What factors are associated with a school system’s success in promoting student learning? The answer to this question involves many nuances, but there are some recurrent elements in respect to the school’s performance: a viable curriculum that is assimilated by the faculty; on-the-job training of the teaching staff with peer collaboration; effective school leadership; a school staff with high expectations and concrete/attainable goals and in-house monitoring mechanisms; the engagement of families, students and the community; a school setting conducive to learning. In order for every school to be able to advance on these fronts, the school system must use a systemic approach.

  • In order for schools to deliver equitable learning, we need to consider various factors related to the way the education departments operate.


The context

The right to education has not yet been fully realized for a large segment of the population. There are many children, adolescents and young adults without an opportunity for quality, relevant and equitable learning. Data released by PNAD/IBGE [Brazilian Program by Household Sampling/Brazilian Institute of Geography and Statistics] show that, despite the 94.2% school coverage for children aged 4 to 17 years, 2.5 million children and young adults are out of school. With regard to reading and mathematics, less than half of the students reach proficiency levels considered adequate by the end of the 3rd year of elementary school (45.3% in reading and 45.5% in mathematics). The municipal schools show the worst results.

  • The reasons why the right to education is not fully exercised are complex and have their roots in historical, social, economic and cultural factors. Nevertheless, finding solutions for this need is both is possible and urgent. In this sense, the improvement of public education is a priority. And its starting point is the strengthening of the education departments.



The Improvement of Education program provides educational managers with continuing education. The training courses cover both the management of teaching activities and the administrative-financial management. The professionals are therefore comprehensively prepared to carry out their duties. The principles of the program are:

  • Combining theory and practice;
  • Basing the action on, and assigning great value to the experience of the territory;
  • Emphasizing the leadership of the education department teams in carrying out the work;
  • Promoting collaboration and exchange of inter- and intra-territorial experiences;
  • Articulating partnerships by valuing different sorts of knowledge;
  • Fostering the reduction of inequalities in learning.

To learn more about the program and access the Educational Technologies, visit www.melhoriadaeducacao.org.br.