Lignes directrices pour la préparation d'un diagnostic national

De Grauwe, Anton; Carron, Gabriel
Anglais, Français
La Réforme de l'inspection scolaire pour améliorer la qualité
15 p.

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A propos de la publication

This distance course is accompanied by a package of seven modules, together with this Guide for course participants and the Guidelines for the preparation of a diagnosis on school supervision. The set of seven modules can be divided into four parts. Module 1 explains what we understand by “supervision”, and examines the concepts of “quality” and of “monitoring”, which are intricately linked to the role of the supervision service. Indeed, in most if not all countries, the avowed aim of supervision is to monitor and improve the quality of schools and teachers. In other words, this module describes to some extent, the theoretical and conceptual context within which the supervision system operates. Modules 2 to 5 help the reader to analyse in detail the state and the functioning of the supervision service, and its weaknesses and strengths. It focuses on four aspects, which are within the field of competence of managers of supervision services : roles and functions of the supervision services and of individual supervisors; organisation of the services; management of supervisory staff; and management of the work of the supervision services. The starting point of these four modules are the realisation that, in many countries, supervision has not succeeded in fulfilling its core objective, namely to contribute strongly to the improvement of individual schools and teachers. These modules also recognize the reforms undertaken by many ministries. The underlying questions, therefore, are : what, in the present situation, might have contributed to this relative failure? and what alternatives have been tried out in different countries and contexts to improve this situation? Module 6 discusses an innovative strategy, which consists of relying on in-school supervision. This implies a change in the main focus of supervision and in the main actors responsible and as such it forms part of a wider reform which stresses the need for a quality assurance approach. The implications for external supervision are therefore being carefully considered. Module 7 is somewhat of a summary. It presents different models for the supervision service. On the one hand, is the classical supervision service, which most countries have known for many decades. On the other hand, are various alternatives which have been created more recently and attempt to address some of the weaknesses of the classical model.