This book addresses the question about the competencies a teacher must possess, be it the type of skills she or he needs or the amount and the type of knowledge that is necessary for success in the classroom. In fact, the basic question is whether it is one (skill) or the other (knowledge), or both. And if both, then what exactly should be their internal ratio? Secondly, is it possible for the teachers to learn anything from the way priests for different systems are trained? While both the teachers and the preachers perform similar jobs, there are clear-cut distinctions in their training and also in their commitment. Does that explain the nature of their social acceptance? The stand the twin editors have taken is that no good programme of teacher training is possible without product evaluation and surveying the real requirements of schools. So far, we do nothing of the sort and the present fixing of unreal norms has led to multiple sources of nepotism and corruption, and to the failure of the system itself. Do we propose to avoid them? An answer to this question may one day be needed urgently. The authors claim that they have an answer.
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