Educational systems vary from one European country to another, due to traditions and the way they are organized. Yet, they all face similar problems, highlighted by the the various investigations and assessments they are submitted to. Confronted to a high, persistent rate of failure and early leaving or dropout, ithough different from one country to anothe, yet always too high, the stakeholders need to consider the different ways to improve the quality of education and training. The inspectorate, wherever such a profession exists, is in charge of assessing teachers’practices and implementing new and more efficient ways of teaching. Even though the missions of the inspectorate may vary widely from one country to another, all inspectors have to answer the same questions, namely, how they can can manage the different participants in the educational process, to what extent and using what methods, to get better results both with the students and the different schools and other educational units they are responsible for ? Our project of strategic partnership of school education, entitled « European exchanges of inspection practices (EEIP)» aims at establishing a picture of the different ways and modes of inspection based on the shared experience of inspectors and on common observations of three educational systems in Spain (Canary Islands), Belgium (Wallonia and Brussels federation) and France (académie de Nice). Shared audits, meetings and exchanges with head teachers and teachers, confrontation between different approaches, and possibly reconsidered goals and zones of intervention, will lead to the construction of common tools and levers to promote a high quality level of achievement for all students throughout their school years whether before or after compulsory education. Beyond professional enrichment, stakholders aim at a harmonisation of practices between the three partners, that could show the way to wider European harmonisation in the future . Inspectors taking part in the project belong to the three European regions mentionned. They have varied fiels of action, from individual inspection of teachers, to inspection and assessement of schools. Some work on academic subjects whereas others have a systemic approach ; some have a wide scope of action while others are restricted to one particular level or cycle. From their common observations, and activities and from the comparisons between the different systems, they all mean to get new and wider visions and perspectives as good for themselves as for the schools, teachers and students they manage. Three sessions of professional exchanges, common audits, conferences and meetings with the different educational communities within the three partner areas, will result in the production of oververviews,methodological tools for comparison and reflection and follow up leads of action which will be released and circulated online and during specific meetings and conferences.