of work
requlred for A8lC8
classes ls excesslve

1he A8lC8 classes are
Loo dlfflculL

My professors are of hlgh
quallLy

My professors are
avallable Lo speak Lo me
when l have quesLlons

courses LhaL l can apply ln
my classroom

l am lnLeracLlng regularly
wlLh oLher A8lC8
sLudenLs

Cverall l am saLlsfled wlLh
Lhe admlnlsLraLlon of Lhe
A8lC8 program aL ul88!

MC1IVA1ICN

6. WhaL are your career goals? (Clrcle Lop 3 goals, ranklng Lhem ln decreaslng order of
lmporLance, from 1 Lo 3)
- CeL a permanenL conLracL
- CeL a beLLer salary
- lmprove my compeLences
- 1each hlgher grades
- 1each aL a renowned school
- CeL more responslblllLles
- Make an lmpacL on educaLlon ln 8razll
- CeL recognlLlon from my school
- CeL recognlLlon from socleLy
- CeL recognlLlon from my relaLlves (frlends & famlly)
- Leave Leachlng
- CLher

78
7. WhaL ls Lhe mosL lmporLanL facLor LhaL you Lhlnk would lncrease your moLlvaLlon Lo
successfully compleLe A8lC8?

8. WhaL are Lhe maln challenges you face as a A8lC8 sLudenL? 8aLe ln order of lmporLance
(0. noL a challenge aL all, 1. very low, 2. Low, 3. Medlum, 4. Plgh, 3. very hlgh)

9. Pave you ever consldered dropplng ouL of Lhe A8lC8 program? (one answer)
- never
- Cnce or Lwlce
- CfLen / AL leasL 3 Llmes

10. Pave you ever consldered glvlng up Leachlng ln Lhe fuLure? ?/n (clrcle Lhe rlghL answer)
lf ?LS:
a) lor whaL [ob?
b) ubllc / rlvaLe secLor? (Clrcle Lhe rlghL answer) ubllc/rlvaLe
c) WhaL are Lhe reasons for your deslre Lo glve up Leachlng?

0. noL a
challenge
aL all
1.
very low
2.
Low
3.
Medlum
4.
Plgh
3.
very hlgh
lamlly commlLmenLs
LengLh of Lhe program
1ransporLaLlon
Level of dlfflculLy of
coursework

Lxcesslve homeworks
Schedullng lssues (managlng
Leachlng schedule and ul88!
schedule)

llnanclal dlfflculLles
LlmlLed lnLegraLlon wlLh oLher
sLudenLs

Lack of menLorlng
Lack of sLudenL monlLores
CLher:
79
11. WhaL would be Lhe lmpacL of Lhe followlng facLors Lo help you Lo compleLe Lhe A8lC8
program? (1. very low, 2. Low, 3. Medlum, 4. Plgh, 3. very hlgh)

0.
no
lmpacL aL
all
1.
very
low
2.
Low

3.
Medlum
4.
Plgh
3.
very
hlgh
Pave a guaranLee of employmenL
durlng Lhe years of sLudylng aL
A8lC8/ul88!

Lmpower ul88! Lo make schools
ad[usL Leachlng LlmeLable Lo
ul88! schedule and llberaLe
Leachers

LlmlL Lhe number of Leachlng
hours of A8lC8 sLudenLs

8educe Lhe lengLh of Lhe program
Lo 2 or 3 years

LxLend Lhe duraLlon of Lhe
program, wlLh a less lnLense
academlc schedule

CeL a Leachlng poslLlon ln a
school LhaL ls close Lo ul88!
lnsLead of Lhe currenL school

Pave a flxed Leachlng schedule
for Lhe duraLlon of Lhe whole
A8lC8 program

SeL up offlce hours where faculLy
ls avallable for answerlng
quesLlons

SeL up lndlvldual palrlng wlLh a
coach /menLor aL ul88!

Schedule more evenLs wlLh oLher
A8lC8 sLudenLs (e.g. dlnners,
sporLs Leam eLc.)

