A Comparative Study Between Chinese And British Educational Inspection Systems

In the process of 21st century, a wave of educational reforms has been widely spreading all over the world. Each country focuses their minds on cultivating qualified personnel which has become the competition centrals. Among the ongoing tide of educational reforms, elementary education has been paid more attention than ever before and each nation regards elementary education as an important target and puts more emphasis on it. In order to become a great state full of human resources, China must show emphasis on the development of its own education. As one of the three prominent educational managerial systems, educational inspection system (EIS) can provide effective supervision, feedback and directions, which strongly safeguard the implementation of the national education policies.Issac Kandel (1881--1965), one of the famous educator of comparative education,once said ,"We study foreign nations'educational systems with correct status and strict scholastic attitude, the real value of which is to understand and study our educational system better."To make further development and perfection in China's educational inspection system (EIS), we should draw lessons from others and make full use of external experience, but not copy or duplicate others'methods directly and blindly. We should summarize our experience in accordance with what we need in educational reforms and development and bring forth new ideas as well.At first, the dissertation makes an outline of the history of the EIS development in China. After that, it makes a comparative analysis from every perspective with the purpose to find out the differences and similar points. Then, the advantages and disadvantages of both countries'EIS have been summarized. Furthermore, with the help of multi-subjects angles, the dissertation deals with the causes of the differences between the two nations'EIS, and rationally speculates the common laws and characteristic differences frosted by the two different culture backgrounds. By contrast with each other,we realize the inner laws of the EIS and understand how to adjust foreign theories to our country's education situation at present. In the end, some constructive suggestions have been put forward.The dissertation consists of six sections altogether.The first section gives a brief introduction to the course of the EIS development in two countries. At first, the dissertation expounds the beginning and development of China's EIS. The course of the British EIS can be divided into four periods, including the emergence of the EIS, the further development of it, and the stage of OFSTD (Office for Standards in Education) and so on.In the second section, the similiarities and differences between the two counties'EIS have been found out. The similiarities mainly include the following. The identical origins of EIS were both companied with the implementation of the secondary school education. The inspected objects are nearly the same, mainly about the secondary schools, including private schools and state-owned schools. Specialization of inspectors in two nations becomes the common trend. The ways and methods of inspection are generally the same. Up to now, both of them have gained considerable achievements. On the other hand, the differences between the two nations'EIS are as follows. The ways of selecting inspectors and of implementing tasks are different. The models of inspection appraisal are distinctive.In Part Three, the advantages and disadvantages between the two countries'EIS are summed up. Some of the merits of China's EIS are worth carrying forward. Moreover, we should learn some merits from that of Britain according to the China's situations. The fourth section expounds the causes that lead to the differences existing in the two countries'EIS from the following points, for instance, centralization of state power, the market competition, the traditional management, and Max Weber's bureaucracy etc. Part Five discusses the usage of the references and lessons drawn from the experience. Furthermore, some suggestions are put forward.Part Six offers some predictions for our country's EIS. Namely, the sphere of inspection is gradually becoming wider; the inspection in universities develops rapidly; China's EIS should be highly emphasized, especially on how to balance the educational development. In addition, self-evaluation in schools should be generalized and promoted.