Falconi Education has experience in more than 30 projects in the public, private, and non-profit sector, operating in several Brazilian states and regions. We highlight some of the projects on the map.
The project worked to implement management concepts in network schools, focusing on improving the results of the teaching-learning process and dissemination of best practices.
The work covered 83 municipal public schools in Camaçari in 2006.
Some of the results achieved in elementary school included an improvement of the pass rate of 4 percentage points and the reduction of 5 percentage points in the dropout rate.
The project was executed in 2009 in the Regional Districts 1B (Salvador-BA) and 4 (Santo Antônio de Jesus-BA). It involved a strategic alignment and revision of the regional goals, plans, and priority projects, as well as the implementation of the Management for Results model in the schools of these regional Districts.
In Regional District 1B, the approval rate increased by 9 percentage points, while in the Regional District 4 it increased by 5 percentage points.
The project was developed in the Ceará state education network and was executed from 2001 to 2007, seeking to improve educational performance.
This project included the development of the Department’s strategic plan, goals, and management model for the schools.
The implementation of the initiatives in the network involved the training of about 900 people (Department and regional technicians and School Managers) in result focused Management.
In addition to the SAEB results (National System for the Evaluation of Basic Education), the management culture was internalized by the state network and worked with municipal networks with a focus on improving the educational outcomes of the system.
The project included a diagnosis with the objective of analyzing the budget and identifying opportunities for qualifying the expenses of its main programs.
The focus of the project, carried out between 2009 and 2010, was to define the long-term vision, global and specific goals for each department and the development of action plans to achieve the proposed results.
In order to support implementation, change management was a priority, with actions throughout the University.
In the ranking of Federal Universities of Minas Gerais in the General Index of Courses – IGC, UFVJM improved 2 positions, rising from 11th in 2008 to 9th in 2009.
The project with the Institution was carried out between 2005 and 2006 and sought to define the organization’s strategic direction. A strategic map (2006 – 2010) was elaborated, with the definition of the global goals, mission, vision, values, and strategies of improving operational efficiency.
The objective of the project was establish the organization’s strategic orientation, defining organizational identity, financial and quality goals for the group, and the establishment of priority projects for the next five years for each unit.
The project was executed in 2016 with the Department of Education for the State of Pará. Its objective was to provide strategic direction for the Department, considering the definition of organizational identity, global goals, and priority strategic actions for the next five years.
Global goals were deployed for network schools, and the department’s multipliers were trained in the management method for implementing the model in the network.
This project was done with the Education Department of Pernambuco. It began in 2007 and ended in 2010.
This project involved strategic alignment, definition and deployment of priority goals for the entire network, and a focus on improving IDEB.
With the project, IDEB grew in all stages of education, surpassing the goals defined by MEC (Ministry of Education) for 2009.
Pernambuco was the state that advanced the most in their Elementary Education Final Years results, growing 20%.
With the internalization of the management method used by FALCONI, the Pernambuco network continued to improve systematically. In 2015, Pernambuco reached the top spot in the Brazilian IDEB High School Ranking.
The project carried out with the Department of Education of the State of Rio de Janeiro started in September 2010 and ended in 2012.
The project involved structuring the management system of the state network, with a focus on improving IDEB (Basic Education Quality Index). Six fronts were structured, including Description of the Goals, Management Model for Schools, Qualification of Expenditures and Improvement of Process.
The main result obtained by the state network of Rio de Janeiro was that it achieved its vision for the future, reflected through its position in the Brazil IDEB ranking for secondary education.
Rio de Janeiro moved from 26th place in 2009 to 15th in 2011, and then jumped to 4th place in 2013. From 2009 to 2013, Rio de Janeiro was the state that grew the most in relation to secondary education (28.5% growth in the IDEB score between these years).
It was a project to assist an education system that seeks excellence in elementary education to improve financial results in 2012 by reducing expenses, increasing revenue, and improving critical processes. The project surpassed the established target by 186%.
The project was carried out with a non-profit organization that works with sports, education, and social entrepreneurship, that took place between 2012 and 2013, seeking to structure their management system to improve the results of the Olympic Experimental Gymnasium for educational (pass and dropout rate), sports (participation and participation in competitions) and social (behavior, discipline, cleanliness) indicators.
