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4 January, 2021
This past year I have been fortunate to work in both Chile and South Africa, two countries with high inequality where school inspections are encountered with high levels of trust. In Chile, the Quality Agency is viewed as instrumental to a climate of competition, league tables and naming and shaming of schools; in South Africa, the term ‘inspection’ sparks memories of the Apartheid regime and subjugation to White ruling. As both countries are aiming for a more supportive role of inspection and monitoring to improve schools, a key question is how these agencies can regain or build trust in their evaluation of schools.