The Relationship between Inspection and School Improvement

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The Relationship between Inspection and School
Improvement

• Scotland and Uganda

Martyn Roebuck, University of Glasgow, Scotland
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Uganda and Scotland

• Uganda
• In 1992 decided to set up an Education Standards
  Agency (ESA)
• Process began in 2000, based on Scottish
  experience
• Scotland
• In 1992 when OFSTED set up in England, HMI in
  Scotland continued unchanged

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Indicators for an Inspectorate

• Clarity of function, remit, philosophy
• Output, impact and status
• Validity, reliability and transparency
• Capability of inspectorate to deliver
• Capability of system to respond

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Quality Initiative in Scotland

• Identified criteria of effectiveness of schools
• Shared Indicators with schools and LAs
• Promoted self-evaluation and development /
  improvement planning by schools
• Published How Good is Our School? 1996
• Accountability across the system defined
• Capacity building via associate inspection force
• Published Journey to Excellence 2007
  incorporating 3rd edition of HGIOS

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Relevance of Scottish approach to other countries

• European Union School Self-Evaluation projects
• OECD ethos indicators
• Bertelsmann Foundation translated HGIOS
• Hong Kong Quality Assurance System
• New Zealand and many other countries using the
  4-point scale (and now OFSTED  !)

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Issues to address in Uganda (and in other
countries)

• Clarity of function everything except
  inspection inappropriate constraints
• Philosophy punitive rather than supportive
• Validity unclear criteria, non-evaluative
  reports, unsuitable points for action
• Capability of inspectorate limited manpower,
  limited finance, low status
• Capability of System lack of accountability
  districts unable to support follow-up

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Approach

• Work within existing resources - remove other
  functions
• Make procedures feasible, but focus on
  evaluation, quality and improvement
• Develop explicit criteria and QIs
• Set up partnerships to share purposes, criteria
  and procedures
• Incorporate capacity building
• Try to address accountability at different levels

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Examples of changes to procedures

• What are the KEY features to be evaluated?
  Define a limited range of QIs
• Make inspection experience positive
• Identify strengths to build on
• Identify realistic key points for action
• Feedback should assist SIP
• Collate evidence for district and national
  reporting

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What was achieved in 2002?

• Limited length inspection visits (lt 1 day)
• School profile which incorporated school analysis
  of own strengths
• Limited number of QIs ( Management, Learning and
  Teaching)
• Sampling of data within schools
• Unintended scale of National coverage!

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What outcomes?

• Over 1450 schools inspected (primary, secondary
  and technical) ..!
• 280 AAs involved
• Identified important new information about
  quality of practice in schools
• Universal approval for evidence-based model
• Universal approval for transparency and
  supportive approach
• Districts keen to incorporate features - but how?

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Subsequent support for partnerships with
Districts

• Joint working between Masindi District and ESA
• ESA QIs used to support local inspection as part
  of long term programme funded by LINK for
  development of SIPs
• LINK funding of ESA to inspect and monitor
  Masindi district schools
• After 6 years in Masindi, LINK extends support
  and joint working with ESA to cover 4 more of the
  poorest Uganda districts
• Masindi now one of top 5 performing districts

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Issues addressed in Uganda

• Clarity of function focus on inspection
• Philosophy positive and supportive
• Validity explicit criteria, evaluative reports,
  improved points for action
• Capability of inspectorate limited finance
  inhibits work force, status improved
• Capability of System still lack of
  accountability districts dependent on external
  funding to support follow-up, but significant
  initiatives

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Inspection School ImprovementScotland and
Uganda

• Two different cultural, financial contexts
• Partnerships in school improvement between
  LA/District and Inspectorate
• Separate, arms length but complementary
  functions and accountabilities
• Compatible philosophies, common aims
• to improve schools

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Professor Martyn Roebuck MRoebuck_at_educ.gla.ac.u
k