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Management of educational quality at the level of the student class or group of children. Interactions, processes, educational products, and outcomes.
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Publisher: Editura Universitară
Author: Remus Chină
Publisher year: 2026
Edition: I
Pages: 436
ISBN: 978-606-28-2303-0
DOI: https://doi.org/10.5682/9786062823030
Product Code:
9786062823030
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For over two decades, the Romanian education system has faced a structural paradox: while quality management is frequently cited in official documents, it remains an abstract concept in the day-to-day reality of teaching. Public policies have spawned institutional standards, accreditation dossiers, and massive administrative processes, yet they have left insufficiently explored the dynamic core where the true value of the pedagogical act is determined: the classroom.
This volume addresses this critical—and hitherto under-researched—area in the local literature, marking a conceptual and methodological first: bringing classic quality tools (the PDCA/PDSA cycle, the Ishikawa diagram, SWOT analysis) directly into the *gemba* of the classroom—the actual site where educational value is created.
By approaching the lesson as a sequence of interdependent sub-processes, the author proposes a radical redefinition of roles within the contemporary hybrid learning environment: the teacher becomes a genuine process manager responsible for the quality of instructional design, while the student ceases to be a passive recipient, transforming instead into an active, conscious co-producer of their own education. This is an essential read for teachers, researchers, and policymakers who believe that system improvement truly begins beyond the classroom door.
This volume addresses this critical—and hitherto under-researched—area in the local literature, marking a conceptual and methodological first: bringing classic quality tools (the PDCA/PDSA cycle, the Ishikawa diagram, SWOT analysis) directly into the *gemba* of the classroom—the actual site where educational value is created.
By approaching the lesson as a sequence of interdependent sub-processes, the author proposes a radical redefinition of roles within the contemporary hybrid learning environment: the teacher becomes a genuine process manager responsible for the quality of instructional design, while the student ceases to be a passive recipient, transforming instead into an active, conscious co-producer of their own education. This is an essential read for teachers, researchers, and policymakers who believe that system improvement truly begins beyond the classroom door.
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Management of educational quality at the level of the student class or group of children. Interactions, processes, educational products, and outcomes.
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My relationship with the author of this new book—Associate Professor Remus Chină, PhD—has unfolded exclusively within the field of educational quality management and spans nearly two decades.
We first collaborated (in the capacity of supervisor/reviewer and doctoral candidate) on the development and defense of his doctoral thesis in Educational Sciences (in 2012, at the University of Bucharest), titled "Improving the Quality of Education in Pre-university Schools Based on the ISO 9001 Standard and the EFQM Excellence Model."
Before, during, and after that period, we participated together—presenting several substantial joint and individual papers—in numerous scientific conferences (both international and domestic) dedicated to quality management.
Finally, throughout these past two decades, we have authored and co-authored several articles focusing exclusively on quality management in education and on the so-called "educational quality assurance" system (based on the "Leviathan governance model") officially introduced in Romania in 2005. In doing so, we sought to provide a logical, detailed, and well-argued response—from both scientific and managerial perspectives—to the same fundamental question: why, despite all the costs involved and incurred, has the quality of education in Romania remained—for so many years—merely a frequently proclaimed aspiration rather than a reality (however much it is invoked and anticipated), continuously revised, adapted, and improved in line with stakeholder requirements, as is the case in other countries?
Among other things, we jointly formulated—in a co-authored article addressing the many corrective measures needed in the official Romanian approach to educational quality assurance—a diagnosis that, regrettably, we are compelled to maintain even today, two decades later: the Romanian approach to quality in education has consistently prioritized—and continues to prioritize—formal compliance at the expense of the actual quality of the pedagogical process.
We subsequently expanded on this idea (along with other co-authors) in a novel book titled *Asigurarea calității educației – o abordare pro-activă* [Educational Quality Assurance: A Proactive Approach] (Standardizarea Publishing House, 2014). In this work, Remus Chină contributed the valuable perspective of a pre-university educator who, through daily classroom interaction with students, co-creates the genuine quality of the educational process.
In this light, the present book represents the natural culmination of a long journey undertaken by the author, who has since become a higher education faculty member. While our collaborative works addressed the quality of the educational system as a whole—focusing on "quality in education" and the quality of the education provider (school or university)—Remus Chină now takes a significant step into an area insufficiently explored in Romanian specialized literature: applying classic quality and quality management tools (such as the PDCA/PDSA virtuous cycle, the Ishikawa diagram, SWOT analysis, the Pareto principle, the *gemba* concept and principle, etc.) directly at the classroom level. He presents these not merely as theoretical exercises, but as methodological tools that are applicable, verifiable, and reproducible.
The author and I have jointly observed that, over two decades of monitoring our educational system, Romania has merely gone through the motions of quality assurance in education—a charade that persists under the provisions of the new education laws (Nos. 198 and 199, promulgated in 2023). This process has generated vast, costly quantities of documentation and accreditations yet failed to inspire the necessary confidence among stakeholders; the numerous formal evaluations conducted in schools and universities have left untouched the very dynamic core of the educational process—the source of genuine quality—namely, the interaction between teacher and students within the classroom or study group.
In the author’s view, this volume is not a critique of the charade that has persisted for over twenty years, but rather a proactive, constructive alternative to the current counterproductive approach.
The author demonstrates that a teacher can become a true manager of quality regarding direct educational processes—without demanding or awaiting additional funding or systemic reforms, and without churning out reams of paperwork—simply by understanding and continuously improving what takes place in the *gemba* (the actual setting) of their classroom or study group, guided by legal requirements and the legitimate expectations of the education system’s beneficiaries: the pupils or students.
