_.........-w- 1‘

A CHRONOLOGICAL DESCRIPT IVE ANALYSIS AND‘

ASSESSMENT OF A TECHNICAL ASSISTANcE PROGRAM .  

DEVELOPED FOR THE BRAZILIAN
HIGHER EDUCATION 1 INSTITUTIONS

Dissertation .foT the’Degreer of Ph. D.
MICHIGAN STATE UNIVERSITY
MAURICIO LANSKI
‘ 1977 .

   
     

  

LIBRA F Y * .;
Michigan State‘ .
University :

This is to certify that the

thesis entitled

A Chronological Descriptive Analysis and Assessment
of a Technical Assistance Program DeveloPed for
the Brazilian Higher Education Institutions

presented by

Mauricio Lanski

has been accepted towards fulfillment
of the requirements for

Ph.D. _ Higher Education
degree in

 

 

  

 

Major r essor

Date 5/7/77

0-7639

 

 

 

 

 

 

 

 

ABSTRACT

A CHRONOLOGICAL DESCRIPTIVE ANALYSIS AND ASSESSMENT
OF A TECHNICAL ASSISTANCE PROGRAM DEVELOPED FOR
THE BRAZILIAN HIGHER EDUCATION INSTITUTIONS

By

Mauricio Lanski

The purpose of this study was to describe and assess the
first-year activities of a technical assistance program that became
known as Nuclei of Technical Assistance (NATs), developed for the
Brazilian higher education institutions at the time the investi-
gator Was Coordinator of the office in charge of technical assistance
at the Ministry of Education and Culture (MEC) in Brazil.

A chronological description is provided, showing the major
difficulties encountered in implementing a new technical assistance
concept in a bureaucracy of a national governmental organization.
Basic outlines of two projects developed before the implementation
of the NATs are discussed as part of the chronological historical
description. Subsequently, a detailed discussion of the NATs pro-
ject as well as the operational plan for its first-year activities
(1975) is presented in the same way as it was to MEC authorities,
according to the format requested by the Ministry's General Sec-
retariat, for the Minister's final approval. In addition, a

numerical comparison was made of the activities planned for the

 

 

 

Mauricio Lanski

NATs during l975 and those activities and NATs actually performed
during that year.

Two principal methodologies were used in the study. The
first was a historical description of the problem related to the
Technical Assistance Program for the Brazilian higher education
institutions. It was a chronological presentation of the occur-
rences that led to the creation of a specialized office dedicated
to providing technical assistance to higher education institutions;
'this office was part of MEC's Department of University Affairs (DAU).

The second part of the study dealt with quantitative and
qualitative problems associated with the Technical Assistance
Program. Data and information for this section were gleaned from
responses to questionnaires developed and analyzed for the purpose
of evaluating and/or assessingifiuaprogram during its first year of
activities. This analysis was divided into two parts--one strictly
quantitative and the other interpretative, based on comments and
suggestions of the program clientele.

Finally, after discussing the major findings of the study,
the investigator briefly presented his recommendations for modi-
fications, follow-up, and continuation of the NATs program in its
basic philosophy and format appropriate to this philosophy.
Essentially, this philOSOphy can be viewed as a national network
of cooperative technical assistance performed by the higher educa-
tion institutions themselves in a process involving the exchange of

knowledge and experiences, through such means as consultations,

 

 

 

Mauricio Lanski

in-service training, courses, seminars, research, and publication
of monographs. These activities would be coordinated by the
Department of University Affairs of the Ministry of Education and

Culture in Brazil.

 

 

A CHRONOLOGICAL DESCRIPTIVE ANALYSIS AND ASSESSMENT
OF A TECHNICAL ASSISTANCE PROGRAM DEVELOPED FOR
THE BRAZILIAN HIGHER EDUCATION INSTITUTIONS

By

Mauricio Lanski

A DISSERTATION

Submitted to
Michigan State University
in partial fulfillment for the requirements
for the degree of

DOCTOR OF PHILOSOPHY
Department of Administration and Higher Education

1977

@0707)

R
© Copyright by

MAURICIO LANSKI
I977

 

 

 

 

 

To my father, MANOEL LANSKI, who first taught me the

difficult art of learning. (In Memoriam)

To my mother, ”SLIMA"—-SULAMITA LANSKI, and
To my brother, ISAIAS LANSKI,

with my admiration and love.

 

 

ACKNOWLEDGMENTS

 

It would be difficult adequately to express my appreciation
to all those people who made this study possible. To those who
contributed directly to the study and are mentioned in the text,

I wish to express my sincere thanks. I wish to express my gratitude

 

also to some of those who, during the years of professional and
personal friendship relationships, have imprinted their remarkable
personalities on me, contributing to my professional growth as well
as to my personality. These include:

Dr. Edson Machado de Sousa, Director of the Department of Univer-
sity Affairs (DAU), Ministry of Education and Culture (MEC),
Brazil.

Dr. Heitor Gurgulino de Souza, former Director of DAU-MEC.

Dr. Lynaldo Cavalcanti de Albuquerque, former Associate-Director,
DAU-MEC.

Dom Serafim Fernandes de Araujo, Rector of the Catholic University
of Minas Gerais

Dr. Marcelo de Vasconcelos Correa, former Rector of the Federal
University of Minas Gerais

Dr. Reinier Rozenstraten, former professor, Catholic University
of Minas Gerais

Dr. Ivan Moraes Andrade, Vice-Rector and professor, Catholic
University of Minas Gerais

Dr. Gamaliel Herval, Vice—Rector, Catholic University of Minas
Gerais

Dr. Delcio Vieira Salomon, professor, Federal University of
Minas Gerais '

 

Dr. Pedro Parafita de Bessa, former Dean and professor, Federal
University of Minas Gerais

Dr. Jose Olegario Ribeiro de Castro, professor, Federal Univer-
sity of Minas Gerais

Dr. Eduardo Lopes Rodrigues, former Director for International
Programs of the Council of Rectors of the Brazilian Universities
CRUB

Dr. Marcio Quintfio Moreno, professor, Federal University of
Minas Gerais

Dr. Pedro Galery (in memoriam), former professor, Federal Uni-
versity of Minas Gerais

Dr. Petronio Felicissimo Machado, professor, Federal University
of Minas Gerais

Dr. Jose Ernesto Balstaedt, Dean and professor, Federal Uni-
versity of Minas Gerais

Dr. Amaro Xisto de Queiroz, professor, Federal University of
Minas Gerais

Dr. Terezinha F. Rodrigues de Oliveira, professor, Federal
University of Minas Gerais

Dr. Nelber da Silva Braga, professor, Federal University of
Minas Gerais

Dr. Helio Pontes, professor, Federal University of Minas Gerais

Dr. Fernando Correa Dias, former professor, University of
Minas Gerais

Dr. Joshua Weinstein, professor, College of Education, University
of Houston

Dr. Stanley G. Sanders, professor, College of Education,
University of Houston

Dr. Robert B. Howsam, Dean and professor, College of Education,
University of Houston

My sincere thanks goes to Mrs. Heloisa Moogen Mangoni and
Miss Sandra Mara de Moraes Carvalho for their help in collecting
and organizing the data, which made possible the analysis of this

study.

 

To all staff members from the Ministry of Education and

Culture in Brazil and more particularly to my colleagues in the
Department of University Affairs, as well as to the personnel of
the General Secretariat of MEC who helped me with the development
of the Technical Assistance Program, I wish to express my gratitude.
I To Dr. Walter F. Johnson, for his counsel, direction, and
assistance as Chairman of the guidance committee, my sincere thanks.
I also wish to express my deep admiration and gratitude to
Dr. Johnson for his patience in dealing with foreign students like
myself and for his tremendously high quality as a human being.

To Dr. Louis C. Stamatakos, Dr. Richard L. Featherstone,
and Dr. T. Harry McKinney, for their counsel and encouragement, and
for serving as committee members, I wish to express my recognition
and gratitude.

To Mrs. Joalis Nunes Sachs, I am indebted for the help in
the translation into English of several technical documents as well
as the typing of the first draft of this study.

To Mrs. Susan Cooley, I am indebted for the final editing
and typing of the dissertation; her dedication to do so was far
beyond a simple professional duty.

Finally, I wish to express my appreciation to the Coordina-
tion for the Improvement of Higher Education Personnel (CAPES) in

Brazil, for its financial support.

LIST OF

Chapter
I.

II.

III.

IV.

VII.

TABLE OF CONTENTS

Page
TABLES ........................ viii
ORGANIZATION OF THE STUDY .............. l
Introduction ................... . l
Statement of the Problem .............. 3
Purpose of the Study ................ 4
Limitations .................... 4
Methodology for the Study ............. 5
Definition of Abbreviations ............ 6
Background of the Problem ............. 8
CONCEPTION AND PROPOSAL OF A TECHNICAL ASSISTANCE
PROGRAM FOR THE BRAZILIAN UNIVERSITIES . ...... ll
Technical Assistance in Coordinated Action ..... ll
Gathering Data and Information ........... l6
Objectives of Technical Assistance Program No. l:
DAU-MEC/CODEAT ............. . . . . . 17
THE EXPANSION OF THE TECHNICAL ASSISTANCE PROGRAM:
CREATION OF THE NUCLEI OF TECHNICAL ASSISTANCE . . . 24
THE NAT PROJECT ACCORDING TO THE FORMAT REQUIRED BY
MEC'S GENERAL SECRETARIAT FOR THE MINISTER'S
APPROVAL ...................... 28
PRESSURES AND NEEDS CONCERNING AN EXPANSION OF
THE NUCLEI OF TECHNICAL ASSISTANCE PROJECT ..... l03
ASSESSMENT OF THE NATs' ACTIVITIES IN l975 ...... llS
Consultants Who Worked in the NATs in l975 ..... llS
Activities Performed by the NATs in l975 . . . . . . ll7
Other Activities Performed by the NATs in l975 . . . lZl
Clientele Evaluations of the NATs' First-Year
Activities ................... 129

Questionnaires Sent to the In- Service Training
Participants .............. . . . . l32

vi

Chapter

Questionnaires Sent to the HEIs Concerning

the Consultations ...............

Comments Made by In-Service Training Participants
and the HEIS That Were Assisted Through

Consultations ..................
In-Service Training Participants .........
HEIS Assisted by Consultations ..........

Evaluative Interpretation by CODEAT/CODEMOR:

A Summary ....................
Comments About the In-Service Training Activities.
Comments About Consultations ...........

VII. SUMMARY AND CONCLUSIONS ...............

Conclusions and Recommendations ..........
Inferences and Speculations ............
Epilogue ......................

APPENDICES ..........................

A. HISTORICAL/CHRONOLOGICAL TABLE REGARDING HIGHER
EDUCATION IN BRAZIL SINCE THE COUNTRY'S DISCOVERY
BY THE PORTUGUESE TO THE ESTABLISHMENT OF THE

UNIVERSITY OF RIO DE JANEIRO ............

B. ACRONYMS AND/OR ABBREVIATIONS USED IN TABLE 6

vii

BIBLIOGRAPHY .........................

Page

134

138
138
l4l
I42
143
146
ISO
154
156
l57

l59

I60
I66
174

1—... W.

 

 

Table

(TI-kw

LIST OF TABLES

Activities Performed by the NATs in 1975 .......

Comparative Data: Activities Planned in the Covenants
and Activities Actually Completed by the NATs in
1975 .............. . ..... .

Data Regarding Internal Seminars . . . . . ......

Data Regarding Courses Offered by NAT 06 in 1975

Monographs Prepared by the NATs in 1975 ........

The Institutions That Received Technical Assistance

in 1975, by NAT ...................

Questionnaires Sent and Returned, by NAT .......

Responses to the In-Service Training Questionnaire

Responses to the Consultation Questionnaire ......

viii

Page

119
120
122
123

124
131
135
139

 

CHAPTER I
ORGANIZATION OF THE STUDY

Introduction

In Brazil's political and economic history, the decade from
1965 to 1975 will surely come to be known as the period of great
aspirations and delineations of projects and programs for the
country's development. Independent of any political involvement,
one fact is incontestable: "something new" has been happening in
the country.

The government's ideology, which is directed toward a
political/economic system characterized by the dominant philosophy
of the western world, has attracted foreign investment in the
country, as well as stimulating greater investments from Brazilian
entrepreneurs. At the same time, the government has increased its
investments in the basic and service industries of the country.
This situation, together with increased job opportunities in
industry, commerce, and service occupations, has been compounded,
although gradually, by the demand in the agricultural sector for
more technicians and skilled workers.

The inevitable impact of such a picture, in terms of the
demands forlabor and specialized technology, pressed Brazilian
leaders to reach a decision regarding the necessity of preparing

more and better human resources. Therefore, in contrast to the

l

previous period, when the investment emphasis had been almost
exclusively on capital goods such as machines and equipment, now
more and more thought was being given to the necessity of greater
investment in the development of human resources and more advanced
technology. The natural limitation of financial resources, which
prevails today in developing countries as well as in more developed
nations, pointed toward the only possible way to undertake such a
goal: maximize results through a process of rational planning.

Therefore a great number of basic education programs,
encompassing both instruction in reading/writing and preparation
of qualified workers, have proliferated throughout both govern-
mental and private initiative. The great challenge, however,
remains in improving the quality of the higher education system,
which is responsible for training those who will be the promoters
of the country's real development. This fact induced the leaders
of higher education in Brazil to discuss the role of the univer-
sities and other institutions of higher education in terms of the
global development of the nation.

Because of those debates, a series of laws and rules was
created, which became known as the law or laws of university reform.
Nevertheless, the establishment of such legislation, by itself,
could not instantaneously bring about changes within the whole edu-
cational system of the country. Integrated planning, field pro-
jects, and specific programs requiring the universities' adherence
to the laws established by the university reform legislation were

initiated, some of which were successful and others not. In the

 

 

 

 

 

 

present study one of these programs and its initial results are
analyzed. Focused on is the Technical Assistance Program for the
Brazilian universities, which was developed by the writer and
elaborated and implemented by Brazil's Department of University
Affairs of the Ministry of Education and Culture (DAU-MEC) through
a staff of technicians from the Coordination of Technical Assis-
tance (CODEAT). Until the middle of 1975, this investigator was

coordinator of the program.

Statement of the Problem

The problem of this study was to analyze and assess the effect
of the Technical Assistance Program conceived by the present investi-
gator and developed by a staff under his direction. The objective of
the program was to initiate and develop coordinated technical assis-
tance for the Brazilian universities' organizational development,
and to restructure and adjust them to the precepts established in
the university reform legislation, approved in 1968. In mid-1973
this Technical Assistance Program was incorporated into the activi-

ties of DAU-MEC.1

 

1The Department of University Affairs (DAU) is subdivided
into”Coordinations,”eachtafwhich has a chief or coordinator. The
change of the name CODEAT to CODEMOR happened solely because of
problems concerning the internal reorganization of DAU. This
change did not affect the programming and activities of the Coor-
dination. For the purpose of this study, the initials CODEAT are
USEd, since only in more recent documents do the initials CODEMOR
appear.

 

 

   

 

 

Purpose of the Study

 

The purpose of this study was to provide information and
recommendations to DAU-MEC/CODEAT, which will help to review and/or
adjust its Technical Assistance Program for the Brazilian univer-
sities on the national level. It was hoped this purpose could be
accomplished by:

'l. discussing, through a historical-descriptive narrative,
the principal difficulties found in implementing the
Technical Assistance Program of DAU-MEC/CODEAT;

2. discussing the results of the program during its first
year of existence, based on the data collected and
analyzed by CODEAT; and

3. recommending to DAU-MEC/CODEAT the necessary adjust-
ments in or reviews of the Technical Assistance Program

for the Brazilian universities.

Limitations
Those limitations the investigator attributed to himself
included:

1. the emotional bias of the researcher, who was the
originator of the Technical Assistance Program and
was its coordinator until 1975.

2. the investigator's lack of experience in dealing with
problems of this nature, until his involvement in
the program under study.

Other limitations were:

 

 

l. the lack of study resources in Brazil, which would have
been helpful to this study; and

2. the short period of time of the Technical Assistance
Program's activities (one year--1975), which provided
limited data and information with which to assess and/

or evaluate the program's results.

Methodology for the Study

Two principal methodologies were used in the study. The
first is a historical description of the problem related to the
Technical Assistance Program for the Brazilian universities. It
is a chronological presentation of the occurrences that led to the
creation of the Technical Assistance Program at the DAU-MEC level.
In this first part, the following sources of information were used:

1. available bibliography on the history of higher educa-

tion in Brazil,

2. Brazilian legislation applying to higher education,

3. internally circulated documents from DAU-MEC/CODEAT, and

4. the investigator's personal experience as the coordi—

nator of CODEAT.

The second part of the study deals with quantitative and
qualitative problems concerning the Technical Assistance Program.
Information for this section was gleaned from responses to question-
naires developed and analyzed by CODEAT for the purpose of evaluat-
ing the program during its first year of activities. This analysis

is divided into two parts-~one strictly numerical-quantitative and

 

 

 

 

the other interpretative, based on comments and suggestions of the

program's clientele. Finally, in a summarized form, the principal

elements of an evaluative interpretation of CODEAT are discussed.

Definition of Abbreviations

Since this study deals with problems related to another

culture whOse native language is not English, it is necessary to

provide an explanation of abbreviations used in the dissertation.

To avoid difficulties and misunderstanding, the following acronyms

are defined:

CAPES: ~
(Coordenagao Aperfeicoamento
Pessoal Ensino Superior)

CAPRE:

(Coordenacao Aperfeicoamento
do Processamento Eletrfinico
de Dados)

CELENE:
(Coordenacao de Legislacao
e Normas de Educacao)

CNP :
(Conselho Nacional de
Pesquisa)

CODEAC:
(Coordenacao de Avaliacao
e Controle)

CODEAT:
(Coordenagfio de Assisténcia
Tecnica)

CODEMOR:
Coordenacao de Modernizacao
e Reforma Administrativa)

Coordination for the Improvement
of the Higher Education Personnel,
a department of the Ministry of
Education

Coordination for the Improvement
of Electronic Data Processing, a
department of the General Planning
Secretariat

Coordination of Legislation and
Norms (Rules) of Education. This
Coordination is an internal sub-
division of the Department of
University Affairs/Ministry of
Education and Culture (DAU-MEC)

National Council of Research

Coordination of Evaluation and
Control, DAU-MEC

Coordination of Technical Assis-
tance, DAU—MEC

Coordination of Modernization and
Administrative Reforms (formerly
known as CODEAT), DAU-MEC

 

 

 

 

 

 

CODEOR: -
(Coordenagao de Orcamento)

CPD-URGS:

(Centro de Processamento de
Dados da Universidade do Rio
Grande do Sul)

CRUB:
(Conselho de Reitores das
Universidades Brasileiras)

DA MEC:

Departamento de Administracao
do Ministerio da Educacao e
Cultura)

DAU/MEC:

(Departamento de Assuntos
Universitarios do Ministerio
da Educacao e Cultura)

DIPLAN/UFMG:

(Divisao de Planejamento/
Universidade Federal de
Minas Gerais)

DP/MEC:

(Departamento do Pessoal do
Ministerio da Educagao e
Cultura)

IGF/MEC:

(Inspetoria General de Financas
do Ministerio da Educacao e
Cultura)

INPS:
(Instituto Nacional de
Previdéncia Social)

NAT:
(Nucleus de Assisténcia
Técnica)

PREMESU:

TETEEFEma Especial
Melhoramento do Ensino
Superior)

Coordination of Budget, DAU-MEC

Data Processing Center of the
University of Rio Grande do Sul

Council of Rectors (university
presidents) of the Brazilian uni-
versities, a private organization
composed of presidents from public
and private universities

Department of Administration/
Ministry of Education and Culture

Department of University Affairs/
Ministry of Education and Culture

Division of Planning/Federal
University of Minas Gerais

Department of Personnel/Ministry
of Education and Culture

General Inspectory of Finance/
Ministry of Education and Culture

National Welfare Institute of the
Ministry of Welfare

Nucleus (Center) of Technical
Assistance, a project of CODEAT

Special Program for the Improvement

of Higher Education, a large program

within the Ministry of Education

 

 

 

SUBIN: International Technical Coopera-
(Superintendencia de Coope- tion Superintendency of the General
racao Técnica Internacional Planning Secretariat of the

da Secretaria de Planejamento Republic Presidency

da Presidencia da Republica)

Background of the Problem

The Brazilian universities' history has entered the history
of Brazil so recently that it can be classified as a chapter of
contemporary history. Although the aspirations to a university had
long been the object of concern and study (see chronological table,
Appendix A), the first Brazilian university appeared in 1920 with the
consolidation of the Polytechnic School of Rio de Janeiro, the Medi-
cal School of Rio de Janeiro, and the Law School of Rio de Janeiro
by Decree No. 14,343 of September 7, 1920, into one institution.

The President of the Republic of United States of Brazil,

considering that it is opportune to execute Article 6 of
Decree No. 11,530, of March 8, 1915, decrees:

Art. l--The University of Rio de Janeiro would be established by
the integration of three existing schools: The Medical School of
Rio de Janeiro, The Polytechnic School of Rio de Janeiro, and The
Law School of Rio De Janeiro. The latter to be independent of
inspection by government agency.

From that time until 1968, the Brazilian universities did

not change the existing organizational and administrative system

' characterized by a conglomerate of schools joined and established,

in most cases, in isolated buildings spread throughout the cities

in which they were located. Not only did the academic units
(schools or colleges) have their independent buildings, but also, as
a basic consequence of such a phenomenon, they were organized into
isolated administrative and academic entities. Consequently,

Such organization brought about a duplication of administrative,

 

 

academic, and service personnel, as well as a duplication of

 

equipment and installations. The Brazilian universities continued
in that manner until the advent of the University Reform, which
started from the comprehensive reform legislation of 1968.

The reform was intended to bring about structural changes

 

within the universities. Until then the universities had not been
much more than a conglomerate of independent schools, but they were
now to be organized into departmental systems. The academic cur-
ricula were to be re-examined, administrative personnel reclassi-

fied, professors assigned to departments within their particular

 

disciplines, vacanciesfor students increased, and campus construc-
tion plans elaborated and implemented.

