* The management structure of schools needs to change with principals devolved of some responsibilities. Principals, at present, manage academic, human resources and building and maintenance matters. It was felt that merging some responsibilities within school management or creating new positions would lead to greater efficiency. As 'good teachers don't make good managers', it was felt that the process of selecting and promoting teachers should be reviewed and all principal appointees trained in management and administration.

* Principals concurred that across the board, the cadre of teachers in the education system, in terms of training and experience, is of a high standard. However, some of these highly-skilled teachers have been filling temporary positions because permanent positions are not available.

* The lengthy bureaucratic process of dismissing incompetent teachers, prevents principals from quickly replacing them although teachers' colleges are producing highly trained graduates.

* There remains a shortage of teachers in areas such maths and the sciences. Some schools, such as Wolmer's Boys and Campion College, co-operate by sharing science teachers.

* Dr. Polly Bowes-Howell, learning disabilities specialist and principal of Stony Hill Primary and Junior High School, highlighted that school curricula generally are inadequate and incapable of catering to the diverse mix of students. This includes the 10 to 20 per cent of students who either have learning disabilities, learning difficulties or experience hardship in their home situations. She also pointed out that gifted children are overlooked.

* Teaching styles need to shift from expository modern methods which are more inclusive and interactive. Practical programmes must be brought to the classroom, such as study and preparation skills. Schools should also develop ways to encourage students to study more and to encourage greater parent participation in home-study activity.

* The focus of schools' curricula is preparing students to pass external exams. Success or failure in these exams often determine students' future. This was felt to be unfair and unfortunate. Success should be determined by how equipped students are in life skills that would enable them to function effectively in the wider society.