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ERIC Number: ED568633
Record Type: Non-Journal
Publication Date: 2015
Pages: 10
Abstractor: As Provided
Reference Count: N/A
ISBN: N/A
ISSN: N/A
Quality, Social Justice and Accountability--Crucial Determinants of Excellence in Education
Rossouw, J. P.
Bulgarian Comparative Education Society, Paper presented at the Annual International Conference of the Bulgarian Comparative Education Society (13th, Sofia, Bulgaria, Jun 10-13, 2015)
Internationally, the quality of education, social justice and accountability can be regarded as key elements of successful school systems and societies. Separately or jointly, these elements can be analysed and debated as distinct fields of study, and linked to an education system to determine the success thereof. Being a pivotal element of education, much has been said about quality education. The exact nature and definition still seem to evade many scholars and practitioners, though. Governments worldwide may be content that its young citizens' right to education has been fulfilled by merely making it available, accessible, acceptable and adaptable. Many countries reach such a basic benchmark, but without the expected high quality education, real progress will not follow. Social justice can be regarded as one central ideal and vision for an education system, a concept that includes both juridical and social elements. Similar to quality, scholars admit that the real nature, social intent and exact action associated with social justice is difficult to capture. Societies define social justice differently, and in some contexts it often also includes political undertones. What can be stated, is that social justice discourses are mostly prevalent in societies marred by inequality and injustice. The vision of social justice offers hope for a better future. The level of accountability amongst public officials, school managers, teachers and students, in turn, is another indicator of the success of an education system. Closely linked to the notion of moral blameworthiness, accountability is a social obligation, based on the boni mores of the specific community. While legal systems are largely built on accountability, the standard eventually reached in an education system depends inter alia on their understanding of the level of accountability demonstrated by its role-players. Regulations guide the functions and responsibilities of stakeholders associated with a specific activity. Once promulgated, such a law establishes accountability and legal liability. The central claim of this paper is that a categorically successful education system succeeds in providing an education of a quality higher than mere accessibility, in which social justice is achieved for the students, teachers and the society. These ideals can only be accomplished if a high level of accountability, as is expected by those stakeholders who expect an individual, department or institution to give account of own actions, prevails amongst all role-players. A bibliography is included. [For the complete Volume 13, Number 1 proceedings, see ED568595.]
Bulgarian Comparative Education Society. Blvd Shipchenski prohod 69 A, 1574 Sofia, Bulgaria. e-mail: info@bces-conference.org; Web site: http://www.bces-conference.org
Publication Type: Speeches/Meeting Papers; Reports - Evaluative
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: South Africa