The way time is used is related to school priorities and expectations. Quality education puts students at the centre of the process; student achievement must be the school’s first priority. Since schools exist because of students, this would seem self-evident. Perhaps because of the complexity of educational systems, however, teachers may not always believe in the school’s ability to help all students. For example, teachers interviewed in Guinea and Mexico had little awareness of the school’s role in pupil failure and dropout. Instead, they tended to blame the pupils and their family environment (Carron & Chau, 1996). Research around the world has shown that low expectations for student achievement permeate educational systems. Rather than setting high standards and believing that students can meet them, teachers and administrators in many developing countries expect that up to half the students will drop out or fail, especially in primary grades. Schools committed to student learning communicate expectations clearly, give frequent and challenging assignments, monitor performance regularly, and give students the chance to participate in and take responsibility for diverse school activities (Craig, Kraft, & du Plessis, 1998).