As we inch closer to a quarter of the way through the 21st Century, educational researchers, scholars and educators have felt, and advocate for, a new grammar of schooling. Current discourse in the field is fairly consensual; our education systems need to embrace new learning ambitions, new credentials and new metrics for success. No-one knows whether we can assess the highly desirous general capabilities, nor learner agency but we need to recognise that there is never an evidence base for working out NEW ways of doing things. We know we need to do it. We just need to launch.
