The career evaluation process consists of two stages: the evaluation of the learning environment and learning outcomes (National Career Evaluation Exam). The final result of the two processes determines the accreditation of a career, a process that ends with the delivery and public dissemination of the results.

The Assessment of the Learning Environment. - This process is in charge of the Department of Evaluation and Accreditation of Universities; through which the academic and physical conditions in which the career is developed are evaluated, which must ensure compliance with the standards defined in the specific model, depending on the area of ??knowledge, structured in criteria, sub-criteria and indicators.

 

The National Career Evaluation Exam (ENEC by its acronym in Spanish). - In this process, the learning results are evaluated through the application of an exam, to students who are in the last year of the race, as determined by CEAACES.

ROAD EVALUATION PROCESS

From the results obtained by a career, it is located in one of three categories: accredited, in the process of accreditation and not accredited, in accordance with article 46 of the Regulation of Evaluation, Accreditation and Categorization of Higher Education Institutions (Encoded).

The accredited careers certify the fulfillment of the minimum quality criteria, necessary to operate and ensure adequate training of their students.

 

If a career is in the group of non-accredited, CEAACES will determine its suspension, preventing the institution from opening new promotions or cohorts in this race, for a period of ten years, from the notification respective.

CAREER MEDICAL

 

In the country 22 medical careers are offered, which are distributed in 9 provinces; 16 races in the Sierra region and 6 races in the Costa region.

 

For the evaluation of the learning environment of the medical career, CEAACES built an evaluation model with the advice of related academic experts. In the month of June of the year 2014, in the cities of Riobamba, Machala and Manta, the preliminary version of the model was socialized to the representatives of the 22 existing law degrees in the country. Taking into account the feedback obtained in the socialization workshops, and the analysis carried out by the academic experts responsible for the construction of the model and the technical team of CEAACES, the final version of the model was built, which was approved in July of 2014.

Phases of the evaluation process

Information load. - In this phase the careers uploaded to the GIIES system the documentation related to the evaluation criteria and the self-evaluation report. This report is the result of the internal evaluation process carried out by the academic units evaluated to establish a self-diagnosis regarding the academic conditions of the career. This process aims to ensure that HEIs acquire a culture of evaluation that allows them to identify opportunities for improvement towards excellence.

Formation of external evaluation committees. - CEAACES formed eleven external evaluation committees to evaluate the 22 medical careers of the country. The external evaluation committees, in general, had three evaluators, two national and one international. National evaluators were selected through a rigorous selection process, while international evaluators were selected through foreign evaluation agencies.

Documentary evaluation. - In this phase the external evaluation committees analyzed the self-assessment report and the general career situation through the information uploaded to the GIIES system. Through this analysis, each committee was able to establish the first value judgments regarding compliance with the defined standards and specify the basic aspects to be treated in the “on-site” visits, in addition to establishing the work agenda.

Visit "in situ”. - In this phase the visit to each of the medical careers was carried out from October 20 to 31, 2014. With the information obtained by the external evaluation committees during this stage, the days of Consistency with the participation of the committee coordinators, where common consensus was reached to ensure the homogeneous application of the evaluation criteria.

Reporting. - In this phase the preliminary report of each of the races was prepared and sent; Subsequently, the requests for rectification by the races were received and in case of proceeding, CEAACES made the respective rectifications, which could be verified through the rectification report. Finally, the commission in charge analyzed the appeals presented by the races, being opportune, in some cases, to carry out hearings, and thus to be able to establish the resolutions. Once this process was completed, in June 2015 the final evaluation report of the learning environment was sent to each of the medical careers evaluated.

LINK - MEDICINE CAREER ASSESSMENT MODEL

LINK - RESOLUTION No. 007-S0-01-CACES-2019

 

LINK - COMPONENTS, SUBCOMPONENTS AND TOPICS OF THE MEDICINE EXAM

DENTAL CAREER

In the country 15 dental careers are offered, which are distributed in 8 provinces; 11 races in the Sierra region and 4 races in the Costa region.

