A plan is presented that replaces the age/grade x school subjects structure of schooling with a structure of sequenced courses leading to incremental capability certification.

This essay reviews the current governance problems in education and details the range of possible governance models for post-industrial schooling.

This article suggests that the organizational structure of schools contributes to lowered teacher morale and creativity; and concludes that school policymakers must learn the lessons of industry: Give employees a stake in the system by decentralizing decision making.

If democratic workplace theories now popular in Scandinavian countries were to be widely applied in the United States, major changes would be necessary in education. To produce workers able to participate in problem solving and decision making, the schools would have to liberate learning from authority-bound, drill-oriented practices.

The nature of the socio-technical theory, which is emerging as an alternative to the systems-efficiency model, is discussed. It is felt that the systems-efficiency models of education are out of touch with the personal, subjective, and creative aspects of human reality.