The universities have among their responsibilities, providing high quality education that benefits students, alumni, organizations and society in general.Alumni monitoring becomes an important source for curriculum feedback, assessing the quality of the training and their consistency with the requirements for professional performance in different companies. However, there are many difficulties in establishing and maintaining a relationship of mutual benefits between educational institutions and their alumni. In this article, a Model for Alumni Monitoring and Supporting is presented. The model was designed from a holistic, ensuring that all involved actors get benefits. The model has been validated and can be adopted and/or adapted by educational institutions to create or strengthen the relationship with their alumni. / Las universidades tienen, entre sus responsabilidades, ofrecer educación de calidad y que esta beneficie a sus estudiantes, graduados (egresados), a las organizaciones y en general, a la sociedad. El seguimiento a sus graduados, se convierte en fuente importante para la retroalimentación curricular, verificación de la calidad de la formación y coherencia con las exigencias para el desempeño profesional. Sin embargo, existe dificultad para establecer y mantener este vínculo para beneficio mutuo de instituciones educativas y graduados. El Modelo de Seguimiento y Acompañamiento a Graduados (SAG) que se presenta en este artículo, fue diseñado desde una perspectiva holística, asegura beneficios para los actores que en él se interrelacionan, ha sido validado y puede ser adoptado y/o adaptado por instituciones educativas para crear o fortalecer la relación con sus graduados. / As universidades têm entre as suas responsabilidades ofereçer uma educação de qualidade, e que a mesma beneficie aos seus estudantes, alumni, organizações e a sociedade em geral. O apoio aos seus alumni torna-se numa importante fonte de feedback do currículo, verificando a qualidade da formação e da sua coerência com os requisitos de desempenho profissional. No entanto, há dificuldade em estabelecer e manter esse relacionamento para o benefício mútuo das instituições de ensino e dos alumni. O Modelo de Monitoramento e Apoio aos Alumni (SAG), apresentado neste artigo, foi projetado a partir duma perspectiva holística, o qual garante os benefícios para os atores que interagem nele. O modelo SAG foi validado e pode ser adoptado e/ou adaptado por instituições de ensino para criar ou fortalecer o relacionamento com os seus alumni.

Quality assurance has been a vexed and troubled journey for private providers in South Africa in a complex and burdensome educational environment. It is well recognised that private providers are significant role-players in the provision of education and training in South Africa and the stated intention is to create a more enabling regulatory framework The focus of this thesis is on the private providers at the post-school level. The quality assurance regime was examined and contextualised to analyse what is required, and to determine how the private provider is impacted by the regulatory requirements for the establishment and operation of a private tuition provider in South Africa. The experience of private providers, CEOs of professional bodies, ETQA managers and ETD practitioners was investigated using a mixed methods research approach. The conclusion is a call for a far more streamlined system with a centralised oversight body, greater stakeholder consultation, less political interference and a deeper appreciation for the contribution that private providers make to the education of learners in South Africa. / Educational Leadership and Management / D. Ed. (Education Management)

In the light of growing concerns regarding the quality of higher education after a period of rapid expansion, in 2003, the Chinese government launched the Undergraduate Teaching Evaluation (UTE), the first nation-wide evaluation of universities. In 2008, the UTE was replaced by the Quality Project, which signalled a change in its quality assurance approach, with a move from evaluations to the issuing of awards. In order to investigate the impact of the two national quality assurance policies, along with the impact of two long-standing internal quality assurance mechanisms employed by universities - class observation and student evaluation of teachers - on teaching, the researcher adopted policy analysis and a case study approach. Three different universities in the same region were selected as cases. Semi-structured interviews with 56 heads of department and teachers across three departments at each university were conducted. National and university policy documents, as well as interview data, were analysed thematically in the light of concepts derived from the political sciences, namely Knoepfel et al.'s (2007; 2011) framework for policy