Analysis of Educational Policies in a Comparative Educational Perspective, Linz, Austria, 28 August - 09 September 2005, pp.135-158
It could be stated that the objective of all inspection systems is to promote the quality in the schools. Supervision of education could literally be said to include four main dimensions: evaluating, advising, monitoring and reporting. Historically, two main paths have developed. The first path can be seen in Great Britain, where from the beginning there has been a strong focus on the school as a whole, on its institutional quality. The other path, for which France is the best example, has focused the search for quality on the quality of the teachers. What determines the structure of a supervision system can be analysed regarding various variables such as population, economy, geography and educational policy. An overall view shows that EU countries have different supervision structures depending on their formation of their educational systems as well.
Ongoing relations between EU countries demands and concludes with social, cultural, economical and political integration. The main integration agent can be said to be educational systems of every individual country. The purpose of this study is to analyse the inspection systems of some of the EU countries and Turkey to find out the similarities and differences. This study further, aims to focus on analysing the duties of inspectors comparatively depending on their organisational structures and discuss the outcomes in order to understand the overall framework and develop suggestions for commitment of the inspection system of Turkey to EU inspection framework.
Key words: Inspection, supervision, education, evaluation of education, inspection systems.