ABSTRACT
This book has so far produced both argument and research to suggest that many governmental policies, as well as the attitudes of many in the teaching profession, are focused on the predictable, the measurable, and the here-andnow. The approach by government may give some in power comfort in the spurious belief that greater control and direction of a teaching profession will facilitate more focused and strategising policy-making in the future, just as the focus of the teaching profession upon curricular and pastoral issues may give such teachers comfort in the belief that they are attending to the pressing concerns of students. But, ultimately, the first must fail because increased control only exacerbates a problem of adaptation in an age of increasing change, and the second must fail because it fails to address the context within which such curricular and pastoral issues occur. This final chapter will then address the question of change at individual, communal and global levels, whilst asking what kind of a teaching profession is required for the new millennium.
