Furthermore, the children of most government school teachers and higher level educational functionaries are studying in private schools and they seem to have no stake in government schools since their own children are not affected by poor performance of these schools whose cause they are suppose to serve. The quality improvement efforts by such personnel, who do not have a stake in the system, are being seen as a farce by many concerned people.
I think that for building quality, two things are necessary. First, there should be space for innovations, tryouts, flexibility and freedom to make mistakes and learn from them. Secondly, there is a need for relaxing norms and standards for resources and performance accountability.
Since teachers are central to any educational reform or quality improvement in education and their motivation and leadership needs to be built through in service training and follow-up. The professional excitement, energy and enthusiasm among teachers need to be fostered by the management. In education, quality means the quality teachers whose performance is reflected in the classroom processes. Even display of students' work in the classroom enlivens it.
Unfortunately, the enrollment drives of last few decades were de-linked to the quality and teacher development with a proper support system. The road roller methods of bringing children to schools and emphasis on statistics have robbed off the teacher enthusiasm and sensitivity for classroom instruction.