Few universities were able to initiate the aforementioned
reforms with only their internal personnel. Difficulties and
resistance to the reforms ranged from political and philosophical
discussions to more concrete findings of nonexistence of appropriate

personnel to initiate such a project.1

 

1It is not the purpose here to treat in detail the histori-
cal antecedents of Brazilian universities, nor their philosophy,
goals and objectives, or their social role within the nation. For
those interested in such a history, as well as a more detailed
analysis of the reform and its several legal instruments, the
following sources are recommended, which because of their differ-
ent points of view and methodologies, provide various analytical
and critical perspectives of the Brazilian universities. See
Roque Spencer Maciel de Barros, ed., Diretrizes e Bases da Educacao
Nacional (S50 Paulo, Brasil: Livraria Pioneria Editora, 1960 ;
Florestan Fernandes, Universidade Brasileira, Reforma ou Revolucao?
$30 Paulo, Brasil: Editora Alfa-Omega, l975); Paulo de Assis
Ribeiro,"Estruturado Sistema Educacional Brasileiro," in A Educacao
Que Nos Convem, ed. Paulo Assis Ribeiro e outros (Rio de Janeiro,
Brasil: APEC, 1969); Jose Serrano, ed., Atcon e a Universidade
Brasileira (Rio de Janeiro, Brasil: GB, 1974); Newton Sucupira,

 

 

/

10

In 1966 the Council of Rectors1 of the Brazilian universi-
ties was created. It is a private association, which has already
instituted a great number of programs (courses, seminars, training
programs) to help the universities train technical personnel to
enable them to plan and implement the educational reform. Undoubt-
edly, programs established by the Council of Rectors had positive
results, but being a private entity whose existence and programming
were made possible by the financial contributions of the universi-
ties themselves, the Council's programs, although they could be
helpful, were not enough to serve all academic institutions in
Brazil. Consequently, in 1972 DAU-MEC, having as its General
Director Dr. Heitor Gurgulino de Souza and Associate Director
Dr. Lynaldo Cavalcanti de Albuquerque, felt it necessary to initiate
a program of technical assistance to the Brazilian universities at
MEC's departmental level. The researcher of this study was invited
to elaborate such a plan, the conceptualization, development, and
implementation of which are the topic of this dissertation. The
next chapter contains a discussion of the conception and proposal

of that program.

 

A Condicao Atual da Universidade e a Reforma Universitaria Brasileira:
Present Standing of the University and the Brazilian University

 

 

-Reform: LTetat Actual de L'Universite et la Reforme Universitaire

 

 

Brasilienne (Brasil? Published by Min sterio da Educacao e
Cultura, Brasil, n.d.). For an overview of the Brazilian educa-
tional problem concerning secondary education, see: Benno Sander,
David K. Kline, and Russel G. Davis, Formalismo Educacional en

Los Paises en Desarrollo, El Caso Brasilggg, Biblioteca Educativa--
Monografia no. 1, Programa Regional de Desarrollo Educativo (PREDE)
(Washington, D.C.: Organizacion de los Estados Americanos, 1974).

 

1The term rector is used in this study instead of president,
tobeconsiStentwiththeBraziliannomenclatureforuniversitypresidents.

 

 

CHAPTER II

CONCEPTION AND PROPOSAL OF A TECHNICAL ASSISTANCE
PROGRAM FOR THE BRAZILIAN UNIVERSITIES

Technical Assistance in Coordinated Action

The investigator came to DAU-MEC in January, 1973, and began
the work of developing a plan for the Technical Assistance Program.
Personal contacts were made with several fields of MEC, to deter-
mine its internal organization and general programming. At that
time, Senator Jarbas Passarinho was the Minister of Education and
Colonel Confucio Pamplona was the General Secretary. The several
Departments, still with a reduced number of employees because of the
difficulty of transferring MEC personnel from Rio de Janeiro (its
previous location) to Brasilia, had numerous problems because there
were not enough experienced people to take responsibility for the
innumerable processes, plans, and projects. The Ministry's General
Secretariat, better equipped numerically and organizationally,
carried out the general coordination of the Ministry's activities
and frequently took control of plans and projects for which the
Departments were responsible. In such a situation, the high degree
of centralized authority exerted by the General Secretariat was
inevitable.

This centralization was reflected in the expectations of

some Ministry specialists and advisers regarding how the universities

11

 

 

 

 

should be provided with technical assistance. The basic idea was
to hire a number of specialists in the areas of university adminis-
tration and planning. Some felt these technicians should comprise
a group of specialists who would periodically visit the different
universities, suggesting to their administrators which kinds of
administrative actions, according to the Ministry's directives,
they should follow, in the sense of adjusting the universities to
the precepts of the academic reform. Although without any radical-
ism, the researcher took issue and did not agree with the sugges-
tion of creating a group that would come to be the "Ministry staff,“
and give technical assistance to the universities. Opposition to
such an idea was based on the hypothesis that there might be
resistance to the "staff," identifying it as an external group to
the academic institutions, which by the power of its ministerial
status might propose administrative modifications and reorganiza-
tions that would interfere with the universities' autonomy. At
this point it should be stated that the academic reform legislation
clearly provided for the autonomy of the institutions of higher edu-
cation, according to Article 3, Law no. 5,540, of November 28, 1968:
Art. 3: The Universities will have didactic, scientific,

disciplinary, administrative and financial autonomy,

which will be performed according to the Law and its

statutes.

The investigator's opposition was based on his experience

in the Planning Office of the Federal University of Minas Gerais,
which had the basic function of implementing the academic reform

at that university. During that time the writer had the opportunity

 

 

 

 

 

13

to talk with several directors from other universities, from whom
he received information concerning the resistance found in their
respective academic units, when consultants for programs developed
by the Council of Rectors visited them. These consultants were,
in general, professors from North American and European universities.
The overseas consultants who came to Brazil had had a great deal
of experience within their own universities, often with sophisti-
cated equipment or tools that were not available or were not within
reach financially in Brazil. Most of these consultants came for
just one week. Upon returning to their own countries, they pre-
pared papers in which they offered some comments or made recommen-
dations. In most cases, Brazilian university administrators and
faculty members rejected this kind of advice, sometimes for politi-
cal reasons and sometimes because it was felt that nobody from a
different culture could understand Brazil's higher education prob-
lens in just one week. Others rejected the overseas consultants'
advice, stressing the idea that ”we are trying to develop a new
model for the universities in Brazil that can be similar to those of
other countries but not an exact replica. This means that we have
to try ourselves, even if the solution is a little later in coming."
It was understood that the suggestion of having a group of
specialists and advisers from MEC act as consultants and provide
technical assistance to the universities did not necessarily include
overseas personnel. Rather, opposition to that proposal was based
on thea fact that, although Brazilians would act as consultants,

the ffiictor of introducing external influence on the universities

 

 

 

 

 

 

14

would be present, with the inherent resistance involved. The
principal basis of the argument lay in the idea that it was neces-
sary to involve the universities' own personnel in planning the
administrative and academic reforms of their institutions. So that
this could happen, it was felt that MEC should function as a coor-
dinator oftheprogram of technical assistance to the universities,
by promoting the involvement of a wide variety of professors and

administrators from the several Brazilian universities in a project

-of mutual assistance.

In line with this idea, the program would be divided
according to the following activities, some of which would be under-
taken simultaneously:

1. Identification at the national level of technicians and
teachers specialized in the various fields of academic administra—
tion and planning throughout the higher education institutions of
Brazil, would would be able and willing to participate in a national
technical assistance program. In other words, a national file
would be compiled: "Who's Who in Brazilian University Planning and
Administration.“

2. Promotion and provision by MEC of consultants to the
universities, only in cases in which the administration of these
academic units requested such help. MEC would just coordinate
these consultants, who would function with the universities'

specialists.

 

 

 

 

 

 

15

3. Promotion, under MEC's coordination, of a series of
seminars and symposiums on university planning and administration
intended for different categories of university personnel.

4. Invitation of national and foreign specialists with
previous experience in technical assistance programs to participate
in a program coordinated by MEC at the national level.

5. Promotion of several short courses in university plan—
ning and administration for the higher education institutions'
personnel.

6. Study the viability of initiating in some universities
a graduate-level course in university administration, with special
support from MEC.

The basic ideas that were presented for a Technical Assis-
tance Program were very different from those supported by some
MEC technicians and advisers, as shown by the numerous criticisms
of these ideas. The criticisms ranged from technical objections,
i.e., the high cost of a particular program, to the baseless criti-
cism that the ideas would subvert the order of things, establish-
ing MEC only as a program coordinator but not as a central power
department with the authority to make the final decision. After
several discussions about the subject, the idea of a coordinated
program began to gain ground; it was approved by DAU's directors
and, finally, by Colonel Confucio Pamplona, General Secretary

of MEC.

 

 

 

 

16

Gathering Data and Information

After receiving approval and support from DAU's directors
to present a project, the field activities were initiated. After
organizing a small office for the project, staffed by the inves-
tigator, three more staff members, and one secretary, a series of
visits to Brazilian universities was begun. During these visits,
ideas about a Technical Assistance Program coordinated by MEC were
discussed, and an attempt was made to discover possible future
consultants for the program.

At the same time, in discussions with rectors, vice-rectors,
deans, other university administrators, professors, staff, and in
some cases representatives of student organizations, an attempt was
made to discover and analyze the main deficiencies of the adminis-
tration, resistance to the reform, and principal obstructions to
the change process. Some of these obstructions concerned prob—
lems of historical-psychological order, for example, the end of the
"cathedra" system, and the creation of academic departments as
basic units of the university structure. Another problem identi-
fied, concerned more with the technical assistants' performance,
was the lack of specialized technical personnel, having discovered
in some cases total ignorance about how to initiate a change.
After each visit a report was prepared and sent to the Director of
DAU. who generally brought it to the attention of the Minister
of Education and Culture.

Bearing in mind that the university reform legislation

di<:tated the elimination of the cathedra system, the creation of

 

 

 

 

17

academic departments, university integration, nonduplication of
means to achieve the same end, and other recommendations; and also
keeping in mind that before the reform the universities had not been
much more than independent colleges, it is not hard to understand
the difficulties encountered by some universities that really did
not know how to bring about a change. After visiting 18 of the 29
federal universities that existed in Brazil at that time, it was
decided that after studying and analyzing the volume of informa-
tion obtained, it would be possible to prepare the first Technical
Assistance Program to be submitted to the Ministry's authorities.

It was concluded from the information obtained that, at least
for the beginning stages of a technical assistance program, the

following objectives should be taken into consideration.1

Objectives of Technical Assistance Program No. l:
DAU-MEC/CODEAT

 

1. Objectives
1.1. General
——Train and develop personnel with skills in planning
and administration of educational institutions, so that
through these personnel the universities can plan and

administer their activities more effectively;

M

1The objectives described here were adopted as the basis
for the Technical Assistance Program of DAU.

 

 

 

 

 

.2.

18

--Provide the federal universities and the isolated
federal higher education institutions with knowledge of
the educational directives made by MEC, thus allowing
the institutions to adapt to the necessities of the
administrative and university reforms;

--Promote cooperation and the exchange of ideas among the
federal institutions of higher education in Brazil;

--Promote the systematic study of the departmental system,
so that the universities, on having this study, can
organize academic departments.

Specific

1.2.1. Study of the academic department

-—Create an awareness of the departmental system;

--Prepare department heads, facilitating the work given
to them and assuring them the desired level of super-
vision;

--Develop alternatives for the adequate implementation of
the department.

1.2.2. Short courses, seminars, in-service training in
Brazil and abroad, and graduate courses abroad

—-Offer the educational establishments an opportunity to
improve their middle—level management's administrative
techniques (budgeting, academic finance control, and
physical plant maintenance and administration) and
university planning (statistics, academic programming,

cost of tuition);

 

 

l9

--0ffer administrators of institutions of higher education
who have the same types of responsibilities the oppor-
tunity to exchange knowledge and ideas with others
who have the same types of responsibilities (i.e.,
hospital teaching, campus development, university
libraries, academic administration, and administration
of sports activities);

--Promote the development of an initial contingent of
administrators who should obtain abroad a Master's
degree in university administration.

--Furnish technical personnel aid in campus problem
solving through consultation and in-service training,
specifying some of the problems existing in this field;

-—Offer specific knowledge related to didactic support,
through seminars, in-service training, and consultation;

--Allow university administrators the opportunity to come
into contact with problems, plans, programs, and projects
of university administration, and also promote an
exchange of experiences among the staffs of different
universities in Brazil by establishing appropriate
courses at a university, preceded by an introductory
course.

2%
2.1. Train 20 persons through six—week courses in planning and
university administration, preceded by a one—week intro-

ductory course.

 

 

 

 

 

 

2.2.

2.3.

2.4.

2.5.

2.6.
2.7.

2.8.

20

Offer three 30-day courses for 30 persons each on:

a. Accounting and budgeting

b. Cost of teaching

c. Supplies and physical plant administration

d. Principles of budgeting applied to the university

e. Academic programs, registration, and credit systems
f. University statistics

Train 20 persons abroad, through 10—week courses in the
following fields:

a. Organization and administration of hospital teaching
b. Campus planning and maintenance

c. Organization and administration of libraries

d. Administration and orientation of sports activities
Promote the interchange of ideas among different people
through a seminar on the use of computers in the university
Conduct two three-day seminars for 15 persons each, on
organization, reasons for, and operation of the didactic
support units.

Prepare five Masters in University Administration abroad
Support the universities as they prepare their departmen-
tal structures to meet the new requisites of the univer-
sity reform through a systematic study of the departmental
system in the Brazilian university.

Train eight persons, through four-week training programs,

in the fields of campus planning; methodology for the

 

 

L

21

knowledge, analysis, and rationalization of the special
needs of the university; and planning and control of the
physical plant.

2.9. Give four weeks of training in the field of didactic
support.

2.10. Help the universities to improve their work by requesting
the advice of consultants in different fields, such as:
planning, administration, school hospitals (human and
veterinary medicine), libraries, restaurants, and sports
arenas.

Based on the first general lines delineated for the project,
its final formulation was discussed with the Assistant Director of
DAU. Dr. Linaldo Cavalcanti de Albuquerque. On this occasion it was
discovered that because of fund allocation in DAU for the program (the
allocation of funds is made during the preceding year), the money
that was available for the first Technical Assistance Program was
about Cr$l,404,000.1 0f the Cr$2 million originally requested by
MEC from SUBIN for the elaboration of a Technical Assistance Program,
Cr$596,000 was designated specifically for the development of manuals
on university planning, academic planning, budgeting system, and
campus planning. These manuals, also under the responsibility of
CODEAT, were not published during the first phase of the initial
program (01), having been included later, in a different way,
in the project that gave origin to the NATs. Thus, having financial

resources of only Cr$1,404,000 it was necessary to obtain

 

1In mid-1973, the exchange rate was US$1.00 = Cr$6.126.

 

 

 

22

supplementary financing from other sources. After a series of nego-
tiations with the directors of DAU, the following points were
agreed on:

1. An internal subdivision of DAU, the Office for the
Creation of Technical Assistance (CODEAT) would be
created.

2. The personnel of CODEAT, its coordinator, staff, and
secretary would become employees of DAU; hence their
salaries would be paid by DAU.

3. Negotiations with the universities and entities par-
ticipating in the initial program would be conducted so
that they could present a financial and/or personnel
offset, thus alleviating the financial burden of the
project.

Contacts with several universities as well as with the

Council of Rectors of Brazilian Universities were immediately
initiated. After these contacts and negotiations, the participation
of the Council of Rectors (CRUB), the Federal University of Minas
Gerais (UFMG), and the Federal University of Bahia (UFBA) in

the initial program (project 01) was established.

Project 01, finally formulated, presented the following

budget:
DAU--resources from SUBIN Cr$l,404,000.00 (68.16%)
Participating units
(CRUB, UFBA, UFMG) Cr$ 655,800.00 (31.83%)

 

Total Cr$2,059,800.00

 

 

 

 

 

 

23

The program's activities were delineated in detail, adher-
ing to the objectives established; the period foreseen for its
execution was set at two years. The activities to be conducted
abroad were delegated to the Council of Rectors, who in turn
planned on obtaining the support of international agencies such as
US-AID.

The Technical Assistance Program No. 1 finally received the
approval of the General Secretariat of the Ministry of Education
and Culture in September, 1973. Described in the following chapter
are the expansion of the program and the establishment of Nuclei

(Centers) of Technical Assistance (NATS), a project of CODEAT.

 

 

 

CHAPTER III

THE EXPANSION OF THE TECHNICAL ASSISTANCE PROGRAM:
CREATION OF THE NUCLEI OF TECHNICAL ASSISTANCE

As soon as the activities of the first Technical Assistance
Program started, DAU/CODEAT had an influx of requests from uni-
versities about consultants, openings for personnel in training
courses, and so on, which greatly exceeded the limited programming
or activities established for the first Technical Assistance
Program.

The selection of which universities would receive the first
consultations, as well as those that would participate in other
activities during the initial part of the program, became the
object of political pressure from the universities, which fre-
quently profited from congressmen and senators' influence with the
Minister of Education. If on the one hand the program's expansion
had a negative aspect, on the other it became evident to MEC's
authorities (Minister, General Secretary, Director of DAU) that
such a program would be essential and hence should obtain immediate
aI1d increasing financial support. Therefore, a small complementary
arid specific project was designed, which was given the number 02,
errtitled "Training of Personnel in Academic Administration." Its

otxiective was to establish two courses in academic administration

24

 

 

 

 

 

25

for a total of 55 people (30 in the first course and 25 in the
second).

At the same time that this second project was elaborated,
the investigation of a larger, five-year program was undertaken.
The idea for a larger program was based on information and data
gleaned from visits and discussions with people from several uni-
versities. It was believed that there already existed in Brazil a
reasonable number of people at several universities who were per—
fectly capable, with adequate help and favorable conditions, of
studying and giving workable solutions to a reformulation of the
existing situation in the universities, enabling them to conform
more quickly to the new academic and administrative models pre-
scribed in the university reform legislation.

In contacts made with the universities, it was observed
that in some institutions the academic and administrative problems
were being studied by a small group of professors and technicians
who, because of what may be called the "natural appeal of a particu-
lar area,“ concentrated in more detail upon a specific segment of
the more global problem of planning and administration. Conse-
quently, one university had a group of people studying more care-
fully the problems of campus planning and administration, another
had a group concentrating mainly on financial problems, and others
had people studying academic problems or the use of computers in
urIiversity administration.

It was felt that the educational system could benefit from

tinese independent studies by integrating them and forming a large

 

 

 

 

 

 

26

national network, which in a unified, cooperative way could improve
the global university system of the country. After discussing the
subject with the three CODEAT staff members (Professors Dermeval
Monteiro, Maria Heloisa Moojen Mangoni, and Sandra Mara de Morais
Carvalho), the decision was made to formulate an outline of a
project that became known as the Nucleus of Technical Assistance
(NAT). DAU's directors were familiarized with the project outline,
in order to feel and discuss their first reactions to the project.
When they understood the NAT proposal, the DAU directors
immediately gave their approval to proceed with the studies and to
elaborate a definite project. 50, two more professors—-Jose
Ferreira Ramos, from the University of Paraiba, adeelber da Silva
Braga, from the University of Minas Gerais--were invited to act as
consultants; they integrated the CODEAT staff and could study and
share their opinions about the idea and the project to be elaborated.
Once the project was formulated, it was important to discuss its
basis with some academic authorities of the Brazilian university
administration, to elicit their suggestions and reactions about the
project before submitting it to the MEC authorities. Therefore,
the project was presented to some rectors, deans, and specialists
from the Council of Rectors and was discussed in more detail with:

Prof. Helio Pontes, at that time Director of the Planning
Department of the Federal University of Minas Gerais

Prof. Nelson Ribeiro, Vice-Rector of Planning of the Federal
University of Para

Prof. Jorge Hage Sobrinho, Vice-Rector of Planning of the
Federal University of Bahia

 

 

 

 

27
Prof. Orlando Gomes, Present Vice-Rector of the Federal
University of Paraiba

Prof. Manuel Luis Leao, Director of the Computer Center of
the Federal University of Rio Grande do Sul

Prof. Luciano Bernini , Architect of the University of $50 Paulo

Prof. Henrique Bergamin Filho and Prof. Almiro Blumenshein,
both from Escola Superior Agricultura Luis Queiros

A number of suggestions offered by several Brazilian
authorities were incorporated into the project proposal. Valuable
suggestions were also offered by Professor Walter F. Johnson from
the College of Education at Michigan State University, who at that
time was in Brazil at DAU‘s invitation as a program consultant to
the Federal University of Minas Gerais. Related consultations with
the university's personnel led to the establishment of Brazil's
first graduate—level course, "stricto-sensu," in administration of
higher education.

At the end of 1974, when the Minister of Education was
Senator Ney Amintas de Barros Braga and the General Director of DAU
was Dr. Edson Machado de Sousa, the Technical Assistance Project
was finally approved under the title "Technical Assistance to the
Higher Education Institutions."1 It was classified as "Project-17"
in MEC's Sector Plan of Education and Culture. The project, in its

integral format, is presented in Chapter IV.

 

1The Brazilian title for the project is "Cooperacao Tecnica
para as Instituicbes de Ensino Superior."

 

 

 

 

 

CHAPTER IV

THE NAT PROJECT ACCORDING TO THE FORMAT REQUIRED BY
MEC'S GENERAL SECRETARIATFORTHEMINISTER'SAPPROVAL

This chapter contains the proposal for the initial NAT
project, which was presented to MEC's General Secretary, who, upon
giving it his approval, submitted the plan to the Minister for his
final approval. The format and wording of this chapter are con-

sistent with those contained in the original proposal.

1.0 Presentation

Project 17: ”Technical Assistance to the Higher Education
Institutions” was designed to systematize the action of the Depart-
ment of Academic Affairs (DAU) regarding its assistance to the
higher education institutions (HEIS). Until that time, DAU had
been using covenants with some universities/agencies for attending
to the immediate needs of training personnel from the HEIS. With
the implementation of this project, it was intended that the HEIs'
long-term needs could be systematically attended to, in the fol-
lowing way:

Five Nucleus of Technical Assistance units (NATs) would

be created, each one specializing in a specific area, which would

be Icesponsible, together with DAU/CODEAT, for carrying out the

28

 

 

 

 

29

Technical Assistance Programs through consultations and training
courses, intended for the technical/administrative personnel of the
HEIs.

CODEAT also would select and finance institutional research
undertaken by the several HEIs, and would establish interacademic
technical and financial assistance for the areas of knowledge of
the NATs.

This project was detailed in accordance with the Model for
the Presentation of Projects, elaborated by the General Secretariat
of MEC. From item 8 on, the details were set forth according to
goals. Two goals could not be quantified: ”Initiation of Institu-
tional Research by the HEIs through the Financial Assistance of
CODEAT/DAU" and "Settlement of the Technical Assistance Programs
and Specific Projects Among the Universities.” The actual number
of institutional research projects and other programs could not be
determined, since there was no specification of individual project
costs.

At the end of 1973, when the first project plans were drawn
up, it was deemed necessary to obtain resources of about Cr$28,393,8771
from the Treasury, and Cr$ll,27l,000 from covenants with federal
agencies (SUBIN). However, the amount allocated by the Treasury
vwis only Cr$22,353,200. Therefore, the present project was limited

by' the financial resources it received.

 

1US$1.00 = Cr$6.126 (average exchange rate for the year 1973).
SOance: Conjuntura Economica 31 (April 1977): 111.

 

 

 

 

30

2.0 Justification

For the past five years, the higher education institutions
have been making a great effort to bring about institutional change
in order to conform to the postulates of the academic reform legis-
lation.

The change accomplished in the first step, through the
principle of academic integration, was the structural aspect. This
change was achieved by researching the type of organization that the
government hoped would be achieved, independent of the organizational
plan concretely adopted by each institution.

The universities and other higher education institutions
are now beginning a second step, in which the change is to reach the
functional aspect, i.e., the methods of operation within the
university system.

The experience gleaned from the first phase showed that the
majority of the difficulties during implementation were directly
related to the lack of a substructure of human resources with the
ability to implement institutional change.

