ABSTRACT In the context of the main challenges that educational systems across the world are facing, the paper analyses the conception of personalised education in prevalent approaches to lifelong-learning, as per OECD. It shows that, at heart, it fails to provide an adequate framework when it comes to achieve leadership, innovation and self-realisation. The current approach, on one hand, emphasises personalised education, highlighting principles such as student-centred, self-directed, innovation and diversification; on the other, when it comes to real life (as in academic programmes, practices and experiences), it over-emphasises the social dimension and accordingly diminishes the personal, individual dimension. Next, the paper suggests a different perspective for a personalised education, so as to reinforce leadership, innovation and self-realisation. In doing so, it brings back key educational issues underlying Western education, namely: education is not only about ‘building a work-force and citizenship education’ (i.e. social dimension) but mainly and basically about ‘personal education’. The paper finally indicates how this approach is more consistent and useful in our time.

中文翻译：

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创新、个性化教育与小红帽

摘要 在世界各地教育系统面临的主要挑战的背景下，本文分析了 OECD 普遍采用的终身学习方法中个性化教育的概念。它表明，从本质上讲，它未能提供一个足够的框架来实现领导力、创新和自我实现。目前的做法，一方面强调个性化教育，强调以学生为中心、自主、创新、多元化等原则；另一方面，当谈到现实生活时（如在学术课程、实践和经历中），它过分强调社会层面，因此削弱了个人层面。接下来，本文提出了个性化教育的不同视角，以加强领导力，创新和自我实现。这样做，它带回了西方教育背后的关键教育问题，即：教育不仅是关于“建立劳动力和公民教育”（即社会维度），而且主要和基本是关于“个人教育”。这篇论文最终说明了这种方法在我们这个时代如何更加一致和有用。