Certainly the need for education will be of increasing importance in our knowledge-driven future. Certainly, too, it has become increasingly clear that our current paradigms for learning, our schools and our universities, how we finance education, all mu
Hence the real questions is now whether the educational enterprise will be transformed, but rather how and by whom.
If we set our national priority to develop a ìsociety of learningî, then what is currently perceived as the challenge of change may become the opportunity for a renaissance in education in the years ahead.
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