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The author’s premise is that, as schools strive to be relevant and globally connected, school reform takes on both local and international contexts, but that we tend to focus on the present and have a lopsided emphasis on magnitude (extent of activities), with measures that will bring immediate value to our education system. Beyond this, he argues, we need to be keenly aware of a future perspective. This implies learning outcomes must be dynamic and aligned to new realities that emerge over time – the future being about new realities that are context-situated and context-dependent. He adopts Singapore’s contexts as the basis to discuss the nature and significance of future readiness.