Um estudo sobre a metodologia utilizada para ponderar os grupos de cursos das UFs na fórmula do aluno equivalente
Autor(a) principal: | |
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Data de Publicação: | 2023 |
Tipo de documento: | Dissertação |
Idioma: | por |
Título da fonte: | Biblioteca Digital de Teses e Dissertações da UFPB |
Texto Completo: | https://repositorio.ufpb.br/jspui/handle/123456789/30040 |
Resumo: | The Budget Matrix for Other Costs and Capital (OCC) is the instrument established for the distribution of resources to be transferred to each university. It is based on the number of equivalent students of each university, the efficiency/effectiveness indicator RAP (Student-Teacher Ratio) and the quality indicators of the courses. Among these indicators, the equivalent student indicator is the main one, because it accounts for 90% of the distributed resources, which is calculated using the equivalent student formula, which is composed of course group weights. Considering that the weights per group used in Brazil were based on the same structure of courses in England, and considering the impact that these weights have on the cost indicator and on the distribution of resources in the Federal Universities (UFs) of Brazil, this study aims to analyze the adherence of the weights, used in England until the year 2018, in the attribution of weights per group of courses of the Brazilian UFs. This work was developed in four chapters in the format of scientific articles. In article 1, a survey of the state of the art was carried out using the systematic review method, which guarantees greater reliability and reproducibility.The methodology used for article 2 was action research, which can be understood as a research method and also a strategy for conducting qualitative and applied scientific research, of a participatory nature, with the objective of seeking a collective solution to a given problem-situation. Some countries present more than one mechanism to finance universities, as is the case of the USA, which presents a large representation of tuition subsidies as well as from the State. Canada is represented by both incremental funding and student fees. Analyzing England's educational system it was possible to notice that it is totally focused on the student's vocation, while in Brazil, despite the concern with vocation, the main focus of the system is on the professionalization of these students. The intentions coincide with respect to formula financing, but differ in spending on higher education, which in the case of England is less than 1% of GDP. The results showed that although some countries have been grouped by similar characteristics, it is noted that higher education in each country has its specificities, for this reason the use of financing structures that are based on the reality of education in other countries needs to be analyzed, since they must take into account the uniqueness of each system. |
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Um estudo sobre a metodologia utilizada para ponderar os grupos de cursos das UFs na fórmula do aluno equivalenteEngenharia de produçãoEnsino superior - FinanciamentoPonderação de cursoProduction engineeringHigher education - FundingCourse weightingCNPQ::ENGENHARIAS::ENGENHARIA DE PRODUCAOThe Budget Matrix for Other Costs and Capital (OCC) is the instrument established for the distribution of resources to be transferred to each university. It is based on the number of equivalent students of each university, the efficiency/effectiveness indicator RAP (Student-Teacher Ratio) and the quality indicators of the courses. Among these indicators, the equivalent student indicator is the main one, because it accounts for 90% of the distributed resources, which is calculated using the equivalent student formula, which is composed of course group weights. Considering that the weights per group used in Brazil were based on the same structure of courses in England, and considering the impact that these weights have on the cost indicator and on the distribution of resources in the Federal Universities (UFs) of Brazil, this study aims to analyze the adherence of the weights, used in England until the year 2018, in the attribution of weights per group of courses of the Brazilian UFs. This work was developed in four chapters in the format of scientific articles. In article 1, a survey of the state of the art was carried out using the systematic review method, which guarantees greater reliability and reproducibility.The methodology used for article 2 was action research, which can be understood as a research method and also a strategy for conducting qualitative and applied scientific research, of a participatory nature, with the objective of seeking a collective solution to a given problem-situation. Some countries present more than one mechanism to finance universities, as is the case of the USA, which presents a large representation of tuition subsidies as well as from the State. Canada is represented by both incremental funding and student fees. Analyzing England's educational system it was possible to notice that it is totally focused on the student's vocation, while in Brazil, despite the concern with vocation, the main focus of the system is on the professionalization of these students. The intentions coincide with respect to formula financing, but differ in spending on higher education, which in the case of England is less than 1% of GDP. The results showed that although some countries have been grouped by similar characteristics, it is noted that higher education in each country has its specificities, for this reason the use of financing structures that are based on the reality of education in other countries needs to be analyzed, since they must take into account the uniqueness of each system.NenhumaA Matriz de Orçamento de Outros Custeios e Capital (OCC) é o instrumento estabelecido para a distribuição dos recursos a serem repassados a cada universidade. Essa tem como base o número de alunos equivalentes de cada universidade, o indicador de eficiência/eficácia RAP (Relação Aluno Professor) e os indicadores de qualidade dos cursos. Dentre esses indicadores citados, o indicador aluno equivalente é o principal, pois é responsável por 90% dos recursos distribuídos.O cálculo desse indicador é realizado por meio da fórmula do aluno equivalente, a qual é composta por pesos de grupos de cursos. Considerando que os pesos por grupo utilizados no Brasil foram baseados na mesma estrutura dos cursos da Inglaterra, e considerando o impacto que estes pesos têm sobre o indicador de custos e sobre a distribuição de recursos nas Universidades Federais (UFs) do Brasil, esse estudo tem como objetivo analisar a aderência dos pesos, utilizado na Inglaterra até o ano de 2018, na atribuição dos pesos por grupo de cursos das UFs brasileiras. Este trabalho foi desenvolvido em quatro capítulos em formato de artigos científicos. No artigo 1 foi realizado um levantamento do estado da arte com uso do método de revisão sistemática, que garante a pesquisa maior confiabilidade e reprodutibilidade. A metodologia utilizada para o artigo 2 foi a pesquisa-ação, que pode ser entendida como um método de pesquisa e também uma estratégia de realização de pesquisa científica qualitativa e aplicada, de natureza participativa, com objetivo de buscar uma solução coletiva para uma determinada situação-problema. Alguns países apresentam mais de um mecanismo para financiar as universidades, é o caso dos EUA que apresentam grande representatividade de subsídios de mensalidades assim como do Estado. O Canadá é representado tanto pelo financiamento incremental quanto pelas mensalidades estudantis. Analisando o sistema educacional da Inglaterra foi possível notar que este é totalmente focado na vocação do aluno, enquanto que no Brasil apesar de existir uma preocupação com a vocação o maior foco do sistema está na profissionalização desses alunos. As intenções coincidem no que diz respeito ao financiamento por fórmulas, mas divergem nos gastos com ensino superior, o qual no caso da Inglaterra são menores que 1% do PIB. Os resultados demonstraram que apesar de alguns países terem sido agrupados por meio de características semelhantes, nota-se que o ensino superior em cada país tem suas especificidades, por este motivo a utilização de estruturas de financiamento que se baseiam na realidade de ensino de outros países precisam ser analisadas, posto que, devem levar em consideração a unicidade de cada sistema.Universidade Federal da ParaíbaBrasilEngenharia de ProduçãoPrograma de Pós-Graduação em Engenharia de ProduçãoUFPBLeite, Maria Silene Alexandrehttp://lattes.cnpq.br/1065749189635699Albuquerque, Carla Andréa Mendonça de2024-04-18T10:54:19Z2023-04-192024-04-18T10:54:19Z2023-02-17info:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/masterThesishttps://repositorio.ufpb.br/jspui/handle/123456789/30040porAttribution-NoDerivs 3.0 Brazilhttp://creativecommons.org/licenses/by-nd/3.0/br/info:eu-repo/semantics/openAccessreponame:Biblioteca Digital de Teses e Dissertações da UFPBinstname:Universidade Federal da Paraíba (UFPB)instacron:UFPB2024-04-19T06:07:19Zoai:repositorio.ufpb.br:123456789/30040Biblioteca Digital de Teses e Dissertaçõeshttps://repositorio.ufpb.br/PUBhttp://tede.biblioteca.ufpb.br:8080/oai/requestdiretoria@ufpb.br|| diretoria@ufpb.bropendoar:2024-04-19T06:07:19Biblioteca Digital de Teses e Dissertações da UFPB - Universidade Federal da Paraíba (UFPB)false |
dc.title.none.fl_str_mv |
Um estudo sobre a metodologia utilizada para ponderar os grupos de cursos das UFs na fórmula do aluno equivalente |
title |
Um estudo sobre a metodologia utilizada para ponderar os grupos de cursos das UFs na fórmula do aluno equivalente |
spellingShingle |
Um estudo sobre a metodologia utilizada para ponderar os grupos de cursos das UFs na fórmula do aluno equivalente Albuquerque, Carla Andréa Mendonça de Engenharia de produção Ensino superior - Financiamento Ponderação de curso Production engineering Higher education - Funding Course weighting CNPQ::ENGENHARIAS::ENGENHARIA DE PRODUCAO |
title_short |
Um estudo sobre a metodologia utilizada para ponderar os grupos de cursos das UFs na fórmula do aluno equivalente |
title_full |
Um estudo sobre a metodologia utilizada para ponderar os grupos de cursos das UFs na fórmula do aluno equivalente |
title_fullStr |
Um estudo sobre a metodologia utilizada para ponderar os grupos de cursos das UFs na fórmula do aluno equivalente |
title_full_unstemmed |
Um estudo sobre a metodologia utilizada para ponderar os grupos de cursos das UFs na fórmula do aluno equivalente |
title_sort |
