O sistema educacional Angolano: o papel do Instituto Nacional de Avaliação e de Desenvolvimento da Educação (INADE) na implementação do processo das avaliações em larga escala e de uma cultura avaliativa em Angola

Abstract

This dissertation analyzes the role of the National Institute for Educational Assessment and Development (INADE) in implementing Large-Scale Assessments and an Assessment Culture in Angola. The aim of the research is to map the Implementation of Large-Scale assessments and an assessment Culture in Angola and, based on this diagnosis, propose an intervention plan. Starting from the guiding question – “How can INADE collaborate in the implementation of large-scale assessments in Angola and an assessment culture?”. The research establishes as its general objective to examine the role of the National Institute for Education Assessment and Development (INADE) in the implementation of large-scale assessments in Angola and its contribution to strengthening an assessment culture in the Angolan education system. To this end, it outlines clear specific objectives: i) to describe historically the role of INADE in the Implementation of Large-Scale Assessments in Angola and an Assessment culture; ii) to analyze how INADE proceeds so that information about the assessment process reaches different educational stakeholders; iii) to propose strategies to improve the process of disseminating information about large-scale assessments. The aim is not only to understand the current mechanisms of pedagogical feedback, but also to support the creation of strategies that ensure the appropriation and effective use of these results to improve of the Angolan educational system, and we also have the stage of organization, application, and data generation. Methodologically, the research is structured as a field study that integrates multiple approaches. It begins with a comprehensive literature review, drawing on national and international authors on large-scale assessment such as Schneider (2013), Alavarse, Bravo, and Machado (2012), Oliveira (2000), Barbosa and Kailer (2019), Machado, Alavarse, and Arcas (2015), Werle (2010), complemented by recent contributions from Pereira, De Paula, and Araújo (2020), Deves (2023), Silva (2019), Barros, Silva, and Oliveira (2019). Additionally, the work dialogues with authors who base their analysis on public education policies, such as Ferreira and Santos (2014), Carlos (2022), and Silva, Rêgo, and Benício (2017), and authors who address the importance of the culture of evaluation as a mechanism for improving the quality of teaching and learning. This theoretical foundation is complemented by a documentary analysis of legislation, reports, and previous studies related to INADE and the Angolan context. The empirical core of the work is based on the collection of qualitative data, carried out through three semi-structured interviews with educational managers from the Institute and four open questionnaires applied to specialized INADE technicians, allowing us to capture perspectives from both the administrative and decision-making spheres and the operational and methodological spheres. The target population thus comprises INADE's own key agents, who are responsible for planning, executing, and disseminating assessments. The theoretical framework addresses key concepts in educational assessment, public policy, information management, and communication of results, emphasizing the involvement of the entire school community. By detailing the methodology and analyzing the results obtained, the research provides concrete support for decision-making and effective pedagogical interventions.