The latter half of the twentieth century in Korea may well be called the age of national development, the period of breathtaking transformation from destitution to affluence, from autocracy to democracy and from a hermitic society to a modern nation. Education, meanwhile, that was inexorably interrelated to these development processes certainly played its vital role during the same period. In contrast, the coming half a century should be called, I suggest, as the age of national maturation, much like the beginning of mature adulthood after turbulent adolescent spurt. What, then, should be the renewed roles of Korean education in the twenty-first century?