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Project by Move Social
Developed by GTMX
over 10 years we have supported hundreds organizations, qualifying and expanding the positive social impact
Case studies for the project learning community
The learning community project is an initiative of instituto natura that aims to overcome social inequalities, favoring the participation of the school community. the initiative is currently implemented in 802 schools in brazil and in chile, argentina, peru, mexico, ecuador and colombia. instituto natura requested 3 case studies for the project from move.
An evaluation matrix was built through dialogues with the project management team. the qualitative method was chosen for the research, using immersions in three schools located in the interior of the states of são paulo, bahia and ceará. the principal, vice principal, pedagogical coordinator, faculty and technicians and secretaries of the municipal departments of education were interviewed, and focus groups were held with family members, staff and students. finally, the evaluation team observed
Diagnosis of the leaders area
Since 2012, the Lemann Foundation has been developing its initiative in the area of leadership to strengthen social leaders with the potential to positively impact society. They are leaders who receive training and incentives to act with greater social impact in the third sector and in government agencies. The demand was to understand the difficulties and these leaders' expectations regarding the support they receive.
Move proposed to explore the leaders' pain points and expectations met by the program, using different forms of data collection, such as a survey, focus groups and in-depth interviews. The information was triangulated and organized into leader profile clusters to help the team produce more assertive actions for the different audiences served. The diagnosis indicated that the leaders' specificities were distributed according to seven areas of professional activities and different points in their careers. The Network of leaders could collaborate by offering coaching, mentoring, and even project support to scale up each of these areas and different points in their lives. After the diagnosis, the area was rearranged in order to enhance the intervention with the groups.
Evaluation of child education results
The managers of the Child Education Program from Santander’s Private Social Investment area wished to evaluate four aspects of the pilot enterprise: (1) the strengthening of public child education policies in the participating municipalities; (2) the qualification of the technical teams from the municipal departments; (3) the strengthening of continuing training practices; and (4) consolidation of child education concepts expressed in the National Curriculum Guidelines. For this, they asked Move to carry out an external evaluation.
In order to evaluate the four dimensions of interest and verify the efficiency level of the training and its practical unfolding in the municipalities supported by the program, Move used combined qualitative and quantitative methods. The chosen methods were: (1) participative observation in child education units; (2) interviews with the education department heads; (3) interviews with the participating training departments’ technical staff; and (4) Online questionnaire for teachers, coordinators, and managers of the participating school units. The participants’ observations provide a realistic dimension as to how the program was operating in the schools; the interviews revealed the capacity of the program’s intervention in municipal management; the quantitative data revealed the comprehensive coverage of the training among professionals of the units and the quality of knowledge constructed in these learning spaces. This data provided the basis for new institutional arrangements, aiming at reinforcing the intervention and making it more powerful.
Evaluation of the Prá-lá para-cá Program to support early childhood education
The Pra-lá-Pra-cá Program had operations in the Northeastern region of Brazil to expand access and improve the quality of early childhood education. It was developed in a partnership between Instituto C&A, Avante and the Municipal Departments of Education. The program had to create monitoring and assessment strategies for the 2014/2016 schedules.
Move mobilized actors to build the assessment matrices that unfolded into a series of collection, review, presentation and discussion of results activities. Move combines quantitative and qualitative methods to try to answer the evaluation questions in order to identify results from the strategies throughout the years of the initiative. The partner organizations used the results and caused changes in the program’s strategy in the capitals and changed specific pedagogical aspects for the municipalities and the political committment with the Departments of Education.
Evaluation of the youths in cities project
The Youths in Cities Project is part of the Inequalities in Cities Program: Youth, Gender and Race is an initiative managed by a group of seven partner organizations. The project aims to strengthen youth groups in suburban areas and outskirts of the city to ensure their rights to the city by addressing gender inequalities, gender identity, sexuality, race, territory and income. The initiative is implemented in Recife, São Paulo, the Federal District and Rio de Janeiro by partner organizations. Towards the end of the last year of the Project, Oxfam Brasil requested an evaluation of results from Move.
An evaluation matrix was created in workshops with representatives from partner organizations. The qualitative method was chosen for the investigation and interviews were conducted with all partner organizations, interviews and focus groups with groups and youths from the four cities and, finally, participant observations of the activities implemented by the project. In total, 42 youths and 16 members of partner organizations were heard. The evaluation process led to changes in the project strategy, re-framing the meaning of the established partnership and modifying specific aspects of the project in each of the capitals.
In order to collaborate in enhancing learning conditions for public school students, the Vivo Telephone Company Foundation (FTV) set up the Connected Rural School project and the Schools that innovate project. These projects operate with different management models, teams and contexts, but what they have in common is faith in digital technologies as pedagogic resources for teaching and learning. In view of this, FTV requested Move’s support in defining a common evaluation strategy.
