Resumo

CLAVIJO, Emiliano; MARQUES, Agustina  e  RODRIGUEZ, Cecilia. Challenges towards a systemic evaluation of tertiary education in Uruguay. Cuad. Investig. Educ. [online]. 2020, vol.11, n.2, pp.15-34.  Epub 01-Dez-2020. ISSN 1510-2432.  https://doi.org/10.18861/cied.2020.11.2.2991.

The General Education Law (N° 18.437) passed in 2008 drove important institutional changes in the sphere of Higher Education (HE). New projects emerged regarding the area of evaluation, such as the creation of the National Institute of Educational Evaluation, or the recent creation of the National Institute of Accreditation and Evaluation of Tertiary Education. Given these precedents, the discussion about dimensions and indicators for the evaluation of HE from a systemic viewpoint is more than relevant, having elapsed a decade since the onset of this process. In this sense, departing from a literature review on topics related to HE, we propose seven dimensions to address an evaluation of HE from a systemic perspective. These include: institutional designs, territorial issues that are gaining more attention due to the decentralization process in the higher education policy, socio-demographic aspects, characteristics of the educational process, curriculum issues, budgetary structure, and a growing process of internationalization. Through examination of institutional reports and laws, among others, we describe these seven dimensions for the Uruguayan case. Since the process of institutional diversification experienced in HE implied the development of particular strategies by the different institutions, we consider that the biggest challenge relies in achieving consensus between the system institutions in order to move up towards the evaluation of the above mentioned dimensions.

Palavras-chave : evaluation; tertiary education; education system; educational policy; Uruguay.

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