School Inspection System

2013 ◽  
Author(s):  
Aleesha Mary Joseph
Keyword(s):  
Inspection System ◽  
School Inspection

Stakeholder perceptions on the role of school inspection standards in demonstrating education quality in China

2020 ◽  
Vol 28 (2) ◽  
pp. 105-121
Author(s):  
Hong Zheng
Keyword(s):  
Student Performance ◽  
Evaluation System ◽  
School Effectiveness ◽  
Shandong Province ◽  
Education Quality ◽  
Inspection System ◽  
Stakeholder Perceptions ◽  
School Inspection ◽  
City Region ◽  
Content Type

Purpose The purpose of this study is to identify the factors and issues within the policy context of education and the school inspection system which might affect education quality in China and examine stakeholder perceptions of inspection content and context in one city region in China. Design/methodology/approach A mixed-methods design was used. In all, 365 teachers, headteachers and administrative staff from ten schools across the urban and rural area have responded the questionnaires. A total of 13 interviewees including teachers and headteachers from two urban schools and a rural school, city and national inspectors and an educational officer were conducted. The interview instrument was informed by both international and local literature and some of the quantitative findings. Findings This paper argues that student non-academic outcomes were perceived by participants to be more important than academic achievements in demonstrating education quality. The prevailing exam-oriented evaluation system still sets barriers for student all-round development. Educational equity in student performance has not drawn sufficient attention from the inspectorates of Shandong province. Practical implications School inspection standards remain to be improved to better support student all-round development and equity in educational outcomes within and between schools, and better accommodate policy contexts and local needs. Originality/value This study examines the school effectiveness factors which have been rarely tested in Chinese context and collects new empirical evidence to explore participants’ perceptions on the quality of school inspection criteria and education quality in Shandong province.

scholarly journals Assessing the Ethos of Anglican Primary Schools in Wales: The Student Voice Project

2021 ◽  
pp. 1-18
Author(s):  
Leslie J. Francis ◽  
David W. Lankshear ◽  
Emma L. Eccles
Keyword(s):  
Student Voice ◽  
Primary Schools ◽  
Male Students ◽  
Inspection System ◽  
School Inspection ◽  
School Life ◽  
Anglican Church ◽  
Church School ◽  
The Church ◽  
Do So

Abstract Since the Anglican Church in England and Wales began to build schools long before the state developed machinery to do so, around a quarter of all primary schools remain connected with the Anglican Church. The church school inspection system maintains that Anglican schools have a distinctive ethos. The Student Voice Project argues that school ethos is generated by the implicit collective values, beliefs and behaviours of the students, and was designed to give explicit voice to the students in response to six specific areas of school life identified by the Anglican school inspection criteria as relevant to school ethos. Drawing on data provide by 8,111 year-five and year-six students attending Church in Wales primary schools, the present study reports on the six ethos measures and on significant differences reported by female and male students, and by year-five and year-six students.

Tsunesaburo Makiguchi and School Leadership in Action

2020 ◽  
Author(s):  
Tomoko Takahashi
Keyword(s):  
School Leadership ◽  
Progressive Education ◽  
School Principals ◽  
School Teacher ◽  
Inspection System ◽  
Japanese Education ◽  
School Inspection ◽  
Teachers And Students ◽  
Tsunesaburo Makiguchi ◽  
Supporting Teachers

Tsunesaburo Makiguchi (1871–1944) was a geographer, elementary school teacher and principal, and educational reformer, who was active in the early-to-mid 1900s in Japan. As a school leader and scholar-practitioner guided by a passion for supporting teachers and improving education for the happiness of children, Makiguchi scrutinized pedagogy as a science and proposed a number of reforms of the Japanese education system, key elements of which, he believed, were failing teachers and students alike. His proposals included, among many: the establishment of standards of competency expected of school principals as well as a system of examination to uphold these standards; the abolition of a government-led school inspection system that pressured and restricted teachers from freely conducting teaching activities; and the establishment of an “education research institute” and an organization for the training of teachers. The growing number of modern educational scholars and practitioners paying attention to Makiguchi’s work and philosophy find his ideas not only valid and applicable to education in the 21st century but also remarkably innovative and insightful. His proposal for school leadership was still but a voice in the wilderness in the 1930s. It was also a bold and audacious attempt for him, especially at the time of the militarist regime. Makiguchi is often compared with his contemporary John Dewey (1859–1952). Evidently, Makiguchi and Dewey were both visionaries, passionate school leaders, and fearless reformers. Bearing this in mind, Makiguchi deserves much more attention than he has received thus far—at least as much as Dewey, if we are to balance the historical account of progressive education as a transnational phenomenon.

scholarly journals Standard language ideology and Dutch school inspection reports (1801–1854)

2017 ◽  
Vol 31 (1) ◽  
Author(s):  
Bob Schoemaker ◽  
Gijsbert Rutten
Keyword(s):  
Language Ideology ◽  
Inspection System ◽  
Control Mechanisms ◽  
School Inspection ◽  
Education Policies ◽  
Standard Language ◽  
Policy Measures ◽  
Language And Education ◽  
First Time ◽  
Standard Language Ideology

AbstractThe decades around 1800 saw the rise of standard language ideology in the Northern Netherlands, and its almost immediate implementation in concrete policy measures. For the first time, the national government initiated official spelling and grammar regulations (1804, 1805). Policy measures were also taken to reorganize and nationalize the field of education. The language and education policies were part of a wider range of measures aimed at the formation of a Dutch nation-state. One of the control mechanisms introduced in this period was a national school inspection system. In this paper, we discuss school inspection reports of the first half of the nineteenth century, focusing on the way language planning and multilingualism interacted. In particular, we want to find out whether school inspectors and teachers actively promoted the officially codified variety, and to what extent this implied discouragement of the use of other varieties of Dutch.

Performance of Fold Inspection System

2004 ◽  
Vol 58 (3) ◽  
pp. 321-327
Author(s):  
Akihiro Terada
Keyword(s):  
Inspection System

Advanced Technology of Web Inspection System

2016 ◽  
Vol 70 (10) ◽  
pp. 1014-1016
Author(s):  
Satoshi Suzuki
Keyword(s):  
Advanced Technology ◽  
Inspection System ◽  
Web Inspection
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