Brazil (Part VIII, English version) - Convention on Biological Diversity

Ministry of EnvironmentTable 3-8. Number of postgraduatecourses in different regions of <strong>Brazil</strong>(1993).Region Master’s DoctorateTotalNorth 22 6 28North-east 147 28 175South-east 697 459 1,156South 158 60 218Central-West 49 13 62<strong>Brazil</strong> 1,073 566 1,639Source:. CAPES/MEC (1995).Avaliação da Pós-Graduação.Síntese dos Resultados. Brasília.Pessoal de Nível Superior - CAPES) was also created in 1951.It forms part of the Ministry of Education and Sports (Ministériode Educação e Desporto - MEC) and participates in theformulation of policies for post-graduation and training in anumber of areas, including scientific and technologicaldevelopment. It monitors and systematically evaluates (everythree years) all postgraduate courses (1,798 Master’s andDoctoral programmes), supported by 300 scientificconsultants.Its programmes include: advanced qualification ofteaching and technical training; academic development;special training programmes; postgraduate programmessensu strictu; postgraduation overseas; academic exchangeprogrammes; support for sensu latu graduation; and teachertraining for basic education (Primary and Secondary).In addition to these programmes, CAPES supports theparticipation of researchers and teaching staff in, and theorganisation of, scientific events. It also supportspostgraduate courses, and provides scholarships forMaster’s degrees and Doctoral students. In 1992, 11,013scholarships were awarded to 895 Master’s and 347 Doctoralcourses, besides 1,174 scholarships for specialisationcourses. This support went to 162 institutions throughoutthe country (59 federal, 29 state and 71 private institutions).In 1992, the Institutional Programme for Teacher Training(Programa Institucional de Capacitação de Docentes),supported the participation of 3,873 teachers from 123institutions in training programmes, with 100 grants forvisiting professors and 400 for academic studies. In theCAPES Special Training Programme (Programa Especial deTreinamento - PET), 1,650 grants were awarded to studentsand 240 to teacher/tutors.Two thousand scholarships were awarded for trainingabroad, approximately 30% of the budget. The demand inBiological and Agrarian Sciences was not compatible withtheir strategic importance to the country.Resources were invested in scholarships in a range ofacademic areas, including a number related to biodiversity(Table 3-10). There are 1,639 postgraduate courses in thecountry with 7,613 registered and qualified students andteachers in field areas related to biodiversity alone. Table 3-9 indicates the geographic distribution of the courses. Thenumber of academic staff with Ph.Ds increased from 1990 to1993. The number of postgraduate students awarded higher700,000600,000500,000400,000300,000200,000100,0001985 1986 1987 1988 1989 1990 1991 1992 1993 1994Personnel & salaries Grants & scholarships Capital expenses & others Debt service TotalFigure 3-5. Disbursements of the <strong>Brazil</strong>ian National Science Council (CNPq), 1985-1994.Source: Rios et al. (1996)132