analysis and Schneider and Ingram's (1990) classification of policy tools. University policies and interview data revealed the patterns of impact of these two quality assurance policies. Faced with the UTE inspection, universities shifted their focus from assuring the quality of teaching to achieving good results in the exercise and therefore engaging in 'game-playing'. In order to ensure good UTE results, universities even resorted to the manipulation of data. University policies resulting from the UTE required teachers to produce standardised documents and to follow particular procedures. The majority of interviewed teachers regarded the impact of the UTE with cynicism, seeing it as a waste of time and effort, an interference with academic freedom, and believing it had the effect of undermining ethics. However, some teachers reported as positive impact of the fact that the UTE helped to keep teachers disciplined, and that it provided an impetus for ensuring teaching quality. Interview data showed that the Quality Project awards only had an impact on the award winners, who perceived the incentives on offer to be substantial. These award winners considered the acknowledgement given by the awards and the information obtained through reflection and good examples as valuable impacts. However, the Quality Project awards did not have impact on non-award winners, i.e. the majority of teachers. This study revealed that in order to have impact the institutional practices of class observation and the student evaluation of teachers relied on a number of conditions being in place. These practices had impact when the stakes were high or when university teachers received valid and reliable feedback. Whilst high stakes were found to lead to mixed impact, valid and reliable feedback contributed to the improvement of teaching. This study contributes to the understanding of the impact of quality assurance policies and mechanisms on teaching in Chinese higher education, an area that has not yet been the subject of significant empirical research. Covering the two major quality assurance policies in recent years, and also the institutional mechanisms teachers face, this research was able to capture the interdependence between these policies. No such research has previously been conducted in the context of Chinese higher education. In regard to the theoretical aspect of the research, the empirical evidence that was collected and a comprehensive review of other empirical research enabled the development of an Impact Framework. The Impact Framework identified patterns in the impact of various quality assurance policy tools and revealed their inherent strengths and weaknesses. Hence, the Impact Framework can serve in the future as an important reference for policy-makers who are seeking to design and implement effective quality assurance policy tools.

O presente estudo enfoca o papel das redes de agências de avaliação da qualidade e Acreditação da Educação Superior na América Latina a partir das redes RANA E RIACES. O tema da Acreditação tem alcançado ressonância nas sociedades científicas internacionais, em especial na União Europeia, USA, e atualmente Caribe e América Latina. A temática de Redes de Avaliação da qualidade e Acreditação da Educação Superior na América Latina ainda é pouco explorada, do ponto de vista da pesquisa, mas é tema de discussões diversas em muitos países. O estudo traz o cenário que propiciou o surgimento das redes de cooperação e intercâmbio para o desenvolvimento de conhecimentos em matéria de Acreditação e Avaliação da qualidade da Educação Superior. Considerações sobre as reformas da Educação Superior na América Latina são discutidas, além dos “apelos” da globalização à Universidade Latina do século XXI. Apresentam-se evidências de um cenário da Educação Superior na América Latina marcado por desigualdades de desenvolvimento e de características em seus sistemas de Educação Superior. No âmbito das reformas da Educação Superior há a preocupação de marcar o momento da inserção de processo de formação de sistemas de asseguramento da qualidade da Educação Superior. Duas redes da América Latina são estudadas a RANA e a RIACES. O método escolhido foi o estudo de caso, que propiciou conhecer a dinâmica de uma política de cooperação e integração no contexto de Redes. O estudo baseia-se em várias fontes, como a pesquisa documental, coleta de dados em fontes primárias e secundárias, entrevistas e visita às sedes das redes de agências. / The present study focuses on the role played by Quality Evaluation Agencies and Accreditation in Higher Education Agencies in Latin America from RANA and RIACES point of view. Accreditation is a theme that has, lately, reached great propagation in International Scientific Societies, mainly in the European Union, USA and more recently in the Caribbean and Latin America. The idea of Quality