Sometimes it happens that some collective diagnoses, even though we're worried, are turned off. They sleep deeply. I think that's what happens to us with the quality of education, we're still half unemployed. An example of this is the lack of motivation of many teachers, the lack of desire to study some students, the role of fuzzy administration or the concern for the education of parents.

If those indications were correct, I believe that the solution would also be in the hands of those actors. And especially in administrations, teachers and fathers and mothers.

The Administration can propose various initiatives to bring us closer to the quality of education. The first is that pedagogical innovation is the most direct route to quality. It can be done under the leadership of the administration itself or by supporting those who work on innovation experiences. Secondly, with the help of the University, there is another profound change to make: to collect the status of the professor. To achieve this, it is necessary to ensure a leading teacher training and also to demand a clear educational vocation from this future teacher. Thirdly, the training needed for innovation, equipment of centres and investment in ratios would be greater. And finally, a review of the governance and management model of the centers, with imagination and determination.

Faculty. We are the most decisive agents for quality and educational innovation. We need the motivation and the vocation to fulfil this role, and I have the impression that a group of teachers is not very happy at work. If the teacher is not enthusiastic, he will not give the best of himself at work, and that is directly related to the quality offered. It can be said that having a transformative pedagogical project to activate motivation can help. I believe that this desire no longer wakes up with higher salaries and fewer hours of work. And with the calling, then, the only thing you can do is to bring that badge before you choose to become a professor.

Parents. In some ways, they need much greater prominence in schools. They can contribute a lot in terms of educational quality and in the articulation and organization of the educational community.

In short, they are key to the approach to the quality of education: first, the motivation and vocation of the faculty, along with pedagogical innovation, the project, as well as the status and training of the professor. On the other hand, the participation of fathers and mothers; in addition, the appropriate investments and ratios; and, finally, the empowerment of the most autonomous centers and models of governance.