Experience on self-assessment and accreditation processes of the Superior Technological Institutes
The self-assessment and accreditation processes of the superior technological educational institutes (IEST) conducted by the Council of Assessment, Accreditation and Certification of Quality of Nonuniversity Superior Education (CONEACES) served as a response to a prevailing necessi...
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| Tipo de recurso: | artículo |
| Estado: | Versión publicada |
| Fecha de publicación: | 2018 |
| País: | Perú |
| Institución: | Universidad Femenina del Sagrado Corazón |
| Repositorio: | Revistas - Universidad Femenina del Sagrado Corazón |
| Idioma: | español |
| OAI Identifier: | oai:revistas.unife.edu.pe:article/455 |
| Acceso en línea: | https://revistas.unife.edu.pe/index.php/consensus/article/view/455 |
| Access Level: | acceso abierto |
| Palabra clave: | Process self-assessment accreditation Superior Technological Institutes Procesos Autoevaluación y acreditación Institutos de Educación Superior Tecnológica |
| Sumario: | The self-assessment and accreditation processes of the superior technological educational institutes (IEST) conducted by the Council of Assessment, Accreditation and Certification of Quality of Nonuniversity Superior Education (CONEACES) served as a response to a prevailing necessity to promote a culture of quality. The objective was to mobilize change processes that start from an internal assessment, a self-assessment guided to the self-regulation and constant improvement, and that can be directed to an external, impartial and objective fulfillment. The survey had the participatory work as a strategy and the rallying ability as a strength necessary to involve all of the actors related to the IEST: authorities, promoters, directors, teachers, staff members, academicians, national and international experts. Evidence to the study has been more than the 200 IEST that until the end of the year 2014 were in self-assessment process, third party assessment or have already been accredited. |
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