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The Relationship between Inspection and School Improvement. Scotland and Uganda. Martyn Roebuck, University of Glasgow, Scotland. Uganda and Scotland. Uganda In 1992 decided to set up an Education Standards Agency (ESA) Process began in 2000, based on Scottish experience Scotland

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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 (< 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 Improvement:Scotland and Uganda

  • Two different cultural, financial contexts

  • Partnerships in school improvement between LA/District and Inspectorate

  • Separate, arm’s length but complementary functions and accountabilities

  • Compatible philosophies, common aims:

    to improve schools


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Professor Martyn Roebuck

[email protected]


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