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There is a growing awareness that one-size-fits-all approaches to school knowledge and organisation are ill-adapted both to individuals’ needs and to the knowledge society at large. To move beyond uniform, mass provision can be described as ‘personalisation’ of education and of public services more widely. But personalisation can mean many things and raises profound questions about the purposes of and possibilities for education. What are the policy challenges to be addressed in furthering personalisation? What do the learning sciences, including burgeoning research into brain functioning, have to contribute in pointing the way ahead? What are the constraints imposed by key stakeholders in education systems - including teachers, parents and employers, and how should these be met? Such questions are addressed in this new volume in the OECD’s Schooling for Tomorrow series, with contributors from Canada, Denmark, France, Germany and the United Kingdom.