Policy makers need to recognize that the historically comfortable education environment is changing. The present model of managing the new environment has a growing number of non-achieving student customers being labelled as being dysfunctional. The dysfunctional collective is becoming the new normal as it expands to accommodate students of diversity, who are classified as having a disability. The student customers, are the input that the education value chain is expected to transform into good and useful citizens. They are becoming increasingly diverse and volatile inputs to handle and shape. Our society is demonstrating increasingly higher level of incivility, lawlessness, antisocial attitudes and behaviors. This suggests that the existing learning system is inadequate. The education system needs to continually adapt to serve the needs of a changing society, if it is to remain relevant. The continuous improvement model of business management and the global sustainability models of economic development can provide a sound framework for satisfying student development goals and objectives, could be the bases for the reform of the complex educational process. Both are process models that will guide the educational community to think more deeply on all aspects of its system, about the benefits of inclusion, and about redefining the notion of the dysfunctional. The student who is empowered to learn, will emerge from the school system with emphasis on education for life, and will be more than ready and fully capable of making a unique and meaningful contribution to self and society.