SeL up a A8lC8 webslLe for
sharlng knowledge and Llps wlLh
oLher A8lC8 sLudenLs ln 8razll

Allow some classes Lo be vlewed
onllne

Pave a modlfled currlculum LhaL
beLLer meeLs Lhe needs of full-
Llme Leachers

Make classes more appllcable ln
my day-Lo-day Leachlng acLlvlLles

Pave more flexlblllLy Lo choose
Lhe classes of lnLeresL

CeL vouchers for LransporLaLlon,
food, books eLc.

CpLlon Lo apply for merlL-based
scholarshlps

80
0.
no
lmpacL aL
all
1.
very
low
2.
Low

3.
Medlum
4.
Plgh
3.
very
hlgh
CpLlon Lo apply for lncome-based
scholarshlps

CuaranLee of salary lncrease afLer
graduaLlon

CeL more lnformaLlon abouL Lhe
meanlng and lmpacL of Lhe
A8lC8 program

rovlde more lnformaLlon on
A8lC8 Lo my school(s) / school
prlnclpal(s)

rovlde more lnformaLlon (e.g.
vla brochures, webslLe eLc.) Lo my
relaLlves abouL A8lC8

ubllsh daLa abouL Lhe lmpacL of
A8lC8 on educaLlon and sklll
lmprovemenL ln 8razll

CeL recognlLlon from my school
for my parLlclpaLlon ln A8lC8

AdverLlse A8lC8 more sLrongly
Lo enhance Lhe repuLaLlon of Lhe
program

12. uo you have any oLher commenL on A8lC8?

81
C) Qualitative interview guides

UALI1A1IVL ULS1ICNNAIkL

SLCkL1AkIA1 CI LDUCA1ICN

Age:
?ears aL secreLarlaL:

1) WhaL ls your role ln Lhe A8lC8 program?

2) WhaL do you Lhlnk of Lhe A8lC8 program?

3) WhaL ls your role ln Lhe loLLery sysLem and ln Lhe deLermlnaLlon of Lhe number of spoLs
avallable aL A8lC8, per dlsclpllne?

4) WhaL ls Lhe communlcaLlon sLraLegy abouL A8lC8 reglonally?
3) Pow do you regulaLe knowledge (e.g. currlculums, Leachlng maLerlal / books) and
meLhodologles (e.g. Leachlng pracLlces) : guldellnes, room for auLonomy eLc.? Pow do you
share Lhose Lo unlverslLles ? Pow do you leverage exLernal resources? (e.g. meeLlngs wlLh
A8lC8 federal admln? lnLraneL? eLc.)
6) WhaL are Lhe guldellnes for Lhe selecLlon of A8lC8 professors and A8lC8 dlsclpllne
coordlnaLors (lncludlng crlLerla, number of avallable poslLlons eLc.)? Are A8lC8 faculLy
members assessed - lf so how? Pow are Lhey lncenLlvlzed / rewarded? Pow do you
deLermlne Lhe salarles of professors Leachlng A8lC8 sLudenLs?

7) WhaL are requlremenLs seL for unlverslLles regardlng brleflng/Lralnlng of A8lC8 faculLy
members?

8) Pow do you allocaLe Lhe budgeL Lo A8lC8? (budgeL allocaLed Lo each Lype of expenses,
processes, duraLlon, number of approvals requlred and aL whlch levels) Pow does budgeL for
A8lC8 work vs. oLher programs? (processes, Llme needed for ul88! Lo geL funds from Lhe
governmenL) ls Lhere a speeded way Lo geL funds for A8lC8 ?

