The Danish government asked a committee of experts to describe the problems and opportunities posed by the use of new technologies in Denmark's education system during the 1990s. The committee began by examining Denmark's educational system within the context of changes in the workplace, the economy, and technology. Three scenarios were developed that, together, constitute a framework for technology-supported learning: the time-independent learning model (learners study at home or in the workplace and maintain a continual dialogue with teachers and other learners); the simultaneously distributed learning model (learners can, thanks to satellite systems and videoconferencing) see and hear their teacher and carry on a dialogue with a teacher while studying individually or in groups); and the independent study model (students work alone with subject matter in an organized sequence of modules). The economic consequences of each scenario were analyzed and compared with those of traditional methods of educational provision. The committee concluded that technology-supported models of learning are well suited to meeting a substantial part of Denmark's future needs for lifelong education. (Twenty-four tables/figures are included. Appended are the following: terms of reference, composition, and calendar of the committee and agendas of two seminars conducted by the committee.) (MN)