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Abstract(s)
Em Angola, a cultura de avaliação da qualidade nas Instituições de Ensino Superior (IES) encontra-se em fase de consolidação, com iniciativas fragmentadas e algumas resistências por parte das instituições, apesar da existência de normativas legais que orientam esse processo. O presente estudo, apresentado de forma parcial nesta comunicação, visa compreender como as IES angolanas implementam o processo de autoavaliação para garantir a qualidade do ensino. A Lei n.º 32/20, de 12 de agosto, juntamente com o seu Decreto Presidencial n.º 203/18, de 30 de agosto, que estabelecem as regras para a Avaliação e Acreditação da Qualidade das Instituições de Ensino Superior, assim como o Decreto Executivo n.º 108/20, de 9 de março, que detalha o processo de autoavaliação das IES, e o Decreto Presidencial n.º 180/18, de 26 de junho, compõem a base legal que contextualiza este estudo. Paralelamente, obras de referência sobre a avaliação, como Capucho (2001); Pacheco et ai. (2020), e Da Silva (2016) fornecem o suporte teórico indispensável à análise realizada. A pesquisa caracteriza-se por uma metodologia qualitativa, recorrendo a entrevistas e à análise documental como técnicas de recolha de dados, com foco nos dirigentes dos gabinetes de garantia de qualidade, nos membros das Comissões de Autoavaliação. Os resultados do estudo indicam que as IES angolanas se encontram em processo de aprimoramento da autoavaliação, reconhecendo a sua importância para a garantia da qualidade do ensino. Espera-se que as IES utilizem os procedimentos de autoavaliação como ferramenta para o seu autoconhecimento e para a melhoria das suas práticas, alinhando o contexto do ensino superior angolano com as normas internacionais de avaliação e garantia da qualidade
ln Angola, the culture of quality evaluation within Higher Education lnstitutions (HEls) is in a phase of consolidation, characterized by fragmented initiatives and some resistance from institutions, despite the existence of legal frameworks guiding this process. This study, presented partially in this communication, aims to understand how Angolan HEls implement the self-evaluation process to ensure teaching quality. The legal basis for this study comprises Law No. 32/20, of August 12, along with its Presidential Decree No. 203/ 18, of August 30, which establish the rules for the Evaluation and Accreditation of Quality in Higher Education lnstitutions, as well as Executive Decree No. 108/20, of March 9, which details the self-evaluation process for HEls, and Presidential Decree No. 180/18, of June 26. Concurrently, reference works on evaluation, such as Capucho (2001); Pacheco et ai. (2020), and Da Silva (2016) provide essential theoretical support for the analysis conducted. The research employs a qualitative methodology, utilizing interviews and document analysis as data collection techniques, with a focus on the heads of quality assurance offices and members of Self-Evaluation Committees. The study's findings indicate that Angolan HEls are in the process of enhancing their self-evaluation practices, recognizing its importance for ensuring teaching quality. lt is anticipated that HEls will utilize self-evaluation procedures as a toai for self-understanding and for improving their practices, aligning the Angolan higher education context with international standards of evaluation and quality assurance.
ln Angola, the culture of quality evaluation within Higher Education lnstitutions (HEls) is in a phase of consolidation, characterized by fragmented initiatives and some resistance from institutions, despite the existence of legal frameworks guiding this process. This study, presented partially in this communication, aims to understand how Angolan HEls implement the self-evaluation process to ensure teaching quality. The legal basis for this study comprises Law No. 32/20, of August 12, along with its Presidential Decree No. 203/ 18, of August 30, which establish the rules for the Evaluation and Accreditation of Quality in Higher Education lnstitutions, as well as Executive Decree No. 108/20, of March 9, which details the self-evaluation process for HEls, and Presidential Decree No. 180/18, of June 26. Concurrently, reference works on evaluation, such as Capucho (2001); Pacheco et ai. (2020), and Da Silva (2016) provide essential theoretical support for the analysis conducted. The research employs a qualitative methodology, utilizing interviews and document analysis as data collection techniques, with a focus on the heads of quality assurance offices and members of Self-Evaluation Committees. The study's findings indicate that Angolan HEls are in the process of enhancing their self-evaluation practices, recognizing its importance for ensuring teaching quality. lt is anticipated that HEls will utilize self-evaluation procedures as a toai for self-understanding and for improving their practices, aligning the Angolan higher education context with international standards of evaluation and quality assurance.
Description
Keywords
Avaliação institucional Autoavaliação Instituições de ensino superior Qualitative research Institutional evaluation Higher education Schools’ self-evaluation