This can be done by means of systems favouring observation, discussion and participation so as to enable future teachers to acquire a practical knowledge of the problems caused by lacking motivation or by the pupils' flat refusal to learn, as well as of the pedagogic, disciplinary and social means to remedy this. It is necessary to establish close links with the surrounding schools so as to monitor training sessions and to organise in those schools practical exercises for future teachers. In-service training for its part has to be considered a right, but also an obligation of the entire educational staff. The new approaches to management, which give schools greater autonomy and more responsibilities, require a greater participation of the teachers, the first actors concerned, in the educational transformation process. The teachers' status is breaking down.
Education is a labour-intensive branch of activity.
To educate is and will always be, notwithstanding the introduction of new technologies, an act from one person to another. In the act of teaching and educating the teacher will always be the main actor. The quality of education, that is the quality in terms of efficiency in relation to the aim of education in society and not in terms of economic efficiency, this quality depends in essence on the quality of the teachers, on their motivation and on the level of their professionalisation. Wanting to outline education for the 21st century without taking into account the training and the living and working conditions of the teachers is laying a heavy burden on education and on the future of the youths.