Abstract
The globalization of the idea and evaluation processes of educational systems lead to the emergence of the debate about the relation between the homogeneity of the abstract universal models and the heterogeneity of the experiences with the evaluation in each national context. Therefore, such relationship is taken as the guiding principle of this article: the scenarios of the assessment of higher education in Brazil, Portugal and England are here scopes for a comparative analysis with the central purpose of characterizing and situating them in the broader or global context of state and supranational regulation. The National System of Evaluation of Higher Education (SINAES) in Brazil, the Portuguese Evaluation and Accreditation System (coordinated by the Agency for Evaluation and Accreditation of Higher Education, A3ES, a private law foundation), as well as the recent Teaching Excellence Framework (TEF) from the United Kingdom serve as corpus for this study. The main conclusions of the study revolve around the narrowing of the relations between education and economics in higher education, expressed in the conceptions, regulations, criteria and the political and social uses of the evaluation systems of this level of education in the countries analyzed.
Highlights
During the twentieth century, increasing transformations occurred as a result of the intensification of the relationship between knowledge and wealth
Lopes, Alves e Cêa – Portraits of the evaluation enlargement of vacancies, creation of new courses and emergence of new institutions (FREITAS, 2010; PEREIRA et al, 2015) – has diversified higher education (HE) institutions at least in two different directions: a broad and continuous professional training oriented to labor market demands, and a more restricted training of knowledge-producing agents who return to higher education institutions as belonging to their staff in most cases
It can be said that, in the case of the countries under review, In the last two decades, the evaluation of institutions and courses in higher education has gained an unprecedented dimension at the global level as multilateral organizations and national governments have encouraged the creation of evaluation systems and accreditation and quality assurance agencies under the justification of maximizing social benefits of educational systems (BRETOLIN e MARCON, 2015, pp.106, own translation)
Summary
During the twentieth century, increasing transformations occurred as a result of the intensification of the relationship between knowledge and wealth. It can be said that, in the case of the countries under review, In the last two decades, the evaluation of institutions and courses in higher education has gained an unprecedented dimension at the global level as multilateral organizations and national governments have encouraged the creation of evaluation systems and accreditation and quality assurance agencies under the justification of maximizing social benefits of educational systems (BRETOLIN e MARCON, 2015, pp.106, own translation) According to this perspective, mechanisms with different nomenclatures were created, such as evaluation, accreditation and quality audit, called peer review processes (PEREIRA et al, 2015). In any of the three countries the systems and processes for assessing the quality of education include as one of the aspects to be considered the professional integration of graduates, involving the definition of indicators and the collection of data on this subject, with differentiated configurations
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