Publication: Improving Schools and Schooling in Brazil : The Fundescola Approach
Loading...
Published
2002-10
ISSN
Date
2012-08-13
Author(s)
Editor(s)
Abstract
Public primary schooling in Brazil is the responsibility of state and municipal governments and not under the direct jurisdiction of the federal Ministry of Education. As a consequence, when the federal government wants to improve the quality of schooling, it has neither the mandate nor the capacity to work directly with the country's 184,800 public schools, serving 44 million children. Instead, the Ministry has to mobilize the 27 state-level governments and 5,561 municipal governments to undertake the desired reforms and improvements. The School Improvement Program, designed to address these concerns, consists of three projects. The first, Fundescola I (US$125 million), approved in April 1998, was designed to develop an initial set of school-based instruments and support structures to improve school equity and effectiveness and to increase public awareness around the issue of school quality.. The second project, Fundescola II (US$400 million) , approved in June 1999, focused on improving and expanding the set of tools developed in the first phase, extending these to additional schools, and more aggressively engaging the education establishment and the public sector in the process of school-based development. The third project, Fundescola III, aims at completing the work involved in the development of the tools and processes and scaling these up within Brazil. Fundescola III will be implemented in two phases: Fundescola IIIA (US$320 million), approved on June 13, 2002, and Fundescola IIIB (planned for July 2006, estimated amount US$450 million).
Link to Data Set
Citation
“Horn, Robin. 2002. Improving Schools and Schooling in Brazil : The Fundescola Approach. en breve; No. 10. © World Bank. http://hdl.handle.net/10986/10401 License: CC BY 3.0 IGO.”
Digital Object Identifier
Associated URLs
Associated content
Other publications in this report series
Journal
Journal Volume
Journal Issue
Collections
Related items
Showing items related by metadata.
Publication Decentralized Decision-making in Schools : The Theory and Evidence on School-based Management(World Bank, 2009)The school-based management (SBM) has become a very popular movement over the last decade. The World Bank's work on school-based management emerged from a need to better define the concept, review the evidence, support impact assessments in various countries, and provide feedback to project teams. The authors took detailed stock of the existing literature on school-based management and then identified several cases that the Bank was supporting in various countries. The authors present as well general guidance on how to evaluate school-based management programs. The Bank continues to support and oversee a number of impact evaluations of school-based management programs in an array of countries. Despite the clear commitment of governments and international agencies to the education sector, efficient, and equitable access remains elusive for many populations - especially for girls, indigenous peoples, and other poor and marginalized groups. Many international initiatives focus on these access issues with great commitment, but even where the vast majority of children do have access to education facilities, the quality of that education often is very poor. This fact increasingly is apparent in the scores from international learning assessments on which most students from developing countries do not excel. Evidence has shown that merely increasing resource allocation without also introducing institutional reforms in the education sector will not increase equity or improve the quality of education. One way to decentralize decision-making power in education is known popularly as SBM. There are other names for this concept, but they all refer to the decentralization of authority from the central government to the school level. SBM emphasizes the individual school (represented by any combination of principals, teachers, parents, students, and other members of the school community) as the main decision-making authority, and holds that this shift in the formulating of decisions will lead to improvement in the delivery of education.Publication Language, Literacy, and Learning in Primary Schools : Implications for Teacher Development Programs in Nigeria(Washington, DC: World Bank, 2007)Language, Literacy, and Learning in Primary Schools is a synthesis of the findings arising from four years of policy research and development in Nigeria's primary schools that focused on the gap between what teachers should know and be able to do, and the realities of teaching and learning in classrooms. It begins by critically examining the outcomes of primary schooling as measured by learning achievement results from national assessments, and by identifying some core learning problems for Nigerian primary school children. It reviews the findings from recent research reports that studied teaching and learning processes in primary school classrooms, and it identifies the pedagogical issues