Obrazovanje i kvalitet - otvaranje jednog vida međuodnosa

Abstract

Složenost međuodnosa obrazovanja i kvaliteta moguće je razložiti u (najmanje) tri vida, te govoriti o: ulozi obrazovanja u formiranju određenog kvaliteta; obrazovanju kao ishodištu određenog kvaliteta i kvalitetu u obrazovanju. Posebno i temeljnije razmatranje trećeg vida - kvaliteta u obrazovanju, nameće pitanja mogućnosti i načina zasnivanja sistema kvaliteta u obrazovanju, standarda, kontrole i projektovanja kvaliteta. U radu je predložen jedan način proučavanja i izražavanja kvaliteta vaspitno-obrazovne delatnosti, koji podrazumeva šest koraka. Ovo sagledavanje otpočinje izvođenjem, iz šireg konteksta kvaliteta življenja, određenja kvaliteta obrazovanja, pod kojim se, ovom prilikom, podrazumeva zbirno stanje dosegnutih položaja na dimenzijama različitih svojstava koje ličnost pojedinci, društvene grupe i/ili društvo pridaju različitim aspektima obrazovanja, postavljajući ih u različite relacije, a na osnovu vrednosnih standarda i zadovoljavanja potreba (1. korak). Nakon izdvajanja određenja sledeći korak obuhvata iznalaženje aspekata obrazovanja koji se mogu tražiti na svim nivoima pojavljivanja i u okvirima svih vidova ispoljavanja obrazovnih potreba (2. korak). Iznalaženje aspekata propraćeno je i njihovim odabirom i nadalje izdvajanjem indikatora pojedinih aspekata obrazovanja (3. korak). Za različita svojstva određenih aspekata predstoji razvijanje dimenzija i formiranje njihovih polova (4. korak). Konstruisane dimenzije omogućavaju 'obeležavanje' dosegnutog kvaliteta (5. korak) i projekciju razvoja za određeni vremenski period na dimenziji (6. korak). Skicirani način razvijanja sistema kvaliteta u vaspitanju i obrazovanju ukazuje, s jedne strane, na izuzetnu složenost postavljanja i saznavanja otvorenog pitanja kvaliteta i, s druge strane, na njegovu obuhvatnost u smislu zahteva za angažovanjem na ovom problemu i teoretičara i praktičara u ovoj oblasti.

Complexity of the relationship between education and quality can be resolved into (at least) three forms, so that one can speak about the following: role of education in forming of certain quality; education as point of departure of certain quality, and quality in education. Separate and thorough discussion of the third aspect -- quality in education, imposes the questions of possibilities and methods of constructing the system of quality in education, as well as standards, controls, and projecting of quality. In the paper one way of analysis and expressing of quality of educational activities that assumes six steps has been proposed. This insight begins with derivation, from broader context of quality of living, of defining the quality of education, characterized, on this occasion, by the total state of reached positions on dimensions of different qualities that a person individuals, social groups and/or society attribute to different aspects of education, putting them into different relations, based upon valuable standards and fulfilling of needs (first step). After separating of goals the next step includes finding out of aspects of education that can be searched on all levels of manifestation of educational needs (second step). Finding out of aspects is followed by their selection and further separation of indicators of certain aspects of education (third step). For different qualities of certain aspects the developing of dimensions and forming of their poles is imminent (fourth step). The constructed dimensions enable 'marking' of the quality obtained (fifth step) and the projection of development for certain period on the dimension (sixth step). The exposed manner of developing the system of quality in moral education and education points to, on the one hand, extreme complexity of asking and finding out the open question of quality, and on the other hand, on its encompassing in the sense of a request for involving both theoreticians and practical workers in this field.