The change process is the result of a sequence of stages,
of which the formulation of laws, rules, and regulations is the
first step. In Brazil it has also been necessary to develop new
airtitudes, customs, and procedures with regard to academic change
aruj reform. During this national effort to improve the higher
echlcation institutions, MEC has been aware of the need to develop

thr*oughout the country a consciousness of reform.

 

 

 

 

 

 

 

31

The other side of the problem is the explosive growth of
Brazilian higher education during the past decade, both in terms of
considerably increased registration (from 342,886 in 1969 to 811,237
in 1973) and the dissemination of new institutions throughout the
country. This dissemination, in spite of its positive aspects,
has been the object of concern, because of the precariousness of
the substructure on which the new higher education courses fre-
quently have been established and operated.

With the help of experts in various disciplines, the
DepartmentothfiversityAffairsof MEC conducted a survey of the
existing educational situation to discover the scope and kinds of
deficiencies and, at the same time, to offer concrete solutions.

In addition to reporting deficiencies, these surveys have confirmed
the existence of institutions that are functioning well in terms of
the quality of their undergarduate and post—graduate education,
research programs, and academic extension activities, as well as
human, physical, and environmental resources.

The operational aspect, concerning the structure of the
administrative system and the academic process, is now the target
of action by DAU. Concerning the former, DAU established a Tech-
nical Assistance Coordination (CODEAT), in charge of elaborating
arid executing a program for the higher education institutions,
regarding their immediate need for specialized consultations and/or
true preparation of local groups, capable of operationalizing the

change process .

 

 

 

 

 

 

32

The program, at first elaborated to attend to this objec-

tive, was intended in the short run to diagnose some inadequacies

during the first impact of the implementation of the reform model
and to suggest measures of MEC support. It was intended, above
all, to correct the distortions and to ensure the normalization of
the rhythm of the development of academic modernization.

For that reason, the following points were concentrated on,
in which the reform was being impeded because of the aforementioned
lack of an adequate substructure: global planning, budget, academic
administration, physical planning, and departmentalization. During
previous periods, CODEAT had undertaken a sequence of visits to the
universities; from them resulted propositions concerning signifi-
cant changes in the previously cited areas.

Two projects of technical assistance were also drawn up,
which were initiated at the beginning of 1974. The first, "Improve—
ment of the Planning and Administration Systems of the Federal Uni-

versities and Federal Units of Brazilian Higher Education, received

Cr$l,404,0001 infinancial support from SUBIN. Through this project,
by covenants, the following activities were offered to institutions
of higher education:

--Courses in:
1. Educational Planning and Administration
2 Academic Administration
3. Physical Plant Administration
4 Financial Administration

 

1US$1.00 = Cr$6.797 (average exchange rate for the year 1974).
Squrce: Conjuntura Economica 31 (April 77): 111.

 

 

 

 

 

F

33

--Training in:
l. Long-Range Planning
2. Academic Administration
3. Administrative Planning
4. Didactic Support
5. Methodology for the Determination, Analysis, and
Rationalization of the Spatial Needs of the Uni-
versity
6. Planning and Maintenance of the Physical Plant,
Supplies, and Equipment
—-Seminars about:
1. Computer Use in the University
2. Nucleus of Didactic Support

--Consultations in the several areas of academic planning

and administration

One hundred thirty people participated in the courses pro-
moted by the first project--30 in the training aspects and 120 in
the seminars. About 25 consultations were also performed. Another
outcone of the project was research on the departmental system in
the Brazilian university, which was also initiated through the
covenant.

The second project elaborated by CODEAT in 1974, "Training
of Personnel in Academic Administration,” had the objective of
establishing two courses in this area. The first, initiated at
the end of 1974, had about 30 participants; the second, which was

formed in 1975, provided for 25 participants.

 

 

 

34

Besides the execution of the aforementioned projects,
in 1974 other technical assistance projects were foreseen by DAU/
CODEAT as providing assistance to the universities through actual
programs suggested in the consultation reports.

A preliminary survey of the needs for technical assistance
fran the federal HEIS, conducted by DAU in 1974, showed 28 requests
in the area of global planning, 22 in campus planning and adminis-
tration, 24 in financial and accounting administration, 25 in
academic administration, 25 in physical plant and supplies adminis-
tration, 21 in budgeting, 27 in personnel administration, and
26 in data processing as applied to university administration.

Assistance to the universities will be accomplished by
using existing resources within the national higher education sys-
tem, to give impulse to the more needy institutions. To that end,
a system of interacademic assistance, organized by knowledge area,
will be implemented under DAU's coordination.

The implementation of this system of assistance should
have important results in the short run, as long as it consists
essentially in the sharing of successful experiences among Brazilian
institutions.

This is what can be concluded from the work already accomp-
lished by the groups of experts, concerning the teaching of agri—
cultural science, engineering, human medicine, architecture and

urbanism, and education.

If“

35

The present project is intended to ensure the consolida-
tion of the work already initiated, through systematic technical
assistance over a long period and as part of a larger plan for the
entire educational system.

The nature of the aforementioned problem requires that the
technical assistance programs be reviewed intensively to make
certain they can be properly integrated into the global plan.

The project was conceived by DAU to institutionalize
technical assistance in the following way:

1. Structuring a national system of technical assistance,

with DAU/CODEAT as the central agency.

2. Dividing the programs, at first by identifying the
points where a reasonable concentration of human
resources and technology already exists, and from there
forming nuclei of technical assistance in various
sectors.

'3. Using groups of experts in the several areas of knowl-
edge pertaining to higher education institutions, for

the improvement of the educational standard.

3.0 Objectives of the Project
3.1 General Objective
—-To improve the administrative structure, and, indirectly,
the education provided by the higher education institu-
tions, enabling them to perform better, in view of the

needs created by implementation of the academic reform,

 

36

having in mind to improve the operation of the higher
education system.

Specific Objectives

--To promote in the higher education institutions the
implementation and/or improvement of:

a. global planning agencies,

b. "campus“ planning and administration systems,

c. methods and processes of academic administration,

d. methods and processes of financial and budgeting
administration.

--To improve and direct the diffusion of administrative
methods and techniques.

--To coordinate, by area of knowledge, the development of
a program of support for the institutions, with more
support given to those institutions having a greater
need.

--To coordinate the activities of consultants from the
assisting institutions and the assisted one, to improve
the courses in weak areas.

--To coordinate the training of technicians and adminis-
trative personnel.

—-To help deficient institutions improve their plans

and programs.

 

37

4.0 Complementary Actions

 

I

l

' I 4.1 Preparation, bythe consultants assigned to the NATS,

i of monographs and studies concerning the area of

1 specialization of each nucleus, this being a permanent
activity but with a complementary nature.

4.2 The action developed by the groups of experts in the
several areas of knowledge to help the higher education

institutions improve their teaching standards.

 

 

 

 

38

 

MINISTRY OF EDUCATION AND CULTURE
GENERAL SECRETARIAT

 

PROJECT IDENTIFICATION

 

 

Budgeting Unit
DEPARTMENT OF UNIVERSITY AFFAIRS

tion

 

Func Program
[ Education and Culture I L7 Higher Education

 

.___J

 

Sub-Program
’ Training of Human Resources

Name of the Priority Project

 

TECHNICAL ASSISTANCE TO THE HIGHER EDUCATION INSTITUTIONS

 

 

Project/Activity

Development of Human Resources
Technical and Administrative Personnel
to the Universities

 

 

Coordinator of the Execution:
Department of University Affairs
Coordination of Technical Assistance

ecutor:
DAU/CODEAT--NATs—-HEIs

 

Budgeting Allocation
Cr$22,353,200.00
Cr$1l,27l,000.00

 

 

Resources for Funds

Treasury:
Federal Funds

Extra-Budgetary:
Covenants with Federal Agencies

 

 

 

Period
Beginning: January 1975 Ending: December 1979

 

 

 

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2<Q\H<moou co wocmpmwmme
.. .. .. .. .. .. :ocemmmm meocmcww wee zmzocgp .mHmz eo
An cocmwmwc choepzpwpmcH
cam ON_ ON_ om_ o~_ om -flmwwmw cowpmpF=mcoo Fmowccomh mo
9
as mpcmq coppmNppeFomam we coca m_p<z
mNN om om om om mm -wuepcma comm cw .mcwcwmcp cmzocsp
m 2 o S S m 8
v F mcwc?mcp .bcmEm>ocQEw FwCCOWLmA
mecca owmwomam
m .. .. .. .. m mH<z cw mucmpmem< _eow:;umh Fo
we wm_o=z co accumpcmEm—QEH
mNm_ wNmF 55oF onF mNmF
quop “ac: mFmow .oz

vowcwa

 

wvou Aempwmuzm “mm-mmm— m4<ow

H<Hm<kmmumm 4<mm2mo
manhgau oz< onH<oaom mo >mHmHsz

40

 

cowumcpmw
Icwsu< u_swvmo< to» mcwmmwooca epeo uzm
.cowpmcumwcw2u< owswcmo< .cowpmcpm_:wsu<
ucm mcwccw_a mzasmu .cowpmcpmecweu< Ace

Tummusm can Fewocccwn .mcwccmFQ owemcmu< cowpmNWFewomam
to memes asp cw .cumm mzpcoe mmcgu co co ewcm m.p<z comm cw .mcwcwecp
msmcmoca zmzoccp mcmcwmcp mo :owpmwpvcH gmzoccu .Foccomcma mo pcmsw>oLaEH No

cowpecpmwcvsv< owemueo<

com newmmwooca ewes :? mewN__mwuwam H<z _
co_pmcpmacwew< Acmpmmuzm

wee _mwu:mcwd cw mch?_mvomqm F<z _
seepage

Imagesw< deemveo< cw mch__mwowam H<z F
cowpmcpmwcweu< can

mcvccm—a mzaemu :w mcw~w_mwomam H<z _

mcwccaFA owawumo< cw mcw~w_ewomqm H<z _

 

”mocepmwmm< mecca Qwewumam cw moempmwmm<
Feowccume co wm_o:z m>wc mo :owpeucoEmFQEH Fmowccumh to mw_u:z co cowbepcmeFQEH Fo
mwczuwoocm ace mw>wpomwno . WFmow .oz

 

ma-mnm_ ma>cpuafino new m_aow

H<Hm<pmmomm 4<¢mzmw
mmDHADQ oz< onp<u3om no >mHmHsz

 

 

 

 

 

.mEem esp mpsomxe ow mHm:

use sew: mpsesm>oo to seeps—owes use so_p
lessees? wo musesocmpsw esp mpoeoss _Fw3
H<moou .mswsuemp so\use mosepmwmme Feows
Isomp we mpownosa use mEesoosa owewomsm to
Fe>osqse use .sowuuo_mm .mwmAFese esp Eoss

41

mswsuemp
so\use mosepmwmme Peowssomu
apwmsm>ws:-swpsw $0 mpowhoss

 

use maesmosq owmwomam mswswEsouwo mo
mswosesww sews»
mswuososs .mpowwoss sosemmus Fesowu =<o\k<moou we
-zuwpmsw esp m>osase use waFese prz mosepmwmme Fewuseswe esp smzossp
aseeou .msmz we“ to m_emoaosa asp sass .msmz an easemmas _eeoce=e_pmes so
sowp
-eNm—ewomsm we mewse .mp<z use s? uwsws
AFFezpsw>u musep_:msoo An use mp<z esp op
umsmwmme mumVFewomsm esp An msowpep_:msou msowpep_:msoo Feuwssowp mo
messuwooss use mw>wpomwno m—eow .oz

 

anummm— mw>wpomhno use m—eow

P<He<Hmmuem essmzme
“sneeze szs zose<u=em so >mcmHzH=

 

 

42

meseupzmsoo m— eo Feuou e museupsmsou mp
see .H<z soee com musep_:msoo mecse mews use pom—em mo mswsws use sowuoeFem .m

mesz wee assessmeou _Fcz weep

mHm: esp use p<mooo\:<o seezuee musese>oo psmEepaeH soweeuseeepssH .e
Haeooe esp eeeeaeesc op mee_uee;oee oze use esesoe eo
me>we eo Peace e sow .h<mooo mo sensesie>weeusemessec msewowssoep use mpsee_:msou
e we .mp<z esp we seem sue: x—pseseEses ego: Ipseuwmes use we uses

Pym: osz usep_:msoonuseuwmes eso sawmme use xwwuseuH Ismwmme use sowueowmwuseuH .m

.psz soee mswsseosou
meoeeeazmec to ezeneo eee Paeooo\=<o me eoseesoee_e soceeP=eem .e

mesz wee p=e5e_aee on .msez wee use Pawnee sweepen
chmcowpepm.» mg“ mg.» 09 mm.>_.uuwg_.u Pugmcwm 9.3 mmw>wo mm>sumgwu 9.3 65 20.530me .m

meoeezeeemee emcee ea mesz wee meeeeuop to e>eeoeeno wee
sew; .mcmoemeee age cc ee_cee=eee use: e>ce as» eueeeoo eoceeuo_ meaz .N

meese owmwoesm s? .eosepmwmm< Feowssuep mo Pepoaz
m>ww esp mpzampmsoo op mpne wee pesu mHm: mghw pow—mm sowuompmm .—

 

sew>eeo< co eoeeacsomeo amass see>_co< "a

 

.mees< owm_uesm sw eosepmwmm< _eowssomh $0 we_u:z eo sewpepsosm_qEH ”_ _eoo

memeea o.e

43

 

.uewsee suseEIeze e easemesees ceex seweewpsee e swspwz :ewmw>wu seeme

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

ex meseewemsee m_
we mswcws use sewueewem .m
& seepeeseeepeEH .e

xxx w<moou we msewewsseee use

museewemseenuseuwmes esp we
“sessmwmme use seweeewwwuseuH .m
xxx sewuewemem .e
xxxx me>weeeswu es“ we seweeseeewm .m
x sowpeewweeew mw<z .N
Xe; coweeesem ._

esm_ eam_ Nsm_ esm_ eeem_ amass sewsceaa
uewses

 

 

.mees<ewwweeem sw eeseumwmm< weewsseew we weweez we sewueuzmsmpquh;._eem

Eeseesessu um

44

 

eeseEsew
-see mws msweeu uewwesusee use .uepe3—e>e
.e: uezeF—ew we Fwwz wewuw>wpee m.eeswesp esw

uesmwweeeeee we wwwz mw<z esp we
use seem sw mpseewewecee use we mswswese esw

m.Ez esp use w<moou
he uepeewem we wwwz mpseewewpsee mswswesp esw

ueEEesmese we __w2 emeem
mswswesp esp mswszu ueeowe>eu mewpw>wpee __<

—espsee

use .sewue3—e>e .eeuzewpes .e

sewuer—ees mswswesw .m

sewpeeFem uses

eecesea .N

mswEEesmeLe mewuw>wue< ._

 

pr>wpe< we sewpewcemeo

emeea zec>wee< "s

 

.sewperweweeem we ees< m_w<z seem sw .mswswesw smeessw .useEe>eseEH wessewses "N Feew

 

45

 

wwmw
uowses

 

.sewpeuwweweeem we ees< m.w<z seem sw

 

wesesee use
.sewee:_e>e .e:-2e—_es .e

seweer—ees mswswesw .m

seweeeFem eseeweweses .N

ms_EEesmese mewew>wee< .—

memess

seemesesse ”m

.mswswesw smzessw .eseEe>eseEH _essomses "N Feew

 

 

mseweeewsmsee esp mswszu
uessewsee es _wwz mewew>weee seweeewemsee
we wespsee use .sewee:_e>e .eeIzewwew esw

mseweepwemsee esp we eseEsmwweEeee<

ueeeewem es wwwz seemese seweee
-Fsmsoe men as eeemsmme as __e3 ease wee: esw

46

uees ese ee mswuseeee .mw<z esp
ee uesmwmme memwweweeem ese sew; mseweeuwsm
usee Esewsee Awwezese>e F—wz es: uewwwpseuw
es wwwz meseewsmsee .uewsee see>Ie>ww e se>o

msewpeewsmsee esp smeesse uesmwweseeee es op
mewew>weee esp we sewuersemse use mswEEesmess

posesee
use .sewee:_e>e .eeizewwes

msewuepwemsee esp we eeseEsewses

uewsee mwse mswssu ueemwmme
es op mHmI esp we serpem—mm

_ mseweeewsmsee
esp Esewses Awwezese>e wwwz es:
meseewemsee esp we seweeewwweseuH

mswEEesmose seweepwemseu

 

zew>wee< we seweewsemee

amass sew>wee< us

 

.mcowHMP—zmcou FwaczumH $0 wucmELowme um. _.mow

 

47

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

u n e e V n f “v V V v V f V XXV V V X V Fogpcoo
cayxexyxyxsxsxexsxyxsxsx.xxxyxyxexexexexs xexexex xex use .seweeewe>e .e:u3e_Pen .m
. s s . mseweeewemsee
" s "es s s n s s . . V . . ex
.Qexexsxsxex xexexexexexsxexsxsxexex exexexexexexxxex esp we eesessewses .e
s ersee mpse espssu ueempmme
."n e.“n..s:...e.xe.xeexexx 53 u. . . .
exexexsxsx xexexexexex xsxxxex x x 4x xxxexx es op mHmz ese we seweeewem .m
s s msewpeewemsee ese Esewsee
xxxxsxxxsxexxxxxxxsxxxexxxyxexxxxxexxxxxxxxxxxexxxxxe appezese>e wwwz es; mesee_:m
Isee use we seweeewwweseuH .N
§2xxxsxxxsxexsxsxxxxxexexexexxxsxexxxLxxxxxxxexxxxxxx msweeesmese seweeuwsmsee ._
asap ,mumw meow meow meow .
emess xuw>wpe<
uewses

 

Eeceesosso “m

.msewuepwsmseo.weewsseew we eeseEsewses. ”m weew

 

 

 

ueeeewwe es wwwz seseemes esp we
wespsee mewpw>wuee use .sewueswe>e .e=-3ewwee

ueueeusee es wwwz
mesese>ee esp sw sew ueuw>ese seseemes esw

ueEsewsee es
see seseemes ueueewem esp eesp em .uesmwm es
wwwz mHm: ese use w<meou\:<e seezees mesese>eu

48

seseuseus: es __w3 eesp
mueewese seseemes esp eeewem wwwz w<meou

wsesee\:<s es eeNs_ese ese eeewweceec es s_wz
mHmz esp As ueesemece mpeenese seseemes esw

Fecesee
use .seweeewe>e .eeuzeF—es .m

:Umeme 0:“ mcwuwozvcoo .v

mesese>ee esp mswsmwm .m

meeewese seseemes esp msweeepem .N

meeenese seseemes
esp mszzwese use mswxwwuseuH ._

 

xpw>wee< we seweewsemeo

emess xuw>wee< .<

 

.=<o\w<mooo we eesepmwmm<

Fewesesws esp smeessw mHm: esp As seseemem wesowezewemsH we sewpepseEeweEH "u weew

 

 

 

49

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

. . esesee use
x xxx .x Jeexex .xxxeceee xxxeex egress 5.5.52 ex 5 w
1x xx s s L. . s e . x e xxxx .seweeewe>e .eeuzewweu .m
uxsxxxsxsxsxsxxxsxsxsxsxexgxxxexexxxexxxexsxexexexexx seseemes esp msweeeuseu .e
xxxxxsxsxexsxsxxxxxsxexsxsxsxsxxxexxxexexexwxexexXx mesese>ee esp mswsmwm .m
sxsxexxxsxsxexxxexsxsxsxxxexxxxxexxxxxexxxzxexxxxxe meeewese seceemes esp msweeewem .N
xxxxxxxexsxexxxxxsxexxxxxsxxxexvxxxsxsxsxxxexstXexe mueenese seseemes
esp mszXPese use mswxwweseuH .F
meow meow meow weep meow
emess xew>wee<
uewses

 

Feweseswe esp smeessw

mHm: esp As seseemem weseweepwumsw we sewueuseeepesw

III I’ll ) .

Seemesesso um

.=<o\k<mooo we wocepmwmm<
“e Feew

 

 

50

 

 

eee uewssee mswes ese aese eewp
esp mswseu uewwesesee use .ueeezwe>e .e:
uezewwew es wwwz maesmece use mueewece esw

“:0 eewssee en .sz mews ese

use wseeee\=<e seezees ee_eeem mesese>oe
esp sw ueswweu meeenese use maesmese esw

meeewese use maesmese esp
we useseewe>eu esp mswswweee .mHm: esp use
weesee\=<s ceaseee eesewm as .sws mesese>oe

=<e\w<esee an ee>ossae use
ueueewem es wwwz maesmece use meeenese esw

mswseeep
se\use eeseemwmme weewsseee xewmse>wse
useusw we mueeuese use maesmese ewwwe

Team eNzwese use xwwpseuw wwwz w<moou\:<o

wesesee
use .sewee_e>e .eeizewwee

meeeuese
use maesmese esp we seweeeexm

musese>ee we mswsmwm

mEeceece use
meeenese we we>eseee use sewpeewem

maesmese use meeeuese
esp we mwmawese use sewpeewwwuseuw

 

xuw>wpe< we sewpewsemee

weewsseew zewmse>wsuusepsH we mueenesa use maesaese ewwweeem esp we sewueswsseeee

.I ll": R'II)

emess xuw>wee< .<

eswseeew se\use eeseeewmms

um ~moo

51

 

v03

wesusee use

ssnn....xs. 3.x x x xxxxxex
xexexexyxexexe exexex xexx Lxx xx xxx x x x4 x .sewpeewe>e .eeizewwes .m

meeeuese use

V V f V V V Vs
.xxxyxsxsxexexexsxsxexexxxexxxsxxx xxxxxxxxxxxexxxx maesmece ese we sewpseexm .e

egxsxxxxxexxxxxexxxexVXXxxxxxxxxx xxxxxsxxxxxxxsxxx musese>ee we mswsewm .m

mEeLmese use meeeuese

V V V V . V s
yxyxexexexsxexexxxxxexxxxxxxxxxx xsxxxxxsxxxexxxxxs we we>esese use sewpeewem .N

 

 

 

 

 

 

maesmese use mueeuese esp

V V V ,
xxxexexexexsxxxxx x xxxxxxxxxxx xxx xxxxxxx x xsxxx we mwmxwese use seweeewwweseuw ._

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

mNmP mNGF a NNm— = ONmP mNGF meSQ Xpw>wpu<

In

 

 

uowses

 

 

Eesmesesse um

.mswseeew se\use eesepewmm<
_eewsseew xewmse>wseuseesw we meeeuess use msesmess ewwweesm esp we sewueswssepeo um weew

52

6.0 Structural Interactions

Goal 1: Implementation of Nuclei of Technical Assistance
in Specific Areas

Description:

DAU/CODEAT will be reSponsible for coordinating the exe-
cution of all phases of Goal 1. In executing this goal, the inter-
action will be with CELENE during the "Regimentalization" phase
and with the HEIs during the "Implementation" phase. In the "Iden-
tification of the Resident-Consultants and Technicians" phase,
DAU/CODEAT will depend on the HEIs' participation.

Execution of the "Selection and Hiring of 15 Consultants"
phase will be the responsibility of DAU/CODEAT, in cooperation with
the NATs.

