The development of the scientific and technological revolution is having an ever-increasing influence not only on the content, the system, the methods, the forms of direction, but also on the educational work of the school. This is very clearly demonstrated at present by the implementation of the project for further development of the Czechoslovak educational system. On the basis of this also the system of control represented by school inspection must be developed. The Law on State Administration in Education enacted by the Czech National Council (No 77/vol. 1978) part three, Inspection in Education, creates favourable conditions for school inspection to become an important factor in implementing the project and improving the quality of communist education in schools.
New approaches to the direction of the school are provided by the systemic approach which also allows to make the school inspection process more effective. Of great significance for the systemic conception of school inspection is the scientific approach to direction. Moreover, the systemic approach includes organizational, creative, theoretical, experimental and pragmatic elements. A significant factor in the systemic approach is the human factor, for unlike other activities school inspection is inseparably bound up with man, his conditions, personaUty traits of the school inspector as a superior of head teachers and educationists at the schools he is in charge of.
The starting point of the systemic approach to school inspection is the formuation of aims (the main tasks of school inspection) within the framework of planning in this field with links to the organizational component of school inspection and the guidance of school inspectors by their superiors. Here it also involves raising their political, ideological, pedagogical, professional and executive level, besides the control and appraisal of the work of school inspectors and lower organs of state administration by highter authorities.
The formation of a system of school inspection, which should, to a certain extent, overcome the experience and the acknowledged shortcomings of the preceding period, is, compared with other conceptions, a more comprehensive approach, for it results in managing the control and appraisal of the educational work of the school as a whole.