9) Are Lhe schedules regulaLed? (crlLerla, persons ln charge, role of dean / dlsclpllne
coordlnaLor / professor / sLudenLs and Lhelr schedules).
10) uo secreLarlaLs lnLervene ln schools (wlLh school prlnclpals?) Lo ensure llberaLlon?
11) WhaL are Lhe coordlnaLlon mechanlsms lnvolvlng Lhe A8lC8 deparLmenL aL Lhe
secreLarlaL? wlLh
A8lC8 sLaff/admlnlsLraLors aL Lhe federal level (on Lhe admlsslon process, Leachlng
load of A8lC8 parLlclpanLs eLc.)
unlverslLles lmplemenLlng A8lC8
Schools (especlally school prlnclpals) where Lhe A8lC8 sLudenLs Leach (on
llberaLlon of Leachers, flexlblllLy of schedules eLc.)
82
CLher secreLarlaLs (on besL pracLlces, bralnsLormlng eLc)
12) Pow would you |mprove Lhe program?
13) WhaL do you Lhlnk of Lhe fo||ow|ng measures Lo lmprove Lhe A8lC8 program?
lnLerneL courses as an addlLlve
lnLraneL sysLem beLween all A8lC8 faculLy members wlLh sharlng of maLerlal and
Llps
only nlghL lessons (prlorlLy Lo A8lC8 sLudenLs)
over-recrulL people Lo anLlclpaLe dropouLs of Lhe flrsL semesLer
abollsh loLLery sysLem
acceleraLed recrulLmenL of Leachers Lo replace Lhe ones leavlng for A8lC8
LransporLaLlon sysLem (buses)
sLlpend for all A8lC8 sLudenLs
budgeL for educaLlonal evenLs / Lrlps (e.g. museums, school vlslLs eLc.)
acceleraLed process for unblocklng funds for A8lC8
83
AkICk CCCkDINA1CkS A1 UIkkI

Sex: M / l
Age:

?ears of experlence:

1. SLrengLhs and weaknesses of A8lC8?

2. WhaL are Lhe ad[usLmenLs made (already) for A8lC8 sLudenLs (vs. non A8lC8
sLudenLs)

a. Academlcally: currlculum.
b. racLlcally: schedule, LransporLaLlon (car sharlng? Car renLal?), menLorlng,
Leachlng maLerlal (Cnllne? Lendlng books?), coordlnaLlon wlLh schools?
(Lhough parLlclpanLs or dlrecL?).
c. MoLlvaLlon: Awards? nomlnaLlons ? Scholarshlps?
d. Speclal cases (e.g. dyslexla, llllLeracy, learnlng dlsablllLles): deLecLlon means?
8eporLlng Lo admlnlsLraLlon? Measures Laken? Any guldance from federal
A8lC8 admlnlsLraLors ?
e. Are sLudenLs aware of all supporL servlces avallable? (e.g. LuLorlng?
compuLer cenLers dedlcaLed Lo A8lC8 parLlclpanLs?) Pow do Lhey know
abouL lL? lf Lhey are aware, why noL uslng? (e.g. lack of Llme? compuLer
llllLeracy?)

3. WhaL are Lhe weaknesses of Lhe A8lC8 program? Measures Lo lmprove Lhe
A8lC8 program?

a. Academlcally: currlculum.
b. racLlcally: schedule, LransporLaLlon, menLorlng.

4. WhaL do you Lhlnk of A8lC8 program? (vs. oLher regular programs)

3. WhaL do you Lhlnk of A8lC8 parLlclpanLs?

6. Pow do you supporL faculLy ln Lhelr A8lC8 Leachlng acLlvlLles? (e.g. monLhly
meeLlngs Lo share Llps & besL pracLlces? MaLerlal / meLhodology/sharlng eLc.)

7. WhaL do you Lhlnk of mlxed classes (lncludlng non A8lC8 sLudenLs)? AdvanLages
and dlsadvanLages? 8ecommendaLlons?

8. Currlculum
84

AkICk kCILSSCkS A1 UIkkI

Sex: M / l
Age:
?ears of experlence as a unlverslLy professor:
Sub[ecL(s) LaughL:

1. Why dld you lnlLlally wanL Lo Leach A8lC8 sLudenLs? uo you regreL your cholce?
Pow dld Lhe process of nomlnaLlon work?

2. WhaL do you Lhlnk of A8lC8 program?

3. WhaL ls your vlew on A8lC8 sLudenLs, ln Lerms of ablllLles, academlc performance,
commlLmenL, efforLs sLudylng? (Are Lhey able Lo follow Lhe classes? uo Lhey show
lnLeresL ln Lhe class?)

4. WhaL ls your relaLlonshlp Lo A8lC8 sLudenLs? uoes lL dlffer from your relaLlonshlp
wlLh non A8lC8 sLudenLs?

3. uo you have mlxed classes (A8lC8 & non A8lC8 sLudenLs)? lf so whaL do you
Lhlnk of mlxed classes ? uo you prefer mlxed classes (wlLh non A8lC8 sLudenLs) or
unlform A8lC8 classes? Why?

