Content area
Full text
Abstract: The paper addresses some aspects of the quality education, the problematics and the complexity of quality assurance in education, the centring of quality management as value added in education and progress. We are moving towards a form of value creation, a system in which value is not created by companies and shared with the client, but it is created by the collaboration of the two parties. Referring to the two sides, we will fully justify the need for education through and for the quality of both the educator and the beneficiary of education.
Priorities and approaches are in line with the EU education programs as well as the new ISO 21001 standard. It demonstrates how the quality of education is primarily a management, a pedagogy, a culture, a present and future issue.
Keywords: quality, education, quality management, quality assurance, ISO 21001, self-evaluation
Introduction
Debates on the quality of education at European (and not only) level are becoming more and more alive today and the responsibility of the actors involved is unequivocally expressed: "The quality of an education system cannot go beyond the quality of its teachers and school principals, as learning pupils is , ultimately, the product of what is happening in class." [6]
A recent EU Education Report confirms the necessity and importance of the subject. We are very far from a European or international consensus on what a "good school" means. "Making high-quality education a reality for all young people is an essential concern for the future of Europe." [13]
School is a space of humanism and professionalism in the heart of society. It cannot exist without responsible, creative, coherent and proactive involvement of teachers and those who benefit from the services of the education system: primary school pupils, secondary school students, students, parents, employers.
Each national education system has introduced, over time, different elements of management and quality assurance, but if we try to compare the different national initiatives, we will find very few common elements. "This lack of unity is due to the fact that one cannot speak of a quality of education "in itself1', but of the values promoted in society and at the level of the school organization; of the education policies and strategies at national, regional...