In this chapter, a systems model is presented, which can be used as a basic template when defining and quantifying the quality of education. In this model, education is viewed as a ‘production process’ whereby input is transformed into output. Various interpretations of ‘quality’ can be defined further to the relative importance of certain components within the input-process-output-context model and the specific relationships between those components. As such productivity, effectiveness, efficiency, equity and adaptability or responsiveness are discussed. Alternative perspectives on educational quality are discussed by discovering the perspectives of different authors and stakeholders and by referring to different schools of thought (e.g. a humanist versus a behaviourist orientation). An important premise that results from these analyses is that facets of educational quality are amenable to empirical verification and analysis. Educational outcomes are predominant in most perspectives on quality in education.
|Title of host publication||Perspectives on educational quality : illustrative outcomes on primary and secondary schooling in the Netherlands|
|Editors||J Scheerens, H. Luyten, J. van Ravens|
|Place of Publication||Dordrecht|
|Number of pages||148|
|Publication status||Published - 2011|
|Name||SpringerBriefs in education|
Scheerens, J. (2011). Perspectives on educational quality. In J. Scheerens, H. Luyten, & J. van Ravens (Eds.), Perspectives on educational quality : illustrative outcomes on primary and secondary schooling in the Netherlands (pp. 3-33). (SpringerBriefs in education; Vol. 1, No. 1). Dordrecht: Springer. https://doi.org/10.1007/978-94-007-0926-3_1