Evaluation and Accreditation Networks in Higher Education in Latin America is not very explored from a research point of view, but is a theme of great discussion in many countries. This study brings the scenario that made possible the upcoming cooperation and exchange networks to the development of knowledge in terms of Accreditation and Quality Evaluation in Higher Education. Considerations about the reforms in Higher Education in Latin America are discussed as well as the “calls” for globalization that the Latin University has received in the 21st century. Evidences of a scenario of inequalities in development in Higher Education in Latin America are presented as well as the characteristics of Higher Education systems. As for the reforms scope, there seems to be a certain concern about emphasizing the exact moment in which the process of formation of quality reassurance in Higher Education is inserted. Two Latin American agencies are studied: RANA and RIACES. The method chosen was case study, which enabled the acknowledgement of a cooperation and integration policy in these networks context. The study is based in many different resources such as documental research, data collection in primary and secondary sources, interviews and onsite visits to the agencies headquarters. / En esta investigación se enfoca el rol de las Redes de Agencias de Evaluación de la Calidad y de las Redes de Acreditación de la Educación Superior en América Latina, a partir del estudio de RANA y RIACES. El tema de la Acreditación ha alcanzado resonancia internacional en las sociedades científicas, en especial en la Unión Europea, América Latina y el Caribe. El temático de redes de la evaluación de la calidad y de la acreditación de la educación superior en América Latina todavía poco se explora del punto de vista de la investigación, pero es tema de controversias en muchos países. El estudio trae a la escena el brote de las redes de la cooperación y del intercambio para desarrollo del conocimiento en la acreditación y la evaluación de la calidad de la educación superior. Consideraciones sobre las reformas de la educación superior en América Latina son discutidas, en el encuadre de las reformas de la educación superior en el siglo XX, más allá de los “llamados” de la globalización a la universidad latina del siglo XXI. Evidencias de una escena de la educación superior enmarcada por la desigualdad y características diversificadas de desarrollo en sus sistemas de la educación superior, se superponen a los requisitos del mercado en líneas de dirección para su eficacia. Es en el momento de las reformas de la educación superior que se tiene la preocupación para enmarcar la inserción del proceso de la formación de sistemas de aseguramiento de la calidad de la educación superior. Dos agencias latinoamericanas son estudiadas: RANA y RIACES. El método elegido fue el estudio de caso, para comprehender la dinámica de una política de cooperación e integración en el contexto de redes. El estudio se basa en investigación documental, fuentes primarias y secundarias, recoge datos en entrevistas y visitas a las sedes de las redes de agencias.

O presente estudo enfoca o papel das redes de agências de avaliação da qualidade e Acreditação da Educação Superior na América Latina a partir das redes RANA E RIACES. O tema da Acreditação tem alcançado ressonância nas sociedades científicas internacionais, em especial na União Europeia, USA, e atualmente Caribe e América Latina. A temática de Redes de Avaliação da qualidade e Acreditação da Educação Superior na América Latina ainda é pouco explorada, do ponto de vista da pesquisa, mas é tema de discussões diversas em muitos países. O estudo traz o cenário que propiciou o surgimento das redes de cooperação e intercâmbio para o desenvolvimento de conhecimentos em matéria de Acreditação e Avaliação da qualidade da Educação Superior. Considerações sobre as reformas da Educação Superior na América Latina são discutidas, além dos “apelos” da globalização à Universidade Latina do século XXI. Apresentam-se evidências de um cenário da Educação Superior na América Latina marcado por desigualdades de desenvolvimento e de características em seus sistemas de Educação Superior. No âmbito das reformas da Educação Superior há a preocupação de marcar o momento da inserção de processo de formação de sistemas de asseguramento da qualidade da Educação Superior. Duas redes da América Latina são estudadas a RANA e a RIACES. O método escolhido foi o estudo de caso, que propiciou conhecer a dinâmica de uma política de cooperação e integração no contexto de Redes. O estudo baseia-se em várias fontes, como a pesquisa documental, coleta de dados em fontes primárias e secundárias, entrevistas e visita às sedes das redes de agências. / The present study focuses on the role played by Quality Evaluation Agencies and Accreditation in Higher Education