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However, while the definition of quality is evolving, the conventional focus on ‘the basics’ of literacy, numeracy, essential knowledge and skills has not disappeared, nor has the related emphasis on such critical factors as teachers, the curriculum,teaching/learning methodologies, processes in the learning environment, examinations and assessment, management, administrative practices, planning and policy development. Thus, the ability of education systems and schools to deliver ‘the basics’ that everyone should have remains a key part of the debate on the quality of education. But the debate refuses to rest there. The question is: In what directions should an expanded definition of the quality of education be taken? The following simple classification of the main types of learning outcomes to be pursued may be helpful: