David Sless contributed his reflections as part of the Icograda Design Education Manifesto 2011 update. David argues that the transition from graphic design to visual communication involves a radical, painful and expensive change to the education curriculum.

Maria Rogal contributed her reflections as part of the Icograda Design Education Manifesto 2011 update. Maria pinpoints three issues that are important in design education: increasing cross-cultural and transdisciplinary communication and collaboration; preparing students for change; and teaching qualitative and quantitative research methods to solve problems.

Sharon Helmer Poggenpohl contributed her reflections as part of the Icograda Design Education Manifesto 2011 update. Sharon underscores the necessity of vision to provide a unifying direction in design education. Given the ever increasing means of production, vision provides a path of exploration enabling students, teachers and practitioners to advance their work and teaching collectively.

JP Odoch Pido contributed his reflections as part of the Icograda Design Education Manifesto 2011 update. In his essay, JP emphasises the redefinition of graphic design as visual communication design and stresses the importance of its implementation in educational systems.

Victor Margolin contributed his reflections as part of the Icograda Design Education Manifesto 2011 update. In his essay, Victor advocates for design education to respond to the growing challenges of information design for inter-cultural and cross-platform communication.

Dave Malouf contributed his reflections as part of the Icograda Design Education Manifesto 2011 update. Dave advocates for a balance between formal and informal learning to keep pace with increasingly complex culture. He argues for crafting tangible forms, creating opportunity for meaningful collaboration and rebuilding apprenticeship in the applied arts.

Saki Mafundikwa contributed his reflections as part of the Icograda Design Education Manifesto 2011 update. In his essay Saki outlines key challenges for design in the African context including lack of awareness of the profession, a shortage of schools, a conflation of the tools and practice of design and regarding design as a Western practice.

Jacques Lange contributed his reflections as part of the Icograda Design Education Manifesto 2011 update. In his essay Jacques proposes that differences matter in design education and advocates for embracing cultural uniqueness along with the universalism that has grown in the last decade through globalisation.

Jamer Hunt contributed his reflections as part of the Icograda Design Education Manifesto 2011 update. In his essay Jamer advocates that designers demonstrate their role as strategic, critical thinkers going well beyond aesthetic considerations. He also describes the daunting challenge before design students who must be both specialised in their practice while also flexible generalists – able to rapidly acquire new skills and knowledge.

Steven Heller and Lita Talarico contributed their reflections as part of the Icograda Design Education Manifesto 2011 update. In their essay Steven and Lita outline four key areas for design pedagogy: authorship, collaboration, entrepreneurship and multidisciplinary design. They remain grounded in historic roots - typography and the 'making of stuff' - while looking to the changing roles, tools and business knowledge key to future success.