Abstract

SILVA, Jennifer; VENTURA, Alexandre  and  OLIVEIRA, Diana. External evaluation of schools and its relationship with inclusive policies and practices: a systematic review of the literature. Ensaio: aval. pol. públ. educ. [online]. 2025, vol.33, n.127, e0255115.  Epub June 04, 2025. ISSN 1809-4465.  https://doi.org/10.1590/s0104-40362025003305115.

This study aims to analyze the impact of External School Evaluation (ESE) on the promotion of inclusive educational policies and practices. The research used the Scopus, Web of Science, ERIC, and SciELO databases and the RCAAP repository, resulting in 22 eligible articles. WebQDA software was used to support the analysis of qualitative data. The obtained results pertain to Europe. Some studies have identified positive effects of ESE, particularly concerning the actions of school leadership and the evaluation of teaching quality, indicating an openness to change and improvement. However, some studies have revealed challenges, especially in terms of modifying teaching practices and implementing inclusive strategies in classroom settings. Furthermore, there is limited knowledge about the actual impact of ESE on the development of inclusive education, the improvement of school functioning and its sustainability, indicating that more in-depth investigations are necessary.

Keywords : Institutional Evaluation; External Evaluation; Inspection; Inclusive Education.

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