Lifelong Learning and Education Quality

1623 WordsJul 15, 20187 Pages
Lifelong learning and education quality are the two topics prevailing in the contemporary international and national education policy documents. We tried to systematize the extensive and various literatures on the quality in education through two discourses on quality: quality assurance discourse and quality construction discourse (Table 1). Each of these discourses, with all the variations and different accents within them, is mainly shaped by the different understanding of the nature of the human activity systems, one of which is the system of educational practice. Professor Béla Banathy (1991), theoretician of the system and systemic changes, distinguishes the five types of human activity systems: rigidly controlled (e.g. factory…show more content…
The third orientation in the quality assurance discourse recognizes the simplification of such understanding of the system. It takes into account the complex nature of the system in which the inputs are not linearly and uniformly linked with outputs. The outputs are formed through the system operation process. The outputs depend on the nature and characteristics of this process. Therefore, this orientation emphasizes the process dimensions of the quality and the micro plan of the actual realisation of education practice. In quality construction discourse the education practice is seen as complex and purposeful system based on the values – as “purpose-seeking” system (Banathy, 1991). Quality is socially and culturally determined, therefore contextual, subjective, pluralistic and value based (Dahlberg et al., 2007; Woodhead, 2006). This discourse is based on the post modernistic approach and socio-cultural theoretical orientation in which, as Dalli states: “…1. Theories change and so too, do their implications for practice; 2. theories need to be judged not only from the point of view of how well they describe or explain behavior, but also how useful they are in optimising potential in a given context; 3.values underlie all theory and practice …” (Dalli et al., 2011: 29). The perspective in the discourse of quality construction is ethical – education practice is ethical practice,
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