Scheerens / Luyten / Ravens Perspectives on Educational Quality

Illustrative Outcomes on Primary and Secondary Schooling in the Netherlands
1. Auflage 2011
ISBN: 978-94-007-0926-3
Verlag: Springer Netherlands
Format: PDF
Kopierschutz: 1 - PDF Watermark

E-Book, Englisch, 148 Seiten

Reihe: SpringerBriefs in Education

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.

Autoren/Hrsg.

Scheerens, Jaap

Luyten, Hans

Ravens, Jan van

Inhaltsverzeichnis

1;Perspectives on EducationalQuality;3
2;Preface;5
3;Acknowledgements;6
4;Contents;7
5;Part IConceptualisation of Educational Quality;8
5.1;1 Perspectives on Educational Quality;9
5.1.1;Abstract;9
5.1.2;1.1…Introduction;9
5.1.3;1.2…Defining the Quality of Education;10
5.1.3.1;1.2.1 Perspectives to Define ‘‘Qualityrdquor in the Context of Education;10
5.1.3.1.1;1.2.1.1 Quality Perspective Defined on the Basis of a Systems Model of Education;11
5.1.3.1.1.1;The Productivity View;12
5.1.3.1.1.2;The Instrumental Effectiveness View;12
5.1.3.1.1.3;The Equity Perspective;12
5.1.3.1.1.4;The Efficiency Perspective;12
5.1.3.1.1.5;The Adaptation Perspective;12
5.1.3.1.1.6;The Disjointed View;13
5.1.3.2;1.2.2 Educational Quality as Defined from Sociological Functions;14
5.1.3.3;1.2.3 Definitions of Educational Quality Applied to Schools as Organisations;15
5.1.3.3.1;1.2.3.1 The Model of Empirical Educational Effectiveness Research;15
5.1.3.3.2;1.2.3.2 Equity and School Effectiveness;17
5.1.3.3.3;1.2.3.3 Multiple Criteria to Assess Organisational Effectiveness;19
5.1.3.3.4;1.2.3.4 What to Measure: Indicators of School Quality;21
5.1.3.4;1.2.4 Actor Perspectives in Defining Educational Quality;24
5.1.3.4.1;1.2.4.1 Quality Seen from the Perspective of Parents;24
5.1.3.4.2;1.2.4.2 School Quality as Defined in Current Quality Agendas of the Dutch Ministry of Education;25
5.1.3.4.3;1.2.4.3 School Quality as Defined in the Inspection Frameworks;27
5.1.3.4.4;1.2.4.4 School Quality from the Perspective of the Certification Industry;32
5.1.3.5;1.2.5 Alternative Views on Quality;34
5.1.3.6;1.2.6 Integration;36
5.1.4;References;38
5.2;2 Measuring Educational Quality by Means of Indicators;40
5.2.1;Abstract;40
5.2.2;2.1…A Brief Revision of the Framework;41
5.2.3;2.2…Measuring Educational Outcomes;42
5.2.4;2.3…Process Indicators;43
5.2.4.1;2.3.1 System Level Indicator Systems;43
5.2.4.2;2.3.2 Comprehensive Indicator Systems Including Process Indicators of School Functioning;46
5.2.5;2.4…Input Indicators;46
5.2.5.1;2.4.1 Financial and Material Resources;48
5.2.5.2;2.4.2 Human Resources;48
5.2.5.2.1;2.4.2.1 Student Background Characteristics;50
5.2.6;2.5…Contextual Issues and Context Indicators;50
5.2.7;2.6…Summary and Conclusion;54
5.2.8;References;55
6;Part II Quality Review of Dutch Primary andSecondary Education;56
6.1;3 Description and Earlier Quality Review of the Dutch Educational System (Primary and Secondary Education);57
6.1.1;Abstract;57
6.1.2;3.1…The Structure of the Dutch School System;58
6.1.3;3.2…Some Specific Features of the Dutch Educational System;61
6.1.3.1;3.2.1 Freedom of Education;61
6.1.3.2;3.2.2 Public and Private Schools;61
6.1.3.3;3.2.3 Administrative Structure;62
6.1.3.4;3.2.4 Decentralisation and School Autonomy;66
6.1.3.5;3.2.5 Support Structure;66
6.1.3.6;3.2.6 Compulsory Education;67
6.1.3.7;3.2.7 Funding;67
6.1.3.8;3.2.8 Contributions of Parents and Students;68
6.1.4;3.3…Earlier Quality Reviews of the Functioning of Dutch Primary and Secondary Education;68
6.1.4.1;3.3.1 ‘‘Richness of the Incomplete’’ (1989);69
6.1.4.2;3.3.2 The Position of the Netherlands in the 7 Country Study (Doebert et al. 2004);69
6.1.4.3;3.3.3 The Report of the ‘‘Dijsselbloem Committee’’ (2008);70
6.1.4.4;3.3.4 The Annual Monitoring Report of the Ministry of Education ‘‘Focalisation on Trends’’ (2010 Edition);71
6.1.5;3.4…Conclusion;72
6.1.6;References;73
6.2;4 The Quality of Education in the Netherlands, as Expressed by Achievement and Attainment Indicators;74
6.2.1;Abstract;74
