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Hub of Educational Development

Training of the teaching staff

Improvement Of Education

What factors are associated with the success of a school system in promoting student learning? The answer to this question goes through many nuances, but some elements are recurrent with respect to the school performance: a viable curriculum that is assimilated by the faculty; on-the-job training of the teaching staff with peer collaboration; an 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, having a systemically active school system is crucial.

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

 

The context

The right to education has not yet been fully enforced for a large part of the people. 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 issues. Despite this, facing it 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.

 

Purpose

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

  • combining theory and practice;
  • using the territory experience as the foundation and valuing it;
  • 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 knowledge;
  • promoting the shrinking of inequalities in learning.

 

Partners

  • Avante – Educação e Mobilização;
  • Centro de Estudos das Relações de Trabalho e Desigualdades (CEERT);
  • Centro de Estudos e Pesquisas em Educação, Cultura e Ação Comunitária (Cenpec);
  • Comunidade Educativa CEDAC;
  • H+K Desenvolvimento Humano e Institucional;
  • Instituto Avisa Lá;
  • Instituto Chapada de Educação e Pesquisa (ICEP);
  • Instituto Qualidade no Ensino (IQE);
  • Instituto Rodrigo Mendes;
  • Oficina Municipal.