Firstly, Move carried out a dense revision of literature regarding Information Technology and Communication, and then prepared, in a participatory manner, the Evaluation Plan. For this purpose, it used both interviews and collective workshops with FTV team and partners. The plan was then structured in the following format: (a) evaluation questions; (b) indicators of results; (c) public; (d) methodological approach; and (e) a data collection and analysis schedule. The participation of Vivo Telephone Company Foundation and of the executing partners in the construction of the Evaluation Plan enhanced a common understanding regarding the meaning and strategies of each project, as well as their envisioned results. This was fundamental for the management of the projects, for decision-making on the part of the Foundation and the interchange of experiences between the two projects.
Excellence Center Against Hunger - theory of change
The Center of Excellence against Hunger is an initiative set up in 2011 by the World Food Program and the Brazilian Government with a view to cooperation with other countries on a South-South basis in building and improving school meal policies and social protection. After five years of activities, the Center commissioned an external evaluation of its effects in the dozens of countries with which it maintains cooperation.
In conjunction, Move and Articulação Sul carried out an evaluation of results that encompassed the following stages: (a) construction of a theory of change that illustrated the intervention and expected results of the Center in the partner countries; (b) construction of an evaluation matrix centered on a set of rubrics that would allow highly complex themes to be seen through fair, transparent criteria; (c) validation of the process in international meetings, consulting representatives of the partner countries and the World Food Program, among other stakeholders; (d) electronic survey, document analysis and both face-to-face and remote interviews to investigate the themes covered by the evaluation; (e) construction of a monitoring and evaluation model for the Center. The evaluation showed the relevance and the merit of the work of the Center with the dozens of partner countries, with special attention to the Center’s capability to arouse political support for the theme of school meals and support the countries in developing guidelines, policies or norms favorable to the implementation of programs with autonomy and quality.
Female penitenciary of the state of paraná – diagnosis of the living conditions and education of children secluded in a penitentiary
The Marista Solidarity Network (RMS) faces complex social issues, since it works in education for solidarity and rights advocacy for children and teenagers. They were touched when they saw the living and education conditions of children born under the guardianship of the prison system and living secluded in day-nurseries within these environments. So, in order to understand the impact of seclusion on these children and design future actions, they invited Move to carry out a study of this situation.
The viable model for this process was a short-term research. Move’s researchers who had experience working with institutionalized children spent two weeks visiting the penitentiary on a daily basis to conduct observations, free talks, individual and group interviews, reviewing the institution’s documents and applying questionnaires. They dealt directly with the children, the prisoners (both mothers and non-mothers) and with the penitentiary agents responsible for the children’s care. The state found that children’s rights were being violated and that their development was being compromised. This generated a manifestation on the part of the prisoners, and as a proposed solution, a project by RMS. Named “House Station”, this project consisted of a new working model with children inside the penitentiary, that involved participation of the Pastoral segment of the Pontifical Catholic University (PUC) Paraná, the public municipal authority and the Department of Justice of Paraná.
Impact assessment for the better hearts better cities program
Initiated by the Novartis Foundation in partnership with the American Heart Association and the São Paulo City Hall, the Program aims to reduce the prevalence of systemic arterial hypertension and promote healthy living habits in suburban areas and outskirts of the city of São Paulo. The pilot study took place in six primary healthcare sites in the eastern part of the city, involving training of the healthcare team, development of technical materials for prevention campaigns and health improvement efforts in the territory.
Move was chosen to lead the Program's impact assessment strategy in Brazil, in partnership with the US Center for Disease Control Foundation (CDC). An instrument for data collection was created directly from the patients' records, contemplating all the ethical precautions involved. For the feasibility of the evaluation, a technical partnership was established with the region's medical college to support data collection at the sites. The data generated supported the construction of a baseline for Program impact assessment, and initially provided a diagnosis that had not been done before.
Planning for the Grow Learning Program
The Grow Learning program aims to promote the integral development of children from zero to six years of age, through awareness raising strategies and in-person training for families and school teams. At the beginning of 2018, the program management team requested support to restructure the program, both from a strategic point of view, analyzing the chain of results, and from an operational and managerial point of view, reviewing the training strategies employed and the partnerships established for its implementation.
Move proposed the participative construction of a Theory of Change along with the opening of learning spaces and strategic alignments of the Growing Learning program management team. The process began with a diagnosis of the main assets and gaps of the program, based on the collection of qualitative data from Centers of Early Childhood Education in the region of Campo Limpo, São Paulo. This step provided a chance to review and create new strategies for the program, state expected results and impact, and update its management logic. Move followed the team in the implementation of the pilot cycle in 2018 and structured a Monitoring and Evaluation Plan, to be used as the guiding material for program management in the coming years.