The author's contribution is all the more valuable as it forms part of an integrative and coherent trilogy of his research: from system quality (2015) to the quality of the school organization (2019) and, now, to the quality of classroom educational processes (2026)—a relevant and cumulatively synergistic trajectory that places this book among the most important works in the Romanian literature on the subject.
Comprising 339 pages, 9 chapters, 17 figures, 11 tables, 3 appendices, and 296 general bibliographic references (plus numerous additional references per chapter), this book serves as an excellently documented, substantial, necessary, and useful tool. It addresses—professionally and boldly—the multiple causal relationships inherent in the educational environment, whereby the quality of graduates (the beneficiaries of education providers such as schools and universities) depends on the quality of the educational products and services offered to them; this, in turn, depends on the quality of the educational processes carried out in classrooms or groups of students alongside their teachers—and, ultimately, on the quality of the school or university itself.
I wholeheartedly recommend it to anyone who believes that real change in education begins beyond the classroom door and that the teacher—perceived, approached, and validated as a manager of the educational process—is the single most important determinant of educational quality.
We first collaborated (in the capacity of supervisor/reviewer and doctoral candidate) on the development and defense of his doctoral thesis in Educational Sciences (in 2012, at the University of Bucharest), titled "Improving the Quality of Education in Pre-university Schools Based on the ISO 9001 Standard and the EFQM Excellence Model."
Before, during, and after that period, we participated together—presenting several substantial joint and individual papers—in numerous scientific conferences (both international and domestic) dedicated to quality management.
Finally, throughout these past two decades, we have authored and co-authored several articles focusing exclusively on quality management in education and on the so-called "educational quality assurance" system (based on the "Leviathan governance model") officially introduced in Romania in 2005. In doing so, we sought to provide a logical, detailed, and well-argued response—from both scientific and managerial perspectives—to the same fundamental question: why, despite all the costs involved and incurred, has the quality of education in Romania remained—for so many years—merely a frequently proclaimed aspiration rather than a reality (however much it is invoked and anticipated), continuously revised, adapted, and improved in line with stakeholder requirements, as is the case in other countries?
Among other things, we jointly formulated—in a co-authored article addressing the many corrective measures needed in the official Romanian approach to educational quality assurance—a diagnosis that, regrettably, we are compelled to maintain even today, two decades later: the Romanian approach to quality in education has consistently prioritized—and continues to prioritize—formal compliance at the expense of the actual quality of the pedagogical process.
We subsequently expanded on this idea (along with other co-authors) in a novel book titled *Asigurarea calității educației – o abordare pro-activă* [Educational Quality Assurance: A Proactive Approach] (Standardizarea Publishing House, 2014). In this work, Remus Chină contributed the valuable perspective of a pre-university educator who, through daily classroom interaction with students, co-creates the genuine quality of the educational process.
In this light, the present book represents the natural culmination of a long journey undertaken by the author, who has since become a higher education faculty member. While our collaborative works addressed the quality of the educational system as a whole—focusing on "quality in education" and the quality of the education provider (school or university)—Remus Chină now takes a significant step into an area insufficiently explored in Romanian specialized literature: applying classic quality and quality management tools (such as the PDCA/PDSA virtuous cycle, the Ishikawa diagram, SWOT analysis, the Pareto principle, the *gemba* concept and principle, etc.) directly at the classroom level. He presents these not merely as theoretical exercises, but as methodological tools that are applicable, verifiable, and reproducible.
The author and I have jointly observed that, over two decades of monitoring our educational system, Romania has merely gone through the motions of quality assurance in education—a charade that persists under the provisions of the new education laws (Nos. 198 and 199, promulgated in 2023). This process has generated vast, costly quantities of documentation and accreditations yet failed to inspire the necessary confidence among stakeholders; the numerous formal evaluations conducted in schools and universities have left untouched the very dynamic core of the educational process—the source of genuine quality—namely, the interaction between teacher and students within the classroom or study group.
In the author’s view, this volume is not a critique of the charade that has persisted for over twenty years, but rather a proactive, constructive alternative to the current counterproductive approach.
The author demonstrates that a teacher can become a true manager of quality regarding direct educational processes—without demanding or awaiting additional funding or systemic reforms, and without churning out reams of paperwork—simply by understanding and continuously improving what takes place in the *gemba* (the actual setting) of their classroom or study group, guided by legal requirements and the legitimate expectations of the education system’s beneficiaries: the pupils or students.
The author's contribution is all the more valuable as it forms part of an integrative and coherent trilogy of his research: from system quality (2015) to the quality of the school organization (2019) and, now, to the quality of classroom educational processes (2026)—a relevant and cumulatively synergistic trajectory that places this book among the most important works in the Romanian literature on the subject.
Comprising 339 pages, 9 chapters, 17 figures, 11 tables, 3 appendices, and 296 general bibliographic references (plus numerous additional references per chapter), this book serves as an excellently documented, substantial, necessary, and useful tool. It addresses—professionally and boldly—the multiple causal relationships inherent in the educational environment, whereby the quality of graduates (the beneficiaries of education providers such as schools and universities) depends on the quality of the educational products and services offered to them; this, in turn, depends on the quality of the educational processes carried out in classrooms or groups of students alongside their teachers—and, ultimately, on the quality of the school or university itself.
I wholeheartedly recommend it to anyone who believes that real change in education begins beyond the classroom door and that the teacher—perceived, approached, and validated as a manager of the educational process—is the single most important determinant of educational quality.
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