Methodological aspect of education quality evaluation

In this paper, we are discussing the quality of school as multi-dimensional and multi meaning term which is impossible to be discussed outside the context. In the paper, we are discussing two different approaches to estimation of the quality of education: economy and humanistic-progressive. Economy approach is directed to quantitative measured inputs (aims) and outcomes of education. This approach is operational by the terms of effectiveness and efficiency of the educational systems. Humanistic-progressive approach stresses the process in education. In this approach, achievements o students are significant, concerning cognition, but also socialized pattern of cultural, moral and art values are important. This approach considers the school as a place where people learn and live democratic values, human rights and responsibilities, participation and interactive learning and behaviour, multiculturalism, inclusive education. Dimensions of quality of this quality are rightfulness, relevant things and sustainable development. Different approaches, economic and humanitarian- progressive in the estimation of the educational quality require different research paradigms and research procedures. Empirical-analytical (positivists') and interpretative paradigm have been analysed.