“…For accountability standards to be able to align these actors' efforts towards improvement around a similar set of criteria and norms, they need to accept the standards as valid indicators of high-quality education and incorporate them in their daily practices and in how they support schools in implementing feedback from inspections and assessments. An example of where this was not working comes from Mazibuko (2009) who found that in South Africa (KwaZulu-Natal) there was a lack of clarity in the roles of support offices, districts and inspectors, which hampered the support of schools in using inspection recommendations to improve. Other stakeholders, such as resource centres or school support services, rarely followed up on the inspector's recommendations, which made the inspection a one-off activity with few consequences.…”