School Inspection and Supervision in Improving Primary School Quality in Addis Ababa (Ethiopia): Purpose, Structure, and Operation

Abstract

This study aimed to examine how the established organizations of inspection and supervision contribute to the effective implementation of regulatory policies, purposes, and operations. The study utilized a qualitative case study method, with purposive selection of the Ministry of Education (MoE), city administration Education Bureau, and Regulatory Authority; and random selection of sub-cities and district cluster school centers. The data collection instruments were interview with checklist guides and document analysis guides. The interview involved purposively selected 31 participants:  officials, experts, inspectors, and supervisors. The results found that multiple policies were formulated to address different issues of school inspection and supervision organizations. The lack of mutual understanding of the purposes and overlapping roles between inspectors and supervisors hinders cooperation. Communication with the lowest structure was problematic due to the evolving supervisory structure and shrinking inspection structure in the MoE. The lack of resources affects the relationship between supervisors, schools, and inspectors. Inspection and supervision directorates should revisit and clearly define their respective purposes and roles to avoid duplication of work, role conflict, and fatigue to improve primary school quality effectively. The shortage of resources needs to be addressed, and leaders should be held accountable through a clear and comprehensive policy. Lack of proper accreditation and operation below the required standards in certain government schools is a serious concern as it negatively impact students. It is recommended that the responsibility of accrediting and re-accrediting schools should be placed within the Education Bureau.