The CA-CNEIP as a training evaluation body in academic Psychology programs

Abstract

This theoretical article analyzes the role of the Accreditation Committee of the CNEIP (CA-CNEIP) as a specialized technical body in the evaluation and accreditation of Psychology programs. It reflects on its function beyond standard verification, proposing its understanding as a formative agent in the academic development of universities. From a critical and contextual approach, tensions between quality control and continuous improvement are addressed, highlighting the need for dialogical evaluation processes. The article concludes that the CA-CNEIP can foster a culture of evaluation oriented toward institutional learning, pedagogical accompaniment, and quality with ethical and humanistic meaning.