The purpose of the research is to construct Operation Evaluation Indicator of Compulsory Education Advisory Group by means of CIPP Evaluation Mode. There are 4 evaluation levels, 18 evaluation items, and 63 evaluation indicators concluded through literature review, document analyses from Ministry of Education, and those concerning compulsory education advisory groups of 10 counties and cities. The researcher conducted three rounds of Delphi questionnaires through Delphi Technique counseling group with 29 persons, including administrators of Educational Bureaus of City and County Governments, scholars, professionals, curriculum supervisors, members of compulsory education advisory groups, school administrators and teachers, to seek the suitability and feasibility of evaluation indicators and to view the discrimination and internal consistency of evaluation indicators in accordance with 214 questionnaires from three counties and cities. Lastly, the researcher discussed the current condition of the operation of compulsory education advisory groups, difference of diverse Context forms, and the relativity between each level of CIPP according to returned 640 questionnaires presented to compulsory education advisers from 23 counties and cities of the whole country. Conclusions of the research are as follows: 1. Regarding implications of constructing Evaluation Indicators Operation Evaluation Indicators of Compulsory Advisory Group constructed by CIPP four evaluation levels, namely, context, input, process and product, includes 18 evaluation items, 63 evaluation indicators, provided with curriculum profession and administrative performance. 2. Regarding current condition of the organizational operation of compulsory education advisory groups from every country and city. (1) The performance of members of advisory groups in 23 counties and cities was between ¡§Conformable¡¨ and ¡§Very Conformable.¡¨ (2) As for the average score of 23 counties and cities, there¡¦s bigger difference between the country or city with the highest score and that with the lowest score. (3) The performance of four evaluation levels is divided into ¡§Context Evaluation Level,¡¨ ¡§Product Evaluation Level,¡¨ ¡§Input Evaluation Level.¡¨ and ¡§Process Evaluation Level.¡¨ (4) Among 18 evaluation items, ¡§Program Establishment¡¨ and ¡§School Consulting Service¡¨ have the best performance; ¡§Material Resources¡¨ and ¡§R&D Media Teaching Material¡¨ have the worst performance. 3. Regarding performance difference in whole Evaluation of compulsory education advisory groups under different Context variables. (1) As for comparison between compulsory education advisory groups of metropolitan counties and cities, there¡¦s no outstanding difference in the whole evaluation, but there¡¦re outstanding differences in the performance of ¡§Action Research¡¨ and ¡§Execution Features¡¨ among 18 evaluation items. (2) As for comparison between compulsory education advisory groups of municipalities and those of non-municipalities, there¡¦re outstanding differences in whole evaluation and advisory groups of municipalities score higher than those of non-municipalities. However, if it¡¦s compared with evaluation items, 10 evaluation items in total had outstanding differences, and 8 evaluation items did not. (3) As for comparison of having full-time advisers or not, there¡¦re outstanding differences in the performance of whole evaluation, evaluation levels, and evaluation items and the performance of compulsory education advisory groups with full-time advisers was better than those without full-time advisers. (4) As for comparison between ¡§Pass¡¨ and ¡§Pass after amendment¡¨ types examined by Ministry of Education in 2006, there¡¦re outstanding differences in the performance of whole evaluation, and compulsory education advisory groups which ¡§Pass¡¨ the examination performed better than those ¡§Pass after amendment.¡¨ But if it¡¦s compared with evaluation items, 15 evaluation items in total had outstanding differences, but there¡¦re no outstanding difference in ¡§Relevant backup,¡¨ ¡§Assistance in teachers¡¦ growth of profession,¡¨ and Execution features of counties and cities.¡¨ 4. Regarding the correlation between Product Evaluation Level and Context, Input, and Process Evaluation Levels (1) It shows positive correlation between Product Evaluation Level and Context, Input, Process Evaluation Levels. (2) It shows outstandingly positive correlation between Product Evaluation Level and 13 evaluation items of other three evaluation levels. According to conclusions of the research, here are suggestions to Ministry of Education, Education Bureau and Advisory Group of each county and city as below 1. Suggestions to Ministry of Education (1) Apply evaluation indicators developed by the research (2) Continue providing financial resources for Advisory Group of each county and city (3) Promote legalization of Advisory Group (4) Encourage Advisory Group of each county and city to innovate and establish features actively 2. Suggestions to Education Bureaus of counties and cities (1) Recruit full-time advisors (2) Construct human resources managing system for advisors (3) Establish self-evaluation mechanism of Advisory Groups of counties and cities (4) Construct the stage of ¡§Self-fulfillment¡¨ for advisers 3. Suggestions to Advisory Group of each county and city (1) Establish professional image of advisers as ¡§Expert Teacher¡¨ (2) Establish the mechanism of emotional interdependence and lateral communication between advisers (3) Continue promoting consulting service to school teachers (4) Strengthen advisers¡¦ abilities of applying information media.

