Quality schools are staffed by quality teachers. Well-structured career development plans and performance-based incentives, together with changes in the way head teachers and teachers were selected and made accountable to parents and the communities they serve, would help improve the quality of education. For teachers to teach and children to learn schools need to be properly equipped. This means resourcing primary and junior schools to create an effective learning environment for pupils. Schools were at the heart of ESSPIN because they provide the environment in which children learn. ESSPIN played a key role in ensuring the above factors necessary for quality schools were the priorities of the states. Though the existing training and career development of teachers provided teachers with few incentives, ESSPIN attempted to help the states channel their resources into better organised teacher development programme
ESSPIN supported the development of better systems for training and deploying teachers, and developing teaching career structures.
Significant programme resources were used to support schools, where necessary, with educational materials, water and sanitation, and better infrastructure.