Challenges of self-assessment in higher education in Mozambique: tensions between regulatory compliance and the strengthening of academic quality

Abstract

This investigation explores the challenges in consolidating self-assessment practices in Mozambican Higher Education Institutions (HEIs), in light of national regulatory frameworks and international quality standards. Since the pilot evaluation in 2016, limited progress has been observed in the institutionalization of internal quality assurance mechanisms, with a predominance of processes geared towards formal accreditation and low participation of educational stakeholders. This reality reveals a structural tension within the National System for Evaluation, Accreditation, and Quality Assurance of Higher Education (SINAQES) between the regulatory model (focused on accountability and external compliance) and the formative/emancipatory model (essential for organizational learning and institutional transformation). In this context, the research objective is to analyze the tensions between the regulatory model and formative self-assessment practices in Mozambique, identifying the impact of this polarity on institutional participation and academic qualification effectiveness. This is a qualitative case study, based on document analysis and the application of a questionnaire to 96 participants (faculty, students, managers, and employers) from public and private HEIs in the provinces of Sofala and Manica. The collected data were analyzed using the Content Analysis technique, according to the assumptions of Bardin (2011). Key findings include: the urgency of effective inclusion of stakeholders in strategic phases; the broadening of the focus to pedagogical and curricular dimensions; and the strengthening of cooperation with the external environment. The results offer a critical diagnosis for the National Council for Evaluation, Accreditation, and Quality Assurance (CNAQ), reinforcing the urgency of transitioning to an emancipatory model, crucial for social relevance and academic qualification.