Training for Innovation in Public Management: The Experience of DTI/SEED-PR in Information Management and Education

Abstract

The present study is dedicated to analyzing the implementation experience of the Central System Management, an initiative of the System Management Coordination (SGC), part of the Directorate of Technology and Innovation (DTI) of the State Department of Education of Paraná (Seed/PR), Brazil. The study establishes a connection between institutional practices and theoretical frameworks that address the Information Society, Information Management, and Open Innovation. The central purpose is to investigate how the centralization of digital services, combined with in-service continuous training programs, can drive the modernization of public educational management. In methodological terms, the research is configured as a case study, based on document analysis and literature review. The implementation process occurred in two distinct phases: a pilot test (training), followed by deployment in the 32 NREs. The initiative aimed to centralize services, optimize processes, minimize the occurrence of errors, and grant greater autonomy to schools and regional education centers. The results achieved demonstrate immediate gains in efficiency, as well as the decentralization of operations and the establishment of structured informational flows, aligned with strategic objectives. The high engagement rate underscored the importance of training in building a solid informational culture, ensuring that information is used as a strategic resource for the decision-making process. The discussion indicates that the central management of systems transcends mere technological innovation, representing a profound cultural and organizational transformation. The integration of information management practices with the principles of open innovation forged collaborative networks among schools, regional hubs, central administration, and technology providers. In summary, the experience of the central system management demonstrates that digital transformation in public education only becomes sustainable when based on well-structured informational flows, a robust organizational culture, and collaborative innovation.