in primary classrooms that contribute to poor learning achievements. This report describes a research and development program that set out to improve teaching and learning in core learning skill areas of the curriculum.Publication Absenteeism and Beyond : Instructional Time Loss and Consequences(World Bank, Washington, DC, 2007-10)Studies have shown that learning outcomes are related to the amount of time students engage in learning tasks. However, visits to schools have revealed that students are often taught for only a fraction of the intended time, particularly in lower-income countries. Losses are due to informal school closures, teacher absenteeism, delays, early departures, and sub-optimal use of time in the classroom. A study was undertaken to develop an efficient methodology for measuring instructional time loss. Thus, instructional time use was measured in sampled schools in Tunisia, Morocco, Ghana, and the Brazilian state of Pernambuco. The percentage of time that students were engaged in learning vis-à-vis government expectations was approximately 39 percent in Ghana, 63 percent in Pernambuco, 71 percent in Morocco, and 78 percent in Tunisia. Instructional time use is a mediator variable that is challenging to measure, so it often escapes scrutiny. Research suggests that merely financing the ingredients of instruction is not enough to produce learning outcomes; students must also get sufficient time to process the information. The quantity-quality tradeoff that often accompanies large-scale enrollments may be partly due to instructional time restrictions. Time wastage also distorts budgetary outlays and teacher salary rates. To achieve the Millennium Development Goals students must get more of the time that governments, donors, and parents pay for.Publication Quality of education in Colombia - Achievements and challenges ahead : analysis of the results of TIMSS 1995-2007(World Bank, 2010-08-06)The main objective of this report is to analyze the effect of time changes and factors associated with student achievement in Colombia in order to foster policies to improve education quality that are grounded in research and the Colombian context. In 2007, Colombia participated for the second time in the Trends in International Mathematics and Science Study (TIMSS), providing a first-time opportunity to analyze the effects of time changes on student achievement over a period (1995-2007) during which a number of education reforms were made. Using the TIMSS 2007 results offers a chance to deepen the study on the factors associated with learning in Colombia and to benchmark Colombia's education system against that of other countries. This effort began during the first phase of the Colombia Programmatic Quality and Relevance of Education Analytic and Advisory Activities (AAA), in which an analysis of Colombia's debut in the 2006 Program for International Student Assessment (PISA), resulted in publication of, 'the quality of education in Colombia: an analysis and options for a policy agenda' report (hereafter, 'PISA report'). The present report builds on this work through an analysis of Colombia's participation in TIMSS 2007 in relation to its performance on TIMSS 1995, and reaffirms the urgent need for improved student learning outcomes in Colombia, further confirming a number of the policy options put forward in the PISA report to inform a future agenda for system design and reform.Publication School-Based Education Improvement Initiatives : The Experience and Options for Sri Lanka(Washington, DC, 2013-05)Most developing countries following independence opted for strong central control and direction of the education system, partly because of limited resources and the need to plan carefully and partly because of a felt need to create a sense of national unity among diverse ethnic and linguistic groups. This meant that key areas of control and decision making, such as management of resources and personnel, curriculum, evaluation of performance, and accountability, were under central rather than local control. The empowerment of schools has two major components: school-based management and the involvement of parents and communities in the work of schools. The emphasis given to one or other of these components depends on general national policy, local traditions, and context, with the result that almost every system is unique when one considers who makes decisions, the actual decisions that are made, the nature of those decisions, the level at which they are made, and relationships between levels. Thus, there are 'strong' and 'weak' versions of school empowerment. In some, only a single area of autonomy is granted to schools, while in others the community management of schools, even the establishment of schools, is encouraged (World Bank, 2007). In this paper, the author will briefly outline the history of school empowerment in Sri Lanka with particular reference to the Program for School Improvement (PSI), which commenced in 2006. The final section of the paper contains suggestions designed to strengthen process of empowering Sri Lankan schools and improving education outcomes.
