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

Authority (SIA) that reports directly to the Uganda cabinet of ministers’ meeting, made totally responsible for quality standards of education to the country. It should be responsible for planning, implementation and accountability of its activities without interference from anybody. • The local government school inspectors should be recruited, oriented and retrained by the National inspection Authority for efficient service delivery. • School inspection funding should be centrally budgeted for, disbursed to local governments which should account to the central school inspection authority which should finally be accountable about school inspection to the country. • Inspection guidelines should ensure that all schools are inspected at least once a term. SIA should ensure that there is adequate manpower for each school (whether private or government – aided) to be inspected once a term. • SIA inspectors should be monitored for accountability purposes by a competent team of people at Ministerial level. • The institutions of higher learning should introduce the training course on quality assurance where students intending to be inspectors should get pre- service training with specialization of level of inspection. • SIA should take up the purchase of vehicles and vans, fueling and serving to solve the transport problem of school inspection. • SIA budget should be directly funded from the sourcing center. • There should be an attractive salary structure and allowances for the Inspectorate Authority that will distract inspectors from corruption tendencies. • The school inspection authority should be charged with developing and implementing inspection policies. • The Inspection Authority should over-see the management of school performance review meetings at which all stakeholders in the school should among other things discuss the inspection feedback reports. V. R ecommendations For school inspection to add value to teacher instructional effectiveness, school inspection challenges should be addressed by the Uganda Government. Key among the issues is to centralize the management of inspection activities that will make the implementation of the recommendations centrally done. R eferences R éférences R eferencias 1. MoES (2015), Annual Report to Sector Review Meeting, Kampala, Uganda. 2. MoES (2016). Measurement of Learning Achievements in Primary Schools. A report by the Directorate of Education Standards, Kampala, Uganda. 3. Mwanazia, G.M, (1985). A study of the Factors that Affect Inspection and Supervision of Primary schools in Changwithya and Malanga zones, Central Division, Kitui District, Kenya. 4. Aguti, S, (2015). School Inspection and its Influence in the Quality Development of Inclusive Education Practices in Uganda, University of Oslo. 5. Sembirige, P, (2009). The role of the District Inspectors in the Improvement of Teaching and Learning in Selected Primary Schools in Mukono District: Case of Mukono and Buikwe Counties, Uganda. Unpublished MED Thesis, Makerere University, Kampala. 6. Wanga, H. K, (1985). Quality Assurance: Is the Jury still out? The law of Teachers, Vol, 44 No.1, Pp 4-16 (Google Scholarly)(Cross Ref.) (Infotiere). Volume XXI Issue IV Version I 61 ( G ) Global Journal of Human Social Science - © 2021 Global Journals 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