6. WhaL are Lhe lnLeracLlons beLween non-A8lC8 sLudenLs and A8lC8 sLudenLs?
Pow do you promoLe good lnLeracLlons beLween Lhem?

7. WhaL are Lhe ad[usLmenLs you made Lo Lhe currlculum of classes for A8lC8
sLudenLs?

8. uo you share experlence and Llps wlLh your A8lC8 professor colleagues? And
conversely do you seek Lhelr help and advlce? Why?

9. uo you ask anyone for advlce? (prompL: coordlnaLor for your sub[ecL? Caby? CLher?)

10. As a professor, how do you moLlvaLe / lncenLlvlze A8lC8 sLudenLs Lo do well? ln
general, whaL could be done Lo moLlvaLe Lhem? (flnanclally? ln Lerms of rewards?)

11. Are A8lC8 sLudenLs aware of all supporL servlces avallable? (e.g. LuLorlng?
compuLer cenLers dedlcaLed Lo A8lC8 parLlclpanLs?) Pow do Lhey know abouL lL? lf
Lhey are aware, why noL uslng? (e.g. lack of Llme? compuLer llllLeracy?)

12. Are you avallable ouL of class for quesLlons from A8lC8 sLudenLs? uo Lhey have
Lhelr conLacL deLalls?

13. uo you ever advlse A8lC8 sLudenLs on Lhelr career cholces?

85
14. Are you faced wlLh speclal cases / aL rlsk sLudenLs? (e.g. dyslexla, llllLeracy, learnlng
dlsablllLles): deLecLlon means? 8eporLlng Lo admlnlsLraLlon? Measures Laken? Any
guldance from federal A8lC8 admlnlsLraLors ?

13. WhaL needs Lo be lmproved ln Lhe A8lC8 program?
a. Academlcally ? (currlculum, Leachlng maLerlal eLc.)
b. racLlcally? (schedule, LransporLaLlon, menLorlng, coordlnaLlon eLc.)

86
AkICk S1UDLN1S

rlor Lo Lhe lnLervlew, ensure Lhe lnLervlewee fllls ln Lhe baslc lnformaLlon secLlon of Lhe
quesLlonnalre

Sex: M / l
Age:
MarlLal sLaLus: Marrled / ln a couple / Slngle/<&=('
no. of chlldren:
>3$%0%?,-%&@ #. A()%B($0(C DDDD
MunlclpallLy or munlclpallLles where you Leach
uo you have a permanenL conLracL? ? / n
Pow many hours do you spend ln A8lC8 classes each week?
hm
h mln
1ransporLaLlon means (mulLlple answers allowed):meLrbus, car, fooL, oLher
Are you currenLly enrolled ln a prlmelra llcencla or a segunda llcencla program.
PlghesL degree obLalned prlor Lo enrolllng ln A8lC8: Plgh School (non escola normal)/
Plgh school (Lscola normal) / Craduao /

sL
cholce 2
nd
Cholce
E(,' aL A8lC8? 1
sL
2
nd
3
rd
4
Lh

1) WhaL are you career asplraLlons for Lhe nexL 3 Lo 10 years? Why ?

2) ln your oplnlon, whaL ls Lhe purpose of A8lC8?

3) uld you mlss any lnformaLlon abouL A8lC8 when applylng and whaL? Pow dld you
geL lnformaLlon abouL A8lC8 (sources)? now, do you feel you have enough
lnformaLlon abouL Lhe program?

4) Why dld you declde Lo Lake parL ln A8lC8?

3) Whlch facLors made you heslLaLe Lo enroll ln A8lC8, lf any?

6) AparL from you, who played a role ln maklng a declslon Lo apply and enroll ln
A8lC8 and how? (lf necessary, prompL: relaLlves, famlly, peer Leachers, school.)

7) WhaL are Lhe key sLrengLhs/advanLages of Lhe program? (lf necessary, prompL:
currlculum, level of dlfflculLy, appllcablllLy on a day Lo day basls, admlnlsLraLlon,
faculLy, coachlng..)

87
8) Pow could Lhe A8lC8 program be lmproved Lo make you a beLLer Leacher?

9) Pave you ever consldered dropplng ouL of A8lC8? And lf so, whaL could be done
Lo enLlce you Lo compleLe Lhe program (vs. drop ouL) ?