nÃo hà / Avaliar à uma forma de se obter feedback. O Tribunal de Contas da UniÃo (TCU) avalia as InstituiÃÃes Federais de Ensino Superior (IFES) por meio de nove indicadores de gestÃo, e o MinistÃrio da EducaÃÃo e Cultura (MEC), dentre outros indicadores, avalia os cursos das InstituiÃÃes de Ensino Superior (IES) por meio do Exame Nacional dos Estudantes (ENADE) dos cursos. Entre as abordagens sobre avaliaÃÃo educacional, tem-se o modelo CIPP, o qual avalia a instituiÃÃo de forma sistÃmica, com vistas à tomada de decisÃo, sob quatro Ãticas: contexto, insumos, processos e produtos. Esta pesquisa tem como objetivo geral investigar, sob a perspectiva do modelo CIPP de avaliaÃÃo, se os indicadores de gestÃo do TCU influenciam o desempenho dos cursos no ENADE. Portanto, quanto aos objetivos do trabalho, a pesquisa à explicativa. Quanto à abordagem do problema, à quantitativa, porque se utiliza de anÃlise de regressÃo linear mÃltipla para investigar a influÃncia das variÃveis independentes (indicadores de gestÃo do TCU) sobre a variÃvel dependente (ENADE dos cursos). Quanto Ãs tÃcnicas empregadas tem-se a documentaÃÃo indireta, aà incluÃda a pesquisa bibliogrÃfica e documental, bem como a pesquisa direta, aà incluÃda a pesquisa empÃrica, no Ãmbito das unidades acadÃmicas da Faculdade de EducaÃÃo (FACED), Faculdade de Direito (FADIR) e Faculdade de Economia, AdministraÃÃo, AtuÃria e Contabilidade (FEAAC) destinada ao teste das hipÃteses da pesquisa. Os resultados indicam que os cursos analisados possuem desempenhos diferentes, entretanto, a anÃlise de regressÃo mÃltipla aplicÃvel ao conjunto de observaÃÃes revelou que, entre os nove indicadores de gestÃo analisados, apenas o indicador funcionÃrio-equivalente por professor-equivalente (FEPE) nÃo influencia o resultado do ENADE e os demais indicadores do TCU que influenciam o resultado do ENADE se inserem nas quatro plataformas do modelo CIPP. / Evaluation is a way to obtain feedback. The Audit Court (Tribunal de Contas da UniÃo â TCU) evaluates Federal Institutions of Higher Education (IFES)â performances through nine management indicators and the Education and Culture Ministry (MEC) evaluates higher education institutions (IES)â courses, among others indicators, through the courses Students National Survey (ENADE). Among various approaches on educational assessment, the CIPP evaluation model evaluates the institution in a systematic way, with the purpose of decision making, about four points of view: context, inputs, processes and products. This research aims at investigating the CIPP evaluation model perspective, if the TCU indicators management influence the courses ENADE performance. By this work objectives, itâs an explanatory research. By the problem approach, itâs quantitative because it employs multiple linear regression analysis to investigate the independent variablesâ influence (indicators management TCU, per course) on the dependent variables (ENADE courses). As the techniques employed have to indirect documentation, including therein the literature and documents, as well as direct research, including therein the empirical research within the academic units FACED, FADIR and FEAAC, Federal University of Cearà (UFC) designed to test the research hypotheses. The results indicate that the courses object of analysis have different performances, however, the multiple regression analysis applied to the set of observations revealed that, among the nine TCU management indicators analyzed, only the gauge-equivalent employee per teacher-equivalent (FEPE) doesnât influence ENADE outcomes, and the other indicators which influence ENADE outcomes, has four platforms CIPP model include variables that explain the behavior of the dependent variable.

