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Faculdade de São Bernardo do Campo
São Bernardo do Campo, Brazil


University description (as per official university website)


The Faculty of Sao Bernardo do Campo (FASB), originally, Faculty of Philosophy, Sciences and Literature of Sao Bernardo do Campo, located in São Paulo, in São Bernardo do Campo, and the Educational Foundation as an entity John Ramalho sponsor. 's founders are the teachers and Ilda Luciano Federighi Sedie Delle Delle Sedie.

The old School of Philosophy, Sciences and Literature of Sao Bernardo do Campo, now College of San Bernardo do Campo, was authorized by Federal Decree No. 68,327, of 09/03/1971, with the full degree in Chemistry, Literature (Portuguese-Literatures , Portuguese and Portuguese-English-French) and Pedagogy (Teaching Matters of Pedagogical School Administration, School Supervision and Inspection School Educational Guidance) and short degree in Social Studies. Recognition of these courses was made through the Federal Decree no. 74,111 - Official Gazette (DOU) of 28/05/1974.

In 1977 there was a need for a suitable course of Chemistry for Chemical Sciences to meet the labor market and the legislation in force at the time, so it moved to a new recognition as a Federal Decree 79,219 - published 09/02/1977.

In 1988 occurred plenificação Course Social Studies with specialization in History and Geography, recognized by the Ordinance. 354 DOU of 16/06/1988.

In 2001, MEC was authorized by Ordinance no. 342/2001 the course of Arts major in Spanish and Portuguese-related literature, recognized by the Ordinance. 345 - 03/02/2005 Gazette.

In order to implement new courses then the Faculty of Philosophy, Sciences and Literature of Sao Bernardo do Campo general changed his regiment through the MEC in the Ordinance. 3111 - published 11/11/2002, going to be called the College of São Bernardo do Campo - FASB and taking this as a specific academic unit, the Office of Education.

Throughout the first half of 2002, the governing bodies of the FASB and its sponsor conducted studies to plan the expansion of its undergraduate programs and to consolidate existing ones. This work resulted in the decision to create courses: Administration Degree (majors in Environmental Management, Marketing and Information Technology) authorized by Ordinance 3403 - DOU 18/11 / 2003, Engineering (major in Chemical Engineering - Bachelor) authorized by Ordinance No . 3404 - published 18/11/2003 Normal and Higher (bachelor qualifications for the initial years of elementary school and degree for Early Childhood Education) authorized by the Ordinance. 3405 - published 18/11/2003. With 34 years of fruitful existence, accumulating experience in the field of special education, the Educational Foundation and the John Ramalho School of Sao Bernardo do Campo, believe they can contribute to the improvement of Higher Education, estabelencendo close relationship of social responsibility to quality education , in systematizing the intellectual framework and knowledge of each generation.

It is the purpose of this institution make a commitment with the Ministry of Education and National Education Council - and this PDI seeks to establish the conditions for achieving the goals established in accordance with the Law of Directives and Bases 9394, 20/12/1996.

The Faculty of Sao Bernardo do Campo has the mission of promoting higher education, promotion of the cultural, scientific and technical make up of human heritage and transmit knowledge through teaching and other forms of communication. Added to the mission of promoting the extension open to the community in which it operates, aiming at the dissemination of knowledge, regardless of philosophical beliefs, religious, political, social, cultural and racial backgrounds. Its mission is to also train professionals who are competent and ethical to basic education and other areas of their education.

Evaluation of Institutions of Higher Education:

Evaluation of Institutions of Higher Education has a formative character and aims at the improvement of community members and the academic institution as a whole, especially when it counts with the effective participation of the entire international community, and also with the contribution of external actors surrounding institutional. In these cases, the institution builds gradually, a culture of assessment that allows a permanent attitude of awareness about its mission and purpose of academic and social.

The internal evaluation or self-evaluation has as main objectives to produce knowledge, to question the meanings of all the activities and purposes served by the institution, identify the causes of their problems and deficiencies, increase awareness of teaching and professional faculty and technical and administrative, to strengthen cooperative relations between the various institutional stakeholders, develop a more effective institution for linking the community to judge the scientific and social relevance of their activities and products, and be accountable to society.

Identifying weaknesses and potential of the institution in ten dimensions provided by law, self-assessment is an important tool for decision making and it will result in a comprehensive and detailed report, containing analysis, criticism and suggestions.

External evaluation is another essential dimension of institutional assessment. The assessment committees of experts outside the institution, and contribute to self-knowledge and improve the activities undertaken by IES, also provides important support for the regulation and the formulation of educational policies . Through documentary analysis, site visits, interaction with members of different segments of the institution and the local community or regional commissions external help identify successes and mistakes of the internal assessment indicate institutional strengths and weaknesses, present and suggestions for improvement or even the steps to be taken - whether by the institution itself, either by the competent organs of the MEC.

The committee for assessment (CPA), must have in its composition, representing all segments of the university community and also of civil society organizations, as this Ordinance 02/2004 Institution of Higher Education:

The planning stages, strategies, methodologies, resources and timing of evaluative activities are available at the College. It is worth mentioning that the disclosure, as a continuing process of internal evaluation, should chance the public presentation and discussion of results at all stages. For this, we used various means, such as meetings, information materials (printed and electronic), workshops and others.

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