Teachers and schools are part of the social and cultural infrastructure of all societies, but they are particularly relevant in developing countries. A good education system is central to the creation of human capital and a fundamental element contributing to successful economic development (Skeldon, 2005). In order to establish and maintain a credible system of education it is important to have a sufficient number of trained and experienced teachers.

The demand and supply for higher education are now global, and the trend in the global market for higher education is rapidly becoming even more global in character. University graduates will enter a global labour market; therefore, they want to:
1. graduate from a university with global recognition and international ranking;
2. be equipped with the highest quality education, and;
3. experience a global exposure to people, places, and cultures from as many countries as possible.
 

Divergent discourses in education affecting social investment policies are driven by disparate perceptions of education as value, whether societal, individual, or by restructuring definitions of human capital beyond truncated utility measurements. In that context, powerful policy actors are making decisions based on their class cohort experience of what education should be, resulting in distinguishing evaluative properties that design education policy typologies to fit.