The Undergraduate Students

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for higher education (Barioni, Razente, Marcelino, Traina, & Traina, 2014; Corbucci, 2014).

Other factors influence demand, for example, the great portion of the population that do not have access to higher education in the age group considered "ideal," as well as livelihood opportunities and the needs of the labor market (Neri, 2011). Therefore, there is a contingent of people over 24 years to be addressed, namely the "late entry"

population (Corbucci, 2014). Another aspect, which can be considered, is the limited number of public HEIs comparatively to the Private ones.

All these factors contribute to a lack of efficiency in Higher Education purposes (Teichler, 2008).

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Fig. 10 Boxplot diagram with the ages of enrolled undergraduate students per field of interest, Brazil, 2014. Source:

MEC/INEP

The age considered “ideal” for undergraduate courses of 18 to 24 years old has changed when observing the age of students enrolled in undergraduate courses in 2013 and 2014.

There is a significant contingent of students older than 24 years old, coherent to what was mentioned before as “late entry population” (Corbucci, 2014).

Most of the areas have a predominance of students older than 24 (Fig. 11 to Fig. 26).

The youngest – aged between 18 and 19 – are present in Engineering, Production, and Construction; and Agriculture and Veterinary areas, only in 2013. The oldest is in the areas of Humanities and Arts. These findings also indicate the aging of the students’

population. The illustrations represent the students’ ages (x-axis) and the HEIs (y-axis), in each area of OECD. From the illustrations, the areas where there is a significant concentration of enrolled students can be depicted, and their preferences or the preferences for potential demand can be mapped.

Fig. 11 Age of Undergraduate Students in Education, 2013. Source: MEC/INEP

Education Humanities and Arts Social Sciences, Business and Law Science, Math and Computing Engineering, Construction and Production Agriculture and Veterinary Health and Welfare Services

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Fig. 12 Age of Undergraduate Students in Humanities and Arts, 2013. Source: MEC/INEP

Fig. 13 Age of Undergraduate Students in the Social Sciences, Business, and Law Areas, 2013. Source: MEC/INEP

Fig. 14 Age of Undergraduate Students in Science, Mathematics, and Computing Areas, 2013. Source: MEC/INEP

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Fig. 15Age of the Undergraduate students in Engineering, Production, and Construction Areas, 2013. MEC/INEP

Fig. 16Age of Undergraduate Students in Agriculture and Veterinary Areas, 2013. MEC/INEP

Fig. 17Age of Undergraduate Students in Health and Welfare Areas, 2013. MEC/INEP

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Fig. 18 Age of Undergraduate Students in Services, 2013. MEC/INEP

Fig. 19Age of Undergraduate Students in Education, 2014. Source: MEC/INEP

Fig. 20 Age of Undergraduate Students in Humanities and Arts, 2014. Source: MEC/INEP

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Fig. 21 Age of Undergraduate Students in the Social Sciences, Business, and Law Areas, 2014. Source: MEC/INEP

Fig. 22 Age of Undergraduate Students in Science, Mathematics, and Computing Areas, 2014. Source: MEC/INEP

Fig. 23 Age of the Undergraduate students in Engineering, Production, and Construction Areas, 2014. MEC/INEP

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Fig. 24 Age of Undergraduate Students in Agriculture and Veterinary Areas, 2014. MEC/INEP

Fig. 25 Age of Undergraduate Students in Health and Welfare Areas, 2014. MEC/INEP

Fig. 26 Age of Undergraduate Students in Services, 2014. EC/INEP

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Considering the Higher Education Census of 2013 and 2014, it is observed that the age of enrolled students has already increased for Education (from 19 to 21 years old), Engineering, Production and Construction (from 19 to 20), Agriculture and Veterinary (from 19 to 20), Health and Wellness (from 19 to 20), and Services (from 20 to 21 years old). Also, the maximum age of enrolled students has risen in certain areas as Science, Math and Computing (up to 47 years old), Engineering, Production and Construction (up to 28), Agriculture and Veterinary (up to 49 years old), Health and Wellness (up to 52) and Services (up to 43 years old).

