Perspectives on Educational Quality

Illustrative Outcomes on Primary and Secondary Schooling in the Netherlands

  • Jaap Scheerens
  • Hans Luyten
  • Jan van Ravens

Part of the SpringerBriefs in Education book series (BRIEFSEDUCAT, volume 1)

Table of contents

  1. Front Matter
    Pages i-ix
  2. Conceptualisation of Educational Quality

    1. Front Matter
      Pages 1-1
    2. Jaap Scheerens, Hans Luyten, Jan van Ravens
      Pages 3-33
    3. Jaap Scheerens, Hans Luyten, Jan van Ravens
      Pages 35-50
  3. Quality Review of Dutch Primary and Secondary Education

    1. Front Matter
      Pages 51-51
    2. Jaap Scheerens, Hans Luyten, Jan van Ravens
      Pages 103-127
    3. Jaap Scheerens, Hans Luyten, Jan van Ravens
      Pages 129-146
  4. Back Matter
    Pages 147-148

About this book


The 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.


education quality educational achievement educational attainment educational effectiveness educational indicators educational productivity equity in education international comparative educational assessments responsiveness of education systems

Editors and affiliations

  • Jaap Scheerens
    • 1
  • Hans Luyten
    • 2
  • Jan van Ravens
    • 3
  1. 1., Department of Educational Organization aUniversity of TwenteEnschedeNetherlands
  2. 2., Department of Educational Organization aUniversity of TwenteTwenteNetherlands
  3. 3., Edward Zigler Center for Child DevelopmeYale UniversityNew HavenUSA

Bibliographic information