by Richard A. Slaughter
Since the 1960s many people have attempted to introduce different aspects of futures into education but surprisingly few initiatives have survived. The paper considers one that took place in Queensland in the late 1990s. It suggests why bureaucracies have thus far mishandled such socially vital innovations and comments on the social and human costs. Factors from commerce, pedagogy and the global system are advanced to suggest why futures need to become a mainstream concern in education systems at all levels.