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Faculdade Barretos
Barretos, Brazil


University description (as per official university website)

In accordance with Article 11 of Law 10.861/04 each higher education institution, public or private, must form the committee for assessment - CPA. Its responsibilities include conducting internal review processes of the institution, the systematization and the provision of information through reports, the academic community - faculty, students and technical and administrative - and the community. The CPA was established by SINAES - National Assessment System of Higher Education, and its goal is to ensure the national process of evaluation of institutions of higher education, undergraduate courses and students' academic performance.

The CPA uses various Faculties Barry questionnaires to assess the infrastructure and service quality of the faculty and technical and administrative staff. The evaluations are conducted each semester and serve as parameters to establish strategies to improve the care of pupils and whole community.

We offer this link in a transparent way, the result of the latest assessment of the CPA Barry College, as well as other important information.

In accordance with Article 3 of Law 10.861/04, the evaluation of higher education institutions should include in their internal evaluation process the following ten dimensions:

I - The mission and institutional development plan.
II - The policy for teaching, research, postgraduate training, extension and their ways of operation, including procedures to stimulate academic research, stock research, monitoring and other modalities.
III - The social responsibility of the institution, considered especially with regard to their contribution in relation to social inclusion, economic development and social protection of the environment, cultural memory, artistic production and cultural heritage.
IV - Communication with the society.
V - The personnel policies, the careers of faculty and staff-administrative, its improvement, professional development and their working conditions.
VI - Organization and management of the institution, especially the operation and representativeness of the committees, their independence and autonomy in relation to the keeper, and the participation of segments of the university community in decision making.
VII - Physical infrastructure, particularly education and research, library, information resources and communication.
VIII - Planning and evaluation, especially the processes, results and effectiveness of institutional self-evaluation.
IX - Policy service to students.
X - Financial sustainability, in view of the social significance of the continuity of the commitments in the provision of higher education.


The institutional self-evaluation of the Barry College has been developed by the academic community and its place so that its management had greater knowledge of positive and other nominees for the actions of developing the quality of its educational offerings.

There was a process initiated by a proposal for self-evaluation prepared by the institution and approved by the Ministry of Education. The analyzed aspects are conspicuous by the use of quality standards recognized by the academic community and deployed in line with the external evaluation model proposed by MEC.

Starting from these indicators, included the analysis of all structures of the institutional offer. The guidelines and tools proposed in this institutional self-evaluation were based on current educational legislation and reinforce the commitment of the Faculty Barry with self-knowledge and its relationship with the whole, for the quality of all services it provides to the Institution society. It is also confirmed its responsibility regarding the provision of higher education and its results will guide the decisions of his administration in the conduct of activities aimed at improving the quality of their services.

This document is presented initially by the identification of Barry College, with location data and identification code with the MEC, as an accredited institution of higher education and private for-profit that offers three courses: 1. Law 2. Administration 3. Information Systems. It is presented in its composition, the committee for assessment (CPA) responsible for developing and deploying the self-assessment in HEIs.

The Institutional Assessment is a fundamental tool for the institution to draw a general picture of the profile of graduates and thus prepare the administrative and educational policies with a view to better matching of the political-educational and marketing strategies.

Purpose of the Institutional Self-Evaluation
The main goal of self-assessment at Barry College is to generate self-knowledge and from the recognition of the fact, decide the set of actions aimed at improving the quality of its educational offerings.

They are also the list of goals of self-assessment of Barry School:

- Establish an ongoing evaluation process and develop the institutional culture of evaluation in the institution;
- Provide grants for planning and redirection of institutional actions;
- Provide information that will help the institution to fulfill its role in quality assurance in the development of education, research and extension;
- Democratizing the management of the institution by the participation of the academic community;
- Expand the granting of autonomy in management, the positive results from several sectors of the academic community;
- Strengthen the social commitment of universities;
- Strengthen the scientific and cultural commitment of the HEI.

Methodological Procedures
Given the flexibility and freedom advocated by Law 9394/96, Law of Directives and Bases of National Education and the Law 10.861/04, which established the National Assessment System of Higher Education - SINAES not been established strict criteria and standards for evaluation.

The process included the participation of a Commission which was appointed to plan, organize, reflect and look after the interests of the whole community through the process, with the participation and involvement of the entire academic community, with the support of senior management of the HEI and the availability of reliable information and data.

Developed as a democratic process that has been building throughout its implementation, with modifications according to the variables inherent to the process. We used different instruments and methods in combination, depending on needs and situations occurring outbreaks and insights required by the very dynamics of the IES.

Institutional evaluation adopted a participatory methodology, seeking to bring to the discussions of the views of the entire academic community in an open and cooperative.

The methods used were based on the individual to the collective, what favored the convergence of data around common goals and a shared search for solutions to the problems presented.

The proposed methodology has guided the whole process over decisions, techniques and methods for flexible, due to concrete situations, take on new dimensions, techniques and make decisions more timely and directly tied to the situations at hand.

The evaluation include all students entering the three undergraduate courses. To these students received a questionnaire that had the task of composing the profile, integrating information from its context to their perceptions and experiences and investigated also the opinion of the students with their career on the course and IES, through 32 issues objective which explored the students' perception about the "Evaluation of the physical infrastructure", "Quality of care of people," "Evaluation of the Course Coordinator and Evaluation of Faculty". It was also used a space for general opinions - criticism, compliments and suggestions - all matters addressed by the objective questions.

Also the Institutional Assessment Institutional Assessment 02/2008 01/2009 was entirely online. For this, we used a software that contains questions very well targeted fitting the students just click on the answers deemed correct. This model greatly improved the system tab, spreadsheet generation, recording and analysis, besides being much faster and comfortable for students.

Instruments used
The techniques used were document analysis, workshops and structured questionnaires. The assessment gave way to spontaneous suggestions and evaluations on all assessment instruments used.

Analysis and Data Treatment
Data were treated in different ways. Technical meetings and focus groups were directed by the responsible department (course coordinators, coordinating education teachers and / or evaluation specialists) and compiled the results for this report.

The desk reviews were conducted and recorded by the CPA itself, with each sector responsible for providing the documents.

The data obtained through the questionnaires were treated in the specific program and analyzed by the CPA and representatives of the academic community.

Development of Self-Evaluation
For the development of the CPA self-assessment identified the types of work for construction and analysis tools that were used.

This phase defines the working groups; performed programmed techniques such as seminars, technical meetings and workshops; were built, implemented and interpreted assessment instruments (questionnaires, interviews and / or others).

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