It is commonplace in current educational discourse for appeals to be made to the need to "educate for change", to "learn how to learn", to "prepare for the knowledge society". These are, in fact, entirely vacuous concepts. One might as well suggest that schools should "get pupils ready for temperature". Being empty of real meaning such appeals cannot provide the basis for planning or articulating a worthwhile education. Context and content are essential (and in these cases, missing) elements of any useful analysis. This discussion paper, therefore, presents an analysis of context under four headings before turning to issues of what kind of teachers, teacher education and education services are required for 2020.