A comprehensive educational system should have enough internal identity and channels of communication so that educators in one setting can identify with those in other settings. The settings in which education takes place are not only schools and colleges, but also business, industry, and human services settings. The feasibility of establishing a comprehensive educational system with links between educators in these three settings is examined. Education is regarded as a life-long process for individuals in their societal, individual professional/vocational, corporate, cultural, and leisure spheres. Its goals are personal well-being, the common welfare of society, delivery of professional and commercial goods and services, the production of wealth, and personal and social quality. Various settings offer opportunities for developing skills to meet these goals--the family and community, colleges, schools, cultural institutions, social and religious agencies, employee training in business and industry, and continuing education in professional and trade associations. Schools, colleges, and departments of education (SCDEs) have a role in preparing individuals who will be responsible for teaching in these diverse settings. SCDEs can collaborate in planning teacher education programs for educators in diverse settings that complement the existing curricula of these units. A growing body of literature exists on ways in which SCDE faculty members can develop a fully comprehensive system of education within its present professional training program. (JD)