A reform always implies an adjustment, a transformation, or a change. But one always hopes that a reform is for the better, and that it will benefit those who will be affected by the reform. Educational reforms have been seen in this way, since the world changes and we change with it. In this line of thought, we can dare to think that when an educational reform is considered, it concerns all of us, as we are teachers, students, managers and society in general. We have great expectations in all aspects, from economics, which in the end involves all of us, to quality, social reconstruction in the reduction of poverty, providing quality of life, and reducing the gap between the rich and the poor. [For the complete Volume 16 proceedings, see ED586117.]