Abstract
In the process of making the switch from exam-oriented education to quality education, it is evident that many workers in the field of education actually want to implement quality education; however, because there is not a complete set of management models in place for implementing quality education, they feel compelled to adapt to and promote exam-oriented education, even though it is against their wishes. It appears, therefore, that if we are truly to implement quality education on all fronts, in addition to bringing about a change in the general philosophy of education and establishing a macro-environment conducive to quality education, we will need to deal with another major problem, that is, to put our efforts toward constructing a new model of quality management.
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