10) WhaL keeps you aL ul88! ln A8lC8?

11) WhaL would enLlce you Lo do be a beLLer sLudenL aL ul88! ?

12) Pave you ever consldered a new career afLer ul88! (lnsLead of Leachlng)? lf so, whaL
[ob? Whlch organlzaLlon? Why? WhaL would enLlce you Lo go back Lo Leachlng afLer
graduaLlon?

nC1L: lf Llme permlLs, LesL a range of measures dlrecLly wlLh lnLervlewee ln quallLaLlve
lnLervlews, Lo have Lhelr feedback (suggesL measures dependlng on Lhe prevlous answers)
- Pave a guaranLee of employmenL durlng Lhe years of sLudylng aL A8lC8/ul88!
- Lmpower ul88! Lo force schools Lo ad[usL Leachlng LlmeLable Lo ul88! schedule
- LlmlLlng Lhe number of Leachlng conLracLs Lo one school
- 8educlng Lhe lengLh of Lhe program Lo one year
- ulvldlng years ln one semesLer of full-Llme academlc program and one semesLer of
full-Llme work aL school as a Leacher (whlle malnLalnlng a consLanL salary)
- CeL a Leachlng poslLlon ln a school LhaL ls close Lo ul88! lnsLead of Lhe currenL
school
- Pave a flxed Leachlng schedule for Lhe duraLlon of Lhe whole A8lC8 program
- SeL up offlce hours where faculLy ls avallable for answerlng quesLlons
- SeL up lndlvldual palrlngs wlLh a coach LhaL would be avallable on campus and/or vla
Lhe phone for supporL and menLorlng purposes
- Schedule more evenLs wlLh oLher A8lC8 sLudenLs (e.g. dlnners, sporLs Leam eLc.)
- SeL up a A8lC8 webslLe for sharlng knowledge and Llps wlLh oLher A8lC8
sLudenLs
o AL ul88!
o AL Lhe federal level, wlLh all oLher A8lC8 sLudenLs
- Allow some classes Lo be vlewed onllne
- Make classes more appllcable ln my day-Lo-day Leachlng acLlvlLles
- Pave more flexlblllLy Lo choose Lhe classes of lnLeresL
- CeL vouchers for LransporLaLlon, food, books eLc.
- Pave Lhe opLlon Lo apply for merlL-based A8lC8 scholarshlps
- Pave Lhe opLlon Lo apply for lncome-based scholarshlps
- rovlde accommodaLlon near Lhe campus aL reasonable prlces for me and my famlly
- CeL more lnformaLlon abouL Lhe meanlng and lmpacL of Lhe A8lC8 program
- rovlde more lnformaLlon on A8lC8 Lo my school(s)
- rovlde more lnformaLlon (e.g. vla brochures, webslLe eLc.) LhaL l can glve Lo my
relaLlves so LhaL Lhey beLLer undersLand Lhe purpose of A8lC8
- ubllsh or puL onllne daLa abouL Lhe lmpacL of A8lC8 on educaLlon and sklll
lmprovemenL 8razll
- CeL recognlLlon from my school (e.g. on boards, offlclal Lhank)
- AdverLlse A8lC8 more sLrongly Lo enhance Lhe repuLaLlon of Lhe program
- CeL speclal loans aL good raLes (addressed Lo A8lC8 sLudenLs)
- Pave a guaranLee of salary lncrease ln case of graduaLlon

13) uo you have any oLher commenL?
88
CLASS C8SLkVA1ICN GUIDL
AkICk AND NCN-AkICk S1UDLN1S

A8lC8 CLASS C8SL8vA1lCn

LecLurer:

uaLe:

1lme:

Cbserver:

Sub[ecL:

noLes:

89

kLGULAk S1UDLN1S MIkLD WI1n AkICk CNLS (NCN AkICk S1UDLN1S)

Sex: M / l
Age:
?ear aL ul88! (1/2/3/4):
Sub[ecL sLudled:
MunlclpallLy of resldence:
number of sLudenLs ln class:
Cf whlch A8lC8 parLlclpanLs vs. oLhers:

1. Pow would you characLerlze your relaLlonshlp wlLh your oLher classmaLes?
Academlcally speaklng? Soclally speaklng?

2. 1o whaL exLenL do you dlfferenLlaLe beLween A8lC8 sLudenLs and oLher sLudenLs?

a. ln your lnLeracLlons wlLh your classmaLes
b. ln your assessmenL of Lhe academlc performances of oLher classmaLes

3. ln general how do you Lhlnk oLher non A8lC8 sLudenLs of your class lnLeracL wlLh
A8lC8 parLlclpanLs? Pow do Lhey see Lhem? uo Lhey share your vlews?

