Part 6: How we inspect

Abstract

Evaluating and improving the quality of education of guides by the Directorate of Education Standards (DES) aims to help education professionals improve the experiences and achievements of learners in schools and business, technical and vocational institutions (BTVET). a major and positive impact on the learning, achievements, safety and happiness of young people. Identity gaps between what they are aiming for and actual practice; and select priorities, targets and measures of success to include in their improvement plans Part 6 builds on Parts 1-5 and is designed for use during the induction and training of (Including Foundation Bodies) who work as members of inspection teams. education specialists working in international and non-governmental organisations. ⚫ explain the distinctive role and purpose of inspection and external evaluation: outline methodologies and approaches to inspection, including the uses of quantitative or performance indicators, quality indicators, perception measures and standards, consider the role of inspection in evaluating and reporting on the quality of Learners are at the centre of the work of every school, sub-county and district. This series Each of the first five guides in the series covers a key area of the school's work, one with The guides explain how schools, sub-counties and districts can ⚫ evaluate the quality of education they provide ⚫ identify key strengths on which to build; The aim of Part 6: How we inspect inspectors working for national inspection bodies; local government inspectors, quality improvement officers and other professional evaluators; and • Associate Assessors, education professionals and members of governing bodies Part 6 may also be of interest to: ⚫tutors in primary and national teachers' colleges, both pre-service and outreach Ministry officials; and members of governing bodies; headteachers and school staff. The aim of this wider circulation is to increase transparency in inspection, improve partnerships among education professionals and, by so doing, contribute to overall improvements in the quality of education across the country. Part 6 sets out to: education in individual schools, within local areas and across the country as a whole; and Evaluating and improving the quailty of education present approaches to improving the consistency, validity and reliability of approaches to inspection, monitoring and evaluation among all education professionals. This booklet draws on quality indicators (Qls) from the Handbook for School Inspectors, Education Standards Agency 2005 and also refers to Basic Requirements and Minimum Standards (BRMS), Ministry of Education and Sports March 2010. Using this series of guides in international settings The overall aims of education to enable young people to learn and achieve are common across all countries, although the way these aims are expressed and the context in which they are delivered may vary. However, the following key building blocks of education are universally recognised: leadership; the curriculum; teaching and learning; assessment support for learning: the environment for learning; and partnerships with parents and the community. The Qle and standards which are referred to in this guide are very similar to indicators and measures used in many other countries. The overall approach outlined in this series of guides may, therefore, be transferred to other settings quite easily. The techniques and Individual methodologies proposed may be selected from, added and adapted to specific cultural contexts. Throughout this guide, the terms 'inspection' or 'inspectors should be taken to refer to any form of external approach to evaluating the quality of education in schools.