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Política de Avaliação Externa do Ensino Superior em Angola: Processo de Agendamento e Formulação
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Este trabalho de investigação procurou estudar a política de avaliação externa do Ensino Superior em Angola, com enfoque em duas etapas iniciais do ciclo de políticas públicas: o agendamento e a formulação. Procurou-se, especificamente, responder às seguintes questões gerais de investigação: (i) quais os fatores que explicam a entrada da política de avaliação externa das instituições de Ensino Superior em Angola na agenda governamental? e (ii) que coalizões de defesa estiveram envolvidas na formulação da política de avaliação externa do Ensino Superior em Angola, e como influenciaram o processo de agendamento e formulação? A investigação adotou uma abordagem metodológica qualitativa, recorrendo à pesquisa documental e à realização de entrevistas semiestruturadas como instrumentos de recolha de dados. Para análise do objeto em estudo, foram mobilizados dois modelos de análise: o modelo dos Múltiplos Fluxos, proposto por Kingdon (1984) e a Estrutura de Coalizão de Advocacia, desenvolvida por Sabatier e Jenkins (1988). Os resultados do estudo indicam que o agendamento da política de avaliação externa do Ensino Superior em Angola teve origem em preocupações sociais crescentes relativamente à qualidade dos diplomados, as quais foram posteriormente absorvidas pela esfera governamental. Entre os fatores que impulsionaram este processo destacam-se o redimensionamento da Universidade Agostinho Neto, a criação de novas instituições de ensino superior – públicas e privadas – e o crescimento exponencial da população estudantil, o que acentuou as inquietações quanto à qualidade dos serviços prestados. No que respeita à etapa de formulação, identificou-se a intervenção de diversas coalizões de defesa, compostas por atores políticos, ordens profissionais e associações empresariais, evidenciando a existência de uma rede de apoio institucional alargada, para além do aparelho estatal. Os atores estatais, contudo, assumiram um papel central, tanto pela sua posição de autoridade decisória como pelo contributo decisivo para a elaboração do enquadramento do quadro legislativo que sustenta a política de avaliação externa. A institucionalização desta política teve como objetivo central conferir legitimidade ao subsistema de Ensino Superior e reforçar a sua credibilidade a nível internacional, articulando-se, igualmente, com finalidades de equiparação, responsabilização, controlo e melhoria.
This research sought to study the external evaluation policy for higher education in Angola, focusing on two initial stages of the public policy cycle: scheduling and formulation. Specifically, it sought to answer the following general research questions: (i) what factors explain the inclusion of the external evaluation policy for higher education institutions in Angola on the government agenda? and (ii) what advocacy coalitions were involved in the formulation of the external evaluation policy for higher education in Angola, and how did they influence the agenda-setting and formulation process? The research adopted a qualitative methodological approach, using documentary research and semi-structured interviews as data collection tools. Two analytical models were used to analyse the subject under study: the Multiple Streams model proposed by Kingdon (1984) and the Advocacy Coalition Framework developed by Sabatier and Jenkins (1988). The results of the study indicate that the agenda for the external evaluation policy for higher education in Angola originated from growing social concerns about the quality of graduates, which were subsequently absorbed by the government. Among the factors that drove this process were the resizing of Agostinho Neto University, the creation of new higher education institutions – both public and private – and the exponential growth of the student population, which heightened concerns about the quality of services provided. With regard to the formulation stage, the intervention of various advocacy coalitions, composed of political actors, professional associations and business associations, was identified, highlighting the existence of a broad institutional support network beyond the state apparatus. State actors, however, played a central role, both because of their position of decision-making authority and because of their decisive contribution to the development of the legislative framework underpinning the external evaluation policy. The main objective of institutionalising this policy was to confer legitimacy on the higher education subsystem and strengthen its credibility at the international level, while also promoting equality, accountability, control and improvement.
This research sought to study the external evaluation policy for higher education in Angola, focusing on two initial stages of the public policy cycle: scheduling and formulation. Specifically, it sought to answer the following general research questions: (i) what factors explain the inclusion of the external evaluation policy for higher education institutions in Angola on the government agenda? and (ii) what advocacy coalitions were involved in the formulation of the external evaluation policy for higher education in Angola, and how did they influence the agenda-setting and formulation process? The research adopted a qualitative methodological approach, using documentary research and semi-structured interviews as data collection tools. Two analytical models were used to analyse the subject under study: the Multiple Streams model proposed by Kingdon (1984) and the Advocacy Coalition Framework developed by Sabatier and Jenkins (1988). The results of the study indicate that the agenda for the external evaluation policy for higher education in Angola originated from growing social concerns about the quality of graduates, which were subsequently absorbed by the government. Among the factors that drove this process were the resizing of Agostinho Neto University, the creation of new higher education institutions – both public and private – and the exponential growth of the student population, which heightened concerns about the quality of services provided. With regard to the formulation stage, the intervention of various advocacy coalitions, composed of political actors, professional associations and business associations, was identified, highlighting the existence of a broad institutional support network beyond the state apparatus. State actors, however, played a central role, both because of their position of decision-making authority and because of their decisive contribution to the development of the legislative framework underpinning the external evaluation policy. The main objective of institutionalising this policy was to confer legitimacy on the higher education subsystem and strengthen its credibility at the international level, while also promoting equality, accountability, control and improvement.
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Avaliação externa Ensino superior Política pública Agendamento Formulação External evaluation Higher education Public policy Agenda setting Formulation