| The whole world has paid great attention to the major idea of Education for All(EFA ) ------satisfying the basic learning needs of children, youth and adults, sincethe World Conference on Education for All (EFA) was held in 1990. The goal of the EFA has been achieved progressively in the resent years. As we all know, teacher is the primary resource of education, the executor of educational reform and the guarantee of the improvement of the quality of EFA. The article mainly discusses teacher's influence and function for EFA. The article is broadly divided into four parts.Based on the synthesis of literature and concerning researches, the first part describes the main study problem and the research methods.The second part of the article introduces EFA's global development trends, and the current status of teacher group with globalization and education decentralization as its background.The third part mostly describes the education of India and Indonesia. Firstly, it researches the teacher quality and teacher utilization, and then it discusses the threeprojects------Demos Project; Operation Blackboard Plan; District Primary EducationProgramme, which aim at achieving EFA. Secondly, it focuses on the national policy and actions Indonesia carried out towards EFA. It also pays great attention to the changes among teacher management, teacher accountability, and teacher professional development after Indonesian education decentralization. At last, it analyses the common problems which exist in both India and Indonesia. It tries to include some useful experiences on how to achieve EFA in the developing countries through analyzing the lessons drawn from India and Indonesia.The fourth part comes to some consideration on our country. After introducing the current status of EFA and the teacher quality in China, it draws a conclusion that the problems teacher exist have been the "bottleneck" of EFA's achievement. In conclusion, it briefly analyzes some strategies to our teacher group construction.
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