Perspectives on Educational Quality: Illustrative Outcomes on Primary and Secondary Schooling in the Netherlands

Scheerens, J., Luyten, H. and Van Ravens, J. (Eds.) (2011). Perspectives on Educational Quality: Illustrative Outcomes on Primary and Secondary Schooling in the Netherlands. Dordrecht, Heidelberg, London, New York: SpringerBriefs in Education. 148 pp., ISBN: 978- 94-007-0925-6.Each time we are confronted with the quality concept in education, with its practices, goals, methods, etc., it inevitably becomes obvious that their realisation starts with, or rather is dependent upon, the accepted definition of quality itself. The notion of quality is, therefore, not without internal tensions. It is strongly dependent upon the relevant context, on the interests, values and believes of the stakeholders involved. However, as the present monograph shows, the relevance of the inter-dynamics between different factors and connected priorities, the organisational infrastructure in the orientation of goals, the choice of methods, developmental activities and the implementation of different approaches to educational quality should be kept in mind at all times. The latter also differ in their connections to particular national systems, as well as on the level of their realisation and relationships between particular levels of education (see Kos Kecojevic & Gaber, 2011). In an effort to apply this, the present monograph could be read as an analysis of the contextual factors that led to the defining and building of the Systems Model of Education. This model can be simultaneously understood as a theoretical framework and guidelines in approaching the quality of education, as well as an example of practical, applied connection to the processes of quality assurance and evaluation. In terms of their theoretical as well as practical approach to quality, the constructed definition and focal points of the Systems Model were, however, in the most part originally presented in 2004 as part of UNESCO's Education for All Global Monitoring Report (see Schereens, 2004). The first part of the monograph considers the importance of different perspectives in defining "quality" in the context of education. "When discussing the quality of education in this book there will be a strong emphasis on what is objectively measurable and practically controllable and emphasizes the importance of objectively measurable and practically controllable. Even within that inevitably reduced frame of reference there are many different perspectives" (p. 4). Attempting to establish the need for further reductionism, the authors refer to Pirsig and put further emphasis on "who, which subject, or which actor poses the quality question", bearing in mind different stakeholders, including national policy makers, school governors, parents, etc. (p. 4). Qualitative aspects of quality are recognised but "hard to grasp" and "not easily captured or measured". Considering the facts, the authors turn to the part of educational quality that can and will be defined in more objective ways and can be captured by the means of scientific methods, and that aims at improving quality through methods of planned change (p. 5). As the quality of education is likely to be defined differently by different stakeholders, the Systems Model puts forward a cross section of collective interests in terms of educational results that are important for all of the parties involved (see Scheerens, 2004, p. 3). The contextual dimension is also included and gives the model flexible and broader applicability, taking into account the situational, organisational and local context. It also includes different interpretations of quality, different anchoring points, and offers a broad set of indicators. Analytically, the model strives for a "meta-framework", using an "input-process-output" logic with regard to the functioning of education and comparing different perspectives on educational quality (p. 3, 5). In the second part of the book, the model is rendered operational through the Dutch national context on the level of primary and secondary education. …