The approach of defining a quality culture that was developed in the course of building the European higher education area today acquires a new dimension and sets the vector for wider international cooperation in the field of education quality. The development of a quality culture in universities implies the improvement of methods for assessing and measuring the quality of higher education both at the national and international levels. For example, the organization of economic cooperation and development, which is currently implementing several projects in the field of quality assessment in higher education, uses a multifactorial approach to defining and measuring the quality of education, which implies the presence of:

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1. Various users interested in obtaining information on the results of education in accordance with their goals, namely:

  • Students choosing a university or training programs;
  • Employers seeking to obtain the most effective and reasonable procedures for the selection of specialists;
  • Universities, faculties, and departments evaluating the strengths and weaknesses of their work;
  • Public authorities which are in need of comprehensive information on the most sought-after competencies for more effective educational and employment policies;

2. Various objectives for the evaluation of learning outcomes (from a comprehensive assessment of the quality of teaching at the university to diagnostics at the level of individual faculties and educational programs);

3. Various tools for measuring the quality of results of training according to the needs of specific users and their goals.


In accordance with this approach, the task is not to create a single measurement tool or a single quality standard for different universities, but it is necessary to strive for a multi-dimensional quality space in which educational systems, universities, and faculties can be positioned and evaluated differently, based on other quality indicators.

The most important interrelated indicators of quality culture today are becoming a learner-centered approach and supporting the quality of teaching. It is the quality of teaching that plays a key role in ensuring the high level and quality of graduate training. With all the apparent evidence of this postulate, so far this aspect of the activities of universities has not been given sufficient attention. The existing national and international tools and methodologies for assessing the quality of education, for example, international university rankings, are based on criteria that characterize the research activities of universities. The quality of teaching is much more difficult to assess and compare, and therefore less often serves as a criterion in the course of assessment procedures and research, is not sufficiently used by the universities themselves for their positioning and promotion.

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At the same time, at the level of universities, considerable experience has been gained in improving the quality of the educational process. Universities develop and implement various initiatives to ensure the quality of teaching, analyze its effectiveness and impact on students’ results, introduce incentive systems for teachers using innovative mechanisms to improve the quality of their work. The key point here is to study this experience of universities from different countries and exchange the most successful parts directed on the project of supporting the quality of teaching in higher education. That is why it is needed to give a look at classroom management as an integral part of educational management and the education system as a whole.

Classroom management is simply where teachers and schools create and maintain certain behaviors of students in a classroom setting. Here teachers are very close to students and can, therefore, be noticed whenever a suspicious issue rises from students, however, educational management refers to a group of professionals that includes principals, teachers, and other educational professionals that are highly educated and mostly licensed by their governments. In educational management, mostly it consists of institutions like colleges, secondary schools, and universities. That is why it is highly important to discuss various reasons why classroom management is more important to the educational management program. They include:

1. Establishes and sustains an orderly environment in the classroom

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At a classroom management level, it is always easier for teachers to establish and sustain an orderly environment. This is because, at this level, teachers are very close to the students, and in most cases, it becomes easy for them to sustain the orderly environment.

2. Decreases negative attitudes amongst the students

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Classroom management is always very integral as it aids in decreasing negative attitudes amongst students hence improving their moral values inside and outside schools. Here teacher identifies such behaviors quickly among the students and therefore going ahead to rectify them before it is too late. Again, here students do not have much freedom that might lead them into bad habits and behaviors just because the teachers are so close to them to monitor every move or step they make. This way now, it is easy to understand that such habits and behaviors are dealt with accordingly. During exams or revision times, it aids to use a service like and for this case studying becomes sometimes useless. It is necessary to keep an eye on students but at the same time do not control them too much as it can lead to loss of creativity and self-esteem.

3. Increases meaningful academic learning and enhances social and emotional growth

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In a classroom management program, the teacher-student association enhances meaningful academic learning and therefore fostering social and emotional growth amongst the students. This usually happens when teachers sometimes carry out guiding and counseling to students and therefore influencing the students’ lives positively. This way, the students get to learn much and for this reason, they tend to grow up being responsible persons to society and themselves too. Sometimes students at that age just need someone to talk to and if there is none they might end up developing bad characters.