This paper proposes design as the guiding pedagogical metaphor for education in the 21st century. Educational reform literature is preoccupied with notions of indeterminacy in relation to learning because of major social changes that have occurred over the last two decades. Globalization, pluriculturalism, informalisation, consumerism, the rise of the network or information/knowledge based society have increasingly become defining markers of these changes.
The paper draws together a set of pedagogical movements (Constructivism, Critical Pedagogy, Reflective Learning and Multiliteracies) in putting forward a case that a pedagogy modeled on design is capable of responding to transforming social conditions. In doing this, outcomes- based education is critiqued in terms of its appropriateness in addressing new demands made on the educational system.