The first stage of the project was dedicated to the construction of the Theory of Change of the policy. The work involved document analysis, interviews with agents directly involved in the implementation, and a workshop with representatives from different areas of the Secretariat. From this process, it was possible to systematize the logic of the intervention, explain the expected results, identify critical factors for the success of the policy, and map out risks that may compromise its implementation.
In addition to consolidating a shared understanding of the objectives and strategies of the policy, the Theory of Change served as the basis for the elaboration of the Monitoring Plan, an instrument that organizes main management issues, defines implementation and results indicators, and establishes procedures for collecting and analyzing information. The construction of the plan also took place collaboratively, through a workshop and work meetings that combined training moments on monitoring and evaluation, with practical activities to define indicators and monitoring strategies.
With the validation of these instruments by Seduc-RS, the project advanced to a new stage: the first round of monitoring the policy. Currently, the teams are working on the consolidation and analysis of the data collected, which will support the preparation of a report with evidence on the progress of the implementation and the first results observed.
More than monitoring indicators, monitoring seeks to generate learning for the management of the policy. By identifying advances, challenges and opportunities for improvement, the process contributes to strengthening the institutional capacity of the Secretariat and expanding possibilities for implemented actions to reach those students who most need support.
The experience reinforces the importance of incorporating monitoring and evaluation practices from the first moments of public policy implementation. By supporting the construction of these instruments, IMDS continues to contribute to strengthening the use of evidence in educational management and to the development of strategies aimed at the permanence and school success of students from Rio Grande do Sul.
