School inspection challenges: evidence from six countries

This paper analyzes the inspection processes and practices in six developing and emerging countries to hold schools accountable for maintaining input and teaching standards as per the requirements of formal guidelines. The country cases are chosen from diverse geographical locations and income levels according to the World Bank categorization: Bangladesh, India and Cambodia from the lower-middle income category; Uganda and Tanzania from the lower income group; and South Africa from the middle-income category (World Bank, 2017). A secondary qualitative method is applied to carry out this study using academic research literature, reports and website data from governments and international agencies, as well as newspaper articles.