The CIPO-model

[1] The model also functions as analytical framework through which the educational quality can be reviewed.

[4] Existing criticism on the CIPO-model is that students are being seen as ‘raw materials’ who are ‘created’ through a production process.

This from systems theory derived terminology leads to resistance in educational and pedagogical communities.

When they finish school, some characteristics will have (been) changed, more knowledge will have been acquired and new skills will have been obtained.

[7] On the basis of the model’s analytical framework, five important perspectives of quality of education can be distinguished.