Without a modern and good education there can be no modern and good society. There is no high standard of living, no professional and profitable workforce to make the economy competitive, effective and adequate to the age we live in. That is why successful social reforms of whole social systems, by rule, begin with reforms of their educational subsystems. Transitional societies like the one in Jammu and Kashmir State should pay close attention to this. The transition of the Kashmir society is proceeding by adjusting the present standards with the standards of education in other states of the country, and requires a series of reforms for raising standards in various spheres of life. In Kashmir educational system, which consists of pre-school education, elementary education, secondary and higher education, the reforms should be aimed at switching the focus on the child behaviour, ensuring development and acquisition of high-quality knowledge, skills and competencies appropriate to life in the 21st century. It should be noted that, with the aim of improving the quality of education, some changes and modernizations of the curriculum and ways of grading the students have already been made. However, the quality of education depends primarily on the quality of teachers and education reforms must include changes in the level and modernity of their knowledge, expertise, work ethics and methods of communication in class. There is no good school/faculty without good teachers/professors, and the consensus on that has been reached a long time ago. But despite numerous researches, there is still no idea about the elements which determine a lecturer’s quality in modern schooling. Namely, the perception of a lecturer’s quality is not the same in all societies and cultures and changes together with a society.
The thrust of quality education by all standards of understandabilities should be on the wider use of modern information technology in classes and class communication.
Elements that affect the perception of a lecturer’s quality are numerous, variable and changeable. The results of a research, which has been presented in several research works in the universities in both Jammu and Kashmir divisions show that what affects the perception of the quality of teaching staff in schools of different levels and most important element for the teachers is them possession of modern communication skills. The quality of a lecturer should be observed from the aspect of their impact on achieving the efficient and modern knowledge of teachers and their expertise and the ability of students. However, it should be noted that a teacher’s quality reflects the perception of quality of the educational institutions. The thrust of quality education by all standards of understandabilities should be on the wider use of modern information technology in classes and class communication. Namely, it is the use of modern technologies in class and the implementation of new communication skills by the teacher that is a crucial factor on which students perceive their teacher’s quality. The perception of teachers’ quality in the education sector of Kashmir society depends on whether they have and how well they have mastered modern communication instruments and whether they use them in their everyday work and communication. We have to see how students in the universities in Jammu and Kashmir divisions perceive their teachers’ quality based on modern skills of management and Information technology.
