Abstract:
The present research is subordinated to the title: Description of the quality self-assessment practices of the courses provided by the Instituto Superior Maria Mãe de África. It arises as a partial condition for obtaining a Master's degree in Administration and Management in Education. Deducted from its general objective, the research has the following specific objectives: 1 - To characterize the Commission's self-evaluation practices for the Monitoring and Evaluation of the Internal Quality of ISMMA courses (CMAQI); 2 - Identify the contextual constraints of the ISMMA for the implementation of the CNAQ quality assessment indicators. Thus, this research was developed with the following research questions as a guideline: 1 - What are the self-assessment practices of the Commission for Monitoring and Evaluation of Internal Quality to guarantee the quality of ISMMA courses? 2 - What are the constraints that ISMMA goes through for the implementation of the CNAQ quality assessment indicators? The sample consisted of three members of CMAQI, holders of the necessary information for the present research. For data collection, structured interviews were administered to CMAQI members. In terms of activities, it is concluded that the members of CMAQI, execute and monitor the activities related to the evaluation and quality assurance in ISMMA. The results reveal that within the self-assessment practices the CMAQI has a base document and uses a questionnaire model that constitutes evidence of this process. These questionnaires are applied to teachers, students, administrative staff. Still, the results reveal that the CMAQI assesses the quantity and quality of the literature, as well as the internet connectivity made available to students. Finally, the results show that there are constraints in the application of CNAQ indicators, as, for example, it is not known what is the teacher / student ratio that that implementing agency of SINAQES recommends. Analyzing the results presented in each objective, we conclude that CMAQI does everything to collect comprehensive and pertinent information for the functioning of each course, being that self-assessment is a starting point of the teaching quality assurance system and that takes the institution to assume the culture of quality in the first instance and what CMAQI does shows clear mechanisms and procedures for the cause of quality, as it has a clear focus and that each activity has a goal to achieve and that they seek the sensibilities of various people involved in the students' training activities. One of the conclusions inherent to the constraints that ISMMA is going through refers to the ix viiindicator Mission and Objectives of the Organic Unit, because many of the teachers are unaware of the clear statement of the mission, vision and values of the ISMMA, so it is necessary to disseminate them well among the teachers . And it is concluded that there are constraints in the use of CNAQ indicators, as in many of these indicators there is no indication of benchmarks that must be followed by the HEIs
