Abstract:
The article addresses the internal evaluation of educational institutions from a process-oriented perspective, demonstrating that it constitutes a structured process characterized by interconnected activities that transform resources into valuable educational outcomes. It analyzes the essential conditions required to define internal evaluation as a process, such as having a clear mission, precise definition of activities, identification of inputs and outputs, and assigning responsibilities. The study emphasizes the significance of fostering a participatory organizational culture open to change, highlighting the necessity of involving all educational stakeholders. Thus, the process-oriented internal evaluation emerges as a vital instrument for continuous improvement in educational quality and sustainable development of educational institutions.
