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 was
better than today. In scholarly discourse there are those who
maintain that the quality of education is an illusive term, with
varying interpretations in different settings and by different
stakeholders.
In this book the complexity of the concept of education quality
is recognized, but a conceptual framework is presented that makes
quality, despite its complexity, amenable to rational and empirical
analysis. Productivity, equity, effectiveness, efficiency and
responsiveness of education systems are seen as key facets of
quality. A concrete set of indicators is presented that makes for
the measurement of these quality facets. In the second part of the
book the quality framework is applied to an analysis of the quality
of education in the Netherlands. Common sense in the Netherlands is
dominated by the view that the quality of education is a course for
serious concern. Some recent quality reviews take the same
pessimistic outlook. However, the current overview of indicators on
the Dutch system, seen from an international perspective, presents
a picture that is much more positive. Still there is always room
for improvement, in the case of the Netherlands this should
probably be sought in diminishing the selectivity of the system as
a way to improve participation in higher education.
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