The next two decades raise interesting questions about relationships between adults and children, about relationships between humans and machines, about the ways in which we manage the challenge of radical diversity and information surplus. The debate about the implications of socio-technical change over the coming decades therefore cannot be squeezed into the narrowly instrumental economic debate that has dominated public rhetoric about ‘equipping schools for the twenty-fi rst century’ to produce ‘tomorrow’s workforce’. Clearly, there is both more to education and more to the potential contours of social and technological change over the coming decades, than that.