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Facilitating Evaluation Policy Through Information Analysis: An Approach in the Brazilian Higher Education
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| Presenter(s):
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| Ana Carolina Letichevsky,
Cesgranrio Foundation,
anacarolina@cesgranrio.org.br
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| Maria Vitória Carvalho,
Cesgranrio Foundation,
vitoria@cesgranrio.org.br
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| Abstract:
This paper suggests an investigation procedure of the relation between characteristics of under graduation students and its academic environments and the performance of these students in the National Exam on the Performance of University Students, performed within the scope of the National System of Higher Education Evaluation conceived in order to establish an evaluation policy in all Brazilian higher education institutions. After the introduction, the context of the Higher Education is presented, and then, is shown the path of the Higher Education evaluation in Brazil. The required statistical techniques are briefly presented before the presentation of the procedure suggested. Two case studies are presented in order to show the viability of the given procedure, finally, the main conclusions, showing that even without the construction of a cause and effect model, it is possible to find a link between some characteristics of the students and their academic environments and their performances.
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The Brazilian and Ethiopian experience: Challenges and Opportunities in Teaching Monitoring and Evaluation in HIV/Aids Control Programs
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| Presenter(s):
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| Elizabeth Moreira Dos Santos,
FIOCRUZ,
bmoreira@ensp.fiocruz.br
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| Wuleta Lemma,
Tulane University,
lemmaw@gmail.com
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| Carla Decotelli,
Tulane University,
carladecotelli@gmail.com
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| Carl Kendall,
Tulane University,
carl.kendal@gmail.com
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| Kifle Woldermichael,
Jimma University,
betty.kifle@yahoo.com
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| Sonia Natal,
FIOCRUZ,
sonia.natal@gmail.com
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| Abstract:
A partnership between CDC Brazil, the National School of Public Health (ENSP/FIOCRUZ) and Tulane University initiated a program to build the capacity in M&E of HIV/AIDS control programs. During 2005, Tulane University triangulated a similar initiative in Ethiopia with support from PEPFAR and the Ethiopian government. Both experiences, Ethiopian and Brazilian, involve the development of a diploma and Master Program course in M&E.
Both curriculums were developed assuming expected uses for evaluation, defined competencies and roles of evaluators. From those expected outcomes an integrated curriculum was developed utilizing the methodology of Problematization. This approach assumes that adult learning is based in previous experience and knowledge, thus to improve the teaching-learning process, class experience has to replicate reality. Three contributions were: a) model for international cooperation and technologic transferability; b) integrated curriculum to professional evaluation teaching; c) framework for evaluation capacity development based in networking and mobilization of knowledge.
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Evaluation Culture, Policy and Practice: Reflections on the Brazilian Experience
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| Presenter(s):
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| Thereza Penna Firme,
Cesgranrio Foundation,
therezapf@uol.com.br
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| Ana Carolina Letichevsky,
Cesgranrio Foundation,
anacarolina@cesgranrio.org.br
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| Angela Cristina Dannemann,
House Education and Assistance Association of Zezinho,
angeladann@gmail.com.br
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| Vathsala I Stone,
University at Buffalo - State University of New York,
vstone@buffalo.edu
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| Abstract:
There is no doubt that the existence of evaluation policies makes the evaluator’s job easier, while providing more transparency to the evaluation process and more security to those involved. However, this can only happen when policies are presented to potential stakeholders in clear language, as they are being disseminated and utilized to guide practice. Therefore, building an evaluation culture is necessary in order to effectively implement an evaluation policy, so it can be fully utilized. This paper briefly introduces and presents what the authors understand as the concepts of “evaluation culture” and “evaluation policy”. Then, it discusses the importance of evaluation policies for practice of both evaluation and meta-evaluation, and points out the possible consequences of absence of policies. Recommendations are derived from these considerations in order to inspire procedures to build and implement evaluation policies. Finally, reflections are presented on the Brazilian experience about “culture-policy-practice” inter-relations in evaluation.
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