Broad shifts in the social and economic policies of Australia's developing industrial democracy have brought about an urgent need to discuss the educational implications and related issues. Written to raise key questions and promote discussion, this paper first focuses on the educational base from which industrial democracy must develop in Australia. The author discusses the conflicting trends in Australian education which at one time encouraged participative decision-making processes through experiential learning and at other times prohibited participation through traditional, authoritarian processes. Secondly, the author identifies the critical or strategic groups which need to re-think their educational philosophies and methods if they are to accommodate a more democratic industrial society. Thirdly, the author indicates the need for new educational ideas, processes, and programs necessary for the development of recurrent education for industrial democracy. Finally, the author discusses what implications this recurrent education will have on industrial relations, particularly many long-established policies and practices. (BM)