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Education for all vs. education for each – a case studyfor it. Otherwise, I wouldn’t use the Plan for any other reason.” 6However, not all teachers had necessarily changed their teaching style, orunderstood why they were making changes even after the intervention. Anobservation in one of classrooms illustrates this finding:“Observation in a first class: the teacher had set the classroom tables and chairsin a U shaped manner. When asked why she chose this room arrangementshe couldn’t give an answer. Finally she said that it was because she couldcontrol the children better. She started going over the alphabet, showing everypicture, capital letter and small letter, which the children were parroting in achorus. Some children were bored, some were merely opening their mouths,and some others were screaming after the teacher. 7 ”This example points up the major difficulties that really exist in changing thesystem and down to reaching individual teachers, who are products of their time.Radical change in every cell of the education system takes time, organized effortand institutional willingness to produce.Teaching toolsTeachers had the opportunity to use tools that are aimed at ensuring that everychild in their class reached the minimal level of knowledge. However, some of theteachers observed did not manage to objectify the lesson objectives:“To recite the poem with feeling.”“To write nicely the letter “T” (it is not possible to measure objectively whetherthe children are reciting with feeling, or whether their letter is nicely formed.)“To conjugate the verbs in the past tense” (too vast.) 8Other teachers reported that it takes a lot of time and effort to really master theskill of writing good objectives. Some of the teachers said that the training was tooshort to ensure radical change 9 .To sum up the change in teachers, even though complex, intrinsic and slowto alter can be increased through the application of intervention training, suchas ESJ – a program for adults. The challenges of undertaking and implementingsuch an initiative are immense, because at the end the project designers andimplementors are proposing to change the mentality and the old teaching stylesthat are deeply rooted in teachers, the community and the education system. Theschool needs to adopt the principles of diversity at its core, a missing philosophy of6. Interview with School Director7. From an observation in a first class after the training8. All the objectives mentioned, which were copied from the teachers’ diaries do not follow the requirements ofwriting the objectives. For me to be fair, these were the only examples that I found to be incorrect.9. From the focus group with the teachers after the training.67Volume 1 - Number 1 - 2013