The most important issue of the 1990s is developing visionary leaders who can transform industrial era establishments into "learning communities of the future." Educational reform in the 1950s focused on mathematics and science, and the education reform movements of the early 1980s broadened the spectrum across the curriculum at all levels and for all areas of planning and policymaking. The education reform of the late 1980s differs from earlier efforts in that fundamental restructuring projects are in the early stages of evolution. Critical in future restructuring will be what happens in at least three areas: (1) linking academic and vocational tracks and university parallel and technical programs; (2) linking library and information services, which tend to be separate functions, and positioning them to enhance mission priorities and restructuring; and (3) linking vocational tracks in schools and technical programs in colleges and institutes with other establishments. Especially critical is the restructuring of vocational, technical, and occupational education, particularly for culturally diverse and special needs populations and in inner-city and rural areas. Access for all potential learners to academic and vocational-technical occupational programs of high quality is essential for improved quality of life and national competitiveness. During the 1990s, the United States must develop the infrastructure to invent human resource development systems that can evolve into learning communities of the future for all people. (Author/KC)