Improving the quality of education for all

During the past decade there has been an increasing interestin how schools are performing and how schools canimprove performance. This has resulted in a flurry of activityamong the research community to provide guidance andguidelines for schools concerning school improvement.One of the most common responses to improving schoolshas been to mobilise change effort at the level of the wholeorganisation. This type of intervention has led schools toredefine roles and responsibilities, introduce monitoringsystems and generally concentrate their efforts uponinfrastructural change. This approach stresses theadministrative arrangements rather than the human factorsand, more importantly, neglects the importance of the process of change in schools.