Financial resources for Goal 1 will be provided by
DAU/CODEAT, having as its source the Treasury. The material sup-
port for all phases of the Goal will be DAU's responsibility.

Goal 2: Personnel Improvement Through Training in Each
NAT's Area of Specialization

Description:

Coordination of the "Activities Programming" and "Par-
ticipant Selection" phases will be the responsibility of DAU/CODEAT.
Execution of these phases will be the responsibility of the NATs.
The NATs will also coordinate the execution and effectuation of the
"Training Realization” phase, in which DAU/CODEAT will participate

as well.

 

_-$_'——. v

 

53

Coordination of the "Follow-up, Evaluation and Control"
phase will be the responsibility of DAU/CODEAT-CODEAC, whereas
the NATS will be in charge of the execution of this phase.

The financial resources will be supplied by DAU/CODEAT,
having as their source the Treasury. Material support for all
phases will be the responsibility of DAU and the HEIS; the latter
will also participate in the "Participant Selection“ phase.

HEIS in which NATS are implemented will contribute the

necessary administrative personnel.

Goal 3: Performance of Technical Consultations

Description:

Coordination of all phases of Goal 3 will be the respon-
sibility of DAU/CODEAT. The NATS will be in charge of carrying out
the goal; in the "Identification of the Consultants to Perform
Consultations" phase the NATs will interact with DAU/CODEAT, and
in the "Follow-up, Evaluation and Control" phase they will interact
with DAU/CODEAC-CODEAT.

Financial resources will be supplied by DAU/CODEAT, having
as their source the Treasury. Material support will be DAU/CODEAT's
responsibility during all phases, whereas in the "Execution of the
Consultations" phase there will be interaction with the HEIs to

which consultations are provided.

 

 

Goal 4: Implementation of Institutional Research by the HEIs
Through the Financial Assistance of CODEAT/DAU

Description:

Coordination of all phases of Goal 4 will be the responsi-
bility of DAU/CODEAT. Execution of the "Identification and Analy-
sis of Research Projects" and "Selection of Research Projects"
phases will be the responsibility of DAU/CODEAT, whereas DAU/CODEAT
and the HEI will be in charge of "Signing the Covenants." “Follow-
up, Evaluation, and Control" will be the responsibility of DAU/
CODEAT—CODEAC. The HEIs will have total responsibility for ”Con-
ducting the Research.”

Financial resources will be provided through covenants
with federal agencies (SUBIN). Material support for all phases
will be the responsibility of DAU/CODEAT; in the "Conducting the
Research" phase there will be interaction with the HEIs.

Goal 5; Determination of the Specific Programs and Projects of
Inter-University Technical Assistance and/or Teaching

Description:

The coordination of all phases of Goal 5 and the execution
of the "Identification and Analysis of Projects and Programs" and
”Selection and Approval“ phases will be the responsibility of DAU/
CODEAT. Execution of the "Signing of Covenants" phase will be the
responsibility of DAU/CODEAT, in conjunction with the HEIs; the
HEIs will be in charge of the "Execution of the Programs and Pro-
jects” phase as well. "Follow-up, Evaluation, and Control” will

be performed by DAU/CODEAT, in conjunction with CODEAC.

 

 

 

 

N \__.

 

55

The financial resources will be provided through covenants
with federal agencies (SUBIN). DAU/CODEAT will be in charge of the
material support for all phases of Goal 5; in the "Execution of
Programs and Projects“ phase, there will be interaction with the

HEIs.

7.0 Mechanism and Rules of Execution

 

To implement the NATs (Goal 1) in specific areas, covenants
will be drawn up with the HEIs that will be responsible for the
execution of the programs and projects. In these covenants will
be specified the types of training (Goal 2) and consultations
(Goal 3) to be undertaken.

The covenants will also be used to achieve Goals 4 and 5,
i.e., ”Implementation of Institutional Research by the HEIs Through
the Financial Assistance of CODEAT/DAU" and "Determination of the
Specific Programs and Projects of Inter-University Technical Assis-
tance and/or Teaching."

The diagrams for each of the goals are presented on the

following pages.

56

 

 

.. wsmsoo\:<e mw<2Iw<msou\:<e w<NQOU\=<e museewemsee mw
we mswsws use sewueewem .w
.. wsmsoo\u<s msmsuwsmsou\2<s wsmeoe\=<s seweeeseeewesH .e

msewewsseee use muse“

mHm: w<m000\=<s w<msou\:<o wsmooo\u<s Tweesee pseuwmes we uses
Ismwmme use seweeewwweseuw .m
.. w<msou\u<e mzmsMUstmsoe\=<s wsmsoe\u<e seweewwweeseewmes .s
.. w<msoo\:<s w<mooe\2<s w<msoe\u<s me>weeeswu we seweesese—m .m
.. w<msoo\u<s wsmoou\u<s wsms00\u<s mwsz we seweerweees .N
.. w<meo0\:<s w<meoe\u<s w<mso0\u<s mwmesmews .w

sewpeeweweses usesesm seweeeexm sewueswuseee

 

m—e>es zuwwwswmseemes

memess

 

.meess ewwweeem sw eeseemwmm< weewsseew we weweez we seweeeseseweEH ”w wees

stuez sewpeeseesw weseeesspm

w<~m<wmmumm s<mmzmw

mmahszu oz< onh<u3om mo >mhmHsz

57

 

 

use: use weesee use usesee _msesue use
.. weesee\u<s mwsz-e<esee\u<s -wsesee\u<s .sueees_e>e su-so__us .u
use: use
wsesoe\u<s weesoe\s<s mess ewes suwueew_ees eseseesw .m
use: use
use: weesee\u<s mess wsesee\u<s soweee_em usesweeeses .N
wees use
.. weesee\u<s ewsz w<esoe\u<s useEEesuess mewee>wee< ._
seweeeweweses pceeeem seweueexm sewpeswuseeo

 

mwe>es zuwwwewmseemes

memes;

 

sewperweweeem we ees< m.w<z seem sw mswswecw smeessw

stuez sewueesepsH Feseeessem

w<Hm<wmmumm s<¢mzmu

umzwsau oz< zo~w<a=om no >mhmHsz

eseEe>eLeEH wessemses ”N wees

 

58

 

 

 

 

mwsz use posesee use
.. w<msou\:<s wsmsou-o<msoe\2<s w<msou\u<e .sewee:_e>e .e=-2e_wes .m
mHm: use mseeeeewsm
wsmsoe\:<s mw<z w<msou\u<s usee esp we eesessewses .u
.. . uewsee mwse mswseu ueemwmme
w<msoo\u<s mw<z w<ms00\u<s es ee ewe: esp we seweeewem .m
mseweepwem
-see ese Esewses zwwese
.. wsms00\u<s mw<ZIw<msou\3<s w<msou\u<s -se>e wwwz es3 meseewemsee
ese we seweeewwwuseus .N
.. 5822:. $5,. basses: uswsssesuuss 8.58. 328 ._
sewueewewuses pseeeum sewpeeexm seweeswuseeu
mwe>es Auwwwswmseemes memess
.msewpepwemseo weewsseew we eesessewses um wees

steez sewpeesepsH wesseeesem

H<Hm<Hmmumm s<mmzmw
masksuu oz< onH<uuom so >mhmHsz

59

 

 

 

 

o<msoo weepsee use
.. w<usou\:<e Iw<mooo\u<s wsmsoo\:<s sewpeewe>e .e312ewwes .m
mHm:
use zpmum
.. Iw<MQOU\=<e mHm: wsmsoo\=<s seseemes esp mswpeeuseu .u
szum ewe: use
.. Iw<msou\u<s w<msou\u<s wsmsoe\u<s mpsese>ee esp mswsmwm .m
.. .. psesue\s<s psesoe\u<s upeeuess
seseemes esp mswpeewem .N
.. wsmsoo\u<o w<mooo\u<s w<msou\:<s mpeeuese seseemeL esp
eszAPese use mswxwwpseus .w
sewpeewewpses pseeeem sewpeoexm sewpeswuseee
memess
mwe>es prwwswmsesmem
.=<s\w<msou we eesepmwmm<
Fewesesws esp.sm:essw mpm: esp As seseemes wesewpepwpmsp we sewpepseEe—QEH “u weew

stpez sewpeesepsw wesepezspm

H<Hm<Hmmumm s<mmzww

mmuhszu oz< onb<ouom mo >mhmHsz

60

 

 

u<moou

weepsee use

 

 

 

.. w<msou\=<s Iw<MQOU\=<s w<meoe\:<s .sowpeewe>e .ezuzewwee .m
mHm: use
zsmum mpeeuose use mEesmese
.. Iw<msoo\u<e mHm: w<msoe\:<s esp we sewpueexm .u
szum mew: use
.. Iw<mQOU\:<s w<msoo\=<s w<msoe\u<e mpsese>ee we mswsmwm .m
.. \ \ maesmess use mpeenese we
w<msoe use wsmeoe use wsmsou\:<s we>eseee use sewpeewem .N
maesmese use
.. w<msoe\u<s w<msoe\u<s w<mso0\u<s mpeeuess we mums—ese
use sewpeewwwpseup .—
sewpeewewpses pseesem coppeeexm sewpeswuseeu
memess
wwe>es xppwwswmseemes
mswseeew se\use eesepmwmm<
weewsseew zpwmse>wsuusepsw we mpeeuoss use msesmess ewwweesm esp we sewpeswEsepes ”m wees

stpez sewpeesepsH wesepesspm

H<Hm<wmmumm s<mmzuw

mmzwsao oz< onH<ouom no >mmesz

III! II II...

61

 

 

 

 

oew.mwuw .. .. .. .. oom.w_uw wepew
oom.m_um .. .. .. .. oow.wwum muses psessse>ee weseueu
easemeecw
mwmw mwmw wwmw meow mwmw
wepew eeseem
uewses

 

mees< ewwweeem sw eesepmwmm< weewsseew we sewesz we sewpepsesewess "w weew

AmesweNese swv mwmwumwmw .meessemes Feweseswu we pmeeeses

H<Hm<wmmuwm p<mmzmw
mmuhsao oz< onw<ouom so >mmesz

62

 

 

 

 

 

oom.m_um .. oom.wwum wepew

.. .. .. .... mwmw
.. .. .. .... wwmw
.. .. .. .... swap
.. .. .. .... mwmw

oow.wwuw .. oow.wwuw mussspsessse>eoweseueu
easemeesw mum—

wepweeo psesseo

wepew memseexu eessem see>

 

xseeepeo ewseseem

 

mees< ewwweeem sw eesepmwmm< weewsseew we weweez we sewpepseeeweep ”
Ameswe~sse swv mwmwumwmw .messpwuseexm we pmeeeseu

w<Hm<wmmumm s<mmzmw
mmuhsuo az< onh<ouom no >mmesz

w weew

63

 

oom.mow.mw oom.mo~.~» ooo.mno.mw ooo.~Nm.ww eee.omu._w oom.umu._m wepew

 

0253.3 oom.mom.mw ooo.mwo.ma oooJNnJm 08.0%.; ooméwuim musespsessse>ew_eseuen_
easemeesw

 

mmmw wmmw Know onmw mmmw

wepew uewses eeszem

 

 

’

sewperweweeem we ees< m.w<z seem sw mswswesw smeewsw psese>eseep wessemses ”N wees
AmesweNese swv mwmwumwmw .meeseemes Fewesesws we pmeeesew

. F<Hm<Humoum s<mmzmw
mmzhsuu oz< onH<uzom no >mhmHsz

64

 

 

 

 

oow.mew.mw .. oow.mew.mm Pepew
oom.mom.m .. cow.mom.w musem psessse>ew weseuem
”Acumeesw mwmw
ooo.mwo.m .. ooo.mwo.m musem psessse>ew weseuem
excemeesw wwmw
ooo.mmw.w .. ooo.mmw.w musem pseEsse>ew weseuem
"acumeesw wwmw
ooo.ome._ .. ooo.owe.w mussm pseEsse>eu weseuem
uxsemeesw enm—
oom.umu.ww .. oom.uwu.ww musem pseEsse>ee weseuem
"seameesw mwmw
wepweeo psesseu
wepew messpwuseexm eeseem see>

 

seemepee eweeseem

 

sewperweweeem we ees< m.w<z seem sw mswswesw smeessw psesepeweem wessomses "N weee
Ameswe~ese swv mmmwumwmw .messpwuseexm we peeeesem

H<Hm<hmmumm m<mmzmw
mmuhmuu oz< zomh<ouam mo >mhmHsz

65

 

oom.umm.~_m oom.wn—.mm oom._mm.mw ooo.mwm.~m ooo.omm.~m oom.mom.ww wepew

 

oom.uom.mww oom.wn_.mw oow.—mm.mw ooo.wwm.mm ooo.omm.mm oom.mom.wm muspmpsessee>ow_e£euem

uxsemeesw

 

pepup seep weep seep use, meme easeom
uepses

 

 

msewpepwzmseu weewsseew we eesessewses ”m weee
Ameswe~=se swv mwmwumwmw .meessemem Feweseswm we pmeeesem

h<Hmh<mmomm p<¢mzmw
mmuhmuu nz< onw<ozom mo >mwwmzmz

66

 

 

 

 

 

 

oon.uom.mwm .. oom.¢mm.mww wepOH
oom.wn_.m .. oom.www.m mussm psessse>ew weseuem
"acumeesw anew
cow._mm.m .. oow._mm.w muszm pseEsse>ew weseuem
"Acumeesw wwmw
ooo.mwm.m .. ooo.wsm.m mussm pseEsse>ew ~eseuem
”Asemeesw mne—
ooo.omm.m .. ooo.omm.m mussm pseEsse>ee weseuem
"mesmeesw swap
cow.mom.ww .. oow.mom.ww mussm pseasse>ew weseuem
”Acumeesw mwmw
wepweee psessee
wepew meszpwuseexm eessem see>
seemepeo ewEeseem
msewpepwemseo weewsseew we eeseesewses um weew

Amecwe~ese swv mwmwimwmw .mecspwuseexm we pmeeesem

pspsspeseem essezme
esspuue szs zeppseuse so >spmpzps

67

 

 

oue.eue.ee eeu.em_._s eem.uep.pe use.sue._e eee.suu._e eee.emmp pepep

. . . . . . . . . . . meweseme weseuew
ooe mmm me see mew we see omw we can use we see woo we see emmw spwz mpsese>ee

”asepemusmiestm

 

mwmw meow Rump sump mwmw

wepew uewses eeceem

2<o\H<moou we eesepmwmm<
Feweseswm esp smsecsw mHm: esp as seseemes wesewpepwpmsp we sewpepseeeweep ”u wees

AmesweNese swv mwmwimwmw .meeseemes Feweseswm we pmeeesem

w<mm<wmmomm s<mmzmw
mmuwmzo oz< onH<uuom mo >mmesz

 

68

 

oom.mmm.mm .. ooo.mmm.mw wepow

 

 

 

oou.mm_._ .. oou.mm—._ meweseme weseuew spwz mpsese>eo
”Asepemuemuespxm meow

oom.om_._ .. oom.om—.— meweseme Feseuew spwz mpsese>eu
"acepemuemIespxm mwmw

oom.woo.— .. oom.wmo.w meweseme weseuew spwz mpsese>eu
"AsepemuamIespxm mem—

ooo.woo.— .. ooo.woo.w meweseme weseuew spwz mpsese>eo
”Asepemuumiespxm snow

ooo.0mm w .. ooo.omm m mepeseme weseuew spwz mpsese>ee
”asepemuemuespxm mwmw

Fwwwqmu chLszo

wepew mesepwuseexm eeseom see>

 

seemepeu ewseseem

 

u<s\w<msou we eesepmwmm<
Feweseswm esp smuessw mmm: esp as seseemem wesewpspwpmsm we sowpepseEe—QEH “s weew

AmesweNese swv awe—Imwmw .meseppuseexm we pmeeesem

H<Hm<wmxumm m<mmzmw
mausmuu oz< zomw<ouom mo >mmesz

 

69

 

oou.wwm.mw oom.umm.wm oo_.omm.ww oo~.mmw._w ooo.mww.ww ooo.omo.ww wepew

n a o o a a a a a n n n m 6
cos mwm mm oom umm wm cow omm ww cow mww Fm ooo m—w Pm ooo omo Fm mehwflm mphmuewww

"asepemuemuespxm

 

mwmw mwmw Rump . mwmw mum—
Pepew eesuem
uupses

 

 

mswseeew se\use eesepmwmm<
peewsseew xpwmse>wsu sepsm we mpeeuess use msecmess ewwweesm esp we sewpeswssepes ”m weee

AmesweNsse swv mwmemwmw .meessemes Feweseswm we pmeeesem

w<Hm<hmmumm m<mmzmw
mmzhpuo oz< onH<uuom mo >mmesz

7O

 

 

 

 

 

 

oou.wwm.mw oou.wwm.mm wepew
use.u~m._ use.uee.p eupeseue peseuew spps musese>ue
”asepeeuemIespxm meow
oo_.omm._ oo_.omm._ meweseee weseuew spw3 mpsese>eu
“seepemuemIespxm wwmw
eow.mw—.p cow.mww.w meweseme peseuew spw3 mpsese>eu
”scepemuumIespxm swo—
eoo.m_w.w eoo.m_w._ meweseme weseuew spw3 mpsese>ee
”asepemuemIespxm sump
uuu.emu._e use.ueu._p musesuue peseuew sews musese>ue
”scepemuemIespxm mwmw
psessee
wepew mesepwuseexm eessem cee>
seemepeo ewEeseem
mswseeew se\use eesepmwmms
weewsseew xpwmse>wsuI Isepsw we mpeeuess use maesmess ewwweeem esp we sewpeswEsepes “m weew

AmesweNese swv mwmemwmw .messpwuseexm we pmeeesem

P<Hm<Hmmumm m<mmzmw

mmahssu oz< onk<uaom mo >mHmHsz

71

8.0 Follow-up, Evaluation, and Control

Concerning the activities developed by the NATS, the execu-
tion of the project will be controlled and evaluated through resident
consultation, performed in each NAT by a consultant of the CODEAT/
DAU staff, permanently employed in the NAT, who will meet periodic-
ally with CODEAT/DAU in Brazilia.

With reference to the several activities forecasted for the
project, control and evaluation will be performed by CODEAT/DAU,
in conjunction with CODEAC/DAU, through visits of technicians to
the HEIs and analysis oftheir performance or of the studies pro-
duced.

The project will be followed up, evaluated, and controlled
in accordance with the plan for follow-up, evaluation, and control

specified in the Sectorial Plan Projects.

72

PROJECT 17: TECHNICAL ASSISTANCE TO THE HIGHER
EDUCATION INSTITUTIONS

ANNUAL OPERATIONAL PLAN, 1975

73

.eepmxm euee wessepsw mpw

mswuseees esspweu use sewpeeeum we xspmwswz esp we pewsepeseem Feceseu esp we se>wm es ep senses
e sew ueuw>ese mw eueo usepeeuzm sepwe eeesm sse—s esp .mewsep mswueeeesm use mwsp sme

 

mewpwmse>wsu
esp ep wessemses
e>wpespmwsw5u< use

 

weewsseewIImeesaemes meessemem seas: esspweu
seas: we pseEe>eseeH we mswswesw sewpeeeum sesmw: use sewpeeeum
eueo
weepemusm zpw>wpe<\peeness seemesesse Eesmess sewpessm

Eesmess asepemuem esp sw peeness esp we sewpeewwwpseum o.m

 

mzomwuwmwmzH onw<uuam mmzwmz mzw oh muz<wmmmm< m<quzumh

sews sepeem essppeu use sewpeeeum esp sw peeness esp we eEez o.m

 

mswewws upwmse>wsu we pseEpseees "esez

"eeueu asepemuem
ppsu scepeuuee o.p

 

P ewuuez

mwmeIsews wesewpeseso weess<

P<Hm<wmmumm s<mmzmo

mmahmco oz< zo~s<u=am mo >mkasz

74

 

maesmece use msewe swesp e>eceew msewpepwpmsw psewewweu ewes ewII
wessemsee use msewewsseep e>wpespmwsw5ue we mswswesp esp epeswuseee ewII

aesewewweu
pmee esp msw>es meese esp sw memseee e>esesw ep .eesepmwmme msw>weees esewpepwpmsw emesp ep
msewpepwpmsw eswpmwmme esp sesw msemmewese xs msewpep—emsee we mewpw>wpee esp epeswuseee ewII

uees sepeesm
e e>es pesp msewpepwpmsw emesp ep >Fe>wpeewwe ecee mswpeseee ese pesp msewpspwpmsw we
pseeesm we Eesmese e we pse5ee_e>eu esp .emueFZess we eese ep mswuseeee .epeswuseee ewII

mesewsseep use muespes e>wpespmwsmsue we sewmswwwu wewpsepes esp.peeswu use e>eseEw ewII

meseueeese use muespes sewpespmwswEue Fewesesww use acepemues .
sewpespmwswsue ewseueee we mpsee=spmsw use muespes esp .
maepmzm sewpespmwswsue use mswssewe smeesees esp .
meweseme mswssewe wesewm esp .

