Six inspectorates, Sweden, France, England, Ireland, Scotland and The Netherlands are involved in this review. What is unique about the process is that each of the inspectorates involved actually hosts a visit to their country and organises school visits. During these visits, the hosts conduct their regular school evaluation, using the instruments, indicators and preparation as they would usually do. The goal is to identify strengths and transferable practices and indicators for stakeholders involved in quality assurance in education.

To organise the peer review, two ‘triangles’ were set up, one consisting of France, The Netherlands and Scotland, the other consisting of Ireland, England and Sweden. So, each country visited two other countries. During these three day visits, colleagues were introduced to the education system in the host country, to the position and working methods of the inspectorate and to how the evaluation of ICT is organised. A large part of the visit is dedicated to actual school visits. Depending on the country, the visitors were either only observing the practice of their colleagues or were sometimes even invited to take part in the evaluation of ICT in a particular school. At the end of the visit a concluding session was spent on giving an impression of the school visits and on trying to answer the following questions:

At this moment, the final review visit to England is concluded. Now it is time to draw conclusions. Two first impressions: