Quality Assurance in Education

The purpose of this chapter is to give an overview and critique of Quality Assurance (QA), its role, function and effectiveness as practised and researched in education organisations. To place contemporary QA in its historical context, some well-trodden ground will be revisited. There is nothing new about government and other authorities’ inspectorial interest (some of it demeaning) in the effectiveness of teaching. Despite this, terms such as ‘quality’, ‘quality assurance’ and ‘management’ are still hotly contested, particularly in Higher Education (HE) since the increased focus on ‘accountability’ over the last three decades. Much antagonism both overt and covert is shown towards those responsible for quality – amply demonstrated by letters and occasional articles published in the educational press. This is a fact of life in universities, university colleges, further education (FE) colleges and schools, though to a less extent, perhaps, in schools and FE Colleges. What follows is an attempt to come to grips with some of the reasons, historical, conceptual, methodological and cultural.