POLÍTICAS PÚBLICAS DE EDUCAÇÃO SUPERIOR EM ANGOLA PARA FORMAÇÃO DE QUADROS E DESENVOLVIMENTO DO PAÍS

• Ano de defesa: 2022
• Autor(a) principal: Osvaldo Israel Salumbongo Cassinela
• Tipo de documento: Tese
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal de Minas Gerais; Brasil; FACE - FACULDADE DE CIENCIAS ECONOMICAS; Programa de Pós-Graduação em Administração; UFMG
• Palavras-chave em Português: Política pública; Ensino superior; Instituto Nacional de Gestão de Bolsas de Estudos
• Link de acesso: http://hdl.handle.net/1843/48742

Policies in education, as mechanisms of social equalization, will always be mechanisms for correcting adversities while fulfilling the function of adjusting and adapting individuals to society. In Angola, with the end of the armed conflict in 2002, the government has been implementing intersectoral actions and strategies for the massification of access to education. The creation of Law n.13/01 of December 31, 2001, the Ministry of Higher Education, Science and Technology (MESCTI), as well as the implementation of the National Institute for Scholarship Management (INAGBE) are part of these strategies by allowing the decentralization of teaching, access and good academic performance through the attribution of student financial aid. But there are still numerous factors, from the socioeconomic, ethnic, cultural characteristics of students and their families, that affect access, massification and school performance. Thus, it is imperative to contribute to the debate around the guarantee of an inclusive public education for all those who wish to attend, in a country with very heterogeneous and peculiar historical and socioeconomic characteristics. The study proposes to discuss the relationship that is established between higher education and development, in the Angolan social context, in addition to listing some reflective scores regarding the possibility of building non-excluding, democracy-promoting, inclusive Higher Education Institutions for training of staff and the development of the country. Then, it begins with the analysis of the formation of undergraduates in the country, since independence (1975). Next, a set of goals embodied in the National Development Plans is presented, as well as a set of indicators related to the supply and demand for education, both in general education and in higher education. It also addresses the obstacles related to the performance evaluation of higher education institutions. Methodologically, the research is characterized as exploratory, bibliographical and documentary on policies to expand access to higher education for the development of the country, given that higher education is part of the educational and social responsibility for the exercise of the scientific capital generated, and the possible social impact in the search for social solutions to development challenges. The study showed that the restructuring and decentralization of Universidade Agostinho Neto and the implementation of the program for granting scholarships to students with adequate merit and belonging to minorities and/or disadvantaged groups contributed to the expansion, as well as to the permanence of ES.