4. lf you had Lhe cholce, would you raLher be ln a unlform class wlLhouL A8lC8
parLlclpanLs or would you remaln ln a mlxed class lncludlng A8lC8 parLlclpanLs?

3. WhaL are Lhe advanLages and dlsadvanLages of belng mlxed wlLh A8lC8
parLlclpanLs ln your eyes?

6. WhaL would you llke Lo see ln order Lo lmprove your academlc and soclal experlence
aL ul88!?

7. CLher commenLs?

90

AkICk DkCCU1S

quesLlonnalre

Age:
separaLed / Slngle
number of chlldren:

Sub[ecL:
uo you have a permanenL conLracL(clrcle rlghL answer)? ? / n

sL
cholce 2
nd
Cholce
sL
2
nd
3
rd
4
Lh
3
Lh


hm
h mln


2) ln your oplnlon, whaL ls Lhe purpose of A8lC8?

3) Why dld you declde Lo Lake parL ln A8lC8?

4) When dld you drop ouL (how many semesLers)?

3) Why dld you drop ouL of A8lC8?

91
6) uld you reach ouL Lo ul88!'s faculLy and/or admlnlsLraLlon prlor Lo dropplng ouL, ln
order Lo make a declslon?

7) uld you seek advlce from oLher persons prlor Lo make a declslon Lo drop ouL?
rompL: school prlnclpal, colleagues aL school, oLher A8lC8 sLudenLs, famlly &
frlends

8) Were you fearful of loslng Lhelr [obs because of A8lC8?

9) WhaL would have prevenLed you from dropplng ouL? Who could have changed your
mlnd and made you perslsL?


nC1L: lf Llme permlLs, we could LesL a range of measures dlrecLly wlLh lnLervlewee ln
quallLaLlve lnLervlews, Lo have Lhelr quallLaLlve feedback
- Pave a guaranLee of employmenL durlng Lhe years of sLudylng aL A8lC8/ul88!
- Lmpower ul88! Lo force schools Lo ad[usL Leachlng LlmeLable Lo ul88! schedule
- LlmlLlng Lhe number of Leachlng conLracLs Lo one school
- 8educlng Lhe lengLh of Lhe program Lo one year
- ulvldlng years ln one semesLer of full-Llme academlc program and one semesLer of
full-Llme work aL school as a Leacher (whlle malnLalnlng a consLanL salary)
- CeL a Leachlng poslLlon ln a school LhaL ls close Lo ul88! lnsLead of Lhe currenL
school
- Pave a flxed Leachlng schedule for Lhe duraLlon of Lhe whole A8lC8 program
- SeL up offlce hours where faculLy ls avallable for answerlng quesLlons
- SeL up lndlvldual palrlngs wlLh a coach LhaL would be avallable on campus and/or vla
Lhe phone for supporL and menLorlng purposes
- Schedule more evenLs wlLh oLher A8lC8 sLudenLs (e.g. dlnners, sporLs Leam eLc.)
- SeL up a A8lC8 webslLe for sharlng knowledge and Llps wlLh oLher A8lC8
sLudenLs
o AL ul88!
o AL Lhe federal level, wlLh all oLher A8lC8 sLudenLs
- Allow some classes Lo be vlewed onllne
- Make classes more appllcable ln my day-Lo-day Leachlng acLlvlLles
- Pave more flexlblllLy Lo choose Lhe classes of lnLeresL
- CeL vouchers for LransporLaLlon, food, books eLc.
- Pave Lhe opLlon Lo apply for merlL-based A8lC8 scholarshlps
- Pave Lhe opLlon Lo apply for lncome-based scholarshlps
- rovlde accommodaLlon near Lhe campus aL reasonable prlces for me and my famlly
- CeL more lnformaLlon abouL Lhe meanlng and lmpacL of Lhe A8lC8 program
- rovlde more lnformaLlon on A8lC8 Lo my school(s)
- rovlde more lnformaLlon (e.g. vla brochures, webslLe eLc.) LhaL l can glve Lo my
relaLlves so LhaL Lhey beLLer undersLand Lhe purpose of A8lC8
- ubllsh or puL onllne daLa abouL Lhe lmpacL of A8lC8 on educaLlon and sklll
lmprovemenL 8razll
- CeL recognlLlon from my school (e.g. on boards, offlclal Lhank)
- AdverLlse A8lC8 more sLrongly Lo enhance Lhe repuLaLlon of Lhe program
- CeL speclal loans aL good raLes (addressed Lo A8lC8 sLudenLs)
- Pave a guaranLee of salary lncrease ln case of graduaLlon
92
NCN AkICk 1LACnLkS

