III Brazil Infrastructure Investments ForumOctober 4, 2012

WORLDFUND ▪ 915 Broadway, Suite 1108 New York, NY 10010 ▪ Ph. 212 228 5353 ▪ www.worldfund.org

Years of Schooling for Adults

Source: Barro and Lee, Educational Attainment Dataset

Educational Attainment of Adults

(1960) (2000) (2010)% % %

No Schooling+Primary Secondary Tertiary

Source: Barro and Lee, Educational Attainment Dataset

Source: OEDC Data Indicators, 2008

Annual expenditure per student, 2008

US$ (‘000’s)

Brazil and Latin America lag behind the rest of the world in education quality, even relative to GDP per capita

50% of Brazilian 15-year-olds scored at the lowest level, meaning they are functionally illiterate in today’s information-age economy.

OECD PISA, 2009

70% of Brazil’s high school students are not minimally competent in math. Over half cannot give any scientific explanation for familiar phenomenon.

OECD PISA, 2009

math science

Only a small fraction of Brazilian students performed at the highest level in the PISA test for reading and for science and math.

0.4% of students in Brazil performed at the highest level in science. (Pisa 2009 Results, page 225)

OECD PISA, 2009

reading math science

Test Scores and GDP Growth

Source: Eric A. Hanushek and Ludger Woessman, Journal of Economic Literature, 2008

Countries with students that had high test scores in 1960 experienced greater GDP growth over the subsequent 40 years

Teachers make the difference

High-performing teacher

Low-performing teacher

90th percentile

37th percentile

100th percentile

50th percentile

0 percentile

Two students with equal ability

8 years old 11 years old

If two students with equal ability are assigned to two teachers, students withbetter teacherscan get 1 to 1.5grade levelsahead per year.

Source: Sanders & Rivers, Cumulative and Residual Effects on Future Student Academic Achievement, 1996. Study conducted in Tennessee, USA.

“Replacing a teacher whose value-added is in the bottom 5% with an average teacher would increase students’ lifetime income by more than US$250K for the average classroom in our sample.”

Effects of Teacher Value-Added on College Attendance

Effects of Teacher Value-Added on Earnings at Age 28

Teacher Impact on Students’ Lives

Source: Chetty, Ray. et all. “The Long Term Impacts of Teachers: Teacher Value-Added and Studennt Outcomes in Adulthood.” National Bureau of Economic Research, 2011.

What does Worldfund provide specifically

in Brazil?

Science and Math Teacher Training

PROGRAM DESCRIPTIONSTEM Brasil gives teachers hands-on training in new techniques to enliven the science and math curriculum. These techniques focus on project-based learning -- the use of rigorous classroom projects to facilitate learning of concepts and theory.

The training has five subject areas: Biology Chemistry Math Physics21st Century Skills (managing information, problem-solving, communicating and networking).

WORLDFUND ▪ 915 Broadway, Suite 1108 New York, NY 10010 ▪ Ph. 212 228 5353 ▪ www.worldfund.org

Worldfund STEM Brasil:Science – Technology – Engineering – Math

THE GOAL The goal of STEM Brasil is to prepare and support top-quality science and math teachers in Brazil. Our mission is to dramatically improve science and math teaching standards so that disadvantaged

students can go to college and pursue the economically-critical science and engineering fields.

WORLDFUND ▪ 915 Broadway, Suite 1108 New York, NY 10010 ▪ Ph. 212 228 5353 ▪ www.worldfund.org

The strength of STEM Brasil lies in the long term investment in human capital; intensive training sessions are augmented

by classroom site visits by STEM Brasil trainers over a period of three years. Additional support is provided through a participatory on-line platform that facilitates peer-to-peer

communication and sharing of best practices.

IMPACT STEM Brasil has trained 170 teachers who have

already impacted 36,000 students in the launch city of Recife, Pernambuco. In 2012, the program will

reach at least 440 teachers in Recife, and 160 teachers in the state of São Paulo, impacting

100,000 students

WORLDFUND ▪ 915 Broadway, Suite 1108 New York, NY 10010 ▪ Ph. 212 228 5353 ▪ www.worldfund.org

What has STEM Brasil accomplished to date?

Percentage of Jobs Needing a College Degree

Source: Georgetown University Center on Education and the Workforce, June 2010

28% 37% 42% 45%

*PROJECTED