{"id":6878,"date":"2026-01-22T15:48:56","date_gmt":"2026-01-22T14:48:56","guid":{"rendered":"https:\/\/haqaa3.obreal.org\/?p=6878"},"modified":"2026-03-25T11:48:03","modified_gmt":"2026-03-25T10:48:03","slug":"reforcar-as-praticas-de-gestao-de-dados-no-ensino-superior-na-africa-oriental","status":"publish","type":"post","link":"https:\/\/haqaa3.obreal.org\/pt-pt\/reforcar-as-praticas-de-gestao-de-dados-no-ensino-superior-na-africa-oriental\/","title":{"rendered":"Refor\u00e7ar as pr\u00e1ticas de gest\u00e3o de dados no ensino superior na \u00c1frica Oriental"},"content":{"rendered":"<style>.kb-row-layout-id6870_0aca24-1d > .kt-row-column-wrap{align-content:start;}:where(.kb-row-layout-id6870_0aca24-1d > .kt-row-column-wrap) > .wp-block-kadence-column{justify-content:start;}.kb-row-layout-id6870_0aca24-1d > .kt-row-column-wrap{column-gap:var(--global-kb-gap-md, 2rem);row-gap:var(--global-kb-gap-md, 2rem);padding-top:var(--global-kb-spacing-sm, 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1rem);}.kadence-column6870_7ca027-ab > .kt-inside-inner-col{flex-direction:column;}.kadence-column6870_7ca027-ab > .kt-inside-inner-col > .aligncenter{width:100%;}.kadence-column6870_7ca027-ab > .kt-inside-inner-col:before{opacity:0.3;}.kadence-column6870_7ca027-ab{position:relative;}@media all and (max-width: 1024px){.kadence-column6870_7ca027-ab > .kt-inside-inner-col{flex-direction:column;justify-content:center;}}@media all and (max-width: 767px){.kadence-column6870_7ca027-ab > .kt-inside-inner-col{flex-direction:column;justify-content:center;}}<\/style>\n<div class=\"wp-block-kadence-column kadence-column6870_7ca027-ab\"><div class=\"kt-inside-inner-col\">\n<h1 class=\"wp-block-heading\">Refor\u00e7ar as pr\u00e1ticas de gest\u00e3o de dados no ensino superior na \u00c1frica Oriental<\/h1>\n\n\n\n<p>Na primeira entrevista da iniciativa <a href=\"https:\/\/haqaa3.obreal.org\/pt-pt\/perspetivas\/\" target=\"_blank\" rel=\"noreferrer noopener\">Perspectives<\/a>, Ben Ruhinda, Senior Systems Officer no <a href=\"https:\/\/iucea.org\/\" target=\"_blank\" rel=\"noreferrer noopener\">Inter-University Council for East Africa (IUCEA)<\/a>, partilhou as suas <strong>perspetivas sobre os desafios urgentes e as prioridades estrat\u00e9gicas relacionadas com a recolha e gest\u00e3o de dados no setor do ensino superior na \u00c1frica Oriental.<\/strong><\/p>\n\n\n\n<p>Um dos desafios mais significativos enfrentados pela regi\u00e3o \u00e9 a<strong> falta de indicadores harmonizados e de pr\u00e1ticas comuns de gest\u00e3o de dados<\/strong>. <strong>Embora os dados sejam recolhidos em diferentes pa\u00edses e institui\u00e7\u00f5es, as diferen\u00e7as nas defini\u00e7\u00f5es, normas e n\u00edveis de maturidade dos sistemas dificultam a compara\u00e7\u00e3o e o interc\u00e2mbio.<\/strong> \u201cQuando recolhemos dados, temos de acordar indicadores comuns\u201d, explica Ruhinda. \u201cSem referenciais partilhados \u2014 o que \u00e9 medido, onde e quando \u2014 \u00e9 dif\u00edcil garantir clareza e compara\u00e7\u00f5es significativas.