ABSTRACT
The education system has not, to date, responded well to the challenge of applying futures issues in pre-school to secondary educational curricula. This is partly attributable to the lack of an awareness on the part of most educators of the methodologies and philosophical orientations of futures studies. This gap in the educational knowledge base means that most educators do not possess the critical frameworks necessary to analyse perceptions of the future and to convert these concerns into practical learning experiences. In order to remedy this situation, futures researchers will need to continue the long-term objective of disseminating information about the discipline of futures studies across educational settings.
