Schools in Great Britain can respond to the current demands of industry, government, and technological advancement and at the same time maintain their own priorities: critical thinking, a concern for values, and access to noncommercial forms of cultural expression. Because of the economic crisis, schools are being urged to help produce a work force with the qualities and skills needed to make Britain competitive in a world of high technology. Economic survival has become a major goal and many educators, business people, and government officials call for a curriculum that would develop technological capability together with a cluster of attitudes and beliefs appropriate to an industrialized democracy. Educators are encouraged to employ new teaching aids (e.g., computers), develop new topics, and teach new skills. Current responses to these challenges include a project on technology and change at York University, collaboration between schools and industry, and experimental social education courses focusing on the role of information in a modern society. Related to these projects is the need to provide special training for educators. Yet, given adequate communication and regrouping of forces within education, the core curriculum can address both economic survival and individual well-being, capability and a critical spirit, skill and understanding, and social competence and moral autonomy. (KC)