DEVELOPING THE POTENTIAL OF BRAZILIANFUTURE GENERATIONS
May 2007
PART I
OVERVIEW OF BRAZILIAN SOCIAL AND EDUCATIONAL CONDITIONS
World Bank - International Bank for Reconstruction and Development (IBRD) , 2006
Brazil is one of the largest economies in the world
the 14th country in economy development
Brazilian Social Scenery and Challenges
Brazil is also a country with high levels of inequalities and social exclusion
69th country in human development
UNDP - United Nations Development Programme, 2006
Brazilian Social Scenery and Challenges
10% of the income
Brazilian Social Scenery and Challenges
50% of the population
50% of the income
10% of the population
population income IPEA – Instituto de Pesquisas Econômicas Aplicadas, 2006
Human Development IndexRocinha: 0,73 (Palestine, Algeria) Gávea: 0,94 (Canada, Japan)
Brazilian Social Scenery and Challenges
Population - income 1º quintilelowest
2º quintile 3º quintile 4º quintile 5º quintilehighest
School attendance (7 - 14 years)95,4% 96,7% 97,3% 97,9% 99,2%
Average years of schooling (25+)3,6 4,7 5,3 6,8 10,0
Loss of 41,3% in ES
Country % of failure (1st/4th)
GNI 2006
Brazil 21% 14º
Ruanda 19% 161º
Haiti 16% 140º
Uganda 14% 111º
Namibia 13% 121º
Senegal 13% 108º
Guinea 10% 145º
33,5 million students enrolled in the Elementary School
Unesco 2006 / BIRD 2006
8,4 million fail or drop outevery year
10,5 million with age/grade gap
Bad quality of public education
PART II
HISTORY, CURRENT ACTIVITIES AND SOCIAL RESULTS OF THE AYRTON SENNA INSTITUTE
Mission
Based on Ayrton Senna’s
values of motivation,
dedication, determination,
confidence and perfection, the
Institute aims to develop the
potential of the new
generations and propose
educational solutions in scale
to provide human development
in Brazil.
Source of resourcesLicensing and alliances
Your School at 2000/ Hour
Complementary Education
Education through Sport
Education through Art
Youth SuperAction
Our technologies
253.125253.125 adolescents and young people adolescents and young people from from 576576 Brazilian cities Brazilian cities
10.52610.526 c children, hildren, adolescents and young adolescents and young people from people from 1515 Brazilian cities Brazilian cities
10.30010.300 c children, hildren, adolescents and young adolescents and young people from people from 1199 Brazilian cities Brazilian cities
24.48024.480 c children, hildren, adolescents and young adolescents and young people from people from 7474 Brazilian cities Brazilian cities
Formal Education
Our technologies
Grade 10th Mngmt
Connect Yourself
Champion Circuit
Accelerate Brazil 31.21131.211 children, adolescents and young children, adolescents and young people from people from 429429 Brazilian cities Brazilian cities
53.08253.082 c children, hildren, adolescents and young adolescents and young people from people from 527527 Brazilian cities Brazilian cities
334.634334.634 c children, hildren, adolescents and adolescents and young people from young people from 628628 Brazilian cities Brazilian cities
475.295475.295 c children, hildren, adolescents and adolescents and young people from young people from 3535 Brazilian cities Brazilian cities
Brazilian states
Numbers of Ayrton Senna Institute in 13 years
1994 - 2007
million invested (Brazilian currency)
cities reached
schools, NGOs and partner universities
educators involved
children and young people assisted7.896.146
410.77010.670
1.360
R$ 161
25
million expended in administrative costs (Brazilian currency)R$ 16
1995 1996 1997 1998 1999 2000 2001 2002 2003 2004 2005
Children assisted
640.000
400.000
288.000
180.000
76.00060.00039.000
21.000
977.000
1.250.000
1.288.000
1.326.794
1.350.532
2006 2007
Triple Challenge
3 Disseminate and transfer social technologies to generate human development in scale
1 Design social technologies that are effective and that can be implemented in scale
2 Implement, monitor and evaluate educational public policies in partnership with local and State government
1. Quantity: implementation in scale and extension
2. Quality: establishment of benchmarks based on national and international standards
4. Focalization: assertiveness to reach the target
3. Equitability: contribution to inequality reduction
5. Efficiency: cost effectiveness in reaching the desired result
Educational technologies
DEFINITIONFOR
IMPLEMENTATIONMANAGEMENT
RESULTS
MOBILIZATION
FOCUSON
DEFINITION
DESIGN SOLUTION
AVALIAÇÃO
The role of evaluation
100% of the Accelerate students were approved
98,8% of the Connect Yourself students learned to read and write
Some results
2006
Goiás 2006
Students proficiency
175,3169,4
177,1181,7
Ac
ele
ra G
OP
ort
ug
uê
s
SA
EB
GO
Po
rtu
gu
ês
Ac
ele
ra G
OM
ate
má
tic
a
SA
EB
GO
Ma
tem
áti
ca
Some results
Goiás 2003
1999
2005
Age grade gap (1st to 4th grade)
39,1%
12,8%
Some results
Acelera Goiás 2005
19,1%
9,6%
5,5%
1999
2002
2003
Some results
School drop out (1st to 4th grade)
Goiás 2003