Education Quality In The Postindustrial Society (original) (raw)
Related papers
2017
Nowadays it is topical to address to the specificity of forming educational space under the conditions generally characterized as postmodern epoch and post-industrial society. The paper deals with the problems of scientific comprehension whether postmodernism has the possibilities for the creation of new approaches to learning in modern education. The authors consider assessment in general and education quality evaluation in particular, from the point of view of the subjective perspectives for the process of education. The questions set forth for the consideration include the problem of search for the tools for assessment and education quality evaluation. Authors suggest using the idea of rhizome for their design. This study also submits that this issue has not been examined properly in Russian scientific literature while the foreign researchers also just designate the problem and try to find its solution. The paper defines the further search directions and the objectives for the sc...
Seeking the meaning of quality education: Paradigm changes from the 1960s to the 2010s
KEDI Journal of Educational Policy (KJEP), 2019
While quality education has regained global attention since the World Education Forum 2015, there is rare agreement on the term “quality education” within the international community, as well as in academia. This study aims to review articles on quality education published in selected academic journals between the 1960s and the 2010s to find a pattern of change in how quality education is defined. Inspired by Tikly and Barrett (2011) and Tikly (2011), this study applies four main discourses — postcolonial, input-output, human rights and social justice — to explore trends in international journal articles on quality education. From the 1960s to the 2010s, the number of published articles on quality education has increased each decade. While the predominance of the input-output approach has continued, our analysis shows that the conceptualization of quality education has diversified since 1960. The human rights approach in quality education studies has steadily increased since 2000, although rarely do studies address the postcolonial approach. Moreover, research embracing the social justice approach noticeably increased in the 2010s. While further rigorous studies are required to analyze why the way we address quality education has changed, we conclude that it has been influenced by diversified multilateralism in the education sector and the varying roles education plays in the changing paradigm of international development.
1994
This paper discusses the importance of expansion of the quantity of schooling and enhancement of the quality of schooling, both of which can be seen as directed towards the same goal, the improvement of educational outcomes for the population. Because both quantitative and qualitative investment projects in the education sector compete for the same limited public investment funds, from a public policy point of view, there is likely to be a trade off between quantitative expansion and qualitative improvement. In order to provide information on which sound policy-making can be based, it is important to identify the educational and economic returns to investment in both quantity and quality, and to understand the interactions between them. In this way overall strategies can be formulated and assessed that will provide an appropriate balance between these two avenues for achieving national objectives for educational development. This paper discusses the link between quality and performance by exploring what research shows. A disparity exists among countries at different stages of development because when existing quality levels are low, as in most developing countries, the impact of quality improvements on student achievement at the margin are far more marked than when quality levels are already quite high. Factors affecting quality are: (1) teacher quality; (2) class size; (3) instructional materials; (4) language of instruction; and (5) curriculum reform. Characteristics of effective schools are listed, and conclusions and policy implications are discussed. Contains 42 references divided into 9 sections. *
Change in Education. Challenges of the Education System
Economics and Applied Informatics, 2014
The education system must constantly adapt, customize, innovate and operationalize its quality management, thus ensuring a balanced management of the relationship between vision, values and results based on real changes which are due to the dynamics of the current economic environment. From this perspective, strategy re-conceptualization is needed on the level of the entire education system, as well as practicing a management based on intangible values by creating and using tools able to attract value flows and specific mechanisms that support and reward value creation. The present paper introduces two key elements of the education system, namely the economic dimension that focuses on financing education and the strategic long-term dimension, both being highly important for increasing the quality of education nationally and internationally. Thus under the circumstances of increasing globalization, human resources must be regarded as investments on the level of competing markets and ...