Based on three decades of experience, we consider External Assessment and Accreditation (EAA) the most significant transformation of Angola’s Higher Education Subsystem (HES). We want this transformation to be lasting and consistent. Of the 284 courses evaluated, 133 were certified as “satisfactory with many reservations,” while 151 were rated “unsatisfactory” and therefore not certified. Notably, none achieved a “Good” or “Excellent” rating, as they failed to meet the excellence threshold in at least one of the five mandatory indicators (MIs) of the EAA model (EAAM). Under this model, a score below 90 in any MI results in a 20% reduction in the total score. The quality of course performance, shaped by these indicators, remains central to debates surrounding the model. Since this was the model’s first application, we argue that the preference parameters of specific indicators, which may be interrelated, were overemphasized and had a compensatory effect. This study analyzes the EAAM's preference parameters, explores correlations among indicators, and proposes a factorial structure to enhance the model's predictive capabilities. Utilizing a mixed-methods, comparative, explanatory, and correlational meta-analytic approach, the study uncovers structural differences between public and private institutions and across regions. It also identifies a parsimonious family tree of indicators that could improve the EAAM and contribute to Sustainable Development Goals 4, 10, and 16. However, the absence of data on 11 indicators across all courses limits the analysis and weakens the stability and generalizability of the proposed factorial model, highlighting the need for further research.

Keywords: External Assessment and Accreditation model, Factorial structure, mandatory indicators, Preference parameters, performance quality.