Higher Education Assessments
The National Higher Education Assessment System (SINAES) was created in order to evaluate the quality of undergraduate courses and higher education institutions throughout Brazil. It comprises three components: institutional evaluation, course evaluation and student achievement assessment.
- Institutional Evaluation – higher education institutions evaluate themselves according to guidelines provided by a Committee of Specialists.
- Educational Environment Assessment – in site evaluation of undergraduate programs as to the quality of teachers, teaching conditions, pedagogical projects and infrastructure.
- National Assessment of Student Achievement (ENADE) – assessment of undergraduate programs that consists of an exam administered to students who are finishing these courses in higher education institutions throughout Brazil. The programs are grouped in three representative areas and each year one group is assessed, meaning that each program is assessed every three years.
The National Exam for Revalidation of Foreign Medical Diplomas was created in 2011, in order to revalidate diplomas obtained in Medical Schools out of the country.
It establishes a process of revalidation which consists of a national assessment instrument based on the same academic requirements set for the Medical Schools in Brazil.
The framework for the exam defines contents, competences and skills required in five major áreas of the medical profession: i) Surgery, ii) Family and Community Medicine, iii) Pediatrics, iv) Ginecology and Obstetrics and v) Medical Clinic.
The exam consists of a multiple choice test, a constructed response test and an evaluation of clinic skills.
Higher Education Census
Annually, this initiative collects data on higher education in the country, including graduate and sequential courses – both attendance and distance learning courses, providing a "radiography" of this educational level.
Higher education institutions fill out the census online forms and, based on this data, provide policy makers with an overview of educational policy trends. By collecting data regarding the number of enrollment and graduates, candidates to university entrance; information on faculty – by qualifications and contract nature – as well as on administrative and support staff; financial data and infrastructure, this initiative provides valuable information about an educational level that is perceived to be in a process of expanding and diversifying.
Through such data it is possible to follow the evolution of courses in the country, allowing to perceive, for instance, which region had a greater increase in the number of institutions, or which study field instated more courses.