The Relationship The Relationship between between

Inspection and Inspection and School School

ImprovementImprovementScotland and UgandaScotland and Uganda

Martyn Roebuck, University of Glasgow, Scotland

Uganda and ScotlandUganda and Scotland

UgandaUganda In 1992 decided to set up an Education In 1992 decided to set up an Education

Standards Agency (ESA)Standards Agency (ESA) Process began in 2000, based on Process began in 2000, based on

Scottish experienceScottish experience

ScotlandScotland In 1992 when OFSTED set up in In 1992 when OFSTED set up in

England, HMI in Scotland continued England, HMI in Scotland continued unchangedunchanged

Indicators for an Indicators for an InspectorateInspectorate

Clarity of function, remit, philosophyClarity of function, remit, philosophy Output, impact and statusOutput, impact and status Validity, reliability and transparencyValidity, reliability and transparency Capability of inspectorate to deliverCapability of inspectorate to deliver Capability of system to respondCapability of system to respond

Quality Initiative in Quality Initiative in ScotlandScotland

Identified criteria of effectiveness of schoolsIdentified criteria of effectiveness of schools Shared Indicators with schools and LAsShared Indicators with schools and LAs Promoted self-evaluation and development / Promoted self-evaluation and development /

improvement planning by schoolsimprovement planning by schools Published “Published “How Good is Our School?”How Good is Our School?” 1996 1996 Accountability across the system definedAccountability across the system defined Capacity building via associate inspection Capacity building via associate inspection

forceforce Published “Published “Journey to ExcellenceJourney to Excellence” 2007 ” 2007

incorporating 3rd edition of HGIOSincorporating 3rd edition of HGIOS

Relevance of Scottish Relevance of Scottish approach to other approach to other

countriescountries European Union School Self-European Union School Self-Evaluation projectsEvaluation projects

OECD ethos indicatorsOECD ethos indicators Bertelsmann Foundation translated Bertelsmann Foundation translated

HGIOS HGIOS Hong Kong Quality Assurance SystemHong Kong Quality Assurance System New Zealand and many other New Zealand and many other

countries using the 4-point scale (and countries using the 4-point scale (and now OFSTED … !)now OFSTED … !)

Issues to address in Issues to address in Uganda Uganda

(and in other countries)(and in other countries) Clarity of function: “everything except Clarity of function: “everything except

inspection”; inappropriate constraintsinspection”; inappropriate constraints Philosophy: punitive rather than supportivePhilosophy: punitive rather than supportive Validity: unclear criteria, non-evaluative Validity: unclear criteria, non-evaluative

reports, unsuitable points for actionreports, unsuitable points for action Capability of inspectorate: limited Capability of inspectorate: limited

manpower, limited finance, low statusmanpower, limited finance, low status Capability of System: lack of accountability; Capability of System: lack of accountability;

districts unable to support follow-updistricts unable to support follow-up

ApproachApproach

Work within existing resources - remove Work within existing resources - remove other functionsother functions

Make procedures feasible, but focus on Make procedures feasible, but focus on evaluation, quality and improvementevaluation, quality and improvement

Develop explicit criteria and QIsDevelop explicit criteria and QIs Set up partnerships to share purposes, Set up partnerships to share purposes,

criteria and procedurescriteria and procedures Incorporate capacity buildingIncorporate capacity building Try to address accountability at different Try to address accountability at different

levelslevels

Examples of changes to Examples of changes to proceduresprocedures

What are the KEY features to be What are the KEY features to be evaluated? Define a limited range of evaluated? Define a limited range of QIsQIs

Make inspection experience positiveMake inspection experience positive Identify strengths to build onIdentify strengths to build on Identify realistic key points for actionIdentify realistic key points for action Feedback should assist SIPFeedback should assist SIP Collate evidence for district and Collate evidence for district and

national reporting national reporting

What was achieved in What was achieved in 2002?2002?

Limited length inspection visits (< 1 Limited length inspection visits (< 1 day)day)

School profile which incorporated School profile which incorporated school analysis of own strengthsschool analysis of own strengths

Limited number of QIs ( Management, Limited number of QIs ( Management, Learning and Teaching)Learning and Teaching)

Sampling of data within schoolsSampling of data within schools Unintended scale of National Unintended scale of National

coverage!coverage!

What outcomes?What outcomes?

Over 1450 schools ‘inspected’ (primary, Over 1450 schools ‘inspected’ (primary, secondary and technical) …..!secondary and technical) …..!

280 AAs involved280 AAs involved Identified important new information about Identified important new information about

quality of practice in schoolsquality of practice in schools Universal approval for evidence-based modelUniversal approval for evidence-based model Universal approval for transparency and Universal approval for transparency and

supportive approachsupportive approach Districts keen to incorporate features - but Districts keen to incorporate features - but

how?how?

Subsequent support for Subsequent support for partnerships with Districtspartnerships with Districts

Joint working between Masindi District and Joint working between Masindi District and ESAESA

ESA QIs used to support local inspection as ESA QIs used to support local inspection as part of long term programme funded by LINK part of long term programme funded by LINK for development of SIPsfor development of SIPs

LINK funding of ESA to inspect and monitor LINK funding of ESA to inspect and monitor Masindi district schoolsMasindi district schools

After 6 years in Masindi, LINK extends After 6 years in Masindi, LINK extends support and joint working with ESA to cover 4 support and joint working with ESA to cover 4 more of the poorest Uganda districts more of the poorest Uganda districts

Masindi now one of top 5 performing districtsMasindi now one of top 5 performing districts

Issues addressed in Issues addressed in Uganda Uganda

Clarity of function: focus on inspectionClarity of function: focus on inspection Philosophy: positive and supportivePhilosophy: positive and supportive Validity: explicit criteria, evaluative Validity: explicit criteria, evaluative

reports, improved points for actionreports, improved points for action Capability of inspectorate: limited finance Capability of inspectorate: limited finance

inhibits work force, status improvedinhibits work force, status improved Capability of System: still lack of Capability of System: still lack of

accountability; districts dependent on accountability; districts dependent on external funding to support follow-up, but external funding to support follow-up, but significant initiativessignificant initiatives

Inspection & School Inspection & School Improvement:Improvement:

Scotland and UgandaScotland and Uganda Two different cultural, financial contextsTwo different cultural, financial contexts

Partnerships in school improvement Partnerships in school improvement between LA/District and Inspectoratebetween LA/District and Inspectorate

Separate, arm’s length but Separate, arm’s length but complementary functions and complementary functions and accountabilitiesaccountabilities

Compatible philosophies, common aims: Compatible philosophies, common aims:

to improve schoolsto improve schools

Professor Martyn RoebuckMRoebuck@educ.gla.ac.uk