Monitoring in educational system development and quality assurance

Abstract

The aim of the article is to discuss the potential of educational monitoring, which is part of the debate on the quality of education, which has been ongoing since the 1980s. The assumptions of education monitoring are situated in the theoretical and methodological concept of controlling the output resources of the education system as an opportunity to achieve better results by recognizing changes in framework conditions and process factors. The new approach to education control also fits into the context of an evidence-based policy that, according to the needs and expectations, can shape the development of the education system and set long-, medium- and short-term goals. In the article, it was considered important to first recognize the essence of educational monitoring and the dominant theoretical approaches and selected models, and then to identify and analyze the challenges related to it in the education sector in terms of development and quality assurance.