This paper discusses insufficiencies in defying qualty in education. The democratic potential of t/l (teaching/learning) process is proposed to be seen as integral part of its quality.  This means that in micro system of a classroom we change power relations and do not teach/learn about values but live and learn in accordance with them. Theoretical framework is found in critical pedagogy and sociology of education.

For the most parts of our planet inevitability of economic laws became, unfortunately, inevitability in educational streams which only contributed to deepening inequalities (Žiru, 2011). Research showed too many times that socio-economic status of a student is one of the strongest predictors of his/her academic success (Coleman et al, 1966; Gamoran and Long, 2006; Pešikan, Ivić, 2016). Matter of equity and equality comes on the stage therefore. Education is therefore not fulfilling its emancipatory role, it stopped giving optimism to the oppressed and leaves oppressed outside of the system or trapped in unsuccessful path inside the system (UNESCO, 2013, 2014). Our educational policies and practices are not democratic enough, and values become alienated from educational research and practice (Apple et al, 2009; Apple, 2006; Freire, 2008; Freire, 1975). Today we must expect that education is going to construct the new system, because the existing socio-economic model is proven to be unsustainable (Bishop, 2010). And these changes could not happen only on policy and macro level but on a very classroom level too, in a field of t/l process (Scorza, Mirra, Morrell, 2013). I would claim that it actually should start subversively from there, and then reach changes from the grass root to a macro level.  This is why our understanding of t/l process should transform. Policies such as „No Child Left Behind“ or „Quality education for all“ (U.S. Department of Education, 2002, 2004; UNESCO, 2013, 2014) promote discourse of inequality but also have results showing that equity and equality are not seen as inherent, inseparable part of the quality, but as grafted and alienated part.  Key questions are: can there be quality education if it is not for all, and no child left behind in what?

Many authors claim that there is no common understanding when quality of t/l process – or effective pedagogy is analyzed (Strong et al, 2011) which is why we can say that in the matter of t/l quality all aspects of educational process are reflected. What we see as good quality education completely mirrors our ideology or philosophy of education. Roughest classification of these philosophies that we have in Europe today is on outcome oriented education that should fit to the job market versus something like Aristotle’s version of educating citizen where focus is on values and not skills (Mortimore, Stone, 1991). These two approaches determine also the way to asses quality, which means that followers of the first tradition will probably use standardized testing for this purpose and latter will have process oriented assessing of the quality (multidimensional studies, classroom observations etc). But it all failed in creating desirable social change. It is clear now that Milenium goals for 2015. are not reached and  biggest challenge laid in the aspect of sustainability of the change (UNESCO, 2014). Taking this into account the stress is exactly on the quality of education where the discussion about different pedagogies, methods oriented towards process, collaborative learning, critical thinking, and topics such as climate changes and status of women are of highest importance (UNESCO, 2013, 2014). 

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