6.2.2;4.1…The Netherlands’ Results in Various International Assessments (TIMSS, PISA and PIRLS);74
6.2.3;4.2…International Research: Problems and Limitations;75
6.2.3.1;4.2.1 Test-Curriculum Overlap;75
6.2.3.2;4.2.2 Definition and Operationalisation of the Respondent Population;76
6.2.3.3;4.2.3 Low Response Rate in the Netherlands;77
6.2.4;4.3…The Netherlands in TIMSS, PIRLS and PISA;78
6.2.5;4.4…Development Over Time: Trends;79
6.2.6;4.5…Trends in Educational Achievement Revealed by PPON Surveys;81
6.2.7;4.6…Education Inspectorate Reports;82
6.2.8;4.7…The Netherlands’ Position According to International Education Indicators;83
6.2.8.1;4.7.1 Educational Level (Attainment) of the Dutch Population;83
6.2.8.2;4.7.2 Early School Leaving;83
6.2.8.3;4.7.3 Financial Investment in Education;86
6.2.8.4;4.7.4 Working Conditions for Teaching Staff;86
6.2.8.5;4.7.5 School Autonomy;87
6.2.9;4.8…Education in the Netherlands by Equity Indicators;88
6.2.9.1;4.8.1 Ethnic Background and Educational Achievement in International Comparative Studies;88
6.2.9.2;4.8.2 Socio-Economic and Cultural Background as a Determinant of Learning Achievement;88
6.2.9.3;4.8.3 The Age at Which Students are Assigned to a Particular Type of Secondary Education;91
6.2.9.4;4.8.4 Trends in Educational Deficit and the Position of Minority Groups;92
6.2.9.5;4.8.5 Position of Ethnic Minority Students in Dutch Education;93
6.2.10;4.9…Conclusions;99
6.2.10.1;4.9.1 Educational Achievement and Attainment;99
6.2.10.2;4.9.2 Educational Level (Attainment);100
6.2.10.3;4.9.3 Early School Leaving;100
6.2.10.4;4.9.4 Public Spending on Education;100
6.2.10.5;4.9.5 Equity;101
6.2.10.5.1;4.9.5.1 The Position of Ethnic Minority Students;101
6.2.10.5.2;4.9.5.2 The Degree to Which Learning Achievement and Attainment are Influenced by Socio-Economic and Cultural Background;101
6.2.10.5.3;4.9.5.3 Variance of Learning Achievement;102
6.2.11;References;102
6.3;5 The Selectivity and Vocational Orientation of Education Systems;105
6.3.1;Abstract;105
6.3.2;5.1…Countries’ Different Paradigms Regarding Vocational Orientation;106
6.3.3;5.2…How to Validly Capture Selectivity and Vocational Orientation in Indicators;108
6.3.4;5.3…Selectivity and Vocational Orientation Assessed by Structural Characteristics;109
6.3.5;5.4…The Number of Students in Vocational Tracks as a Proportion of Secondary Enrolment;111
6.3.6;5.5…Selectivity Understood as the Discrepancy Between Attainment and Achievement;115
6.3.7;5.6…The Societal Implications of Selectivity in Education;119
6.3.8;5.7…The Economic Returns of Attainment and Achievement: A Brief History;120
6.3.9;5.8…Educational Stratification and Economic Competitiveness;121
6.3.10;5.9…Testing the Competitiveness Approach with Attainment and Achievement;122
6.3.11;5.10…Selectivity in Education and Its Impact on Social Capital;126
6.3.12;5.11…Discussion;127
6.3.13;References;128
6.4;6 Summary and Discussion;130
6.4.1;Abstract;130
6.4.2;6.1…Perspectives on Quality as Demonstrated by Output;130
6.4.2.1;6.1.1 Quality as Functionality;131
6.4.2.2;6.1.2 Organisational Quality;132
6.4.2.3;6.1.3 Quality from the Viewpoint of Various Stakeholders;132
6.4.2.4;6.1.4 Alternative Visions of Educational Quality;134
6.4.3;6.2…Measuring Quality by Means of Indicators;135
6.4.4;6.3…Impressions of the Quality of Education in the Netherlands;136
6.4.4.1;6.3.1 International Assessments;137
6.4.4.2;6.3.2 Results of Periodic National Assessments;138
6.4.4.3;6.3.3 Inspectorate of Education Reports;138
6.4.4.4;6.3.4 International Comparisons of Educational Attainment;138
6.4.4.5;6.3.5 Financial Investment in Education;139
6.4.4.6;6.3.6 Equity;139
6.4.4.6.1;6.3.6.1 Position of Ethnic Minority Students;139
6.4.4.6.2;6.3.6.2 The Degree to Which Student Achievement is Determined by Background;140
6.4.4.6.3;6.3.6.3 Variance in Learning Performance;140
6.4.5;6.4…Selectivity, Educational Levels Achieved, Student Achievement and Economic Resilience;141
6.4.6;6.5…Improving the Quality of Education;143
6.4.7;6.5…Concluding Remarks;146
6.4.8;References;147
7;Index;148