WIKINDX Resources
|
van Bruggen Johan C. (2010). « The role of school inspection in ensuring quality in education : Past, present and future ». In Beyond Lisbon 2010 : perspectives from research and development for education policy in Europe. Berkshire : Cidree. 85–118
Added by: Rémi Thibert (07 Nov 2011 10:58:58 Europe/Paris) |
| Resource type: Book Article BibTeX citation key: vanBruggen2010  |
Categories: Apprentissages et psychologie Keywords: inspection Creators: van Bruggen Publisher: Cidree (Berkshire) Collection: Beyond Lisbon 2010 : perspectives from research and development for education policy in Europe |
Views: 2245/2761
Views index: 22% Popularity index: 5.5% |
| Abstract |
|
In the last 20 years or so, the roles and tasks of inspectorates of education have changed radically in most countries already in existence since the early decades of the 19th century. In Sections 2 and 3, I sketch this change in the direction towards periodic full inspection of all schools in the country against a national framework of quality statements. This change fits into newer ideas about the governance of schools with more emphasis on self-steering, self-evaluation and self-development, and with a more distant, but not less important, role for governments in shaping the policy context and steering the intermediate agencies for inspection, guidance and curriculum development. The important question, of course, is whether we can register real improvement in schools and education as a consequence of these changes. In order to answer this question, I describe what inspectorates do in Section 1 and the ‘theory’ behind the ideas about full inspection in Section 2. After a short summary of what we know about inspections from impact research {(Sections} 3 and 4), I set out my conclusions in Sections 5 and 6. Here, I argue that the first rounds of full inspection in most countries have indeed brought change, movement and real improvement to many schools. For further development, however, a simple repetition of this type of inspection after three or four years is not enough. Adaptations to the mode of inspection are necessary – I expect much of the mode that Flanders is developing. But, also, a much better link is needed between the support agencies working at local and regional level with clusters of semi-autonomous schools and their regional authorities. Promising examples of this new type of concerted action, where national and regional levels are coupled, are already visible.
Added by: Rémi Thibert |