Agencies in Latin America from RANA and RIACES point of view. Accreditation is a theme that has, lately, reached great propagation in International Scientific Societies, mainly in the European Union, USA and more recently in the Caribbean and Latin America. The idea of Quality Evaluation and Accreditation Networks in Higher Education in Latin America is not very explored from a research point of view, but is a theme of great discussion in many countries. This study brings the scenario that made possible the upcoming cooperation and exchange networks to the development of knowledge in terms of Accreditation and Quality Evaluation in Higher Education. Considerations about the reforms in Higher Education in Latin America are discussed as well as the “calls” for globalization that the Latin University has received in the 21st century. Evidences of a scenario of inequalities in development in Higher Education in Latin America are presented as well as the characteristics of Higher Education systems. As for the reforms scope, there seems to be a certain concern about emphasizing the exact moment in which the process of formation of quality reassurance in Higher Education is inserted. Two Latin American agencies are studied: RANA and RIACES. The method chosen was case study, which enabled the acknowledgement of a cooperation and integration policy in these networks context. The study is based in many different resources such as documental research, data collection in primary and secondary sources, interviews and onsite visits to the agencies headquarters. / En esta investigación se enfoca el rol de las Redes de Agencias de Evaluación de la Calidad y de las Redes de Acreditación de la Educación Superior en América Latina, a partir del estudio de RANA y RIACES. El tema de la Acreditación ha alcanzado resonancia internacional en las sociedades científicas, en especial en la Unión Europea, América Latina y el Caribe. El temático de redes de la evaluación de la calidad y de la acreditación de la educación superior en América Latina todavía poco se explora del punto de vista de la investigación, pero es tema de controversias en muchos países. El estudio trae a la escena el brote de las redes de la cooperación y del intercambio para desarrollo del conocimiento en la acreditación y la evaluación de la calidad de la educación superior. Consideraciones sobre las reformas de la educación superior en América Latina son discutidas, en el encuadre de las reformas de la educación superior en el siglo XX, más allá de los “llamados” de la globalización a la universidad latina del siglo XXI. Evidencias de una escena de la educación superior enmarcada por la desigualdad y características diversificadas de desarrollo en sus sistemas de la educación superior, se superponen a los requisitos del mercado en líneas de dirección para su eficacia. Es en el momento de las reformas de la educación superior que se tiene la preocupación para enmarcar la inserción del proceso de la formación de sistemas de aseguramiento de la calidad de la educación superior. Dos agencias latinoamericanas son estudiadas: RANA y RIACES. El método elegido fue el estudio de caso, para comprehender la dinámica de una política de cooperación e integración en el contexto de redes. El estudio se basa en investigación documental, fuentes primarias y secundarias, recoge datos en entrevistas y visitas a las sedes de las redes de agencias.

O presente estudo enfoca o papel das redes de agências de avaliação da qualidade e Acreditação da Educação Superior na América Latina a partir das redes RANA E RIACES. O tema da Acreditação tem alcançado ressonância nas sociedades científicas internacionais, em especial na União Europeia, USA, e atualmente Caribe e América Latina. A temática de Redes de Avaliação da qualidade e Acreditação da Educação Superior na América Latina ainda é pouco explorada, do ponto de vista da pesquisa, mas é tema de discussões diversas em muitos países. O estudo traz o cenário que propiciou o surgimento das redes de cooperação e intercâmbio para o desenvolvimento de conhecimentos em matéria de Acreditação e Avaliação da qualidade da Educação Superior. Considerações sobre as reformas da Educação Superior na América Latina são discutidas, além dos “apelos” da globalização à Universidade Latina do século XXI. Apresentam-se evidências de um cenário da Educação Superior na América Latina marcado por desigualdades de desenvolvimento e de características em seus sistemas de Educação Superior. No âmbito das reformas da Educação Superior há a preocupação de marcar o momento da inserção de processo de formação de sistemas de asseguramento da qualidade da Educação Superior. Duas redes da América Latina são estudadas a RANA e a RIACES. O método escolhido foi o estudo de caso, que propiciou conhecer a dinâmica de uma política de cooperação e integração no contexto de Redes. O estudo