ABSTRACT
Three decades ago, researchers, educators, pundits and soothsayers speculated on schools of the future, envisaging an age in which schooling as we know it would no longer exist or be scarcely recognisable in what was then tomorrow’s world. It would be a world so different, we were told, that education and schooling would no longer be synonymous, and schools, if they had a future, would serve radically different and transformational purposes.
