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  • Capacity Building in School Inspection Process and Procedures

    As part of the review of the school inspection process, a 5-day workshop was held in July 2015 facilitated by Dr Phetolo Malau-Modiega, a UNESCO consultant from Botswana.  She holds a PHd in Assessment and Quality Assurance in Education and Training.  The main aim of the workshop was to assist the Inspectorate Unit to better conduct inspections of schools and at the same time review the tools used. 


    The workshop was also attended by representatives of the Schools’ Division, CCATS, EMIS, Schools, SQA and Professional Centre Secretariat.  Input from these partners was invaluable in carrying out the review of the Inspectorate documents, tools and process.


    The topics addressed during the workshop included:

    Principles and practices of quality assurance/inspections;

    Definition of school-inspection;

    Role and benefits of school inspection and assumptions underlying school inspection;

    General challenges with the current inspection practices and mitigating factors;

    Purpose and Process;

    Inspection standards/key areas – Looking at our School framework;

    Qualities and characteristics of inspectors;

    Simulation of Inspection at Beau Vallon primary school;

    Discussion of the idea of giving feedback to teachers after

    lesson observation;

    School Self Evaluation Report;

    Report Writing;

    Inspection Report;

    Confirmation of accuracy of report content by the school inspected;

    Follow up of inspection visits by schools and Ministry of Education.

    The workshop was also an ideal opportunity to align the Framework ‘Looking at Our School’ with new initiatives by the Ministry of Education, such as the Inclusive Education Policy and the Medium Term Strategy 2013-2017 and Beyond.


    Post-workshop engagement


    Two workshops were conducted with school leaders, one for secondary and one for primary to sensitise personnel on the reviewed tools, operation manual, framework, the self evaluation template and inspection process.


    The inspection process now includes two new components, namely the giving of feedback to teachers after inspectors have observed their lessons and the confirmation of accuracy of the content of the draft report.


    Responses gathered from the workshop evaluation questionnaires reveal that on the whole participants had found the workshop ‘useful and very beneficial’.  Almost all participants appreciated the opportunity to engage with the Inspectorate Unit members and to update existing knowledge and skills in relation to assuring quality in the provision of education to young people.


    Following the workshops, digital documents would be forwarded to schools to facilitate their work.