”we pseee>eseew se\use sewpepseEewesw esp mHm: esp sw epeEese ewII

 

me>ppeeuse epwpeesm u.e
.Eepmxm sewpeeeue sesmws esp we sewpeseee esp msw>essew usezep zew> e spwz
.Esewes ewEeuees esp mswpseeeweew ms uepeece muees esp we emeeees .seppes Ecewsee ep sesp msw
Izwwweee .mHmz esp we mswseeep esp .zppeeswusw .use esepesspm e>wpespmwsweue esp e>esssw ewII
e>wpeeuso Pesesee o.u

 

mumpIIsews weseppeseeo weesss

h<mm<Hmmumm p<mmzmw
mzzwszu oz< zomh<usom mo >mwmmzmz

75

 

 

 

 

 

Eesmese eeseE mswseeep se\use eesep
. . e . mesa we . . eesesww . msewp Imwmme weewsseep xpwmseis:
spsee Eesmese Iep wpmsp Isepsw we mpeeuess e maesmess
\sse: e . mess e w w weeem esp we sewpeswszepee mo
=<e\w<meou
seseemec
we eesepmwmme Fewesesww esp
.. \wwnw” .. wuwmmwwwm . IepflmWwH smeessp mpm: esp as seseemes
. . . wesewpepwpmsw we eesessewses so
psz uespes .
em .pwemsee Np see . sewp msewpeppsmsee
\e\ms:e: .pwemsee Iepwpmsp weewsseep we eesessewses me
ps2 ps2 suppeeppepeesm es
ewe mswswesp m see see eese m.w<z seee sw mswswesp
\msee: eeswesw mswswesw smeessp pseEe>eseew wessemses No
meese ewwweeem
sw eesepmwmms weewsseew
m meepeez .. .. .. we wepesz we sewpepsesewsep we
.pseso pws: .pseuo pws: .pseso pws: mweew we sewpswseeee .ez
pseeesemeez wespsee eesesewes
eweee e.w

 

mmeHmam>qu mzw mom mmzzommme

"eueu Asepemuem

m>Hh<mhmHszo< oz< m<u~zzumeImeegzemem seEu: we pseEe>eweEH ”eEez

pr>wpe<\puewess 0.0

 

mwmeIsews wesewpeceeo weesss

P<Hm<hmmumm m<mmzmw

mmzhmuu nz< onH<u=om mo >mHmHsz

 

 

esem esp Esewses ep mmm: esp spwz mpses

Ie>ee we mswsmwm esp use sewpessewsw we easese
Isepsw esp epeeese wwwz w<msoe .mswseeep se\use
eeseprmme weewsseep we maesmese ewwweeem esp
we _e>esese use .sewpeewem .mwmzwese esp Eesm

76

mswseeep se\use eesepmwmme
weewsseep zpwmse>wssIsepsw we mpeemese

 

use maesmese ewwweeem we sewpeswssepes mo
mswesesww Lpesp u<s\w<msoo we eesepmwmme
epeEese use mpeefless seseemes esp e>eseee use Fewesespw esp smeessp .mmm: esp as
ewaese wwwz w<msou m—emeeese .mmm: esp Eesm seseemes wesewpepwpmsw we eeseEsewses so
ps2 seee see Np .esup sp
msewpepwemsee om we mw<z esp he eeseEsowses msewpepwemsee weewsseep we eeseEsewses mo
mpseewewpsee mm we wepep e sew
.sewperpeweeem we eese m_w<z seee sw .mwm— sewperweweeem we eese m_w<z seee sw asp
sw mEesmese mswswesp e>ww we sewpepseEe—QEH Iswesp smzessp wessemsee we pseEe>eseEH No
sewpespmwswsu< eweeuee<
sew mswmmeeess epes sw mszwweweeem w<z wII
sewpespmwswEu< wewe
Iseswm use Asepemusm sw mszwweweeem w<z wII
sewpespmwswEu<ewEeuee<sw mszw—eweeem w<z —II
sewpespmwswEu< use
mswssews meeseu sw mszw—eweeem w<z FII
mswssews ewEeuee< sw mswwwweweeem wsz wII meese ewwweeem sw eesepmwmm<
”uepseseweew es www; mw<z e>wm weewsseew we weweez we sewpepseEewsEH we
meseueeess use me>wpeeuso weew esp we sewpewsemes .ez
mwmeImweew we sewpeewwwpseum 0.x

 

HH e—uuez
mwmeIse—s wesewpeseeo weess<

w<mm<wmmumm m<mmzmw
mashmao oz< zomh<uanm mo >mhwmzmz

77

 

 

om .. o ps2 see e
.mpsepwemsee m— we mswsws use sewpeewem we

oe s u uepeeop

es ppps apes esp sews; sp use: use use
psmooe\o<o seespes upsesesoe we ospsopm oo

om .. .. w<moou we msemw>ue use mpsepwumsee
pseuwmes we mswsws use sewpeewem mo
oep u .. sopeeepseoso .mpsz esp we suppesoeepe so
oNp u .. ee>ppoespu wo suppesosepe mo

om .. _ apes uepeepem esp we
meses esp sees psmooo\o<o osppeepsoo No

oo N .. epsz e>pw esp osepueepm
Isee we ewseeee mHm: esp we sewpeewem we

mxmem. mxweh
swmxmmw pseeeemsem maew>ess msmew .ez
.p a we sessez we Lessez
".pu<\.uoss\.uoo
osess oeueomsm zp eozspopmms esopzsoep so pmsouz so zoppspzmseeszp "peso

msop .msmep esp wo soppspsemeo ..o
msmep o.o

 

mwmerseps weseppeseeo wesss<

H<~¢<Hmmumm s<mmzmw
mmawmuu oz< zomh<ouom mo >szHsz

'78

 

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w<z see m .mpsepwem
Isee mw we mswsws use sewpeewem

uepeeew es wwwz mw<z
esp sews3 sw mpm: esp use w<msoe
\:<s seezpes mpsese>ee we mswsmwm

w<msoo we msemw>ue use mpsepwemsee
pseuwmes we mewsws use sewpee—em

sewpersemse
.mwsz esp we sewpesesewm

me>wpeecwu we sewpesesewm
mam: uepeewem esp we meEes
esp sup; pseooo\o<o osppeepsoe

epsz e>pw esp osppupppmsoe
we ewseeee mpmz esp we sewpeewem

 

 

 

pm mp
.eee

 

 

om mp
.>ez

 

 

_m m_
.puo

 

 

om mp
.peem

 

 

Fm mp
.mes

 

 

pm op
spsu

 

 

om mp
eseu

 

pm mp
xez

 

 

 

om mw
che<

 

Fm mp
sesez

 

 

mm mp
.sem

 

 

Fm mp
.seu

 

 

 

useses

m<mm< uHmHomem 2H muz<wmmmm< m<quzomH mo Hmmouz mo onH<wzm2mpazH

msmew

msmew esp we seemesessu N.m

".pe<\.news\.ueu

um<oo

 

Hm e—suez

H<Hm<wmmumm m<mmzmo
mmawmau oz< zo~w<u=om mo >mhmmzmz

mNm—IIcwwa Pmcowumgmao szcc<

79

 

 

mpsese>eu ”uemu Emwseseez
msewpepwpmsp sewpeeeum sesewz ”zesem< mswpseexm

w<msoo\:<s Axesem< mswpeswuseeu

“cowuzumxm we mcowvwvcoo O.FP

 

msewpupwpmsm sewpeesum sesew:

”compzomxm $0 mrmoom 0.0—

 

mwewIIsews pesewpeseeo weosss

P<Hm<wmmomm p<mmzma
mmuwsuu oz< zomw<uuom mo >mmesz

8O

 

 

om: .. N Fowpcou ucm .coze: ~e>m .eeIzonom uo
omw .. N mpeewese mswswesp we eeseEsewses mo
oo_ o _ upsesweepses eo soepuepem No
ope N .. mopppsppee we ospssesooss po
sews. seems semen

".pe<\.uoss\.uoo

zospsNHsseomsm so sees m_p<z sosm 2s oszpssp sooossp pzmsesoessp smzzomsms upeso
esop .msmep esp we suppeesemeo _.o
msmep o.o

 

mwmeIsews wesewpeseeo weess<

w<mm<wmmumm m<mmzmo
mmuhmuu oz< onH<o=om mo >mwmmzmz

81

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

xxx.xx.xxx.xxsxxxrxxxxxxrxxxxxxxxxs wespsee
use .sewpe=_e>e .eeIZeF—em .u
xxx.xx.xxxxxxxxxLIxxxxx xxxswxxxxxx mpeemese
eswswesp we eeseEsewses .m
xxx.xx.-xx.xxxxxxxxxxxxxwxxxxxxxxxxxxmxxxe mpseewewpcee we sewpee—em .N
xxx xx,xxx.xx .x.-xx-xxxxxxxxxxxxxxxxxuxxxxxxuxxx mewpw>wpee we msws=ECmess .w
Pm mp om mp Fm mp on m_ —m mp _m m_. om m— _m mp om mp Fm mp mm mp Fm mu
.eee .>ez .peo .peem .m=< Awsu eseu xez pwses sesez .sem .seu msmew
uopsea

mxmew esp we Seemesesso N.m

".po<\.newa\.ueu

zomw<NHs<Humem mo <mm< m.w<z Iu<m 2H oszH<mw Iwuomzw wzm2m>ommzm AmZZOmmmm u4<ow

 

Hm eweuez
mwmeIsews wesewpeseso weess<

H<Hm<wmmomm m<mmzmw
mmuwmau oz< zomw<uuom mo >mwm~zmz

 

82

 

mpsese>eu “uem: Emwseseez
eesepmwmm< weewsseew we weweez ”Aesem< mswpseexm
psmooo\o<o nauseos osppespusooo

usewpzeeXm we msewpwuseu o._w

 

msewpzpwpmsH sewpeeeum sesmw:

”sewpeeeXm we eweeem o.o_

 

mnm FIICM _.n_ _.m,:o wqumao szcc<

H<Hm<wmmumm m<¢mzmw
mmuwmuu oz< onw<uuom mo >mwmmzmz

 

83

 

 

mew .. m wespsee use .sewpeewe>e .esIzewwem me
mew .. m.N msewpepwemsee esp we eesessewses ue
oo_ o p uopses mess ospssu
uepmwmme es ep mHm: esp we sewpeewem me
oew u _ msewpepwsmsee esp asewses xpweopse>e
ppps oss mpseppomsoe wo suppeepwppseup No
ope N .. msewpepwemsee we eswsseseess we
.Mwflflmss esewmwmwsm .mwwmwes .eeep .ez
. we Lessez we Lessez
“.pe<\.uoss\.uoo
mzepwswsumzoe ssepzsemw mo mezszsomsms nwees
mwmw .msmew esp we sewpewcemes _.m
memew o.m

 

mwmeIsews —esewpeseeo weess<

k<Hm<wmmumm p<mmzmw
mmzwpau oz< zo~e<o=om mo >mHmHsz

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

weepsee
xxxsxxxxxxsxxxxxxsxxxxxxxxxxxxx use .sewpe:~e>e .eeIxewwem .m
fixxwxxxrxxwxxxxxxuxxxxxxxxxxxxx msewpepwemsee esp we eeseELewses .u
. ..... . . uewsee mwsp mswseu uepmwmme
xxxxxxxxxxsxxxvxxsxx xxsxxxxxxsxxxsxxsxxx es op mHm: esp we sewpeewem .m
msewpepwemsee esp
.xx xx..:x xxxwxxsxxexxxsxx.xxx.xxxrxxsxxx Esewsee zwweepse>e www: es:
mpsepwemsee we sewpeewwwpseum .N
no xxxsxwaxxsxxxxxxsxxLxxxxxxxxxxsxxxrxxsxxxrxxsxxx msewpep—emsee we mswssesmess .w
00
pm mp em mp Fm mp on m_ we mp Fm mp om mp _m we on mp pm mp mm m_ Fm mp
.eeo .>ez .peo .peem .m=< sweu eseu we: wwse< seee: .sem .seu msmew
uowses
mxmew esp we seemesesse N.m
".pe<\.ness\.ueu
mzomw<wsumzou p<upzzumw mo muz<zmomsms ".28
HH eweuez

eNoFIIseps pesoppeseso peesss

P<Hm<wmmumm p<mw2mw

mmawpau oz< zowh<uzom mo >mwmmzmz

85

 

mpsese>eo "uem: Emwseseez
eesepmwmm< weewsseew we weweez "zesem< mswpeeexm
psmooo\o<o Haseos osppespusooo

”sewpeeexm we msewpwuseu o.ww

 

msewpepwpmsm sewpeezum wesmwz

”cowuzomxm Lb m—moom 0.0—.

 

epopIIseps pesoppeseoo peesss

F<Hm<wmmumm p<mmzmw
mmuhpuu oz< onh<ouom mo >mkasz

86

 

 

on ... m wespsee use .sewpe:_e>e .eeIzewwem mo
on .. m seseemec esp oswpeouseo so
omw s N . mpsese>ee we oswsowm mo
oow m _ mpeeoeso seseemes we sewpee—em No
opN N .. mpeeoese seseemes esp
we mwmxwese use sewpeewwwpseup wo
smmmws gamma .wfis see .2
. we Lessoz we Lessoz
u.pe<\.oess\.ueo
o<o\w<mooo mo moz<wmpmm<
m<moz<sz mzw zooomzh mHm: mzh >m zom<mmmm m<zomw2hmwmzm mo zomw<wzm2mmszm u—eew
mwop .msmew esp we sewpswsemeo w.o
msmew o.o

 

mwmeIsews wesewpeseso Fezss<

F<Hm<kmmumm m<mmzmw
mmahmzu oz< onh<uaom mo >mhmHsz

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

-I- -I- II-II I.II. Fespsee
xx xxx x xx xx xx xx xxx use .cowum:~m>m .qziuazoh— .m
- m-m: .: -:: :..-:, mpeeuese
xxxsxx xxx x xxx xxsxxx use maecoese esp we eesessewses .s
x: xxx xxaxxx-x: xxx xxsxxxxxxxxxx mpsese>ee esp we oswsowm ..m
II .II. I III II--II. ...I..I. II maesoess use mpeeoese
xx xxx xx xxx x xxx xxxxxx x m xx xx 332 we ~m>owqaw new :Owuumpmm .N
I ,II..I - II-.II.II.II. . . II I msesoese use mpeeoese
xx xxx xixxx x xx xxsxxLxxxxxxx xx xxxxxx¢xxi we mwmhwese use compeuwwwpsmum .F
m
_m m_ om mp we mp om mp pm mp we mp om mp pm mp om me we mp mN mp pm mp
.eeo .>ez .peo .peem .oe< xweu esso xez wwses sesez .sem .seo msmew
uewses

wzHIu<mw m0\oz< muz<wmmmm< m<u~zzumw >H~mmm>mzuummwzp mo mhumuome oz<

msmew esp we secoesesso N.o

".pu<\.uoss\.uoo

mz<mooms ummwumem mo onH<z~zmmhmo us<oo

 

Hp ewouez

mwowIIsews wesewpeseeo weoss<

h<~¢<km¢umm s<mmzmo
mmuwmau oz< zomh<uaom mo >mmesz

 

88

 

 

 

musese>eu uuem: Emwseseez
msewpepwpmsH seweeeeum sesmw: fixesea< msweeeexm
Hsmeee\=<e "xecem< mswemssusooe

“cowgsuwxm $0 mcowpwvcou O.F—

 

msewpzpwpmsH sewueezum sesmwz

”COwHJUmxm we mFMUOA 0.0F

 

mmmFIIseFe Feseweeseeo peess<

H<~m<kmmumm s<mmzmw
mmzhszu oz< onH<ozom no >mHmHsz

89

 

 

_osusee
use .sevuee_e>e .e=-zep_em

.
LO

 

seseemes esp msmueeuseu .s

 

musese>ee we usmsmwm .m

 

mpeeuese seseemes we so_pee_em .N

 

meuenose suseemes esu
we umAFesm use se_umewmwuseus ._

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

_m m— om m_ —m mp on m_ _m m_ Fm m_ om m_ Fm m_ cm m_ Fm m_ mm m_ Pm mp
.eeo .>ez .uuo .eeem .m:< >_:u eseu xez Fwse< sesez .sem .seu mxmek
uewsee

mxmek esu we Emsmesessu ~.m
“.uu<\.noxm\.uou

:<o\H<moou no muz<hmHmm< 4<Hoz<sz NIH Iwaomzh mHm: mIH >m Ium<mmmm s<onh3kHHmzH no onH<hzmzmse2H ns<oo

HH e—euoz

mmeIIsefie Fesewueseeo Feess<

H<H1<Hmmumm s<mmzmu
mmzhszu oz< onk<uzom no >mhmHsz

. I! I’ll [III]. [ >

90

.Eeumxm sewueuwwwuee wesseusw mew
mswueemes esep—eo use sewueueum we xspmwswz es» we pewseueseem weseseu esp as se>wm es ea Lessee
as e sew ueuw>ese mw .pe<\.nese\.ueo seewe eeeem ssews esp .mewseu mswueeeuem use mwsp sHe

 

 

.. m wesesee use .sewpeewe>e .eeIzepweu mo
.. m mpeenese use maesmese esp we eeseesewsee eo
e N musese>ee es“ we mewsmwm mo
m w msesmese use meeewese we we>eseee use sewpeewem . No
.. maesmese use
N meeeuese we ewmxwese use sewpeewwwpseuH we
msmeh msmeh
s%mMmeo eseeeemsem meew>ese msmeh .ez
. we sesEez we Lessez
ue.ee<\.eess\.uee

wszo<mH m0\oz< moz<~m~mm<
s<onzomh >HHmmm>stumquH no mhumuome oz< mz<mooae uHuHumem no onH<szmmhmo ”weow

msm_ .mxmew esp so soweQwsumee _.m
memew e.m

 

mwmeIsewe peseweeseeo weess<

h<Hm<Hmmomm s<mmzmw
mmzhsau oz< onh<unom mo >mHmHsz

91

 

musese>eu "uemu Emwseseez

 

meoweseFHWCH soweeesue sesmwz use Pseeee\=<e exocees eswezeexu
Pseeee\=<e ”xocem< mcseecwesooe

"sewpeeexm we msewpwuseu o.w_
mseweepwpmsH sewpeeeuu sesmwz

"seweeuexm we eweees o.o—

 

mnmwuusewe wesewueseeo weess<

H<Hm<hmmumm 4<mmzmw
mmzhsau oz< onH<onou no >mkasz

 

oom.wom.mm weuew

 

92

meweseme weseuew mswsueee
. sew: musese>eu se\use eesepmwmme weewssueu xuwmse>wseuseesw we
ooo.omo._ "xseuemuesIespxm mpeewese use maesmese ewwweeem we sewpeswssepee mo

meweseme weseuew

 

sew: musese>eu u<e\w<moou we eeseemwmme Fewesesww
eee.emm ”xseeemuza-esexe esp sezosse .mse: xs seseemes Fesoweaewemss we
musew .>eo .uee
oom.mom._ "xsemeesw msewpepwemsee weewsseew mo
musew .>ew .uem sewpeewweweeem we eese m.w<z
oom.emu._ ”xsemeesw seee sw mswswesp smeessp wessemsee we usese>eseEH No
musew .>ee .uee meese ewwweeem
eow.mwe w ”xsemeesw sw eeseumwmm< Feewsseew we weweez we seweeuseEeFeEH we
ago mussom pwow

AmesweNese swv mwmw .meeseemea Pewoseswu we pmeeesem o.mw

 

mwmeIse—e weseweeseeo Feess<

H<Hm<hmmomm s<mmzmw
umzhssu oz< zo~w<u=nm mo >mHmHsz

MINISTRY OF EDUCATION AND CULTURE
GENERAL SECRETARIAT

93

Annual Operational Plan--l975

 

13.0 Forecast of Expenditures (in cruzeiros)

Goal: Implementation of Nuclei of Technical Assistance in

Specific Areas

 

 

 

Cod./Proj./Act.:

Source: Treasury--Federal Government funds

Code Expense Element Cr$
l. Human Resources

3.1.1.0 Personnel $389,500
2. Material Resources
3. Other Resources

3.l.3.0 Services 29,300

Total $4l8,800

 

 

 

94

 

m.mp¢

.. .. .. .. m.xs e.xx e.sx e.xx ~.xe_ Askew essezee

 

”segue
newesem< weseuewsez sesw

wesseexm
Fesseesm
swmwse uwuesu seem

ueuee—Fee xwueeswo

"meeseem
ueueuewwesu sesuo seem

 

 

ueeeee—_<
m.m_e .. .. .. .. .. .. .. m.mw m.ww m.ww m.mw ~.wow ueueuewwess
m.m_u .. .. .. .. .. .. .. m.~w m.xx m.ww m.wx ~.wow musew .>ew .ueu
"xsemeesh
Pepe» .eeo .>ez .eeo .ueem .m:< xweu esee xez Fwse< seee: .see .seu eeseem
”.ue<\.nese\.ueo

mees< ewwweeem sw eeseemwmm< weuwsseew we weweez we sewueeseeeweem ”Peeu
Aooo.—mgu swv mumpnusepm pesowueseeo.~e:ss<

h<~¢<kmmumm.s<mmzmw
waahszu oz< onh<o=om mo >mthsz

95

MINISTRY OF EDUCATION AND CULTURE

GENERAL SECRETARIAT

Annual Operational P1an--1975

 

 

13.0 Forecast of Expenditures (in cruzeiros)

 

 

GoaI: Improvement of personnel through training in each NAT's
area of specialization
Cod./Proj./Act.:
Source: Treasury--Federa1 Government funds
Code Expense Element Cr$
1. Human Resources
3.1.1.0 Personnel $816,700
3.1.4.0 Other responsibilities 311,800
3.2.5.0 Contribution of social-welfare 207,900
2. Material Resources
3.1.2.0 Expendable resources 44,600
3. Other Resources
3.1.3.0 Services 103,900
Total . $1,484,900

 

 

 

 

96

 

 

 

m.¢mu.— o.~mp c.5op m.wm— o.nww m.~wm m.wmm m.-N .. .. .. .. .. s<hop 4<amzmw

 

usespo
memesem< weseuewsez seem

wesseexm
wessepsw
swmwse uwuese sesm

ueuuewwee appeeswo

"meeseem
ueueeewwesu sespo Eesw

 

ueueuewp<
m.ewu._ m.nop m.wow m.wu_ o.wow m._wm m.wwm m._wm .. .. .. .. .. ueueee—wesu
m.ume.w m.wop m.wu_ o.wmw u.wow m.wwm m._wm m._wm .. .. .. .. .. musew .>eo .ueu
”Asemeesw
weuek .eeo .>ez .eeo .eeem .m:< xweu eseu xez wwse< susez .seu .seu eeseem

 

".ee<\.nose\.eoe
sewperweweeem we ees< m.k<z seem sw mswswesk smeessh wessemsee we psese>eseEH "Peew
seee._ese ewe meow--=eps Pe=0weesese Pe===<

P<Hm<Hmmumm s<¢mzmw
mmzhssu oz< zo~e<u=om no >mhmHsz

97

MINISTRY OF EDUCATION AND CULTURE
GENERAL SECRETARIAT

Annual Operational Plan--l975

 

13.0 Forecast of Expenditures (in cruzeiros)

Goal: Performance of Technical Consultations
Cod./Proj./Act.:
Source: Treasury--Federa1 Government funds

 

Code Expense Element Cr$

 

1. Human ResOUrces

 

3.1.1.0 Personnel $ 949,200

3.1.3.0 Service (remuneration of service 303,600
personnel)

3.1.4.0 Other responsibilities 126,400

3.2.5.0 Contribution of social-welfare 206,400

2. Material Resources
3.1.2.0 Expendable resources 16,800

3. Other resources
3.1.3.0 Services 301,400

 

TotaT $1,903,800

 

 

 

 

98

 

m.mom.w w.—nm o.~w~ o.NmN o.~wm o.mw~ o.NwN o.mmN ..

.. .. s<h0h s<mmzmu

 

w.mom._ m.—NN o.~w~ o.~w~ o.mmm o.NwN o.mwm o.mn~ .. .. ..
m.mom.— w.wwN o.NwN o.~wm o.NmN o.mw~ o.mw~ o.NmN .. .. ..

msesee
mewesem< weseuewsez seed

wesseuxm
wesseusw
swmwse «wuese Eesu

ueueewweu xwueeswn
"meeseem

ueeeee—wesu sesuo eesu
Eesozs
.. .. ueueeew_es:

.. .. musew .>eo .ueu
"asemeesh

 

Feuew .eeo .>ez .ueo .peem .m=< aweu eseu me: wwse< sesez .sem .seu meuseem

seee._ese swv mse_--=e_s _e=oeeeseee _e=:=<

F<Hm<kmmumm s<mmzmu
mmzhssu az< onh<uzom no >mmesz

”.ee<\.eoes\.eoe

mcowwmupzmcoo quwccumh $0 wucmELOWLwn— u—mow

 

99

MINISTRY OF EDUCATION AND CULTURE
GENERAL SECRETARIAT

Annual Operational Plan--1975

 

13.0 Forecast of Expenditures (in cruzeiros)

Goal: Implementation of Institutional Research by the HEIs Through
the Financial Assistance of CODEAT/DAU

Cod./Proj./Act.:
Source: Extra-budgetary

 

Code Expense Element Cr$

 

1. Human Resources
3.1.1.0 Personnel $646,000

3.2.5.0 Contribution of social—welfare 161,500

2. Material Resources
3.1.2.0 Expendable resources 57,000

_ 3. Other Resources
3.1.3.0 Services 85,500

 

TotaI $950,000

 

 

 

1(30

 

o.omm n.mm— m.mm~ “.mmp “.mmw u.mm_ m.mmp w.mmp .. .. .. .. ..

