Global Journal of Human Social Science, G: Linguistics and Education, Volume 21 Issue 4

tend to forget all about taking care of the educators’ conditions. • Inspectors of schools are mandated with meeting different stakeholders to solicit constructive ideas and views that develop education service delivery. Since they are never facilitated or they lack such knowledge, they have left this mandate un attended to. • School inspectors are pivotal in the development and implementation of school improvement plans but for lack of funding or and lack of knowledge on what to do schools are running without school improvement plans. This explains why they have remained stagnated or are collapsing very fast. • Usually, the school inspection challenges of the Directorate of Education standards differ from those of local government school inspection yet challenges to inspection from both units are usually clamped together. No solution to the benefit of both units has ever been found. • At times, there are school inspectors with a secondary school curriculum background recruited to work in local government school inspectorates yet here the work is basically supervising implementation of the primary school curriculum. These may not immediately add value to teacher instructional effectiveness in primary schools except after a long orientation and training. • During implementation of inspection recommendations, there may arise conflict of interest by the district authorities like politicians who demand the law to bend in their favour if their schools are found operating far below the standards. • School inspectors go to the field too poorly facilitated financially to resist any corruption attempts by the schools. This enables the schools that can buy off unfavourable reports to operate under the same unacceptable conditions yet the same practices leaves the poor ones reprimanded and possibly improve faster. • Corruption in the inspection system in Uganda has reached a level where school inspectors invite head teachers in their offices for dialogues disguised as school inspections. As evidence that the inspector worked in the school the visitors’ book is signed in the office of the inspector at the end of the dialogue and the head teacher is asked to disseminate the points referred to in the dialogue to the school stakeholders. • Corruption having infiltrated the school inspection in Uganda, no local government school inspector will be pleased to see the central government school inspectors coming to monitor the management of the inspection activities. The local government staff have always make it difficult or impossible for the monitors from the centre to do their work as expected. • Lack of knowledge, peer working relationships, capacity building among inspectors of schools has left them with little or no contribution to schools guarding against pandemics like COVID-19. • The school inspectors who are too few on the ground are overwhelmed with the rising number of schools to work in efficiently. This has left them with the option of short visit or directive school inspection approach. This method of work has left many stakeholders grumbling on the effect of their visits to schools given the little time they spend there. III. C onclusion Currently, in all least developed countries, there are signs and factors that reveal that school inspectors for government- aided primary schools have not made substantial contributions towards instructional effectiveness. In these countries, like it is in Uganda, lack of appropriate funding for inspection activities, a weak local government linkage with the central government inspection bodies, the existing corruption tendencies at the centre and in local governments, failure to implement the inspection recommendations are some of the challenges the school inspection arms have to overcome to achieve teacher instructional effectiveness. It is concluded that since teacher instructional effectiveness is very instrumental in achieving National development visions like the Uganda vision 2040, then the existing inspection challenges should be addressed. Among the key strategies is for the governments in these countries to create National inspection Authorities, like it is in the United Kingdom with OFSTED, to independently oversee inspection activities in order to ensure effective instructional effectiveness. For example, the government of Uganda ought to transfer the school inspection functions from the Ministry of Education and Sports and also from the Ministry of Local government to create a School Inspection Authority that will be getting funding directly from the central funding source. This Authority should report directly to Ministers’ cabinet meeting of the Central government. IV. W ay F orward • The governments of each country should revisit their legal frameworks in order to address the issue of linkage between the local and their central government. For example, the government of Uganda should revise the local government Act (1997) to address the issues of linkage between the center and local governments, for example, in Uganda, the Directorate of Education Standards (DES) should be made a School Inspection © 2021 Global Journals Volume XXI Issue IV Version I 60 ( G ) Global Journal of Human Social Science - Year 2021 School Inspectors do not add Value to Teacher Instructional Effectiveness in Government-Aided Primary Schools of the Least Developed African Countries: Case of Uganda