Users also downloaded
Showing related downloaded files
Publication The World Bank Group in Georgia, 2014-23(Washington, DC: World Bank, 2025-07-30)This Country Program Evaluation assesses the performance and effectiveness of the World Bank Group’s support to Georgia in achieving the country’s development objectives. In the decade leading up to the evaluation period, Georgia pursued economic reforms to attract critical investments for becoming a regional trade and transport hub. Ambitious economic reforms went hand in hand with efforts to improve human development and strengthening social protection systems. Growing geopolitical tensions and internal political polarization have challenged Georgia’s reform progress in recent years. The Bank Group’s strategy adapted well to Georgia’s development needs and was well coordinated with other development partners. It successfully employed a range of instruments to help increase competitiveness, growth, and job creation, and effectively contributed to improved infrastructure and increased trade by using programmatic and innovative approaches. The Bank Group’s regular investments in analytical work and the switch to results-based programmatic support helped improve the efficiency and effectiveness of education and health care systems. The IEG offers the following lessons based on the evidence and analysis in the Country Program Evaluation: (i) Prioritizing Bank Group support around the move towards deeper regional integration was an effective anchor for key economic reforms for economic convergence. (ii) Pursuing a selective and adaptive approach in a country with high implementation capacity and institutions, strong coordination among development partners, and access to a wide range of external resources can allow the Bank Group to exercise significant influence in areas of comparative advantage and global expertise. (iii) A stronger focus on outcome-based programmatic approaches helped to build local capacity and crowd-in partner financing.Publication FY 2025 China Country Opinion Survey Report(Washington, DC: World Bank, 2025-08-04)The Country Opinion Survey in China assists the World Bank Group (WBG) in better understanding how stakeholders in China perceive the WBG. It provides the WBG with systematic feedback from national and local governments, multilateral/bilateral agencies, media, academia, the private sector, and civil society in China on 1) their views regarding the general environment in China; 2) their overall attitudes toward the WBG in China; 3) overall impressions of the WBG’s effectiveness and results, knowledge work and activities, and communication and information sharing in China; and 4) their perceptions of the WBG’s future role in China.Publication State and Trends of Carbon Pricing 2024(Washington, DC: World Bank, 2024-05-21)This report provides an up-to-date overview of existing and emerging carbon pricing instruments around the world, including international, national, and subnational initiatives. It also investigates trends surrounding the development and implementation of carbon pricing instruments and some of the drivers seen over the past year. Specifically, this report covers carbon taxes, emissions trading systems (ETSs), and crediting mechanisms. Key topics covered in the 2024 report include uptake of ETSs and carbon taxes in low- and middle- income economies, sectoral coverage of ETSs and carbon taxes, and the use of crediting mechanisms as part of the policy mix.Publication Digital Africa(Washington, DC: World Bank, 2023-03-13)All African countries need better and more jobs for their growing populations. "Digital Africa: Technological Transformation for Jobs" shows that broader use of productivity-enhancing, digital technologies by enterprises and households is imperative to generate such jobs, including for lower-skilled people. At the same time, it can support not only countries’ short-term objective of postpandemic economic recovery but also their vision of economic transformation with more inclusive growth. These outcomes are not automatic, however. Mobile internet availability has increased throughout the continent in recent years, but Africa’s uptake gap is the highest in the world. Areas with at least 3G mobile internet service now cover 84 percent of Africa’s population, but only 22 percent uses such services. And the average African business lags in the use of smartphones and computers as well as more sophisticated digital technologies that catalyze further productivity gains. Two issues explain the usage gap: affordability of these new technologies and willingness to use them. For the 40 percent of Africans below the extreme poverty line, mobile data plans alone would cost one-third of their incomes—in addition to the price of access devices, apps, and electricity. Data plans for small- and medium-size businesses are also more expensive than in other regions. Moreover, shortcomings in the quality of internet services—and in the supply of attractive, skills-appropriate apps that promote entrepreneurship and raise earnings—dampen people’s willingness to use them. For those countries already using these technologies, the development payoffs are significant. New empirical studies for this report add to the rapidly growing evidence that mobile internet availability directly raises enterprise productivity, increases jobs, and reduces poverty throughout Africa. To realize these and other benefits more widely, Africa’s countries must implement complementary and mutually reinforcing policies to strengthen both consumers’ ability to pay and willingness to use digital technologies. These interventions must prioritize productive use to generate large numbers of inclusive jobs in a region poised to benefit from a massive, youthful workforce—one projected to become the world’s largest by the end of this century.Publication The World Bank Group in Tanzania, Fiscal Years 2012–22(Washington, DC: World Bank, 2025-07-22)This evaluation assesses the relevance and effectiveness of the World Bank Group's support to Tanzania between Fiscal Years 2012 and 2022. Over the past decade, Tanzania has experienced resilient growth, with an average annual per capita GDP increase of 2.2%. However, poverty remains widespread and slow to decline, underscoring the need for more inclusive growth. The report examines the Bank Group's strategic and operational approaches during this period, which were aligned with Tanzania's development priorities and focused on industrialization, human development, and public sector reforms. The evaluation includes thematic chapters on the Bank Group's support for private sector-led growth and spatial transformation, as well as lessons to inform future support to the country.