 

o.omm m.mm— w.mm~ N.mmw n.mm— ~.mm~ w.mmp w.mmw .. .. .. .. ..

o.omm n.mm_ w.mmp m.mm~ w.mm_ w.mm_ m.mm_ m.mmw .. .. .. .. ..

s<how s<mmzuw
m.sesnwo
mewesem< Feseuewsez Seem

wesseuxm
wesseesH
swmwxe ewuese Eesu

ueueewwee xweeeswo

”meeseem
uepeeeFFesu seseo Eesm

eeeeeos_<

ueueeeP—esu

musew .>eo .uem
”aseweesw

 

Feuew .eeo .>ez .uuo .ueem .m=< arse eseu xez wwse< susez .seu .seu

meeseem

 

".ee<\.eoss\.uoe

2<Q\H<moou wo mosewmwmm< wewuseswm esu smaogsh mHmI esp Xe sogeemem wesowpzuwumsH we sowpegsesepeEH n—eow

Aooo._wsu swv mumpnnsepm wesowuegeeo Feuss<

F<Hm<Hmmumm s<mmzmw .
mmahssu oz< onh<osou no >mhmHsz

 

101

A MINISTRY OF EDUCATION AND CULTURE
GENERAL SECRETARIAT

Annual Operational Plan--1975

 

13.0 Forecast of Expenditures (in cruzeiros)

Goal: Determination of Programs and Projects of Inter-University
Technical Assistance and/or Teaching
Cod./Proj./Act.:

.Source: Extra-budgetary

 

Code Expense Element Cr$

 

1. Human Resources
3.1.1.0 Personnel $ 714,000

3.2.5.0 Contribution of social-welfare 178,500

2. Material Resources
3.1.2.0 Expendable resources 63,000

3. Other Resources
3.1.3.0 Services 94,500

 

Total 1 $1,050,000

 

 

 

 

 

102

 

o.omo.p

o.omo.w

o.omp o.omw o.omp o.omw o.omp o.om_ 0.0m— .. .. ..

o.omp o.om_ o.om_ o.omw o.om_ o.om— o.om_ .. .. ..

o.omo.~ o.om_ o.om~ o.om_ o.om— o.omw o.omw o.om_ .. .. ..

.. .. s<wow s<mmzmw
.. .. mseseo
mewesem< weseuewsez seee

wesseuxm
FesseesH
swmwse uwuese eesw

ueueewwee x—poeswo

.. .. "meoseom
ueeeee—Pes: sesuo sass

eeeeuo__e

ueeeeew—esu

musew s>eo .uem
"xsemeesw

 

_eeow

.eeo .>ez .ueo .ueem .m=< xweu eseu xez wwse< sesez

.ses .seu meeseem

 

mswseeew se\use eeseemwmm< weewsseew xuwmse>wsuuseusH we mpuemese use
Aooo.wmgu swv mum—nusepe Pesowuegeeo weass<

h<~m<kmmomm s<mmzmo
mashsao oz< zowh<u=om no >ahmHsz

".uu<\.woga\.uou

mEesmege ewwweeem we seweeswsgeueo "weew

 

CHAPTER V

PRESSURES AND NEEDS CONCERNING AN EXPANSION OF
THE NUCLEI OF TECHNICAL ASSISTANCE PROJECT

As soon as the universities became aware that the "Technical
Assistance to the Higher Education Institutions“ project had been
approved and funded, some universities began a series of visits by
their representatives to CODEAT, trying to influence future decisions
about which institutions would be chosen as the academic units at
which the NATs would be located. It is important to mention that
the university representatives were assured that the choice would be
made objectively, after adequate study in which several factors would
be taken into account, i.e., reasonable number of professors or tech-
nicians and specialists in the NAT's appropriate area, professors' or
technicians' work schedule (part-time or full-time employment), and
facilities and equipment available at the universities. However, some
representatives were extremely insistent, bypassing contacts with the
CODEAT coordinator and going on several occasions to talk with DAU's
Director and even with the Minister of Education.

Some leaders of one university, obviously not understanding
the project's basic philosophy, which envisioned a c00perative, inte-
grated system of mutual aid, suggested the possibility of having all
five NATS located at their university. It was disheartening that,

possibly because of the hope of bringing larger financial resources

103

‘e

104

to one university, some university leaders lost sight of the philo-
sophical and Operational view of the project. However, this kind of
behavior on the part of some university leaders led to the conclusion
that the selection of the headquarters universities of the NATs should
be treated carefully, and that the documents outlining the duties and
obligations of each one be meticulously formulated.

There were instances in which university representatives and
leaders interested in participating in the Technical Assistance
Program, and having understood its basic ideas, insisted on areas
in which their universities would be able t0'offer technical
assistance. If on the one hand this insistence exerted pressure on
CODEAT/DAU before the choice of the headquarters universities of the
NATs was made, it was evident that some of these pressures con-
tributed positively to the program. Thus DAU's directors, influ-
enced by the arguments and pressures exerted by some universities,
and receiving the Minister's approval, authorized the expansion of
the program by providing an additional Cr$607,400.

The original project had already been approved for the
Sector Plan of Education and Culture; therefore it did not suffer
any modification because the expansion was implemented in a short
project that became an "addendum" to the original document. So,
adhering to the principles of the original project, in this
addendum three more Nuclei of Technical Assistance were created
experimentally for 1975:

1. One NAT of hospital administration dedicated to the

universities' medical schools;

105

2. One NAT of library science, dedicated to training
personnel for the administration, organization, and
planning of university libraries;

3. One NAT of general administration, dedicated to pre-
paring administrative support personnel for the univer-
sities (staff).

‘ Finally, with a project that had created the eight NATs,
causes of concern were the legal documentation that would create

and operationalize the program established in the project, and

 

selection of the universities that would be the headquarters of
the NATs. Although still suffering political pressures in select-
ing the headquarters universities, the university units could be
selected in such a way that these pressures might be avoided,
having already determined as criteria for choice the factors men-
tioned before (number of academic personnel and/or technicians

in each NAT's specialization, type of work schedule of these
academic personnel and/or technicians, availability within the
university of facilities and equipment consonant with the needs
of each NAT, and manifestation of interest and compromise on the
part of the university unit in participating actively in such a
program). After much study of the document resulting from the
visits of CODEAT to the several Brazilian universities and after
numerous meetings with representatives from the different depart-
ments and/or agencies of MEC (i.e., people from the Coordination
for the Improvement of Higher Education Personnel (CAPES), the

Special Program for the Improvement of Higher Education (PREMESU),

106

and many others), the opinions of members of other units (i.e.,
the National Council of Research (CNPq), the Coordination for
Improvement of Electronic Data Processing (CAPRE), and others)
were sought. From these contacts and after the approval of DAU's

directors, the following universities were chosen to be NAT

headquarters:
NAT l--University Planning University of Brasilia (UnB)
NAT 2--Campus Planning and Federal University of Minas
Administration Gerais (UFMG)
NAT 3--Academic Administration Federal University of Para
(UFPa)
NAT 4--Budgetary and Financial Federal University of Paraiba
Administration (UFPb)
NAT 5--Data Processing for Uni- Federal University of Rio
versity Administration Grande do Sul (UFRGS)
NAT 6--General Administration Federal University of Bahia
. UFBa

NAT 7--Hospital Administration Federal University
Fluminense (UFF)

NAT 8--Systems of University Federal University of
Libraries Pernambuco (UFPe)

Once the NAT headquarters universities had been decided on,
a source of concern was the legal-contractual document that would
' initiate the activities of the Technical Assistance Program. This
document was developed, taking into account many legal factors,
such as: legislation pertinent to the universities, the National
Institute of Social Welfare (INPS), and the Department of Adminis-
tration of the Public Employees Personnel (DASP); as well as a

systematic operationalization that provided NAT headquarters

 

 

 

107

universities with flexibility and autonomy of action, but char-
acterizing at the same time a general coordination of the Technical
Assistance Program on the part of CODEAT/DAU. MEC and the NAT
headquarters universities reached final agreement on the covenants

on May 16, 1975; one such covenant is presented here as a model.

Covenant Agreement reached between
the Ministry of Education and Cul-
ture, through the Department of
University Affairs, and the Federal
University of Minas Gerais to
Establish and support the Nucleus
of Technical Assistance-~NAT--
specializing in Campus Planning.

On the 16th day of May, 1975, the Ministry of Education and
Culture, through the Department of University Affairs, hereinafter
designated DAU, represented by its General Director, Prof. Edson
Machado de Souza, and the Federal University of Minas Gerais,
hereinafter designated University, represented by its Rector,

Prof. Eduardo Osorio Cisalpino, agree to adhere to the present
Covenant, under the following clauses:

Article I: The Technical Assistance Nucleus--NAT--specializing
in Campus Planning, directly subordinate to DAU and
with headquarters at the University, shall be created.

Article II: The NAT will comprise the following elements:

--1 Resident Consultant
--3 Assistant Consultants
-—1 Secretary

Section A: The University shall present a list of at
least eight persons, from whom DAU will
select four to work as consultants in the
NAT.

108

Section B: The Resi ent Consultant will receive
Cr$8,200 per month, and should give 30 hours
a week of complete service to the NAT, in
daily shifts of five successive hours. The
responsibilities of the Resident Consultant
are as follows:

-- To direct the NAT

—- To coordinate the consultants' work

-- To perform consultations

-- To organize the training work

-— To prepare monographs and studies con—
cerning the NAT's area of specialization

-- To present reports of the NAT's activi-
ties to DAU

-- To represent the NAT in DAU

-— To appoint the Assistant Consultant who
will substitute for him in his absence

Section C: The Assistant Consultant will receive
Cr$7,400 per month, and should give 30 hours
a week of service to the NAT, in daily
shifts of five consecutive hours. He will
have the following responsibilities:

—— To perform consultations

—- To organize the training work

-- To prepare monographs and studies con-
cerning the NAT's area of specialization

-- To undertake other activities designated
by the Resident Consultant

Section D: The Secretary will receive Cr$2,200 per
month, and should give 40 weekly hours of
service to the NAT. The following matters
are the Secretary's responsibility:

-— To prepare drafts of letters, official
correSpondence, etc.

-- To perform other tasks of administrative
support assigned by the Resident Con-
sultant

Section E: All personnel assigned to the NATs can be
replaced at the University's suggestion,
subject to DAU's approval, on the direct
initiative of and at the convenience of
the University.

 

1US$1.OO = Cr$8.126(average exchange rate for the year 1975).
Source: Conjuntura Economica 31 (April 1977): 111.

 

109

Section F: NAT personnel will be hired by the Uni-
versity, for a predetermined period cor-
responding to the duration of the Covenant,
according to CLT legislation.1

Article III: When the NAT is interested in hiring for the position
of consultant a university professor who is under a
full-time work contract, that professor should have his
regular university workload changed to part time (20
hours) while he works for NAT.

Section A: It will be up to the UnivSrsity, through the
Rector, to send COPERTIDE a request for a
reduction in the workload of a professor
appointed to the NAT; resumption of his
full-time workload will be guaranteed upon
completion of his duties with the NAT.

Article IV: NAT should undertake, in 1975, the following activities:

-- To provide a training program for at least five par-
ticipants from the several higher education institu-
tions, with a maximum length of 60 weekdays of 8 hours
each, corresponding to 480 hours. The training work
could amount to less than 480 hours, depending on the
need, if the NAT consults with DAU about it. In that
case, the NAT should train more apprentices, so that
an equivalent of 300 days/training jobs (5 partici-
pants x 60 days) is realized. NAT will guarantee
each apprentice a monthly scholarship of Cr$3,000.
The training will be performed at the University,
under the supervision and organization of the NAT's
Resident Consultant and the Assistant Consultants.

 

1In Brazil, CLT is a special legislation under which a job-
contract reached between an employer and an employee should be
written and signed according to this legislation. In an official
document, like this covenant, the use of the acronym "CLT" is
sufficient, of which an approximate translation is: Consolidation
of the Work Laws (Consolidagao das Leis do Trabalho).

ZCOPERTIDE is a special coordination and/0r subdivision of
DAU/MEC, which deals with contracts, coordination, and financial sup-
port for the full-time faculty members when the universities do not
have sufficient funds to contract professors for a full-time job. In
a document like this covenant, only the acronym COPERTIDE appears.

An approximate translation is: Coordination of Personnel in a Full-
Time Regime of Work and Exclusive Dedication to the University
(Coordena 30 do Pessoal em Regime de Tempo Integral e Dedicagao
ExclusivaI

Article V:

Article VI:

110

-- To offer at least 12 consultations to the several

HEIs that request them, subject to the selection
and approval of DAU, through the examination of the
request document sent to the NATs.

The Resident Consultant and the Assistant Con-
sultants will perform the consultations in the HEIs
that requested them. Occasionally, for convenience,
the consultations will be performed at NAT head-
quarters. Each consultation will be carried out,
on the average, by two consultants.

Eventually, the NAT should hire professional con-
sultants to perform the consultations. NAT should
submit their names for DAU's approval. These con-
sultants will not have contracts either with NAT or
DAU, but will receive Cr$600 daily remuneration
from consultations plus Cr$250 to cover the costs
of food and lodging and travel expenses.

The consultants assigned to the NAT will receive
Cr$250 to cover food and logding and travel
expenses, when a consultation is made outside the
city of Belo Horizonte.

To prepare monographs and studies concerning Campus
Planning. These monographs and studies will be
written by the consultants assigned to the NAT.

Section A: The NAT should submit for DAU's approval

the activities programming that will be
developed through the training and consul-
tations.

The NAT, through its Resident Consultant, should present
monthly reports to DAU about the completed activities,
with an evaluation of the results attained. Every
report should be sent in duplicate, in accordance with
the model provided by DAU.

Section A: DAU can delay the disbursement of financial

resources in cases in which the NAT does
not present its reports according to
schedule.

The Resident Consultant will meet periodically with the
advisers of DAU's Coordination of Technical Assistance

and with the Resident Consultants from the other NATs;

such meetings will be arranged by DAU.

Article VII:

Article VIII:

Article IX:

Article X:

Article XI:

Article XII:

Article XIII:

Article XIV:

111

The DAU, at any time, can ask the NAT consultants'
Opinions on subjects pertaining to the NAT's
specialization.

The NAT should require reports from the apprentices
and from the HEIs that will receive consultations,
at the end of each of the completed activities,
sending two c0pies of the reports to DAU/CODEAT.

DAU/CODEAT, always upon determining the need, will
perform a follow-up of the NAT's activities, through
visits of its advisers.

The NAT can not sign other covenants or agreements
and the University can not subcontract the object
of the present covenant, or assume compromises that
involve the NAT's performance, without DAU's pre-
vious authorization.

If the NAT's performance in 1975 is considered by
DAU to be entirely satisfactory, new covenants
between DAU and the University will be drawn up for
1976 and subsequent years, at which time the cor-
responding activities will be established.

The duties of the NAT relating to Campus Planning
will be detailed in Appendix 1 of this covenant,
which henceforth will be an integral part of it.

The University is in charge of the NAT's functioning,
assuming the responsibility fin~providing facilities,
equipment, and the necessary supplies.

DAU will disburse to the University the amount of
Cr$605,900. This amount should be completely
applied to the NAT's functioning, in accordance with
the disbursement plan shown below:

 

Disbursements
Personnel 284,000.00
Expendable goods (supplies) 40,000.00
Services from others 144,300.00
Several duties 75,100.00
Welfare 62,500.00

 

T0ta1 605,900.00

Article XV:

Article XVI:

Article XVII:

Article XVIII:

Article XIX:

112

Section A: The resources concerning this Article
will be allocated by DAU to the Univer-
sity, according to the following chrono-
gram of disbursement:

lst part: 50% after the publication of
this covenant in the "Diario Oficial" of
the Union;

2nd part: 50% before September 30, 1975.

The University cannot apply the resources differently
from the allocation specified in the application plan,
nor can it transfer an expense that by its nature
deserves classification in another category, except
with DAU's authorization, as per the application plan.

Theresourcescoming from this covenant should be
deposited in the University's name in a special
account in the Bank of Brazil S/A; the code number of
the activity, specified in Article XXIV, will appear
after the name of the University.

The University will be obligated to guarantee the
prompt use of the resources received, in accordance
with the application plan stated in Article XIV.

Section A: The resources referred to in this covenant
should be used until December 31, 1975,
and accounts should be rendered 60 days
after the established schedule.

The rendering of accounts will be made through the
report of activities and the demonstration of the
financial applications, in accordance with the
Portariaz n. 58/75, of IGF/MEC.

DAU is authorized, at any time, to inspect the use

of these resources and the execution of the program
presented; the University should provide all neces—
sary explanations and information.

 

1"Diario Oficial”: Official Federal Government newspaper in
which daily are pu5|Tshed all acts, new laws, government contracts,
and activities of the government, and activities of the House of

Congress.
2

"Portaria": Rules and/or norms, established by a Minister

or a department director.

 

 

113

Article XX: If it is impossible to use the total resources men-
tioned in this covenant according to the schedule
established in the previous Article, the remaining
funds can be used in carrying out the approved plan,
presented by the University in a report to DAU and
subject to DAU's approval.

Article XXI: The present covenant will be cancelled independently
of judicial or extra-judicial appeal in the case of
infringement of any of its articles, on 30 days
notice. A breach of contract on the part of the
University will imply its inability to enter into
any other covenants with DAU until the obligations
stated herein are fulfilled.

Article XXII: In the event of cancellation of this covenant, the
balance in cash, after payment of debts accruing from
the obligations assumed through this covenant, will
be returned completely to DAU.

Article XXIII: The Judicial Court of this Capital is in charge of
removing any doubts that may ariSe about this cove-
nant.

Article XXIV: The expenses related to the execution of this
covenant will be charged to the account of the General
Budget of the Union for the current year, according to
the following classification:

1518.0844, 2172.108 -- Improvement of Human Resources,
Technical, and Administrative
Personnel for the Universities

Allotment no. 326/75, May 16, 1975

In accordance with the two parts to the integral accomplish-
ment of the articles and conditions herein set up, they sign this
covenant, in six typed copies, in front of the witnesses below men-
tioned:

Brasilia (DF), May 16, 1975
from MEC: Edson Machado de Sousa
General Director of the Department of University Affairs

From University: Eduardo Osorio Cisalpino--Rector of the Federal
University of Minas Gerais

Witnesses: Welber da Silva Braga
Dirce Mendes da Fonseca

 

 

 

 

114

Appendix to Article XII of the covenant reached between the
Ministry of Education and Culture, through the Department of Uni-
versity Affairs, and the Federal University of Minas Gerais to
create the Nucleus of Technical Assistance.

Appendix 1

The NAT's areas of activities specializing in Campus Planning
and Administration will be the following:

 

1. Technical consultations

2. Technical assistance in specific projects

3. In-service training to improve personnel in:
--Physical plant diagnosis
--Data researching

--Methodology of projects
--Administration of building construction

4. Interrelation between the campus and the community

 

Brasilia (0F)1 16 of May, 1975
From MEC: Edson Machado de Sousa--Genera1 Director—-Department
of University Affairs

‘From University: Eduardo Osorio Cisalpino--Rector of the Federal
University of Minas Gerais

Witnesses: Welber da Silva Braga
Dermeval Correia Monteiro

 

l
nation.

"DC": Distrito Federal, Federal District, capital of the

 

CHAPTER VI

ASSESSMENT OF THE NATs' ACTIVITIES IN 1975

As can be seen from the discussion of the project that created
the NATS, the initiation of NAT activities had been scheduled for
the second half of 1975. The covenants between DAU/MEC and the head-

quarters universities were signed on May 16, 1975. In June, 1975,

 

the technical assistance activities were initiated according to the
plan established in the project.

The activities of the several NATs were evaluated upon
completion, according to the requirements of the project itself, as
well as Article IV, Section A, and Articles V—IX of the covenant,
whiCh require that each NAT submit reports of its activities to
CODEAT/DAU. From these reports and visits from CODEAT personnel was

gleaned much information, which can be summarized as follows:

Consultants Who Worked in the NATs in 1975
NAT 01: University Planning (UnB)

Giberto Trist50-—Resident Consultant

Aloisio Cesar Rabelo Machado--Assistant Consultant
Felicio Shardua--Assistant Consultant

Hildeberto Gongalves Tavares--Assistant Consultant
Oscar Velloso—-Assistant Consultant

Pedro Neudo Brito—-Assistant Consultant

Renato da Veiga Guadagnin--Assistant Consultant
Yara Januzzi—-Assistant Consultant

115

NAT OZ:

NAT O3:

NAT O4:

NAT 05:

NAT O6:

NAT O7:

NAT 08:

116

Campus Planning and Administration (UFMG)

Maria Lucia Malard--Resident Consultant

Iris Chalfun-—Assistant Consultant

Jose Abilio Belo Pereira--Assistant Consultant
Sebastiao de Oliveira Lopes--Assistant Consultant
Silas Raposo--Assistant Consultant

Academic Administration (UFPA)

Ana de Jesus Rodrigues--Resident Consultant

Catarina Maria Regina Ines Tancredi--Assistant Consultant
Lilian Maria Soares Noronha--Assistant Consultant

Manoel Jose Correa Neto--Assistant Consultant

Budgetary and Financial Administration (UFPb)

Carlos Meira Trigueiro--Resident Consultant
Antonio Cavalcanti Filho—-Assistant Consultant
Gilvan Duarte Pinto-~Assistant Consultant
Manoel Gomes Nelito--Assistant Consultant

Data Processing for University Administration (UFRGS),

Newton Braga Rosa--Resident Consultant

Carlos Alberto Heuser--Assistant Consultant
Paulo Alberto de Azevedo--Assistant Consultant
Ruben Suffert--Assistant Consultant

General Administration (UFBa)

Jader Wilton Brasil Soares--Resident Consultant

Elvia Miriam de Almeida Cavalcanti--Assistant Consultant
Helio Carneiro Moreira--Assistant Consultant

Nildenor Ourives de Souza--Assistant Consultant

Hospital Administration (UFF)
0050 Jose Pereira da Silva--Resident Consultant

Maria Wanda Rodrigues de Oliveria--Assistant Consultant
Washington Braga Lima Neto--Assistant Consultant

University Library Systems (UFPeQi
Myrian Gusmao de Martins--Resident Consultant

Maria Lecticia de Andrade Lima--Assistant Consultant
Maria Teresa Amorim Pacomio--Assistant Consultant

 

117

 

Higher Education Institutions Assisted in 1975

Federal universities 28
State universities 4
Municipal universities 1
Private universities 10
Federal colleges (isolated) 4
Private colleges (isolated) 10
Others 6

 

Activities Performed by the NATs in l975

 

The activities performed by the eight NATs during 1975 are
summarized below, and are shown in tabular form in Tables 1-6.

