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O ensino superior foi implantado em Angola no período colonial português no ano de 1962, com a criação dos Estudos Gerais Universitários de Angola que em 1968 se transformam em Universidade de Luanda. Com a proclamação da independência nacional de Angola (1975) é criada a Universidade de Angola (um ano depois), mantendo-se como a única instituição de ensino superior de âmbito nacional até 2009; desde 1985 designada de Universidade Agostinho Neto. Atualmente existem no subsistema de ensino superior nacional 63 instituições de ensino, distribuídas pelas oito regiões académicas.
Neste contexto, preocupado com o crescimento de instituições de ensino superior e com o objetivo de efetuar o controlo da qualidade dos serviços prestados por estas instituições, o Ministério do Ensino Superior Angolano está a implementar no sistema de ensino superior nacional a avaliação externa das instituições de ensino superior públicas e privadas. A avaliação do ensino superior nos nossos dias surge como um dos instrumentos que poderá conferir ao Estado, maior possibilidade de regulação do subsistema e como instrumento de melhoria da qualidade do ensino.
Na sequência do referido, com esta investigação procuramos aceder às representações que Reitores e Diretores de Instituições de Ensino Superior em Luanda têm sobre a avaliação externa tendo como objetivos específicos: i) conhecer práticas de avaliação institucional; ii) caracterizar a perceção dos participantes sobre a operacionalização da avaliação em instituições de ensino superior Angolanas; iii) identificar procedimentos considerados necessários no sentido de otimizar o processo de avaliação das Instituições de Ensino Superior.
Trata-se de um estudo qualitativo e exploratório com vista a privilegiar essencialmente a compreensão do problema em estudo a partir da perspetiva dos participantes e a descrever o fenómeno através da apreensão dos significados e dos estados subjetivos dos sujeitos.
A análise, e respetiva discussão e conclusão dos dados corroboram a literatura e experiência empírica na área. Assim, é claro no discurso dos participantes que os processos de avaliação, quer interna quer externa, são ferramentas importantes promotoras da qualidade do ensino com impacto na aprendizagem do aluno, mas são ainda embrionárias as experiencias de avaliação já desenvolvidas.
Esta investigação alerta-nos não só para a necessidade de se desenvolver processos de avaliação no ensino superior angolano, mas sobretudo para a necessidade de se construir ferramentas e diretrizes claras sobre os mesmos de forma a promover as mudanças estruturais, administrativas e pedagógicas necessárias, melhorando assim a qualidade do ensino.
Higher education was established in Angola in the Portuguese colonial period in 1962, with the creation of the General University Studies of Angola, which in 1968 became the University of Luanda. With the proclamation of Angola's national independence (1975), the University of Angola is created (one year later), maintaining itself as the only higher education institution of national scope until 2009; since 1985 designated Agostinho Neto University. There are currently 63 educational institutions in the subsystem of higher education distributed in the eight academic regions. In this context, the Angolan Ministry of Higher Education is concerned with the growth of higher education institutions and in order to control the quality of services provided by these institutions, the Ministry of Higher Education is implementing in the national higher education system the external evaluation of institutions of higher education, public and private higher education. The evaluation of higher education in our days appears as one of the instruments that can give the State greater possibility of regulation of the subsystem and as an instrument to improve the quality of teaching. Following this, with this investigation we seek to access the representations that Rectors and Directors of Higher Education Institutions in Luanda have on the external evaluation with specific objectives: I) to know practices of institutional evaluation; II) characterize the participants' perception about the operationalization of evaluation in Angolan higher education institutions; III) Identify procedures considered necessary in order to optimize the evaluation process of Higher Education Institutions. It is a qualitative and exploratory study aimed at essentially prioritizing the understanding of the problem under study from the perspective of the participants and to describe the phenomenon through the apprehension of the meanings and subjective states of the subjects (Bogdan and Biklen, 1994). The analysis, and the respective discussion and conclusion of the data corroborate the literature and empirical experience in the area. Thus, it is clear in the participants' discourse that the evaluation processes, both internal and external, are important tools that promote the quality of teaching with an impact on student learning, but the evaluation experiences already developed are still embryonic. This research alerts us not only to the need to develop evaluation processes in Angolan higher education, but especially to the need to build clear tools and guidelines on them in order to promote the necessary structural, administrative and pedagogical changes, therefore improving the quality of teaching.
Higher education was established in Angola in the Portuguese colonial period in 1962, with the creation of the General University Studies of Angola, which in 1968 became the University of Luanda. With the proclamation of Angola's national independence (1975), the University of Angola is created (one year later), maintaining itself as the only higher education institution of national scope until 2009; since 1985 designated Agostinho Neto University. There are currently 63 educational institutions in the subsystem of higher education distributed in the eight academic regions. In this context, the Angolan Ministry of Higher Education is concerned with the growth of higher education institutions and in order to control the quality of services provided by these institutions, the Ministry of Higher Education is implementing in the national higher education system the external evaluation of institutions of higher education, public and private higher education. The evaluation of higher education in our days appears as one of the instruments that can give the State greater possibility of regulation of the subsystem and as an instrument to improve the quality of teaching. Following this, with this investigation we seek to access the representations that Rectors and Directors of Higher Education Institutions in Luanda have on the external evaluation with specific objectives: I) to know practices of institutional evaluation; II) characterize the participants' perception about the operationalization of evaluation in Angolan higher education institutions; III) Identify procedures considered necessary in order to optimize the evaluation process of Higher Education Institutions. It is a qualitative and exploratory study aimed at essentially prioritizing the understanding of the problem under study from the perspective of the participants and to describe the phenomenon through the apprehension of the meanings and subjective states of the subjects (Bogdan and Biklen, 1994). The analysis, and the respective discussion and conclusion of the data corroborate the literature and empirical experience in the area. Thus, it is clear in the participants' discourse that the evaluation processes, both internal and external, are important tools that promote the quality of teaching with an impact on student learning, but the evaluation experiences already developed are still embryonic. This research alerts us not only to the need to develop evaluation processes in Angolan higher education, but especially to the need to build clear tools and guidelines on them in order to promote the necessary structural, administrative and pedagogical changes, therefore improving the quality of teaching.
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Avaliação Externa Ensino Superior Angolano Estudo Qualitativo