The unprecedented economic dynamics, high technology, information technology and, especially, the network - including the complex educational network - have imposed a new modus vivendi of the relationship between the educational processes and the labour market, between the stages of development, training and continuous training of the human potential and the processes of innovation, production and substantial operationalization of the integronics of the efficient human actions. The essential strategic learning-perfection-development-innovation cycle has become today a holistic type in which and through which education and the labour market integrate in the same flow, in the same processuality through culture and network, focusing on the same paradigmatic concept, teaching and production, intellectual potential, human capital and the market effect. Today, in the quality competition, the winner is the one who relies on a solid organizational culture and brings additional knowledge, innovation and creativity to the economic, social and strategic management of the company, the enterprise, the unit of any kind within the educational management, the market and people's activity. Quality support in the learning-application-innovation trinity is also given and reinforced by an epistemic approach of assembling values into large dynamic and complex systems. These, in turn, fuel the new type of general culture, organizational culture and professional culture, which make up the major axiological platforms for the new type of civilization - cognitive civilization - and this strengthens through the multi-layered educational network, a bi-unequivocal relationship which is synergistically and thoroughly strengthened with the labour market. The paper aims to provide an overview and a new perspective over a new possible educational paradigm that could influence the new type of society. The methodology is based on the research of secondary data. In this new educational paradigm, the labour market is no longer just a passive beneficiary of the final educational product, but also an active and permanent participant in educational processes, an important network knot with a powerful feedback role being in direct relationship with the quality and purpose of the educational act. [ABSTRACT FROM AUTHOR]