According to current trends in education, one of the six possible scenarios discussed as part of the future(s) of education project, as designed by the OECD, show schools as having developed past full service community schools on to becoming a core social center. In this case we will likely see the core focus as being the development of social and cultural outcomes and therefore very locally driven. This design requires acknowledgment of diversity and social cohesion as defining tensions of society. Classrooms may not be classrooms at all and a variety of settings with a variety of mixes between students and older people whose job is to facilitate part of the knowledge exist together. A variety of certifications are acknowledged within the society and not everyone in a learning environment will be there in order to earn any particular designation. These relatively informal and flexible settings promote lifelong learning.
Technology is a tool for networking and learning and is used by students, parents, teachers and throughout the community for communication, learning, content sharing and teamwork. Many people are considered teachers, the role having lost its career focus and moved closer to the vision “it takes a village to raise a child.” Core teaching and learning professionals work not only directly with the students but to improve the organizational frameworks that depend on the scheduling of these various resources.
The digital divide has almost disappeared, virtual communities of students of a variety of ages work transglobally on some projects.
The OECD itself says:
In this scenario, the walls around schools come down but they remain strong organizations, sharing responsibilities with other community bodies. Much emphasis is given to non-formal learning, collective tasks and inter generational activities. High public support ensures quality environments, and teachers.
You can follow this link to read more about the geopolitical and attitudinal conditions that likely predict and support this scenario of greater bureaucracies for the management of schools.
