This paper proceeds from the premise that, if inspection is to be useful to the teachers, the school, and educational authorities, certain basic conditions regarding the nature and quality of education and of the organization, staffing, and functions of the inspectorate need to be fulfilled. The paper, therefore, begins with an examination of first-level education. It seeks to identify in a number of respects the elements of a complete system of first-level education that have still to be established or improved and that form the basis for the activities of the inspectorate. In the second part of the paper, the organization of the inspectorate at the national level and the succession of structural changes that have influenced the scope and content of its work are examined. Also examined are the functions of the inspector and the various types of inspecting assistants at the regional, zonal, and district levels in urban and rural areas. The matters of staffing and training in relation to needs for inspecting personnel are also considered and certain conclusions are reached. (Author/IRT)