Quality in Education: An Attempt at Explaining its Dynamism.

Daniel Etse



Education as an enterprise of preparing learners or students for future tasks by equipping them with relevant knowledge, skills and attitude is a complex venture. This is partly because stakeholders in education are many and have varied expectations; education has multiple clients; and products supplied by education are also different. Due to the multiple nature of stakeholders in education, expectations of these stakeholders are most of the times not the same. This makes quality in education quite amorphous. And this quality continues to change as stakeholders’ expectations also change. This puts quality in education on a slope of continuous change. This article attempts to explain the dynamic nature of quality in education in the context of the multiplicity of the stakeholders and their expectations. It reviews literature on the concept of quality and then argues that due to the multiple stakeholders of education and their different expectations, coupled with the multiple clientele and products of education, quality in education is dynamic and cannot be static.



Barret, M.A., Chawla-Duggan, R.; Lowe, J., Nikel, J. And Ukpo, E. (2006) The concept of quality in education: a review of the ‘international’ literature on the concept of quality in education. Bristol: University of Bristol, Graduate School of Education. EdQual Working Paper No.3

Chandrupatla, T. R. (2009) Quality and reliability in engineering. New York: Cambridge University Press.

Contact- The Teacher’s Digest (2006) ‘Engaging stakeholders’, issue 4. Available at: http://www3.moe.edu.sg/corporate/contactprint/pdf/contact_jan06.pdf. (Accessed: 17 October 2013).

Eaton, J.S. (2006) (Higher education, government and expectations of academic quality and accountability: where do we go from here?, American Academic, 2, 73-87.

Gross, K. and Godwin, P. (2005) Education’s many stakeholders. Available at: http://www.universitybusiness.com/article/educations-many-stakeholders (Accessed: 17 October 2013).

Kotler, P., Brown, L., Adam, S., Burton, S., and Armstrong, G. (2007) Marketing. Frenchs Forest, N.S.W.: Pearsons Education Australia.

Opoku-Asare, N.A.A. (2006) ‘Quality control for effective basic education in Ghana’, Journal of Science and Technology, 26(3), 106-113.

Paine, S. and McCann, R. (2009) ‘Engaging stakeholders including parents and the community to sustain improved reading outcome’, Sustainability Series, September, 3-16.

Pereira, M.A.C. and Da Silva, M. T.(2003) A key question for Higher Education: who are the customers?: Proceedings of the 31st Annual Conference of the Production and OperationsManagement Society. Atlanta April, 4-7, 2003. Available at: http://www.marco.eng.br/publicacoes/2002-POMS-%20A%20Key%20Question.PDF (Accessed: 21 October 2013)

Rayner, T.(2005) Philosophy for change: ideas that make a difference. Available at: http://philosophyforchange.wordpress.com/2008/04/07/heraclitus-on-change/ (Accessed 15 October 2013).

Singh, K. and Weligamage, S. (2010) ‘Thinking towards stakeholder satisfaction in Higher Education: the application of performance prism’, International Conference on Business & Information 2010, Sri Lanka. Available at: http://www.kln.ac.lk/uokr/ICBI2010/15.pdf (Accessed: 21 October 2013)

Suarez, J.G.(1992) ‘Three experts on quality management: Philip B. Crosby, W. Edward Deming, Joseph M. Juran’. Total Quality Leadership Office, 92 (2), 1-25.

The Inter-University Council for East Africa (2010) Guidelines for program self assessment. Available at: www.iucea.org/colors/reports/doc.../4-quality-assurance-handbook-vol-1 (Accessed: 20 October 2013).

UNESCO.(2005) EFA global monitoring report 2005: Education for all: the quality imperative. Paris: UNESCO.

Utahloy International School Guangzhou (2012) Student learning expectation continuum- human ingenuity. Available at: http://www.utahloy.com/gz/download/learning/middle/SLE_Human_Ingenuity.pdf (Accessed: 21 October 2013).

پاراگلایدر Full Text: PDF


  • There are currently no refbacks.

Creative Commons License
This work is licensed under a Creative Commons Attribution 3.0 License.

ISSN : 2251-1547