000 03872nam a22005055i 4500
001 u378421
003 SIRSI
005 20160812084552.0
007 cr nn 008mamaa
008 110428s2011 ne | s |||| 0|eng d
020 _a9789400709263
_9978-94-007-0926-3
040 _cMX-MeUAM
050 4 _aLB2300-2799.3
082 0 4 _a378
_223
100 1 _aScheerens, Jaap.
_eeditor.
245 1 0 _aPerspectives on Educational Quality
_h[recurso electrónico] :
_bIllustrative Outcomes on Primary and Secondary Schooling in the Netherlands /
_cedited by Jaap Scheerens, Hans Luyten, Jan van Ravens.
264 1 _aDordrecht :
_bSpringer Netherlands,
_c2011.
300 _aIX, 148p.
_bonline resource.
336 _atext
_btxt
_2rdacontent
337 _acomputer
_bc
_2rdamedia
338 _aonline resource
_bcr
_2rdacarrier
347 _atext file
_bPDF
_2rda
490 1 _aSpringerBriefs in Education,
_x2211-1921 ;
_v1
505 0 _a1. Perspectives on Educational Quality; Jaap Scheerens -- 2. Measuring Educational Quality by Means of Indicators; Jaap Scheerens -- 3. Description and Earlier Quality Review of the Dutch Educational System; Jaap Scheerens -- 4. The Quality of Education in the Netherlands, as expressed by Achievement Attainment Indicators; Hans Luyten -- 5. The Selectivity and Vocational Orientation of Education Systems; Jan van Ravens -- 6. Summary and Discussion; Jaap Scheerens. Index.  .
520 _aThe 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.
650 0 _aEducation.
650 0 _aEducational tests and measurements.
650 0 _aEducation, Higher.
650 1 4 _aEducation.
650 2 4 _aHigher Education.
650 2 4 _aInternational and Comparative Education.
650 2 4 _aAssessment, Testing and Evaluation.
650 2 4 _aEducational Policy and Politics.
650 2 4 _aAdministration, Organization and Leadership.
700 1 _aLuyten, Hans.
_eeditor.
700 1 _avan Ravens, Jan.
_eeditor.
710 2 _aSpringerLink (Online service)
773 0 _tSpringer eBooks
776 0 8 _iPrinted edition:
_z9789400709256
830 0 _aSpringerBriefs in Education,
_x2211-1921 ;
_v1
856 4 0 _zLibro electrónico
_uhttp://148.231.10.114:2048/login?url=http://link.springer.com/book/10.1007/978-94-007-0926-3
596 _a19
942 _cLIBRO_ELEC
999 _c206301
_d206301