COEXISTENCE WITH OTHER ASSESSMENT PROCESSES

Currently there are other processes, such as that of FUP (Fundação das Universidades Portuguesas – Portuguese Universities Foundation), to evaluate public schools of higher education. Polytechnic, Private and Co-operative higher education schools has also their own assessment process.

These processes are distinct from the processes developed by OE, although some of the support elements are similar. Whereas OE’s assessment is based on a suitable engineering profile that is then used to assess the teaching staff’s and students’ curricula, the assessment system of FUP, based on an academic profile, has greater difficulty in covering the professional profile. A course may not be accredited by OE if it is not based on an engineering curriculum and yet be rated a good scientific course under an academic assessment.

There are major differences between an academic assessment process and the accreditation process by OE. Whereas assessment is compulsory, accreditation is made only upon request by the school. In assessment, the analysis is complete, that is, it covers the school’s whole activity. Accreditation, however, is more selective, clearly more related to professional practice and does not cover, for example, financial aspects. The costs of academic assessment are not paid by the school, whereas the school pays for about 40% of accreditation costs.. Assessment produces no consequences, at least in the meantime, whereas accreditation by OE has immediate consequences since it determines whether engineering graduates must take exams for admission to OE and, lastly, OE report is confidential whereas the FUP appreciation is public .

There are however aspects that may be simplified, in particular to reduce the information collection work for visits: visits may be held at short intervals and the processes may be submitted simultaneously to either assessment by FUP or to accreditation by OE, thus requiring one single compilation of shared data.

In the future, OE should consider whether it is possible to reformulate the scope of accreditation so that the Assessment Council of FUP may analyse the educational aspects in great detail.