Biblioteca Digital de VanguardiaHigher education evaluation and accreditation in Latin America and the Caribbean
In the Latin American and Caribbean context, there are a variety of Higher Education Institutions (HEIs) and assessment and accreditation systems. This paper analyzes some of these systems, seeking to understand how they are configured, their institutional and course evaluation instruments, their st...
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| Formato: | info:eu-repo/semantics/article |
| Lenguaje: | Portugués |
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Universidade Estadual de Campinas
2020
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| Acceso en línea: | https://periodicos.sbu.unicamp.br/ojs/index.php/riesup/article/view/8657782 http://biblioteca-repositorio.clacso.edu.ar/handle/CLACSO/69118 |
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| author | Carvalho, Alexey Malavasi, Maria Márcia Sigrist |
| author_facet | Carvalho, Alexey Malavasi, Maria Márcia Sigrist |
| author_sort | Carvalho, Alexey |
| collection | Repositorio |
| description | In the Latin American and Caribbean context, there are a variety of Higher Education Institutions (HEIs) and assessment and accreditation systems. This paper analyzes some of these systems, seeking to understand how they are configured, their institutional and course evaluation instruments, their stage of maturity, their relationship with the public policies of their country, as well as aspects related to the valuation of self-assessment and the institutional context. The study consists of a bibliographic and documentary research, based on the documents, laws and official information of the evaluation and accreditation bodies of each country, as well as a field research, with professors and researchers in activity in these locations, in order to capture the perceptions about these systems in each reality. The survey had respondents from eight countries: Brazil, Chile, Colombia, Ecuador, Mexico, Peru, Uruguay and Venezuela. It was observed that although there is a great diversity and formats of assessment and accreditation systems, there are very similar processes in some of them, as well as a desire of the respondents to see advance in the systems so that there is an effective contribution to the quality improvement. The results of the analysis of the documents and the perceptions gathered in the field research showed that the evaluation and accreditation systems need to overcome the bureaucratic aspects, compliance verification and to seek formative evaluations that value the self-evaluation and the pertinence of the HEIs and courses, to nurture a quality culture and continuous improvement. |
| format | info:eu-repo/semantics/article |
| id | clacso-CLACSO69118 |
| institution | CLACSO, Repositorio Digital |
| language | Portugués |
| publishDate | 2020 |
| publisher | Universidade Estadual de Campinas |
| record_format | greenstone |
| spelling | clacso-CLACSO691182022-03-21T16:36:56Z Higher education evaluation and accreditation in Latin America and the Caribbean Evaluación y acreditación de la educación superior en América Latina y el Caribe Avaliação e acreditação da educação superior na América Latina e Caribe Carvalho, Alexey Malavasi, Maria Márcia Sigrist Educação superior Avaliação Acreditação Política pública Educación superior Evaluación Acreditación Política pública Higher education Evaluation Accreditation Public policy In the Latin American and Caribbean context, there are a variety of Higher Education Institutions (HEIs) and assessment and accreditation systems. This paper analyzes some of these systems, seeking to understand how they are configured, their institutional and course evaluation instruments, their stage of maturity, their relationship with the public policies of their country, as well as aspects related to the valuation of self-assessment and the institutional context. The study consists of a bibliographic and documentary research, based on the documents, laws and official information of the evaluation and accreditation bodies of each country, as well as a field research, with professors and researchers in activity in these locations, in order to capture the perceptions about these systems in each reality. The survey had respondents from eight countries: Brazil, Chile, Colombia, Ecuador, Mexico, Peru, Uruguay and Venezuela. It was observed that although there is a great diversity and formats of assessment and accreditation systems, there are very similar processes in some of them, as well as a desire of the respondents to see advance in the systems so that there is an effective contribution to the quality improvement. The results of the analysis of the documents and the perceptions gathered in the field research showed that the evaluation and accreditation systems need to overcome the bureaucratic aspects, compliance verification and to seek formative evaluations that value the self-evaluation and the pertinence of the HEIs and courses, to nurture a quality culture and continuous improvement. En el contexto de América Latina y el Caribe, hay una variedad de Instituciones de Educación Superior (IES) y sistemas de evaluación y acreditación. Este artículo analiza algunos de estos sistemas, buscando