Role Of Inspectors Research Articles

The Role of Curriculum Inspector for Implementing and Achieving National Goals of Education in Daily Classroom Activities

The inspector's role has to play in curriculum implementation in classroom activities in community schools. The classroom activities, of course, experiments are not in cases of learning achievement. The effectiveness of proper curriculum implementation has explained the role of resource people. This kind of practice is done at school, in which participation by students, teachers and the whole school environment is used from textbooks to achieve goals of education. The government of Nepal has been doing different types of work at different times to improve the educational quality of community schools. The expected results from that work have not been achieved. Finding ways to improve educational problems is ongoing. Keeping this in mind, the state seemed confident that the successful implementation of the curriculum was also an option. In order to implement it, it was done to identify the course work area and make the resource person responsible for it. In order to fully implement the curriculum at the school level, teachers can not only teach books to students, but also do extra activities, organize examinations and evaluations according to time, choose learning areas and objectives according to order, and facilitate the environment for refresher training for teachers. Apart from this, it was seen from the study that he has a role as a supporting element to move forward as a whole, working as a bridge between teachers, parents and students.

The land hoarding and land inspector dilemma in China: An evolutionary game theoretic perspective

China has experienced considerable economic growth since 1978, which was accompanied by unprecedented growth in urbanization and, more recently, by associated rising urban housing and land banking issues. One such issue is that of land hoarding – where real estate developers purchase land to hold unused in the rising market for a future lucrative sale, often several years later. This practice is outlawed in China, where land use is controlled by increasingly strengthened Government policies and inspectors.Despite this, land hoarding continues apace, with the main culprits being the developers and inspectors working subversively. This resembles a game between two players – the inspector and the developer – which provides the setting for this paper in developing an evolutionary game theory model to provide insights into dealing with the dilemmas faced by the players. The logic and dilemma of land banking strategy and illegal land banking issues are analysed, along with the land inspector's role from a game theory perspective by determining the replication dynamic mechanism and evolutionary stable strategies under the various conditions that the players face. The major factors influencing the actions of land inspectors, on the other hand, are the costs of inspection, no matter if it is strict or indolent, conflict costs, and income and penalties from corruption. From this, it is shown that, when the net loss for corruption (income from corruption minus the penalties for corruption and cost of strict inspections) is less than the cost of strict inspections, the final evolutionary stable strategy of the inspectors is to carry out indolent inspections. Then, whether penalising developers for hoarding is severe or not, the evolutionary strategy for the developer is to hoard. The implications for land use control mechanisms and associated developer-inspector actions and counteractions are then examined in the light of the model's properties.

OFSTED: The New Inspection Framework Part 6 - Work with your inspector

Nursery WorldVol. 2013, No. 2 FeatureOFSTED: The New Inspection Framework Part 6 - Work with your inspectorLaura HenryLaura HenrySearch for more papers by this authorLaura HenryPublished Online:4 Mar 2014https://doi.org/10.12968/nuwa.2013.8.2.1097593AboutSectionsView articleView Full TextView EPUB ToolsAdd to favoritesDownload CitationsTrack CitationsPermissions ShareShare onFacebookTwitterLinked InEmail View articleAbstractLaura Henry describes how careful preparation and a strong understanding of the Ofsted inspector's role and the procedure to be followed will ‘help the inspector to help you’. FiguresReferencesRelatedDetails 1 February 2013Volume 2013Issue 2ISSN (print): 0029-6422ISSN (online): 2059-9358 Metrics History Published online 4 March 2014 Published in print 1 February 2013 Information© MA Education Ltd

ANALISIS KINERJA PENILIK PNF DI KABUPATEN GORONTALO

The role of inspectors is considered as highly strategic to helping the implementation of nonformal education in Indonesia. This research has aim to describe the inspectors’ performance in the implementation and quality control of nonformal education. With fenomologis approach, the data is collected by observation, interview, and document study. The result of this research showed that the inspector in Gorontalo not implement the entire main task and the function optimally yet. Because of that, this research suggested to increasing the competency of inspector by upgrading and another relevant forum.

Apoptotic Machinery: The Bcl-2 Family Proteins in the Role of Inspectors and Superintendents

Programmed cell death, apoptosis, plays an integral role in a variety of biological events, e.g. morphogenesis, removal of unwanted or harmful cells, tissue homeostasis etc. Members of the Bcl-2 family have been described as the key players in the regulation of the apoptotic process. This family consists of proteins that prevent apoptosis (Bcl-2-like) and two structurally distinct subgroups (Bax-like and BH3-only) that on the contrary promote cell death. Majority of their response is concentrated to the mitochondrial level. In this paper, besides reviewing some new information in this field we focused on how they interact among each other and on the way they sense and influence the death signals from the environment. Here, we compare Bcl-2 family to inspectors and superintendents since they supervise the manufacturing process of cell death and they determine whether the cell will die or it will resist and survive.

Perceptions of future and cur rent teachers on the organization of elementary schools: a dissonance approach to the investigation of job satisfaction

The study compares the satisfaction ratings of future and current elementary school teachers with respect to the main aspects of school organization and administration. Data were collected from 66 in-service teachers and 79 preservice teachers in Cyprus. The application of factor analysis on the data resulted in the identification of the following main dimensions of school organization: headmaster's role, school organization, school climate, teacher incentives/work conditions, inspector's role and teachers' role. The comparison of the satisfaction ratings of future and current teachers on the above factors produced the following findings: first, the ratings of the two groups differed significantly for the first four factors. Secondly, future teachers reported lower satisfaction ratings than their in-service counterparts in the headmaster's role, school organization and school climate factors and higher ratings on the teacher incentives/work conditions factor.These discrepancies are considered to constitute causes of concern for educational policy-makers. The high expectations of future teachers on the teacher incentives/work conditions factor are viewed as a probable subsequent cause of cognitive dissonance and job dissatisfaction. On the other hand, the low expectations of future teachers with respect to three factors (headmaster's role, school organization, school climate) are likely to reduce their initial enthusiasm for their job. The implications of the findings for teacher training programmes are discussed, and suggestions are made on ways of reducing discrepancies between the expectations of future teachers and the realities of the workplace.

