ABSTRACT
This chapter makes the case that production and management of ‘quality’ is not a function of the type of school management but of the type of school ethos and the practices emanating from it. Examining a school’s ethos reveals processes and practices in the everyday ‘life world’ of a school, which adequately describe how different dimensions of quality are operationalised, problematising the claim that government schools are ‘poor quality’ and private schools offer ‘good quality’ education.
