What is the quality in/of education and how can it be measured?
How do education systems ensure quality of teaching and learning?
What is the role of European and national policies in managing quality?
And how do the external contexts (e.g., various crises) impact the quality in education?
Such questions will be addressed in the course Quality in education. The concept of the quality in education will be explained and discussed in comparative perspectives, based on research findings and international studies. The course provides wider perspective on the quality in/of education on micro level of classroom, meso level of school and macro level of the education system. For Erasmus students from various countries it is also an opportunity to exchange their views and experience on the quality in education and to compare them with research findings and theories.
Last update: Šťastný Vít, doc. PhDr., Ph.D. (09.09.2025)
Aim of the course
The aim of the course is to equip students with understanding of the multifaceted concept of quality in education at various levels (macro, meso, micro) and in various domains and ways it is assured to facilitate students' understanding of current challenges and issues faced by the education systems, schools, teachers and policymakers.
Last update: Šťastný Vít, doc. PhDr., Ph.D. (09.09.2025)
Course completion requirements
To pass the course, students will be required to:
Be present at least at 80 % of seminars
Write a seminar work
Present their seminar work during the final colloquium and actively discuss with other colloquium participants
Actively participate during the seminars
More details about requirements will be presented during the first seminar.
Last update: Šťastný Vít, doc. PhDr., Ph.D. (09.09.2025)
Literature
Bray, M. (2009). Confronting the shadow education system: What government policies for what private tutoring? Paris: United Nations Educational, Scientific and Cultural Organization.
Döbert, H.; Hörner, W.; Kopp, B von & Mitter, W. (Eds.) The Education Systems in Europe. Springer, 2007.
Looney, J. W. (2011). Integrating Formative and Summative Assessment: Progress Toward a Seamless System? OECD Education Working Paper No. 58, OECD Publishing. http://dx.doi.org/10.1787/5kghx3kbl734-en
Morris, A. (2011). Student Standardized Testing: Current Practices in OECD Countries and a Literature Review, OECD Education Working Paper No. 65, OECD Publishing.
Nusche, D., Radinger, T., Santiago, P., & Shewbridge, C. (2013). Synergies for better learning: An international perspective on evaluation and assessment. Paris: OECD.
OECD. (2014). Education at a Glance 2014. Paris: OECD.
Postlethwaite, T. N. (Ed.) International Encyclopedia of National Systems of Education. Second Edition. (1995). Oxford: Pergamon Press.
Last update: Šťastný Vít, doc. PhDr., Ph.D. (08.09.2022)
Syllabus
Topic
Introduction to the course (meeting the participants, presenting course requirements) Basic terms and various concepts of quality in education (quality in education, quality assurance, quality enhancement)
International and national contexts of education Education systems in Europe and elsewhere (differences and common features, ISCED, structures of education systems)
Introduction to the evaluation and assessment framework
Evaluation of education system (Education at a glance indicators)
International comparative assessment surveys
School evaluation, teacher and principal appraisal, school and teacher quality and its impact on student achievements, teacher professional development
Student assessment
Quality in education in out of school contexts (shadow education, homeschooling)
External crises and their impact on the quality of education (e.g., impact of Covid-19 pandemic measures on education, war conflicts)
New technologies and generative artificial intelligence in education – an opportunity or threat to quality in education?
Quality of education in developing countries
Seminar work presentations
The sylabus could be altered during the semester due to organisational issues.
Last update: Šťastný Vít, doc. PhDr., Ph.D. (09.09.2025)
Learning outcomes
Students:
define quality in different ways and describe how it can be understood by different stakeholders
apply ISCED classification to their own education system
identify main strengths and weaknesses of education system(s) including the one of their home country
understand main school-, principal- and teacher-related factors associated with student achievements
describe main challenges of quality education in out of school settings
apply the knowledge to suggest improvements in the quality of education and its assurance in a country
Last update: Šťastný Vít, doc. PhDr., Ph.D. (20.09.2024)
