ABSTRACT
The debate about ‘quality in education’, which has been gathering momentum over the past decade, encompasses a number of complex sub-debates. For instance, what is meant by quality in an educational context? Who should measure or control educational quality? Can the interests of diverse stakeholders in education be fairly reflected in definitions of quality? Should quality be assessed differently at school, and at further and higher education levels? Is it more appropriate to measure quality with reference to inputs, processes, outputs or outcomes, and at the level of the educational programme, institution or system? If quality is multi-dimensional, which dimension deserves priority when resources are limited?
