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- W1036662212 abstract "Stronach argued that he was not a ‘keynote speaker’ for two reasons. The first was that he was not an expert in ‘quality’ approaches to educational improvement. The second was that he wanted to see his job as that of a ‘keynote listener’. His aim had been and would be to listen to the various contributions – from Slovenia, Japan, Khazakhstan, Finland etc. – and to encourage everyone to look for patterns. What were the common convictions about ‘quality’? What different assumptions, starting-points, and values were apparent? What were the issues arising for educational development and research? He suggested that there were critical questions that we needed to address, like: does ‘quality’ lead to better, or to more? Are attempts to quantify quality doomed to self-contradiction – the equivalent of ‘hot ice-cream’? His overall suggestion for a learning strategy for the conference was that we needed to think conceptually (philosophically, culturally) as well as practically (institutionally, professionally) about ‘quality’ issues in order to encourage learning about ‘quality’ in very different education systems. This would involve thinking critically about what the Kazakhstan delegate had referred to as the ‘World Education System’, relating that to individual and national aspirations and working out some sort of local/global agreement of our own. Anything less might be cultural imperialism, as Andrej Koren had seemed to imply in his introduction to the Slovenian ‘quality’ debate. [Conference discussions as well as papers took the ‘global’ economy for granted, regarded globalisation as a ‘key regulator’ (Zgaga), and assumed that an education for that ‘worldwide intellectual competition’ was essential, to quote a Croatian speaker.]" @default.
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- W1036662212 date "2000-04-01" @default.
- W1036662212 modified "2023-09-27" @default.
- W1036662212 title "Quality is the key but is education the lock? Turning education around through quality procedures" @default.
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