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The social, economic and cultural landscape in the post-industrial age has changed markedly and this article examines the concept of 'learning' to ensure that the current and future requirements are met. The focus of this paper is on formal learning developed and delivered in schools. The authors argue that schools need to be 'dramatically re-conceptualised' in order to create greater flexibility in terms of structures and the roles teachers play. Points raised in this article include: young people who leave school insufficiently prepared and supported for the transition to post-school life are significantly disadvantaged; over the last three years, a major focus of policy development has been towards skill development and for learning to be more closely connected with the world beyond schooling, for learning to be student centred and flexible, and for learning to focus more clearly on the development of the whole person; new learning processes can be seen in good-quality vocational learning in schools which includes a structured and applied learning component as part of the activity; the most important issue that needs to be recognised is that behaviour and attitudes cannot change unless there is clarity around the notion of vocational learning itself and schools should continue to be the powerhouse for developing and managing these learning opportunities; if learning is to be for life, then young people need to be exposed to school-managed learning within and beyond school and be convinced of its value; and to make this happen, schools need to be transformed, which requires teachers, school leaders and governments working with the broader community.