Does External School Evaluation Promote Inclusion?

Leadership Voices from a Case Study

Abstract

This study analyses how the principles of inclusive education are operationalised within a school cluster in Portugal and the extent to which the External Evaluation of Schools Programme (PAEE), conducted by the Inspectorate-General of Education and Science (IGEC), contributes to this process. A qualitative approach is adopted, combining analysis of the school organisation's key documents and the IGEC report with semi-structured interviews with the headteacher and the coordinator of the self-evaluation team. Thematic analysis, supported by MAXQDA software, is organised into two strands: i) leadership and management of resources for inclusion; and ii) the PAEE’s contribution to educational practice and organisational improvement. In the school cluster studied, the findings indicate partial incorporation of the areas for improvement identified by IGEC, both organisationally and pedagogically. Despite alignment with the Headteacher’s Intervention Project and the Strategic Action Plan, limitations persist that affect implementation, such as insufficient resources, teacher turnover, and measures rendered unfeasible by the absence of allocated timetabled hours, which limit the dissemination and consolidation of inclusive practices. The study concludes that the PAEE acts as a catalyst; however, sustaining its impact requires regular monitoring, effective internal coordination, and the proportionate allocation of appropriate resources, underpinned by committed leadership and teachers who translate the principles of inclusive education into effective, everyday pedagogical practice.