Os desafios na formação dos atores envolvidos na aplicação dos exames nacionais em Angola

Abstract

This dissertation, developed within the framework of the Professional Master's Program in Public Education Management and Evaluation (PPGP) at the Federal University of Juiz de Fora (UFJF), investigates the training processes of the personnel responsible for administering the National Examinations (NE) in Angola. The study is situated within the context of Angola's educational reforms, established under Law No. 17/16, which aims to improve the quality of education and enhance the effectiveness of the education system. In 2021, the Ministry of Education (MED) launched the National Examinations Project to implement a modern external assessment system designed to measure student learning outcomes and evaluate the professional performance of teachers and schools. The rationale for this study is based on the premise that the reliability of the data collected depends on the rigorous performance of the examination administration teams, making prior training an essential factor for the success of the assessment process. The research question sought to identify how the training of the actors involved is currently conducted, the challenges encountered, and how this process can be improved. To address this question, the specific objectives were to: describe the current training practices; analyze the perspectives of the participating actors (supervisors, focal points, and teachers); and propose an action plan for improvement. The study adopted a qualitative approach and was designed as a management case study. Data collection included documentary research on relevant laws and regulations, as well as field research conducted in the provinces of Luanda and Huambo. Interviews were carried out with national supervisors from the National Institute for Educational Assessment (INADE) and the National Examinations Office (JEN), in addition to questionnaires administered to provincial focal points and teachers serving as invigilators, reserve invigilators, and assistant invigilators. The findings revealed that the training sessions have generally been conducted with limited advance notice, short duration, insufficient instructional materials, and inadequate venues for large groups. The results also showed that many participants have an incomplete understanding of the examination procedures due to the lack of printed materials during the training sessions. In response to these findings, the study proposes an Educational Action Plan (EAP) structured using the 5W2H management tool. The plan comprises four strategic actions: presenting the research findings to promote institutional alignment; implementing a two-phase technical training program (awareness-raising and technical/procedural training); improving the Guidance Manual by transforming general regulations into a practical step-by-step protocol for invigilators; and establishing a continuous monitoring and evaluation system for training activities.