baseia-se em várias fontes, como a pesquisa documental, coleta de dados em fontes primárias e secundárias, entrevistas e visita às sedes das redes de agências. / The present study focuses on the role played by Quality Evaluation Agencies and Accreditation in Higher Education Agencies in Latin America from RANA and RIACES point of view. Accreditation is a theme that has, lately, reached great propagation in International Scientific Societies, mainly in the European Union, USA and more recently in the Caribbean and Latin America. The idea of Quality Evaluation and Accreditation Networks in Higher Education in Latin America is not very explored from a research point of view, but is a theme of great discussion in many countries. This study brings the scenario that made possible the upcoming cooperation and exchange networks to the development of knowledge in terms of Accreditation and Quality Evaluation in Higher Education. Considerations about the reforms in Higher Education in Latin America are discussed as well as the “calls” for globalization that the Latin University has received in the 21st century. Evidences of a scenario of inequalities in development in Higher Education in Latin America are presented as well as the characteristics of Higher Education systems. As for the reforms scope, there seems to be a certain concern about emphasizing the exact moment in which the process of formation of quality reassurance in Higher Education is inserted. Two Latin American agencies are studied: RANA and RIACES. The method chosen was case study, which enabled the acknowledgement of a cooperation and integration policy in these networks context. The study is based in many different resources such as documental research, data collection in primary and secondary sources, interviews and onsite visits to the agencies headquarters. / En esta investigación se enfoca el rol de las Redes de Agencias de Evaluación de la Calidad y de las Redes de Acreditación de la Educación Superior en América Latina, a partir del estudio de RANA y RIACES. El tema de la Acreditación ha alcanzado resonancia internacional en las sociedades científicas, en especial en la Unión Europea, América Latina y el Caribe. El temático de redes de la evaluación de la calidad y de la acreditación de la educación superior en América Latina todavía poco se explora del punto de vista de la investigación, pero es tema de controversias en muchos países. El estudio trae a la escena el brote de las redes de la cooperación y del intercambio para desarrollo del conocimiento en la acreditación y la evaluación de la calidad de la educación superior. Consideraciones sobre las reformas de la educación superior en América Latina son discutidas, en el encuadre de las reformas de la educación superior en el siglo XX, más allá de los “llamados” de la globalización a la universidad latina del siglo XXI. Evidencias de una escena de la educación superior enmarcada por la desigualdad y características diversificadas de desarrollo en sus sistemas de la educación superior, se superponen a los requisitos del mercado en líneas de dirección para su eficacia. Es en el momento de las reformas de la educación superior que se tiene la preocupación para enmarcar la inserción del proceso de la formación de sistemas de aseguramiento de la calidad de la educación superior. Dos agencias latinoamericanas son estudiadas: RANA y RIACES. El método elegido fue el estudio de caso, para comprehender la dinámica de una política de cooperación e integración en el contexto de redes. El estudio se basa en investigación documental, fuentes primarias y secundarias, recoge datos en entrevistas y visitas a las sedes de las redes de agencias.

Quality assurance has been a vexed and troubled journey for private providers in South Africa in a complex and burdensome educational environment. It is well recognised that private providers are significant role-players in the provision of education and training in South Africa and the stated intention is to create a more enabling regulatory framework The focus of this thesis is on the private providers at the post-school level. The quality assurance regime was examined and contextualised to analyse what is required, and to determine how the private provider is impacted by the regulatory requirements for the establishment and operation of a private tuition provider in South Africa. The experience of private providers, CEOs of professional bodies, ETQA managers and ETD practitioners was investigated using a mixed methods research approach. The conclusion is a call for a far more streamlined system with a centralised oversight body, greater stakeholder consultation, less political interference and a deeper appreciation for the contribution that private providers make to the education of learners in South Africa. / Educational Leadership and Management / D. Ed. (Education Management)