Rodrigo Baggio Barreto | Ashoka | Everyone a Changemaker

In its first two years of operation, the program has grown at a remarkable rate. From pilot initiatives in two favelas in early 1995, its “schools of computer science and citizenship” were in operation in some fifteen sites in the Rio de Janeiro metropolitan area by the end of that year, and another eight sites were added by mid-1996. In addition, ten such schools were launched in 1996 in other parts of the country (two in São Paulo, two in Minas Gerais, four in Paraná and two in Bahia). By early 1997, more than 5,000 participants had completed its three-month courses.

The engine behind the rapid expansion is a “Committee for the Democratization of Computer Science”-a 40 member volunteer group that is now being transformed into a nongovernmental organization, with subgroups or nuclei in various parts of the country. At the request of community groups in favelas and other low-income communities, committee members assist the establishment of computer schools in a carefully devised and systematic process that includes feasibility studies; teacher training; the provision, installation and maintenance of donated hardware; and counsel in developing a plan for making the school self-supporting.

Rodrigo’s strategy places strong emphasis on the self-management, financial independence and sustainability of each of the growing number of computer schools. The funds required for teachers’ salaries and facilities maintenance are generated in large measure from student fees, but other income sources may also be part of the school’s financial plans. In some instances, for example, graduates are encouraged to use school equipment (when classes are not in session) to provide various services to community groups or small local businesses on a fee-for-service-rendered basis. Much of the income thus generated is retained by the individuals who provide the services, but a portion is returned to the school for use in renewing or expanding its computer equipment or extending its program activities.

To assure the efficiency of its ongoing activities and develop plans for the geographic and programmatic expansion of his initiative, Rodrigo has established nine working groups under the aegis of the Committee. One such group, which includes several teachers of computer science in universities and private secondary schools, is charged with training and “certifying” teachers for the computer schools. Other working groups are responsible for helping community organizations develop new schools; eliciting equipment donations; maintaining equipment throughout the expanding network of schools; spreading information about the program (through a “home page,” a “bulletin board” and other means); producing a newsletter; managing the program’s financial resources; bringing representatives of the schools together and encouraging the sharing of experiences; and developing project proposals and agreements with supporting private and public sector organizations.

Rodrigo and his colleagues have ambitious plans for the continued expansion of the program. More than 60 additional communities in the Rio de Janeiro metropolitan area and elsewhere in the country have expressed strong interest in establishing similar schools, and the Committee has recently entered into agreements with the Foundation for Children and Adolescents, the city government of Rio de Janeiro and the national government to set up new programs. Although the leadership structure needs to be strengthened in areas outside of Rio to assure the success of a nationwide initiative, the basic design framework for the continued growth of the program is in place, and the support that it relies on from volunteers and business firms shows no signs of abating.