In a society of information, where knowledge and creativity represent the key factors, the investment in the human’s capital must become an assumed priority to the level of educational policy. Thus, the increasing of the quality in the educational domain presupposes, the reconsidering of the policies, of the patterns and the formation of the strategies, as well as the developing of the human resources, that would contribute to the competitively stimulation and cooperation, at promoting the innovation, of the changing, of flexible formation, as well as to the revaluation of the new informational and communicational technologies. The analysis of education – society relationship, of the impact social changes have on school, must consider the specific way changes are made in the educations system, the fact they are not the immediate and direct objectivation of social requirements, but they are mediated and often distorted by the internal logic of the educational system. The social logic and the logic of education do not always converge, as the internal logic of the education system is the result of its history, result of successive systematizations that generate an assembly of pedagogical practices, attitudes and mentalities tending to self-preserve and self-reproduce, in a relative and independent manner from the external changes and pressure, having the role of a “filter” in the relationship school has with the social system. Around the world, schools and the societies of which they are part, are confronting the most profound changes. What follows is uncertain and unclear. The different directions of change can seem conflicting and are often contested. Decentralized systems of school self-management are accompanied by centralized systems of curriculum and assessment control. The present social context is troubled by questions, diversity, complexity, space and time parameters changing, schools thus having to adjust to new requirements that restrain and are
sometimes contrary. The new conditions of dynamic change will require from school and its people the capacity to work with diametrically opposed forces.