nÃo hà / Em 2011 o MinistÃrio da SaÃde lanÃou o Programa Nacional de Melhoria do Acesso e Qualidade - PMAQ no intuito de ampliar o acesso e a melhoria da qualidade da AtenÃÃo BÃsica à SaÃde (ABS), com garantia de um padrÃo de qualidade comparÃvel nacional, regional e localmente de maneira a permitir maior transparÃncia e efetividade das aÃÃes governamentais direcionadas à ABS. Este estudo, tendo em vista a necessidade de orientar a tomada de decisÃes de gestÃo no Ãmbito do Sistema Ãnico de SaÃde, propÃe como objetivo geral avaliar formativamente o processo de implantaÃÃo do PMAQ no Estado do CearÃ. Como referencial teÃrico, utilizou-se o Modelo CIPP de avaliaÃÃo, proposto por Daniel L. Stufflebeam, baseado em quatro componentes heurÃsticos: Contexto, Inputs, Processos e Produto, os quais orientaram a elaboraÃÃo de uma matriz avaliativa para a avaliaÃÃo do PMAQ. A metodologia adotada neste estudo foi orientada por abordagem qualitativa de natureza exploratÃria-descritiva, tendo como cenÃrio o Estado do CearÃ. Foram utilizadas como tÃcnicas de pesquisa: (1) a pesquisa documental e (2) a entrevista estruturada. O processo de organizaÃÃo e anÃlise de dados foi efetuado a partir da AnÃlise TemÃtica de ConteÃdo. Foram observadas as diretrizes Ãticas constantes da ResoluÃÃo 196/96 do Conselho Nacional de SaÃde, e o protocolo de pesquisa foi aprovado pelo CEP da Universidade Estadual Vale do AcaraÃ, sob o n 133.724. Como resultados, o estudo aponta que o processo de implantaÃÃo do PMAQ no Estado Cearà se deu de forma verticalizada pelo MinistÃrio da SaÃde, com fragilidades apontadas pelos participantes do estudo, gerando divergÃncias de percepÃÃes entre os representantes dos MunicÃpios e os do MinistÃrio da SaÃde. Outra constataÃÃo à a convergÃncia das opiniÃes na readequaÃÃo dos recursos humanos, tecnolÃgicos e financeiros. Por fim as divergÃncias dos discursos dos gestores em pontos significantes como financiamento, atuaÃÃo da gestÃo estadual, envolvimentos dos profissionais, especialmente o profissional mÃdico e a participaÃÃo popular. Como fator limitante do estudo destacamos: (1) a nÃo inclusÃo dos usuÃrios do SUS como fonte de dados; e (2) a dificuldade de entrevistar os gestores municipais no perÃodo eleitoral de 2012. Novos estudos sÃo sugeridos para aprofundamento do tema. / In 2011 the Ministry of Health launched the National Programme for Improving Access and Quality - PMAQ in order to expand access and improve quality of Primary Health Care (PHC), with a guarantee of a quality standard comparable national, regional and locally in order to allow greater transparency and effectiveness of government action to PHC. This study, in view of the need to guide the decision making of management in the Health System, proposes general objective formatively evaluate the implementation process of PMAQ in CearÃ. The theoretical approach used the CIPP evaluation model proposed by Daniel L. Stufflebeam, heuristic based on four components: Context, Inputs, Process and Product, which guided the development of a matrix for assessing the evaluative PMAQ. The methodology used in this study was guided by qualitative approach exploratory-descriptive, against the backdrop of the state of CearÃ. Were used as research techniques: (1) documentary research and (2) a structured interview. The process of organization and data analysis was performed from a content analysis. Were observed ethical guidelines in Resolution 196/96 of the National Health Council, and the research protocol was approved by the CEP da Universidade Estadual Vale do AcaraÃ, under No. 133 724. As a result, the study indicates that the process of implementation of the state Cearà PMAQ took so vertically by the Ministry of Health, with weaknesses identified by the study participants, generating differences in perceptions between the representatives of the municipalities and the Ministry of Health Another finding is the convergence of opinions on the upgrading of human, technological and financial. Finally divergences of discourses of managers on significant points as financing activities of state management, involvement of professionals, especially medical professional and popular participation. Limiting factor of the study include: (1) the non-inclusion of SUS as a data source, and (2) the difficulty of interviewing city managers in the 2012 electoral period. Further studies are suggested to further the theme.