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Education quality is notoriously difficult to define. It is possible to identify a number of perspectives on the quality in education linked to different disciplinary and philosophical orientations and underlying assumptions. Although there are tensions, there are also overlaps between perspectives, and government policies may draw on one or more perspective. This entry discusses education quality as seen through economic perspectives, management perspectives, progressive/humanistic perspectives, critical perspectives, and the human capability perspective.

Economic Perspectives

Within this perspective, quality is often defined in terms of the effectiveness and efficiency of education systems in improving learning outcomes. External effectiveness refers to the contribution of education systems to earnings, economic growth, and productivity. Eric A. Hanushek and Ludger Wößmann (2008), for example, argue that there is a correlation between improved ...

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