“…In this new realm of allegedly greater school autonomy, inspection regimes have emerged in most countries, even those with no such tradition but, again somewhat paradoxically, alongside a drive for control and regulation by external inspectors, most inspection regimes give greater or lesser emphasis to some form of internal regulation, often referred to as SSE (Brown et al, 2018). School self-regulation or SSE is expected to be conducted, at least to some extent and within an externally designed structure, by the “stakeholders,” school leaders, teachers, parents, and students (Brown et al, 2019, 2020a; Brown, McNamara et al, 2021; Skerritt et al, 2021). This, supposedly, “reflects the democratic values of participation and transparency” (Kyriakides & Campbell, 2004, p.24) of schools as the judgment about the quality of education provision is made by those who are most affected (students and parents) or who affect it the most (teachers and school leaders).…”