Um estudo sobre a metodologia utilizada para ponderar os grupos de cursos das UFs na fórmula do aluno equivalente |
author |
Albuquerque, Carla Andréa Mendonça de |
author_facet |
Albuquerque, Carla Andréa Mendonça de |
author_role |
author |
dc.contributor.none.fl_str_mv |
Leite, Maria Silene Alexandre http://lattes.cnpq.br/1065749189635699 |
dc.contributor.author.fl_str_mv |
Albuquerque, Carla Andréa Mendonça de |
dc.subject.por.fl_str_mv |
Engenharia de produção Ensino superior - Financiamento Ponderação de curso Production engineering Higher education - Funding Course weighting CNPQ::ENGENHARIAS::ENGENHARIA DE PRODUCAO |
topic |
Engenharia de produção Ensino superior - Financiamento Ponderação de curso Production engineering Higher education - Funding Course weighting CNPQ::ENGENHARIAS::ENGENHARIA DE PRODUCAO |
description |
The Budget Matrix for Other Costs and Capital (OCC) is the instrument established for the distribution of resources to be transferred to each university. It is based on the number of equivalent students of each university, the efficiency/effectiveness indicator RAP (Student-Teacher Ratio) and the quality indicators of the courses. Among these indicators, the equivalent student indicator is the main one, because it accounts for 90% of the distributed resources, which is calculated using the equivalent student formula, which is composed of course group weights. Considering that the weights per group used in Brazil were based on the same structure of courses in England, and considering the impact that these weights have on the cost indicator and on the distribution of resources in the Federal Universities (UFs) of Brazil, this study aims to analyze the adherence of the weights, used in England until the year 2018, in the attribution of weights per group of courses of the Brazilian UFs. This work was developed in four chapters in the format of scientific articles. In article 1, a survey of the state of the art was carried out using the systematic review method, which guarantees greater reliability and reproducibility.The methodology used for article 2 was action research, which can be understood as a research method and also a strategy for conducting qualitative and applied scientific research, of a participatory nature, with the objective of seeking a collective solution to a given problem-situation. Some countries present more than one mechanism to finance universities, as is the case of the USA, which presents a large representation of tuition subsidies as well as from the State. Canada is represented by both incremental funding and student fees. Analyzing England's educational system it was possible to notice that it is totally focused on the student's vocation, while in Brazil, despite the concern with vocation, the main focus of the system is on the professionalization of these students. The intentions coincide with respect to formula financing, but differ in spending on higher education, which in the case of England is less than 1% of GDP. The results showed that although some countries have been grouped by similar characteristics, it is noted that higher education in each country has its specificities, for this reason the use of financing structures that are based on the reality of education in other countries needs to be analyzed, since they must take into account the uniqueness of each system. |
publishDate |
2023 |
dc.date.none.fl_str_mv |
2023-04-19 2023-02-17 2024-04-18T10:54:19Z 2024-04-18T10:54:19Z |
dc.type.status.fl_str_mv |
info:eu-repo/semantics/publishedVersion |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/masterThesis |
format |
masterThesis |
status_str |
publishedVersion |
dc.identifier.uri.fl_str_mv |
https://repositorio.ufpb.br/jspui/handle/123456789/30040 |
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https://repositorio.ufpb.br/jspui/handle/123456789/30040 |
dc.language.iso.fl_str_mv |
por |
language |
por |
dc.rights.driver.fl_str_mv |
Attribution-NoDerivs 3.0 Brazil http://creativecommons.org/licenses/by-nd/3.0/br/ info:eu-repo/semantics/openAccess |
rights_invalid_str_mv |
Attribution-NoDerivs 3.0 Brazil http://creativecommons.org/licenses/by-nd/3.0/br/ |
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openAccess |
dc.publisher.none.fl_str_mv |
Universidade Federal da Paraíba Brasil Engenharia de Produção Programa de Pós-Graduação em Engenharia de Produção UFPB |
publisher.none.fl_str_mv |
Universidade Federal da Paraíba Brasil Engenharia de Produção Programa de Pós-Graduação em Engenharia de Produção UFPB |
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reponame:Biblioteca Digital de Teses e Dissertações da UFPB instname:Universidade Federal da Paraíba (UFPB) instacron:UFPB |
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Universidade Federal da Paraíba (UFPB) |
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UFPB |
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UFPB |
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Biblioteca Digital de Teses e Dissertações da UFPB |
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Biblioteca Digital de Teses e Dissertações da UFPB |
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Biblioteca Digital de Teses e Dissertações da UFPB - Universidade Federal da Paraíba (UFPB) |
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