Activities performed: A numerical overview of all activities

 

performed by the NATs in 1975 (excluding those categorized as "other

activities") is presented in Table l.

 

 

In-service training: Two hundred eighteen participants
received in—service training; these training sessions comprised
20,167 hours. Table 2 shows a comparison between the planned and
completed activities, as well as the percentage of completed
activities,

Consultations: Ninety consultations were performed; 1,570
hours were spent on these consultations. (Details are presented
in Table 2.)

Seminars: Two seminars were offered, both by NAT 01; 159
participants attended the seminars and 68 hours were spent on these
activities. Table 3 provides data regarding those sessions,
including the types of institutions from which seminar participants

came.

118

 

 

 

 

 

 

 

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119

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120

 

 

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121

Courses: NAT O6 offered two courses. One hundred partici—
pants attended these programs, and 60 class-hours were spent on
both courses. Information about the course clientele, which com-
prised staff personnel from MEC, is presented in Table 4.

Monographs: Six monographs were prepared by the NATs
during 1975. These monographs are described in Table 5.

Other activities: Presented in Table 6 is a numerical
account of the several HEIs that received technical assistance from
the NATs in 1975. The HEIs are classified by type, i.e., federal,

state, municipal, private, isolated, and other. The kind of tech-

 

nical assistance given, as well as the number of times each of these
types of technical assistance was provided to each HEI, is presented.
A more detailed discussion of all other activities performed by

each NAT follows Table 6.

Other Activities Performed by the NATs in 1975

 

M

--Undertook research studies, together with the Physical
Planning Sector of DIPLAN/UFMG, on the topics: "Model for the
University Physical Plant Inventory" and "Academic Space--The
Question of Environmental Quality."

--Prepared and diagrammed the existing activities in the
Physical Planning Sector of DIPLAN, with the objective of publishing
and distributing them.

—-Produced an audio-visual communication giving an overview

of the physical planning process at UFMG.

 

 

 

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123

Table 5.--Monographs prepared by the NATs in 1975.

 

1. "Methodology for Campus Planning and Methodology for University
'Building Projects"

NAT 02-—Campus Planning

 

2. "The Budgetary Technique as an Instrument of Economic Deve10pment"

NAT O4--Budgetary and Financial Administration

3. "Hospital Administration"

NAT 07--Hospita1 Administration

4, "Research Methodology"

NAT Ol--University Planning

5. "Project Detailing”

NAT Ol--University Planning

6. "Information Systems for University Administration"

NAT Ol--University Planning

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

124

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

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127

--Initiated an institutional research project, in collabora-
tion with the City Hall of the University City, concerning "Work

Administration on the University Campi."1

NAT 03
--Conducted research concerning UFPa students' opinions

about the present functioning of the University Control System.

w

--Developed Project MEC/BID-II--Participation of UFPb.

--Developed the operative budget for 1976.

--Undertook resolutions and study of cases related to
budgetary execution.

--Analyzed income and expenditures in order to make the
budget compatible with the requirements of MEC, the General Sec-

retariat, and CODEAT/CODEMOR.

MILL);
--Developed two schedules of visits to HEIs of the federal
education system, together with CAPRE and CODEAT/DAU (National
Program of Information Centers).
--Developed a schedule to formulate the Directing Plan for the
computer area of the HEI, together with CAPRE and CODEAT/DAU.
--Presented a lecture on "UFRGs' Experience in Teleprocess-

ing" at the First Latin American Congress of Data Communication.

1The Latin plural of campus, the term "campi" is used in
this study only when it has to be consistent to the Brazilian
documents.

 

 

128

--Presented a lecture on I'The University Computer Center as a
Support to Administrative Modernization," at the Fifth Seminar on
Computers in the Universities.

--Presented lectures on "Software for Data Management of
the B 6700" and "UFRGs' experience in the Use of Microcomputers for
Data Processing" at the Fourth Seminar on Integrated Development of
Hardware and Software.

--Participated in the development of UFRGs' presentation at

the First Brazilian Seminar on Computers in the Medical-Hospital

 

Area.

--Participated in the Third National Meeting of the Associa-
tion of Burroughs Users and in the Fourth National Meeting of
Burroughs Users.

--Presented a lecture for UFRGs' Data Processing Center
personnel and others about "Advantages of a Used IBM 360 Computer
Over an IBM 370 Computer."

--Developed a method for accepting bids from manufacturers

and criteria for purchasing small equipment for the universities.

NAT 06

--Developed a seminar entitled “Training Scheme for Per-
sonnel, Material Goods, and Physical Plant Administrators,"
requested by CODEAT/DAU.

-¥Formulated tables of salary differences related to the

implementation of the New Plan of Personnel Classification (in

accordance with Law no. 1341/74).

 

129

--Distributed two forms developed by UFBa to all HEIs in
the federal system to facilitate the categorization of faculty per-

sonnel according to the New Plan of Personnel Classification.

05.1.92.
--Participated in the Meeting on Sectionalization of Medi-
cine and in the University Hospitals Seminar.
--Participated, as MEC's representative, in a task force
from the Secretariat for Modernization, a department of the General

Planning Secretariat.

 

--Visited the hospitals that are used as training facili-
ties for the medical schools of Tere50polis and Valenga, to obtain
assistance for medical education in Rio de Janeiro.

--Developed a construction project for the Integrated Unit
of Hospital Maintenance.

--Participated in the planning sessions concerning the
expansion to be undertaken at Antonio Pedro University Hospital with
resources from the Federal Government Bank Network, through the
National Welfare Institute of the Ministry of Welfare.

Clientele Evaluations of the NATs'
First-Year Activities

 

 

To obtain feedback on the NATs' performance, and to glean
some suggestions to help the NATs improve their future performance,
CODEAT/DAU sent questionnaires to all participants of the in-service
training given by the NATS, as well as to every HEI that had
received consultations from the NATs in 1975. The following

research methodology was ad0pted:

130

The questionnaires were sent to the trainees and the HEIS
that had received the consultations, three months following comple-
tion of the activities. For example, a HEI that received a con-
‘ sultation at the end of July was sent the questionnaire around
October 30.

The questionnaires were designed to elicit information
regarding the influences the NAT programs had had on the trainees
or on the HEIs, i.e., the extent to which the participants were
applying in their respective HEIs the knowledge acquired through
in-service training and/or consultations. Unfortunately, not all
the trainees or HEIS that had participated in these activities
responded to the questionnaires; hence the ensuing discussion and
consequent statistical analyses apply only to the returned ques-
tionnaires.

Because their in-service training had ended so recently,
54 trainees were not surveyed. Questionnaires were sent to 164
trainees; 115 of them returned completed questionnaires, for a
response rate of 70.12 percent. Questionnaires were sent to all
90 higher education institutions that had received NAT consulta-
tions in 1975. Questionnaires from 47 HEIs were returned--a
52.22 percent response rate. Table 3 shows the number of question-

naires sent out and the percentage return rate, according to NAT.

 

131

 

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oo.oo o oF Fm.so oF mN No
oo.oN o MN om.so FF NF oo
mm.oo o mF Fo.Nm oF MN mo
mm.mm m o oo.ooF oF oF so
om.mm FF oF Fo.mm Fm Fs mo
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oo.os N m om.wo oN oN Fo
epem uessepem psem epem uessepem psem

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mserepFemseo ostFesF eeF>FemIsF

 

.Fsz xs .uesszpes use psem meswessewpme=OII.N ereF

132

The questionnaires contained the following questions and

response options:

Questionnaires Sent to the
In-Service Training Participants

Question 1:

Question 2:

Question 3:

Question 4:

Question 5:

Before the in-service training, had you performed tasks
related to the area of focus in the training?

Options given for response: Yes
No

Do you now perform tasks related to the area focused on
during in-service training?

Options given for response: Yes
No

Considering the period between the initiation of in-
service training and the present, do you believe the
quality of your work has improved?

Options given for response: Yes
. No

If there has been a change in your job position and/or
an improvement in the quality of your work, do you think
those changes were a result of the in-service training?

Options given for response for both questions:
a. Change of position Yes

b. Improvement in the No
quality of work

If you are now working on activities within the area
focused on during in-service training, which specific
aspects of the program have been helpful to you?

Options given for response: Detailing of the projects
Information systems
Organization and methods
General planning
Budgetary planning
Organizational and environ-
mental motivation

Note: For tabulation purposes, responses to this ques-
tion were reduced to: Yes, No, Only Part Of,
according to frequency of response and speciali-
zation of each NAT.

 

 

Question 6:

Question 7:

7a:

7b:

7c:

7d:

133

If you are working on tasks in the area in which you
received training, are you having difficulty applying in
real-life situations the knowledge you acquired during
training? If you answered affirmatively, please comment.

Options given for response: Yes
No

>

list of possible comments is provided below:

a. The status and degree of importance the planning
service is given within your HEI

Human and financial resources

. Resistance to change on the part of several sectors
within the HEI

Lack (If experience in the subject area

. Lack (Tf basic structure within the HEI

. The ‘transitional nature of the HEI's organizational,
administrative, and political character

Lack of administrative decisions regarding planning
and programming

00'

‘thG.

CO

How would you evaluate the in-service training program?:

In terms of course content:

Options given for response: Excellent
Good
Average
Poor

In terms of the orientation received from the in-service
training advisers?

Options given for response: Excellent
Good
Average
Poor

In terms of the methodology used:

Options given for reSponse: Excellent
Good
Average
Poor

In terms of your own participation in the in-service
training:
Options given for response: Excellent

Good

Average
Poor

7e:

134

How would you rate the usefulness of the technical
assistance received through in-service training?

Options given for response: Very useful
Relatively useful
Somewhat useful
Unuseful

Table 8 contains a tabulation of answers to the questionnaire on

in-service training.

Questionnaires Sent to the HEIs

 

Concerning the Consultations

 

Question 1:

Question 2:

Question 3:

3a:

3b:

Did the consultation correspond to the existing needs
of the HEI?

Options given for response: Yes
No

Has the HEI applied the techniques and/or suggestions
discussed in the consultation?

Options given for response: Yes
No
No, but intend to

Evaluation of the consultation:

In terms of the adequacy of the subject discussed
for the HEI's structure:

Options given for response: Very adequate
Adequate
Somewhat adequate
Inadequate

In terms of the relationship between the NAT consultants
and the HEI that received the consultation:

Options given for response: Excellent
Good
Average
Bad

 

135

 

 

 

 

 

 

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136

 

 

 

 

 

 

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137

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I I I I I I I I I I szemes:
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Nm. F I I I I I F I I emseemes ez
sN.F N I I I I I I I N seee
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oFsz FFs Fsz Fsz Fsz Fsz Fsz Fsz Fsz Fsz moonoeoe

 

.ueestseoII.N ereF

138

3c: In terms of the performance of the consultants who
performed the consultations:

Options given for response: Excellent
Good

Average
Bad

Question 4: Please rate the technical assistance provided by the
consultation:

Options given for response: Very useful
Relatively useful

Somewhat useful
Unuseful

Question 5: Comments, if the HEI would like to provide them.

Presented in Table 9 is a tabulation of the answers to the
questionnaire concerning consultations to the HEIs.

Comments Made by In—Service Training Participants and
the HEIs That Were Assisted Through Consultations

In-Service Training Participants

Although the questionnaire listed some suggested t0pics for
<:omments, few in-service training participants offered any observa-
‘tions. The few statements received were so specific and diversified
'that they were practically impossible to quantify. Therefore, in
'the following section the comments are categorized according to
Ixasitive or negative impressions of the training program.

Positive Comments
--The in-service training was very productive.

F-The content of courses offered through the NATs was
very good.

--The methodology presented in the courses was good, and
applicable to any area of university administration

 

139

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em sermeeo

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oe.sF N F N F I I N F I oz

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N sermeeo

NF.N F I F I I I I I I emseemes ez

I I I I. I I I I I I 02

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eF sermeao

N .oooo No No eo me so No No Fo
oFsz FF< Fsz Fsz Fsz Fsz Fsz Fsz Fsz Fez moonoeoe

 

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140

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Fewemzs:
Feweme peszesem

 

 

 

 

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mFsz FFs Fsz Fsz Fsz Fsz Fsz Fsz ,IFsz Fsz ooonmooe

 

.ooooFoooeII.o oFooF

141

--The material distributed was of great value.
--The NAT staff was very helpful.

--The class subjects provided a balance between theory and
practice.

--The NAT staff was composed of competent professionals.

--The experience offered an Opportunity for good technical
improvement.

--There was great interest and enthusiasm on the part of the
in-service training advisers.

Negative Comments

 

 

--Insufficient time allotted to training program.

--Lack of previous knowledge concerning the program to be
accomplished.

--Insufficient number of books and periodicals in the
libraries.

--Lack of data to undertake the projects.
--Delay in receiving scholarship payments.

--Training period was scheduled inapprOpriately in terms of
the subject being covered.

--Negative activities in some NAT headquarters universities
that didn't follow the instructions adopted by the NATs.

-—The in-service training covered unrelated topics.

--Inadequate accommodations for the trainees.

--Much of the bibliographic material used was in a foreign
language (English or French), which posed problems for
some participants.

HEIs Assisted by Consultations

As was the case with training participants, few HEI personnel

offered comments regarding the consultations. In this case also,

142

the specific and diversified nature of the comments did not permit a
quantification of responses. Some of the HEIs' principal comments

.about the consultations can be summarized as follows:

Positive Comments

 

The consultation provided by NAT was of great importance to
the institution. The recommendations offered by the consultants are
being applied in a practical sense. The relationship between the
consultants and the HEI members was excellent, giving a preview of
the exchange of information among the professionals of several uni-

versities that might be possible from now on.

Negative Comments
Several comments mentioned the same negative aspect about
the consultations. It was a criticism of the fact that the con-
sultants came from more developed universities, since they could
best offer advice on administrative reformulation, and most of the
time those consultants recommended techniques and the use of
equipment inappropriate to the resources and capabilities of the

assisted institution.

Evaluative InterpretationtuzCODEAT/CODEMOR:
A Summary

In mid-1976 CODEMOR, in its analysis of the NATs' activities
in 1975, presented in a document that was circulated within DAU

some comments that can be summarized as follows:

 

143

Comments About the In-Service
Training Activities

NAI_913 Only about half of the trainees felt the quality
of their work had improved after returning to their own HEIs. For
most of them, improvement had occurred as a result of the training
received in NAT 01. Two participants of the in-service training,
who previously had not worked in the areas in which training was
given, decided to transfer to those areas. Participants considered
the subject of the in-service training to be good (50 percent) or
average (30 percent). The ratings of the in-service training
advisers varied between average (45 percent) and good (35 percent).

The methodology used in the program was characterized as
average (50 percent) or good (35 percent). More than half of the
participants felt the technical assistance had been very useful.
The participants gave a greater number of negative than positive
comments about NAT 01. According to CODEMOR, NAT 01 should review
its performance, with a view toward achieving greater productivity.

NAI_Q§; The NAT 02 trainees had a better job performance
after going back to their respective HEIs, and they felt this
improvement had been a result of their in-service training. Only
one participant had not performed the tasks covered during in-
service training before the program, but transferred to that area
aafter the training. The subject of the orientation received was
<21assified as good by the majority of participants, and they con-
:sidered the technical assistance received through the in-service

training to be very useful.

144

NAI_Q§5 The majority of those who participated in the in-
service training offered by NAT 03 thought there had been an
improvement in the quality of their work after the training.

Thirty percent completely credited NAT with the improvement, whereas
40 percent partially attributed it to NAT. Concerning the subject
of the in-service training, the participants classified it as

good (48 percent), excellent (45 percent), or average (6 percent).
The orientation given by the advisers was classified as good (58
percent), excellent (29 percent), or average (29 percent). The
methodology used by NAT was classified as good (45 percent),
excellent (29 percent), or average (22 percent). Some participants
suggested increasing the length of the in-service training in NAT 03.
There was criticism of the fact that the NAT's headquarters univer-
sity had not yet followed or adOpted their recommendations.

NAI_Q§: Ineservice training participants thought there had
been an improvement in the quality of their work after they received
the training offered in NAT 04. Half of the participants felt the
subject of the in-service training had been excellent. The method-
ology used was considered excellent or good. The technical assis-
tance received through the in-service training was considered to be
very useful. NAT 04 received more praise than criticism.

NAI_9§3 The participants commented on the improvement in
their activities after in-service training in NAT 05 as follows:

42 percent attributed the improvement wholly to NAT 05 and 31 per-
«cent attributed part of the improvement to the NAT training. Seven

(If the participants had not performed activities related to the

145

NAT's specialization before the in-service training, and two decided
to transfer to activities related to their training when they
returned to their respective HEIs. The majority of participants
classified their in-service training as good, whereas the method-
ology applied by NAT was rated good or average. A majority of the
participants considered the technical assistance received through
the training program to be very useful. There were assorted posi-
tive and negative remarks about NAT 05.

NAI_Q§: The majority of the trainees attributed an improve-
ment in their work to the in-service training in NAT 06, saying
the NAT was responsible for such improvement. Only two participants
had not performed tasks related to the NAT's specialization before
their training; one transferred to such activities after the program.
The subject and methodology of the in-service training were char-
acterized as good, and the orientation received was rated excellent.
The technical assistance received through the in-service training was
deemed very useful. NAT 06 received more praise than criticism.

NAI_QZ; Three months following in-service training, the
majority of the participants said the quality of their job per-
formance had improved; they felt this improvement was wholly or
partially a consequence of the in-service training received in NAT.
Before their in-service training, three trainees had not performed
tasks related to the focus of the in-service training. One of
these trainees transferred to such activities, attributing this
change in part to NAT. A majority of the participants rated the

subject covered in the program and the orientation received as

146

excellent. Trainees rated the methodology used by NAT and their own
participation as good. The technical assistance received through
the in-service training was felt to be very useful. NAT 07 was
praised for its performance; no significant criticisms were voiced.
One participant of NAT 07 suggested that the NATs evaluate each
trainee.

NAI_Q§: Every trainee who answered the questionnaires felt
the quality of his work had improved after in-service training; half
attributed this improvement wholly to NAT, and the other half
attributed it partially to NAT. One trainee had not previously
performed activities related to the focus of in-service training;
three months after training he still was not performing activities
related to the training received. Half of the trainees classified
the subjeCt of the in-service training as excellent; the other half
classified it as good or average. The orientation given by the
advisers as well as the methodology used by NAT was classified as
good (40 percent), excellent (30 percent), or average (30 percent).
The technical assistance Offered through the in-service training
was considered to be very useful.. The trainees mentioned more
problems than positive comments; NAT's validity for the university

library system was questioned.

Comments About Consultations
NAT Ol: CODEMOR made no comments about NAT 01's activities.
Of the five HEIs that received consultations by NAT 01, only two

answered the questionnaire and did not add significant comments.

147

NAI_Q§; The consultations performed by NAT 02 attended to
the needs of the assisted institutions, and the majority of the HEIs
had applied or intended to apply the suggestions offered in the
consultations. The subjects considered in the consultations were
appropriate to the structures of the several HEIs that were helped.
The performance of the NAT consultants and the relationship between
them and the assisted HEIs were classified as excellent by the
majority of the HEIS. Fifty-three percent of the HEIs considered
the technical assistance provided by the consultations to be very
useful, whereas 43 percent considered it to be relatively useful.
The most significant criticism was that the consultants gave sug-
gestions that were technically perfect but not flexible enough
to be applicable in a university unit that lacked the ability to
carry them out. That is, suggestions didn't take into account the
existing state of the institution.

NAI_Q§5 The consultations performed focused on the needs of
the HEIs. The majority of the institutions had applied or planned
to apply the consultants' recommendations. 'The majority of HEIs
considered the focus of the subject matter of the consultations to
be very applicable to their structures. They felt the relationship
between the consultants and the HEI and the performance of the
consultants were both excellent. The technical assistance provided
through the consultations was considered very useful. NAT 03
did not receive any criticism.

NAI_94: CODEMOR did not have any comments about the eight

consultations performed by NAT 04. Only three universities

148

answered the questionnaires, but did not add significant com-
ments.

NAI_Q§5 The consultations performed by NAT 05 were classi-
fied as meeting the needs of the HEIs, although the majority of
institutions had not yet applied the recommendations offered by
the consultants. However, they did intend to follow the suggestions
some time. The topics discussed were considered applicable to the
HEIs' structures; however, 22 percent of the HEIS considered the
topics only somewhat adequate. The majority of assisted HEIs
judged the relationship between the consultants and the institutions
to be excellent. The HEIs evaluated the consultants as being
excellent (56 percent) or good (44 percent). The assisted HEIs
considered very useful the technical assistance resulting from the
consultations.

NAI_Q§: From the 25 HEIs that received consultations from
NAT 06, only 6 answered the questionnaires. Although the sample
was small, CODEMOR made the following comments. The consultations
were considered as having corresponded to the needs of the HEIs.
Half of the HEIs had not yet applied the recommendations offered by
the consultants, but intended to do so. One-third already had used
the recommendations given. The focus of the consultations was
considered adequate by the majority of the HEIs, and the relation-
ship between the HEIs and the NAT consultants was classified as
excellent. Ratings of the consultants' performance ranged from
excellent to good. A majority of the HEIs felt the technical

assistance provided by the consultations had been very useful. A

149

significant criticism made by an assisted institution was that the
NAT should have continued to offer assistance after the consulta-
tion, but it did not. CODEMOR called the NAT's attention to the
basic philosophy of Unaprogram--that the technical assistance pro-
vided through the NATS must not stOp after the visit. Basic to the
philosophy of the project was the belief that technical assistance
should be a continuous process, subject to the request of the HEIS.
NAI_QZ; The consultations given by NAT 07 were appropriate
to the needs of the HEIs. However, only half of the institutions
had applied the suggestions offered by the consultants; one-fourth
manifested an interest in using them as soon as possible. The
HEIs felt the topics discussed in the consultations were very
adequate. The consultants' performance, as well as the relationship
between consultants and the HEIs' personnel, was considered exCel-
lent. The technical assistance offered through the consultations
was judged to be very useful for the HEIs. One HEI felt the time
spent by the consultatnts was very short; they didn't have suf-
ficient time to discuss with the consultants all of their problems.
NAI_Q§: Comments were not made because NAT 08 performed
only one consultation in 1975. It should be noted that this NAT

only started its activities on November 13, 1975.

CHAPTER VII

SUMMARY AND CONCLUSIONS

The purpose of this study was to assess the technical assis-
tance project for the Brazilian universities, which was developed
by CODEAT during the period in which the investigator was its
coordinator. The assessment was limited to a one-year period of
activities of the technical assistance project--called NATS--
using data available from DAU-MEC/CODEMOR (previously CODEAT).

A descriptive-historical analysis showing the dominant
philosophy concerning technical assistance for the universities found
among staff members of MEC was presented. The process of implement-
ing a "new concept" for technical assistance to be approved by MEC
authorities was discussed, giving an idea of the problems related
to implementing an innovative idea in a technical bureaucracy of a
national governmental organization.

