Abstract:

The structure of the Inspection System, which is one of the most important sub-systems of the Turkish Education System, has been discussed by academic circles for many years and continues to be discussed today. Comparison is an important criterion in such discussions. Since these comparisons can be used on the action plans to be made in education systems, it is of great importance to examine the education systems of other countries. The aim of this study is to examine the structure and functioning of the Inspection subsystem of the Estonian Education system. The research was organized in the form of document analysis, one of the qualitative research methods. The study group of the research was determined as Estonia, which is the country that has achieved success in international student assessment exams such as PISA. Accordingly, it has been understood that inspection activities are carried out with more modern approaches such as self-assessment, thematic inspection, risk-based inspection in Estonia, due to the fact that the education legislation is regulated on the basis of equal opportunity, this is paid attention to in the inspections, and a detailed and highly accurate data monitoring system is used in the inspection of educational institutions. Finally, findings related to Estonia were compared with Turkey and some suggestions have been made to contribute to the inspection system in Türkiye.

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