ABSTRACT
What, then, should the various types of learning space be providing in response to these often promiscuous policy initiatives, shifting patterns of value and use and the adventitious blows of fate and fashion? A widening universe and proliferating range of drivers are together imposing real constraints on learning space and raising pressing questions about the extent to which outcomes have kept pace. Learning space has an established tendency to react to changing demands rather than set an agenda that permits of long-term resilience, but the design imperatives are now clear.
