摘要：Education today serves as an interface between the theory and the practice of children education. The interest of the teachers and schools in aspects of children education in all areas covers a broad range of disciplines, including: pre-qualifying education, continuing education, distance and open learning, health education, education in various specialist areas Positive changes have been noticed over the last period, including: the use by the more and more teachers of the stimulation techniques for education planning and teaching reform, the establishment by many teachers of planning processes specific to contexts and practices, the majority of schools have reviewed their existing plans or programs in the light of reform goals and many of them have developed or strengthened action plans for reform implementation, a number of reform plans have been integrated into sector development programs and wider development frameworks. All the reform supporters agree that learning particular technical skills associated with contemporary technology is essential at any time; much more important in the long run is learning how to learn. Given that technologies and their applications change rapidly, and sometimes radically, students need to be prepared for lifelong learning. Teachers must encourage and guide them so that they acquire the foundations of such competencies by the time they leave high-school. Similarly, reform supporters emphasize the need to acquire broad skills that are not only obsolescence-proof but also happen to be perennially desired by employers. The ability to communicate, collaborate, think critically, deal with ambiguity, and solve problems-to possess, that is, the elements of flexibility-has been repeatedly mentioned as essential for the work- place. Nuts-and-bolts technical skills are never unimportant, of course, but once framed by the broader capacities, they are relatively easy to acquire and to relearn as situations, inevitably, change
