The Ministry of Education (MEC) and the Anísio Teixeira National Institute for Educational Studies and Research (Inep) released the results of the 2023 Higher Education Census on Thursday, October 3.

According to the statistical survey, students who gained admission to federal higher education through quota programs in 2014 had a graduation rate 10% higher than that of non-quota students over a decade (2014–2023).

The trajectory indicators, calculated based on the Higher Education Census, also showed that the University for All Program (Prouni) and the Student Financing Fund (Fies) have a positive impact on the graduation rate for undergraduate programs in Brazil.

The Higher Education Census reveals that, last year, 51% of students in the federal system who received quotas completed their degree, while the rate among those who did not receive quotas was 41%. An analysis of the effects of Prouni on the completion rate showed that 58% of beneficiaries completed their undergraduate degree last year, compared to 36% among students not covered by the program. Meanwhile, the graduation rate among students receiving Fies financial aid was 15% higher than that of students who do not receive the aid: 49% versus 34%.

Higher Education Census

The purpose of statistical research is to provide detailed information on the state of and trends in Brazilian higher education, as well as to guide public policy in the sector. Once released, this information becomes official data on the state of higher education.

In addition to supporting the formulation, monitoring, and evaluation of public policies on higher education, the census contributes to the calculation of quality indicators, such as the Preliminary Course Rating (CPC) and the Institution’s General Index of Evaluated Courses (IGC). Inep’s work focuses on the collection, production, and analysis of statistics.

• View the results of the 2023 Higher Education Census
• View the presentation featuring the key highlights
• Check out the press conference announcing the results
• Learn more about the Higher Education Census

Unpublished analyses

For the first time, statistical research presents an analysis of access to higher education immediately after the completion of basic education. The federal system (as well as the private system) and high school programs linked to vocational and technical education are more effective at moving students directly (the following year) from high school to higher education.

Of the high school graduates in 2022, 27% enrolled in higher education in 2023. When looking at high school graduates from federal schools, that proportion rises to 58% (a trend similar to that of graduates from private schools, at 59%).

Students from public high schools fell below the average: only 21% enrolled in higher education immediately after completing high school. Students who completed high school in conjunction with vocational education (either integrated or concurrent) also found it easier to enter higher education the following year. Of this group, 44% enrolled in an undergraduate program immediately after graduation—another figure above the average.

When looking at those who completed high school in the regular track and in youth and adult education (EJA), the percentages are 30% and 9%, respectively. The same analysis was also conducted by school location: 27% of students from urban schools entered higher education immediately after completing basic education, while the figure for those from rural schools was 16%.

Another previously unpublished breakdown reveals how many of Brazil’s 5,570 municipalities have students enrolled in higher education, either in person or through distance learning centers. The analysis revealed that 89.7% of distance learning enrollments are in 1,085 municipalities where in-person courses are offered. Only 10.3% of distance learning enrollments are in 2,281 municipalities where this is the only way to earn a bachelor’s degree.

Offer

The 2023 census recorded 2 , 580 institutions of higher education. Of these, 87.8% (2,264) were private and 12.2% (316) were public. In this context, the private sector offered 95.9% (23,681,916) of the more than 24.6 million enrollment slots. The public sector, meanwhile, accounted for 4.1% (1,005,214) of the available spots, with 65.5% (658,273) of these spots at federal institutions. In the distance learning (EaD) category, 77.2% (19,181,871) of the available spots were offered; on-campus programs accounted for 22.8% (5,505,259).

Registration

The number of enrollments continued the upward trend of recent years and reached more than 9.9 million —a 5.6% increase between 2022 and 2023: the largest since 2014. Private institutions accounted for the majority of enrolled students: 79.3% (7,907,652)—a 7.3% increase over the same period. Public institutions, meanwhile, accounted for 20.7% (2,069,130) of enrollments, a slight decrease of 0.4% over the same period.

There were more than 4.9 million new students (students who began an undergraduate program in 2023). Of these, 88.6% (4,424,903) were in the private sector and 11.4% (569,089) were in the public sector. Enrollment in distance learning programs accounted for 66.4% (3,314,402), while enrollment in on-campus programs accounted for 33.6% (1,679,590).

In contrast to the overall picture of new students (where distance learning outnumbers on-campus enrollment), in the public university system specifically, the majority of new enrollments were in on-campus undergraduate programs: 85% (481,578). The remaining 15% (87,511) are students in distance learning programs. This considerable difference can also be observed—albeit in the opposite direction—in the private university system. In this case, 73% (3,226,891) of new students enrolled in distance learning programs, while 27% (1,198,012) enrolled in on-campus programs.

Teacher Training

Of the more than 1.7 million enrollments in teacher education programs, 67.1% (1,148,576) were at private institutions and 32.9% (562,407) at public institutions. Enrollments in in-person teacher education programs accounted for 80.3% of the total in the public sector.

However, when analyzing only the private sector, it is evident that 90% of enrollments were in distance learning programs. When it comes to enrollment in teacher-training programs, it is noted that, in the public sector, 70.2% of these enrollments were in on-campus programs. In contrast, in the private sector, 93.5% of students enrolled in distance learning programs.

In order to improve the assessment processes for teacher-training programs, the Ministry of Education (MEC) revised the National Student Performance Exam (Enade) in early July 2024 through Administrative Order No. 610/2024. The main changes concern the reference frameworks and the objectives of the exams, which will now place greater emphasis on assessing teaching competencies than on the subject-specific content of each program.  

The exam will feature not only a new format of test items but also an assessment of the teaching competencies and practical skills developed by students during their mandatory supervised teaching practicums. The Enade will be administered for degree programs in 17 different fields of study. The 2024 edition will evaluate teacher education programs. 

Faculty

In total, 327,966 faculty members worked in higher education in 2023. Of these, 177,599 were in the public sector and 150,367 were in private institutions. When analyzing the student-to-faculty ratio, the Higher Education Census found that there were 11.9 faculty members for every student in the public sector. In the private sector, however, this ratio is more than four times higher: 51.9 students per faculty member.

Source: Inep’s Media Relations Office, with information from the MEC

Share on social media: