Introduction School education systems all over the world are continuously adapting themselves to meet the challenges of globalization. The demand for educated and skilled workers is on rise. In fact the speed at which these changes are influencing the environment in the local as well as global market calls for reassessment of preparedness in school and higher education institutions to meet these challenges. Moreover, for developing a knowledge society the availability of quality education assumes increasing significance in such a scenario. Hudson (2004) argued that the key concern for educational policy makers is how to provide quality education that is sensitive to local context and at the same time responsible to the demands of the global market. Conventionally, higher education provides leadership- manpower for different sectors of national development and growth whereas school education, to be specific secondary education sector is the major provider of workforce for all spheres of national productivity (CABE, 2005). Therefore, the school's responsibility towards realizing student's potential is further enhanced. Also, to ensure availability of quality education at school level is essential because the quality of teaching, learning and the nature of the knowledge transmitted are perceived as the central concerns of the knowledge society.