Before the NATs project was develOped, two specific shorter
projects were established; their basic outlines were presented as
part of the historical description of the establishment within
MEC of an office of technical assistance for the Brazilian universi-
ties. Subsequently, a detailed description of the NATs project as
well as the Operational plan for 1975 was presented in the same way
as it was to MEC authorities, according to the format requested by
the Ministry's General Secretariat.

150

151

The assessment of the NATs program was developed according
to the data organized by CODEMOR. The following methodology was
applied in completing that assessment:

‘1. A numerical comparison was made of the activities planned
for the NATS during 1975 and those activities the NATs actually per-
formed during that year.

2. CODEMOR distributed a questionnaire to all higher educa-
tion institutions and another to those who participated in the various
NAT activities, three months afterthe activities were completed.
From the responses to these questionnaires, CODEMOR developed an
analysis of tne NATs' activities, which was presented in Chapter VI.

The major findings obtained from these analyses were:

1. In the in-service training activities, all eight NATs
exceeded the number of participants that had been established as
the target in the project and the covenants. Although 50 trainees
were planned on, 218 participants were trained; that is, 168 more
participants were trained than had been envisioned in the plan.

2. In terms of time spent on in-service training activi-
ties, a total of 20,800 hours Of activities had been planned on;
20,167 hours (97 percent) of training were actually carried out.

3. Of the 96 consultation activities planned, 90 (94 per-
cent) were completed.

4. The technical assistance program of CODEAT/CODEMOR,
which had been established to serve only the federal higher educa-
tion institutions, was modified in the NATs project to include

other types of institutions as well. Thus 100 (63.29 percent)

152

participants from federal institutions and 59 (36.71 percent) par-
ticipants from nonfederal institutions took advantage of the seminars
conducted by the NATS. Similarly, both federal and nonfederal

higher education institutions participated in all the other activi-
ties sponsored by the NATs.

' 5. A rather remarkable achievement in the first six months
of the NATs program was the preparation for distribution to all
higher education institutions of six monographs on technical sub-
jects of interest to these institutions.

6. In addition to the activities planned for 1975, the
NATS performed "extra" activities, which were detailed in Chapter VI.
These were accomplished without additional staff or financial assis-
tance.

7. With regard to CODEMOR's interpretation of the responses
to the questionnaires sent to in-service training participants and
HEIs that had received consultations, the following should be stressed:

a. A majority of those who participated in the in-service
training activities considered that involvement in the NAT activities
had improved their professional work.

b. A great majority of those who participated in the various
in-service training activities had already been working in the areas
for which these activities were designed. Of the minority with no
previous assignment in the given area of activity, nearly all were
reassigned to a related position after their training.

c. A majority of the participants considered in-service

training a good way to perform technical assistance.

153

d. The methods by which the NATs conducted in-service
training activities were rated as good.

Although there were relatively few criticisms of the NATs
program, the following are particularly noteworthy:

l. The time devoted to in-service training activities was
felt to be insufficient.

2. Participants had insufficient information about the
activity before the in-service training project started.

3. Inadequate library and research resources were provided.

4. Some of the material used by the NATs was in a foreign
language, so some participants were unable to use these resources.

5. In some cases the facilities were inadequate for the
operation of the program.

6. Some of the NAT's recommendations were not being prac-
ticed by the host institution. This created an undesirable example
for the participants.

Concerning the consultations provided by the NATs, the
following major findings should be stressed:

1. The higher education institutions assisted by consul-
tation services felt they had profited from them; almost all insti-
tutions stated that the recommendations had been implemented or
would be implemented soon. Only a small number claimed that the
recommendations given by the NAT consultants were inappropriate
for the institution's present situation.

2. The relationship established between the NAT consultants

and the staff personnel at the assisted higher education institutions

154

was considered the most valuable way to promote an exchange of

information among the higher education institutions.

Conclusions and Recommendations

 

This study provided a considerable amount of information,
from which the following conclusions have been drawn. There
appears to be considerable evidence in support of the NATs program
for in-service training and consultation activities in university
locations throughout Brazil. Thus there is support for a continua-
tion of the program as it has developed. This conclusion is based
upon the following considerations:

1. A majority of the higher education institutions
assisted during 1975 have already applied the recommendations given
by the NAT consultants or are in the process of applying them.

2. A majority of the higher education institutions assisted
have endorsed the substance and methodology of the consultations as
being valuable to them.

3. The exchange of knowledge and information among several
higher education institutions increased as a result of the NATs
project.

4. The desire to conduct research and produce written
materials has been stimulated through the incentive provided by
the NATs.

5. The NATs project included in its activities participants
from all types of higher education institutions (federal, state,

municipal, private).

155

6. The in-service training participants thought their job
performance had increased after this instruction.

7. The NAT activities made provisions for training personnel
in fields in which they had had no previous experience.

8. A majority of the in-service training participants
considered that these kinds of activities helped them to become
better professionals and consequently contributed to the development
of the higher education institutions where they worked.

9. Basically, all the criticisms mentioned by the higher
education institutions assisted by the NATs, as well as those
stated by participants of the other NAT activities, were similar;
but instead of being desctuctive to the project, those criticisms
suggested adjustments that should be made to the project.

Considering that this study encompassed only one year of
experience with the NATs project and activities, continual follow-up
and research are recommended, to bring about the necessary adjust-
ments and/or changes in the NAT program. The Opportunity to document
the NATs project and program historically, philosophically, and
chronologically, and to analyze follow-up data from participants and
higher education institutions involved in the project, was a stimu-
lating experience for the investigator. However, he feels he can
state with conviction that the program has functioned effectively
and that the NATs project has been valuable in developing technical
assistance to the higher education institutions in Brazil. Further,
it should be continued in its basic philosophy and format apprOp-

riate to this philOSOphy. Essentially, this philosophy can be viewed

156

as a national network of COOperative technical assistance performed
by the higher education institutions themselves in a process involv-
ing the exchange Of knowledge and experiences, through such means as
consultations, in-service training, courses, seminars, research, and
publication of monographs. These activities would be coordinated by
the Department of University Affairs of the Ministry of Education

and Culture in Brazil.

Inferences and Speculations

 

As a result of the conclusions presented, the investigator
would like to pose the following questions for further consideration:

1. Can the basic philosophy and operational system Of the
NATs project be extended to other areas of the academic system
besides those encompassed in this particular project?

2. Would it be possible to make adjustments to the NATs
project 30 it would be applicable to other situations in which the
educational system is not characterized by a national centralized
government approach?

3. Would it be possible to adapt the NATs philosophy to
establish a system for the increase and development of mutual
projects in specialized and/or highly specialized fields among
universities in which the administrative structure is organized in
accordance with the political system of independent communities,
states, or even nations?

4. Would it be possible to extend the basic NATs philosophy

to other complex organizations besides educational units?

157

As the creator of the NATs project, the investigator probably
is heavily biased in favor of the philosophy he imprinted on the
project. In his mind, inferences for the use and application of
the NATs philosophy extend far beyond its usefulness as established
in the first experience, described and analyzed in this study. That
is why the aforementioned questions remain for further investigation
and criticism from others who, for any reason, might become inter-

ested in these issues, as well as in the study itself.

Epilogue

When this study was completed, the investigator received an
Official letter from CODEMOR/DAU signed by its coordinator,

Professor Welber da Silva Braga.1 Essentially, this letter said

(Information No. 92/77, dated July 20, T977):2

In October, 1976, a decision was made by the Director of
DAU-MEC to deactivate the NATs project as it existed in the
eight centers or headquarters universities. (This decision
is described in the portaria3 no. 121 of October 5, 1976--
portaria attached to the letter.)

In place of this program the directive included a pro-
vision that as of January, 1977, any higher education insti-
tution could submit, for DAU's approval, a proposal for the
establishment of a technical assistance program for which
it might deem itself qualified. At this time, according to
the present coordinator of CODEMOR, the basic ideas of the

 

1Professor Welber da Silva Braga became the coordinator of
CODEMOR (CODEAT) in mid-1975, when the investigator of this study
left the position to come to Michigan State University to pursue
graduate studies.

2This letter is in the possession of the investigator.

3Portaria = rules and/or norms established by the director
of DAU.

158

NATs are maintained but the operational system of technical
assistance is now open to any higher education institution

under the title of "Equipes Projetos" [projects groups and/or
teams] instead of NATs.

The letter also dealt with other CODEMOR activities not directly

relevant to the present study.

APPENDICES

159

APPENDIX A

HISTORICAL/CHRONOLOGICAL TABLE REGARDING HIGHER EDUCATION
IN BRAZIL SINCE THE COUNTRY'S DISCOVERY BY THE PORTUGUESE
TO THE ESTABLISHMENT OF THE UNIVERSITY OF RIO DE JANEIRO

160

APPENDIX A

HISTORICAL/CHRONOLOGICAL TABLE REGARDING HIGHER EDUCATION
IN BRAZIL SINCE THE COUNTRY'S DISCOVERY BY THE PORTUGUESE
TO THE ESTABLISHMENT OF THE UNIVERSITY OF RIO DE JANEIRO

Year Event

 

1500 The Portuguese, under the leadership Of Pedro
Alvares Cabral, discovered and declared the land
(later denominated Brazil) a Portuguese Colony.

1549 Portuguese Officer Tome de Souza came to Brazil
as a General Governor of the Colony and brought
with him Jesuit priests, who established the
first elementary school in Salvador-Bahia. This
elementary school became a model for others
created in $50 Paulo, $50 Vicente, Espirito
Santo, Ilheus, Porto Seguro, Paraiba, Ceara,
Maranhao, Pernanbuco, and Para.

1572 The school in Salvador, Bahia, increased and
began to offer instruction on the high school
level, as well as two courses on the higher edu-
cation level, one in classic letters (Greek and
Latin) and the other in sciences (denominated
arts), covering such fields as physics, mathe—
matics, logic, ethics, and metaphysics.

1597 The Vatican in Rome gave the College of Salvador,
Bahia, its approval and official recognition,
allowing the college to offer official academic
degrees.

1669 The Military College Of Artillery and Archi-
tecture was founded.

 

Source: Maria Amelia Salgado Loureiro, Historia das Universidades
(Sao Paulo, Brasil: Estrela Alfa Editora, n.d.)f pp. 417-37.

161

Year

1735

1784

1798

1808

1809

1810

1812

1814

1816

1817

1818

162

Event

Seminary $50 Jose was founded, offering courses
in philosophy, theology, Latin, and three years
later artillery and mathematics.

Founding of "Casa de Historia Natural," dedicated
to studies and course offerings in natural his-
tory sciences.

The Seminary of Pernambuco was established,
Offering courses in philosophy, Greek, Latin,
arithmetic, geometry, and trigonometry

King 0. Joao VI of Portugal came to Brazil as
a result of Portugal's invasion by the French
Army. The King decreed the establishment of:
--College of Medicine of Rio de Janeiro
--College of Medicine, Bahia

--College of Economics and Politics

--COllege of Commerce, and

--College for Marine Guards

National College Of Engineering established

College of Chemistry of Rio de Janeiro,
College of Chemistry of Bahia, and College of
Agriculture of Bahia established.

College of Botanic, Rio de Janeiro
College of Pharmacy, Bahia

College of Arts (music, sculpture, painting,
literature), Rio de Janeiro

College of Technical Drawing and History,
Vila Rica Minas Gerais

College Of Technical Drawing and History, Bahia
College of Music, Bahia

U"

Year

1819

1822

1827

1875

1880

1887

1889

1891

1892

1894

1896

1898

163

Event

Course of pharmacy added to the College of
Medicine, Rio de Janeiro, and College of Philos-
Ophy and Rhetoric, Paracatu, Minas Gerais.

Prince 0. Pedro I declared the Independence of
Brazil. The Prince became the first Brazilian
emperor and after his abdication in 1831, for a
period of nine years, Brazil was governed by a
Regency. In 1840, 0. Pedro II became the
second Brazilian Emperor.

Emperor D. Pedro I decreed the establishment
of the Colleges or Schools of Laws and Social
Sciences--one in $30 Paulo and the other in
Olinda Pernambuco.

Founding of the College of Mines (Engineering),
Ouro Preto

Founding of the College of Arts, Bahia
College or School of Polytechnics, Bahia
Brazil became a Republic and the following

higher education institutions were established:

College of Medicine, 850 Paulo
College of Law, Rio de Janeiro
College of Law, Salvador

College of Law, Belo Horizonte
School Of Polytechnics, $50 Paulo

College of Engineering, Porto Alegre
College of Engineering Mackensie, $30 Paulo
College of Engineering, Pernambuco

College of Dentistry, 350 Paulo

1901

1902

1903

1907

1908

1910

1911

1912

1914

1920

Year

 

1553/75

164
College of Agriculture, Piracicaba, 550 Paulo

Cpllege of Commerce (Business), Alvares Penteado,
Sao Paulo

College of Law, Fortaleza Ceara

College of Dentistry, Belo Horizonte, Minas
Gerais

College of PhilOSOphy (Arts and Sciences) of
$50 Bento, $50 Paulo

College of Law, Manaus, Amazon
College of Engineering, Minas Gerais

College of Engineering, Parana
College of Medicine, Parana
College of Law, Parana

College of Engineering, Juiz de Fora, Minas
Gerais

University of Rio de Janeiro

Ideas for the Establishment of a University in Brazil

Event

The Jesuit priests attempted to start a

university in Bahia

165

Year Event

 

18th Century Several attempts were made by the "Inconfidents"1

to establish a university in Sao Joao Del Rei.

1808/l6 Several attempts to establish a university in
Bahia were made by a group of businessmen.

1823 A proposal for a university was presented to
Emperor 0. Pedro I.

1825/1884 Many attempts to establish a university (Rio de
Janeiro, Bahia, Olinda, Sao Paulo, Paraiba)
were made.

1889/1920 (Republic Period) Several projects to establish

a university were presented and discuSsed by
the Congress. Finally, in 1920 the first
university in Brazil was created as the
University of Rio de Janeiro.

 

1Inconfidentes: Group Of intellectuals who develOped
revolutionary political ideas and practical attempts regarding the
independence of Brazil.

APPENDIX B

ACRONYMS AND/0R ABBREVIATIONS USED IN TABLE 6

166

APPENDIX B

ACRONYMS AND/OR ABBREVIATIONS USED IN TABLE 6

The following acronyms and/or abbreviations, used in Table 6,
pp. 124-26, are listed in the same order as they appear in the
table.

Acronym/Abbreviation
(Brazilian Name)

 

1.

10.

UFA.
(Universidade Federal do Acre)

. UAM

(Universidade do Amazonas)

. UFPA

(Universidade Federal do Para)

UFAL
(Universidade Federal de
Alagoas)

. UFBA

(Universidade Federal da
Bahia)

. UFCE

(Universidade Federal do
Ceara)

. FUMA

(Funda 50 Universidade do
Maranhao)

UFPb
(Universidade Federal da
Paraiba)

. UFPE

(Universidade Federal de
Pernambuco)

UFRPE

(Universidade Federal Rural
de Pernambuco)

167

Approximate
Translation

 

Federal University of Acre

University Of Amazon

Federal University of Para

Federal University of Alagoas

Federal University of Bahia

Federal University of Ceara

Foundation University of
Maranhfio

Federal University of Paraiba

Federal University of
Pernambuco

Federal Rural University of
Pernambuco

Acronym/Abbreviation
(Brazilian Name)

 

11.

12.

13.

14.

15.

16.

17.

18.

19.

20.

21.

22.

UFPI

168

Approximate
Translation

 

Federal University of Piaui

(Universidade Federal do Piaui)

UFRGN

(Universidade Federal do Rio

Grande do Norte)

UFSE
(Universidade Federal
Sergipe)

UnB

(Universidade de Brasilia)

UFGO
(Universidade Federal
Goias)

UFMT
(Universidade Federal
Mato Grosso)

UFES
(Universidade Federal
Espirito Santo)

UFRJ
(Universidade Federal
Rio de Janeiro)

UFMG
(Universidade Federal
Minas Gerais)

UFJF
(Universidade Federal
Juiz de Fora)

UFOP
(Universidade Federal
Ouro Preto)

UFV
(Universidade Federal
Vigosa

de

de

do

de

do

de

de

de

de

Federal University of Rio
Grande do Norte

Federal University of Sergipe

University of Brasilia

Federal University of Goias

Federal University of Mato
Grosso

Federal University of Espirito
Santo

Federal University of Rio de
Janeiro

Federal University of Minas
Gerais

Federal University of Juiz de
Fora

Federal University of Ouro
Preto

Federal University of Vicosa

169

Acronym/Abbreviation
(Brazilian Name)

 

23. UFF
(Universidade Federal
Fluminense)

24. UFRRJ
(Universidade Federal
do Rio de Janeiro)

Rural

25. UFScar
(Universidade Federal de
550 Carlos)

26. UFPr
(Universidade Federal do
Parana)

27. UFRGS
(Universidade Federal do
Rio Grande do Sul)

28. UFPEL
(Universidade Federal de
Pelotas)

29. UFSM
(Universidade Federal de
Santa Maria)

30. UFSC
(Universidade Federal de
Santa Catarina)

31. UEMT
(Universidade Estadual de
Mato Grosso)

32. UERJ
(Universidade Estadual do
Rio de Janeiro)

33. USP
(Universidade de 550 Paulo)

34. UNICAMP
(Universidade Estadual de

Campinas)

Approximate
Translation

 

Federal University Fluminense

Federal Rural University of
Rio de Janeiro

Federal University of $50
Carlos

Federal University of Parana

Federal University of Rio
Grande do Sul

Federal University Of Pelotas

Federal University of Santa
Maria

Federal University of Santa
Catarina

State University of Mato
Grosso

State University of Rio de
Janeiro

University of $30 Paulo

State University of Campinas

Acronym/Abbreviation
(Brazilian Name)

35.

36.

37.

38.

39.

40.

41.

42.

43.

44.

45.

46.

47.

UEL
(Universidade Estadual de
Londrina)

UEPG
(Universidade Estadual de
Ponta Grossa)

FUEM
(Fundacao Universidade
Estadual de Maringa)

URne
(Universidade Regional do
Nordeste)

UCAS
(Universidade Catolica de
Salvador)

UNIFOR

(Universidade de Fortaleza)

UCAPE
(Universidade Catolica de
Pernambuco)

UCG
(Universidade Catolica de
Goias)

PUC-RJ
(Pontificia Universidade

Catolica do Rio de Janeiro)

UGF
(Universidade Gama Filho)

UCMG
(Universidade Catolica de
Minas Gerais)

UnUBER

(Universidade de Uberlandia)

UCPET
(Universidade Catolica de
Petropolis)

Approximate
Translation

 

State University of Londrina

State University of Ponta
Grossa

State Foundation University
of Maringa

Regional University of
North East

Catholic University of Salvador

University of Fortaleza

Catholic University of
Pernambuco

Catholic University of Goias

Pontifical Catholic University
of Rio de Janeiro

Gama Filho University

Catholic University of Minas
Gerais

University of Uberlandia

Catholic University of
Petropolis

171

Acronym/Abbreviation
(Brazilian Name)

 

48.

49.

50.

51.

52.

53.

54.

55.

56.

57.

58.

59.

60.

PUC-SP
(Pontificia Universidade
Catolica de 350 Paulo)

UNIMACK
(Universidade Mackenzie)

PUC-CAMP
(Pontificia Universidade
Catolica de Campinas)

UMC
(Universidade de Mogi
das Cruzes)

UCPR
(Universidade Catolica do
Parana)

PUC-RGS
(Pontificia Universidade
Catolica do Rio Grande do Sul)

UCS
(Universidade de Caxias do

Sul)

UPF
(Universidade de Passo Fundo)

UCPEL
(Universidade Catolica de

Pelotas)

URG
(Universidade do Rio Grande)

UVRS
(Universidade do Vale do
Rio dos Sinos)

EPMed
(Escola Paulista de Medicina)

ESAL
(Escola Superior de
Agricultura de Lavras)

Approximate
Translation

 

Pontifical Catholic University
of 550 Paulo

Mackenzie University

Pontifical Catholic University
of Campinas

University of Mogi das Cruzes

Catholic University of Parana

Pontifical Catholic University
of Rio Grande do Sul

University of Caxias do Sul

University of Passo Fundo

Catholic University Of Pelotas

University of Rio Grande

University of Vale Rio dos
Sinos

Medical College of $50 Paulo

College of Agriculture of
Lavras

172

Acronym/Abbreviation
(Brazilian Name)

 

61. EFEI
(Escola Federal de
Engenharia de Itajuba)

62. EFOA
(Escola de Farmacia e
Odontologia de Alfenas)

63. FMTM
(Faculdade de Medicina do
Triangulo Mineiro)

64. FACOD
(Faculdade de Odontologia
de Diamantina)

65. FACAPA
(Faculdade de Ciencias
Agrarias do Para)

66. ESAM
(Escola Superior de
Agricultura de MossorO)

67. FEFIERJ
(Federacéo das Escolas
Federais Isoladas do Estado
do Rio de Janeiro)

68. FIS
(Faculdades Integradas
Simonsem)

69. FERB
(Fundacfio Educacional
Regional de Blumenau)

70. FESS
(Fundacéo Educacional
Severino Sombra)

71. FESPI
(Fundagfio Ensino Superior
de Piracicaba)

72. FESM
(Fundagéo Educacional
Sul Mineira)

Approximate
Translation

 

Federal College of Engineering
of Itajuba

College of Pharmacy and
Dentistry of Alfenas

Medical College of Traingulo
Mineiro

College of Dentistry of
Diamantina

College of Agricultural
Sciences of Para

College Of Agriculture of
MossorO

Federation of the Federal
Isolated Colleges of the
State of Rio de Janeiro

Integrated Colleges Simonsem

Regional Educational Foundation
of Blumenau

Educational Foundation Severino
Sombra

Foundation for Higher Education
of Piracicaba

Educational Foundation Sul
Mineira

173

Acronym/Abbreviation
(Brazilian Name)_

73.
74.
75.
76.
77.
78.
79.
80.
81.

82.

83.

FMT
(Faculdade de Medicina de
TereSOpOlis)

CEUB
(Centro de Ensino Unificado
de Brasilia)

UPIs~
(Uniao Pioneira de
Integracao Social)

FCCH
(Faculdade Catolica de
Ciencias Humanas)

FENM ~
(Fundacao Educacional
Norte de Minas)

MEC
(Ministerio da Educacao

e Cultura)

ESAF
(Escola Superior de
Administracao Fazendaria)

MICOM ~
(Ministerio das Comunicacoes)

HSCMRJ

(Hospital Santa Casa
Misericordia do Rio de
Janeiro)

HDICT

(Hospital de Doencas
Infecto-Contagiosas de
Teresina)

BP-SEC/PE

(Biblioteca Puplica da
Secretaria de Estado de
Pernambuco)

Approximate
Translation

 

Medical College of Teresopolis

Unified Educational Center of
Brasilia

Pioneer Union for Social
Integration

Catholic College of Human
Sciences

Educational Foundation of
Norte de Minas

Ministry of Education and
Culture

College for Administration of
Economics and Finance

Ministry of Communication

Hospital "Santa Casa Miseri-
cordia" of Rio de Janeiro

Hospital of Infectious Diseases
Of Teresina

Public Library of the State
Secretariat of Pernambuco

 

 

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