Because we were a poor area, the school had a small budget and was unable to teach the second half of the alphabet.

Inadequate funding and lack of commitment to library development by the National Universities Commission was responsible for the poor state of libraries in the universities.

The typical coupling mechanisms of authority of office and logic of the task do not operate in educational organizations.

Administrators are another curious consequence of a bureaucracy which has forgotten its reason for being. In schools, administrators commonly become myopic as a result of confronting all of the problems the "requirements" generate. Thus they cannot see (or hear) the constituents the system ostensibly exists to serve — the students. The idea that the school should consist of procedures specifically intended to help learners learn strikes many administrators as absurd — and "impractical." …Eichmann, after all, was "just an administrator." He was merely "enforcing requirements." The idea of "full time administrators" is palpably a bad one — especially in schools — and we say to hell with it. Most of the "administration" of the school should be a student responsibility. If schools functioned according to the democratic ideals they pay verbal allegiance to, the students would long since have played a major role in developing policies and procedures guiding its operation. One of the insidious facts about totalitarianism is its seeming "efficiency." …Democracy — with all of its inefficiency — is still the best system we have so far for enhancing the prospects of our mutual survival. The schools should begin to act as if this were so.

...an adequate reform of public education in our school system cannot be accomplished by anything like a quick fix. We suspect that anyone who thinks otherwise cannot fully understand the shape of an adequate reform or all the obstacles to be overcome in achieving it.

The time she spent in the opposition Forum for Democratic Change-FDC didn’t offer her much opportunity to deliver services to the community.

To make a lasting change in the direction of development of any important aspect of a society, reform is insufficient and revolution is required.

The only problem with Boy Scouts is, there aren't enough of them.

Our system is not fit for purpose. It's inadequate in terms of its scope, it's inadequate in terms of its information technology, leadership, management systems and processes.

During the 1980s, widespread dissatisfaction with America’s schools gave rise to a powerful movement for educational change, and the nation’s political institutions responded with aggressive reforms. Chubb and Moe argue that these reforms are destined to fail because they do not get to the root of the problem. The fundamental causes of poor academic performance, they claim, are not to be found in the schools, but rather in the institutions of direct democratic control by which the schools have traditionally been governed. Reformers fail to solve the problem-when the institutions ARE the problem. The authors recommend a new system of public education, built around parent-student choice and school competition, that would promote school autonomy—thus providing a firm foundation for genuine school improvement and superior student achievement.

You cannot reform people who do not recognize that there is anything that needs reforming.

Over the years of wrestling with the obstacles that stand between child and education, I have come to believe that government monopoly schools are structurally unreformable.

It [the human relations school ] lacks empirical support and conceptual clarity, and it fails to grapple with the realities of authoritarian control in organizations and the true status of the subordinate

A change in administration doesn’t automatically fix the underlying problems, which include the corporate media’s marginalizing of science, ongoing divides over science and religion, and an American culture that all too often questions the value of intellect and even glorifies dumbness.