The EDU Q-card meets the requirements of the Ministry of Education
The Ministry of Education has the task of encouraging schools to provide high quality education in all aspects. And that is what schools themselves want. However, there is often a gap between the ambitions of ministries and daily practice in schools. That is why it is so reassuring that the EDU Q-card is fully in line with the government's education policy and plans. Moreover, the tool is easy to integrate with the existing work of the inspectors.
Inspection and school: perfectly in sync
What is the inspector looking for in the inspection of a school? And does the school continue to meet the undertakings given during the previous inspection? Have any substantial steps forward been taken and on what basis has this assessment been based?
The EDU Q-card ensures that inspection and the school’s own practices are perfectly coordinated. Based on the agreed evaluation, the school chooses three areas for improvement that can be monitored with extra care and attention by the inspectorate.
In this way, the EDU Q-card enhances the work done by the inspectorate by making it:
- more effective;
- more efficient because the assessment already has the understanding and support of the school; and
- more attractive and fun!
‘The EDU Q-card is so important in that it helps us to assist the whole school it is clear and simple to use. Our own tool is good but definitely more complex and demanding on the side of the inspector. There are features which make it clear and straightforward for the inspector to collect data. The most important thing in our work is to understand; own what you're doing and ensure that you produce an effective response.’
Lunyolo Olive, senior inspector, focal point officer of Nakasongola, Uganda
Where do you think the real difference lies, when you compare your work previous to EDU Q-Card and now that you are using the EDU Q-card?
‘There’s a very big difference! One of the clearest is that the EDU Q-card is wholly comprehensive It includes a number of key elements which help us to dig deep into every aspect of the EDUstars model.’
Kalema Kayemba, educational inspector of schools. Uganda, Nakasake district