comprender cómo están configurados, sus instrumentos de evaluación institucional y de carreras, sus estados de madurez, sus relaciones con las políticas públicas de cada país, así como los aspectos relacionados con la valoración de la autoevaluación y el contexto institucional. El estudio consiste en una investigación bibliográfica y documental, basada en los documentos, leyes e informaciones oficiales de los organismos de evaluación y acreditación de cada país, así como una investigación de campo, con docentes e investigadores en actividad en estos lugares, con el fin de aprehender las percepciones sobre estos sistemas en cada realidad. La encuesta contó con encuestados de ocho países: Brasil, Chile, Colombia, Ecuador, México, Perú, Uruguay y Venezuela. Se observó que, aunque existe una gran diversidad y formatos de sistemas de evaluación y acreditación, hay procesos muy similares en algunos de ellos, así como el deseo de los encuestados de perfeccionar los sistemas para que se logre una efectiva mejora en la calidad. Los resultados del análisis de los documentos y las percepciones recogidas en la investigación de campo mostraron que los sistemas de evaluación y acreditación necesitan superar los aspectos burocráticos, la verificación del cumplimiento y buscar evaluaciones formativas que valoren la autoevaluación y la pertinencia de las IES y carreras para fomentar una cultura de calidad y mejora continua. No contexto da América Latina e Caribe, há uma diversidade de Instituições de Educação Superior (IES) e de sistemas de avaliação e acreditação. Este artigo analisa alguns desses sistemas, buscando entender como se configuram, seus instrumentos de avaliação institucional e de cursos, seus estágios de maturidade, suas relações com as políticas públicas de seus respectivos países, bem como, aspectos relativos à valorização da autoavaliação e do contexto institucional. O estudo se compõe de uma pesquisa bibliográfica e documental, tendo como base os documentos, legislações e informações oficiais dos organismos de avaliação e acreditação de cada país, além de uma pesquisa de campo, com professores e pesquisadores em atividade nessas localidades, no intuito de captar as percepções acerca desses sistemas em cada realidade. A pesquisa contou com respondentes de oito países: Brasil, Chile, Colômbia, Equador, México, Peru, Uruguai e Venezuela. Foi possível observar que apesar de haver uma grande diversidade e formatos de sistemas de avaliação e acreditação, há processos muito semelhantes em alguns deles, assim como ficou evidente um anseio dos respondentes no sentido de que os sistemas avancem para que haja uma contribuição efetiva na melhoria da qualidade. Os resultados da análise dos documentos e das percepções colhidas na pesquisa de campo, demonstraram que é preciso que os sistemas de avaliação e acreditação superem os aspectos burocráticos, de verificação de conformidade e busquem avaliações formativas, que valorizem a autoavaliação e a pertinência das IES e cursos, de forma a alimentar uma cultura de qualidade e melhoria contínua. 2020-03-09 2022-03-21T16:36:56Z 2022-03-21T16:36:56Z info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion Text Texto Texto https://periodicos.sbu.unicamp.br/ojs/index.php/riesup/article/view/8657782 10.20396/riesup.v6i0.8657782 http://biblioteca-repositorio.clacso.edu.ar/handle/CLACSO/69118 por https://periodicos.sbu.unicamp.br/ojs/index.php/riesup/article/view/8657782/22150 https://periodicos.sbu.unicamp.br/ojs/index.php/riesup/article/view/8657782/22192 Copyright (c) 2020 Revista Internacional de Educação Superior application/pdf application/pdf Latin America and the Caribbean América Latina y el Caribe América Latina e Caribe Universidade Estadual de Campinas Revista Internacional de Educação Superior; Vol. 6 (2020): Publicação Contínua ; e020043 Revista Internacional de Educação Superior; Vol. 6 (2020): Publicação Contínua ; e020043 Revista Internacional de Educação Superior; v. 6 (2020): Publicação Contínua ; e020043 2446-9424 |
| spellingShingle | Educação superior Avaliação Acreditação Política pública Educación superior Evaluación Acreditación Política pública Higher education Evaluation Accreditation Public policy Carvalho, Alexey Malavasi, Maria Márcia Sigrist Higher education evaluation and accreditation in Latin America and the Caribbean |
| title | Higher education evaluation and accreditation in Latin America and the Caribbean |
| title_full | Higher education evaluation and accreditation in Latin America and the Caribbean |
| title_fullStr | Higher education evaluation and accreditation in Latin America and the Caribbean |
| title_full_unstemmed | Higher education evaluation and accreditation in Latin America and the Caribbean |
| title_short | Higher education evaluation and accreditation in Latin America and the Caribbean |
| title_sort | higher education evaluation and accreditation in latin america and the caribbean |
| topic | Educação superior Avaliação Acreditação Política pública Educación superior Evaluación Acreditación Política pública Higher education Evaluation Accreditation Public policy |
| url | https://periodicos.sbu.unicamp.br/ojs/index.php/riesup/article/view/8657782 http://biblioteca-repositorio.clacso.edu.ar/handle/CLACSO/69118 |