This workshop has two parts, Part One
examines management, Inspection and Supervision for delivery of Quality
Basic education and Part Two examines the same for delivery of Quality
Higher education. It is evident that Basic education is managed,
supervised and inspected in line with directives of the Education while
technical evaluation, regulation, accreditation and quality assurance
refer to the terms commonly used in Higher Education.
Part One, therefore, provides an analysis
of how the Inspectorate, management and supervisory bodies within the
basic education level are expected to operate in implementing the
requirements of the Education Act, how they operate and the challenges
they face in executing the roles assigned to them.
Part two, on the other hand, provides an
analysis of the various processes of regulation, accreditation and
quality assurance in Higher education. It is therefore obvious that the
dual roles of accreditation and regulatory, roles that should in the
long run be separated for more effective performance.
In the current situation the Inspectorate,
being a department within the Ministry of Education and
Vocational Training may face some problems that are normally
associated with a huge bureaucracy that may jeopardise efficiency
and impact and it would be desirable to be transformed into
an autonomous body with experts providing quality assurance,
support, advice and objective recommendations as the law
Purposes of Inspection
Introduction: Many countries have some
inspectorate system with similar roles and responsibilities. Some make a
clear distinction between Inspection and supervision and in some cases,
these are the responsibility of the Inspectorate. Supervision is the
duty of the Head Teacher / Head of School or Principal of the College.
It is a role that is played by the manager of schools involving the
Local Education Coordinator and the District Education Officers.
• The purposes of inspection are to
ensure that the school complies with the provisions of the Education Act
and to ascertain whether that school is being properly and efficiently
• These are to: Report on the
effectiveness of education in schools and other educational
Institutions and to recommend action for improvement;
Evaluate the arrangements for assuring quality in schools;
Provide frank and objective advice to the
higher education authorities and to ensure that educational
initiatives are implemented effectively Therefore, overall, inspection
is concerned, in the main, with the improvement of standards and quality
of education and should be an integral part of a school improvement
An analysis of how the Inspectorate,
management and supervisory bodies within the basic education level are
expected to operate in implementing the requirements of the Education
Act, how they operate and the challenges they face in executing the
roles assigned to them.
An analysis of the various processes of regulation, accreditation and quality assurance in higher education.
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