quesLlonnalre

Age:
separaLed / Slngle
number of chlldren:

Sub[ecL:
uo you have a permanenL conLracL (clrcle rlghL answer)? ? / n

sL
cholce 2
nd
Cholce
sL
2
nd
3
rd
4
Lh
3
Lh


hm
h mln


2) uo you feel sufflclenLly equlpped as a Leacher?

3) WhaL hard/sofL skllls would help you Lo be a beLLer Leacher?

4) lf you are lnLeresLed ln any Lralnlng, whaL klnd of form would lL Lake ldeally? (lf
necessary, prompL: dlsclpllnes, conLenL vs. meLhodology, duraLlon of Lralnlng,
evenlng course / week end course / full Llme course eLc.)

3) uo you see or foresee any lssues/problems Leachlng wlLhouL an approprlaLe llcense?

6) Pave you ever heard abouL A8lC8?

93
lf ?LS (nCWS A8Cu1 A8lC8):

1) uld you ever apply for A8lC8?

2) lf so, why?

3) WhaL dld you Lhlnk of Lhe admlsslon process?

4) Would you reapply for A8lC8? / uld you apply several Llmes?

3) lf you never applled for A8lC8, why? WhaL would make you change your mlnd and
apply for A8lC8?

6) Pow dld you hear abouL A8lC8?

7) WhaL do you know abouL A8lC8 and lLs purpose?

8) uo you mlss any lnformaLlon abouL A8lC8 ln order Lo make an lnformed declslon
Lo apply? lf so whaL would you llke Lo know? Pow/Where do you look for
lnformaLlon abouL lL?

9) Were Lhere oLher conslderaLlons when you applled for A8lC8?

10) WlLh whom dld you Lalk abouL A8lC8? uld you seek advlce from school prlnclpals?
lrlends? lamlly? eer Leachers? 1eachers LhaL are already enrolled ln A8lC8?
CLher?

11) uld you geL feedback / lnslghLs abouL A8lC8 from A8lC8 sLudenLs? lrom
A8lC8 dropouLs?

12) ln your eyes, whaL are Lhe key sLrengLhs and weaknesses of Lhe program? (lf
necessary, prompL: currlculum, level of dlfflculLy, appllcablllLy on a day Lo day basls,
admlnlsLraLlon, faculLy, coachlng..)

13) Pave you ever consldered a new career (lnsLead of Leachlng)? lf so, whaL [ob? Whlch
organlzaLlon? Why?

lf nC (uCLS nC1 nCW A8Cu1 A8lC8):

FG?-,%$ H=,& IJAK<A %)C IJAK<A %)L

1) WhaL are Lhe sLrengLhs and weaknesses of Lhls program ln your eyes?

2) Are you lnLeresLed ln applylng? Why or why noL?

3) lf noL: WhaL would prevenL you from golng? Pow should A8lC8 be deslgned for
you Lo apply?

1C ALL 8LSCnuLn1S:

94
SCnCCL kINCIALS

quesLlonnalre

Sex: M / l
Age:
MunlclpallLy where you work as a school prlnclpal

?ears of experlence as a school prlnclpal:
Cverall number of Leachers aL Lhe school:
Cf whlch:
number of Leachers enrolled ln A8lC8 and Leachlng aL Lhe school:
number of A8lC8 dropouLs

1) uld you ever hear abouL A8lC8?

ll ?LS:

2) lf so, whaL do you know abouL Lhe program and lLs mlsslon (overall, aL a federal
level)? And do you supporL Lhem?

