School inspection in small states and territories: an overview and case study of Macau

This paper reviews school inspection systems in small states and territories (SSTs), indicating tensions, challenges and sensitivities that relate to their small size. A qualitative case study is presented of the new school inspection system in Macau, a post‐colonial, small territory facing issues experienced in other SSTs. Macau's inspection system is contextualized within its decentralized, developing schooling system and local sensitivities, potentiated in the Chinese culture where relationships, harmony and ‘face’ feature highly. Implications are drawn for policy and practice, including the need for bespoke inspection systems in SSTs, the development of resident expertise, attention to economic, personal and interpersonal costs of inspection, the need for transparency, the time cycle of inspections, the need for sanctions following inspection, and the need for experience of other schooling and inspection systems in order to make informed judgements about quality. Though large‐scale inspection systems often separate inspection from development, support and advice, in SSTs that separation may be blurred. It is argued that the content and methodology of comparative study of school inspection in SSTs has to take account of their unique economic, cultural and professional features.