A glance at the colonial numbers of education
Throughout history different societies have ensured their reproduction and development largely through education. By means of this social practice, young people are inserted into collective life, appropriating the values and knowledge of their society. In this way, education plays a fundamental role in creating cultural identity and social cohesion, while at the same time ensuring the process of humanisation in each individual.

The school, as we know it today, arose in the context of the socio-political and economic transformations that took place in the 18th and 19th centuries, giving birth to a new model of society which was extended to all countries of the planet. The fundamental purpose of this school was to contribute to the creation and consolidation of the unity of the emerging nations, and to inculcate in the new generations the knowledge, skills and attitudes needed by the new organisation of politics and of social production. Education became one of the main motors for the development of societies, because of its contribution to scientific and technological processes, a decisive factor for economic growth.

During the last quarter of the 20th century, major and complex transformations took place in the world in all spheres of social life. These transformations were due, in part, to scientific and technological innovations which radically alter ed productive processes, and changed the organisation and information of societies, making technical and scientific knowledge increasingly decisive and determinant for the socio-economic development of countries. In this new context, wealth and well-being depend more on technical and scientific knowledge than on natural resources. While many natural resources are running out, society's technical and scientific knowledge makes possible, and indeed favours, the rational and sustainable exploitation of resources.

The advances and innovations that have taken place in productive processes place human beings at the centre of development, because these transformations "are caused, before all else, by the ability of human beings to dominate and organise the environment around their needs". Recognition of the decisive r ole of education puts it "at the centre of the development both of persons and of communities". It has "the mission of making everyone, without exception, bring forth their talents and creative potential" (Delors, 1996: 15).

The pace of scientific and technological transformation means that the way we see and interact with the world changes over a period of time much shorter than a generation. From this fact arise new and urgent educational needs which, in part, demand far reaching changes in educational practices themselves. Education should promote a posture of dialogue between individuals and communities throughout their lives, resulting in intelligent behaviour capable of interacting in a responsible and constructive manner in a context of permanent change.

In all sectors of economic and social life, the need is felt for evolving skills articulated with more up-to-date knowledge and know-how. Knowledge is relevant for practice, and empowers people's abilities to be actively involved in the various spheres of social life. In this sense, education is the main route into the world of work.

The need to train people capable of evolving, of adapting to a world under going rapid change, and to master those changes, is increasingly imperative. From this perspective, the ability to learn throughout life becomes crucial. Schools should direct their training function so as to ensure that their pupils learn how to learn. This new context demands that societies multiply and diversify educational opportunities, becoming genuine "educational societies". New information technologies, when integrated into education, can transform this utopia into a reality.

In an increasingly globalised world, the strengthening of internal cohesion within nations, becomes an imperative necessity. Fragmented societies will find it difficult to survive contact with globalisation. This survival demands the conservation and development of the unique cultural features that allow a society to recognise itself and to enter into relationships with other societies free of any complexes. However, it is important to understand that no society can live closed in upon itself - this demands an ability to r elate to the world and to other societies.

In this context, education recovers its importance and necessity. The modern school arose in history as a priority instrument for the construction of national identity. This identity and cohesion must be developed from the recognition of the cultural pluralism within society. Education must therefore "make individuals aware of their roots, in order to provide them with reference points whereby they can locate themselves in the world", but it must also promote knowledge and respect for other cultures. These culturally unique variations are the common heritage of humanity (Delors, 1996: 42). Thus the school bears the responsibility for building a world of pluralism and solidarity.

Miguel Buendia and Virgilio Juvane