THE QUALITY BUSINESS 15

Quality cm be graded 'low' or 'high', and in this book on improving the

quality of education we address what we believe to be the highest quality. In
other words, the best practice and how it can be enhanced. In this sense we
are using 'quality' as both a noun and an adjective: 'quality' understood as
high quality and excellence; and the qualities of the improvement
process in education whereby a high degree of excellence is achieved.
We are also writing about quality within a value framework through
which we see the best or highest quality as an entitlement for all. Quality
and equality are linked together in this way, and we believe that improving
quality in education must reduce the 'quality gap' which exists for those
who may experience inequality due to race, social class, residence, religious
belief or the like. Success Against the Odds (Maden and Hillman, 1996)
outlines the ways in which quality processes can overcome the obstacles to
provide quality learning for pupils in disadvantaged areas. The 'quality gap' is
merely widened by low expectations. To say 'Well, what can you expect
from these children?' makes the underachieves doubly disadvantaged as
opposed to being empowered.
Comparative judgments are made about quality: for example,
unfavourable comparisons between schools in the United Kingdom and
Pacific Rim schools. Part of the current context for quality is 'zero
tolerance'—poorest quality will not, therefore, be countenanced. One of the
policy principles of a recent government White Paper, Excellence in
schools (DfEE, 1997a) states that There will be zero tolerance of under-
performance':

Our aim is excellence for everyone. If this is to be more than rhetoric,

then persistent failure must be eradicated. Hence our commitment to
zero tolerance of under-performance. We shall seize every
opportunity to recognize and celebrate success in the education
service, and we shall put in place policies which seek to avoid
failure. But where failure occurs, we shall tackle it head on. Schools
which have been found to be failing will have to improve, make a
fresh start, or close. The principle of zero tolerance will also apply to
local education authorities. Our policy will be driven by our
recognition that children only get one chance. We intend to create an
education service in which every school is either excellent, improving or
both.
(DfEE, 1997a, Excellence in schools, p. 12)

The other side of this is the recognition of outstanding quality, for example
'Beacon Schools' to act as 'guiding lights', beacons of quality and
excellence. The Teacher Training Agency's framework of national
professional standards for newly qualified teachers and serving teachers at
different stages as they progress in their careers can be seen as a way of