Estudo descritivo sobre o sistema de avaliação de cursos de educação superior em Portugal
Maria das Graças Gonçalves Vieira Guerra,
Carlinda Leite
Abstract:O artigo apresenta um estudo que teve como objetivo analisar a avaliação de cursos do ensino superior em Portugal decorrente do Processo de Bolonha. A pesquisa seguiu uma metodologia de orientação qualitativa, de caráter descritivo e de análise documental, focada nos critérios e procedimentos seguidos pela Agência de Avaliação e Acreditação do Ensino Superior, responsável por este processo em Portugal. Os resultados obtidos apontam que a avaliação de cursos, à semelhança do que é desejado no Espaço Europeu de … Show more
“…The accreditation process is carried out by the Higher Education Evaluation and Accreditation Agency (A3ES) [43]. Higher education courses are evaluated according to the criteria established by the Course Accreditation System (SAC) and, if approved, receive accreditation from A3ES for six years [44]. For the accreditation process of a new course, it is essential to meet all of the criteria established by the SAC and for the institution to promptly provide all required documentation [44].…”
Section: In Portugalmentioning
confidence: 99%
“…Higher education courses are evaluated according to the criteria established by the Course Accreditation System (SAC) and, if approved, receive accreditation from A3ES for six years [44]. For the accreditation process of a new course, it is essential to meet all of the criteria established by the SAC and for the institution to promptly provide all required documentation [44]. The accreditation process in Portugal is generally efficient, with most courses receiving accreditation within a reasonable timeframe.…”
This study investigates the accreditation processes in higher education across various countries, focusing on the time and bureaucratic burden associated with accrediting new courses. The aim is to identify strategies to accelerate the accreditation process for new courses in higher education institutions. A comprehensive literature review was conducted to achieve this objective, examining the accreditation processes in Portugal, Spain, the United States, France, China, Japan, Sweden, the United Kingdom, India, and Germany. The study’s key findings revealed that the accreditation process is generally efficient in most countries, with courses receiving accreditation within a reasonable timeframe. However, the process can be more complex and time-consuming for institutions seeking accreditation for the first time or offering new or innovative courses. Institutions must meet all established criteria and promptly provide all required documentation to expedite the accreditation process. The implications of these findings suggest that higher education institutions should collaborate closely with relevant accrediting agencies to ensure a streamlined accreditation process. Institutions should also consider agency requirements and course specialization when developing new courses. Furthermore, governments play a crucial role in promoting transparency and competition among higher education institutions, which can lead to enhanced quality assurance and increased customer satisfaction in the education sector.
“…The accreditation process is carried out by the Higher Education Evaluation and Accreditation Agency (A3ES) [43]. Higher education courses are evaluated according to the criteria established by the Course Accreditation System (SAC) and, if approved, receive accreditation from A3ES for six years [44]. For the accreditation process of a new course, it is essential to meet all of the criteria established by the SAC and for the institution to promptly provide all required documentation [44].…”
Section: In Portugalmentioning
confidence: 99%
“…Higher education courses are evaluated according to the criteria established by the Course Accreditation System (SAC) and, if approved, receive accreditation from A3ES for six years [44]. For the accreditation process of a new course, it is essential to meet all of the criteria established by the SAC and for the institution to promptly provide all required documentation [44]. The accreditation process in Portugal is generally efficient, with most courses receiving accreditation within a reasonable timeframe.…”
This study investigates the accreditation processes in higher education across various countries, focusing on the time and bureaucratic burden associated with accrediting new courses. The aim is to identify strategies to accelerate the accreditation process for new courses in higher education institutions. A comprehensive literature review was conducted to achieve this objective, examining the accreditation processes in Portugal, Spain, the United States, France, China, Japan, Sweden, the United Kingdom, India, and Germany. The study’s key findings revealed that the accreditation process is generally efficient in most countries, with courses receiving accreditation within a reasonable timeframe. However, the process can be more complex and time-consuming for institutions seeking accreditation for the first time or offering new or innovative courses. Institutions must meet all established criteria and promptly provide all required documentation to expedite the accreditation process. The implications of these findings suggest that higher education institutions should collaborate closely with relevant accrediting agencies to ensure a streamlined accreditation process. Institutions should also consider agency requirements and course specialization when developing new courses. Furthermore, governments play a crucial role in promoting transparency and competition among higher education institutions, which can lead to enhanced quality assurance and increased customer satisfaction in the education sector.
O ácido desoxirribonucleico (DNA) é a base da vida. As informações contidas nos genes orientam a síntese proteica formando moléculas com função estrutural e que atuam em vários processos metabólicos vitais. As estruturas microscópicas e as etapas ricas em detalhes com vários conceitos de Genética dificultam a compreensão desses processos. Buscando facilitar o ensino da síntese proteica, de forma lúdica e descontraída, no presente estudo, foi criado e aplicado um jogo pedagógico em uma escola pública de Ensino Médio brasileira. Os resultados encontrados demonstraram que o jogo favoreceu o maior envolvimento dos alunos com o tema estudado, tornou palpável um processo que para os alunos anteriormente era concebido no imaginário, trazendo impactos positivos no ensino do tema de forma prazerosa e descontraída.
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