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“In the final analysis, stripped of all rhetoric, school quality is heavily dependent on the quality of its teachers. Only the best quality human capital can have the motivation and sincerity to innovate and implement the aforementioned “100 1 percent” initiatives that differentiate the good performing schools from the failures. And since the quality of teachers cannot be influenced, beyond a point, by exogenous factors like trainings, rigor of monitoring, school environment etc, it is inevitable that there exist wide variations in the quality of schools themselves.”