The project was executed with the Rondônia State Department of Education from 2013 to 2014. Its objective was to revise the organizational structure of the Department and improve critical processes, define and develop pedagogical goals for regions and schools, and improve the quality of expenses.
- Project 1:
The project was carried out in 2008, with planning and structuring activities for the Project Office using the Project Management methodology. In addition, the goals for the state network were expanded.
- Project 2:
The project was executed in Teaching District East 4. Its purpose was to implement a pilot of the management model based on results and focusing on the school performance of the students in the state network for later expansion to all the schools.
The pilot, begun in 2016, was done through training and monitoring of supervisors in their use of the method, from the planning stage to the control and capture of school results.
Through the project, there was an increase in the 2016 IDESP score for Teaching District East 4 of 7.3% in Elementary School Years and 15.1% for High School. This growth was 1.5 times higher than the network average in the Early Years and 7 times higher for High School.
The project also allowed greater alignment of the regional team and engagement of the school community, systematization of the planning of actions, greater discipline in the execution of planned actions, transparency with the school community, and better use of already existing Department programs.
- Project 3:
The purpose of the expenditure diagnosis in 2016 sought to identify the opportunities for optimization/qualification of the Department of Education expenses in order to free resources from the budget for the Department’s strategic actions.
Significant opportunities for qualifying expenses were identified and sent to the managers responsible for the expense.
- Project 4:
The objective of the project was the expansion of the pilot project carried out in the Teaching District East 4 in 2016, applying the management for results method in 12 other Teaching Districts. The work covered more than one million students and 1,100 state public schools.
In order for the management method to reach schools, a schedule of engagement and periodic training was elaborated, aligned with the phases of the management method that were implemented, encompassing all target audiences, from regional leaders to school principals.
At the end of the project, the Teaching Districts and schools had their action plans elaborated, focused on the improvement of IDESP, the main indicator of the quality of education in São Paulo. The monthly monitoring system made it possible to verify the execution of plans and results.
The project has brought a number of improvements such as good team engagement focused on student learning, effective use of analysis tools provided by the Department, and real dialogue among diverse members of the school community such as students, parents, teachers, and principals.
This project was carried out in 2014 and 2015 with the purpose of structuring the roll out of the Pedagogical system of a school in São Paulo to a new school that was opened in Minas Gerais. The work was based on the standardization of the priority processes, with the definition of indicators and training of the professionals of the new school.
This project, done with Itirapina City Hall between 2014 and 2015, had the objective of supporting the planning and implementation of actions to raise the IDEB result of the Initial and Final Years of Elementary Education.
The municipality hit the IDEB 2015 targets, both for the Early Years and the Final Years.
The project was done at an institute responsible for social investments to improve public education in Brazil. It took place throughout 2013 and was aimed at raising the maturity of Project Management at the Institute by structuring of the Project Management department and by improving processes.
With the project, there was an 83% increase in maturity, with greater control of the Institute’s internal activities through the implementation of indicators and structuring of results control meetings using the PDCA method.
This project was carried out with a non-profit association that works for a quality public education in Brazil and was developed in 2015. Its objective was to strengthen the management model used in schools, considering the steps of the PDCA method.
By revising the model, goals for the partner schools were defined and expanded (outcome and process indicators) and the institution’s facilitators were trained so that the schools could draw up their action plans and evaluate the results each evaluation period (governance).
The project developed with the Sergipe State Department of Education sought to improve the pass, fail, and dropout rates and increase the enrollment of students in higher education.
The work took place in 2005 and 2006 and included some 268,000 students from 401 state schools. For this, the planning, training and implementation of the Management for Results in Education model for the entire network was carried out.
With the project, the total number of students approved in university entrance exams in 2005 was 897 students, with a target of 225 students, representing 321% growth in relation to 2004. The total number of students approved at federal universities in 2005 was 248 students, 281% growth when compared to 2004. In relation to the pass rate, there was an increase compared to 2004 of 9 percentage points due to the decrease in the failure (7p.p.) and dropout rate (2p.p.)