Perspectives on Educational Quality Illustrative Outcomes on Primary
The quality of education is a term that is frequently used in public debates. Understood in the sense of education being “generally okay” , or rather, most frequently, as “not okay”. Perhaps there is an overruling nostalgic view that formerly education wa
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Jaap Scheerens Hans Luyten Jan van Ravens •
•
Editors
Perspectives on Educational Quality Illustrative Outcomes on Primary and Secondary Schooling in the Netherlands
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Editors Jaap Scheerens Department of Educational Organization and Management University of Twente P.O. Box 217 7500 AE Enschede The Netherlands e-mail: [email protected]
Jan van Ravens Edward Zigler Center for Child Development and Social Policy Yale University S. Frontage Road 230 New Haven CT 06520-7900 USA
Hans Luyten Department of Educational Organization and Management University of Twente P.O. Box 217 7500 AE Enschede The Netherlands e-mail: [email protected]
ISSN 2211-1921
e-ISSN 2211-193X
ISBN 978-94-007-0925-6
e-ISBN 978-94-007-0926-3
DOI 10.1007/978-94-007-0926-3 Springer Dordrecht Heidelberg London New York Ó Jaap Scheerens 2011 No part of this work may be reproduced, stored in a retrieval system, or transmitted in any form or by any means, electronic, mechanical, photocopying, microfilming, recording or otherwise, without written permission from the Publisher, with the exception of any material supplied specifically for the purpose of being entered and executed on a computer system, for exclusive use by the purchaser of the work. Cover design: eStudio Calamar, Berlin/Figueres Printed on acid-free paper Springer is part of Springer Science+Business Media (www.springer.com)
Preface
Although the quality of education is a topic of every day discourse, it is a complex concept. When the term is used in an empirical, analytical context, more precise definition is required. The first part of this book is dedicated to a conceptual analysis of the term quality applied to education. In Chap. 1 an overall quality framework is developed. In Chap. 2 this conceptual framework is further operationalized to a set of educational indicators. These indicators in their turn can be used to guide the collection of empirical data in the context of educational monitoring and evaluation. The second part of this book applies the framework in a quality review of primary and secondary education in the Netherlands, frequently applying internationally comparative information. The Dutch case study starts out with a description of the Dutch educational system and summarizes earlier quality reviews (Chap. 4). Next, in Chap. 5 achievement and attainment indicators regarding the levels and equitability of Dutch primary and secondary education are presented, while in Chap. 6 the focus is on the attainment of educational levels and the selectivity of the system. In the final chapter the balance is made up, one of the conclusions being that most room for improvement is to be sought in the improvement of attainment indicators, evoking higher participation rates in higher education.
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Acknowledgements
The research presented in this book was supported by a grant from the Dutch Foundation for Scientific Research NWO/PROO (project no. 411-08-201) to the Department of Educational Organization a
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