\u201d <\/p>\n\n\n\n<p><strong>A necessidade de harmoniza\u00e7\u00e3o vai al\u00e9m das fronteiras nacionais<\/strong> Os utilizadores de dados n\u00e3o est\u00e3o limitados pela geografia, e a mobilidade na \u00c1frica Subsaariana exige pr\u00e1ticas partilhadas que promovam a transpar\u00eancia, a comparabilidade e o interc\u00e2mbio. <strong>\u00c9 igualmente essencial estabelecer uma liga\u00e7\u00e3o mais clara entre os dados, a garantia da qualidade e a orienta\u00e7\u00e3o das pol\u00edticas.<\/strong> Em muitos casos, os dados s\u00e3o recolhidos sem estarem suficientemente alinhados com a sua utiliza\u00e7\u00e3o prevista nos processos de tomada de decis\u00e3o.<\/p>\n\n\n\n<h2 class=\"wp-block-heading\">Enfrentar os desafios dos dados atrav\u00e9s do HAQAA3<\/h2>\n\n\n\n<p>Para enfrentar estes desafios, a \u00c1frica Oriental deu prioridade \u00e0 harmoniza\u00e7\u00e3o dos sistemas de ensino superior, nomeadamente atrav\u00e9s de quadros de garantia da qualidade (GQ) e de acredita\u00e7\u00e3o. O desenvolvimento e a classifica\u00e7\u00e3o de mecanismos regionais de GQ, bem como o alinhamento de normas e curr\u00edculos, desempenham um papel central no refor\u00e7o dos sistemas de dados. A forma\u00e7\u00e3o das equipas de GQ e o refor\u00e7o dos sistemas de gest\u00e3o institucionais s\u00e3o igualmente passos fundamentais, uma vez que os processos de garantia da qualidade atribuem grande import\u00e2ncia a dados fi\u00e1veis e estruturados.  <\/p>\n\n\n\n<p><strong>O HAQAA3 contribui para estes esfor\u00e7os ao apoiar a harmoniza\u00e7\u00e3o de normas, o refor\u00e7o de capacidades e o alinhamento estrat\u00e9gico entre regi\u00f5es. <\/strong>Atrav\u00e9s de iniciativas de colabora\u00e7\u00e3o e forma\u00e7\u00e3o, o programa ajuda a colmatar lacunas em termos de ferramentas, modelos e compet\u00eancias t\u00e9cnicas. \u201cDefini\u00e7\u00f5es claras de normas e modelos comuns para a informa\u00e7\u00e3o s\u00e3o essenciais\u201d, destaca Ruhinda. O HAQAA3 tamb\u00e9m apoia a reflex\u00e3o sobre governa\u00e7\u00e3o e ferramentas de gest\u00e3o de dados, assegurando que todas as etapas do ciclo dos dados \u2014 da recolha \u00e0 utiliza\u00e7\u00e3o \u2014 sejam consideradas.  <\/p>\n\n\n\n<p><strong>O refor\u00e7o dos sistemas de gest\u00e3o de dados \u00e9 particularmente urgente tendo em conta o r\u00e1pido crescimento do ensino superior em \u00c1frica. <\/strong>Dados precisos e fi\u00e1veis permitem um melhor planeamento, previs\u00f5es mais rigorosas e decis\u00f5es de investimento informadas. \u201cSe n\u00e3o gerir eficazmente os dados dos estudantes, n\u00e3o poder\u00e1 planear a expans\u00e3o\u201d, sublinha Ruhinda. <strong>A qualidade dos dados influencia diretamente a qualidade da oferta educativa, a mobilidade de qualifica\u00e7\u00f5es e compet\u00eancias, bem como o desenvolvimento estrat\u00e9gico de um espa\u00e7o comum de ensino superior na \u00c1frica Oriental.<\/strong><\/p>\n\n\n\n<figure 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