Institutional Evaluation in Universities began to gain traction in the national debate on the subject with the Institutional Evaluation Program of Brazilian Universities (Paiub), promoted by the Ministry of Education. At Unesc, it is conceived as a permanent process of self-knowledge and reflection aimed at improving the quality of teaching, research, extension, and academic and administrative management.
Start
At Unesc, the Institutional Evaluation began in 1995, with the development of the institutional project submitted to the Ministry of Education. After approval, Unesc initiated an internal awareness process simultaneously with the steps to transform the institution into a university. It was in 1998 that the first Evaluation of Undergraduate Teaching was conducted. The team was composed of invited individuals to assist in the development of the instruments, validation, and delivery of results to the professors.
Since 2004, Unesc's Institutional Evaluation has followed the guidelines and orientations of the National Higher Education Evaluation System (SINAES), established by Law No. 10,861/2004, which consists of three main components: evaluation of institutions; evaluation of courses; and evaluation of student performance.
Driven by the need for changes due to the institution's growth, Unesc underwent a reform of its academic-administrative structure in 2007, through which the Institutional Evaluation Commission (COMAVI) ceased to be a commission and became the Institutional Evaluation Sector (SEAI), working in an integrated manner with the Self-Assessment Commission (CPA).
Objectives
Promote reflection-action-reflection based on the insights provided by self-assessment, to contribute to the improvement of institutional evaluation processes and decision-making, aiming at consolidating Unesc's mission.
Specific Objectives
- Conceive Institutional Evaluation as a permanent process of self-knowledge and reflection aimed at improving the quality of teaching, research, extension, and administrative management.
- Raise awareness within the academic community regarding the importance of the evaluation process through meetings, lectures, seminars, among others;
- Strengthen the participation of the internal and external community in evaluation processes
- Consolidate the culture of institutional evaluation as a principle for planning and institutional management.
- Monitor the institutional evaluation process of the higher education institution.
- Organize the Institutional Self-Assessment Report and submit it to e-MEC
- Share the results of the self-assessment with the academic community.
Unesc's Institutional Evaluation Policy
Resolution No. 2/2015/Consu approved Unesc's Institutional Evaluation Policy, which outlines the concept of institutional evaluation practiced by Unesc, establishing that
[...] it is not an evaluation for the purposes of domination, classification, punishment, or reward, but rather a diagnostic evaluation for planning, review, and guidance. It also serves to perceive the degree of divergence between the proposed objectives and the practices established in the institutional daily routine.
The aforementioned resolution also indicates that Unesc's Institutional Evaluation is guided by the following principles: The aforementioned resolution also indicates that Unesc's Institutional Evaluation is guided by the following principles:
- Consolidation of the evaluation process through ethics, seriousness, and professional confidentiality;
- Socialization of accurate information through evaluative and propositional processes;
- Continuous improvement of the evaluation instruments used;
- Commitment to self-evaluation processes, alongside the various services provided by the institution;
- Social commitment to quality education, supporting the institution's managers with the evaluation results for planning and decision-making.