For the evaluation of the learning environment of the dental career, CEAACES built an evaluation model with the advice of related academic experts. In the month of September of the year 2014, in the cities of Cuenca and Manta, the preliminary version of the model was socialized to the representatives of the 15 dental careers existing in the country. Taking into account the feedback obtained in the socialization workshops, and the analysis carried out by the academic experts responsible for the construction of the model and the technical team of CEAACES, the final version of the model was built, which was approved in January of 2015.

Phases of the evaluation process

Information load.- In this phase the careers uploaded to the GIIES system the documentation related to the evaluation criteria and the self-evaluation report. This report is the result of the internal evaluation process carried out by the academic units evaluated to establish a self-diagnosis regarding the academic conditions of the career. This process aims to ensure that HEIs acquire a culture of evaluation that allows them to identify opportunities for improvement towards excellence.

Formation of external evaluation committees.- CEAACES formed seven external evaluation committees to evaluate the 15 dental careers of the country. The external evaluation committees, in general, had three evaluators, two national and one international. National evaluators were selected through a rigorous selection process, while international evaluators were selected through foreign evaluation agencies.

Documentary evaluation.- In this phase the external evaluation committees analyzed the self-assessment report and the general career situation through the information uploaded to the GIIES system. Through this analysis, each committee was able to establish the first value judgments regarding compliance with the defined standards and specify the basic aspects to be treated in the “on-site” visits, in addition to establishing the work agenda.

Visit "in situ" .- In this phase the visit to each of the dental careers was carried out from May 04 to 15, 2015. With the information obtained by the external evaluation committees during this stage, the days of Consistency with the participation of the committee coordinators, where common consensus was reached to ensure the homogeneous application of the evaluation criteria.

Reporting.- In this phase the preliminary report of each of the races was prepared and sent; Subsequently, the requests for rectification by the races were received and in case of proceeding, CEAACES made the respective rectifications, which could be verified through the rectification report. Finally, the commission in charge analyzed the appeals presented by the races, being opportune, in some cases, to carry out hearings, and thus to be able to establish the resolutions. Once this process was completed, in January 2016, the final evaluation report of the learning environment was sent to each of the dental careers evaluated.

LINK - UPDATE OF THE EVALUATION MODEL OF THE LEARNING ENVIRONMENT OF THE CAREER OF DENTISTRY

LINK - RESOLUTION No. 176-SE-09-CEAACES-2018

 

LINK - COMPONENTS, SUBCOMPONENTS AND TOPICS OF THE CAREER OF DENTISTRY

NURSEY CAREER

 

The Organic Law of Higher Education (LOES) in Article 174.- Functions of the Council for Evaluation, Accreditation and Quality Assurance of Higher Education, provides as functions of CEAACES: Plan, coordinate and exercise the activities of the evaluation process, accreditation, academic classification and quality assurance of higher education; as well as approve the regulations for these processes.

In addition, the law establishes that public interest careers must be prioritized, that is, those that compromise the interest of society, such as Medicine, Dentistry, Education, Law, among others.

Next, the definitive model of nursing career evaluation is detailed, the same one that was built and socialized with the university community.

 

LINK - NURSING CAREER LEARNING ENVIRONMENT EVALUATION MODEL

LAW CAREER

In the country, 53 law courses are offered, of which 41 were evaluated, and are distributed in 11 provinces; 30 races in the Sierra region, 2 races in the Amazon region and 9 races in the Costa region. The following institutions participate in the evaluation process of the law degree.

For the evaluation of the learning environment of the law degree, CEAACES built an evaluation model with the advice of related academic experts. In the month of September of the year 2014, in the cities of Manta, Ambato and Cuenca, the preliminary version of the model was socialized to the representatives of the 53 existing law degrees in the country. Taking into account the feedback obtained in the socialization workshops, and the analysis carried out by the academic experts responsible for the construction of the model and the technical team of CEAACES, the final version of the model was built, which was approved in February of 2015.

 

LINK – LAW CAREER EVALUATION MODEL