schools have explicit EDC policies; schools transmit EDC values (formative role of schools) in combination with knowledge and understanding and skills; and EDC is integrated in all subjects of the whole curriculum and in school life. In other words, EDC is more than a curriculum subject. It implies the infusion of EDC values, involves all stakeholders, and therefore requires collaborative work within the whole school. This approach may not be explicitly endorsed and systematically implemented in any country at present. However, it provides guidelines for EDC good practice, and for adapting the Tool in the national and school contexts. These guidelines are particularly helpful, as EDC and quality assurance are becoming policy priorities in many countries in Europe and beyond. Quality assurance While a consensus is emerging that quality assurance is a powerful approach to ensure educational improvement and to achieve set educational goals effectively,8 quality assurance in education is developing in different ways across Europe, according to principles and priorities of the different educational systems. The generic key principles, approach and components of quality assurance in education are described in detail in Chapter 3. This Tool proposes that an effective educational system is one where these components are related and support each other. On the other hand, it considers that quality assurance is placed at both school level, through school self-evaluation and development planning, and at system level, particularly through accountability and support measures.
8.
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Prague Forum 2003, ‘Quality in Education and the Democratic Agenda’, Council of Europe, CD-ED(2003)9. Council of Europe Standing Conference of European Ministers of Education, 21st Session, Athens (Greece), November 2003.