These findings are coherent to the OECD’s report (OECD, 2015) which concluded that

“Between 2009 and 2013, the share of the population aged between 25 and 64 years old having completed tertiary education increased by three percentage points, reaching 14%

in 2013".

Another point to be considered is the financial situation of enrolled students, in particular, the undergraduate students who benefit from government economic and funding programs. From the Higher Education Census data (INEP, 2014), it is observed that 2,494,014 (32%) of the enrolled students benefited themselves from public financial programs in 2014. Most of them were enrolled in Social Sciences, Business and Law, Health and Welfare, and Engineering, Production, and Construction undergrad uate courses. This number has increased since 2013 (Fig. 27).

Fig. 27 Number of undergraduate students with scholarships, 2013-2014 270,255

36,019

1,060,390 119,877

452,359 47,786

464,347 42,981

243,857 30,782

905,672 104,440

339,498 33,935

367,198 39,240

0 400000 800000 1200000

OECD 1 Education OECD 2 Humanities and Arts OECD 3 Social Sciences, Business and Law OECD 4 Science, Math and Computing OECD 5 Engineering, Production and

Construction

OECD 6 Agriculture and Veterinary OECD 7 Health and Welfare OECD 8 Services

Number of Undergraduate Students

OECD Main Area

2013 2014

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Any change in the funding public policy, the country's economic situation, and the students or their family income rates can affect, directly or indirectly, the HEIs enrollment rates.

Research presented by the Brazilian Association of Maintainers of Higher Education - ABMES, showed that 50.5% of young people who wish to join higher education could not afford to pay the tuition fees and need the help of government financial and funding programs. Of them, 37.3% said they could afford the monthly payments, and 12.2%

stated that they might afford it. The study surveyed a thousand Brazilians aged between 18 and 30 years with high school degrees (Cruz, 2016). This statement points a tendency for the governments’ financial and funding programs’ rise policy on the contrary to what has been announced. Moreover, it also indicates the potential demand trend, related to the candidates or entrants to higher education.

In Brazil, it was also observed that the students that enter (entrants) Higher Education have a preference for certain knowledge areas (Fig. 28) such as Social Sciences, Business, and Law (40%), Education (18%) and Engineering, Production and Construction (15%), making up for 73% of all preferences.

Fig. 28 Preferred OECD Main Areas of entrant undergraduate students, Brazil, 2014. Source: MEC, INEP

In relation to gender, the female presence is higher (57%) than the male (43%) in the undergraduate courses in 2014. This condition was similar in 2013 for enrolled students’

data (Table 13).

Table 13 Distribution of enrolled student, Brazil, 2013-2014

Gender 2013 % 2014 %

Female 4,179,621 57.23% 4,486,412 57.40%

Male 3,124,169 42.77% 3,329,062 42.60%

Source: MEC, INEP 83,639

414,037

67,832

460,338

188,974 1,242,151

66,185

567,567 OECD 8 Services

OECD 7 Health and Welfare OECD 6 Agriculture and Veterinary

OECD 5 Engineering, Production and Construction OECD 4 Science, Math and Computing

OECD 3 Social Sciences, Business and Law OECD 2 Humanities and Arts

OECD 1 Education

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The differences between genders are also present in the number of enrolled students per OECD main area. The female preferences are Social Sciences, Business , and Law, Education, Health and Welfare. The male preferences are Social Sciences, Business, and Law; Engineering, Production and Construction (Fig. 29). This condition is similar for both 2013 and 2014.

Fig. 29 Enrolled students by gender in OECD Main Areas, Brazil, 2013-2014. Source: MEC, INEP

4.2. The Demographic Standpoint: Undergraduate Students of the Future

No documento Brazilian Higher Education Analysis Through Knowledge Discovery: Annual and Temporal Approaches (páginas 74-83)