Influencing the future structure and content of the world's educational systems are: (1) physical constraints; (2) demographic constraints; (3) social structure constraints; (4) economic constraints; (5) employment constraints; (6) financial constraints; (7) political constraints; (8) administration and management constraints; and (9) institutional constraints. Analysis of projected constraints in these areas results in proposals to meet future needs and problems. Reconciliation must be made between the school and other educational institutions (family, media, etc.), and among the school, politics, and the community. Schools should adapt to new societal conditions. Educational programs must transform attitudes to foster the conservation of irreplaceable resources and ecological needs. Developing nations, undertaking universalization of primary education, must make efforts to strike a balance between quantitative expansion and qualitative improvement of education systems. To counter adverse effects of increasing urbanization, education will have to emphasize individual spontaneity, imagination, creativity, and moral and spiritual values of collectivity, and education must further accentuate the value of tolerance toward cultural differences. Schools must develop capacity for responsible participation in public life, ensure equal opportunity in education, and must be aware of the choice between mass education and the education of an intellectual elite. Developing nations will have to formulate scientific and technological policies more systematically, devote more resources to research, and collaborate, to a greater extent, with other countries. (JD)