The turn of a century is always an occasion for in-depth reflection. It is not by accident that post-modern sociology elects reflectivity as a major attribute of mature organizations and societies. Learning throughout life represents a quantum leap into the 21st century. Reflecting on education and its role in society is at least as old as recorded history. The dual role of education, both to conserve and to liberate, with its potential for contradiction, conflict and even immobilization, is present today as never before. One might even say that this pervasive duality in education is compounded today by a rapidly changing society. It is as if the ‘old order’ of thinking is being replaced by new paradigms of understanding reality and of foreseeing our common predicament. For each generation, education remains the most powerful tool to invent the future and to renew measures of collective hope. Thus the article researches and reviews the role of changing the shape and different approaches of education for the betterment of 21st century society. In particular, the role of various models/approaches of leadership in education for the betterment of 21st century society was evaluated in this research article. Some suggestions have been made at the end of this article based on the research findings. Key Words: Models/approaches of leadership, education, betterment, knowledge society.

The research question, in view of the above mentioned objective of the research, is whether the various approaches of leadership i.e. hierarchical model, an individualistic model and “collegial” models have any significant role in education for the betterment of 21st century society or not. Extensive literature survey was performed on the various approaches of leadership i.e. hierarchical model, an individualistic model and “collegial” models to evaluate the role of these models/approaches in education for the betterment of 21st century society.

In view of the mention models, education in many institutes is just that, simply failing in building an adaptable foundation in meeting the needs of our society. Blank (2006) stated, “ Leaders in the coalition’s study put developing students’ academic, as well as physical, social, emotional, moral and civic competencies, high on their agenda. They paid attention to both accountability and quality.” While many mainstream leaders in public education command more funding for their failed programs, rapidly exemplifies their explanations for their failure to educate. As more government programs become available, more social engineering becomes apparent coupled with welfare, self-esteem therapy, and so forth, as solutions, the problems continues to place the blame on families, society, and funding for the failure of public education. Exposing these types of excuses for these alternative institutes is typically where different approaches are applied. The verbalization use today by bureaucrats in effort to explain the current situation, “If the student has not learned, the teacher seemingly has not taught”. As the philosophy behind government reprehensive, in view of the educational techniques that challenge the principles of modern bureaucrats, illustrate that even the most disadvantaged student can do extremely well, if only schools would teach them.