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​​Internal Review

The Quality Assurance Department’s current vision for effective quality assurance mechanisms is based on a principle to create a balance between autonomy and accountability. Autonomy and decentralisation may be permeated through the internal review of education providers. This is complemented by an external review conducted by the regulatory authority.

The primary intention is that schools and their learning community are engaged in an ongoing, cyclical reflective process which is directed at improving educational outcomes for all their learners.

An internal review process is pivotal to evaluate what is and is not working, and for whom, and then determine what improvements are needed, particularly to enhance equity and achieve educational outcomes. Internal evaluation involves asking good questions, collecting focused and fit-for-purpose data and feedback, then analysing and making sense of this information to inform school development planning.

The essence of the internal review process is to identify areas for improvement as priority targets and convert them into manageable, ‘bite-sized’ whole school development plan. These should be accomplished through a series of small-scale incremental projects and/or strategies that seek to build confidence and success. This will then develop a base for further projects and/or strategies for improvement. Meaningful and lasting change is based on a long series of small and achievable targets. This leads to an incremental approach towards continuous improvement. More is achieved in this way, over a period of time, than by trying to make hasty large-scale changes.

An effective internal review is always driven by the will to improve, to assist all learners to experience a meaningful and successful learning journey.


(Last updated: September 2016)