Role of inspectors in external review mechanisms: criteria for selection, training and appraisal

There is a wide consensus that an external review mechanism, both in the form of a peer review, accreditation and certification according to the ISO 9000 series, is more than its standards. The survey process, the role of inspectors and standard interpretation contribute to the essence of the programme itself. Above all, the criteria used for the selection, training and appraisal of inspectors are of paramount importance. While the ISO norms do not require certification bodies to employ “peer reviewers” for the healthcare sector, experience in this sector is the main criterion for recruiting inspectors in accreditation and peer review programmes. However, the ISO/IEC Guide 58, for the setting up and operation of a laboratory accreditation body, specifies that inspectors should have appropriate technical knowledge of the specific calibrations, tests or types of calibration or tests for which accreditation is sought. Training, updating and assessment of inspectors are clearly defined under ISO, but are also systematic under accreditation programmes. Part-time inspectors who are professionals currently practising in a healthcare facility and are in touch with the day-to-day work reality are preferred for accreditation programmes which have self-regulation, education and quality improvement as their main concerns, while full-time and external inspectors are used in external review mechanisms with registration and certification as their main concerns. As well as harmonising the standards for accreditation, it is important to obtain consensus on the criteria to use for the selection, training and assessment of inspectors in order to ensure that different national or international programmes gain mutual recognition.

An inspector calls

Bridget Spears introduces this regular column with an overview of the role of inspectors, and the importance of the regular statutory assessments of care homes for both care staff and residents.

Identifying New Roles and Responsibilities for the Inspector within a Provincial Constabulary: Results of a Job Analysis

With the advent of structural and organisational changes within the police forces of England and Wales, the role of Inspector has been the subject of critical rethinking. In order to review this police rank within one provincial police force, a job analysis was conducted into the present and desired future role and responsibilities of the uniformed Inspector. Methods used included interviews, task activity analyses, role repertory grids and content analyses of existing job descriptions. Results revealed a lack of clear role definition as presently conceived and differences between senior and more junior officers in their assessments of appropriate levels of functioning for the Inspector. Differences also emerged in views about the deployment of Inspectors as generalists based on territorial deployment or as functional specialists. Some resolution of these differences was attempted and formalised into a proposed new job definition.

PERCEPTIONS OF ROLE RELATED STRESS IN SENIOR EDUCATIONAL EXECUTIVES AND ITS RELATIONSHIP TO THEIR HEALTH

How stressful is the role of inspectors of schools and senior educational administrators of a large state department of education? How do they compare with teachers and other professional groups in the perception of their occupational stress? The purposes of this study were (1) to determine the prevalence of self‐reported role related stress in senior educational executives, (2) to examine the influence of biographical characteristics on their perceptions of stress, (3) to investigate the sources of perceived stress, and (4) to test for evidence of ill‐health or other negative coping processes. The paper presents the general findings and reveals some significant relationships between general well being, personality type and physiological symptoms. Four reliable stress factors were extracted: teacher assessment, time management, disruption to family life, and aspects of representing the system. The data also show that this group claims significantly higher levels of affective disturbance than other professional groups. Insights gained from this study provide a guide for remediation that should be undertaken at both organisational and personal levels.

Issue Networks in the Analysis of Inter-Governmental Relations: the role of Inspectors at Central and Local Government levels in furthering Equal Opportunity in Education for Ethnic Minorities.

This paper examines the process involved in the development of issue networks in education and their function in linking activities at Central and Local Government levels and in furthering the development of equal opportunity in education for ethnic minorities. Inspectors, working at both Central and Local Government levels are key individuals in issue networks concerned with equal opportunity in education for ethnic minorities. This discussion analyses those features of inspectors’ roles which make them particularly appropriate for this task.

AN EVALUATION OF THE SYSTEM OF INSPECTION IN AUSTRALIAN STATE SCHOOLS

With the advent of State systems of education in Australia during the latter part of the nineteenth century, inspectors became key figures in the organization of educational policies, to maintain standards of instruction, and to assess the efficiency of teachers and schools. A teacher's promotion was dependent mainly on his seniority in the service and inspectorial assessments of his efficiency. Inspectors were also required to act as educational advisers to teachers, but this role was overshadowed by, and it conflicted with, the inspector's role of assessor. In recent years, there has been a marked change in the inspector's functions, with increased emphasis on professional advice and leadership. Assessment procedures have also been liberalized generally by reducing the frequency of teacher assessments and by broadening and modifying the criteria used to evaluate efficiency. However, it has not been possible to eliminate elements of incompatibility in the inspector's dual role of assessor and adviser, nor has it been possible to devise any reasonably infallible method of grading the complicated task of teaching. The advisory role of inspectors in relation to individual teachers is also being questioned. Such considerations are leading to the further development of alternative ways of stimulating the professional growth of teachers and they also indicate the need for promotion criteria which are largely independent of the inspector.

Secondary School Superintendents: Teacher Loads, Time Allocations, and Effectiveness

An attempt is made to compare the “effectiveness” of secondary school inspectors in the six Australian states. This is done by the use of two “intermediate” criteria—the number of teachers for which each inspector is responsible and the way in which time is allocated amongst the tasks involved in the role of inspector.