It needs to be decided first that what kind of education and society we are talking about. Furthermore, any qualitative change is unpredictable and hence is analytical and emergent rather than prescriptive. Moreover, quality requires transitional planning and management towards improvement or change. It is desirable that the organisation (senior and middle level functionaries), instead of directly controlling the change, make it participative. Also, once all the functionaries have become receptive of the change, their capacities should be sensitively developed to enable them to take over the change process.

For qualitative improvement, the organisation has to do the following things deliberately -

• Promoting self-development, development of capacities of the functionaries and fostering confidence in them to affect change.
• Involving the functionaries in the diagnosis of problems and their solutions through participatory processes.
• Reviewing the improvement periodically to learn from the experience of change and convert the feedback into further improvement.

Thus, the role of the upper and middle level functionaries in the change process is to become the supportive and facilitative structures to encourage experimentation, risk-taking and capacity-building. In other words, the upper and middle functionaries must become facilitators of and co-partners in the change process instead of its controllers and coordinators.