3) uo you communlcaLe abouL A8lC8 ln your school? Why ? lf yes, how?

4) uld you ever encourage Leachers aL your school Lo apply for A8lC8? Why?

3) uld any of Lhe Leachers aL your school ask you for advlce abouL A8lC8? lf so, how
dld you reacL? Why? ln general, do you provlde advlce/recommendaLlons Lo
Leachers?

6) uld any of Lhe Leachers aL your school ask you Lo enroll ln A8lC8? lf so, how dld
you reacL? Why?

7) uo you Lhlnk A8lC8 ls relevanL for Lhe Leachers of your school? Why?

8) ln your eyes, whaL are Lhe key sLrengLhs and weaknesses of Lhe program? (lf
necessary, prompL: currlculum, level of dlfflculLy, appllcablllLy on a day Lo day basls,
admlnlsLraLlon, faculLy, coachlng..)

9) uo you Lhlnk A8lC8 ls useful Lo Lhe Leachers of your school LhaL are enrolled? Why?

10) Pow frequenL and effecLlve are your lnLeracLlons wlLh Lhe secreLarlaLs, ln general
and more speclflcally on A8lC8?

11) Pow frequenL and effecLlve are your lnLeracLlons wlLh ul88! as regard A8lC8?

12) uld you make any arrangemenL for Lhe Leachers enrolled ln A8lC8? 8educLlon ln
number of hours? Ad[usLmenL of schedule? Pelp wlLh LransporLaLlon? 8ecrulLmenL
of addlLlonal Leacher(s)?
95

lf nC (uCLS nC1 nCW A8Cu1 A8lC8):

FG?-,%$ H=,& IJAK<A %)

13) Would you supporL Leachers of your school applylng for A8lC8? Why or why noL?

14) lf noL, whaL would make you change your mlnd and make you encourage Leachers Lo
apply?


ALL 8LSCnuAn1S:

16) uo you Lhlnk Leachers wlLhouL an approprlaLe llcense are as quallfled Lo Leach as
Lhose wlLh a llcense? Why?

17) Pow flexlble are you/ would you be wlLh: Ad[usLlng schedules of Leachers? WlLh
llberaLlng Lhem?

18) WhaL would you pay Leachers upon A8lC8 graduaLlon?

96

X. REFERENCES
8razll lnsLlLuLe, Woodrow Wllson CenLer. 8eLrleved from hLLp://www.wllsoncenLer.org
Lmbassy of 8razll, 2011. 8eLrleved from hLLp://www.brasllemb.org/educaLlon/educaLlon-ln-
brazll-and-ln-Lhe-us
!lCA, (2003). SecLor SLudy for LducaLlon ln 8razll. !apan 8ank for lnLernaLlonal CooperaLlon.
8eLrleved from
hLLp://www.[lca.go.[p/acLlvlLles/schemes/flnanceco/approach/pdf/brazll.pdf
!ose Manoel Carvalho de Mello (2006). 1he Plgher LducaLlon SysLem ln 8razll and lLs
uevelopmenLal 8ole. aper presenLed aL unlvL8SluAu 2006": 3Lh lnLernaLlonal
Congress on Plgher LducaLlon
8LLAC, (2011). SlLuacln LducaLlva de Amerlca LaLlna y el Carlbe: CaranLlzando la
educacln de calldad para Lodos. lnforme reglonal de 8evlsln y Lvaluacln del
rogreso en Amerlca LaLlna y el carlbe hacla la Lducacln para Lodos en el marco del
royecLo 8eglonal de Lducacln para Amerlca LaLlna y el Carlbe (L1/8LLAC).
Marzo 2011.
unlCLl, (2009). unlLed naLlon Chlldren's lund. 8eLrleved from
hLLp://www.unlcef.org/lnfobycounLry/brazllsLaLlsLlcs.hLml#77
unu, (2011). unlLed naLlons uevelopmenL rogramme
hLLp://hdrsLaLs.undp.org/en/counLrles/proflles/88A.hLml
World 8ank, (2010). Achlevlng World Class LducaLlon ln 8razll. Puman uevelopmenL SecLor
ManagemenL unlL. WashlngLon uC

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