The main thesis of this paper is that innovative changes in both urban metapolicy and in urban education are needed to meet present and future urban problems. Metapolicy deals with policies on policymaking, including the characteristics of the policymaking system and basic policy frameworks and postures. Unless urban metapolicy is improved, no meaningful improvements are possible in concrete policies on specific issues. Required changes in urban metapolicy include: (1) development of urban policy sciences knowledge; (2) invention of new urban policy tools; (3) explicit strategy determination; (4) new policy-contributing institutions and/or policy research organizations; (5) improvement of urban policymaking personnel; and, (6) advancement of citizen participation. This analysis has important implications for urban educators. On one hand, similar improvements in the urban education policymaking subsystems are needed for better urban educational policies. On the other hand, some radical changes in urban education are needed to meet the needs of better urban metapolicies. These include: (1) education of adults for more active roles in urban policymaking; (2) preparation of children for even more active future roles in urban policymaking; (3) training and retraining of urban policy practitioners for new patterns of urban policymaking; (4) training of new types of urban policy professionals; and (5) development of policy scientists. (Author)